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JHPIEGO Glossary of Learning and Training Terms |
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Learning and Training Terms
- Active Listening
- Communication technique that stimulates open and frank exploration of ideas and feelings and enables trainers to establish trust and rapport with participants. In active listening, the trainer accepts what is being said without making any value judgments, clarifies the ideas or feelings being expressed and reflects these back to the participants.
- Advanced Trainer
- A trainer who can impart clinical skills and clinical training skills to proficient healthcare providers. The advanced trainer also should be knowledgeable and experienced in conducting various types of reproductive health courses. Generally, an advanced trainer first has been a proficient healthcare provider, then a clinical trainer and has completed an advanced training skills course and practicum (i.e., conducted a clinical training skills course with an advanced or master trainer).
- Advanced Training Skills (ATS) Course
- Training course during which proficient clinical trainers acquire the skills needed to effectively transfer training expertise to others by training them as trainers, (i.e., to conduct clinical training skills courses). Course content also includes group facilitation, problem-solving and clinical decision-making skills.
- Affective Domain
- A classification of objectives that focus on the development of attitudes, beliefs and values.
- Algorithm
- A structured approach to problem solving that graphically shows all of the possible choices to solving a clinical problem and the sequence of steps in reaching those solutions. A clinical algorithm creates a picture of a diagnostic reasoning pathway (also known as a flowchart or decision tree).
- Alternative Learning Methods
- Learning methods or approaches that are not group-based. Examples include Self-Paced Learning, Computer-Assisted Learning and On-the-Job Training.
- Audiovisuals
- Materials used to supplement training activities. Audiovisuals highlight key steps or information, reinforcing the learning process. They include writing boards, flipcharts, transparencies, slides and videos.
- Behavior Modeling
- Learning a skill or activity by watching someone else (model) perform it proficiently. (See also Skill Acquisition, Skill Competency and Skill Proficiency.)
- Brainstorming
- Learning strategy that stimulates thought and creativity and is often used in conjunction with group discussions. The primary purpose of brainstorming is to generate as extensive a list as possible of ideas, thoughts or alternative solutions which focus on a specific topic or problem. Brainstorming requires that participants have some background related to the topic.
- Case Study
- Interactive learning method using real scenarios that focus on a specific issue, topic or problem. It is used primarily to strengthen knowledge and problem-solving and clinical decision-making skills. Typically, participants read, study and react to the case study in writing or orally during a group discussion.
- Certification
- Process for officially documenting that a participant can competently provide a service(s) (e.g., IUD or Norplant implant insertion and removal, safe and clean delivery). Certification is bestowed by an authorized organization (e.g., Ministry of Education or Health), educational institution (e.g., medical or nursing school) or agency. Generally, training organizations do not certify participants. (See also Qualification and Competency).
- Checklist
- Competency-based (skill) assessment instrument that is used to evaluate a participant’s performance of clinical skills or other observable behaviors (e.g., counseling or presentation skills). Checklists focus on the key steps or tasks of a procedure or activity. They are used by trainers to evaluate performance of a procedure or activity objectively.
- Clinical Training Skills (CTS) Course
- Course during which proficient (expert) service providers (e.g., physicians, nurses, midwives) acquire the training skills needed to competently train other health professionals in how to provide a clinical RH service (e.g., minilaparotomy under local anesthesia). In addition to providing training skills, the clinical skills of the service provider are standardized.
- Classroom Faculty
- In preservice education, a faculty member who can impart knowledge to others, but who does not train others in clinical skills in a clinic or hospital setting. They may be able to demonstrate certain clinical skills on models in the classroom. They are frequently called "tutors." To be qualified as classroom faculty, the individual completes a CTS course emphasizing classroom presentation and demonstration skills and then a practicum (i.e., observation and coaching by a qualified advanced or master trainer while presenting the classroom portion of the FP/RH component of the preservice curriculum).
- Clinic-Based Training
- See Structured On-the-Job Training.
- Clinical Decision-Making
- The systematic process by which clinicians make choices, or judgments, regarding a client’s condition, diagnosis and treatment. Steps in clinical decision-making include assessment, diagnosis, planning, intervention or treatment and evaluation.
