1. Mastery learning approach Name of presenter Prevention of Postpartum Hemorrhage Initiative (POPPHI) Project PATH Adapted from PPT developed by Jhpiego corporation. Available at: http://www.reproline.jhu.edu/english/5tools/5presgrp/ctschpt1/cts1pg.htm http://www.reproline.jhu.edu/english/5tools/5presgrp/ctschpt1/cts1pg.htm

2. Objectives After completing this session, the participant will be able to describe a mastery learning approach that: Incorporates adult learning principles Features competency-based training Integrates coaching and training techniques that develop competency on models before practicing in the clinical area. 6-1

3. Enabling Objectives Describe the mastery learning approach to training Describe the key features of effective clinical training Identify the responsibilities of mentors 6-2

4. Criteria for selecting AMTSL mentors Demonstrated proficiency Interest in training Humility 6-3

5. AMTSL mentors – selection criteria (1) AMTSL clinical instructors at each site should: Be a team: 2 Midwives and Doctor (obstetrician/gynecologist, if possible). Regularly attend births. Be willing to learn new skills, attitudes, and practices and apply them in the workplace. Be able to advocate for necessary equipment, supplies, and medication. Have the desire and the ability to conduct internal supervisory activities for newly trained birth attendants. Be willing to take charge of monitoring training activities and selected indicators. 6-4

6. AMTSL mentors – selection criteria (2) AMTSL mentors at each site should: Be able to: ­Help learners organise and carry out course exercises and activities that require assistance (i.e., observe role plays) and offer feedback; ­Assist the learner with learning activities; ­Carry out demonstrations; ­Oversee clinical practice. Have the desire to assist other providers in gaining new knowledge and skills. 6-5

7. Key Terms Clinical Training Education Mastery learning Competency-based training (CBT) Behavior modeling Skill acquisition Skill competency Skill proficiency Humanistic 6-6

8. Adult Learning Principles Learning is: most productive when participants are ready to learn. Although motivation is internal, it is up to the clinical trainer to create a climate that will nurture motivation in participants. more effective when it builds on what the participants already know or have experienced. more effective when participants are aware of what they need to learn. made easier by using a variety of training methods and techniques. 6-7

9. Group work What can you do to increase transfer of training to the workplace? 6-8

10. Increasing Transfer of Training #1 Make sure that clinical experiences reflect clinical conditions the learners already work in Use standardized checklists which summarize the key steps of a skill or activity Provide opportunities for practicing skills initially in controlled or simulated situations (e.g., through role play or use of anatomic models) to facilitate skill acquisition and development of skill competency. Provide opportunities for practicing skills under supervision in the clinical area Provide immediate, positive and nonjudgmental feedback 6-9

11. Increasing Transfer of Training #2 Train people in “teams” Analyse work-related barriers to applying skills Use role plays focusing on ways to deal with difficult situations on the job Develop action plans with learners to map out how and when new skills will be applied Make Learner’s Guidebooks available for use on the ward to refresh learners’ memories once they return to their jobs 6-10

12. Increasing Transfer of Training #3 Provide internal formative supervision Monitor progress towards reaching goals as a “team” (use wall charts) Provide external formative supervision 6-11

13. Summary What is the definition of: Clinical training? Education? Behavior modeling? Mastery learning? Competency-based training (CBT) Skill Acquisition? Skill Competency? Skill Proficiency? Humanistic? 6-12

14. Any questions?? 6-13