Instructional Design Skills for Reproductive Health Professionals. Course Notebook for Trainers

Transcription

1 Instructional Design Skills for Reproductive Health Professionals Course Notebook for Trainers

2 Presentation graphics summarizing the key points related to this topic are now available on ReproLine at Trainers can download these graphics and use them as overhead transparencies when conducting courses and workshops. The graphics can also be viewed and downloaded from the ReproLine CD-ROM. To obtain a copy of the CD-ROM, please contact: Natalie Maier Phone: Fax: [email protected] JHPIEGO, an affiliate of the Johns Hopkins University, is a nonprofit corporation dedicated to improving the health of women and families throughout the world. TRADEMARKS: All brand and product names are trademarks or registered trademarks of their respective companies. Norplant is the registered trademark of The Population Council for subdermal levonorgestrel implants. Financial support was provided by the Office of Population, Center for Population, Health and Nutrition/Global Programs, Field Support and Research Bureau/CMT Division, United States Agency for International Development, under the terms of Award No. HRN-A The opinions expressed herein are those of JHPIEGO and do not necessarily reflect the views of the United States Agency for International Development. JHPIEGO Corporation October 1997

3 INSTRUCTIONAL DESIGN SKILLS COURSE NOTEBOOK FOR TRAINERS SECTION ONE: GUIDE FOR PARTICIPANTS OVERVIEW Before Starting This Training Course...1 Training Approach...1 Key Features of Mastery Learning...2 Components of the Instructional Design Skills Training Package...5 Using the Instructional Design Skills Training Package...5 INTRODUCTION Course Design...7 Evaluation...8 Course Syllabus...9 Course Schedule...12 PRECOURSE QUESTIONNAIRE How the Results Will Be Used...14 Precourse Questionnaire/Answer Sheet...15 Individual and Group Assessment Matrix...19 COURSE EVALUATION...23 SECTION TWO: GUIDE FOR TRAINERS MODEL COURSE OUTLINE... 1 PRECOURSE QUESTIONNAIRE Precourse Questionnaire...19 Precourse Questionnaire Answer Key...20 MIDCOURSE QUESTIONNAIRE Using the Questionnaire...24 Midcourse Questionnaire...25 Midcourse Questionnaire Answer Sheet...35 Midcourse Questionnaire Answer Key...39

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5 OVERVIEW BEFORE STARTING THIS TRAINING COURSE This instructional design skills course will be conducted in a way that is very different from traditional training courses. First of all, it is based on the assumption that people participate in courses because they:! Are interested in the topic! Wish to improve their knowledge and skills, and thus their job performance! Desire to be actively involved in course activities For these reasons, all of the course materials focus on the participant. For example, the course content and activities are intended to promote learning, and the participant is expected to be actively involved in all aspects of that learning. Second, in this type of learning program, the trainer and the participant are provided with a similar set of educational materials. The trainer by virtue of her/his previous training and experiences works with the participants as an expert on the topic and guides the learning activities. In addition, the trainer helps create a comfortable learning environment and promotes those activities that assist the participant in acquiring the new knowledge, skills and attitudes. Finally, the training approach used in this course stresses the importance of the cost-effective use of resources and application of relevant educational technologies including use of humane training techniques. The latter encompasses the use of anatomic models, such as the ZOE pelvic model or the Norplant implants training arm, to minimize client risk and facilitate learning. TRAINING APPROACH The mastery learning approach to training assumes that all participants can master (learn) the required knowledge, skills and attitudes, provided there is sufficient time and appropriate training methods are used. The goal of mastery learning is that 100 percent of those being trained will master the knowledge and skills on which the training is based. While some participants are able to acquire new knowledge or a new skill Instructional Design Skills Course Handbook 1

6 immediately, others may require additional time or alternative learning methods before they are able to demonstrate mastery. Not only do people vary in their abilities to absorb new material, but individuals learn best in different ways through written, spoken or visual means. Effective learning strategies, such as mastery learning, take these differences into account and use a variety of teaching methods. The mastery learning approach also enables the participant to have a selfdirected learning experience. This is achieved by having the trainer serve as facilitator and by changing the concept of testing and how test results are used. The philosophy underlying the mastery learning approach is one of continual assessment of participant learning where the trainer regularly informs participants of their progress in learning new information and skills. With the mastery learning approach, assessment of learning is:! Competency-based, which means assessment is keyed to the course objectives and emphasizes acquiring the essential skills and attitudinal concepts needed to perform a job, not just to acquiring new knowledge.! Dynamic, because it enables participants to receive continual feedback on how successful they are in meeting the course objectives.! Less stressful, because from the outset participants, both individually and as a group, know what they are expected to learn, know where to find the information and have ample opportunity for discussion with the trainer. KEY FEATURES OF MASTERY LEARNING Mastery learning is based on principles of adult learning. This means that learning is participatory, relevant and practical. It builds on what the participant already knows or has experienced and provides opportunities for practicing new skills. Other key features of mastery learning are that it:! Uses behavior modeling! Is competency-based! Incorporates humanistic training techniques 2 Instructional Design Skills Course Handbook

7 Behavior Modeling Social learning theory states that when conditions are ideal, a person learns most rapidly and effectively from watching someone perform (model) a skill or activity. For modeling to be successful, however, the trainer must clearly demonstrate the skill or activity so that participants have a clear picture of the performance expected of them. Behavior modeling, or observational learning, takes place in three stages. In the first stage, skill acquisition, the participant sees others perform the procedure and acquires a mental picture of the required steps. Once the mental image is acquired, the participant attempts to perform the procedure, usually with supervision. Next, the participant practices until skill competency is achieved and s/he feels confident performing the procedure. The final stage, skill proficiency, only occurs with repeated practice over time. Skill Acquisition Skill Competency Skill Proficiency Knows the steps and their sequence (if necessary) to perform the required skill or activity but needs assistance Knows the steps and their sequence (if necessary) and can perform the required skill or activity Knows the steps and their sequence (if necessary) and efficiently performs the required skill or activity Competency-Based Training Competency-based training (CBT) is learning by doing. It focuses on the specific knowledge, skills and attitudes needed to carry out a procedure or activity. How the participant performs (i.e., a combination of knowledge, attitudes and most important, skills) is emphasized rather than just what information the participant has learned. Competency in the new skill or activity is assessed objectively by evaluating overall performance. To successfully accomplish CBT, the clinical skill or activity to be taught must be broken down into its essential steps. Each step is then analyzed to determine the most efficient and safe way to perform and learn it. The process is called standardization. Once a procedure, such as IUD insertion, has been standardized, competency-based learning guides and evaluation checklists can be developed to make learning the necessary steps or tasks easier and evaluating the participant s performance more objective. An essential component of CBT is coaching, in which the trainer first explains a skill or activity and then demonstrates it using an anatomic Instructional Design Skills Course Handbook 3

8 model or other training aid, such as a videotape. Once the procedure has been demonstrated and discussed, the trainer/coach then observes and interacts with participants to guide them in learning the skill or activity, monitoring their progress and helping them overcome problems. The coaching process ensures that each participant receives feedback regarding performance:! Before practice The trainer and participant meet briefly before each practice session to review the skill/activity, including the steps/tasks that will be emphasized during the session.! During practice The trainer observes, coaches and provides feedback to the participant as s/he performs the steps/tasks as outlined in the learning guide or, in the case of developing training materials, outlined in the reference manual.! After practice Immediately after practice, the trainer uses the learning guide or training materials to discuss the strengths of the participant s performance and also offers specific suggestions for improvement. Humanistic Training Techniques The use of more humane (humanistic) techniques also contributes to better clinical training. A major component of humanistic training is the use of anatomic models, which closely simulate the human body, and other learning aids. Working with models initially allows participants to learn and practice new skills in a simulated setting rather than with clients. This reduces stress for the learner as well as risk of injury and discomfort to the client. Thus, the effective use of models (humanistic approach) is an important factor in improving the quality of clinical training and, ultimately, service provision. Before a participant performs a clinical procedure with a client, two learning activities should occur:! The clinical trainer should demonstrate the required skills and client interactions several times using an anatomic model and appropriate training videotape.! Under the guidance of the clinical trainer, the participant should practice the required skills and client interactions using the model and actual instruments in a setting that is as similar as possible to the real situation. 4 Instructional Design Skills Course Handbook

9 Only when skill competency and some degree of skill proficiency have been demonstrated should participants have their first contact with a client. When mastery learning, which is based on adult learning principles and behavior modeling, is integrated with CBT, the result is a powerful and extremely effective method for providing clinical training. And when humanistic training techniques, such as using anatomic models and other learning aids, are incorporated, training time and costs can be reduced significantly. COMPONENTS OF THE INSTRUCTIONAL DESIGN SKILLS TRAINING PACKAGE This instructional design skills course is built around use of the following components:! Need-to-know information contained in a reference manual! A course handbook containing validated questionnaires and course design documents! A trainer s notebook including questionnaire answer keys and detailed information about conducting the course The reference manual recommended for use in this course is Instructional Design Skills for Reproductive Health Professionals, which contains practical, how to information and techniques to help the trainer to design, deliver and evaluate training. USING THE INSTRUCTIONAL DESIGN SKILLS TRAINING PACKAGE In designing the training materials for this course, particular attention has been paid to making them user friendly and to permit the course participants and trainer the widest possible latitude in adapting the training to the participants (group and individual) learning needs. For example, at the beginning of the course an assessment is made of each participant s knowledge of instructional design skills. The results of this precourse assessment are then used jointly by the participants and trainer to adapt the course content as needed so that the training focuses on acquisition of new information and skills. A second feature relates to the use of the reference manual and course handbook. The reference manual is designed to provide all of the essential information needed to conduct the course in a logical manner. Instructional Design Skills Course Handbook 5

10 Because it serves as the text for the participants and the reference source for the trainer, special handouts or supplemental materials are not needed. In addition, because the manual contains only information that is consistent with the course goals and objectives, it becomes an integral part of all classroom exercises such as giving an illustrated lecture or providing problem-solving information. The course handbook, on the other hand, serves a dual function. First, and foremost, it is the road map which guides the participant through each phase of the course. It contains the course syllabus and course schedule as well as all supplemental printed materials (precourse questionnaire, individual and group learning matrix and course evaluation) needed during the course. The trainer s notebook contains the same material as the course handbook for participants as well as material for the trainer. This includes the course outline, precourse questionnaire answer key, and the midcourse questionnaire and answer key. In keeping with the training philosophy on which this course is based, all training activities will be conducted in an interactive, participatory manner. To accomplish this requires that the role of the trainer continually change throughout the course. For example, s/he is an instructor when making a classroom presentation; a facilitator when conducting small group discussions or using role plays; and shifts to the role of coach when helping participants practice a skill or activity. Finally, when objectively assessing performance, s/he serves as an evaluator. In summary, the CBT approach used in this course incorporates a number of key features. First, it is based on adult learning principles, which means that it is interactive, relevant and practical. Moreover, it requires that the trainer facilitate the learning experience rather than serve in the more traditional role of an instructor or lecturer. Second, it involves use of behavior modeling to facilitate learning. Third, it is competency-based. This means that evaluation of the participant is based on how well s/he performs the activity, not just how much has been learned. 6 Instructional Design Skills Course Handbook

