Case InvestIgatIon and ContaCt traCIng traInIng

Government of Nepal Ministry of Health and PopulationNational Health Training Centre

Teku Kathamndu2077

Case InvestIgatIon and ContaCt traCIng traInIng

Facilitator Guide

taBLe oF Content

Introduction 4

Participant selection for the training 5

Schedule for MTOT/TOT - CICT Training 6

session Plans 9

Session Plan A 10

Session Plan B 12

Session Plan C 13

Session Plan D 14

Session Plan E 15

Session Plan F 16

Session Plan G 17

CICt – training: Questionnaire 19

CICT – Training: Pre course Questionnaire 19

CICT – Training Post course Questionnaire 22

CICT – Training Pre/ Post-course Questionnaire (Answer key) 25

CICT – Training Post course Questionnaire (Answer key) 28

CICT training evaluation 31

Facilitating a Training 33

Checklist for Effective Facilitation Skills 41

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4Case Investigation and Contact Tracing TrainingFacilitator Guide

Introduction

Case investigation (CI) and contact tracing (CT) are essential measures for timely containment of an outbreak. Case investigation establishes the source/cause of infection as well as its possible spread, based on which measures to control and prevent outbreak are determined. Contact tracing is the identification and follow-up of persons who have been exposed to an infected person to determine whether they have been infected. It is the single most important activity to initiate interrupting the chain of transmission of COVID-19. One exposed contact developing into an undetected case has the potential to start an outbreak.

The case investigation and contact tracing (CICT) training course is designed to train team members who are working or to be working in CICT process.

Course description

National health training center has developed this training package for the members of CICT team. This course focuses on having the CICT team members acquire basic scientific knowledge that help them to conduct the case investigation, contact tracing and contact follow up. Knowledge and skills developed through this course will enable participants to investigate a case, identify the contacts, follow up them and take necessary action to contact i.e. Counsel all contacts for home-quarantine arrange for immediate PCR for symptomatic contact and PCR for asymptomatic contacts within recommended time.

Goal of the training

The goal of this training is -To strengthen the case investigation and contact tracing.

Course Objectives

By the end of this training, participants will be able to:

1. Demonstrate understanding of COVID-19 and its implications for the work- (carrying out CICT)

2. Define the roles, responsibilities and authorities of CICT team

3. Implement key principles of case investigations and contact tracing

4. Follow steps of case investigation and contact tracing

5. Carry out interview of case and contact effectively

6. Prepare list of contact and take necessary action to contact accordingly

7. Use Form A, B1, and B2 competently

8. Demonstrate effective risk communication

COURSE DURATION

The time period of course will be of 1 day with total 6.5 instructional hours. For MTOT and TOT 1 additional hour i.e. 7.5 instructional hours. The competency will be gained through practicing in case-based simulation exercise. This training is designed to be delivered through classroom teaching.

5Case Investigation and Contact Tracing Training

Facilitator Guide

Participant selection for the training

1. MTOT Participants will be Public health personal (at least with bachelor’s in health) from MOHP, DOHS, EDCD, NHTC, NPHL, NASSD, WHO, Academia (community medicine / public health faculty)

2. TOT Participants will be from provincial CICT team members including MOSD, PHD, PHTC, PPHL, HO, COVID-19 Hospitals (MOs and NO), WHO and Academia (community medicine / public health faculty)

3. CICT Training Team members of CICT team

Trainer’s criteria Those who have undergone the training of trainers (MTOT and TOT) will be eligible to conduct the training.

Trainer to participant’s ratio- 1:6

Total number of participants must not be more than 24.

Assessment Methods

Knowledge Assessment by using a pre and post course questionnaires

Training Methodologies

• Interactive presentations

• Group discussion

• Brain storming

• Role play

• Simulated practice

Training materials

• Participant’s handbook

• SOP and Guidelines of MOHP

• PPT

• Tools for CICT

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schedule for Mtot/tot - CICt training

SN Activities Duration 1 Breakfast and Registration 30 mins 2 Opening and Welcome 10 mins 3 Introduction 10 mins4 Pretest 10 mins5 An Overview of COVID-19 30 mins6 Introduction to CICI and CTCF team, coordination and Monitoring 30 mins7 TEA BREAK 10mins8 Case investigation and contact identification 90 mins9 Contact tracing and contact follow up 40 mins

10 LUNCH BREAK 30 mins11 Risk communication and ethics 30 mins12 Group work - simulation exercise on CICT process 65 mins 13 Facilitating the training 60mins 14 Post course Knowledge assessment 10 mins15 TEA BREAK 10 mins 16 Training Evaluation by Participants 10 mins17 Closing 15 mins

schedule for CICt training

SN Activities Duration 1 Registration 10 mins 2 Opening and Welcome 10 mins 3 Introduction 10 mins4 Pretest 10 mins5 An Overview of COVID-19 30 mins6 Introduction to CICI and CTCF Team, coordination and Monitoring 30 mins7 TEA BREAK 10mins8 Case investigation and contact identification 90 mins9 Contact tracing and contact follow up 40 mins

10 LUNCH BREAK 30 mins11 Risk communication and ethics 30 mins12 Discussion on pre course Knowledge Assessment 10 mins 13 Group work - simulation exercise on CICT process 65 mins 14 Post course Knowledge assessment 10 mins15 TEA BREAK 10 mins 16 Training Evaluation by Participants 10 mins17 Closing 15 mins


Facilitator Guide

Training rollout process • MTOT, Package development and testing will be done in the leadership of National Health

Training Center (NHTC)

• Provincial training and training to the CICT team will be done in the leadership of Epidemiology and Disease Control Division (EDCD)

Content Experts –

MOHP, DOHS, WHO and Academia

Trainers

Trainers

Master Trainers

Package Testing

CICT Team

TOT at Province CICT Team training

MTOT at Federal

TOT (Supervised) for povince - if needed

(Supervised- Master Trainers)

Service providers training (Supervised)

At districts and Palikas

Session Plans

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Session Plan Asession topic- introductory session time

aIntroductIon

Welcome, objective of the training, introduction, logistics management, pre-course Knowledge Assessment,

30 mins

advance Preparation

• Ensure adequate copy of manual (e-copy or hard), A, B1 & B2 forms, pre-test and post-test questionnaires, training registration and evaluation forms (questionnaire) are ready and in place

• Review PPT of all the contents

• Check and ensure all training materials, stationaries, necessary logistics are adequate, and multimedia are in well-functioning condition

• Name list of participants along with their work experience especially in case investigation and contact tracing

• Prepare training hall maintaining social distance

• Ensure availability of hand hygiene facilities

• Ensure training is well ventilated with good light

session objectives

By the end of the sessIon, the partIcIpant wIll Be aBle to:

• Describe the objective of the training;

• Introduce themselves

• Identify the logistics and the schedule of the training

• Assess their previous knowledge regarding CICT

time Methods and activities Materials and resources

20 mins

• Welcome all participants.

