Comments on participant

manual
 Layout of the contents
• Title page
• Table of contents
• Foreword
• Approval statement
• Acknowledgement
• Acronym
• Introduction to the manual
• Course syllabus

The Ethiopian Public

Health Institute 1/24/23 2
 Comments on course syllabus
• Chapter Description: Should discuss what the manual is all about

• Chapter Goal: This is basically what you want the participants to do

at the end of the training.

• Training Methodologies: Use all methods listed

• Participant and trainers' selection Criteria: Make it highly

specific

• Methods of evaluation: No skill assessment

The Ethiopian Public
Health Institute 1/24/23 3
 Chapter contents
• Chapter description

• Chapter/primary Objective

• Enabling objective

• Chapter outline

• Main contents with their exercises

• Chapter Summary

The Ethiopian Public

Health Institute 1/24/23 4
 General Comments on
participant manual…
1. Lacks uniformity of templates

2. Activities
• Some activities do not go along with the
contents
• Most activities lack instructions

The Ethiopian Public Ministry of Health-Ethiopia 5

Health Institute
 OUTLINE

Models of
Instructional
instructional
design skill
Design

The Ethiopian Public Ministry of Health-Ethiopia 6

Health Institute
What is instructional design?

• Instructional design, also known as instructional system design (ISD), is

the creation of learning experiences and materials in a manner that results
in the acquisition and application of knowledge and skills.

• ID is systematic development of instruction for learning experience using

adult learning theories and techniques.

The Ethiopian Public Ministry of Health-Ethiopia

7
Health Institute
 What is • This systematic development is an approach
ensures:
systematic • There is a need for training,
Development • The learning events are well-designed,
? • Quality training materials are developed,
• Learning events are implemented using
appropriate strategies or approaches, and
• Learning events are evaluated to ensure that
learning has taken place.

The Ethiopian Public Ministry of Health-Ethiopia

Health Institute
 Instructional Design
FIVE Essential
F phases

Analysis

Design
Evaluation

ADDIE

Implementation Development

The Ethiopian Public Ministry of Health-Ethiopia

9
Health Institute
 • States that learning is productive when
• The participant is ready to learn
What is adult • Participants are aware of what they need to
learning learn
theory/principle? • It builds on what the participant already
knows
• It involves various training methods and
techniques
• When there are opportunities for practicing
skills
• When learning occurs in a realistic situation
10 • Feedback should be immediate, positive and
nonjudgmental

The Ethiopian Public Ministry of Health-Ethiopia

Health Institute
The Ethiopian Public Ministry of Health-Ethiopia 11
Health Institute
Course It is what the participant will know or be
Objective able to do after completion of training.

The Ethiopian Public Ministry of Health-Ethiopia 12

Health Institute
Course Objective cont.…….
Primary objective contains
When the performance is to be demonstrated

Who is to demonstrate competency

Description of the performance expected

How well the performance must be demonstrated (optional)

E.g. After completing this training course, the

participant will be able to provide appropriate TB treatment to a client .

The Ethiopian Public Ministry of Health-Ethiopia
13
Health Institute
Why do objectives matter?
Determine assessment and teaching methods/activities

Determine training content selection

Use to organize your course

Describe for the learner what will be covered

Help the designer identify ‘need to know’ and remove ‘nice to know’
The Ethiopian Public Ministry of Health-Ethiopia
14
Health Institute
 Thinking and learning in an objective,
rational way
Cognitive
domain • Cognitive Action Words
• To list . . .
• To explain . . .
• To give examples . . .
• To cite reasons for . . .

The Ethiopian Public Ministry of Health-Ethiopia 15

Health Institute
 Higher Level action verbs
More • To apply . . .
Cognitive
Action • To analyze . . .

Words • To create . . .

• To evaluate and enhance . . .

The Ethiopian Public Ministry of Health-Ethiopia 16

Health Institute
Affective Domain

Valuing, feeling-oriented, subjective learning

• To experience (a feeling . . .)

