Tools for Learning, Teaching,        and Training DINH THI THE EMILY MOORE JASMINE PAUL
Tools for learning                  Types of learning Listening learners Seeing learners Touch/experience learners
How do people learn? Facts: Determine the basic information of a situation Interpretation: Choose what relationships exi...
Tools for teachingGood teachers: Have a sense of purpose Have expectations of success for all students Tolerate ambigui...
Teaching a skill• Get into the shoes of the learners so that you can betterunderstand where they are and what they need fr...
Preparation Obtaining the necessary equipment and supplies so that the skill can be demonstrated, taught, and practiced
Explanation1. Introduce the subject by giving some background   about its usefulness and application2. Describe the subjec...
Demonstration Demonstrate each step slowly and clearly so that the learners can easily follow you and gain confidence in ...
Practice Teach the skill to others. In this step, the learners try out the skill under your guidance and careful coaching...
Application This final step gives learners the chance to demonstrate this skill to someone else. They become the teacher
Adult learners They made the decision to be there. They want to    be there.   Important to have a lot of variety   Not...
Tool used for training in a clinical setting                 Learning Collaborative Specific tool used for improving effi...
1. Learning Model Page 3: http://www.qiip.ca/user_files/onqiipcollabcharterjun09.p  df Structured training sessions wit...
2. Chronic Care Model http://www.improvingchroniccare.org/index.php?p=Chro  nic+Care+Model&s=124 Improving care coordina...
3. Improvement Modeli.     Creation of a teamii.    Creating common goalsiii.   Establishing measuresiv.    Choosing the m...
Benefits Ongoing and practical training that is specific to each unit  or area of work Quality improvement coaches avail...
References   Hassett, M. (2006). What makes a good teacher. Retrieved April 10, 2012, from           http://sabes.org/res...
Search Process Began with search terms, “quality improvement” and,  “training” Found information to be too broad – conta...
Collaborative Process Met twice and contacted each group member through email  to ensure quality and relevancy of informa...
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Tools for learning, teaching, and training in quality improvement

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  • Hassett, M. (2006). What makes a good teacher. Retrieved April 10, 2012, from http://sabes.org/resources/publications/adventures/vol12/12hassett.htm
  • Learning for Life. (2002). How to teach a skill. Retrieved April 10, 2012, from http://www.learningforlife.org/exploring-resources/99-720/y13.pdf
  • Learning for Life. (2002). How to teach a skill. Retrieved April 10, 2012, from http://www.learningforlife.org/exploring-resources/99-720/y13.pdf
  • Learning for Life. (2002). How to teach a skill. Retrieved April 10, 2012, from http://www.learningforlife.org/exploring-resources/99-720/y13.pdf
  • Learning for Life. (2002). How to teach a skill. Retrieved April 10, 2012, from http://www.learningforlife.org/exploring-resources/99-720/y13.pdf
  • Learning for Life. (2002). How to teach a skill. Retrieved April 10, 2012, from http://www.learningforlife.org/exploring-resources/99-720/y13.pdf
  • Learning for Life. (2002). How to teach a skill. Retrieved April 10, 2012, from http://www.learningforlife.org/exploring-resources/99-720/y13.pdf
  • Learning for Life. (2002). How to teach a skill. Retrieved April 10, 2012, from http://www.learningforlife.org/exploring-resources/99-720/y13.pdf
  • Quality improvement and innovative partnership. (2012). What is a learning collaborative? Retrieved April 11, 2012, from http://www.qiip.ca/whatisalearningcollaborative.php
  • Quality improvement and innovative partnership. (2008). Learning collaborative charter. Retrieved April 11, 2012, fromhttp://www.qiip.ca/user_files/onqiipcollabcharterjun09.pdf
  • Improving Chronic Illness Care. (2012). The chronic care model. Retrieved April 11, 2012, from http://www.improvingchroniccare.org/index.php?p=the_chronic_care_model&s=2
  • Institute for Healthcare Improvement. (2012). Knowledge center: How to improve. Retrieved April 11, 2012, from http://www.ihi.org/knowledge/Pages/HowtoImprove/default.aspx
  • Quality improvement and innovative partnership. (2012). What is a learning collaborative? Retrieved April 11, 2012, fromhttp://www.qiip.ca/whatisalearningcollaborative.php
  • Tools for learning, teaching, and training in quality improvement