11 INTRODUCTION COURSE DESIGN This instructional design skills course is designed to help clinical and advanced trainers and those involved in course and materials design become more effective instructional designers. The course builds on each participant s past knowledge and takes advantage of her/his high motivation to accomplish the learning tasks in the minimum time. Training emphasizes doing, not just knowing, and uses competencybased evaluation of performance. An instructional design skills course consists of two components:! Transfer of the knowledge and skills required to assist with needs assessments, design training materials (e.g., learning guides, checklists, case studies, role plays, pre- and midcourse questionnaires), and evaluate training.! Development or revision of a training package or training materials during the course. There is a model course schedule provided in this handbook. The schedule outlines the general sessions of an instructional design skills course which could be applied to any number of situations. This training course differs from traditional courses in several ways, as described below.! During the first day of the course, participants demonstrate their knowledge of instructional design skills by completing a written test (Precourse Questionnaire).! Classroom sessions focus on key aspects of instructional design.! Progress in knowledge-based learning is measured during the course using a standardized written assessment (Midcourse Questionnaire).! Progress in learning instructional design skills, such as developing training materials, is observed and evaluated during the course. Successful completion of the course is based on mastery of both the content and skills components. EVALUATION Instructional Design Skills Course Handbook 7

12 This instructional design skills course is designed to produce competent instructional designers and, in some cases, master trainers. An individual usually attains full qualification as a master trainer through cotraining one or more advanced training skills courses for clinical trainers while being assisted by a master trainer or technical expert. Qualification is a statement by the training organization that the participant has met the requirements of the course in knowledge, skills and practice. Qualification does not imply certification. Personnel can be certified only by an authorized organization or agency. Qualification is based on the participant s achievement in three areas:! Knowledge A score of at least 85% on the Midcourse Questionnaire! Skills Satisfactory performance of instructional design skills! Practice Demonstrated ability to conduct clinical and advanced training skills courses for clinical trainers Responsibility for the participant becoming qualified is shared by the participant and the trainer. The evaluation methods used in the course are described briefly below:! Midcourse Questionnaire. This knowledge assessment will be given at the time in the course when all subject areas have been presented. A score of 85% or more correct indicates knowledgebased mastery of the material presented in the reference manual. For those scoring less than 85% on their first attempt, the trainer should review the results with the participant individually and guide her/him on using the reference manual to learn the required information. Participants scoring less than 85% can take the Midcourse Questionnaire again at any time during the remainder of the course.! Skills. Satisfactory performance of training materials development skills assessed during the course.! Practice. For candidate master trainers, demonstrated ability to conduct an advanced training skills course for clinical trainers. Following the instructional design skills course, each candidate master trainer will be provided the opportunity to conduct training while being assisted (and evaluated) by a master trainer or technical expert until s/he becomes proficient and thus qualified as a master trainer. 8 Instructional Design Skills Course Handbook

13 COURSE SYLLABUS Course Description. This 9-day training course is designed to prepare the participant to assist with conducting needs assessments, design preservice education and inservice training courses, develop training packages and evaluate training. Course Goal To provide the participant with the knowledge, skills and attitudes needed to analyze, design, develop and evaluate competency-based preservice education and inservice training skills courses. Participant Learning Objectives By the end of the training course, the participant will be able to: 1. Describe a mastery learning approach that incorporates adult learning principles and features competency-based training, coaching and humanistic training techniques. 2. Identify the components of each phase of the instructional design process. 3. Assist with assessing training needs. 4. Identify instructional content for reproductive health education and training. 5. Design an effective, interactive training course. 6. Develop competency-based skill development and assessment instruments for measuring progress in learning and evaluating performance. 7. Develop and administer knowledge-based assessment instruments. 8. Develop effective training materials for the trainer and participant. 9. Evaluate a training course. Instructional Design Skills Course Handbook 9

14 Training/Learning Methods! Illustrated lectures and group discussions! Individual and group exercises! Role plays! Guided practice activities developing training materials with feedback from participants and trainers Training Materials. This course handbook is designed to be used with the following materials:! Reference manual: Instructional Design Skills for Reproductive Health Professionals (JHPIEGO)! Clinical skills package (reference manual, course handbook for participants and course notebook for trainers)! Anatomic models (e.g., pelvic and hand-held uterine, Norplant implants training arm) if needed! Annotated training slide sets (e.g., IUD, Norplant implants, infection prevention) if needed Participant Selection Criteria Participants for this course should be clinical and advanced trainers (physicians, nurses or midwives) who are proficient in providing one or more clinical contraceptive methods and have experience training service providers and clinical trainers. Note: In some situations the participants may include individuals who are responsible for conducting needs assessments, developing training materials and evaluating training, but who are not clinical trainers. Methods of Evaluation Participant! Pre- and Midcourse Questionnaires! Evaluation of participant-developed materials Course! Course Evaluation (to be completed by participants) 10 Instructional Design Skills Course Handbook

15 Course Duration! 18 sessions in a 2-week (9-day) sequence Suggested Course Composition! 20 clinical trainers! 2 advanced/master trainers or a technical expert with experience in instructional design for reproductive health courses Instructional Design Skills Course Handbook 11

16 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) Day 1 Day 2 Day 3 Day 4 Day 5 A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) Opening: Welcome Introductions Course Overview (Goals, Objectives, Schedule) Precourse questionnaire Review course materials Identify learning needs Identify expectations Presentation: Approach to Clinical Training! Goal of clinical training! Mastery learning! Key features! Responsibilities! Selecting/training trainers Agenda and opening activity Presentation: Assessing Training Needs! Training sector assessment! Institutional assessment! Facility needs assessment! Training event assessment! Needs assessment during training Exercise: Needs assessment case study and group reports Agenda and opening activity Presentation: Designing a Training Course! Develop a course syllabus! Develop training objectives! Select practice activities! Select training methods! Select training materials Exercise: Develop or revise a course syllabus. Agenda and opening activity Exercise: Continue work on course outline(s). Exercise: Develop a tentative course schedule. Presentations: Groups share the results of their work. Agenda and opening activity Exercise continues: Revise or adapt a learning guide and checklist. Presentations: Groups share their learning guides and checklists. Lunch Lunch Lunch Lunch Lunch P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) Presentation: Instructional Design Process! Instructional design process! Preservice and inservice! Training package components Discussion: Review of the materials to be developed or revised during the course. Formation of working groups. Presentation: Instructional Content Analysis! Knowledge analysis! Skill analysis! Attitude analysis Discussion: Content available for materials to be developed or revised. Review of reference manuals or textbooks. Presentation: Designing a Training Course! Develop a course outline! Develop a course schedule Exercise: Develop or revise a course outline and schedule. Presentations: Groups share the results of their work. Presentation: Developing Skill Development and Assessment Instruments! Definitions! Skill development levels! Advantages and limitations! Rating systems! Designing instruments! Using instruments Exercise: Revise or adapt a learning guide and checklist. Exercise: Continue work on course outlines, schedules, syllabi, learning guides and checklists. Review of the day s activities Review of the day s activities Review of the day s activities Review of the day s activities Review of the day s activities Assignment : Chapters 1 4 Assignment: Chapter 5 Assignment: Chapter 6 Assignment: Chapter 7 Assignment: Chapter 8 12 Instructional Design Skills Course Handbook

17 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) Day 6 Day 7 Day 8 Day 9 A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) Agenda and opening activity Agenda and opening activity Agenda and opening activity Agenda and opening activity Presentation: Developing Knowledgebased Assessments! Characteristics! Developing written assessments! Developing true-false items! Developing multiple-choice items! Developing matching items! Assembling a knowledge-based assessment instrument! Administering a knowledge-based assessment instrument! A mastery learning approach to knowledge assessment Presentation: Developing Trainer and Participant Materials! Trainer s notes! Presentation plans! Assignment sheets! Case studies! Role plays Presentation: Evaluating Training! Levels of training evaluation! Participant reactions! Participant learning! Post-training performance! Effect of training on RH services Exercise: Develop or revise course evaluation instruments. Presentations: Status of the various components of the training courses being developed or revised Discussion: Plans for completing the various components of the training courses being developed or revised Exercise: Plan for the delivery of the courses being developed or revised Lunch Lunch Lunch Lunch P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) Exercise: Develop or revise a precourse and midcourse questionnaire groups will share the results of their work. Exercise: Develop training materials appropriate for the training course being developed or revised groups will share the results of their work. Exercise: Develop training materials appropriate for the training course being developed or revised groups will share the results of their work. Activity: Administer the midcourse questionnaire. Score the midcourse questionnaire and review the results. Discussion: Review plans for conducting the courses being developed. Course Summary Course Evaluation Closing Ceremony Review of the day s activities Review of the day s activities Review of the day s activities Assignment: Chapter 9 Assignment: Review all chapters Assignment: Prepare presentations 13 Instructional Design Skills Course Handbook

18 PRECOURSE QUESTIONNAIRE HOW THE RESULTS WILL BE USED The main objective of the Precourse Questionnaire is to assist both the trainer and the participant as they begin their work together in the course by assessing what the participants, individually and as a group, know about the course topic. This allows the trainer to identify topics that may need additional emphasis during the course. Providing the results of the precourse assessment to the participants enables them to focus on their individual learning needs. In addition, the questions alert participants to the content that will be presented in the course. The questions are presented in the TRUE-FALSE format. A special form, the Individual and Group Assessment Matrix, is provided to record the scores of all course participants. Using this form, the trainer and participants can quickly chart the number of correct answers for each of the 51 questions. By examining the data in the matrix, the group can easily determine their collective strengths and weaknesses and jointly plan with the trainer how best to use the course time to achieve the desired learning objectives. For the trainer, the questionnaire results will identify particular topics which may need additional emphasis during the learning sessions. Conversely, for those categories where 70% or more of participants answer the questions correctly, the trainer may elect to use some of the allotted time for other purposes. For example, if the participants as a group did well (70% or more correct) in answering the questions in the category Designing a Training Course (questions 20 through 26), the trainer may elect to assign Chapter 5, Designing a Training Course from the Instructional Design Skills reference manual as homework rather than discussing these topics in class. For the participants, the learning objective(s) related to each question and the corresponding chapter(s) in the reference manual are noted beside the answer column. To make the best use of the limited course time, participants are encouraged to address their individual learning needs by studying the designated chapter(s). 14 Instructional Design Skills Course Handbook

