The New Learning Needs Analysis Tool Planning learning: The New Learning Needs Analysis Tool

Current issues “I don’t see how the responses I put in relate to my real-world learning.” “There aren’t that many touchpoints for this to be discussed with my supervisor.” “It’s too long and clunky to use.” “I have learning goals I would like to achieve, but having to select outcomes from the curriculum is too restrictive.” Trainees and Supervisors have raised concerns about the current LNA tool. This feedback has been useful in helping us to improve its design. “The self-evaluation ratings are not meaningful. How do I know if I’m ‘Satisfactory’ or ‘Excellent’?” Icon credits: Gregor Cresnar, Iyikon, Delwar Hossain, Gan Khoon Lay, Rrflor

The revised LNA The College has listened and taken into consideration member feedback. The revised Learning Needs Analysis (LNA) will be released on 19 September 2017. The revised LNA is: Relevant: Trainees can input what they want to achieve in their own words through free-text learning goals. Evaluation ratings are now consistent with the Entrustable Professional Activity rating scale, which is based on levels of supervision (Be present and observe to Provide supervision) Collaborative: Supervisors and Trainees complete the form together following a discussion about learning needs, gaps, options for learning, resources and support. The new LNA also supports additional supervisors who may be involved in the Trainee’s progress Simplified: The new LNA follows a streamlined structure, a more user-friendly interface, improved instructions, additional information and examples to help the Trainee complete the form Automated: Forms are pre-filled with trainees’ details when available, saving time and preventing errors from occurring By drawing on member feedback we have redesigned the LNA in 4 important ways.

The revised LNA is relevant Set goals Learn and gather evidence Make evidence-based judgement Reflect and prepare The LNA is an important tool that supports the Learning and Assessment Cycle for Trainees and their Supervisors. The tool provides a way for the Trainee to guide and track their progress as they move through the cycle. It has been modified to better support the steps indicated in the cycle. Addressing the first concern of trainees who have told us that they “ don’t see how the responses I put in relate to my real-world learning.” We have made concerted efforts through training for supervisors and adaptation of the LNA tool to improve the quality and consistency of the learning experience in training rotations/runs. The trainee learning and assessment cycle is the overarching framework for optimising and facilitating trainee learning throughout a training period or rotation. It comprises four stages: planning for learning through goal setting learning and gathering evidence through varied teaching and learning experiences and assessment work-based tasks making judgements whereby the supervisor draws on multiple biopsies of evidence drawn from observation and use of the work-based assessment tools to put the ‘picture’ together on the level of achievement of a trainee reflecting on, and evaluating, the learning experience and preparing for the next rotation. This includes providing the trainee with opportunities to gain robust feedback about their strengths and areas for improvement, as well as, opportunities to share their evaluative feedback on the rotation. It is vital that trainees and their supervisors build on the achievements and share insights to improve the current learning experience. It is also valuable for the trainee and supervisor to discuss and clarify in training documentation, including the LNA and work-based assessments, the key messages of goals achieved and areas for improvement, to inform planning activities with subsequent supervisors for future rotations. The LNA tops and tails this cycle – giving opportunities to set goals, plan the learning and asessement and reflect and prepare.

The revised LNA is collaborative The new LNA requires and encourages increased collaboration between Trainees, Supervisors, and other colleagues by facilitating planning for learning at the start of the rotation. Learning is optimised by ensuring: Realistic expectations are set Activities are planned to reach the identified goal/s Time and resources used efficiently Further development is identified to ensure continuous improvement, progression and growth. Trainees have told us that “There aren’t that many touchpoints for their learning goals to be discussed with my supervisor”. As part of orienting themselves to a new training setting, gaining the best from the rotation/run, as well as, establishing a strong relationship with their supervisor from the get –go, it is vital that trainees have a planning meeting with their supervisor at the outset of the rotation/run. The LNA provides an opportunity to prioritise and clarify learning goals and support in busy work environments where service is often the priority. Setting learning goals provides trainees and their supervisors with clear and agreed expectations and assists in planning support through teaching and learning as well as determining how the trainee will provide evidence of their achievement of learning goals through assessment activities.

How the LNA fits into the planning process 1. Assess learning needs 2. Develop SMART goals and objectives 3. Link goals with activities 4. Choose assessment methods 5. Set dates for progress review and feedback 6. Document (LNA / Learning Contract) Learning goals, objectives and learning opportunities are discussed between the supervisor and trainee at the beginning of the rotation. To develop an effective learning plan: Assess learning needs: Evaluate skills, knowledge and current level of competence, with reference to the training program and professional qualities curriculum (PQC). Develop SMART goals: Goals are more effective when they are specific, measurable, attainable, realistic, achievable and time-limited. An example of a smart goal for training is: XXX Link goals with activities: Aim to ensure that learning is comprised of 70% work-based experience, 20% learning from others and 10% formal learning. Choose assessment methods: Think about how you are going to show evidence of achievement of the learning goals. Discuss with your supervisor the assessments (work-based tools and exams – if relevant). You may also choose to show direct forms of evidence – samples of your work – to discuss with your supervisor i.e. discharge summaries, reports, case notes etc. Multiple data points allows the supervisor to make evidence-based decisions about your level of performance and supports your progression to independent practice. Set dates for regular progress review and feedback: Once the learning goals and learning activities have been identified set dates to review progress and provide feedback. Document: Use the RACP Learning Needs Analysis tool (LNA) to document goals, learning activities and outcomes. Keep copies of trainee learning plans handy for quick reference.

The revised LNA is simplified and automated The new format allows for an improved user experience. To address the concerns of trainees and their supervisors about the useability of the tool: “It’s too long and clunky to use.” “I have learning goals I would like to achieve, but having to select outcomes from the curriculum is too restrictive.” “The self-evaluation ratings are not meaningful. How do I know if I’m ‘Satisfactory’ or ‘Excellent’?” These issues have been addressed through simplifying the tool and automating some components. Let’s now have a look at the tool.

Demonstration Please refer to the New LNA Screen Walkthrough PDF.

Transition plan When will we see the new LNA format? The revised LNA will be available for all LNAs created from 19 September 2017 Incomplete LNAs assigned to the 2017 Training Year will be automatically transitioned to the new format Which LNAs will stay in the old format? Previously completed LNAs will retain the old format Incomplete LNAs assigned to 2016 or earlier will remain in the old format

Questions? You can find information on how to use the new LNA tool on the RACP website or on the training portals. If you have any questions, please contact the College via memberservices@racp.edu.au or on 1300 697 227 (AU) or 0508 697 227 (NZ).