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MAITS Preparation for Trainers Preparing to Train in a New Context

MAITS Preparation for Trainers Preparing to Train in a New Context. Part I: Issues and Considerations. Why volunteer - what do you gain in return? HARD skills : Clinical, experience in training others, leadership, management.

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MAITS Preparation for Trainers Preparing to Train in a New Context

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  1. MAITS Preparation for Trainers Preparing to Train in a New Context

  2. Part I:Issues and Considerations

  3. Why volunteer - what do you gain in return? • HARD skills: Clinical, experience in training others, leadership, management. • SOFT skills: Flexibility, adaptability, problem-solving, independence, resourcefulness, confidence, diplomacy, cultural sensitisation, personal development/insight. • For UK professionals see: The Global Health CPD Toolkit • http://hee.nhs.uk/work-programmes/international-office/

  4. Potential Challenges • Time to prepare prior to the trip and for reporting afterwards • The physical environment (weather, basic conditions & shared accommodation) • Culture shock – poverty, different ways & values • Communication challenges both with your team and generally • Fatigue, due to flight and need to hit the ground running on top of increased challenges of the working environment • Working with people you don’t know (new team) • Confronted by more severely disabled children / adults and limited resources/infrastructure to meet their needs > potential disempowerment, disillusionment, anger, frustration etc

  5. Examples of potential accommodation

  6. Key Considerations: • Culture and local context • Potential importance of religion and customs in everyday life • Level of education (esp. think of families) • Attitudes towards the relevance of 'play' and how this might impact on your interventions • Concepts around promoting independence vs caring for ‘the sick’ • Local skills set -who does ‘your’ job? - the need to be respectful and value people's experience, even if they don't have the same level of formal training or the same title as you • Who makes the clinical decisions and who are you training?

  7. The local model of working (unidisciplinary vs multidisciplinary / medical model vs social model etc) & relevance to the context. • Relationship/dynamics between the different professions and attitudes to MDT working or being trained together. • Level of understanding of the language of the trainer & potential need for interpreter (informal or paid) - (NB. allow extra time, regular recaps etc.) • Is more theory useful or is the traiing need around application of theory to practice? (clinical reasoning & goal-setting, prioritisation etc.) • Gender and hierarchy issues in training sessions.

  8. Reflection How will you try to limit the disempowering impact of your presence and the expectation that you have all the answers?

  9. Reflection How will you ensure your training is appropriate to the local context?

  10. Reflection How might you approach the acquisition of equipment from a sustainable point of view? Why might it not be a good idea to take equipment with you?

  11. Consider • Explore trainees’ hopes and expectation • Work in collaborationwith your partners. Draw on their knowledge and experience. Find solutions together. training vs sharing vs facilitating recognition of local knowledge • Make sure you find out: • - professional mix (+ politics around this) • - the clinic set-up (frequency of appointments etc) • - local child-rearing practices • - educational level of your trainees, the mothers etc. • - usual local solutions & what equipment is available (and • easily repaired) locally • Ensure that youbuild in time for exploration of 'translation' into the local context

  12. BRAINSTORM WHAT aspects of the way you work may be most useful to share with people working in a context of limited resources? (Consider the WHO model of disability) next slide

  13. www.who.int/classifications/icf/training/icfbeginnersguide.pdfwww.who.int/classifications/icf/training/icfbeginnersguide.pdf You can use this with your trainees to see if they can situate their current approach on the model

  14. SUMMARY: • WHAT aspects of the way you work may be most useful in a context of limited resources? • Low tech, low cost • Locally produceable • Functional day-to-day strategies • Focus on participation and QoL • Social model, consultative model, ++ training others • Holistic/generic

  15. ACTIVITY • Think of an aspect of your work in the UK that may be particularly useful to train others in, who work in a context of limited resources. • Spend 5 minutes explaining to a colleague the key principles and why it is useful. • Monitor your language (sentence structure, vocab and jargon) and your rate of speech. • Check to see if your colleague is understanding you.