19 PRECOURSE QUESTIONNAIRE/ANSWER SHEET Instructions: In the space provided, print a capital T if the statement is true or a capital F if the statement is false. AN APPROACH TO CLINICAL TRAINING 1. The focus of training is on immediate use on the job, whereas the focus of education is on future applications. 2. The mastery learning approach assumes that 85% of the participants can master the required knowledge and skills, provided sufficient time and appropriate methods are used. 3. Learning is more effective when it builds on areas where the participants have no previous knowledge or experience. 4. Skill competency means that the participant knows the steps and their sequence (if necessary) to perform the required skill or activity but needs assistance. 5. Coaching involves positive feedback, active listening, questioning and the use of problemsolving skills. 6. The role of the clinical trainer is to facilitate learning. 7. In selecting potential trainers, one must look for people with a genuine interest in training. Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) Participant Objective 1 (Chapter 1) INSTRUCTIONAL DESIGN PROCESS 8. The first phase of the instructional design process is design. 9. The course outline is created during the design phase. Participant Objective 2 (Chapter 2) Participant Objective 2 (Chapter 2) 10. Trainer s notes are created during the development phase. 11. In a comprehensive clinical training package, the course syllabus is found in the trainer s notebook. Participant Objective 2 (Chapter 2) Participant Objective 2 (Chapter 2) Instructional Design Skills Course Handbook 15

20 ASSESSING TRAINING NEEDS 12. A training sector assessment documents the adequacy of a specific training or educational institution to conduct quality reproductive health/family planning (RH/FP) training. 13. Documenting the adequacy of a school of midwifery to conduct quality RH/FP training is referred to as an institutional needs assessment. 14. Documenting the adequacy of a specific site to offer quality RH/FP services, and potentially quality clinical training, is referred to as a facility needs assessment. 15. A training event needs assessment takes place once the course has started. 16. Needs assessments are to be completed prior to training, because once training begins it is too late to assess needs. Participant Objective 3 (Chapter 3) Participant Objective 3 (Chapter 3) Participant Objective 3 (Chapter 3) Participant Objective 3 (Chapter 3) Participant Objective 3 (Chapter 3) INSTRUCTIONAL CONTENT ANALYSIS 17. One way of identifying the information to be taught in a course is to review an existing textbook or reference manual. 18. One approach for identifying the steps within a psychomotor task or skill is to conduct a task analysis. 19. The attitude area of learning is referred to as the cognitive learning domain. Participant Objective 4 (Chapter 4) Participant Objective 4 (Chapter 4) Participant Objective 4 (Chapter 4) DESIGNING A TRAINING COURSE 20. The course syllabus provides a summary of daily activities for the course. 21. An enabling objective is a training-related objective that supports a primary objective. 22. Practice activities consist of practice and feedback elements. Participant Objective 5 (Chapter 5) Participant Objective 5 (Chapter 5) Participant Objective 5 (Chapter 5) 23. Training methods are selected once training begins. Participant Objective 5 (Chapter 5) 16 Instructional Design Skills Course Handbook

21 24. A flipchart is an example of non-projected training materials. Participant Objective 5 (Chapter 5) 25. A course outline contains the trainer s notes and can be used during training presentations. 26. Information for the course schedule is taken from the course outline. Participant Objective 5 (Chapter 5) Participant Objective 5 (Chapter 5) DEVELOPING COMPETENCY-BASED SKILL DEVELOPMENT AND ASSESSMENT INSTRUMENTS 27. Competency-based skill development activities are based on the steps listed in a learning guide. 28. Initially learning a new clinical skill or activity occurs during the skill competency stage. 29. Using learning guides and checklists helps to standardize training materials. 30. One of the advantages of using learning guides and checklists is that they are relatively easy to develop. 31. The two types of assessment or rating systems used with skill development and assessment instruments are numerical (multi-level) and written (short description). Participant Objective 6 (Chapter 6) Participant Objective 6 (Chapter 6) Participant Objective 6 (Chapter 6) Participant Objective 6 (Chapter 6) Participant Objective 6 (Chapter 6) 32. A checklist is more detailed than a learning guide. Participant Objective 6 (Chapter 6) 33. Determining whether a training participant is qualified should be based on both observed and measured competency. Participant Objective 6 (Chapter 6) DEVELOPING KNOWLEDGE-BASED ASSESSMENT INSTRUMENTS 34. A valid test is one that measures what it is intended to measure. 35. When an evaluator s personal opinion may affect the scoring of a test item, the item is said to be objective. 36. A multiple-choice test item may be written as an incomplete statement or question. 37. True-false test items have high reliability as they are written based upon the objectives. Participant Objective 7 (Chapter 7) Participant Objective 7 (Chapter 7) Participant Objective 7 (Chapter 7) Participant Objective 7 (Chapter 7) Instructional Design Skills Course Handbook 17

22 38. Matching test items can be written as perfect and imperfect matching exercises. The perfect matching item is the recommended format. 39. One approach for arranging test items is to group them according to the type of item. 40. There are timed and untimed tests. Untimed tests are recommended as opposed to timed tests. Participant Objective 7 (Chapter 7) Participant Objective 7 (Chapter 7) Participant Objective 7 (Chapter 7) DEVELOPING TRAINER AND PARTICIPANT MATERIALS 41. Trainer s notes should be in a paragraph or text format. 42. A presentation plan includes information presented in an outline format. Participant Objective 8 (Chapter 8) Participant Objective 8 (Chapter 8) 43. An assignment sheet is used to present new information. 44. A case study is a training method using scenarios focusing on a specific issue or problem. 45. One type of role play is a clinical demonstration involving the use of anatomic models. Participant Objective 8 (Chapter 8) Participant Objective 8 (Chapter 8) Participant Objective 8 (Chapter 8) EVALUATING TRAINING 46. One of the reasons for evaluating training courses is to justify training budgets. 47. The focus of Level 1 evaluation is on participant learning. 48. Participant daily reactions are one type of Level 1 evaluation. 49. A midcourse questionnaire is an example of a Level 2 evaluation. 50. The focus of Level 3 evaluation is on change in the quantity and quality of services. 51. The focus of Level 4 evaluation is on the measurement of end-of-course knowledge and skills. Participant Objective 9 (Chapter 9) Participant Objective 9 (Chapter 9) Participant Objective 9 (Chapter 9) Participant Objective 9 (Chapter 9) Participant Objective 9 (Chapter 9) Participant Objective 9 (Chapter 9) 18 Instructional Design Skills Course Handbook

23 INSTRUCTIONAL DESIGN SKILLS COURSE: INDIVIDUAL AND GROUP ASSESSMENT MATRIX COURSE: DATES: TRAINER(S): Question Number CORRECT ANSWERS (Participants) CATEGORIES AN APPROACH TO CLINICAL TRAINING INSTRUCTIONAL DESIGN PROCESS ASSESSING TRAINING NEEDS INSTRUCTIONAL CONTENT ANALYSIS 19 Instructional Design Skills Course Handbook

24 Question Number CORRECT ANSWERS (Participants) CATEGORIES DESIGNING A TRAINING COURSE DEVELOPING COMPETENCY- BASED SKILL DEVELOPMENT AND ASSESSMENT INSTRUMENTS DEVELOPING KNOWLEDGE- BASED ASSESSMENT INSTRUMENTS 20 Instructional Design Skills Course Handbook

25 Question Number CORRECT ANSWERS (Participants) CATEGORIES DEVELOPING TRAINER AND PARTICIPANT MATERIALS EVALUATING TRAINING 21 Instructional Design Skills Course Handbook

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27 INSTRUCTIONAL DESIGN SKILLS COURSE EVALUATION (To be completed by Participants) Please rate your opinion of each course component using the following scale: 5-Strongly Agree 4-Agree 3-No Opinion 2-Disagree 1-Strongly Disagree COURSE COMPONENT RATING 1. The Precourse Questionnaire helped me to study more effectively. 2. I am now able to describe a competency-based, humanistic approach to training. 3. I now understand the instructional design process. 4. I am now confident in assessing training needs. 5. I am now able to analyze instructional content. 6. I am now confident in designing a training course. 7. I am now confident in developing competency-based skill development and assessment instruments. 8. I am now confident in developing knowledge-based assessment instruments. 9. I am now confident in developing course training materials. 10. I am now confident in evaluating training courses. ADDITIONAL COMMENTS (use reverse side if needed) 1. What topics (if any) should be added (and why) to improve the course? 2. What topics (if any) should be deleted (and why) to improve the course? Instructional Design Skills Course Handbook 23

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29 INSTRUCTIONAL DESIGN SKILLS COURSE NOTEBOOK FOR TRAINERS GUIDE FOR TRAINERS MODEL COURSE OUTLINE...1 PRECOURSE QUESTIONNAIRE Precourse Questionnaire...19 Precourse Questionnaire Answer Key...20 MIDCOURSE QUESTIONNAIRE Using the Questionnaire...24 Midcourse Questionnaire...25 Midcourse Questionnaire Answer Sheet...35 Midcourse Questionnaire Answer Key...39

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31 MODEL COURSE OUTLINE The course outline presented here is a model plan of the training to be delivered. It presents enabling objectives needed to accomplish the participant learning objectives described in the course syllabus. For each enabling objective, there are suggestions regarding appropriate learning activities and resources and materials needed. The trainer may develop other practice activities and prepare case studies, role plays or other learning situations which are specific to the country or group of participants. The course outline is divided into four columns.! Time. This section of the outline indicates the approximate amount of time to be devoted to each learning activity.! Objectives/Activities. This column lists the enabling objectives and learning activities. Because the objectives outline the sequence of training, the objectives are presented here in order. The combination of the objectives and activities (introductory activities, small-group exercises, daily summaries, breaks, etc.) outlines the flow of training.! Training/Learning Methods. This column describes the various methods, activities and strategies to be used to deliver the content and skills related to each enabling objective.! Resources/Materials. The fourth column in the course outline lists the resources and materials needed to support the learning activities. Note that the course schedule is based on the course outline and that changes or modifications to one should be reflected in the other. Instructional Design Skills Course Notebook Guide for Trainers - 1

