1. Training and Instructional Design Introduction to Training and Adult Learning Unit 1a This material (Comp20_Unit1a) was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000003.

2. Lecture Objectives 2 1.Describe what is training 2.Describe what trainers do 3.Define the levels of learning per Bloom’s Taxonomic Domains Cognitive, Affective, Psychomotor 4.Describe the characteristics of adult learners and factors that impact training design and learning outcomes 5.Describe the three basic steps of the training cycle 6.Describe the five phases of the ADDIE model of instructional design Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a

3. Training 3 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a “The extensive training that is required to teach staff and providers to use an EHR system is one of the larger costs of implementation and an important opportunity for realizing the transformation in care delivery”

4. Technology is necessary, but not sufficient, for a successful EHR implementation 4 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a WHY? Staff that are knowledgeable and savvy enough to navigate complexities of EHR implementation and maintenance is part of the foundation of successful EHR implementation

5. What is training? 5 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a Learning that is provided in order to improve performance on the present job (Nadler, 1984) Training is defined as:

6. Training is: 6 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a Competency Based Sequential TrackedEvaluated

7. Trainers use a variety of methods to disseminate information 7 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a Group Training Diagnosis & Needs Analysis Develop training approach Program Design Materials Development Conduct training Evaluate training Individual training Performance coaching On-the-job training Career counseling Organizational Development Team Building Intergroup meetings Brain storming

8. Who Does the Training? 8 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a Vendors Super-users Clinician-to-clinician One-on-one In-house

9. Roles and Competencies of Trainers 9 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a Analysis/ Assessment DevelopmentInstructor/ Facilitator Administrator

10. Roles and Competencies of Trainers 10 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a Analysis/ Assessment Role industry understanding Computer competence Data analysis skill Research skill DevelopmentInstructor/ Facilitator Administrator

11. Roles and Competencies of Trainers 11 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a Analysis/ Assessment Development Understanding adult learning Skills in feedback Writing Electronic systems Preparing objectives Instructor/ Facilitator Administrator

12. Roles and Competencies of Trainers 12 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a Analysis/ Assessment DevelopmentInstructor/ Facilitator Adult learning principles Skills related to coaching feedback electronic systems group processes Administrator

13. Roles and Competencies of Trainers 13 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a Analysis/ Assessment DevelopmentInstructor/ Facilitator Administrato r Computer competence Skills in selecting & identifying facilities Cost-benefit analysis Project management Records management

14. Professional Trainer Organizations American Society for Training and Development –http://www.astd.orghttp://www.astd.org iTrain, International Association of Information Technology Trainers –http://itrain.org/http://itrain.org/ 14 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a

15. Learner Retention: 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear together 70% of what they say or repeat 90% of what they say, while doing what they are talking about. (Hear, See, Say, Do, Teach others) Cone of Learning 15 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a what they read what they hear what they see what they see and hear together what they say or repeat what they say, while doing what they are talking about (Hear, See, Say, Do, Teach others)

16. Conclusions Training is key to the successful implementation of an EHR or changing clinical practice to meet Meaningful Use criteria Training roles include Define training needs develop training Deliver training Administration of training programs Effective training materials use visuals in conjunction with text or sound 16 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a

17. References http://www.chcf.org/publications/2010/06/training-strategies-ehr-deployment-techniques California HealthCare Foundation, Training Strategies: EHR Deployment Techniques Dale, E. (1946) Audio-visual methods in teaching. New York: The Dryden Press. American society for training and development, how to create a good learning environment (Info-Line, Stock number 506). Alexandria, VA: American Society for Training and Development; 1985. Fleming M, Levie WH. Instructional Message Design. Englewood Cliffs, NJ: Educational Technology Publications, Inc.; 1978. Randall JS. You and effective training. Training and Development Journal (six-part series); 1978. 17 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1a