• State the goals and objectives of the training.

Goal of the training – To strengthen the CICT process by enhancing the capacity of CICT team

Objectives:

By the end of this training, participants will be able to:

• Demonstrate understanding of COVID-19 and its implications for the work- (carrying out CICT)

• Define the roles, responsibilities and authorities of CICT team

• Implement key principles of case investigations and contact tracing

• Follow steps of case investigation and contact tracing

• Carry out interview of case and contact effectively

• PPT of Goal and objectives

• Training agenda

• Participant stationery

• Participant registration form of National Health Training Center

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• Prepare list of contact and take necessary action to contact accordingly

• Use Form A, B1, and B2 competently

• Demonstrate effective risk communication

• Distribute the participant stationery (notebook, pen, and agenda).

• Ask the participants to introduce themselves or in pairs by giving their names, work sites, and work experience.

• Assess participants’ expectations. Provide Meta-cards and marker to each participant and ask open ended question to the participant: what do you expect from this training? Write in the meta-cards Collect the meta-cards. Summarize and paste in a flip chart. Clarify if there are any expectation beyond the scope of the training.

• Explain the logistics (per diem, management of lunch, tea).

• Distribute the Participant Registration Form ask the participants to complete the break time.

• Develop ground rules for the training sessions. (Expected outcome: raise hands to speak, respect each other, keep mobile on silent mode etc.)

• Ask the participants to volunteer for each activity: serve as officer of the day and provide daily warm-up.

• Explain about the parking lot.

• Distribute the printed copy of the agenda (if printed copy is not available then present in a flip chart) of the day.

• Printed copy/Flip chart for agenda schedule of the day

• Flip chart for ground rules

• Flip chart for daily activity chart

• Flip chart for parking lot

• Flip chart for participant expectations

10 mins

Knowledge Assessment• Distribute the Knowledge Assessment Questionnaire to each

participant. Instruct them to read it, choose the one best answer, and circle the answer on the questionnaire. Give them 10 minutes to complete the pre-test.

• Collect the questionnaires and inform the learners that the results will be shared later.

Pre course Knowledge Assessment Questionnaire

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Session Plan Bsession topic timeB Module 1- overview of CovId 19 30 mins

session objectives

By the end of the session, the participant will be able to:

• Describe COVID-19

• Define COVID-19 case and contact

• Define isolation and contact


15 mins

Introduce the session by

• Brainstorm on what do they know about CORONA VIRUS DISEASE COVID-19 “(use principles of brain storming, see page 39

• Discuss using PPT on COVID 19 (causative agent, signs and symptoms, transmission, diagnosis, incubation period, infectious period, treatment)

Note for trainers:

1. After brainstorming identify the level of understanding of the participants, during discussion manage depth of content, accordingly, do not discuss well understood content

2. Emphasize in the transmission of disease – clear the mode of transmission and as an interviewer, how they will be safe during interview and also emphasize the exponential growth linking with the importance of CICT

3. Emphasize incubation infectious period and link with the case identification and contact tracing

4. Ensure clear understanding of definitions – 1. case, contact 2. Difference between Isolation and Quarantine with importance

5. Use effective questioning technique to access the level of understanding

Note – definitions might be changed according to the context of epidemics so always use recent definition provided by ministry of health and population

Participants handbook, PPT slides, flip chart paper, meta-cards, masking tape, and markers

15 mins

group workDivide participants in five groups. Provide them case scenario of PPT on case, contact (close and casual)

Give 5 minutes for the group discuss and prepare response.

Discuss cases of each group, use probing questions to identify for the rational of their response

• Summarize the session using questions

• Motivate them to implement the knowledge what they gain

• Smoothly transit into next session.

Case study – printed copy or PPT

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Session Plan C

session topic time

C Module 2.1- Introduction to CICI and CtCt team, coordination and Monitoring

30 mins

session objective


• Outline structure, roles, responsibilities and authorities of CICT team

• Identify co-ordination mechanism for CICT process

Methods and activities Materials and resources

25 mins

Illustrated lecture on composition, roles and responsibility of CICt team using PPt slides

Discuss the structure and component of CICT team. Composition of CICT i.e. CICI and CTCF. Clear number and composition including qualification of each team member.

Then using power discuss the linkage between CTCF, CICI, Palika health coordinator, health office and province. Also do not forget to emphasize this is also reporting system. Explain how the information flows. This is the coordination tree.

Discuss role and responsibility of CTCF, CICI Team. Also explain their working area.

After this discuss responsibility of Local government and Provincial Government.

Brainstorm what level of PPE do they need while conducting case investigation and contact tracing. Then discuss using PPT.

note for facilitator: while discussing personal protection for CICI and CTCF team, explain with rational on the basis of mode of transmission and nature of virus. This is right time to remove participants of fear. You must take care of their understanding and perception. If they are not confident enough it is very difficult to involve them in the process.

PPT, participants Handbook

5 minsAsk participants for their queries, encourage them to ask the questions if any make them clear and Summarize the session. Smoothly transit into next session.

Previously prepared questions

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Session Plan Dsession topic time

d Module 2.2- Case Investigation and Contact Identification 90 mins

session objectives

By the end of the session, the participant will be able to: • Define key principles of contact tracing• Outline steps of case investigation and contact tracing• Fill up Form A for case investigation and contact tracing


10 mins

Introduce the session by -Asking participants to share their experience if they have been involved in case identification and contact tracingRequest them to share trouble shooting due to lack of efficiency /understanding or if any and how they were resolved – link with the session in this session they will develop clear understanding of case investigation and contact identification note for trainers 6. After brainstorming identify the level of understanding of the

participants, during discussion manage depth of content, accordingly, do not discuss well understood content

7. Use effective questioning technique to access the level of understanding

Participants handbook, PPT slides, flip chart paper, meta-cards, masking tape, and markers

40 mins

Provide a form to participant. • Introduce case investigation and contact tracing and explain

rationale using PPT• During discussion ask participants to Walk through the steps

of Case investigation and Contact identification using A form. Instruct participants to fill form with respect to their own details while discussing

PPT, Flip chart paper, markers, masking tape, and participants handbook

30 mins

group work- • Divide participants in pair: each pair select an investigator

and a case.• Instruct the participants who is in a role case to assume

things as a case. • Ask investigator to interview the pair who is acting as a

case and fill-up the A form time for interview – 25 mins After allocated time stop them and discuss

• How they fill up the A form, ask them to share the contact list prepared

• what are the difficulties they identify during the interview and filling up the A form?

