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Educational Needs Assessment

Educational Needs Assessment. Definition. An evaluation of a GPStR’s learning requirements. Put another way….

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Educational Needs Assessment

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  1. Educational Needs Assessment

  2. Definition • An evaluation of a GPStR’s learning requirements

  3. Put another way….. • There are known knowns. These are things we know that we know. There are known unknowns. That is to say, there are things that we don’t know. But there are also unknown unknowns. These are things we don’t know we don’t know. Donald Rumsfeld, US Secretary of Defence, 2002 Foot in the Mouth Award Winner 2003

  4. Johari Window

  5. Perceived Needs • Are those in the two left boxes – Open Arena & Façade. • By definition the Façade is not shared with the ed. supervisor. • The façade is explored by disclosure from the GPStR.

  6. Johari Window

  7. Unperceived Needs • Are those in the two right boxes. • The Blind Spots box contains the area that the ed. supervisor traditionally helps the GPStR to see, by giving feedback. • The Unknown box, however, gets opened up by joint exploration between ed. supervisor and GPStR.

  8. Johari Window contd

  9. Identifying Perceived Needs • Confidence self-rating scales – eg Wolverhamptom Grid & Lanarkshire Checklist • PUNs & DENs • Audit • Personal reflection

  10. Identifying Unperceived Needs • Manchester rating scale • COT/CBD • SEA • Feedback from ed. supervisor, staff, patients

  11. Rating Scales & Checklists • Indicate what is expected • Broad overview of curriculum • Help in definition and management of problems when necessary • Used to evaluate performance at regular intervals and demonstrate improvement

  12. Wolverhampton Grid & Lanarkshire Checklist • Both are confidence self-rating scales • Filled in by GPStR • Skewed towards knowledge • Completed on commencing post and at agreed periods thereafter

  13. Manchester Rating Scale • Completed by ed. supervisor • Need to observe & gather info on GPStR before completion • Skewed towards attitudinal issues

  14. Giving feedback • Aim to motivate to learn • Discussion & negotiation • +ve feeback and constructive criticism • Agree educational plan & review

  15. Summary • Don’t rely on one method • Repeat scales to demonstrate improvement • Aim to motivate!

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