This document provides an overview of a trainer's module for teaching the SHARE Approach, which involves shared decision making. It outlines the topics that will be addressed in the training, including how to prepare for and conduct trainings, compile materials, market the training, and help participants obtain continuing education credits. The goal of the train-the-trainer program is to enable participants to train colleagues in shared decision making and engage leadership at their organizations. The training will cover planning workshops, available resources, and ongoing support through an online learning network and webinars.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the eighth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
Module 3 / Unit 4 Creative approaches for better hybrid inclusivitySMKCreations
For leaders and managers, it is crucial to master and apply different creative approaches in the daily routine of their teams if they want to build strong teams and retain talented employees. This will help them to bring out the best in each team member, activating the unique potentials of each and making them work as a team so that the total result exceeds the sum of individual capabilities.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the ninth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the eighth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
Module 3 / Unit 4 Creative approaches for better hybrid inclusivitySMKCreations
For leaders and managers, it is crucial to master and apply different creative approaches in the daily routine of their teams if they want to build strong teams and retain talented employees. This will help them to bring out the best in each team member, activating the unique potentials of each and making them work as a team so that the total result exceeds the sum of individual capabilities.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the ninth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
With the Stimmt Workshop Toolkit you receive knowledge for excellent Workshops, inspired from 1500 given workshops and 15 years consultancy experience. Improve you technics, methods and time management.
Program DesignFor learning to occur, training programs require m.docxwkyra78
Program Design
For learning to occur, training programs require meaningful material, clear objectives, and opportunities for practice and feedback. However, even if a training program contains all these conditions, it still may not result in learning for several reasons. Proper equipment and materials may not be available during the session, trainers may be rushed to present content and fail to allow adequate time for practice, or the actual activities that occur in the training session may not relate to the learning objectives. Program design refers to the organization and coordination of the training program. A training program may include one or several courses. Each course may contain one or more lessons. Program design includes considering the purpose of the program as well as designing specific lessons within the program. Effective program design includes a design document template, a course or lesson plan, and a course or lesson plan overview.72
Keep in mind that although the responsibility for designing the training program may belong to the instructional designer, human resource professional, or manager, the "clients" of the program should also be involved in program design. As already discussed in Chapter 3, managers and employees should be involved in the needs assessment process. In addition, their role may include reviewing prototypes of the program, providing examples and program content, and participating in the program as instructors.73
The following explanations of each feature of effective program design are accompanied by an example that is based on a training program developed by a company to increase its managers' effectiveness in conducting performance appraisal feedback interviews. Performance appraisal feedback sessions are meetings between managers and subordinates during which the strengths and weaknesses of an employee's performance are discussed and improvement goals are usually agreed upon. Based on a needs assessment, this company discovered that its managers were uncomfortable conducting performance appraisal feedback sessions. These managers often were very authoritarian in the sessions. That is, they tended to tell employees what aspects of their job performance needed to be improved rather than allowing the employees to participate in the session or working with them to identify and solve performance problems.
Design Document
A design document can be used to guide the development of training and to explain the training to managers, subject matter experts, reviewers, or other trainers. Table 4.15 shows a design document template.74 Information for the design document is based on the information obtained from the needs assessment discussed in Chapter 3.
The level of detail in the design document can vary. Scope of project includes the goals, outcomes, or what trainees are expected to achieve; a description of the trainees; a description of how long it will take to develop the course and the checkpoints or tasks ...
Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
9010 Demonstrate an understanding of the use of different number bases and me...dudu zwane
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 2. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:
. An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
. An understanding of mathematical applications that provides insight into the learner `s present and future occupational experiences and so develop into a contributing worker
. The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.
People credited with this unit standard are able to:
Convert numbers between the decimal number system and binary number system
Work with numbers in different ways to express size/magnitude.
Demonstrate the effect of error in calculations.
9010 Demonstrate an understanding of the use of different number bases and me...dudu zwane
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 2. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:
. An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
. An understanding of mathematical applications that provides insight into the learner `s present and future occupational experiences and so develop into a contributing worker
. The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.
People credited with this unit standard are able to:
Convert numbers between the decimal number system and binary number system
Work with numbers in different ways to express size/magnitude.
Demonstrate the effect of error in calculations.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
With the Stimmt Workshop Toolkit you receive knowledge for excellent Workshops, inspired from 1500 given workshops and 15 years consultancy experience. Improve you technics, methods and time management.
Program DesignFor learning to occur, training programs require m.docxwkyra78
Program Design
For learning to occur, training programs require meaningful material, clear objectives, and opportunities for practice and feedback. However, even if a training program contains all these conditions, it still may not result in learning for several reasons. Proper equipment and materials may not be available during the session, trainers may be rushed to present content and fail to allow adequate time for practice, or the actual activities that occur in the training session may not relate to the learning objectives. Program design refers to the organization and coordination of the training program. A training program may include one or several courses. Each course may contain one or more lessons. Program design includes considering the purpose of the program as well as designing specific lessons within the program. Effective program design includes a design document template, a course or lesson plan, and a course or lesson plan overview.72
Keep in mind that although the responsibility for designing the training program may belong to the instructional designer, human resource professional, or manager, the "clients" of the program should also be involved in program design. As already discussed in Chapter 3, managers and employees should be involved in the needs assessment process. In addition, their role may include reviewing prototypes of the program, providing examples and program content, and participating in the program as instructors.73
The following explanations of each feature of effective program design are accompanied by an example that is based on a training program developed by a company to increase its managers' effectiveness in conducting performance appraisal feedback interviews. Performance appraisal feedback sessions are meetings between managers and subordinates during which the strengths and weaknesses of an employee's performance are discussed and improvement goals are usually agreed upon. Based on a needs assessment, this company discovered that its managers were uncomfortable conducting performance appraisal feedback sessions. These managers often were very authoritarian in the sessions. That is, they tended to tell employees what aspects of their job performance needed to be improved rather than allowing the employees to participate in the session or working with them to identify and solve performance problems.
