What is Blended Training

1. Blended Clinical Training (BCT)Improving Quality of HIV Diagnostics and Treatment ServicesJuly 2018 to March 2021 : Supported by Global Fund5 March, 2019: CCM Meeting, New Delhi

2. What is Blended Training • It is an approach to training that combines traditional place-based classroom trainings with access to online educational materials. • It also provides opportunities for continued interaction with the participants. • It also involves field visits to various facilities for onsite learnings. Why Blended Training • Targets to train : 8000+ doctors (1200 ART Mos, 1620 ARTC specialists, 1108 LAC MOs, 4400 ICTC MOs) by next year. • Traditional place-based trainings ideal but may not practical as : • ♦ guidelines revised recently ♦ staff to be trained quickly ♦ extremely limited resources

3. Why Blended Training • Traditional ART MO induction training of 12 days - not done in recent past due to reasons such as • funding constraints • high turnover of MOs (more frequent trainings needed) • shrinking pool of trained resource persons (inadequate to meet the training requirements) • disruption of patient care at the ART centers for 12 days (esp. in high load ARTC, single MO ARTC). • Well balanced blended training package gives an opportunity to utilize newer modalities of the trainings without compromising expected training outcomes • On-line training platform : interactive knowledge-based sessions (MOs can learn while working at ARTC) • Class-room training : can focus on practice and attitude of trainees

4. GOAL OBJECTIVES • Develop content - compliant with national technical and operational guidelines • Build knowledge and skills - participatory adult learning pedagogies • Institutionalise mechanisms – • Knowledge management • Learning needs assessment • Training scheduling and delivery • Tracking participant progress & refresher/mentorship needs • Build practice-related competencies - providing stigma-free and high quality HIV services • Build competencies - quality documentation and reporting - centralized information systems Supporting NACP - building capacities and skills - ICTC, ART, Lab Services - staff • Enable accurate diagnosis, high quality care and treatment of PLHIV • Ensure quality documentation and reporting of services

5. An e-learning platform - self-paced learning (Needs assessment, Induction, refresher, regular updates) • HR information (Learning Information system –Staff of ICTC/ART/LS, trainings, trainees, learning assessment scores, staff turnover) • A repository of learning materials and guidelines • Communities of Practice (CoP)(e-forum for cross learning and bulletin board) Blended Clinical Training • ♦ TOTs ♦ Induction ♦ Supportive Monitoring Visit / Onsite mentoring (SMV) ♦ Refresher** ** as per requirement and budget availability

6. Mentoring : Certification : CME credits On-site Mentoring : • Supporting Monitoring Visits (SMV) • 2% of all trainees • assess post-training practices • offer support as needed • identify additional points for inclusion in future trainings • CME credits • Extension of learning to private sector HIV physicians and certification

7. Number and Type of Trainees ~ 16034 (approx.) • DOCTORS : 8328 • MO ARTC : 1200 • MO LAC : 1108 • MO SA-ICTC : 4400 • ART Specialist : 1620 • ** ART Specialist include : 1 Nodal Officer, 1 Lab In-Charge, 1 Pediatrician, 1 Gynecologist / surgeon (3 to 4 staff per ARTC) • LAB SERVICES STAFF : 6506 • Lab Technicians (LT) : 6116 • ARTC : 540 • SA-ICTC : 5500 • Viral Load and EID : 76 • SRL/NRL LT and TO : 260 • SRL/NRL In-charge : 130(virtual training)

8. Module Development Process NACO to finalize training curriculum NACO has set up TWG TWG : 2 sub-committees Sub-Committee 2 LS division, and technical experts Finalize content for Lab services staff Sub-committee 1 CoE / PCoE, CST, BSD, technical experts Finalize content for doctors and nurses TWG to finalize content, content delivery methodology (online / offline) for each modules for each cadre • Making training modules LMS friendly • uploading same on LMS • Uploading all modules (offline and online) in the repository section of the LMS Printing of the classroom modules and handouts

9. Senior Master Trainer (SMT) & Master Trainer (MT) • SMT : 2-days workshops at central location • SMT-Doctors : 30 people, March 2019 • SMT-LT : 10 people, held on 12-13 Feb 2019, at Nagpur • MT (4-days workshops / batch, 4 to 5 batches across India) • MT-Doctors : 100 people, April 2019 • MT-LT : 100 people, March 2019 • MT - PLHIV : • 30 people, ToT in March / April 2019 • Certification of all trainers and trainees

10. 5 Regions : Training Locations Average 28 batches per region (range 21-34 batches) * As per location of the CoE, PCoE, RTC, and reference labs

11. Implementation Arrangements

12. Expectations and Next Steps • BCT project staff : visit to CoE, PCoE, RTC : assess requirements • Support from CoE, PCoE : selecting suitable training venues • LMS friendly content • Formation of Pilot batch : UAT of LMS by pilot batch • LMS – GoLIVE – End March 2019 • LS MT workshops : 4 batches across country : March-April 2019 • Doctors SMT workshop : March 2019 • Doctors MT workshop : April 2019 • Training to start : May 2019 • NACO to send formal intimation to all SACS, CoE, PCoE, SRL, NRL, RTC, • SACS to give ARTC, SA-ICTC, LAC staff details and past training status to SAATHII

13. Thank You

14. Additional Points

15. * (SA-ICTC, NRL/SRL, ARTC)

16. * (SA-ICTC, NRL/SRL, ARTC)

17. * (SA-ICTC, NRL/SRL, ARTC)