• clarify all the issues, correct mistakes if any and highlight the key component of form A and importance of contact listing

Copies of Form A

10 mins

summary of the session • Encourage participants to ask question if any they have and

if any answer and summarize the session by asking ques-tion and highlighting the key points.

• Smoothly transit the session into next session


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Session Plan E

session topic time

e Module 3- Contact tracing and contact follow up 40 mins

session objective


• Describe importance of contact tracing and contact follow up

• Identify timeline for contact tracing and contact follow up

• Using B1 and B2 form, interview contacts and take necessary actions including counselling


20mins

Introduce the session with the question –How do they identify contact? Answer it linking with session C after case investigation contact listing is done thus the contacts are identified.

Illustrated lecture on Contact tracing and contact follow up using PPt slides

discuss the following – How list of contacts is obtained? The process of contact tracing and contact follow up, timeline of contact tracing and contact follow up, how to carry contact interview? What are the questions to be asked? Where and when the forms are to be send?

note for facilitator: while discussing emphasize the importance of contact tracing and contact follow up also highlight the consequences of proper and improper contact tracing and contact follow up. If you have any experience which can motivate participant share it.


B1 Form

B2 form

15mins

Divide participants into pairs. Instruct them to act as investiga-tor and contact. Ask them to conduct interview of contact. They practice filling B1 form and B2 form

After the given time discuss how they fill up the form? Clear any difficulties if they do have.

Ask for questions if any answer it.

B1 and B2 form according to number of groups

5minsAsk participants for their queries, encourage them to ask the questions if any make them clear and Summarize the session. Smoothly transit into next session.


Provide participants B1 and B2 form ask them to walk through during discussion and fill up their own as of session C.

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Session Plan F

session topic time

F Module 4- risk communication and ethics 30 mins

session objective


• Define risk communication and its objective

• Outline the components and process of Risk communication

• Identify ways to deal with difficult scenario / people

• Identify the ethical consideration during case investigation and contact tracing


25 mins

Introduce the session by asking a question - what do we need communication?

• Discuss in brief regarding the importance of communication in human and animal life (points could be expression of anything happiness, sadness, needs, desire etc. anything without communication others do not understand.

• Effective communication always needed for any situation.

• Briefly illustrate importance of effective communication during case investigation and contact tracing

Brain storming on risk communication – ask question to do they have any previous experience on risk communication if yes Illustrated lecture using PPt on Definition and goal of risk communication

Components and steps of risk communication (before, during and after)

Discuss how to deal with difficult scenario and difficult patients.

Discuss ethical consideration during case investigation and contact tracing process.

Illustrate importance of confidentiality and client’s right.

note for facilitator: Emphasize effective communication is key for collecting information from case and contact.


10mins Demonstrate Role Play on Breaking Bad News and Handling Difficult Cases

Pre-prepared role play scenario

10 mins

• Ask participants for their queries, encourage them to ask the questions if any make them clear and summarize the session.

• Discuss the answer of pretest.


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Session Plan G

session topic time

g simulation exercise for CICt process 60 mins

session objective


• Identify and practice the process of CICT in Simulated scenario


20 mins

Introduce the session effectively by sharing the objectives of the activityThrough this activity they are going to practice the whole CICT process what they had learnt just learnt.

explain the task – Here they will be given a scenario of two different Palikas of two different districts and province. They will be provided with a meta-card with their role. Now they have to operate whole CICT process as per their role.

Now distribute pre- prepared meta-cards with role (it would be better if two different meta-cards are used color code for one district) with role of individual as follows –

Assign one facilitator for each group to facilitate the activity and Ask two facilitators to observe the activity

one (e.g. Lalitpur) Palika groupCase 1: one with cough starting on Asar 1 (you can have recent date corresponding with the date of training)

Close contact – 2 persons

Casual contact – 1 person

Close contact of case 2 – 1 person

CI team leader – 1 person

CTCF team – 2 persons

another (e.g. Bhokraha- sunsari district) palika, groupCase 2: one without any symptoms

Close contact– 2 persons from Bhokraha

Casual contact – 1-person form Bhokraha

CI team leader – 1 person

CTCF team – 2 persons

Heath officer (E.G. Sunsari/ Lalitpur)– 1,1 people

Province public health officer (e.g. Bagmati and pr.1) – 1,1 persons

Go data manager – 1 from each Province


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30 mins

Provide clear instruction for the activity and their role and ask them to start the process CI lead and CTCF team holds meeting and plans.

CI lead – investigates case and identify contacts, sends A and B1 form to DHO, hands over contact list to CF team of respective municipality,

CF – interviews contact, hands over B1 for to CI lead; In second or case 2 district (e.g. Sunsari) also performs follow up with B2 form

HO – coordinates between municipality and Province to send from to respective province

Province – gives forms to Godata. Godata manager follows up B1 in one district (e.g. Sunsari) but not in another where case fol-low up is not assigned (e.g. Lalitpur.)

10mins Now after the activity completed observer facilitator will provide feedback – what the group had done well and what were the area to be improved.

Pre-prepared role play scenario

5 mins

Ask participants for their queries, encourage them to ask the questions if any make them clear and Summarize the session. Highlight the key component of the activity and key for CICT process.


