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Mastery learning approach Name of presenter Prevention of Postpartum Hemorrhage Initiative POPPHI Project PATH - PowerPoint PPT Presentation


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Adapted from PPT developed by Jhpiego corporation. Available at: http://www.reproline.jhu.edu/english/5tools/5presgrp/ctschpt1/cts1pg.htm. Mastery learning approach Name of presenter Prevention of Postpartum Hemorrhage Initiative (POPPHI) Project PATH. Objectives. 6-1.

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Adapted from PPT developed by Jhpiego corporation. Available at: http://www.reproline.jhu.edu/english/5tools/5presgrp/ctschpt1/cts1pg.htm

Mastery learning approachName of presenterPrevention of Postpartum Hemorrhage Initiative (POPPHI) ProjectPATH


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Objectives at:

6-1

After completing this session, the participant will be able to describe a mastery learning approach that:

  • Incorporates adult learning principles

  • Features competency-based training

  • Integrates coaching and training techniques that develop competency on models before practicing in the clinical area.


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Enabling Objectives at:

6-2

  • Describe the mastery learning approach to training

  • Describe the key features of effective clinical training

  • Identify the responsibilities of mentors


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Criteria for selecting AMTSL mentors at:

6-3

  • Demonstrated proficiency

  • Interest in training

  • Humility


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AMTSL mentors – selection criteria (1) at:

6-4

  • AMTSL clinical instructors at each site should:

    • Be a team: 2 Midwives and Doctor (obstetrician/gynecologist, if possible).

    • Regularly attend births.

    • Be willing to learn new skills, attitudes, and practices and apply them in the workplace.

    • Be able to advocate for necessary equipment, supplies, and medication.

    • Have the desire and the ability to conduct internal supervisory activities for newly trained birth attendants.

    • Be willing to take charge of monitoring training activities and selected indicators.


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AMTSL mentors – selection criteria (2) at:

6-5

  • AMTSL mentors at each site should:

    • Be able to:

      • Help learners organise and carry out course exercises and activities that require assistance (i.e., observe role plays) and offer feedback;

      • Assist the learner with learning activities;

      • Carry out demonstrations;

      • Oversee clinical practice.

    • Have the desire to assist other providers in gaining new knowledge and skills.


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Clinical Training at:

Education

Mastery learning

Competency-based training (CBT)

Behavior modeling

Skill acquisition

Skill competency

Skill proficiency

Humanistic

Key Terms

6-6


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Adult Learning Principles at:

6-7

  • Learning is:

    • most productive when participants are ready to learn. Although motivation is internal, it is up to the clinical trainer to create a climate that will nurture motivation in participants.

    • more effective when it builds on what the participants already know or have experienced.

    • more effective when participants are aware of what they need to learn.

    • made easier by using a variety of training methods and techniques.


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Group work at:

6-8

  • What can you do to increase transfer of training to the workplace?


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Increasing Transfer of Training #1 at:

6-9

  • Make sure that clinical experiences reflect clinical conditions the learners already work in

  • Use standardized checklists which summarize the key steps of a skill or activity

  • Provide opportunities for practicing skills initially in controlled or simulated situations (e.g., through role play or use of anatomic models) to facilitate skill acquisition and development of skill competency.

  • Provide opportunities for practicing skills under supervision in the clinical area

  • Provide immediate, positive and nonjudgmental feedback


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Increasing Transfer of Training #2 at:

6-10

  • Train people in “teams”

  • Analyse work-related barriers to applying skills

  • Use role plays focusing on ways to deal with difficult situations on the job

  • Develop action plans with learners to map out how and when new skills will be applied

  • Make Learner’s Guidebooks available for use on the ward to refresh learners’ memories once they return to their jobs


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Increasing Transfer of Training #3 at:

6-11

  • Provide internal formative supervision

  • Monitor progress towards reaching goals as a “team” (use wall charts)

  • Provide external formative supervision


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Summary at:

6-12

What is the definition of:

  • Clinical training?

  • Education?

  • Behavior modeling?

  • Mastery learning?

  • Competency-based training (CBT)

  • Skill Acquisition?

  • Skill Competency?

  • Skill Proficiency?

  • Humanistic?


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Any questions?? at:

6-13


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