32 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS Session One: Day 1, AM (240 minutes) 10 minutes Activity: Welcome Welcome by representatives of the organization(s) sponsoring the training course. Course equipment: Overhead projector, screen, flipchart with markers, transparency film with markers, materials necessary to develop or revise an inservice or preservice training/educational package, computer support (if needed and available) 20 minutes Activity: Introductions Participants divide into pairs, interview and then introduce each other sharing their partner s name, position and any unique characteristics. 10 minutes Activity: Provide an overview of the course (goals, objectives and schedule) 40 minutes Activity: Assess participants precourse knowledge 15 minutes Break Review the course syllabus and schedule. Refer participants to the course handbook. Complete the precourse questionnaire following the directions in the course handbook. ID Course Handbook: Syllabus and schedule Use precourse questionnaire in the ID Course Handbook 5 minutes Activity: Review course materials Distribute, review and discuss materials used in this course. Review the Table of Contents of Instructional Design Skills for Reproductive Health Professionals. ID Reference Manual, ID Course Handbook 15 minutes Activity: Identify individual and group learning needs Group grades questionnaires and completes an Individual and Group Assessment Matrix. Individual and Group Assessment Matrix from the course handbook 5 minutes Activity: Identify participant expectations Ask participants to share their expectations of the course and record responses on the flipchart. Attach the flipchart page to wall for reference throughout the course. Guide for Trainers - 2 Instructional Design Skills Course Notebook

33 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS Chapter 1: An Approach to Clinical Training Note: Prior to beginning Chapter 1, review the Framework for Integrated Reproductive Health Training in the Introduction. 90 minutes Objective: Identify the goal of clinical training Objective: Describe the mastery learning approach to training Objective: Describe the key features of effective clinical training Place the following terms on the flipchart or on an overhead transparency: training, education, mastery learning, precourse knowledge assessment, midcourse knowledge assessment, behavior modeling, levels of performance, competency-based training, coaching and humanistic training techniques. Participants (in pairs or small groups) are to locate one or more terms in the reference manual and develop a brief definition. Participants will share their definitions. Flipchart or transparency film with markers Divide the participants into four groups and assign each group two of the eight principles. Groups are to explain each principle and offer examples related to each principle. Ask for examples of a coach (sports, academics, farmer teaching child, etc.). How do these coaches train? Relate the example(s) to the coaching process. Review the three levels of performance as defined in Figure 1-1. Relate these to the use of anatomic models as described in the section on humanistic training techniques. 15 minutes Objective: Identify the responsibilities of clinical trainers and participants 10 minutes Objective: Identify the criteria for selecting and training clinical and advanced trainers Brainstorm the roles and responsibilities of the trainer and participants. Compare the list developed during brainstorming to the information in the reference manual. Review the information in the reference manual. 5 minutes Activity: Chapter summary Review the key points and concepts presented in the chapter. Involve the participants as much as possible in the summary. Guide for Trainers - 3 Instructional Design Skills Course Notebook

34 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS Session Two: Day 1, PM (180 minutes) Chapter 2: The Instructional Design Process 45 minutes Objective: Apply the instructional design process to reproductive health training Review Figure 2-1. Divide the participants into 5 groups. Assign each group one of the instructional design phases. They are to develop a brief description of what happens during each phase and the list the outputs of each phase. Flipcharts or transparency film with markers. 30 minutes Objective: Describe the role of the instructional designer in preservice education and inservice training Discuss the similarities and differences between preservice education and inservice training. Review the information presented in the reference manual. 15 minutes Break 30 minutes Discussion: Identify the components of a training package Draw the components of a standard training package (see Figure 2-2) on the flipchart. Briefly review each of the components and relate the discussion to the materials to be revised or developed in this course. Post the flipchart page on the wall for future reference. Flipchart and markers 5 minutes Activity: Chapter summary Review the key points and concepts presented in the chapter. Involve the participants as much as possible in the summary. 40 minutes Discussion: Review materials to be developed or revised Review the course or curriculum materials to be developed or revised during this course. Form working groups as needed. Participants describe for the entire group the materials they will be working on during the course. Materials are to be provided by the trainer and/or the participants 15 minutes Activity: Review of the day s activities Involve the participants in review and discussion of the topics and events covered during the day. Guide for Trainers - 4 Instructional Design Skills Course Notebook

35 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS Session Three: Day 2, AM (240 minutes) 10 minutes Activity: Agenda and opening activity Participants use the course schedule to develop and present the agenda, which is written on the flipchart. One or more of the participants plans and conducts an opening activity or warmup. Chapter 3: Assessing Training Needs 35 minutes Objective: Identify the components of a training sector assessment Brainstorm the results if training is conducted without assessing needs. Define what is meant by a training sector assessment. Divide the participants into five groups and assign each group one of the five types of data. Participants are to describe the data and give examples. Samples of RH/FP statistics if available 30 minutes Objective: Describe data to be collected during an institutional needs assessment 30 minutes Objective: Describe data to be collected during a facility needs assessment Briefly describe the purpose of an institutional needs assessment. Describe the types of data collected. Brainstorm the ideal clinical training site. Describe the purpose of the facility needs assessment. Discuss the types of data collected. 15 minutes Break Guide for Trainers - 5 Instructional Design Skills Course Notebook

36 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS 90 minutes Objective: Conduct a training event needs assessment Review the information presented in the reference manual up to the section entitled Identify Performance Problems. In groups, participants are to identify or develop a performance problem. Participants then:! Answer the questions in the Identify Performance Problems section.! Describe how participants would identify the knowledge, skills and attitudes necessary to perform a job.! Describe how they would assess health workers knowledge, skills and attitudes. Share the performance problems with the other groups. Review the information in the Analyze Needs Assessment Findings section. Apply the information to the problems identified by the groups. 25 minutes Objective: Assess participant training needs during a course Review the information presented in the reference manual. 5 minutes Activity: Chapter summary Review the key points and concepts presented in the chapter. Involve the participants as much as possible in the summary. Guide for Trainers - 6 Instructional Design Skills Course Notebook

37 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS Session Four: Day 2, PM (180 minutes) Chapter 4: Instructional Content Analysis 60 minutes Objective: Analyze knowledge for instructional purposes Review the information presented in the reference manual. Participants, working in pairs, are to use one of the general content areas from their course and expand to develop an instructional content outline. Participants should record these on a flipchart page or a piece of transparency film and then present their outline to the other groups. Flipchart or transparency film with markers Summarize this section by discussing the content analysis options presented in Table minutes Break 60 minutes Objective: Analyze skills for instructional purposes 10 minutes Objective: Analyze attitudes for instructional purposes Review the information presented in the reference manual. In groups of 3 4, participants are to develop a list of the steps required to complete a simple task and share their steps with the other groups. Review the information presented in the reference manual. Discuss the information in Table 4-4. Flipchart or transparency film with markers 5 minutes Activity: Chapter summary Review the key points and concepts presented in the chapter. Involve the participants as much as possible in the summary. 15 minutes Discussion: Content availability for the materials to be developed Each working group will share the knowledge, skills and attitude content they have available to use in the development of the materials for their course. 15 minutes Activity: Review of the day s activities Involve the participants in review and discussion of the topics and events covered during the day. Guide for Trainers - 7 Instructional Design Skills Course Notebook

38 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS Session Five: Day 3, AM (240 minutes) 10 minutes Activity: Agenda and opening activity Participants use the course schedule to develop and present the agenda, which is written on the flipchart. One or more of the participants plans and conducts an opening activity or warmup. Chapter 5: Designing a Training Course 75 minutes Objective: Develop a course syllabus Ask participants (individually, pairs or small groups) to review the sample course syllabus in the reference manual or a course syllabus in another course handbook. What is the purpose of the syllabus? When is the syllabus used? By whom? What types of information can be found in the syllabus? Can a syllabus be used in both pre- and inservice situations? Course handbooks from a training package (IUD, Norplant implants) and blank course syllabus planning form (copy can be found at the end of the chapter in the ID manual) Following the discussion, review the components of a course syllabus. Review the course description component. Participants (individually, pairs or small groups) work on revising or developing a course description. Review the course goals component. Participants (individually, pairs or small groups) work on revising or developing course goals. Review the participant selection and evaluation components. Participants (individually, pairs or small groups) work on revising or developing the participant selection and evaluation criteria. 15 minutes Break Guide for Trainers - 8 Instructional Design Skills Course Notebook

39 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS 90 minutes Objective: Develop training objectives Brainstorm the reasons for using objectives. Review the information on writing primary objectives. Participants practice writing a few primary objectives. Review the information on enabling objectives. Participants practice writing a few enabling objectives for one or more primary objectives. 10 minutes Objective: Select practice activities Review examples of practice and feedback activities. Use some of the enabling objectives developed previously to develop some additional examples. 20 minutes Objective: Select training methods Describe briefly each method along with the advantages and limitations of each. 20 minutes Objective: Select training materials Divide the participants into groups. Assign each group several of the training materials. Each group is to describe briefly their materials along with examples of how each could be used during preservice education or inservice training. Samples of some of the training materials presented in the chapter Session Six: Day 3, PM (180 minutes) 30 minutes Objective: Develop a course outline Ask participants (individually, pairs or small groups) to review the sample course outline in the reference manual or a course outline in another course handbook. What is the purpose of the outline? When is the outline used? By whom? What types of information can be found in the outline? Can an outline be used in both pre- and inservice situations? Course handbooks from a training package (IUD, Norplant implants) and blank course outline planning form (copy can be found at the end of the chapter in the ID manual) Following the discussion, review the components of a course outline. Guide for Trainers - 9 Instructional Design Skills Course Notebook

40 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS 30 minutes Objective: Develop a course schedule Ask participants to review the sample course schedule in the reference manual or a course schedule in another course handbook. What is the purpose of the schedule? When is the schedule used? By whom? What types of information can be found in the schedule? Can a schedule be used in both preand inservice situations? Course handbooks from a training package (IUD, Norplant implants) and blank course schedule planning form (copy can be found at the end of the chapter in the ID manual) Following the discussion, review the components of a course schedule. 5 minutes Activity: Chapter summary Review the key points and concepts presented in the chapter. Involve the participants as much as possible in the summary. 100 minutes Exercise: Develop or revise a course outline and schedule Participants (individually, in pairs or small groups) will develop a course outline by writing primary and enabling objectives and by selecting appropriate methods and materials. (Note: may need to work back and forth between development of the course outline and course schedule.) Participants will share portions of their completed course outlines and schedules. Blank course outline and schedule forms and any supporting reference materials the participants will need during the development of their course outlines and schedules 15 minutes Activity: Review of the day s activities Involve the participants in review and discussion of the topics and events covered during the day. Session Seven: Day 4, AM (240 minutes) 10 minutes Activity: Agenda and opening activity Participants use the course schedule to develop and present the agenda, which is written on the flipchart. One or more of the participants plans and conducts an opening activity or warmup. Guide for Trainers - 10 Instructional Design Skills Course Notebook