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CICt – training: Pre course Questionnaire

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CICt – training Post course Questionnaire


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Facilitator Guide

%= tkfO{+ Ps sG6\ofS6 vf]h k8\tfn l6ddf x'g'x'G5 . ca sG6\ofS6 vf]hnfO{ k|efjsf/L agfpg] l;4fGt cg';f/, slt ;dodf tkfO+n] ;+qmldtsf] cGtjf{tf{ u/L sG6\ofS6 klxrg ul/ ;Sg'k5{ <

a= @$ 306f

b= $* 306f

c= &@ 306f

d= !@ 306f

^= tkfO{+ Ps sG6\ofS6 vf]h k8\tfn l6ddf x'g'x'G5 . ZofdnfO{ ;+qmd0f ePsf] k|dfl0ft ePsf] / pxfFsf] sG6\ofS6 sf] ;'rL tkfO{+n] kfpg' eof] . ca sG6\ofS6 vf]hnfO{ k|efjsf/L agfpg] l;4fGt cg';f/, ;a} sG6\ofS6nfO{ slxn];Dd ;ts{ u/fP/, :j–Sjf/]G6fOgdf /fVg] Joj:yf ldnfpg'k5{ <

a= @$ 306f

b= $* 306f

c= &@ 306f

d= !@ 306f

&= s]z cg';Gwfgsf] qmddf ;Gqmldtsf] cGtjf{tf{ lng s'g kmf/d eg{'k5{ <

a= B1 kmf/d

b= B0 kmf/d

c= A kmf/d

d= C kmf/d

*= /ZdL / uËf lblb alxgL x'g\ . b'j} hgf Pp6} 3/df a:5g\ . uËfnfO{ ;+qmd0f k'li6 ePsf] 5 . uËfdf ;+qmd0f k'li6 x'g' # lbg cufl8 pgx?nfO{ e]6\g 3/ glhs} a:g] # hgf ;fyLx? cfPsf lyP . ;fyLx? !) ldg]6 cfFugdf a;]/ s'/fsfgL u/]/ kms]{ . Tolx lbg dfdf3/af6 bfh' / ue{jtL efph' b'O lbg ToxL+ a:g] u/L cfpg' eof] / rf}yf] lbg kmls{g' eof] . -;+qmd0f k'l:6 ePsf] lbg pgL k;ndf t/sf/L lsGgklg uPsL lyOg\_ dflysf] k[i7e"ld nfO{ Wofgdf /fv]/ pNn]lvt k|Zgx?sf] ldNg] hlt pQ/ lbg'xf];\ .

*=! glhssf] sg6\ofS6 -close contact_ sf] x'g < -pko'Qm ;a}df lrGx nfpg'xf]\_



c= dfdf3/ af6 b'O lbg ToxL+ a:g] u/L cfpg' ePsf] bfh' / ue{jtL efph'

d= uËf

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*=@ Sofh'on sG6ofS6 casual contact sf] x'g <

a= /ZdL - uËfsf] lblb _

b= !) ldg6 cfFugdf a;]/ s'/fsfgL u/]sf 3/ glhs} a:g] # hgf ;fyLx?

c= dfdf3/ af6 b'O{ lbg ToxL+ a:g] u/L cfpg' ePsf] bfh' / ue{jtL efph'

d= t/sf/L k;n]


a= dfdf3/af6 cfpg] ue{jtL efph'

b= # hgf ;fyLx?


d= t/sf/L k;n]


a= ljb]z k7fpgsf nflu

b= sg6\ofS6 vf]h ug{

c= ;+rf/ dfWodnfO{ lbg

d= 3/df kl/jf/ / ;fyLefO;Fu 5nkmn ug{


a= cfkm' zfGt /xL, Wofgk'j{s, ;lqmo eP/ s'/f ug]{

b= cfˆgf] cf:yf tyf ljrf/sf] k|efj jf 5fofF slxn] klg kg{ glbg]

c= k|fljlws efiff k|of]u ug]{

d= :jf:Yodf cfpg ;Sg] ;d:ofaf/] gatfpg]

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Facilitator Guide

CICt – training Pre/ Post-course Questionnaire (answer key)


!= ZofdnfO{ sf]le8–!( /f]usf] nIf0f b]vf k/]sf] @ lbg ePsf] 5 . ca pgnfO{ ;lqmo ;+qmd0f 5 ls 5}g hfGgnfO{ s'g 6]:6 u/fpg pko'Qm x'G5 <

a. PCR

b. RDT

c. CT Scan

d. X Ray

@= tkfO{n] ZofdnfO{ sf]le8–!( sf] tnsf dWo] s'g–s'g nIf0fsf] af/]df ;f]Wg'x'G5 < -pko'Qm ;a}df lrGx nfpg'xf];\_

a= Hj/f]

b= 3'8f b'Vg]

c= ;'Svf vf]sL


#= x/LnfO{ r}q !$ b]lvF Hj/f] / vf]sL 5 . pxfF s'g lbg b]lvF s'g lbg;Dd ;+qmfds -Infectious_ eO c?nfO{ /f]u ;fg{ ;Sg'x'G5 <

a= r}q !@–@*

b= r}q !$–@*

c= r}q !%–@*

d= r}q !$–@^

$= sG6\ofS6 vf]hsf] @ d'Vo p2]Zox? s] x'g\ <

a= ;+qmldt JolQmn] /f]u ;fg{ ;Sg] ;Deflat JolQmsf] klxrfg ug]{

b= sG6\ofS6nfO{ sf]/f]gf] ;+qmd0f 5 ls 5}g olsg ug]{

c= ;+qmldt JolQmsf] sG6\ofS6 sxfF a:5 kQf nfpg]

d= ;+qmldt AolQmnfO{ sxfFaf6 ;/]sf] kQf nufpg]

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%= tkfO{+ Ps sG6\ofS6 vf]h k8\tfn l6ddf x'g'x'G5 . ca sG6\ofS6 vf]hnfO{ k|efjsf/L agfpg] l;4fGt cg';f/, slt ;dodf tkfO+{n] ;+qmldtsf] cGtjf{tf{ u/L sG6\ofS6 klxrg u/L ;Sg'k5{ <

a= @$ 306f

b= $* 306f

c= &@ 306f

d= !@ 306f

^= tkfO{+ Ps sG6\ofS6 vf]h k8\tfn l6ddf x'g'x'G5 . ZofdnfO{ ;+qmd0f ePsf] k|dfl0ft ePsf] / pxfFsf] sG6\ofS6sf] ;'rL tkfO{+n] kfpg'eof] . ca sG6\ofS6 vf]hnfO{ k|efjsf/L agfpg] l;4fGt cg';f/, ;a} sG6\ofS6nfO{ slxn];Dd ;ts{ u/fP/, :j–Sjf/]G6fOgdf /fVg] Joj:yf ldnfpg' k5{ <

a= @$ 306f

b= $* 306f

c= &@ 306f

d= !@ 306f


a= B1 kmf/d

b= B0 kmf/d

c= A kmf/d

d= C kmf/d

*= /ZdL / uËf lblb alxlg x'g\ . b'j} hgf Pp6} 3/df a:5g\ . uËfnfO{ ;+qmd0f k'li6 ePsf] 5 . uËfdf ;+qmd0f k'li6 x'g' # lbg cufl8 pgLx?nfO{ e]6\g 3/ glhs} a:g] # hgf ;fyLx? cfPsf lyP . ;fyLx? !) ldg]6 cfFugdf a;]/ s'/fsfgL u/]/ kms]{ . Tolx lbg dfdf3/af6 bfh' / ue{jtL efph' b'O{ lbg ToxL+ a:g] u/L cfpg' eof] / rf}yf] lbg kmls{g' eof] . -;+qmd0f k'l:6 ePsf] lbg pgL k;ndf t/sf/L lsGg klg uPsL lyOg\_ dflysf] k[i7e"ldnfO{ Wofgdf /fv]/ pNn]lvt k|Zgx?sf] pQ/ lbg'xf];\ .

