Planning for a Training Course: Selecting a Classroom for Clinical Skills Course - Part 2
(January 2001)

The following was excerpted from JHPIEGO's newly revised Clinical Training Skills manual. This is the second of three parts on planning for a training course.

A successful training course does not come about by accident, but rather through careful planning. This planning takes thought, time, preparation and often some study on the part of the clinical trainer.

In part one of this article in the last issue of JHPIEGO TrainerNews, we gave some guidance about selecting participants for a clinical skills course. After selecting and determining the number of participants, the trainer should check to see that adequate space for classroom and clinical activities is available by following the recommendations outlined below.

Situation

You arrive early on the first day of the course and find that the classroom is large enough, but contains only chairs. There are no tables or audiovisual equipment in the room. Outside the room, a table is available for registration, but you see no area for the morning tea break. What could have prevented this problem? What should you do right now?

Write your responses on a piece of paper, and then compare your responses with the ones found at the end of this article.

Selecting a Classroom

The classroom for a group-based course is usually located in one of two sites:

• close to, or in the same building as, the clinic where the clinical portion of training will be held; or
• in a hotel where the participants are staying.

In choosing a site, the clinical trainer should make sure that:

• This course is the only event scheduled in the room for the entire time period (e.g., 10-day course) to avoid moving equipment, packing up models and removing flipchart pages from the walls at the end of each day.
• The space is large enough for the number of participants and can accommodate:
  • Tables arranged in a U-shape or other formation that will allow as many participants as possible to see one another and the trainer (This arrangement may be difficult in a lecture hall where chairs are attached to the floor.)
  • A table in the front of the room where the trainers can place their course materials
  • Space for audiovisual equipment (e.g., flipchart, screen, overhead projector, video player, monitor) The trainer should make sure that participants will be able to see the projection screen and other audiovisuals.
  • Space for participants to work in small groups (i.e., either arrange chairs in small circles or work around the tables), unless separate breakout rooms (see below) are available
  • Space to set up simulated clinics (e.g., for activities with anatomic models or counseling practice)

In addition:

• Breakout rooms for small group work (e.g., case studies, role plays, problem-solving activities) should be available if necessary, and should be set up with tables, chairs and any materials that the participants will need.
• The room should be properly heated or cooled and ventilated.
• Adequate electric power should be available throughout the course, and contingency plans should have been made in case the power fails.
• Toilet facilities should be adequately maintained.
• Telephones should be accessible and in working order.
• A means for taking emergency messages should be available.
• Furniture (e.g., tables, chairs and desks) should be available. The chairs should be comfortable and tablecloths should be available.
• A writing board with chalk or marking pens should be available. An information board for posting notes and messages for participants should also be available.
• The lighting should be adequate. It should be possible to darken the room enough to show audiovisuals and still permit participants to take notes or follow along in their learning materials.
• Audiovisual equipment should be in working order. Spare parts such as bulbs should be readily available. The video monitor should be large enough so that all participants can see it well. Sufficient electrical connections should be available. And, if necessary, extension cords, electrical adaptors and power strips (multi-plugs) should also be available.
• A video camera should be available to record participant presentations during the course, if applicable (i.e., for a clinical training skills course).

The trainer also needs to consider other arrangements related to the training site:

• Refreshments for morning and afternoon breaks should be planned. Decide whether these breaks will be set up in the classroom, outside the classroom or in another room (e.g., cafeteria).
• The trainer may need to plan for meals. Decide whether these meals will be set up in the classroom, outside the classroom or in another room (e.g., in the cafeteria).
• The training room should be set up on the day before the course begins.

Situation Response

The trainer could have prevented this problem by talking with someone at the training site in advance and explaining specific needs (e.g., furniture and its arrangement, audiovisual equipment, break and meal plans). Arriving early and checking on arrangements the evening before the course will also help prevent these types of problems. The best solution at this point is to arrange the room as well and as quickly as you can before the participants arrive, using whatever furniture you can locate easily. 

Start the course on time and explain the problem to the participants. At the first tea or lunch break, find out what other furniture and equipment, if any, is on the premises and can be brought to your classroom. Continue working on these arrangements at the next break or at the end of the day. If possible, find someone at the site to assist in locating tables and audiovisual equipment, either on the premises or elsewhere, and bringing them to the classroom.

For more information about conducting a clinical skills course, contact Rick Sullivan.

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