41 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS 230 minutes (including break) Exercise: Develop a course outline and a course schedule Participants continue work on their course outlines and course schedules. Participants will share portions of their completed course outlines and schedules. Blank course outline and schedule forms and any supporting reference materials the participants will need during the development of their course outlines and schedules Session Eight: Day 4, PM (180 minutes) Chapter 6: Developing Competency-Based Skill Development and Assessment Instruments 5 minutes Objective: Define terms associated with competency-based skill development and assessment instruments Briefly review the terms defined in the chapter. 25 minutes Objective: Identify the three levels of skill performance 10 minutes Objective: List the advantages and limitations of learning guides and checklists 15 minutes Objective: Identify two types of assessment (rating) systems 15 minutes Break 20 minutes Objective: List the steps in designing learning guides and checklists 15 minutes Objective: Use competency-based learning guides and checklists Divide the participants into three groups. Each group is to develop one or more examples of the level they will be presenting to the large group. Briefly review the advantages and limitations of learning guides and checklists. Divide the participants into groups. Group members are to compare the learning guide and checklist rating systems using either the samples in the chapter or instruments appearing in another training package. Using the sample learning guide and checklist appearing in the chapter (or other examples), discuss each of the design steps. Discuss use of competency-based learning guides and checklists. Stress the importance of qualification. Samples of learning guides and checklists from various training packages Samples of learning guides and checklists from various training packages Guide for Trainers - 11 Instructional Design Skills Course Notebook

42 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS 5 minutes Activity: Chapter summary Review the key points and concepts presented in the chapter. Involve the participants as much as possible in the summary. 55 minutes Exercise: Revise or adapt a learning guide and checklist Divide the participants into groups to work on revising or adapting learning guides and checklists. Sample learning guides and checklists, blank forms to assist in developing learning guides and checklists, and computer support if appropriate 15 minutes Activity: Review of the day s activities Involve the participants in review and discussion of the topics and events covered during the day. Session Nine: Day 5, AM (240 minutes) 10 minutes Activity: Agenda and opening activity Participants use the course schedule to develop and present the agenda, which is written on the flipchart. One or more of the participants plans and conducts an opening activity or warmup. 230 minutes (including break) Exercise: Revise or adapt a learning guide and checklist Participants continue to work on revising or adapting a learning guide and checklist. Participants will share the results of their work. Sample learning guides and checklists, blank forms to assist in developing learning guides and checklists, and computer support if appropriate Session Ten: Day 5, PM (180 minutes) 165 minutes (including break) Exercise: Continue work on course outlines, schedules, syllabi, learning guides and checklists Participants continue to work on the development or revision of course outlines, schedules, syllabi, learning guides and checklists. Provide required supporting materials and computers if necessary 15 minutes Activity: Review of the day s activities Involve the participants in review and discussion of the topics and events covered during the day. Guide for Trainers - 12 Instructional Design Skills Course Notebook

43 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS Session Eleven: Day 6, AM (240 minutes) 10 minutes Activity: Agenda and opening activity Participants use the course schedule to develop and present the agenda, which is written on the flipchart. One or more of the participants plans and conducts an opening activity or warmup. Chapter 7: Developing Knowledge-Based Assessment Instruments 20 minutes Objective: Identify characteristics of knowledge-based assessment instruments Brainstorm problems with assessment instruments (tests) from the perspective of participants and trainers. List these and post them on the wall. Briefly review the definitions of the six terms describing the characteristics of a test. Review the guidelines presented in the reference manual. 10 minutes Objective: Apply general guidelines to the development of knowledge-based assessment instruments Review the guidelines presented in the reference manual. 40 minutes Objective: Develop true-false items Divide the participants into groups. Participants are to review the guidelines and prepare several sample true-false items (including a set of directions). The sample items should be written on transparency film or on flipchart paper. Groups share their items and determine if all guidelines have been followed. Transparency film and markers and/or flipchart pads and markers 15 minutes Break 40 minutes Objective: Develop multiple-choice items Divide the participants into groups. Participants are to review the guidelines and prepare several sample multiple-choice items (including a set of directions). The sample items should be written on transparency film or on flipchart paper. Groups share their items and determine if all guidelines have been followed. Transparency film and markers and/or flipchart pads and markers 25 minutes Objective: Develop matching items Review the guidelines for developing matching items. Develop a sample item using input from the group. Guide for Trainers - 13 Instructional Design Skills Course Notebook

44 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS 20 minutes Objective: Assemble a knowledge-based assessment instrument 15 minutes Objective: Administer a knowledge-based assessment instrument 40 minutes Objective: Apply a mastery learning approach to knowledge assessment Review the guidelines for assembling a knowledge-based assessment instrument. Look at the samples in the chapter taken from pre- and midcourse questionnaires. Brainstorm problems participants have encountered when administering knowledge-based assessment instruments. Review the suggestions in the chapter. Administer an actual precourse questionnaire from a clinical training package. Score and ask participants to work in groups to complete the individual and group learning matrix. Discuss this approach to knowledge assessment. Review the information in the reference manual. Precourse questionnaire and matrix from a clinical skill training package (e.g., IUD, Infection Prevention) 5 minutes Activity: Chapter summary Review the key points and concepts presented in the chapter. Involve the participants as much as possible in the summary. Session Twelve: Day 6, PM (180 minutes) 165 minutes (including break) Exercise: Develop or revise a pre- and midcourse questionnaire Participants (individually or in small groups) will work on developing or revising a pre- and midcourse questionnaire for a preservice or inservice course Provide required supporting materials and computers if necessary 15 minutes Activity: Review of the day s activities Involve the participants in review and discussion of the topics and events covered during the day. Session Thirteen: Day 7, AM (240 minutes) 10 minutes Activity: Agenda and opening activity Participants use the course schedule to develop and present the agenda, which is written on the flipchart. One or more of the participants plans and conducts an opening activity or warmup. Guide for Trainers - 14 Instructional Design Skills Course Notebook

45 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS Chapter 8: Developing Trainer and Participant Materials 30 minutes Objective: Develop trainer s notes Brainstorm the characteristics of effective course training materials. Post the results of the brainstorming on the wall for reference during the next activity. Brainstorm the results if a trainer conducts training without any notes. Review the options for trainer s notes. 30 minutes Objective: Develop a presentation plan Review the sample presentation plan in the reference manual. Compare the format of the presentation plan to that of the trainer s notes. 15 minutes Break 30 minutes Objective: Develop an assignment sheet Review the information in the reference manual. Select a topic and discuss the various options for assignment sheets. 60 minutes Objective: Develop a case study Briefly review the information in the reference manual. Participants (individually or in small groups) will develop an idea for a case study. (Note: if there is time the participants can actually develop a case study.) 60 minutes Objective: Develop a role play Briefly review the information in the reference manual. Participants (individually or in small groups) will develop an idea for a role play. (Note: if there is time the participants can actually develop a role play.) Supporting materials to help in the development of case studies Supporting materials to help in the development of role plays 5 minutes Activity: Chapter summary Review the key points and concepts presented in the chapter. Involve the participants as much as possible in the summary. Session Fourteen: Day 7, PM (180 minutes) 165 minutes (including break) Exercise: Develop training materials Participants (individually or in small groups) will work on the development or revision of training materials. These materials may include case studies, role plays, portions of a reference manual (including table of contents), etc. Supporting materials and access to computer support if necessary Guide for Trainers - 15 Instructional Design Skills Course Notebook

46 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS 15 minutes Activity: Review of the day s activities Involve the participants in review and discussion of the topics and events covered during the day. Session Fifteen: Day 8, AM (240 minutes) 90 minutes Chapter 9: Evaluating Training 15 minutes Break Objective: Identify different levels of training evaluation Objective: Evaluate participant reaction to training Objective: Evaluate participant learning Objective: Review how to evaluate posttraining performance Objective: Understand the importance of evaluating the effect of training on the delivery of reproductive health services 130 minutes Exercise: Develop or revise course evaluation instruments Brainstorm, focusing on the reasons for evaluating training. List the reasons for discussion during the review of the chapter. Divide the participants into four groups. Assign each group one of the four levels of evaluation. Using the information in Table 9-1 and in the chapter, participants are to prepare a brief presentation describing the evaluation level and the suggested methods for conducting the evaluation. Groups will share the results of their work. Groups develop and present evaluation case studies as time permits. Participants determine the types of instruments they will use with their training materials. If there is sufficient time, participants can actually develop or revise these instruments. Transparency film and flipcharts with markers 5 minutes Activity: Chapter summary Review the key points and concepts presented in the chapter. Involve the participants as much as possible in the summary. Session Sixteen: Day 8, PM (180 minutes) 90 minutes Activity: Develop training materials Participants (individually or in small groups) will work on the development or revision of training materials. These materials may include case studies, role plays, portions of a reference manual (including table of contents), etc. Supporting materials and access to computer support if necessary Guide for Trainers - 16 Instructional Design Skills Course Notebook

47 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS 15 minutes Break 60 minutes Activity: Administer the midcourse questionnaire Administer and score the midcourse questionnaire following the guidelines presented in the Instructional Design Skills Course Notebook for Trainers. Copies of the midcourse questionnaire and the answer sheet 15 minutes Activity: Review of the day s activities Involve the participants in review and discussion of the topics and events covered during the day. Session Seventeen: Day 9, AM (240 minutes) 10 minutes Activity: Agenda and opening activity Participants use the course schedule to develop and present the agenda, which is written on the flipchart. One or more of the participants plans and conducts an opening activity or warmup. 60 minutes Presentations: Status of the various components of the training course being developed or revised 30 minutes Discussion: Plan for completion of the training materials Participants will review the status of the materials to be revised or developed. The reports should focus on what has been completed and what remains to be done. Participants will form plans for developing the remaining materials. These plans should indicate what remains to be developed, who is responsible for working on each item and dates when materials are to be completed. 15 minutes Break 125 minutes Exercise: Plan for the delivery of a course Participants will develop plans for the delivery of the course being revised or developed. Plans should include review of the course schedule, syllabus and outline in addition to finalizing items such as participant selection, facilities, clients, etc. Session Eighteen: Day 9, PM (120 minutes) 60 minutes Discussion: Review plans for the delivery of a course Participants will review plans for the delivery of the course being revised or developed. Guide for Trainers - 17 Instructional Design Skills Course Notebook