- Clinical Preceptor
- A proficient healthcare provider who can transfer clinical skills to others and whose work generally focuses exclusively on the clinical area. These individuals frequently are found in preservice programs, but also are active in inservice programs; they may be called "clinical instructors." They may be employees of either the preservice institution or the healthcare system. To be qualified as a clinical preceptor, the healthcare provider completes a CTS course, which includes classroom presentation skills but emphasizes clinical demonstration, coaching and assessment of clinical skills and then a practicum (i.e., observation and coaching by a qualified advanced or master trainer while using these skills in a clinical setting).
- Clinical Skills (CS) Course
- Training course for healthcare provides (e.g., physicians, nurses, midwives) during which they acquire the skills needed to competently provide a clinical service (e.g., IUD or Norplant implants insertion/removal). Clinical skills courses can focus on one skill (e.g., minilaparotomy or Cesarean section under local anesthesia) or may include a number of skills (e.g., multiple contraceptive methods, management of complications of childbirth) (also known as Service Providers’ Course).
- Clinical Trainer
- Trainer who can transfer clinical skills to healthcare providers. A clinical trainer must be proficient (expert) in the clinical service for which she or he will be providing training, as well as competent in clinical training skills. To become a clinical trainer, the healthcare provider must complete a clinical training skills course and practicum (i.e., conduct a clinical skills course with an advanced or master trainer) (also called a clinical skills trainer).
- Clinical Training Skills (CTS) Course
- Training course during which proficient (expert) healthcare providers (e.g., physicians, nurses, midwives) acquire the training skills needed to competently train other healthcare providers in how to provide a clinical service (e.g., minilaparotomy under local anesthesia). Either prior to or as part of the clinical training skills course, the healthcare providers will have had their knowledge updated and skills standardized in the area in which they will conduct training.
- Clinician
- Anyone in the healthcare system who provides clinical care to clients that involves some level of decision-making about that care.
- Coach
- A person who instructs, demonstrates, directs and prompts learners. While the role of coach is usually assumed by the trainer, faculty or preceptor, one participant can coach another participant.
- Coaching
- Learning approach that involves the use of positive feedback, active listening, questioning and problem-solving skills to ensure a positive learning climate. The trainer/coach demonstrates desired performance standards, encourages openness to learning and continually assesses participant performance. An effective coach focuses on practical issues, encourages working together, works to reduce stress and is a facilitator of learning.
- Coaching Trainer
- An advanced or master trainer who coaches a new clinical trainer during her/his first clinical skills course(s).
- Cognitive Domain
- A classification of objectives that focus on the development of mental processes.
- Competency
- Ability to perform a skill or skills to a specific standard. (See also Skill Competency.)
- Competency-Based Skill Assessment Instrument
- Instrument used to objectively measure clinical (psychomotor) skills or other observable behaviors (e.g., counseling, presentation skills).
- Competency-Based Training (CBT)
- Competency-based training is learning by doing. It emphasizes how the participant performs (i.e., a combination of knowledge, attitudes and, most important, skills) rather than what information the participant has learned. In CBT, participants’ progress is continually measured against pre-established performance criteria (standards).
- Computer-Assisted Learning (CAL)
- A learning method in which computer technology assists with, augments or delivers part or all of the instruction and evaluates participant progress. Also known as computer-based training.
- Computer-Based Training
- See Computer-Assisted Learning (CAL).
- Contraceptive Technology Update (CTU)
- A learning event during which participants acquire the most current scientific information related to reproductive health services (e.g., Norplant implants, IUD, infection prevention).
- Course Handbook (Participant)
- Document that outlines the framework for a training course. It contains a course syllabus and schedule as well as all supplemental printed materials (precourse knowledge questionnaire, case studies (if appropriate), learning guides and course evaluation) needed during the course.
- Course Notebook (Trainer)
- Document that outlines the framework for conducting a training course and provides additional information and instructions for the trainer. A Trainer’s Notebook includes all the material given to the participant as well as the course outline; precourse skills assessment (if appropriate); precourse knowledge questionnaire answer key; individual and group learning matrix, midcourse knowledge questionnaire, answer sheet and answer key; and the participant evaluation checklist.
- Course Outline
- Detailed plan of topics to be presented in a course and how the training will be delivered. The course outline is a planning document.
