1. LEARNING NEEDS ASSESSMENT

2. 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

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

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

5. 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

7. 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

8. 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

9. 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

10. 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

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