48 MODEL INSTRUCTIONAL DESIGN COURSE (9 DAYS, 18 SESSIONS) TIME OBJECTIVES/ACTIVITIES TRAINING/LEARNING METHODS RESOURCES/MATERIALS 15 minutes Activity: Course summary Review the main points. Touch on the primary topics and activities in the course schedule. 15 minutes Activity: Course evaluation Participants complete the course evaluation forms. 30 minutes Activity: Closing ceremony Guide for Trainers - 18 Instructional Design Skills Course Notebook

49 PRECOURSE QUESTIONNAIRE The precourse questionnaire is not intended to be a test but rather an assessment of what the participants, individually and as a group, know about the course topic. Participants, however, are often unaware of this and may become anxious and uncomfortable at the thought of being tested in front of their colleagues on the first day of a course. The trainer should be sensitive to this attitude and administer the questionnaire in a neutral and nonthreatening way as the following guide illustrates:! Participants draw numbers to assure anonymity (e.g., from 1 to 12 if there are 12 participants in the course).! Participants complete the precourse questionnaire.! The trainer gives the answers to each question.! The trainer passes around the individual and group assessment matrix for each participant to complete according to her/his number.! The trainer posts the completed matrix.! The trainer and participants discuss the results of the questionnaire as charted on the matrix and jointly decide how to allocate course time. Instructional Design Skills Course Notebook Guide for Trainers - 19

50 PRECOURSE QUESTIONNAIRE ANSWER KEY AN APPROACH TO CLINICAL TRAINING 1. The focus of training is on immediate use on the job, whereas the focus of education is on future applications. 2. The mastery learning approach assumes that 85% of the participants can master the required knowledge and skills, provided sufficient time and appropriate methods are used. 3. Learning is more effective when it builds on areas where the participants have no previous knowledge or experience. 4. Skill competency means that the participant knows the steps and their sequence (if necessary) to perform the required skill or activity but needs assistance. 5. Coaching involves positive feedback, active listening, questioning and the use of problemsolving skills. 6. The role of the clinical trainer is to facilitate learning. 7. In selecting potential trainers, one must look for people with a genuine interest in training. TRUE Participant Objective 1 (Chapter 1) FALSE Participant Objective 1 (Chapter 1) FALSE Participant Objective 1 (Chapter 1) FALSE Participant Objective 1 (Chapter 1) TRUE Participant Objective 1 (Chapter 1) TRUE Participant Objective 1 (Chapter 1) TRUE Participant Objective 1 (Chapter 1) INSTRUCTIONAL DESIGN PROCESS 8. The first phase of the instructional design process is design. 9. The course outline is created during the design phase. FALSE Participant Objective 2 (Chapter 2) TRUE Participant Objective 2 (Chapter 2) 10. Trainer s notes are created during the development phase. 11. In a comprehensive clinical training package, the course syllabus is found in the trainer s notebook. TRUE TRUE Participant Objective 2 (Chapter 2) Participant Objective 2 (Chapter 2) Guide for Trainers - 20 Instructional Design Skills Course Notebook

51 ASSESSING TRAINING NEEDS 12. A training sector assessment documents the adequacy of a specific training or educational institution to conduct quality reproductive health/family planning (RH/FP) training. 13. Documenting the adequacy of a school of midwifery to conduct quality RH/FP training is referred to as an institutional needs assessment. 14. Documenting the adequacy of a specific site to offer quality RH/FP services, and potentially quality clinical training, is referred to as a facility needs assessment. 15. A training event needs assessment takes place once the course has started. 16. Needs assessments are to be completed prior to training, because once training begins it is too late to assess needs. FALSE Participant Objective 3 (Chapter 3) TRUE Participant Objective 3 (Chapter 3) TRUE Participant Objective 3 (Chapter 3) FALSE Participant Objective 3 (Chapter 3) FALSE Participant Objective 3 (Chapter 3) INSTRUCTIONAL CONTENT ANALYSIS 17. One way of identifying the information to be taught in a course is to review an existing textbook or reference manual. 18. One approach for identifying the steps within a psychomotor task or skill is to conduct a task analysis. 19. The attitude area of learning is referred to as the cognitive learning domain. TRUE Participant Objective 4 (Chapter 4) TRUE Participant Objective 4 (Chapter 4) FALSE Participant Objective 4 (Chapter 4) DESIGNING A TRAINING COURSE 20. The course syllabus provides a summary of daily activities for the course. 21. An enabling objective is a training-related objective that supports a primary objective. 22. Practice activities consist of practice and feedback elements. FALSE Participant Objective 5 (Chapter 5) TRUE Participant Objective 5 (Chapter 5) TRUE Participant Objective 5 (Chapter 5) 23. Training methods are selected once training begins. FALSE Participant Objective 5 (Chapter 5) Instructional Design Skills Course Notebook Guide for Trainers - 21

52 24. A flipchart is an example of non-projected training materials. TRUE Participant Objective 5 (Chapter 5) 25. A course outline contains the trainer s notes and can be used during training presentations. 26. Information for the course schedule is taken from the course outline. FALSE TRUE Participant Objective 5 (Chapter 5) Participant Objective 5 (Chapter 5) DEVELOPING COMPETENCY-BASED SKILL DEVELOPMENT AND ASSESSMENT INSTRUMENTS 27. Competency-based skill development activities are based on the steps listed in a learning guide. 28. Initially learning a new clinical skill or activity occurs during the skill competency stage. 29. Using learning guides and checklists helps to standardize training materials. 30. One of the advantages of using learning guides and checklists is that they are relatively easy to develop. 31. The two types of assessment or rating systems used with skill development and assessment instruments are numerical (multi-level) and written (short description). TRUE Participant Objective 6 (Chapter 6) FALSE Participant Objective 6 (Chapter 6) TRUE Participant Objective 6 (Chapter 6) FALSE Participant Objective 6 (Chapter 6) FALSE Participant Objective 6 (Chapter 6) 32. A checklist is more detailed than a learning guide. FALSE Participant Objective 6 (Chapter 6) 33. Determining whether a training participant is qualified should be based on both observed and measured competency. TRUE Participant Objective 6 (Chapter 6) DEVELOPING KNOWLEDGE-BASED ASSESSMENT INSTRUMENTS 34. A valid test is one that measures what it is intended to measure. 35. When an evaluator s personal opinion may affect the scoring of a test item, the item is said to be objective. 36. A multiple-choice test item may be written as an incomplete statement or question. 37. True-false test items have high reliability as they are written based upon the objectives. TRUE Participant Objective 7 (Chapter 7) FALSE Participant Objective 7 (Chapter 7) TRUE Participant Objective 7 (Chapter 7) FALSE Participant Objective 7 (Chapter 7) Guide for Trainers - 22 Instructional Design Skills Course Notebook

53 38. Matching test items can be written as perfect and imperfect matching exercises. The perfect matching item is the recommended format. 39. One approach for arranging test items is to group them according to the type of item. 40. There are timed and untimed tests. Untimed tests are recommended as opposed to timed tests. FALSE Participant Objective 7 (Chapter 7) TRUE Participant Objective 7 (Chapter 7) TRUE Participant Objective 7 (Chapter 7) DEVELOPING TRAINER AND PARTICIPANT MATERIALS 41. Trainer s notes should be in a paragraph or text format. 42. A presentation plan includes information presented in an outline format. FALSE Participant Objective 8 (Chapter 8) TRUE Participant Objective 8 (Chapter 8) 43. An assignment sheet is used to present new information. 44. A case study is a training method using scenarios focusing on a specific issue or problem. 45. One type of role play is a clinical demonstration involving the use of anatomic models. FALSE TRUE TRUE Participant Objective 8 (Chapter 8) Participant Objective 8 (Chapter 8) Participant Objective 8 (Chapter 8) EVALUATING TRAINING 46. One of the reasons for evaluating training courses is to justify training budgets. 47. The focus of Level 1 evaluation is on participant learning. 48. Participant daily reactions are one type of Level 1 evaluation. 49. A midcourse questionnaire is an example of a Level 2 evaluation. 50. The focus of Level 3 evaluation is on change in the quantity and quality of services. 51. The focus of Level 4 evaluation is on the measurement of end-of-course knowledge and skills. TRUE Participant Objective 9 (Chapter 9) FALSE Participant Objective 9 (Chapter 9) TRUE Participant Objective 9 (Chapter 9) TRUE Participant Objective 9 (Chapter 9) FALSE Participant Objective 9 (Chapter 9) FALSE Participant Objective 9 (Chapter 9) Instructional Design Skills Course Notebook Guide for Trainers - 23

54 MIDCOURSE QUESTIONNAIRE USING THE QUESTIONNAIRE This knowledge assessment is designed to help the participants monitor their progress during the course. By the end of the course, all participants are expected to achieve a score of 85% or better. The questionnaire should be given at the time in the course when all subject areas have been presented. A score of 85% or more correct indicates knowledge mastery of the material presented in the reference manual. For those scoring less than 85% on the first attempt, the trainer should review the results with the participant individually and guide her/him on using the reference manual to learn the required information. Participants scoring less than 85% can retake the questionnaire at any time during the remainder of the course. Repeat testing should only be done after the participant has had sufficient time to study the reference manual. Guide for Trainers - 24 Instructional Design Skills Course Notebook

55 MIDCOURSE QUESTIONNAIRE Instructions: Write the letter of the single best answer to each question in the blank next to the corresponding number on the attached answer sheet. AN APPROACH TO CLINICAL TRAINING 1. Which of the following presumes an immediate application on the job? a. education b. learning c. course d. training 2. Which of the following approaches assumes that all participants can acquire 100% of the knowledge and skills provided sufficient time and appropriate methods are used? a. traditional training b. mastery learning c. continuous learning d. group-based training 3. One of the basic principles of clinical skills training is that: a. practice is necessary for learning a new skill b. evaluation occurs at the end of training c. participants previous experience is not critical d. learning is easier when only one or two training methods are used 4. When a participant knows the steps and their sequence (if necessary) and can perform the required skill or activity it is known as: a. skill acquisition b. skill competency c. skill proficiency d. skill performance 5. When coaching, the trainer provides a clear performance model. This is also known as: a. being open to learning b. positive reinforcement c. behavior modeling d. problem-based learning Instructional Design Skills Course Notebook Guide for Trainers - 25