• To express (a belief . . .)

• To display (an attitude . . .)

The Ethiopian Public Ministry of Health-Ethiopia

17
Health Institute
Psychomotor
Physical, motor tasks relying on practice and repetition

To demonstrate . . .

To perform . . .

To conduct . . .

To distribute . . .

The Ethiopian Public Ministry of Health-Ethiopia

18
Health Institute
 What about?
appreciate
believe
comprehend
consider
develop an awareness of
internalize
know
realize
understand
The Ethiopian Public Ministry of Health-Ethiopia 19
Health Institute
 Knowledge objectives
• Reading, lecture, discussion

Attitudinal objectives
Training • Discussion, reflection, role
Methods modeling

Skill objectives
• Guided practice activities,
demonstration, simulation

The Ethiopian Public Ministry of Health-Ethiopia 20

Health Institute
Questions for Selecting Methods #1

Is this method appropriate for the objectives?

Are there sufficient trainers to use this method?

Are the resources available to use this method?

Are clinical facilities required?

What is the projected size of the group to be trained?

The Ethiopian Public Ministry of Health-Ethiopia
21
Health Institute
Questions cont.…

What times are available for training?

What is the background of the trainees?

Will the methods stimulate interest and provide variety?

The Ethiopian Public Ministry of Health-Ethiopia

22
Health Institute
 Training activities/methodologies

National training center(NTC)

The Ethiopian Public Ministry of Health-Ethiopia

23
Health Institute
 1. Group Discussion
• Interactive process of sharing information and
experiences related to achieving a training objective.
• Advantages: Gives participants an opportunity to
share their knowledge and feelings on the topic.
• Trainer serves as facilitator.
• Limitations: When not properly conducted, may be
dominated by a few participants or may move off
the topic.
• Participants need background information about
the topic prior to participating in the discussion.

The Ethiopian Public Ministry of Health-Ethiopia 24

Health Institute
 Group Discussion
Cont.…
• What does it consist of?
• Objective
• Instruction
• Question
• Time
The Ethiopian Public Ministry of Health-Ethiopia 25
Health Institute
 Activity 1.1: Group discussion  

Objective
 
Instruction:
 Make a group of 5 each group containing 5-6 people.
 Discuss the below question in your group and report the work in the plenary (share
group response to the larger groups using flipchart) by selecting 1 participant
Discussion Question:
1. What is the advantage of healthy diet?
2. What is considered as a healthy diet?
Time: 45 min for reading and discussion 15 min for each group for presentation
Total time: 2 hours

The Ethiopian Public Ministry of Health-Ethiopia 26

Health Institute
 2. Case Study

• Training method using realistic scenarios that focus on a specific

issue, topic or problem. Participants typically read, study and
react to the case study in writing or during a discussion.
• Advantage: Focuses participant attention on a real situation.
• Participants may work separately or in small groups.
• May require use of higher levels of learning.

• Limitations: Requires considerable development time.

The Ethiopian Public Ministry of Health-Ethiopia 27

Health Institute
 Case study cont….
 
Activity 1.1. Case Study
Objective: To identify maternal health indicators
 
Instruction: Be in pair with the person sitting next to you and analyze the following case to answer the questions. You
will then share your reflections for the larger group
 
Case Scenario You are the maternal health focal person at woreda X and there are 11 health facilities under your
catchment. You have received the annual report of maternal health indicators performance and the 6months skilled
birth attendance and postnatal care are displayed on the report you have at hand.
Questions:
Is it possible to conduct data quality assessment from the above report? If yes, how would you do that?
Do you see any unusual correlations from the performance report? If yes, please circle them
Brainstorm the reasons on why those outliers/ different correlations happen?
What would you do to improve data quality based on your findings?
Time: 15 min for reading and discussion and 15 min for reflection. Total Time: 30 min
The Ethiopian Public Ministry of Health-Ethiopia 28
Health Institute
 Case study cont….
 