*=! ghLssf] sg6\ofS6 -close contact_ sf] x'g < -pko'Qm ;a}df lrGx nfpg'xf];\_




d= uËf

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Facilitator Guide

*=@ Sofh'on sG6ofS6 -casual contact_ sf] x'g <

e= /ZdL -uËfsf] lblb _

f= # hgf ;fyLx?

g= dfdf3/af6 cfpg' ePsf] bfh'

h= dfdf3/af6 cfpg] ue{jtL efph'


e= dfdf3/af6 cfpg] ue{jtL efph'

f= # hgf ;fyLx?


h= t/sf/L k;n]


e= ljb]z k7fpgsf nflu

f= sg6\ofS6 vf]h ug{

g= ;+rf/ dfWodnfO{ lbg

h= 3/df kl/jf/ / ;fyLefO;Fu 5nkmn ug{


e= cfkm' zfGt /xL, Wofgk'j{s, ;lqmo eP/ s'/f ug]{

f= cfˆgf] cf:yf tyf ljrf/sf] k|efj jf 5fofF slxn] klg kg{ glbg]

g= k|fljlws efiff k|of]u ug]{

h= :jf:Yodf cfpg ;Sg] ;d:ofaf/] gatfpg]C

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CICt – training Post course Questionnaire (answer key)


!= ZofdnfO{ sf]le8 -!( /f]usf] nIf0f b]vf k/]sf] @ lbg ePsf] 5 . ca pgnfO{ ;lqmo ;+qmd0f 5 ls 5}g hfGgnfO{ s'g 6]:6 u/fpg pko'Qm x'G5 <

a= PCR

b= RDT

c= CT Scan

d= X Ray

@= tkfO{n] ZofdnfO sf]le8 -!( sf] tnsf dWo] s'g–s'g nIf0fsf] af/]df ;f]Wg' x'G5 < -pko'Qm ;a}df lrGx nfpg'xf];\_

a= Hj/f]

b= 3'8f b'Vg]

c= ;'Svf vf]sL


#= x/LnfO{ r}q !$ b]lvF Hj/f] / vf]sL 5 . pxfF s'g lbgb]lv s'g lbg;Dd ;+qmfds -Infectious_ eO c?nfO{ /f]u ;fg{ ;Sg'x'G5 <

a= r}q !@–@*

b= r}q !$–@*

c= r}q !%–@*

d= r}q !$–@^

$= sG6\ofS6 vf]hsf] @ d'Vo p2]Zox? s] x'g\ < -pko'Qm ;a}df lrGx nfpg'xf];\_

e= ;Gqmldt AolQmn] /f]u ;fg{ ;Sg] ;Defljt JolQmsf] klxrfg ug]{

f= sG6\ofS6nfO{ sf]/f]gf] ;+qmd0f 5 ls 5}g olsg ug]{

g= ;+qmldt JolQmsf] sG6\ofS6 sxfF a:5 kQf nfpg]

h= ;Gqmldt AolQmnfO{ sxfFaf6 ;/]sf] kQf nufpg]

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Facilitator Guide

%= tkfO{+ Ps sG6\ofS6 vf]h k8\tfn l6d df x'g'x'G5 . ca sG6\ofS6 vf]hnfO{ k|efjsf/L agfpg] l;4fGt cg';f/, slt ;dodf tkfO+{n] ;+qmldtsf] cGtjf{tf{ u/L sG6\ofS6 klxrg ul/ ;Sg'k5{ <

a= @$ 306f

b= $* 306f

c= &@ 306f

d= !@ 306f

^= tkfO{+ Ps sG6\ofS6 vf]h k8\tfn l6ddf x'g'x'G5 . ZofdnfO{ ;+qmd0f ePsf] k|dfl0ft ePsf] / pxfFsf] sG6\ofS6sf] ;'rL tkfO{+n] kfpg' eof] . ca sG6\ofS6 vf]hnfO{ k|efjsf/L agfpg] l;4fGt cg';f/, ;a} sG6\ofS6nfO{ slxn];Dd ;ts{ u/fP/, :j–Sjf/]G6fOgdf /fVg] Joj:yf ldnfpg'k5{ <

a= @$ 306f

b= $* 306f

c= &@ 306f

d= !@ 306f


a= B1 kmf/d

b= B0 kmf/d

c= A kmf/d

d= C kmf/d

*= /ZdL / uËf lblb alxgL x'g\ . b'j} hgf Pp6} 3/df a:5g\ . uËfnfO{ ;+qmd0f k'li6 ePsf] 5 . uËfdf ;+qmd0f k'li6 x'g' # lbg cufl8 pgx?nfO{ e]6\g 3/ glhs} a:g] # hgf ;fyLx? cfPsf lyP . ;fyLx? !) ldg]6 cfFugdf a;]/ s'/fsfgL u/]/ kms]{ . Tolx lbg dfdf3/af6 bfh' / ue{jtL efph' b'O{ lbg ToxL+ a:g] u/L cfpg' eof] / rf}yf] lbg kmls{g' eof] . -;+qmd0f k'l:6 ePsf] lbg pgL k;ndf t/sf/L lsGgklg uPsL lyOg\_ dflysf] k[i7e"ldnfO{ Wofgdf /fv]/ pNn]lvt k|Zgx?sf] ldNg] hlt pQ/ lbg'xf];\ .

