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

2. Organization for the development of training and health education
Format Santé
Organization for the development
of training and health education

3. Organization for the development of training and health education
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

4. 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

5. 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

6. Adult learning
principles

7. 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

8. 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

10. Evolution of modern pedagogy

11. 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

12. 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

13. 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

14. 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

15. 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

16. Target audience

17. 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 ? ….

18. Training objectives

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

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

21. Training objectives: Qualities

22. 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

23. Training techniques

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

25. 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

26. 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

27. 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

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

29. 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

30. 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

31. 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

32. 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 

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

34. Training plan

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

36. Lecture
Preparation
Animation

37. 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

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

39. 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)

40. 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

41. Case study
Preparation
Animation

42. 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

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

44. Training evaluation

45. Training evaluation
Trainers
Training
Trainees’ results

46. Training evaluation Trainees’ results Knowledge Questionnaire Quiz
Practice
Observation
Production

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

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

49. Training organisation

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

51. Thank you
and
good luck