Activity 1.1. Case Study
Objective: To practice patient autonomy
Instruction: Be in pair with the person sitting next to you and analyze the following case to answer the
questions. You will then share your reflections for the larger group
 
Case Scenario A 12-year-old child and his mother are involved in a serious motor vehicle accident. The
child is found to have a liver laceration and is hypotensive. The mother has a pelvic fracture and also
appears to have internal bleeding. Both will require blood transfusion to survive. The husband rushes into
the emergency department and presents cards indicating that each member of the family is a Jehovah's
witness - and that it is against their religion to accept blood.
Questions: What should you do. Explain the reason why you picked the choice and give your reasons why
you didn’t choose the rest
A) Given that this is a life-threatening emergency, transfuse both patients as needed
B) Transfuse the child but allow the mother to die
C)Transfuse the mother but allow the child to die
D) Respect the religious wishes and do not transfuse either patient
The Ethiopian Public Ministry of Health-Ethiopia 29
Time:
Health 15 min
Institute for reading and discussion and 15 min for reflection. Total Time: 30 min
 Case study cont.….
 
Activity 1.1. Case Study
Objective: To identify maternal delay in labor
Instruction: Be in pair with the person sitting next to you and analyze the following case to answer the
questions. You will then share your reflections for the larger group
 
Case Scenario: A mother has been laboring at home for 24 hours after which her families took her to
nearby health center which is a 7 hours walking distance from their home. At the emergency she waited for
3 hours after which she was seen by a physician and was taken to the ER for imminent uterine rupture. The
health team did everything possible but was not able to salvage both the mother and the baby?
Questions:
1. Was there a delay in entertaining the labor? If yes, where was the delay?
2. What could have been done to prevent this delay?

Time: 15 min for reading and discussion and 15 min for reflection. Total Time: 30 min

The Ethiopian Public Ministry of Health-Ethiopia 30

Health Institute
 3. Role play
• Process in which participants play out roles in a simulated
situation related to the training objectives.

• Advantage: Provides a highly motivational climate, as

participants actively take part in a realistic situation

• Disadvantage: Requires considerable development time in

addition to ensuring that participants are prepared to
participate in the role play.
The Ethiopian Public Ministry of Health-Ethiopia 31
Health Institute
Role play cont.…..
Activity 2.2. Role play
 
 
Objective: To practice the skill of communication during an outbreak
  Instruction: Select one person to play the role of health facility PHEM officer
 
 One person to play the role of the child
 One person as mother/care giver
Time required:20 minutes (10 min for role play and 10 min for reflection)
Scenario: A mother brought her 3 years old boy with sudden weakness of both lower limbs to a health
facility, OPD physician and then he reported the case to the facility surveillance officer as AFP case and took
the mother to the surveillance officer for investigation.
Role Description:
- Surveillance officer: - will have the role to take all relevant information
- Mother/care giver: - have a role to provide all information on regarding child.
- Observer:- to check whether or not all questions were being addressed by surveillance officer and
communication skill based on the case-based format.
 
 
The Ethiopian Public Ministry of Health-Ethiopia
32
Health Institute
 4. Demonstration
• Presentation by the trainer of the steps necessary for the
completion of a Procedural or clinical task or activity.

• Advantages: Provides the participant with a step by-step

procedure for performing a specific skill or activity.
• Demonstration is an effective method for applying knowledge
in an observable situation.

• Disadvantages: Requires planning, practice and a high degree

of skill on the part of the trainer.
The Ethiopian Public Ministry of Health-Ethiopia 33
Health Institute
 Activity 2.3. Demonstration
Objective: Collect and Package Stool Specimen from an AFP Case
Instruction: Observe the facilitator while demonstrating the stool
specimen collection and packaging procedure for AFP case and you
will demonstrate it latter. Checklist is attached in the annex.
Time: 40 minutes (15 minutes for the facilitator to demonstrate, 10
minutes for the participant to demonstrate and 15 minutes for
discussion)
Activity: Demonstrate stool specimen collection and packaging
procedures for AFP case

The Ethiopian Public Ministry of Health-Ethiopia 34

Health Institute
 •QUESTIONS????

