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Mastery learning approach Name of presenter Prevention of Postpartum Hemorrhage Initiative (POPPHI) Project PATH

Adapted from PPT developed by Jhpiego corporation. Available at: http://www.reproline.jhu.edu/english/5tools/5presgrp/ctschpt1/cts1pg.htm. Mastery learning approach Name of presenter Prevention of Postpartum Hemorrhage Initiative (POPPHI) Project PATH. Objectives. 6-1.

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Mastery learning approach Name of presenter Prevention of Postpartum Hemorrhage Initiative (POPPHI) Project PATH

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  1. Adapted from PPT developed by Jhpiego corporation. Available at: http://www.reproline.jhu.edu/english/5tools/5presgrp/ctschpt1/cts1pg.htm Mastery learning approachName of presenterPrevention of Postpartum Hemorrhage Initiative (POPPHI) ProjectPATH

  2. Objectives 6-1 After completing this session, the participant will be able to describe a mastery learning approach that: • Incorporates adult learning principles • Features competency-based training • Integrates coaching and training techniques that develop competency on models before practicing in the clinical area.

  3. Enabling Objectives 6-2 • Describe the mastery learning approach to training • Describe the key features of effective clinical training • Identify the responsibilities of mentors

  4. Criteria for selecting AMTSL mentors 6-3 • Demonstrated proficiency • Interest in training • Humility

  5. AMTSL mentors – selection criteria (1) 6-4 • AMTSL clinical instructors at each site should: • Be a team: 2 Midwives and Doctor (obstetrician/gynecologist, if possible). • Regularly attend births. • Be willing to learn new skills, attitudes, and practices and apply them in the workplace. • Be able to advocate for necessary equipment, supplies, and medication. • Have the desire and the ability to conduct internal supervisory activities for newly trained birth attendants. • Be willing to take charge of monitoring training activities and selected indicators.

  6. AMTSL mentors – selection criteria (2) 6-5 • AMTSL mentors at each site should: • Be able to: • Help learners organise and carry out course exercises and activities that require assistance (i.e., observe role plays) and offer feedback; • Assist the learner with learning activities; • Carry out demonstrations; • Oversee clinical practice. • Have the desire to assist other providers in gaining new knowledge and skills.

  7. Clinical Training Education Mastery learning Competency-based training (CBT) Behavior modeling Skill acquisition Skill competency Skill proficiency Humanistic Key Terms 6-6

  8. Adult Learning Principles 6-7 • Learning is: • most productive when participants are ready to learn. Although motivation is internal, it is up to the clinical trainer to create a climate that will nurture motivation in participants. • more effective when it builds on what the participants already know or have experienced. • more effective when participants are aware of what they need to learn. • made easier by using a variety of training methods and techniques.

  9. Group work 6-8 • What can you do to increase transfer of training to the workplace?

  10. Increasing Transfer of Training #1 6-9 • Make sure that clinical experiences reflect clinical conditions the learners already work in • Use standardized checklists which summarize the key steps of a skill or activity • Provide opportunities for practicing skills initially in controlled or simulated situations (e.g., through role play or use of anatomic models) to facilitate skill acquisition and development of skill competency. • Provide opportunities for practicing skills under supervision in the clinical area • Provide immediate, positive and nonjudgmental feedback

  11. Increasing Transfer of Training #2 6-10 • Train people in “teams” • Analyse work-related barriers to applying skills • Use role plays focusing on ways to deal with difficult situations on the job • Develop action plans with learners to map out how and when new skills will be applied • Make Learner’s Guidebooks available for use on the ward to refresh learners’ memories once they return to their jobs

  12. Increasing Transfer of Training #3 6-11 • Provide internal formative supervision • Monitor progress towards reaching goals as a “team” (use wall charts) • Provide external formative supervision

  13. Summary 6-12 What is the definition of: • Clinical training? • Education? • Behavior modeling? • Mastery learning? • Competency-based training (CBT) • Skill Acquisition? • Skill Competency? • Skill Proficiency? • Humanistic?

  14. Any questions?? 6-13

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