Nutrition Counseling and Education Skills for Dietetics Professionals 6th Edition

Chapter 12 Implementing and Evaluating Learning

Objectives Explain the advantages and disadvantages of various educational methods and techniques Discuss the educational methods and techniques appropriate in the cognitive, affective, and psychomotor domains Compile a task analysis List the ways in which instruction can be organized and sequenced Identify the purposes of an educational evaluation

Objectives (Con’t) Explain several types of evaluation Prepare a lesson plan Compare and contrast formative and summative evaluations, norm-referenced and criterion- referenced evaluations, and reliability and validity Plan, implement, and evaluate an educational presentation for a specific target audience

“I hear and I forget, I see and I remember, I do and I understand.” Confucius

7 Steps to Effective Education (con’t from Chapter 11) Step 4: Select methods, techniques, materials, resources Step 5: Implement learning experiences (intervention) Step 6: Evaluate progress & outcomes of leaning Step 7: Document outcomes & results

Step 4: Select Methods/Techniques Instructor plans, organizes, presents information Each method has advantages & disadvantages

Lecture Method Useful with large numbers & limited time But learner is passive, only listening No guarantee of behavior change Not suitable for all objectives

Discussion Method More active learner; more interesting Smaller groups (10-15) Seat in circle More time consuming

Simulation Method Learning by doing Ex: Scenarios, critical incidents, role playing Requires critical thinking/problem solving Connects theory and practice Can be time consuming

Demonstration Method Demonstration by instructor Realistic Give learner chance to practice

Visual & Audio-Assisted Instruction Computer programs Video conferencing Videotape, DVD Both visual & audio stimulation An adjunct to learning

Step 5: Techniques/Methods for Three Domains of Learning Cognitive Affective Psychomotor

Cognitive Domain Methods Most methods are effective but most affective with mixed methods - Lecture not effective at higher levels in the domain

Affective Domain Methods Need learner involvement Changing attitudes/values takes time Guided discussion, inquiry learning, experiments Solve problems, use audiovisuals Model by observing others

Psychomotor Domain Methods Need direct experience Demonstration Repeated practice over time Coaching

Task Analysis: Job Related Tasks Sequential list of steps in task Put in writing Used by trainer and trainee

Job Instruction Training System Four step process Training on the job Preparation step Presentation step Performance step Follow up step

Sequencing Instruction Promotes Learning From general to specific From specific to general From familiar to unfamiliar From simple to complex

Sequencing Instruction (con’t) Base on logic Base on frequency of use of information Base on interest/concerns of learner

Step 6: Evaluation of Results Evaluation: A systematic appraisal of the quality, effectiveness, and worth of an endeavor. Compare quality/effectiveness to a standard One forms value judgments

Measurement/Educational Assessment The process of collecting and quantifying data in terms of numbers of the extent, degree, or capacity of people’s learning in knowledge, attitudes, skills, performance, behavioral change. Evaluation is based on measurement

Testing A kind of measurement Determines degree to which a person possesses certain attributes

Planning for Evaluation Define objectives & outcomes Design evaluation based on objectives Choose what to evaluate Decide how & when to collect data Construct collection instrument

Planning for Evaluation (con’t) Implement data collection Analyze results Report results Set new course of action

Purposes of Evaluation For determining effectiveness of program/training For quality control For planning and improvement For justification

Purposes of Evaluation (con’t) Identify strengths/areas to improve Show accountability Tells if learning objectives achieved Helps rediagnose learning needs

Formative Evaluation Occurs before or during learning Use focus groups, interviews, surveys Helps diagnose problems/improvements Allows revising plans early Qualitative

Summative Evaluation Assess at the end of learning activity Appraises results, outcomes, quality, worth Judges effectiveness of learning Quantitative

Norm-Referenced Method Compares with group norm, typical performance Used by schools Less appropriate for adults

Criterion-Referenced Method Compares with predefined, objective standards Shows what learner can/cannot do Assesses according to performance objectives More diagnostic

Types of Evaluation/Outcomes Select what to evaluate May want to combine choices

Measure Participant Reaction to Program/Activities A happiness index Subjective judgments of value of what learned or approaches used

Measure Behavioral Change In dietary behaviors/food choices/exercise In employee performance Has training transferred to the job? More difficult to measure

Measure Organizational Results Quality and/or quantity of work done Benefits to company Efficiency/productivity/employee morale Dollar savings that result

Measure Learning – Cognitive, Affective, Psychomotor Compare with performance objectives Develop situations based on objectives Attitudes/values difficult to measure

Measure Other Outcomes Psychosocial outcomes Physiological/biological measures Eating behavioral change based on self reports Environmental/organizational changes

Data Collection Techniques Test Questionnaires Interviews and self-reports Observation Performance test and measures Ratings and checklists

1. Tests – Written & Oral Ex: multiple choice, essay Measure cognitive domain Written tests less appropriate for adults

2. Questionnaires Assess attitudes & values Assess cognitive objectives

3. Interviews Assess cognitive & affective objectives Preplan the questions in advance

4. Visual Observation Define what to observe Use observation checklist Good for psychomotor objectives

5. Performance Tests Simulated or actual Assess cognitive & psychomotor objectives

6. Rating Scales/Checklists Define all terms Need to train evaluators

7. Performance Measures Individual or group measures

8. Self-Reports/Self-Monitoring May be distorted or inaccurate Information may be missing

Validity of Measurements Do we measure what we intend to? Content-related validity Construct-related validity Criterion-related validity

Reliability Educational Outcomes Consistency and accuracy over time

Lesson Plans Summary information about instruction Pre-assessment/needs assessment Performance objectives Content outline (introduction, body, conclusion) Sequence of content

Lesson Plans (con’t) Activities to reach objectives Techniques/methods of instruction Educational materials, visuals Facilities; time allotted Method to evaluate results/outcomes References

Step 7: Documentation Mandated by JCAHO (Joint Commission) In patient/client records Document assessment, diagnosis, intervention, outcomes Document in employee records

PES Approach to Documentation Problem (specific nutrition diagnosis) Etiology or cause Signs/symptoms Document nutrition assessment, nutrition diagnosis, nutrition intervention, monitoring and evaluation