The Project to Educate Physicians on End-of-life Care supported by the AMA

1
(No Transcript)
2
(No Transcript)
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 vsadult - 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
Training skills

• 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

13
Difficult participants

• Know-it-all
• Naysayer
• Monopolizer
• Chatterpox

• Reluctant learner
• Preacher
• Unresponsive participant

14
Personal style

• Movement
• Tone volume
• Speed
• Direction
• Minimize what might be a distraction

15

• Training of Trainers
• Summary