56 6. Responsibility for meeting learning objectives: a. belongs to the participants b. belongs to the trainer c. is shared by the trainer and course sponsors d. is shared by the clinical trainer and participants 7. Which of the following is not a major consideration when selecting potential trainers? a. years of experience b. prestige in the profession c. interest in training d. skill proficiency INSTRUCTIONAL DESIGN PROCESS 8. Which of the following is the first phase of the instructional design process? a. design b. analysis c. development d. evaluation 9. During which of the following phases of the instructional design process is the course schedule created? a. analysis b. implementation c. development d. design 10. During which of the following phases of the instructional design process is the precourse questionnaire created? a. design b. evaluation c. development d. implementation Guide for Trainers - 26 Instructional Design Skills Course Notebook

57 11. In which of the following components of a comprehensive clinical training package would the midcourse questionnaire be found? a. Reference Manual b. Participant s Handbook c. Trainer s Notebook d. Supplemental test packet ASSESSING TRAINING NEEDS 12. Which of the following types of needs assessments will document how constraints to quality reproductive health/family planning (RH/FP) service delivery can be addressed through training interventions at a country or subnational level? a. institutional b. facility c. training sector d. training event 13. Which of the following types of needs assessments will document the adequacy of a nursing school to conduct quality RH/FP training? a. institutional b. facility c. training sector d. training event 14. Which of the following types of needs assessments will document the adequacy of a specific site to offer quality RH/FP services, and potentially quality RH/FP training? a. institutional b. facility c. training sector d. training event 15. Which of the following types of needs assessments delineates RH/FP service delivery problems that can be improved through a specific course, workshop or curriculum change? a. institutional b. facility c. training sector d. training event Instructional Design Skills Course Notebook Guide for Trainers - 27

58 16. A course participant needs assessment is conducted: a. prior to training b. during training c. after training d. only when needed INSTRUCTIONAL CONTENT ANALYSIS 17. Which of the following approaches is not used to identify specific information within a general knowledge area? a. research b. subject matter experts c. interviews d. skill standardization 18. Which of the following approaches is the best way to identify the steps in a psychomotor clinical skill that has a fixed sequence? a. clinical algorithm b. interviewing subject matter experts c. task analysis and clinical skill standardization d. research of reference manuals 19. The domain of learning related to attitudes and feelings is the: a. affective domain b. cognitive domain c. attitude domain d. psychomotor domain DESIGNING A TRAINING COURSE 20. The document that provides a summary of the major components of a course is the course: a. schedule b. syllabus c. outline d. plan Guide for Trainers - 28 Instructional Design Skills Course Notebook

59 21. There are four basic components in the following objective. Which of the following is the observable performance component? After completing this chapter of the Norplant implants reference manual, the participant will be able to identify major side effects and precautions (warnings) for Norplant implants use. Competency will be demonstrated by scoring at least 85% on the post-test. a. After completing this chapter of the Norplant implants reference manual, b. the participant c. will be able to identify major side effects and precautions (warnings) for Norplant implants use. d. Competency will be demonstrated by scoring at least 85% on the post-test. 22. Practice activities are based on two basic conditions. These conditions are: a. feedback and evaluation b. lecture and practice c. lecture and feedback d. practice and feedback 23. Illustrated lectures, role plays, demonstrations and discussions are examples of: a. training approaches b. training methods c. techniques d. teaching 24. Overhead transparencies are examples of: a. projected materials b. audiovisual materials c. printed materials d. non-projected materials 25. Which of the following is a true statement concerning a course outline? a. It is a document used during training presentations b. It consists of three columns: time, objectives/activities, resources/materials c. It is a plan of the training to be delivered d. It is used primarily by the participants Instructional Design Skills Course Notebook Guide for Trainers - 29

60 26. A day-by-day description of all training activities is a course: a. schedule b. syllabus c. summary d. plan DEVELOPING COMPETENCY-BASED SKILL DEVELOPMENT AND ASSESSMENT INSTRUMENTS 27. An instrument used primarily in skill assessment is a: a. learning guide b. performance test c. procedure list d. checklist 28. The intermediate phase in learning a new skill or activity is the: a. skill proficiency stage b. skill competency stage c. skill acquisition stage d. skill development stage 29. Which of the following is not a purpose for using learning guides and checklists? a. basis of trainer demonstrations b. basis for followup evaluations c. basis for precourse knowledge assessment d. standardize training materials 30. One of the advantages of using competency-based skill assessments is that they: a. are relatively easy to develop b. break down a skill into essential steps c. should be used by clinical trainers with competent clinical skills d. focus on essential knowledge 31. The type of assessment or rating system used with competency-based checklists is the: a. pass/fail rating system b. numerical rating system c. multi-level rating system d. objective rating system Guide for Trainers - 30 Instructional Design Skills Course Notebook

61 32. Which of the following is the first step in designing a competency-based learning guide? a. Identify the rating system to be used b. Observe a training participant practicing the skill c. Identify the steps to perform the skill d. Identify instruments to be used when performing the skill 33. Determining whether a participant is qualified should be based on: a. completion of all steps in the learning guide b. answering all questions on the midcourse questionnaire c. subjective measurements of clinical skills d. observed and measured competency DEVELOPING KNOWLEDGE-BASED ASSESSMENT INSTRUMENTS 34. When a test measures knowledge consistently it is said to be: a. valid b. reliable c. objective d. subjective 35. When an evaluator s personal opinion has no effect on the scoring of a test item, the item is said to be: a. objective b. valid c. reliable d. subjective 36. Which of the following is the correct term used to describe the question or problem presented in a multiple-choice test item? a. response b. distractor c. stem d. lead statement 37. True-false test items can suffer from low reliability due to: a. unclear objectives b. poorly written distractors c. low validity d. guessing Instructional Design Skills Course Notebook Guide for Trainers - 31

62 38. Which of the following formats is recommended when writing matching test items? a. perfect type b. imperfect type c. response type d. premise type 39. Which of the following is not one of the recommended approaches for organizing items on a test? a. validity b. type of item c. subject matter d. level of difficulty 40. In terms of administering tests, which of the following is recommended? a. Provide special coaching during the test b. Untimed tests c. Timed tests d. Avoid providing sample items on the test DEVELOPING TRAINER AND PARTICIPANT MATERIALS 41. Trainer s notes should be developed using which of the following formats? a. paragraph b. text c. sentence d. outline 42. A comprehensive presentation document which contains objectives, references, information and key points is a presentation: a. summary b. outline c. plan d. guide Guide for Trainers - 32 Instructional Design Skills Course Notebook

63 43. Which of the following is a training document used to provide practice in order to reinforce a specific block of information? a. assignment sheet b. research sheet c. checklist sheet d. application exercise 44. The primary advantage of using a case study is that it: a. allows participants to work in small groups b. focuses attention on a real situation c. is developed by the participants d. provides an opportunity to practice clinical skills 45. What type of role play is being used when role players are given a general situation with little or no preparation time? a. formal b. informal c. clinical demonstration d. planned EVALUATING TRAINING 46. Which of the following is not one of the reasons given for evaluating training courses? a. justify training budgets b. make decisions regarding the selection of trainers c. make improvements in the course d. demonstrate effectiveness of training 47. On-the-job performance evaluation is conducted after the course and is a Level evaluation. a. 1 b. 2 c. 3 d. 4 Instructional Design Skills Course Notebook Guide for Trainers - 33

64 48. Which of the following is a form of Level 1 evaluation? a. end-of-course reaction questionnaire b. midcourse questionnaire c. precourse questionnaire d. interviews with supervisors 49. Measuring the participant s understanding of principles and facts is a form of Level evaluation. a. 1 b. 2 c. 3 d Which of the following is an example of Level 3 evaluation? a. end-of-course reaction questionnaire b. midcourse questionnaire c. precourse questionnaire d. interviews with supervisors 51. Which of the following is an example of Level 4 evaluation? a. observing training completers on the job b. interviews with training completers on the job c. reviewing service delivery statistics d. site visit evaluations Guide for Trainers - 34 Instructional Design Skills Course Notebook

65 MIDCOURSE QUESTIONNAIRE ANSWER SHEET AN APPROACH TO CLINICAL TRAINING 1. Participant Objective 1, Chapter 1 2. Participant Objective 1, Chapter 1 3. Participant Objective 1, Chapter 1 4. Participant Objective 1, Chapter 1 5. Participant Objective 1, Chapter 1 6. Participant Objective 1, Chapter 1 7. Participant Objective 1, Chapter 1 INSTRUCTIONAL DESIGN PROCESS 8. Participant Objective 2, Chapter 2 9. Participant Objective 2, Chapter Participant Objective 2, Chapter 2 11 Participant Objective 2, Chapter 2 ASSESSING TRAINING NEEDS 12. Participant Objective 3, Chapter Participant Objective 3, Chapter Participant Objective 3, Chapter Participant Objective 3, Chapter Participant Objective 3, Chapter 3 Instructional Design Skills Course Notebook Guide for Trainers - 35

66 INSTRUCTIONAL CONTENT ANALYSIS 17. Participant Objective 4, Chapter Participant Objective 4, Chapter Participant Objective 4, Chapter 4 DESIGNING A TRAINING COURSE 20. Participant Objective 5, Chapter Participant Objective 5, Chapter Participant Objective 5, Chapter Participant Objective 5, Chapter Participant Objective 5, Chapter Participant Objective 5, Chapter Participant Objective 5, Chapter 5 DEVELOPING COMPETENCY-BASED SKILL DEVELOPMENT AND ASSESSMENT INSTRUMENTS 27. Participant Objective 6, Chapter Participant Objective 6, Chapter Participant Objective 6, Chapter Participant Objective 6, Chapter Participant Objective 6, Chapter Participant Objective 6, Chapter Participant Objective 6, Chapter 6 Guide for Trainers - 36 Instructional Design Skills Course Notebook

67 DEVELOPING KNOWLEDGE-BASED ASSESSMENT INSTRUMENTS 34. Participant Objective 7, Chapter Participant Objective 7, Chapter Participant Objective 7, Chapter Participant Objective 7, Chapter Participant Objective 7, Chapter Participant Objective 7, Chapter Participant Objective 7, Chapter 7 DEVELOPING TRAINER AND PARTICIPANT MATERIALS 41. Participant Objective 8, Chapter Participant Objective 8, Chapter Participant Objective 8, Chapter Participant Objective 8, Chapter Participant Objective 8, Chapter 8 EVALUATING TRAINING 46. Participant Objective 9, Chapter Participant Objective 9, Chapter Participant Objective 9, Chapter Participant Objective 9, Chapter Participant Objective 9, Chapter Participant Objective 9, Chapter 9 Instructional Design Skills Course Notebook Guide for Trainers - 37

