JHPIEGO TrainerNews™ |
Alternative Learning Methods: An
Overview (Part 1 of 5)
(September 2001)
Learning is the acquisition of new knowledge, attitudes and skills. It may occur during an organized course or through individual reading and study. The goal of clinical skills training is to assist healthcare providers in learning to provide safe, high quality services. Such training should use mastery learning, be competency-based and be designed and conducted according to adult learning principles; it should be interactive, relevant and practical. Whether the training is offered as a group-based course or through individual study, it should have the following four elements:
- Transfer of knowledge
- Skill acquisition and practice
- Coaching by an experienced provider
- Assessment of performance in providing services (application of knowledge and skills)
Although most learning occurs in group-based courses, alternative learning methods are increasingly being used, especially where large numbers of individuals require training. It is important that alternative learning methods also incorporate the four elements mentioned above.
Group-based Learning
The most common approach to learning new knowledge, attitudes and skills is the group-based course. In this approach, whether it is an inservice course or a preservice class or lecture series, there is a group of participants and one or more trainers. The trainers deliver interactive presentations and demonstrations based on an existing learning package or curriculum. The participants interact, take notes, participate in classroom exercises (e.g., case studies, role plays, practice with models) and demonstrate mastery of the learning objectives. In the clinic, the trainers demonstrate skills and coach and assess participants as they practice and demonstrate competency in these skills while working with clients.
Self-paced Learning
Self-paced or individualized learning is defined as learning directed by the individual in order to meet personal learning objectives. Although self-paced learning and individualized learning have essentially the same meaning, there are some subtle differences. In self-paced learning, the learner controls the pace of the learning process. For example, in a self-paced computer-based course, two clinicians might begin the course on the same day but one may finish days ahead of the other. By contrast, in individualized learning, there may be some time parameters. For example, a structured OJT course may require the individual to reach specific points in the course at specific times. The learning is still targeted to the individual, but the pace of learning may be partially controlled by the trainer or facilitator. For our purposes, the term self-paced learning is used to describe both approaches.
Computer-assisted Learning
Rapid changes in technology have made the computer an integral part of our personal and professional lives. Concurrent with changes in computer technology have been major changes in how the computer is being used to enhance education and training. In many schools, it is now commonplace to find students using multimedia computers as an integral part of the learning process. Clinicians can take online continuing education courses or learn new information from a CD-ROM. Clearly, learning with the aid of a computer is here to stay.
Structured On-the-Job Training
Structured OJT (also referred to as site-based or clinic-based training) is 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. Structured OJT must include all four of the critical training elements listed above.In the next four installments, we will look at the advantages and limitations of each of these learning methods.
For more information about conducting a clinical skills course, contact Rick Sullivan.