- Course Schedule
- Brief day-by-day description of the major activities to be conducted in a training course. Information for the course schedule is taken from the course outline.
- Course Syllabus
- Summary of the major components of a course. The syllabus should be given to participants prior to the training course. It is important that a syllabus accurately describe the course content, goals and objectives (also know as a Course Description).
- Courseware
- The training materials needed to conduct a course (e.g, course syllabus, schedule and outline, questionnaires, case studies and role plays). They can be in print (Course Handbook and Notebook), computer software or CD-ROM.
- Curriculum
- All the courses of study offered by a educational institution (e.g., medical school curriculum, nursing school curriculum).
- Demonstration (Clinical)
- Interactive learning technique in which the trainer explains and shows the steps, and sequence if necessary, required to perform a skill or activity. A variety of methods can be used to demonstrate a procedure, including slides, videos, anatomic models and role plays.
- Discussion (Group)
- Interactive learning technique in which most of the ideas, thoughts, questions and answers are developed by the participants. The trainer serves as the facilitator and guides participants as the discussion develops.
- Distance Education
- Instruction in other than the traditional face-to-face or instructor-led format, often at a time or place of the individual learner’s choosing. It can be in the form of self-study materials, computer-assisted learning modules, Internet materials or a combination of these or other media (also known as distance learning or open learning).
- Echo Course
- Course conducted by a JHPIEGO-trained trainer (also known as second-generation training).
- Education
- See Preservice Education.
- Experiental Learning
- A training approach that actively involves participants and applies the use of new skills through a variety of methods (e.g., case studies and role plays). (See also Participatory Learning.)
- Evaluation Levels
- The training evaluation model most widely recognized today addresses the four fundamental behavior changes that occur as a result of training:
- Level one is how participants feel about training (reaction). This level is often measured with attitude questionnaires.
- Level two determines if participants learned the required information. This is accomplished with pre- and midcourse questionnaires.
- Level three answers the question "Do people use the information on the job?" It addresses the transfer of new skills to the job and often is accomplished by observation.
- Level four measures training effectiveness. "What result has the training achieved?" This broad category is concerned with the impact of the program (results).
- Facilitator
- Analysis Phase. First phase of Instruction Design. The purpose of this phase is to determine both what the job holder must know or do on the job and the training needs.
- Design Phase. Second phase of Instructional Design. The learning objectives, syllabus, schedule and course outline are created.
- Development Phase. Third phase of Instructional Design. The purpose of this phase is to develop and validate the instructional material (courseware).
- Implementation Phase. Fourth phase of Instructional Design. The instruction is delivered to the learners during this phase.
- Evaluation Phase. Fifth phase of Instructional Design. The purpose of this phase is to determine the effectiveness of the course. This phase is actually conducted during and between all the other phases.
- Instructional Design (ID) Course
- Training course during which proficient advanced trainers acquire the skills needed to competently design and develop courses and training materials. They also acquire basic knowledge of needs assessment and evaluation activities as they relate to training.
- Interactive Media
- Media (e.g., text, sound, still or moving pictures) that require the learner to interact with the computer by completing exercises, answering questions and solving problems.
- Internet Training
- A form of computer-assisted learning in which multimedia learning materials are available on Internet websites (also known as web-based training.)
- Job Aid
- Any tool that allows a provider to get information quickly when s/he needs to complete a task. Often these are paper-based and posted on the wall in plain sight or in a small reference notebook. They also can be checklists, manuals, cards, etc.
- Learner
- Anyone who is acquiring new knowledge, attitudes and skills. Also known as participant, student or trainee. The term learner may be used in both inservice training and preservice education.
- Learning
- Life-long process of acquiring new knowledge, attitudes and skills. It may occur formally during a learning event or informally during personal reading or study.
- Learning Event
- An activity conducted for the purpose of transferring knowledge, attitudes and/or skills to participants. It can take the form of a course, workshop, seminar or topic update.
- Learning Guide
- Competency-based skill development assessment instrument that focuses on clinical skills (e.g., IUD insertion) or other observable behaviors (e.g., counseling). Learning guides contain the individual steps or tasks in sequence (if necessary) required to perform a skill or activity in a standardized way. Learning guides are designed to help the participants learn the correct steps and sequence in which they should be performed (skill acquisition) and measure progressive learning in small steps as they gain confidence and skill (skill competency).