*=! ghLssf] sG6\ofS6 -close contact_ sf] x'g < -pko'Qm ;a}df lrGx nfpg'xf];\_




d= uËf

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*=@ Sofh'on sG6ofS6 casual contact sf] x'g <

a= /ZdL -uËfsf] lblb _

b= !) ldg6 cfFugdf a;]/ s'/fsfgL u/]sf 3/ glhs} a:g] # hgf ;fyLx?

c= dfdf3/af6 b'O lbg ToxL+ a:g] u/L cfpg' ePsf] bfh' / ue{jtL efph'

d= t/sf/L k;n]


e= dfdf3/ af6 cfpg] ue{jtL efph'

f= # hgf ;fyLx?


h= t/sf/L k;n]


e= ljb]z k7fpgsf nflu

f= sg6\ofS6 vf]h ug{

g= ;+rf/ dfWodnfO{ lbg

h= 3/df kl/jf/ / ;fyL efO;Fu 5nkmn ug{

!)= ;+qmd0fsf] va/ klxnf] kN6 va/ lb+bf laz]if Wofg lbg'kg]{ s'/fx? s] x'g\ < -pko'Qm ;a}df lrGx nufpg'xf];\_

e= cfkm' zfGt /xL Wofgk'j{s ;lqmo eP/ s'/f ug]{

f= cfˆgf] cf:yf tyf ljrf/sf] k|efj jf 5fofF slxn] klg kg{ glbg]

g= k|fljlws efiff k|of]u ug]{

h= :jf:Yodf cfpg ;Sg] ;d:ofaf/] gatfpg]

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Facilitator Guide

CICt training evaluation tflndsf] d'Nof+sg

-tflndsf ;xefuLn] eg{'kg]{_

s[kof tkfO{+sf] cfˆgf] larf/sf] cfwf/df tflndsf] d'Nof+sg c+s ! b]lv $ ;Dd lbP/ ug{'xf]; / k|To]s c+sx?nfO{ lgDgfg';f/ kl/eflift ul/Psf] 5 .

$ = clt /fd|f] # = /fd|f] @ = ;'wf/sf] cfjZostf 5 ! = c;Gtf]ifhgs

laifoa:t' d'Nof+sg c+s

d}n] sf]le8 -!( af/] ;+If]kdf a'em] .

d s]z / sG6\ofS6 klxrfg ug{ ;S5' .

CICT k|lqmof df d]/f] lhDd]af/L d}n] /fd|/L a'em]sf] 5' .

d s]z OGe]:6Lu];g / sG6\ofS6 6«]l;+usf] cfwf/e"t l;4fGtnfO k|of]udf Nofpg ;S5' .

d sG6\ofS6sf] klxrfg u/L sG6\ofS6sf] ;'rL agfpg ;S5' .

s]z OGe]l:6u];g / sG6\ofS6 6«]l;+usf] ;a} r/0fx? /fd|/L a'em]sf] 5' / o;sf] ;lx k|of]u ug{ ;S5' .

s]z / sG6\ofS6sf] cGt/jftf{ pko'Qm tl/sfn] ug{ ;Sg] s'/fdf laZj:t 5' .

d sG6\ofS6 x?nfO cfjZostf cg';f/sf] k/fdz{ k|bfg ug]{, cfjZostf cg';f/ l;kmfl/z ul/Psf] ;do l;dfleq PCR 6]:6sf] aGbf]a:t ldnfpg] ;Sg] cfˆgf] Ifdtfdf laZj:t 5' .

kmf/d A , B1 / B2 bIftfk"j{s k|of]u ug{ ;S5' eGg] s'/fdf d laZj:t 5' .

d k|efjsf/L hf]lvd ;+rf/ ug{ ;S5' .

cfjZostf cg';f/sf] pko'Qm k|]if0f ug{ ;Sg] s'/fdf d ljZj:t 5' .

olb tkfO{nfO{ o; tflndnfO{ cem /fd|f] agfpg c? s]lx ug{'k5{ eGg] nfU5 eg] s] ug{'k5{ ;'emfj n]Vg]xf];\ .

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Facilitating a training

Learning is a partnership between the facilitators and learners. The development and achievement of competency is responsibility and reward that they share. To facilitate means to make easier things easy or easier to learn. In the role of facilitator, the trainers aim to make learning easy or easier for learner. Though

She/he does not oversimplify information by bringing course content down to a lower level than it is. She/he has to do by enhancing the capability of learners through building a positive learning environment and using a variety of facilitation methods / techniques that are consistent with evident based learning principles.

Here are some tips and techniques which are helpful to facilitators are described in brief.

In trainings facilitator has to deal with the adult learners so it is highly important to identify certain characters of adult and use it. By knowing the adult character, it will become easier to deal they and the facilitation become effective.

adult learning

Adult learners;

• Have high expectation for themselves and their trainer

• Learning is more productive when they are ready to learn. For this they need a positive learning environment.

• Are highly motivated to learn if they believe learning is relevant. They need to be aware of what they need to learn, why it is important to them and how it relates to their work.

• Desire variety in learning methods and techniques and also to participate and actively involved

• Appreciate when learning builds on what they already know or have experienced.

• Require ample opportunity to practice learning

• Have personal need and concerns that must be considered.

• Desire to respect for their self-stem. Although immediate, ongoing feedback is essential to learn. It must be positive, constructive and nonjudgmental. They must feel confident they can succeed.

How something is said is as important as what is said. While conducting a training the following three things are keys-

1. Create a positive learning environment

2. Use effective facilitation Skills and

3. Follow a facilitation process

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Facilitator Guide

Creating a positive learning environment

Creating positive learning environment or atmosphere of capability is one of the major goals of facilitation. To help learners feel that achievement is within reach the effective facilitator

1. Is clear and explicit about what is to be achieved- let them know what they need to learn during the course.

2. Builds logically and gradually from simpler concepts and task to more complex

3. Provides encouragement as well as positive specific and constructive feedback- reinforcement for correct answer / correct way of doing something and suggesting specific way to improve.

4. Creates an atmosphere of honesty and openness – encourages learner to admit when a concept is difficult and unclear, admits when she/he doesn’t know something , assuring learner that she/he will find the answer and get back to them ( no one could be the source of all knowledge)

5. Encourages discussion- guides discussion, identifies barriers to learning and solution. Enable learners to learn from each other’s related experiences and area of expertise.

6. Request and responds to feedback from learners- must not afraid to receive opinion of learners and make changes based on learner feedback as appropriate.

Basic Facilitation skills

During a training or session, the trainers must be comfortable facilitating a variety of learning activities (presentation, case study, and role play etc.) to develop knowledge, skills and attitude in the learners. To become an effective facilitator/ trainer one can use a range of techniques to involve learners, maintain interest and stay on track. These are

1. Follow a plan- which includes session objectives, introduction, body, activity, audiovisual reminders, summary and evaluation. Prepare and use trainers note to enhance the execution of plan.