    1. 1. Tools for Learning, Teaching, and Training DINH THI THE EMILY MOORE JASMINE PAUL
    2. 2. Tools for learning Types of learning Listening learners Seeing learners Touch/experience learners
    3. 3. How do people learn? Facts: Determine the basic information of a situation Interpretation: Choose what relationships exist between facts Application: Take knowledge or concepts learnt in one situation and apply them to other situations Analysis: Separate the entire process into components and understand the relationship of each part Synthesis: Combine ideas and come to a conclusion Evaluation: Make informed judgments and decisions by determining the reliability of information
    4. 4. Tools for teachingGood teachers: Have a sense of purpose Have expectations of success for all students Tolerate ambiguity Demonstrate a willingness to adapt and change tomeet student needs Are comfortable with not knowing Reflect on their work Learn from a variety of models Enjoy their work and their students Train people’s minds to explore, investigate, anddiscover
    5. 5. Teaching a skill• Get into the shoes of the learners so that you can betterunderstand where they are and what they need from you tolearn the subject under study• Develop learning experiences in which the learners are tryingto do something with the insights or skills involved• Help learners realize what they have learned to increase theircomfort and confidence in using an insight or skill in actualsituations• Appreciate that learners do not have one set, definite way ofdemonstrating that they understand or know something. Eachlearner is an individual
    6. 6. Preparation Obtaining the necessary equipment and supplies so that the skill can be demonstrated, taught, and practiced
    7. 7. Explanation1. Introduce the subject by giving some background about its usefulness and application2. Describe the subject Create a desire to become capable in the skill
    8. 8. Demonstration Demonstrate each step slowly and clearly so that the learners can easily follow you and gain confidence in their own ability to acquire this skill
    9. 9. Practice Teach the skill to others. In this step, the learners try out the skill under your guidance and careful coaching. Learners should have enough opportunity to try the skill so that they feel comfortable and confident
    10. 10. Application This final step gives learners the chance to demonstrate this skill to someone else. They become the teacher
    11. 11. Adult learners They made the decision to be there. They want to be there. Important to have a lot of variety Not to be patronizing, respect the relationship that they are students and you are the teacher Use subjects that relevant to them e.g. problems relevant to their field that needs improvement Take into account different learning styles
    12. 12. Tool used for training in a clinical setting Learning Collaborative Specific tool used for improving efficiency of care in healthcare settings Training sessions for healthcare teams anywhere from 12-15 months Three areas of focus:1. A learning model (gathering of baseline data, learning new approaches to clinical issues, action sessions where training can be applied)2. Formation of a care model to identify areas for improvement3. An improvement model (PDSA) All done with a Quality Improvement Coach to help facilitate training
    13. 13. 1. Learning Model Page 3: http://www.qiip.ca/user_files/onqiipcollabcharterjun09.p df Structured training sessions with action periods for the collaborative team to implement their improvement strategies in a realistic manner
    14. 14. 2. Chronic Care Model http://www.improvingchroniccare.org/index.php?p=Chro nic+Care+Model&s=124 Improving care coordination for people with multiple disease conditions Increasing follow up to prevent readmission Training patients to manage their illnesses
    15. 15. 3. Improvement Modeli. Creation of a teamii. Creating common goalsiii. Establishing measuresiv. Choosing the most important changesv. Implementing and testing changes (through PSDA model)vi. Collaborating with other healthcare professionals to “spread” change
    16. 16. Benefits Ongoing and practical training that is specific to each unit or area of work Quality improvement coaches available to assist in person or via phone calls Collaborative approach Barriers Willingness to learn Collaboration is key – if the healthcare team is unwilling to work together or identify areas of improvement, changes cannot be made
    17. 17. References Hassett, M. (2006). What makes a good teacher. Retrieved April 10, 2012, from http://sabes.org/resources/publications/adventures/vol12/12hassett.htm Improving Chronic Illness Care. (2012). The chronic care model. Retrieved April 11, 2012, from http://www.improvingchroniccare.org/index.php?p=the_chronic_care_model&s=2 Institute for Healthcare Improvement. (2012). Knowledge center: How to improve. Retrieved April 11, 2012, from http://www.ihi.org/knowledge/Pages/HowtoImprove/default.aspx Learning for Life. (2002). How to teach a skill. Retrieved April 10, 2012, from http://www.learningforlife.org/exploring-resources/99-720/y13.pdf Quality improvement and innovative partnership. (2012). What is a learning collaborative? Retrieved April 11, 2012, from http://www.qiip.ca/whatisalearningcollaborative.php Quality improvement and innovative partnership. (2008). Learning collaborative charter. Retrieved April 11, 2012, from http://www.qiip.ca/user_files/onqiipcollabcharterjun09.pdf Strindhall, M., & Henricks, G. (2007). How improved access to healthcare was successfully spread across Sweden. Q Manage Health Care, 16(1), 16-24
    18. 18. Search Process Began with search terms, “quality improvement” and, “training” Found information to be too broad – contacted course professor to provide feedback and direction Searched more specific terms such as, “learning collaborative” and “measurement tools and quality improvement”
    19. 19. Collaborative Process Met twice and contacted each group member through email to ensure quality and relevancy of information Based on interest, chose specific areas to focus on individually for research Worked together to format presentation

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