The Ethiopian Public Ministry of Health-Ethiopia 35

Health Institute
The Ethiopian Public Ministry of Health-Ethiopia 36
Health Institute
 Facilitators Guide and power point
preparation

National training center(NTC)

The Ethiopian Public Ministry of Health-Ethiopia

37
Health Institute
Facilitators Guide

• Facilitator’s guide is instructions for facilitation and presentation of

the course content

• Facilitator’s guide help to assure consistency in information presented

when there are several trainers involved in a course.

The Ethiopian Public Ministry of Health-Ethiopia

38
Health Institute
Contents of Facilitators Guide
• Course title
• Front matters (Introduction, Course Description, syllabus course schedule)
• Session title.
• Time
• Session objective
• Enabling objectives
• Session summary
• Learning activities
• Advanced preparation.
• Answers to excercises
• References.

The Ethiopian Public Ministry of Health-Ethiopia

39
Health Institute
Sample
E.g. 1
• Introduce the session by asking the participant to tell how they develop
training material, where do they start finally displaying slide 3
• Review the primary and enabling objectives on slide 4
• Ask the participant experience in developing training material and
facilitating training and assist them to identify the quality of good training
package

• Define the Instructional design on slide 6 to 8 and explain each bullet

The Ethiopian Public Ministry of Health-Ethiopia

40
Health Institute
 Summary of activities
S. N Activity Method of delivery Time Slide Number
 1.1 Introduction to FFETP Interactive presentation  1hr 30 min  5 – 27
Individual Reflection
Role Play
 1.2 Laboratory investigation  60 min  28 - 38
Interactive presentation
Demonstration
 
 1.3 Data analysis  Interactive presentation  40 min  39 – 47
Think pair/share

1. 4 Scientific Write up Interactive presentation  60 min  48 – 72

Individual Reflection
Case Study
1.5 Chapter Summary Interactive presentation 10 min 31-32
The Ethiopian Public Ministry of Health-Ethiopia 41
Health Institute
 Learning Activities
TOPIC TIME ACTIVITIES

Introduction to public 2 hr and 30

health min • Introduce yourself to the participants (your name, profession,
• Interactive experience (if you think it is important for the training) and
lecture
• Group Discussion organization displaying slide 1. (If necessary). Give chance for
• Role play
• Case study the trainees to tell their expectation in this training and introduce
themselves Name, profession, organization they came from and
experience if they think it is necessary.
• Show the chapter outline of the presentation on slide 2.
• Review the enabling objectives by displaying slide 3
• Display slide 4. Activity 2.1
Tell all participants to write their answer on their notebook give
them 2 minutes. Then give chance for 4 participants to reflect their
The Ethiopian Public Ministry of Health-Ethiopia 42
Health Institute
 Learning activities cont…
TOPIC TIME ACTIVITIES

Introduction to public 2 hr
health and 30 • Display slide 27 and guide participants to read the role play activity 2.2 their
• Interactive min
lecture
participant manual.
• Group Describe the situation clearly and precisely and choose participants (if possible,
Discussion
• Role play voluntarily) and describe the proposed roles for them before conducting the role
• Case study
play. In the meantime, distribute the checklist to the rest of the participants and
instruct them to observe based on the provided checklist by emphasizing on the
focus point of the observation. During the role play assist the role players to play
on point and on the usage of time. Check if every participant is following using the
checklist. After completing the role play applause the role players of their
participation ask feedback starting from themselves. Then ask the observers or the
rest of the participants.
Give a chance to your trainee to ask questions about the topic.
The Ethiopian Public Ministry of Health-Ethiopia 43
Health Institute
The Ethiopian Public Ministry of Health-Ethiopia
44
Health Institute