DINH THI THEEMILY MOOREJASMINE PAUL

Tools for Learning, Teaching, and Training

Tools for learning

Types of learningListening learnersSeeing learnersTouch/experience learners

How do people learn?

Facts: Determine the basic information of a situation

Interpretation: Choose what relationships exist between facts

Application: Take knowledge or concepts learnt in one situation and apply them to other situations

Analysis: Separate the entire process into components and understand the relationship of each part

Synthesis: Combine ideas and come to a conclusion

Evaluation: Make informed judgments and decisions by determining the reliability of information

Tools for teaching

Good teachers: Have a sense of purpose Have expectations of success for all students Tolerate ambiguity Demonstrate a willingness to adapt and change to meet student needs Are comfortable with not knowing Reflect on their work Learn from a variety of models Enjoy their work and their students Train people’s minds to explore, investigate, and discover

Teaching a skill

• Get into the shoes of the learners so that you can better understand where they are and what they need from you to learn the subject under study

• Develop learning experiences in which the learners are trying to do something with the insights or skills involved

• Help learners realize what they have learned to increase their comfort and confidence in using an insight or skill in actual situations

• Appreciate that learners do not have one set, definite way of demonstrating that they understand or know something. Each learner is an individual

Preparation

Obtaining the necessary equipment and supplies so that the skill can be demonstrated, taught, and practiced

Explanation

1. Introduce the subject by giving some background about its usefulness and application

2. Describe the subject Create a desire to become capable in the

skill

Demonstration

Demonstrate each step slowly and clearly so that the learners can easily follow you and gain confidence in their own ability to acquire this skill

Practice

Teach the skill to others. In this step, the learners try out the skill under your guidance and careful coaching. Learners should have enough opportunity to try the skill so that they feel comfortable and confident

Application

This final step gives learners the chance to demonstrate this skill to someone else. They become the teacher

Adult learners

They made the decision to be there. They want to be there.

Important to have a lot of varietyNot to be patronizing, respect the

relationship that they are students and you are the teacher

Use subjects that relevant to them e.g. problems relevant to their field that needs improvement

Take into account different learning styles

Tool used for training in a clinical setting

Learning CollaborativeSpecific tool used for improving efficiency of care in

healthcare settingsTraining sessions for healthcare teams anywhere from

12-15 monthsThree areas of focus:1. A learning model (gathering of baseline data, learning

new approaches to clinical issues, action sessions where training can be applied)

2. Formation of a care model to identify areas for improvement

3. An improvement model (PDSA) All done with a Quality Improvement Coach to help

facilitate training

1. Learning Model

Page 3:http://www.qiip.ca/user_files/onqiipcollabcharterjun

09.pdf

Structured training sessions with action periods for the collaborative team to implement their improvement strategies in a realistic manner

2. Chronic Care Model

http://www.improvingchroniccare.org/index.php?p=Chronic+Care+Model&s=124

Improving care coordination for people with multiple disease conditions

Increasing follow up to prevent readmission

Training patients to manage their illnesses

3. Improvement Model

i. Creation of a teamii. Creating common goalsiii. Establishing measuresiv. Choosing the most important changesv. Implementing and testing changes (through

PSDA model)vi. Collaborating with other healthcare

professionals to “spread” change

Benefits

Ongoing and practical training that is specific to each unit or area of work

Quality improvement coaches available to assist in person or via phone calls

Collaborative approach

BarriersWillingness to learn

Collaboration is key – if the healthcare team is unwilling to work together or identify areas of improvement, changes cannot be made

References

Hassett, M. (2006). What makes a good teacher. Retrieved April 10, 2012, from http://sabes.org/resources/publications/adventures/vol12/12hassett.htm

Improving Chronic Illness Care. (2012). The chronic care model. Retrieved April 11, 2012, from http://www.improvingchroniccare.org/index.php?

p=the_chronic_care_model&s=2

Institute for Healthcare Improvement. (2012). Knowledge center: How to improve. Retrieved April 11, 2012, from http://www.ihi.org/knowledge/Pages/HowtoImprove/default.aspx

Learning for Life. (2002). How to teach a skill. Retrieved April 10, 2012, from http://www.learningforlife.org/exploring-resources/99-720/y13.pdf

Quality improvement and innovative partnership. (2012). What is a learning collaborative? Retrieved April 11, 2012, from http://www.qiip.ca/whatisalearningcollaborative.php

Quality improvement and innovative partnership. (2008). Learning collaborative charter. Retrieved April 11, 2012, from

http://www.qiip.ca/user_files/onqiipcollabcharterjun09.pdf

Strindhall, M., & Henricks, G. (2007). How improved access to healthcare was successfully spread across Sweden. Q Manage Health Care, 16(1), 16-24

Search Process

Began with search terms, “quality improvement” and, “training”

Found information to be too broad – contacted course professor to provide feedback and direction

Searched more specific terms such as, “learning collaborative” and “measurement tools and quality improvement”

Collaborative Process

Met twice and contacted each group member through email to ensure quality and relevancy of information

Based on interest, chose specific areas to focus on individually for research

Worked together to format presentation