68 Guide for Trainers - 38 Instructional Design Skills Course Notebook

69 MIDCOURSE QUESTIONNAIRE ANSWER KEY AN APPROACH TO CLINICAL TRAINING 1. Which of the following presumes an immediate application on the job? a. education b. learning c. course D. TRAINING 2. Which of the following approaches assumes that all participants can acquire 100% of the knowledge and skills provided sufficient time and appropriate methods are used? a. traditional training B. MASTERY LEARNING c. continuous learning d. group-based training 3. One of the basic principles of clinical skills training is that: A. PRACTICE IS NECESSARY FOR LEARNING A NEW SKILL b. evaluation occurs at the end of training c. participants previous experience is not critical d. learning is easier when only one or two training methods are used 4. When a participant knows the steps and their sequence (if necessary) and can perform the required skill or activity it is known as: a. skill acquisition B. SKILL COMPETENCY c. skill proficiency d. skill performance 5. When coaching, the trainer provides a clear performance model. This is also known as: a. being open to learning b. positive reinforcement C. BEHAVIOR MODELING d. problem-based learning Instructional Design Skills Course Notebook Guide for Trainers - 39

70 6. Responsibility for meeting learning objectives: a. belongs to the participants b. belongs to the trainer c. is shared by the trainer and course sponsors D. IS SHARED BY THE CLINICAL TRAINER AND PARTICIPANTS 7. Which of the following is not a major consideration when selecting potential trainers? A. YEARS OF EXPERIENCE b. prestige in the profession c. interest in training d. skill proficiency INSTRUCTIONAL DESIGN PROCESS 8. Which of the following is the first phase of the instructional design process? a. design B. ANALYSIS c. development d. evaluation 9. During which of the following phases of the instructional design process is the course schedule created? a. analysis b. implementation c. development D. DESIGN 10. During which of the following phases of the instructional design process is the precourse questionnaire created? a. design b. evaluation C. DEVELOPMENT d. implementation 11. In which of the following components of a comprehensive clinical training package would the midcourse questionnaire be found? a. Reference Manual b. Participant s Handbook C. TRAINER S NOTEBOOK d. Supplemental test packet Guide for Trainers - 40 Instructional Design Skills Course Notebook

71 ASSESSING TRAINING NEEDS 12. Which of the following types of needs assessments will document how constraints to quality reproductive health/family planning (RH/FP) service delivery can be addressed through training interventions at a country or subnational level? a. institutional b. facility C. TRAINING SECTOR d. training event 13. Which of the following types of needs assessments will document the adequacy of a nursing school to conduct quality RH/FP training? A. INSTITUTIONAL b. facility c. training sector d. training event 14. Which of the following types of needs assessments will document the adequacy of a specific site to offer quality RH/FP services, and potentially quality RH/FP training? a. institutional B. FACILITY c. training sector d. training event 15. Which of the following types of needs assessments delineates RH/FP service delivery problems that can be improved through a specific course, workshop or curriculum change? a. institutional b. facility c. training sector D. TRAINING EVENT 16. A course participant needs assessment is conducted: a. prior to training B. DURING TRAINING c. after training d. only when needed Instructional Design Skills Course Notebook Guide for Trainers - 41

72 INSTRUCTIONAL CONTENT ANALYSIS 17. Which of the following approaches is not used to identify specific information within a general knowledge area? a. research b. subject matter experts c. interviews D. SKILL STANDARDIZATION 18. Which of the following approaches is the best way to identify the steps in a psychomotor clinical skill that has a fixed sequence? a. clinical algorithm b. interviewing subject matter experts C. TASK ANALYSIS AND CLINICAL SKILL STANDARDIZATION d. research of reference manuals 19. The domain of learning related to attitudes and feelings is the: A. AFFECTIVE DOMAIN b. cognitive domain c. attitude domain d. psychomotor domain DESIGNING A TRAINING COURSE 20. The document that provides a summary of the major components of a course is the course: a. schedule B. SYLLABUS c. outline d. plan Guide for Trainers - 42 Instructional Design Skills Course Notebook

73 21. There are four basic components in the following objective. Which of the following is the observable performance component? After completing this chapter of the Norplant implants reference manual, the participant will be able to identify major side effects and precautions (warnings) for Norplant implants use. Competency will be demonstrated by scoring at least 85% on the post-test. a. After completing this chapter of the Norplant implants reference manual, b. the participant C. WILL BE ABLE TO IDENTIFY MAJOR SIDE EFFECTS AND PRECAUTIONS (WARNINGS) FOR NORPLANT IMPLANTS USE. d. Competency will be demonstrated by scoring at least 85% on the post-test. 22. Practice activities are based on two basic conditions. These conditions are: a. feedback and evaluation b. lecture and practice c. lecture and feedback D. PRACTICE AND FEEDBACK 23. Illustrated lectures, role plays, demonstrations and discussions are examples of: a. training approaches B. TRAINING METHODS c. techniques d. teaching 24. Overhead transparencies are examples of: A. PROJECTED MATERIALS b. audiovisual materials c. printed materials d. non-projected materials 25. Which of the following is a true statement concerning a course outline? a. It is a document used during training presentations b. It consists of three columns: time, objectives/activities, resources/materials C. IT IS A PLAN OF THE TRAINING TO BE DELIVERED d. It is used primarily by the participants Instructional Design Skills Course Notebook Guide for Trainers - 43

74 26. A day-by-day description of all training activities is a course: A. SCHEDULE b. syllabus c. summary d. plan DEVELOPING COMPETENCY-BASED SKILL DEVELOPMENT AND ASSESSMENT INSTRUMENTS 27. An instrument used primarily in skill assessment is a: a. learning guide b. performance test c. procedure list D. CHECKLIST 28. The intermediate phase in learning a new skill or activity is the: a. skill proficiency stage B. SKILL COMPETENCY STAGE c. skill acquisition stage d. skill development stage 29. Which of the following is not a purpose for using learning guides and checklists? a. basis of trainer demonstrations b. basis for followup evaluations C. BASIS FOR PRECOURSE KNOWLEDGE ASSESSMENT d. standardize training materials 30. One of the advantages of using competency-based skill assessments is that they: a. are relatively easy to develop B. BREAK DOWN A SKILL INTO ESSENTIAL STEPS c. should be used by clinical trainers with competent clinical skills d. focus on essential knowledge 31. The type of assessment or rating system used with competency-based checklists is the: A. PASS/FAIL RATING SYSTEM b. numerical rating system c. multi-level rating system d. objective rating system Guide for Trainers - 44 Instructional Design Skills Course Notebook

75 32. Which of the following is the first step in designing a competency-based learning guide? a. Identify the rating system to be used b. Observe a training participant practicing the skill C. IDENTIFY THE STEPS TO PERFORM THE SKILL d. Identify instruments to be used when performing the skill 33. Determining whether a participant is qualified should be based on: a. completion of all steps in the learning guide b. answering all questions on the midcourse questionnaire c. subjective measurements of clinical skills D. OBSERVED AND MEASURED COMPETENCY DEVELOPING KNOWLEDGE-BASED ASSESSMENT INSTRUMENTS 34. When a test measures knowledge consistently it is said to be: a. valid B. RELIABLE c. objective d. subjective 35. When an evaluator s personal opinion has no effect on the scoring of a test item, the item is said to be: A. OBJECTIVE b. valid c. reliable d. subjective 36. Which of the following is the correct term used to describe the question or problem presented in a multiple-choice test item? a. response b. distractor C. STEM d. lead statement 37. True-false test items can suffer from low reliability due to: a. unclear objectives b. poorly written distractors c. low validity D. GUESSING Instructional Design Skills Course Notebook Guide for Trainers - 45

76 38. Which of the following formats is recommended when writing matching test items? a. perfect type B. IMPERFECT TYPE c. response type d. premise type 39. Which of the following is not one of the recommended approaches for organizing items on a test? A. VALIDITY b. type of item c. subject matter d. level of difficulty 40. In terms of administering tests, which of the following is recommended? a. Provide special coaching during the test B. UNTIMED TESTS c. Timed tests d. Avoid providing sample items on the test DEVELOPING TRAINER AND PARTICIPANT MATERIALS 41. Trainer s notes should be developed using which of the following formats? a. paragraph b. text c. sentence D. OUTLINE 42. A comprehensive presentation document which contains objectives, references, information and key points is a presentation: a. summary b. outline C. PLAN d. guide Guide for Trainers - 46 Instructional Design Skills Course Notebook

77 43. Which of the following is a training document used to provide practice in order to reinforce a specific block of information? A. ASSIGNMENT SHEET b. research sheet c. checklist sheet d. application exercise 44. The primary advantage of using a case study is that it: a. allows participants to work in small groups B. FOCUSES ATTENTION ON A REAL SITUATION c. is developed by the participants d. provides an opportunity to practice clinical skills 45. What type of role play is being used when role players are given a general situation with little or no preparation time? a. formal B. INFORMAL c. clinical demonstration d. planned EVALUATING TRAINING 46. Which of the following is not one of the reasons given for evaluating training courses? a. justify training budgets B. MAKE DECISIONS REGARDING THE SELECTION OF TRAINERS c. make improvements in the course d. demonstrate effectiveness of training 47. On-the-job performance evaluation is conducted after the course and is a Level evaluation. a. 1 b. 2 C. 3 d. 4 Instructional Design Skills Course Notebook Guide for Trainers - 47

78 48. Which of the following is a form of Level 1 evaluation? A. END-OF-COURSE REACTION QUESTIONNAIRE b. midcourse questionnaire c. precourse questionnaire d. interviews with supervisors 49. Measuring the participant s understanding of principles and facts is a form of Level evaluation. a. 1 B. 2 c. 3 d Which of the following is an example of Level 3 evaluation? a. end-of-course reaction questionnaire b. midcourse questionnaire c. precourse questionnaire D. INTERVIEWS WITH SUPERVISORS 51. Which of the following is an example of Level 4 evaluation? a. observing training completers on the job b. interviews with training completers on the job C. REVIEWING SERVICE DELIVERY STATISTICS d. site visit evaluations Guide for Trainers - 48 Instructional Design Skills Course Notebook

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