The Project to Educate Physicians on End-of-life Care Supported by the American Medical Association and the Robert Wood

3. The Project to Educate Physicians on End-of-life CareSupported by the American Medical Association andthe Robert Wood Johnson Foundation Training of Trainers

4. Objectives . . . • To identify positive and negative learning situations • Describe different teaching styles • Explain the difference between passive and active learning

5. . . . Objectives • Explain ways to improve training through training skills • Identify ways personal style can impact the training experience

6. “Adult - adult training” vs“adult - child training” • Trainer and learner(s) negotiate content • Education is based on a give and take • Learner background is invaluable • Information is shared • Both vessels have room!

7. Passive learning • Information transfer • Reflection • Evaluation • Assessment • Analysis

8. Active learning • Analyzed • Discussed • Debated • Processed • Linked to relevant activities • Incorporated (or not)

9. Factors influencing learning • Learner is motivated • Learner has some experience

10. Other influences • Learner was forced to show up • Learner has been through “training” before • Learner has too much on the mind • Learner may have personal barriers to the content • The trainer may be annoying!

11. Active training methods • Lecture • Case studies • Role play • Facilitating discussions • Use of videos • Other visual aides

12. Know your material Rehearse Rehearse Rehearse Point above only this time do it Be prepared to answer questions Use humor appropriately Be prepared for difficult participants Training skills

13. Know-it-all Naysayer Monopolizer Chatterpox Reluctant learner Preacher Unresponsive participant “Difficult” participants

14. Personal style • Movement • Tone & volume • Speed • Direction • Minimize what might be a distraction

15. Training of Trainers Summary