- Learning Package
- Collection of materials used to conduct a course. Components of a learning package include (but are not limited to) a reference manual; a course handbook for participants; a course notebook for the trainer; audiovisual and other learning aids (e.g., videos, slide sets and anatomic models); and competency-based assessment instruments.
- Master Trainer
- Trainer who can transfer advanced and clinical training skills as well as clinical skills to healthcare providers, clinical and advanced trainers. The master trainer should also be knowledgeable and experienced in developing courses, conducting various types of training courses in reproductive health, conducting needs assessments and evaluating training. Generally, a master trainer first has been a proficient healthcare provider, then a clinical trainer and an advanced trainer and completed an instructional design course and several practica (i.e., conducted advanced training skills and instructional design courses with a master trainer and participated in a needs assessment or evaluation activity). Coaching new trainers at all levels and conducting instructional design workshops are also part of the master trainer’s role.
- Mastery Learning
- Approach to learning that is based on the premise that all participants can master (learn) the required knowledge, attitudes and skills, provided sufficient time is allowed and appropriate training methods are used. The goal of mastery learning is that 100 percent of the participants will "master" (learn) the knowledge, attitudes and skills on which the training is based.
- Medical Barriers
- Practices, derived at least in part from a medical rationale, that result in a scientifically unjustifiable impediment to, or denial of, contraception.
- Midcourse Questionnaire
- Competency-based knowledge assessment that allows each participant and the clinical trainer to determine the participants’ progress in mastering the course material.
- Multimedia
- A variety of media together. See also Interactive Media.
- On-the-Job Training
- See Structured On-the-Job Training.
- Open Learning
- See Distance Education.
- Participant
- Individual receiving training; also known as student, trainee or learner. The term participant is used most frequently in inservice training.
- Participatory Learning
- Method of training that actively involves participants in the learning process.
- Practicum
- Supervised, practical application of knowledge, attitudes and skills recently acquired during a course. Practica are used to qualify the learner, that is, s/he is expected to perform competently in order to perform that skill(s) or provide that service independently in the future. It may be conducted as part of the original course or, more frequently, as a separate activity.
- Precourse Questionnaire
- Competency-based knowledge assessment that is administered at the beginning of a course to determine what the participants, individually and as a group, know about the course topic. The assessment allows the clinical trainer to identify particular topics which may need emphasis or, in many cases, require less classroom time during the course. Providing the results to participants enables them to focus on their individual learning needs.
- Preservice Education
- Learning that takes place in preparation for taking on a future role, for example as a doctor or nurse. This education provides a broad array of knowledge, attitudes and skills needed to fulfill that future role and from which the student can later select what is needed according to a given situation. Preservice education most frequently takes place in schools and universities (e.g., medical, nursing and midwifery schools) that often grant a certificate or degree.
- Problem Solving
- The systematic process by which a problem and its best possible solution are identified and implemented. The six steps of problem solving are recognize there is a problem, identify the problem, generate alternative solutions, choose among the alternative solutions, implement the chosen solution and evaluate the solution.
- Procedure (Medical)
- Encompasses all of the individual steps/tasks required to perform a medical intervention (e.g., the IUD insertion procedure includes client assessment and infection prevention practices as well as the clinical aspects of inserting the IUD).
- Proficiency
- The ability to perform a skill or skills efficiently, precisely and with expertise. (See also Skill Proficiency.)
- Psychomotor Domain
- Area of learning that often involves performing skills which require the manipulation of instruments and equipment (e.g., inserting an IUD).
- Qualification
- The final step in the process of developing new knowledge, attitudes and skills in a specific skill area. After the learner demonstrates mastery of the knowledge and skills presented in a course and successfully completes a practicum, that individual is assessed as competent and therefore ready to perform that skill(s) or provide that service independently. Qualification is usually determined by a training organization. Qualification does not imply certification, which is done only by an authorized organization or agency. (See also Certification and Statement of Qualification.)
- Questionnaire
- Set of validated and reliable questions used to assess the participant’s precourse knowledge or to measure mastery of the course material (e.g., Pre- and Midcourse Questionnaires).
