LEARNING NEEDS ASSESSMENT

LEARNING NEED ASSESSMENT An attempt to describe the gap in knowledge , attitude and skills that exist as compared to the desired level they need to function appropriately in their daily work

Types of need Felt need Expressed need Normative need Comparative need Prescribed need Unperceived need

PURPOSE OF ASSESSMENT Plan curriculum Help learner plan their education Assess student learning Demonstrate improved practice

Characteristic of adult learners Purpose for their education Expectation about the learning process Bring their own experiences and values Own set patterns of learning Competing interests

Learning styles Honey- Mumford questionnaire Activist: open – minded, welcome new ideas and experiences, often bored with implementation and longer term consolidation Reflector: cautious people who consider implications, gather the data and think about it thoroughly before coming to conclusions

Learning styles Theorist: integrates new material into logical sound theories; tends to be perfectionist who incorporate learning with their experience; uncomfortable with subjective arguments and prefers certainty Pragmatist: tries out new knowledge sto see if they work in practice

Confidence rating scales Iist of topics that aim to cover the content of general practice. The learners score themselves on the level of confidence reached in particular subject. Useful to identify potentially weak areas Require honest self- assessment

METHODS OF NEED ANALYSIS Confidence rating scales Competence rating scales PUNs and DENs Problem case analysis Random case analysis Significant event analysis MSF Appraisal Consultation analysis

Methods of need analysis Joint surgeries Audit Personality profiles and self-perception tools PDP Practice reviews- notes, charts, prescribing, letters, requests.