1. CDI Module 10: A Review of Effective Skills Training
©Jhpiego Corporation
The Johns Hopkins University
A Training Program on Community- Directed Intervention (CDI) to Improve Access to Essential Health Services

2. Module 10 Objectives By the end of this module, learners will:
List principles and approaches of adult education for training health workers
Describe a conducive learning environment that enables active skills practice and learning
Identify locally appropriate learning aids
Provide examples of training methods and experiences that are interactive
Explain the need to monitor, evaluate and revise training

3. Time Is Needed for Practice
This module presents the 12 effective teaching skills quickly
Facilitators should plan practical opportunities for learners (e.g., community-directed intervention [CDI] focal persons) to develop sample community-directed distributor (CDD) learning sessions based on these modules

4. The Components of Effective Training
Lay the foundations for educating health care providers
Develop objectives for learning
Plan for teaching
Prepare the learning environment
Prepare and use teaching aids
Prepare and deliver interactive presentations
Facilitate group learning
Monitor and revise teaching
Facilitate the development of health care delivery skills
Manage clinical practice
Prepare and use knowledge assessments
Prepare and use skills assessments

5. 1. Lay the Foundations for Educating Health Care Providers
Lay strong foundations by:
Describing the guiding principles of adult education for training health care providers
Defining core tasks and competencies and their role in curriculum development and design
Recognizing effective approaches to teaching and learning
Listing the challenges in educating health care providers
Adults learn best when they can share what they already know and learn more by actively doing

6. 2. Develop Objectives for Learning
Sample
By the end of this session, the CDD will:
Determine whether a child has fever
Administer and interpret a rapid diagnostic test (RDT)
Provide age-appropriate artemisinin-based combination therapy (ACT) for malaria
Counsel a caregiver on the need for taking a full course of ACT
Ask a caregiver to report back if child does not improve
Focus your training by:
Identifying the knowledge, skills and attitudes to be learned in your course
Writing measurable, observable objectives
Writing supporting objectives

7. 3. Plan for Teaching Develop a course syllabus
Plan for learner assessment
Select teaching methods
Select and adapt learning materials
Develop a course schedule

8. 4. Prepare the Learning Environment
Set up a space for learners that provides:
Comfort
Ease of interaction
Opportunities for simulation or practice
Adequate equipment and supplies

9. 5. Prepare and Use Teaching Aids
Examples include:
Using a writing board
Employing a flip chart
Preparing and using slides
Using video
Developing culturally appropriate stories, proverbs and songs

10. Use Locally Available Materials

11. 6. Prepare and Deliver Interactive Presentations
Plan a presentation
Introduce a presentation
Use effective presentation skills
Use questioning techniques during a presentation
Summarize a presentation

12. 7. Facilitate Group Learning
Select, plan and facilitate group learning activities
Create and facilitate a role play
Create and facilitate a case study
Create and facilitate a clinical simulation
Facilitate a brainstorming session
Facilitate a discussion

13. 8. Monitor and Revise Instruction
Ensure that observers take notes at each session
Establish ways for learner feedback
Hold facilitators’ meetings to review and revise teaching

14. 9. Facilitate the Development of Health Care Delivery Skills
List the steps of skills development
Develop and use competency-based learning tools
Introduce and demonstrate a skill
Facilitate skills practice and give feedback

15. 10. Manage Clinical Practice
Select and prepare clinical instructors and staff
Coordinate clinical practice
Conduct clinical practice sessions
Monitor learners’ progress
CDDs need guided opportunities to learn correct community case management procedures

16. 11. Prepare and Use Knowledge Assessments
Select methods for assessing learners’ knowledge
Prepare knowledge assessments
Develop questions for objective, written examinations
Administer and score knowledge assessments
Use assessment results to improve performance
Design formats for low-literacy learners

17. 12. Prepare and Use Skills Assessments
Select methods for assessing learners’ skills
Prepare skills assessments
Develop structured practical examinations
Administer and score skills assessments
Use results to improve performance

18. Summary
Training health care workers—including CDDs— should be based on principles and approaches of adult education
The learning environment should be conducive to learning and enable active skills practice
Locally appropriate learning aids should be developed and used
Training methods and experiences should be interactive
Training should be monitored, evaluated and revised