1. Repair of Perineal Lacerations: A “Train-the-Trainer” Workshop
Rhonda A. Sparks, MD
University of Oklahoma Family Medicine Residency Program, Oklahoma City, Oklahoma
Andrea D. Beesley, PhD
Mid-Continent Research for Education and Learning, Aurora, Colorado
Andrew D. Jones, MD
Exempla Saint Joseph Family Medicine Residency Program, Denver, Colorado

2. Workshop Schedule Introduction Instructional design and evaluation
Instructions and practice session 1
Break
Practice session 2 and evaluation
Closing

3. Introduction Origin of project Instructional design/evaluation
Contents of packet
Prepare for practice session
Do it!

4. Procedural Learning Goals
Recognize a situation in which the procedure is applicable.
Recall the procedure.
Apply the steps in the procedure.
Make decisions at decision points, if applicable.
Confirm/disconfirm that the procedure has been correctly applied.
Source: Smith, P. L. & Ragan, T. J. (1999). Instructional Design. 2nd ed. New York: Wiley.

5. Design Decisions Clarify and list its steps and decisions
Describe steps in clear sentences.
Construct a task analysis
Each step should represent a single elementary action
If possible, each decision should only have two choices. Branches from a decision should not exceed five.

8. Events of Instruction Deploy attention Establish instructional purpose
Arouse interest and motivation
Preview lesson
Recall relevant prior knowledge
Process information and examples
Focus attention
Employ learning strategies
Practice
Evaluate feedback
Summarize and review, transfer knowledge
Remotivate and close
See notes

9. Learning Strategies for Procedures
Simulation (does not always have to be realistic)
Mnemonics
Job aids
Flowcharts
Checklists
Job aids may be used in the beginning for practice even for tasks that should be memorized. Used spaced practice without the job aid, help learners develop a mental picture of the information, and discuss meaningfulness of individual steps.

10. Evaluation Not the same as practice
Remember to evaluate their decision criteria on whether the procedure is appropriate
Ask learners to repeat the order of steps
Consider direct observation, peer evaluation

11. Making the Model
Go to workshop instructions