A Review of Effective Teaching Skills

1. A Review of Effective Teaching Skills Module 10 Version 2

2. Learning objectives By the end of this module, learners will be able to: • List principles and components of adult education to be used in training community health workers (CHWs) • Describe a conducive learning environment that enables active skills practice and learning • Identify locally appropriate learning aids • Provide examples of interactive training methods and experiences • Explain the need to monitor, evaluate, and revise training

3. Learning domains Skills • There are three learning domains: • Cognitive (knowledge) • Psychomotor (skills) • Affective (attitudes) • Health care workers need competencies in all three domains to provide quality health services Competencies Attitudes Knowledge

4. Adult learning principles Paired exercise: • Work in pairs • Each pair will be assigned an adult learning principle • Work with your partner to explain the meaning of your assigned term in the context of adult learning principles

5. Need to plan for practice sessions • This module quickly presents 12 effective teaching skills • Facilitators should plan practical opportunities for learners (focal persons for community-directed intervention) to develop sample CHW learning sessions based on this module Photo by Karen Kasmauski

6. The key components of effective training • Lay the foundations for educating health care providers • Develop objectives for learning • Plan for teaching • Prepare the learning environment • Prepare and use teaching aids • Prepare and deliver interactive presentations • Facilitate group learning • Monitor and revise teaching • Facilitate the development of health care delivery skills • Manage clinical practice • Prepare and use knowledge assessments • Prepare and use skills assessments

7. Lay the foundations foreducating health care providers Lay strong foundations by: • Describing the guiding principles of adult education for training health care providers • Defining core tasks and competencies and their role in developing and designing curricula • Recognizing effective approaches to teaching and learning • Listing the challenges in educating health care providers Adults learn best when they can share what they already know and learn more by actively doing.

8. Develop objectives for learning Focus your training by: • Identifying the knowledge, skills, and attitudes to be learned in your course • Writing measurable, observable objectives • Writing supporting objectives

9. Develop objectives for learning, cont. Sample • By the end of this session, the CHW will be able to: • Determine whether a child has fever • Administer and interpret a rapid diagnostic test • Provide age-appropriate artemisinin-based combination therapy (ACT) for malaria • Counsel a caregiver on the need for taking a full course of ACT • Ask a caregiver to report back if child does not improve

10. Level 1 objectives • A Level 1 objective answers the following questions: • When? • Who? • What? • How? Or to what standard? For example: After completing this course, the student will be able to identify pregnant women eligible for intermittent preventive treatment in pregnance (IPTp) using the appropriate checklist.

11. Level 2 objectives • Also called secondary, specific, instructional, or enabling objectives • Support the Level 1 objective • Describe the specific knowledge, skills, and attitudes students must master to achieve the Level 1 objective

12. Sample Level 2 objectives Level 2 objectives have two parts: the action to be taken and the object of the action! Level 1 Objective: CHWs will be able to prevent and control malaria in pregnancy (MiP) • List adverse consequences of MiP • Enumerate World Health Organization recommendations for the control of MiP • Counsel pregnant women about the benefits of sleeping inside insecticidal bed nets • Provide IPTp with sulfadoxine-pyrimethamineto eligible pregnant women • Conduct rapid diagnostic tests for MiP • Treat uncomplicated MiP

13. Paired exercise • Write one Level 1 and three Level 2 objectives for an MiP training • Duration: 10 mins.

14. Plan for teaching • Develop or adapt a course syllabus (e.g., the Transforming Intermittent Preventive Treatment for Optimal Pregnancy projectCommunity Intermittent Preventive Treatment for Malaria in Pregnancy learning resource package) • Plan for learner assessment • Select teaching methods • Select and adapt learning materials • Develop a course schedule

15. Prepare the learning environment Set up a space for learners that provides: • Comfort • Ease of interaction • Opportunities for simulation or practice • Adequate equipment and supplies

16. Prepare and use teaching aids Examples include: • Using: • A chalkboard • A flip chart • Video • Preparing and using slides • Developing culturally appropriate stories, drama, proverbs, and songs

17. Use locally available materials

18. Prepare and deliver interactive presentations • Plan a presentation • Introduce the presentation • Deliver the presentation interactively: • Use effective presentation skills • Use questioning techniques during a presentation • Summarize the presentation

19. Facilitate group learning Select, plan, and facilitate group learning activities: • Create and facilitate a: • Role-play • Case study • Clinical simulation • Facilitate a brainstorming session • Facilitate a discussion

20. Monitor and revise teaching • Ensure that observers take notes at each session • Establish ways for learners to give feedback • Hold facilitators’ meetings to evaluate and revise teaching

21. Facilitate the development of health care delivery skills • List the steps of skills development • Develop and use competency-based learning tools • Introduce and demonstrate a skill (e.g., counseling with a flip chart or administering IPTp in the community) • Facilitate skills practice and give feedback

22. Manage clinical practice • CHWs need guided opportunities to learn correct antenatal care procedures: • Select and prepare clinical instructors and staff • Coordinate clinical practice • Conduct clinical practice sessions • Monitor learners’ progress Photo by Karen Kasmauski

23. Prepare and use knowledge assessments • Select methods for assessing learners’ knowledge • Prepare knowledge assessment tools • Develop questions for objectives, written examinations • Administer and score knowledge assessments • Use assessment results to improve performance • Design formats for low-literacy learners

24. Prepare and use skills assessments • Select methods for assessing learners’ skills • Prepare skills assessment tools • Develop structured practical examinations • Administer and score skills assessments • Use results to improve performance

25. Summary • Training health care workers—including CHWs—should be based on principles and componentsof adult education • The learning environment should be conducive to learning and enable active skills practice • Locally appropriate learning aids should be developed and used • Training methods and experiences should be interactive • Training should be monitored, evaluated, and revised

26. Thank you! Any questions or comments?