Nutrition Counseling and Education Skills for Dietetics Professionals

1. Nutrition Counseling and Education Skills for Dietetics Professionals 6th Edition

2. Chapter 12Implementing and Evaluating Learning

3. Objectives • Explain the advantages and disadvantages of various educational methods and techniques • Discuss the educational methods and techniques appropriate in the cognitive, affective, and psychomotor domains • Compile a task analysis • List the ways in which instruction can be organized and sequenced • Identify the purposes of an educational evaluation

4. Objectives(Con’t) • Explain several types of evaluation • Prepare a lesson plan • Compare and contrast formative and summative evaluations, norm-referenced and criterion-referenced evaluations, and reliability and validity • Plan, implement, and evaluate an educational presentation for a specific target audience

5. “I hear and I forget, I see and I remember, I do and I understand.” Confucius

6. 7 Steps to Effective Education (con’t from Chapter 11) • Step 4: Select methods, techniques, materials, resources • Step 5: Implement learning experiences (intervention) • Step 6: Evaluate progress & outcomes of leaning • Step 7: Document outcomes & results

7. Step 4: Select Methods/Techniques • Instructor plans, organizes, presents information • Each method has advantages & disadvantages

8. Lecture Method • Useful with large numbers & limited time • But learner is passive, only listening • No guarantee of behavior change • Not suitable for all objectives

9. Discussion Method • More active learner; more interesting • Smaller groups (10-15) • Seat in circle • More time consuming

10. Simulation Method • Learning by doing • Ex: Scenarios, critical incidents, role playing • Requires critical thinking/problem solving • Connects theory and practice • Can be time consuming

11. Demonstration Method • Demonstration by instructor • Realistic • Give learner chance to practice

12. Visual & Audio-Assisted Instruction • Computer programs • Video conferencing • Videotape, DVD • Both visual & audio stimulation • An adjunct to learning

13. Step 5: Techniques/Methods for Three Domains of Learning • Cognitive • Affective • Psychomotor

14. Cognitive Domain Methods • Most methods are effective but most affective with mixed methods - Lecture not effective at higher levels in the domain

15. Affective Domain Methods • Need learner involvement • Changing attitudes/values takes time • Guided discussion, inquiry learning, experiments • Solve problems, use audiovisuals • Model by observing others

16. Psychomotor Domain Methods • Need direct experience • Demonstration • Repeated practice over time • Coaching

17. Task Analysis: Job Related Tasks • Sequential list of steps in task • Put in writing • Used by trainer and trainee

18. Job Instruction Training System • Four step process • Training on the job • Preparation step • Presentation step • Performance step • Follow up step

19. Sequencing Instruction Promotes Learning • From general to specific • From specific to general • From familiar to unfamiliar • From simple to complex

20. Sequencing Instruction (con’t) • Base on logic • Base on frequency of use of information • Base on interest/concerns of learner

21. Step 6: Evaluation of Results • Evaluation: A systematic appraisal of the quality, effectiveness, and worth of an endeavor. • Compare quality/effectiveness to a standard • One forms value judgments

22. Measurement/Educational Assessment • The process of collecting and quantifying data in terms of numbers of the extent, degree, or capacity of people’s learning in knowledge, attitudes, skills, performance, behavioral change. • Evaluation is based on measurement

23. Testing • A kind of measurement • Determines degree to which a person possesses certain attributes

24. Planning for Evaluation • Define objectives & outcomes • Design evaluation based on objectives • Choose what to evaluate • Decide how & when to collect data • Construct collection instrument

25. Planning for Evaluation (con’t) • Implement data collection • Analyze results • Report results • Set new course of action

26. Purposes of Evaluation • For determining effectiveness of program/training • For quality control • For planning and improvement • For justification

27. Purposes of Evaluation (con’t) • Identify strengths/areas to improve • Show accountability • Tells if learning objectives achieved • Helps rediagnose learning needs

28. Formative Evaluation • Occurs before or during learning • Use focus groups, interviews, surveys • Helps diagnose problems/improvements • Allows revising plans early • Qualitative

29. Summative Evaluation • Assess at the end of learning activity • Appraises results, outcomes, quality, worth • Judges effectiveness of learning • Quantitative

30. Norm-Referenced Method • Compares with group norm, typical performance • Used by schools • Less appropriate for adults

31. Criterion-Referenced Method • Compares with predefined, objective standards • Shows what learner can/cannot do • Assesses according to performance objectives • More diagnostic

32. Types of Evaluation/Outcomes • Select what to evaluate • May want to combine choices

33. Measure Participant Reaction to Program/Activities • A happiness index • Subjective judgments of value of what learned or approaches used

34. Measure Behavioral Change • In dietary behaviors/food choices/exercise • In employee performance • Has training transferred to the job? • More difficult to measure

35. Measure Organizational Results • Quality and/or quantity of work done • Benefits to company • Efficiency/productivity/employee morale • Dollar savings that result

36. Measure Learning – Cognitive, Affective, Psychomotor • Compare with performance objectives • Develop situations based on objectives • Attitudes/values difficult to measure

37. Measure Other Outcomes • Psychosocial outcomes • Physiological/biological measures • Eating behavioral change based on self reports • Environmental/organizational changes

38. Data Collection Techniques • Test • Questionnaires • Interviews and self-reports • Observation • Performance test and measures • Ratings and checklists

39. 1. Tests – Written & Oral • Ex: multiple choice, essay • Measure cognitive domain • Written tests less appropriate for adults

40. 2. Questionnaires • Assess attitudes & values • Assess cognitive objectives

41. 3. Interviews • Assess cognitive & affective objectives • Preplan the questions in advance

42. 4. Visual Observation • Define what to observe • Use observation checklist • Good for psychomotor objectives

43. 5. Performance Tests • Simulated or actual • Assess cognitive & psychomotor objectives

44. 6. Rating Scales/Checklists • Define all terms • Need to train evaluators

45. 7. Performance Measures • Individual or group measures

46. 8. Self-Reports/Self-Monitoring • May be distorted or inaccurate • Information may be missing

47. Validity of Measurements • Do we measure what we intend to? • Content-related validity • Construct-related validity • Criterion-related validity

48. Reliability Educational Outcomes • Consistency and accuracy over time

49. Lesson Plans • Summary information about instruction • Pre-assessment/needs assessment • Performance objectives • Content outline (introduction, body, conclusion) • Sequence of content

50. Lesson Plans (con’t) • Activities to reach objectives • Techniques/methods of instruction • Educational materials, visuals • Facilities; time allotted • Method to evaluate results/outcomes • References