2. Communicate in a way that is easy to understand- A trainer should use simpler words, familiar words instead of jargon and acronyms of new content or subject.

3. Maintain eye contacts with learners- use eye contact to read faces. This is an excellent technique for establishing rapport and getting nonverbal feedback on how learners understand content

4. Project your voice- so that those in the back of the room can hear clearly. Vary volume, voice pitch, tone and inflection to maintain learner’s attention. Avoid using a monotone voice, which is guaranteed to put learners to sleep.

5. display enthusiasm about the topic and its importance- Smile, move with energy and interact with learners. The trainer’s enthusiasm and excitement are contagious, directly affecting the morale and motivation of learners.

6. Move around the room- Moving around the room helps to ensure that the trainer is close to each learner at some time during the session. It is a good way for eye contact which keeps learner active.

7. Use appropriate audiovisual aids

8. ask simple and challenging questions

9. Provide positive feedback- it will encourage them

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10. Use learners name as often as possible- This will foster a positive learning climate and help keep the leaners focused on presenter.

11. display a positive use of humor

12. Provides smooth transitions between the topics / activities- within a given presentation or training session a number of separate but related topics or activities may be included. When shift between topics or activities are abrupt, learner become confused and lose sight of how everything fits together in the bigger picture. The trainer must ensure the transition from one activity to next. This could be done by- brief summary, a series of questions or relating content to practice etc.

13. Be an effective role model – Trainers must be a positive role model in dress, appearance, manner and enthusiasm for the training course.

14. Begin and finish at the schedule time – keeping on time by trainers sets as example. Allowing you to expect/request that learners to do so as well.

15. Use your time and other resources wisely- It is important, then spend time on it. If not, the content is already understood, do not bore the group by discussing/ repeating unneeded information.

the facilitation processes

In addition to create a positive a learning environment, largely through applying basic facilitation skills the trainer should become proficient in the facilitation process. It is a sort template that applies to the course as whole and all training session / activities that trainer conducts. In brief the process involves – introducing, conducting and summarizing the session/activities in a way that engages and enables the learners to get the most out of it. The process is described below-

1. Introducing training session / learning activities

The first minutes of initial part of the session are critical. Therefore, effectively introducing training session or learning activities is an important component in the process.

The introduction should include:

• Review the learning objectives / goals of the activity

• Capture the interest of the entire group and prepare learners for information/task that follows

• Make learner aware of trainer’s expectations including detail instructions if applicable

• Help maintain a positive learning environment

Sample Techniques to generate interest and enthusiasm about the topics -1.

• Ask series of questions about the topic

• Share a personal experience (topic related)

• Show a videotape

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Facilitator Guide

2. Conducting (facilitation) training session / Learning activities

Once a trainer has provided effective introduction, the learners are interested and know what to expect and do, trainer can begin

Conducting the session /learning activity. This is the main component of the facilitation process where trainer has. During this trainer has to shift into the coaching role. Coaching involves use of questioning as well as feedback and active listening. Use of effective Audiovisual aids and interactive techniques are also important. This is the main component of the facilitation process where learner and trainer need to work together to develop and assess learner’s competency.

Effective facilitation of an activity should:

• Engage the learner on many level (visually, cognitively, physically etc.)

• Balance focusing on a specific topic or task with flexibility, allowing room for creativity and exploration.

• Be a two-way process where both the facilitator and learner have role to play.

• Maintain a positive learning environment

4. summarizing the training session /learning activity

After the trainer has facilitated a session, she/he should provide a brief summary. An effective summary is the final critical component in the facilitation process which should

Be brief

Reinforce key content and draw together the main points

Involve engage the learners (through questioning, games)

Transition into next topic or activity

Highlight the overall all relevance e.g. to what they will be doing at workplace.

effective use of questioning

Questioning can be used at any time to introduce the topic, stimulate discussion, engage the learners and assess learners understanding.

a. Use a variety of questioning techniques and to avoid same pattern as follows -

1. Ask question to entire group- the advantage of this technique is that those who want to volunteer may do so, but some learner may dominate while other learner may not participate

2. Target the question to specific learner by using that individual’s name before asking the question- the learner is aware that a question is coming, he/she can concentrate on the question and respond accordingly. The disadvantage is that once a specific learner is targeted other learner may not concentrate in the question.

3. State the question, pause and then target the question to a specific learner – All learner must listen to question in the event that they are asked to respond. The primary disadvantage is that the learner receiving the question may be caught off guard and ask the trainer to repeat the question.

4. Use learners name in general during questioning – this is a powerful motivator and also helps to keep all learners involved.

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B. response appropriately to learners correct incorrect or lack of response

1. When a learner provides a correct answer:

• Provide positive reinforcement for responses to keep the learner interested in the presentation. Positive reinforcement may be in the form of- praise, displaying the work or restating the answer, using positive facial expressions, nods or other nonverbal actions.

• Repeat the learners correct answer / response- this provides positive reinforcement to the learner and allow rest of the group to hear the response.

2. When a learner’s response is partially correct –

• Reward the correct portion and then improve the incorrect portion or you can redirect a related question to that learner or another learner.

3. When a learner’s answer is incorrect –

Make a non-critical response and then restate the question to guide the learner to the correct response. If that learner cannot respond the right answer redirect it to another learner.

4. When a learner makes no attempts to respond-

Restate the question to guide the learner to the correct response or redirect the question to another learner. After receiving the desired answer be sure to draw the original learner into the discussion.

C. Be prepared to respond to learners’ question as well

When a learner ask question as a trainer you have three options- answer the question, respond with another question or defer the question but offer a rational for doing so. The trainer must draw on personal experience and ready knowledge to determine which option is appropriate in each situation.

• When you can answer the question- when the question is based on the current topic, it represents a valuable opportunity for learning. If appropriate, try answering by asking the learner another question.

• When you are unable to answer a question- acknowledge it (admit not to knowing the answer) but explain that you will look into it and get back to the learners as soon as evidence-based explanation can be found.

• When learners ask questions that will guide the discussion away from the topic- you must decide whether or not answering the question and allowing the ensuing discussion will be valuable.

• When learner will benefit, and time permits you may wish to the new line of discussion but in a limited manner.

• If you do not think learners will benefit, you must move discussion back to topic, offering a rational to help keep the discussion going and protect learner self-esteem/ confidence. You can ask the learner to discuss it in the recent break.

