Training of trainers EndTB training Erevan, Armenia May 26-27, 2016 A. Communier, Consultant

Organization for the development of training and health education Format Santé Organization for the development of training and health education www.formatsante.org

Organization for the development of training and health education www.formatsante.org Pedagogy (health sector) Training of trainers Target population : trainers for health staff (medical doctors, nurses, Community health workers…) Expertise in training Elaboration and design of training programs Training evaluation

TOT objectives To prepare a training program Define training objectives Focus content Select and use a training technique Select and adapt training materials Identify the elements to take into account to organize a training  To implement and conduct a training on Tuberculosis Select target population Prepare and animate a training session: interactive presentations, case studies, group work Take into account adult learning principles Select and use a training evaluation tools

TOT schedule Thursday, May 26th Friday, May 27th Morning Afternoon TOT introduction Learning and adult learning principles Training objectives for a selected target population Preparation of a training session: interactive presentation case study/exercise Animation of a training session   Afternoon Training objectives and training content Training techniques Elaborating a training program Animation of a training session (continued) Organization of a training Training evaluation tools TOT evaluation

Adult learning principles

Cognitive psychology Cognition = All mental processes (or mental functions)   = All the things that individuals can do with their minds   Perception of a simulation  Memory thinking (such as ideation, imagination, belief …)  Remembering Problem solving Decision making Cognitive psychology refers to the study of human mental processes and their role in thinking, feeling, and behaving 7

According to cognitive psychology, A definition According to cognitive psychology, the process of learning is: individual constructive/meaningful cumulative It occurs when the learner actively handles the new information thereby modifying the structure of preexisting knowledge 8

Evolution of modern pedagogy

Conditions to support learning process IMPLEMENTATION/PRACTICE Learning improves when we practise MEANINGFUL Learning improves when new information is made meaningful for us CHALLENGE Learning improves when situations, exercises, information are challenging for us FEED-BACK Learning improves when rapid and precise feed-back on process and results is given

Conditions to support learning process QUESTIONNING and SELF-QUESTIONNING Learning improves when we develop a reflection from questions we ask ourselves Learning improves when we analyse our own thinking process (metacognition) DISCOVERING Learning improves when we discover or classify new information in our previous knowledge ORAL EXPRESSION Learning improves when we can rephrase with our own words

In practice …. Establishing a confident relationship Self-confidence Trust the trainer Developing intrinsic motivation Using known projects, contexts Meaningful context/exercises, Accessible content (can be achieved) Mobilize student curiosity Stimulating recall of prior knowledge It initiates the retrieval from working memory

In practice …. Involving the learners Using active listening Using participatory training techniques Use self-testing/evaluation, self-questioning Using active listening Rephrasing Questioning Empathy Respecting the right to make mistakes

In practice … Answering learner’s questions Using adequate language Focusing on useful and meaningful content Providing feedback Taking into account the individual’s way of learning and learning rhythm

Target audience

Target audience Who needs this training? Why do they need it? What do they already know? What do they need to know? What impact will this training have on the health workers trained? On other professionals ? What impact will this training have on patient care ? ….

Training objectives

Training objective: definition What learners should be able to do by the end of a defined instructional/training period

in professional education Training objectives in professional education Learner-centered Linked with training needs identified in professional situations Related to job description

Training objectives: Qualities

Training objectives: Qualities Relevant Linked with professional experience, focused on real needs Achievable Stated in terms of the realistic result you intend to achieve. Measurable within the available time limit Understandable Adapted language which can communicate to all interested parties

Training techniques

Lecture Objectives To introduce new information to a group of learners To build upon the learners’ existing base of knowledge

Lecture Preparing an effective lecture Training objectives Plan/structure Limited information on each slide Synthesis of main ideas Aids to illustrate the points Examples to relate to learner’s context Relevant and selective questions

Lecture Advantages Disadvantages Presentation of information and concepts in a short time For a large number of learners Possible interaction Use of a range of supportive materials Disadvantages Point of view of the lecturer dominates the knowledge No interaction in most cases Content too abstract if not related to real life situations Pace of learning determined by the lecturer

Lecture Presenting a lecture Present the objectives and the structure Provide examples Ask questions to check learners’ understanding …. Maintain eye contact Ensure a good seating arrangement Speak clearly, loudly Use simple language

Case study Objectives To solve complex situations, problems To create new knowledge through collective reflexion, analysis and synthesis

Case study Preparing an effective case study Training objectives Context Questions: relevant, precise, evolving approach Documents Participatory training techniques Case study plan for trainers (with expected answers) Roles for each facilitator

Case study Advantages Limitations Adapted for various types of target audience Can be used with a group Provides detailed information on a specific situation Allows work on various questions Limitations Length Lack of rigor Not generalizable

Role play Objective Preparing a role play To teach communication skills regarding attitudes Preparing a role play Situation : general context in which the scene takes place Characters A document for the facilitator (essential information or arguments ) An observation check list for the observers

Role play Implementing a role play The facilitator Explains what a role play is, and describes the communication skill to be taught Asks for volunteers or assigns them if necessary Reads the text describing the general context   The players Prepare their role for 10 minutes Perform for 10 minutes Organises the debriefing Make a synthesis 

Participatory training techniques Motivation Group participation Self evaluation Reflexion Increased knowledge Trainer = facilitator

Training plan

Training plan Training objectives Training activities Training technique Duration Resources (material, trainers)

Lecture Preparation Animation

Effective lecturer Mastering the subject Focus on key concepts Capacity to explain the content plainly Capacity to illustrate with relevant examples Generating interest Introducing the subject Showing concern and respect for students Sharing your interest for the subject Capacity to adapt to new demands, level of understanding

Effective lecturer Supporting learning process Organizing the information Presenting training objectives and plan Asking about learners 'previous knowledge Checking understanding Giving lecture notes, references

Effective slides 1/ Keep it simple essential information « white spaces » 2/ Limit bullet points and text No more than 5 ideas per slide 3/ Limit transitions and animation 4/ Use high quality graphics 5/ Have a visual theme 6/ Limit charts (not too detailed)

Effective slides 7/ Use appropriate colours Dark room: dark background and white text Bright room: white background and dark text 8/ Use appropriate fonts Use the same font set through the entire presentation Use san-serifs fonts for slides (arial, calibri …) 9/ Use video or audio when appropriate

Case study Preparation Animation

Facilitator’s role Keep the group together and let it grow Summarize Appreciate and encourage individuals and the whole group Initiate discussions Articulate unsolved group issues Create a learning environment Build group confidence Manage heterogeneity within the group

Facilitator’s role Give instructions Control timing Check understanding Identify personal issues Be available to answer questions Answer the questions ….

Training evaluation

Training evaluation Trainers Training Trainees’ results

Training evaluation Trainees’ results Knowledge Questionnaire Quiz Practice Observation Production

Training evaluation Trainers Self evaluation Observation done by peers Evaluation done by an expert => Evaluation tools

Training evaluation Training Evaluation done by the trainees (satisfaction) Evaluation done by the trainers (feed-back) External evaluation => Evaluation tools

Training organisation

Training organisation Administrative organisation Authorisations Convocation : trainees and trainers Validation Recognition: training certificate Logistics Accommodation, transportation Training site Training material Evaluation tools

Thank you and good luck