The Project to Educate Physicians on End-of-life Care Supported by the American Medical Association and the Robert Wood Johnson Foundation Training of Trainers

Objectives . . . To identify positive and negative learning situations Describe different teaching styles Explain the difference between passive and active learning

. . . Objectives Explain ways to improve training through training skills Identify ways personal style can impact the training experience

“Adult - adult training” vs “adult - child training” Trainer and learner(s) negotiate content Education is based on a give and take Learner background is invaluable Information is shared Both vessels have room!

Passive learning Information transfer Reflection Evaluation Assessment Analysis

Active learning Analyzed Discussed Debated Processed Linked to relevant activities Incorporated (or not)

Factors influencing learning Learner is motivated Learner has some experience

Other influences Learner was forced to show up Learner has been through “training” before Learner has too much on the mind Learner may have personal barriers to the content The trainer may be annoying!

Active training methods Lecture Case studies Role play Facilitating discussions Use of videos Other visual aides

Training skills Know your material Rehearse Point above only this time do it Be prepared to answer questions Use humor appropriately Be prepared for difficult participants

“Difficult” participants Know-it-all Naysayer Monopolizer Chatterpox Reluctant learner Preacher Unresponsive participant

Personal style Movement Tone & volume Speed Direction Minimize what might be a distraction

Training of Trainers Summary