  16. Scenario 1 • You are volunteering as a physiotherapist and asked by the head of the organisation, as a favour, to assess their son’s walking and provide regular therapy during your stay. • What are the issues for you? • What will you say?

  17. Scenario 2 • You see professional practices or behaviour towards clients that you totally disagree with eg. physical restraining. • What are you going to do?

  18. Scenario 3 • A teacher you are working with tells you they have not been paid for the last 2 months and asks if you can help to sort this out. • What are the issues? • What are you going to do?

  19. Still want to go?

  20. Part II How will you evaluate your input & why? MAITS Monitoring and Evaluation Guidelines

  21. Why? • To monitor effectiveness & modify inputs accordingly • Provides continuity & enables appropriate goal-setting for further training • Important information for MAITS trustees & our funders

  22. What? • The overall number of people trained (‘direct beneficiaries’). • Your overall trip objectives (outputs) and whether these were met. • The learning objectives for your trainees and the outcomes of each (not achieved, partially achieve, fully achieved) – based on your perception of the group’s learning, rather than assessing individuals. • You can report on the learning objectives for each topic covered or each group of trainees taught, or else you can summarise the key learning objectives and outcomes for the whole trip. • Overall recommendations / plans for future input. • PLUS your training timetable (including who did what) and the materials you developed, to share with other trainers.

  23. How? • Prior to training or input, decide how you are going to measure change according to the agreed objectives. • On arrival, take a baseline / evaluate against baseline left by previous trainers. • Look at the guidance on ‘Most Significant Change’ • Keep a good record of every session – who attended and what was covered. • Use the trip report form as guidance.

  24. Additional info we need • Your trainees’ perception of their learning. • The estimated number of children/adults they work with who will benefit from this new knowledge – in the next month. • Feedback on the training itself – what was most/least useful etc. • Targets that service sets to work on over the next 6 months. • Any additional indicators of impact that you can devise yourself/ves.

  25. How? • This information is collected through the Trainee Feedback Form in your handbook • Make sure each group of trainees completes these • Make sure you build in adequate time at the end of each programme • Provide support: through verbal translation of the form, and clarification of any queries that arise as people complete it • -make sure every part of the form is completed by all participants and if required there is enough time -help participants to identify personal and service targets • Input the data form the forms to our online survey

  26. Still want to go? Next steps.....

  27. Part III: Before you go - Flights, Visa, jabs etc. - Preparing your input - Paperwork Refer to the MAITS Trainer handbook

  28. Practical preparations • Refer to MAITShandbook(including ‘when going overseas’ and risk assessment (if available)) • Seek local information about geography, language, dress code, customs, traditions, weather conditions & the organisation you will be working with • Seekgeneraltravellers’ healthguidelines (various websites)

  29. Check your Foreign Office website to for security information in the region you are travelling to. • Check the type of visa required, the visa requirements and how long it will take to get (will you need your passport meanwhile?) • Make sure you have enough clean pages in your passport and that it is well within date. • Make sure you are well insured and read the guidance on professional indemnity insurance in the MAITS handbook. • Plan your vaccinations well in advance and check for those that are mandatory for entry to the country • Warn your bank that you are travelling and leave photocopies of your passport and other important documents at home.

  30. Planning your input • Find out as much as you can about the organisation you are going to and the local healthcare and rehab set-up. • Liaise with the organisation and your team members to refine your trip objectives (as far as possible). • Read previous trip reports and link up with previous trainers to the organisation (where possible). • Refer to the resources on the MAITS website. • Plan how you will evaluate your input (MAITS guidelines). • Arrange a pre-trip meeting with a MAITS advisor if desired.

  31. MAITS Paperwork • Read the Grant Handbook carefully • Sign overseas travel disclaimer form • Refer to the Grant Guidelinesif you have been awarded a grant to travel • For further information or advice, contact • info@maits.org.uk

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