- Reference Manual
- Text containing essential, need-to-know information pertaining to a specific skill or activity (e.g., IUD insertion, infection prevention, clinical training skills). The reference manual contains all of the information needed to conduct a training course in a logical manner. It serves as the text for participants and the "reference source" for the trainer.
- Role Play
- Interactive learning method in which participants act out roles in a realistic situation related to learning objectives. It is used primarily to affect behavior. A major advantage of this approach is that participants can experience a real life situation without taking real life risks.
- Second Generation Course
- See Echo Course.
- Self-Paced Learning
- Learning directed by the individual in order to meet personal learning objectives (also known as Individualized Learning).
- Service Provider Course
- See Clinical Skills Course.
- Site-Based Training
- See Structured On-the-Job Training.
- Skill
- Group of steps or tasks that use motor functions and typically require the manipulation of instruments and equipment (e.g., IUD or Norplant implants insertion, minilaparotomy). Activity is often used synonymously, but may or may not require motor functions.
- Skill Acquisition
- Represents the initial phase in learning a new skill or activity. One or more practice sessions are needed for learning how to perform the required steps and, if necessary, the sequence in which they should be performed. Assistance and coaching are necessary to achieve correct performance of the skill or activity.
- Skill Competency
- Represents an intermediate phase in learning a new skill or activity. The participant can perform the required steps, in the proper sequence if necessary, but may not progress from step to step efficiently.
- Skill Proficiency
- Represents the final phase in learning a new skill or activity. The participant efficiently and precisely performs the steps, in the proper sequence if necessary. Proficiency is attained through repeated practice of the skill or activity. It usually is not obtainable in a basic (introductory) clinical or training skills course.
- Standardization
- Process of analyzing the essential steps in a skill or activity to determine the most efficient and safe way to perform it and train others. A standardized procedure provides the basis for developing learning guides, checklists and clinical learning packages. Individuals who have been "standardized" in a skill or activity will perform it using the standard, agreed-upon steps/tasks.
- Statement of Qualification
- A statement by the training institution that a participant has met the requirements of a training course by demonstrating mastery of the skills, knowledge and practice in the course content. The Statement of Qualification may list the specific knowledge areas and skills the participant is qualified to perform. For JHPIEGO, criteria for demonstrating mastery include:
- Knowledge: a score of 85% or better on the midcourse questionnaire
- Skills: competently performing the skills according to the checklist
- Practice: competently utilizing the skills in the clinical setting or while conducting a course
- Statement of Participation
- A statement by the training institution(s) that a participant has attended all the sessions of a workshop, update, seminar, symposium or event other than a course. Participation does not imply that skill or knowledge mastery has been achieved.
- Student
- Individual attending a school or university to acquire a broad array of new knowledge, attitudes and skills in preparation for taking on a future role, for example as a doctor or nurse (also known as a learner).
- Structured On-the-Job Training
- A form of self-paced learning that allows the individual requiring training to acquire the necessary knowledge and develop the required skills while on the job (also known as site-based or clinic-based training).
- Subject Matter Expert
- An individual with a high degree of skill and knowledge in a specific subject area as a result of recent experience and/or training. S/he is able to distinguish between essential and nice-to-know information when sharing this expertise with others. A subject matter expert may or may not be a clinical trainer as well.
- Task Analysis
- An examination and identification of the major responsibilities, duties and activities which are to be carried out by an individual worker. Task analysis seeks to identify the knowledge, attitudes and skills, resources and risks involved with each task.
- Teacher
- Person who has knowledge and skills in a variety of subject areas and the ability and preparation to teach them to others. "Teachers" are usually found in classroom settings and preservice education programs.
- Teaching
- Transferring or conveying knowledge, attitudes and skills. Teaching usually refers to instruction provided through classroom activities and is often associated with preservice education programs.
- Trainee
- See Participant.
- Trainer
- Person who has knowledge and skills in a specified subject area and the ability and training to transfer them to others. Trainers are proficient (expert) in the skills and activities in which they provide training. In addition, they have received specialized training and practice in training skills.
- Training
- Process which deals primarily with transferring or obtaining the knowledge, attitudes and skills needed to carry out a specific activity (e.g., IUD insertion). Training should be based on the assumption that there will be an immediate application of the physical or mental skill(s) being learned (as differentiated from education, which is most often directed toward future goals).
- Web-Based Training
- See Internet Training.