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Facilitator Guide

effective use of feedback

During any learning activity feedback is the most important component of effective facilitation. You may deliver feedback differently depending on the type of learning activity

If using either paper based or computer – facilitated exercise to reinforce knowledge, you may provide written feedback

In group setting, you provide feedback on answers provided and learner contribution to discussion. During discussion and presentations, feedback will be short. If it is for specific learner feedback will be more depending upon the situation.

No matter what the situation here some basic rule for are providing feedback:

1. Be timely -whenever possible, give feedback immediately after an answer to a question or a practice session

2. Be specific, positive as well as constructive – this is challenging for trainers. Feedback is only useful as it is specific. Firstly, describe what was well done (positive) then what could be done better (constructive) – providing specific tips or guidance on how to improve. Use reference manuals or learning aids to help keep your feedback specific.

3. speak for yourself- own your feedback. Even if training with others, use I not we when providing feedback. And start your comment with I rather than you especially when providing corrective feedback.

4. Model receiving feedback for the learners- demonstrate good behaviors related to receiving feedback. Ask for feedback about an activity, accept it and thank for it. Don’t be afraid to ask for suggestion about how to improve and then demonstrate changes as a result of the feedback.

effective use of active listening

Active listening is a powerful communication tool that can be used any time to shape learning and reinforce correct information, good practice and positive attitude in a supportive way.it can also draw the learner out to explore and expand further on their thought process, beliefs and feelings. When actively listening, it is important to

1. Maintain a nonjudgmental tone even you disagree

2. Refrain from question that have only one correct answer

3. Ask open non leading question

4. When asking probing questions avoid making it sounds like you are cross examining or doubting the learner

5. Ask for clarification when needed

6. Identify with learner’s emotions

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effective use of audiovisual aids

Audiovisual aids help trainers to communicate information clearly and maintain learner interest. For example, writing on a board or using diagrams in presentations reinforces or supplement course content. Audiovisual aids are useful not only for presentations but also for other learning activities like demonstration, introduction or summarizing the training session too. Examples of Audiovisual Aids –

• Paper hand out

• Writing boards

• Flip charts

• Computer graphics / Slide presentation

• Videos

Basic rules for Using audiovisual aids –

• Prepare and or review aids before hand, if possible and appropriate, particularly if they are complicated

• Make sure aids are easy to read (not overcrowded with text or design elements)

• Use them to emphasize important information (further emphasis can be achieved with underlining, boldface etc.)

• Always check any equipment needed ahead of time

• Make sure aids are visible from anywhere in the room

• Always face and focus the learners not the aids. And use text provided as prompt not a script to be read aloud.

tips for facilitating some learning activities

Apply basic facilitation skills and the facilitation process of introducing, conducting and summarizing for each learning activity discussed. The following tips focus on guidance that is specific or especially critical to given activity.

Interactive Presentation

An effective presentation can be one of the most rewarding aspects of the training and learning experience. The goal of a presentation is to help a variety of learners, each with a unique learning style, gain new knowledge and integrate that knowledge with their practice. The trainer who is able to keep learner engaged with an existing dynamic delivery using a variety of learning techniques is more likely to be successful in helping learner progress from basic understanding of concepts to applying them to practice. In addition, using basic facilitation skills and adhering to basic facilitation process, here are some tips that are especially relevant to interactive presentations,

To keep things interesting, enhance learning and maintain energy as well as assess learner’s understanding-

• Builds in group/small group activities – such as discussions, case study or short games

• make ample use of coaching techniques – Asking questions and providing feedback frequently make presentations less one way and more interactive

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Facilitator Guide

• Move around the room- keeping moving helps to ensure that you are not blocking view of any learners. Moving towards learner also serves to reinforce certain learner behaviors (asking / answering questions) and discourage others (e.g. Having side conversation)

• Use Audiovisual Aids but remember not to pay more attention to them than the group

• Spend no more than 45 minutes on a given presentation, learner

• will begin to lose attention no matter how important the topics

group activity

Building on the basic facilitation process, tips for conducting group/ small group activity-

Before dividing the learners into the groups

• Clearly describe the activity to all learners, specifying exactly what individual in the group are supposed to do. Explain how they should keep notes or write decisions, recommendation etc.,

• Suggest how each group discussion should be reported back to the larger group

• Provide them time limit

While the groups are at work

• Move among the learners to monitor the progress

• Remind learners of time and task

• If needed offer suggestion to the groups that are having difficulties or straying from main task.

always summarize the group activity by stressing main points and relating them to the learning objectives

Brain storming sessions

Brainstorming stimulates thoughts and creativity and as used as basis of group discussion or an introduction of an activity/topic.

It rapidly generates list of ideas thoughts or possible solution that focuses on specific topic or problem for a certain period.

The key to successful brain storming is to be keeping it dynamic/creative. Fun and useful.

In addition to using basic facilitation process here are some tips that are especially relevant to brain storming.

Before the brain storming session –

Explain ground rule – there are three basic rules

1. All ideas /thoughts/ suggestions are accepted (added to the list)

2. All discussion of the ideas / thoughts/ suggestions is delayed until the list is generated

3. No criticism of ideas/thoughts / suggestion is allowed

Clearly state the objectives of the brainstorming session to keep it focused.

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during the brainstorming session

Maintain a written record on a flip chart or writing board/computer – this will prevent repetition, keep learner focused on the topic and useful when it is time to discuss

Provide opportunity to everyone

Involve all learners and provide positive feedback in order to encourage more input,

Avoid allowing a few learners to monopolize the session, and encourage those not offering suggestion

Conclude

By reviewing, discussing and evaluating the ideas.

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Facilitator Guide

Checklist for effective Facilitation skills

STEP/TASK OBSERVATIONS

1. Presents an effective introduction.

2. States the objective(s) as part of the introduction.

3. Communicates in a way that is easy to understand

4. Asks questions of the entire group.

5. Targets questions to individuals.

6. Uses learners’ names.

7. Provides positive feedback.

8. Responds to learners’ questions.

9. Follows trainer’s notes and/or a personalized reference manual.

10. Maintains eye contact.

11. Projects voice so that all learners can hear.

12. Moves about the room.

13. Avoids the use of slang.

14. Displays enthusiasm about the topics

15. Uses audiovisuals effectively.

16.Respects time limit

17. Maintains energy

18. Displays a positive use of humor

19. Models Behavior

20. Provides smooth transition between the topics/activities

21. Presents an effective summary.

Documents

Case InvestIgatIon and ContaCt traCIng traInIng