Design Document
A design document can be used to guide the development of training and to explain the training to managers, subject matter experts, reviewers, or other trainers. Table 4.15 shows a design document template.74 Information for the design document is based on the information obtained from the needs assessment discussed in Chapter 3.
The level of detail in the design document can vary. Scope of project includes the goals, outcomes, or what trainees are expected to achieve; a description of the trainees; a description of how long it will take to develop the course and the checkpoints or tasks ...
Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
9010 Demonstrate an understanding of the use of different number bases and me...dudu zwane
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 2. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:
. An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
. An understanding of mathematical applications that provides insight into the learner `s present and future occupational experiences and so develop into a contributing worker
. The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.
People credited with this unit standard are able to:
Convert numbers between the decimal number system and binary number system
Work with numbers in different ways to express size/magnitude.
Demonstrate the effect of error in calculations.
9010 Demonstrate an understanding of the use of different number bases and me...dudu zwane
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 2. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:
. An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
. An understanding of mathematical applications that provides insight into the learner `s present and future occupational experiences and so develop into a contributing worker
. The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.
People credited with this unit standard are able to:
Convert numbers between the decimal number system and binary number system
Work with numbers in different ways to express size/magnitude.
Demonstrate the effect of error in calculations.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. To prepare you to conduct your own trainings.
Topics addressed include:
The steps to take to prepare for your onsite training.
How to create a plan for the actual training(s), either a 5 ½-hour
event on one day or broken up over several days or weeks.
How to compile training materials for your participants, the
secondary trainees.
How to use the marketing resource kit.
How and when to contact prospective trainees.
How your workshop participants will secure continuing education
credits.
Additional AHRQ activities, including an online learning center,
accredited webinars, and technical support after today’s training.
Trainer’s Module – Purpose
3
4. At the conclusion of this activity, the participant
will be able to:
Describe the required resources for implementing
the training.
Determine a training plan for offering the workshop.
Describe marketing tools available to promote the
workshop to prospective trainees.
Describe steps secondary trainees must take to
secure continuing education credits.
Trainer’s Module – Learning objectives
4
5. Train and engage your fellow health care colleagues in
shared decision making and patient-centered, evidence-
based care.
Engage your organization’s administration and key
leaders to introduce shared decision making.
Use the Brief for Administrators (Tool 9) when speaking to
them.
Create an awareness of AHRQ’s evidence-based
resources for patient-centered care.
Interactive decision aids
Consumer and clinician summaries
Overall SHARE Approach
train-the-trainer goals
5
6. Seasoned and novice trainers alike, allow about 2 hours
per module the first time you prep to train.
Read and practice
Aloud a few weeks prior to the training date.
Again a few days before the training.
Doing all four in one day? Start prepping the month before
training.
Training preparation tips
6
7. You’ll find many prompts on the slides that contain much
of the dialogue in the right column of your manual or in
your slide notes.
It’s OK to read from the notes at first, but try to glance
up often. Soon it will become second nature.
You don’t have to be a subject-matter expert in shared
decision making, PCOR, or health literacy.
Your commitment to incorporating shared decision
making at your organization will show through as you
train.
Training preparation tips
7
10. Module goal/aim
Learning objectives
Timing
Learning methodology – small
group, role play
Materials checklist – helpful to
check off items
Instructor preparation – (i.e., email consumer and clinical
summaries for Module 1; sign the certificates of
attendance.)
Refer to the first two “overview”
pages of your Trainer’s Guide
10
11. Order about one month prior to your training so you’ll
be sure you have samples to share.
Order online at www.effectivehealthcare.ahrq.gov
Or, call the AHRQ Publications Clearinghouse at
1-800-358-9295.
Materials are
free and available
in bulk. Refer to
code E-8 when
ordering
Order sample AHRQ materials
to show and share
11
13. Download the materials from your thumb drive.
Print three slides to a page for participants to
take notes.
Use a three-ring hole punch and place in a
three-ring binder (two-pocket folders may work).
Try “grayscale” print function when color is not
an option.
Assemble the Participant Guide
for each of your trainees
13
14. Training agenda. You will create your own
agenda once you determine your training dates.
Slides (three slides per page) with notes for
Modules 1-4
Tools 1-9
SHARE Approach Poster (in the 8-inch-by-11-
inch format)
Know Your Options Poster (in the 8-inch-by-11-
inch format)
The Participant Guide includes:
14
15. Module 1, role-playing instructions
Module 2, Accessing and Navigating AHRQ’s
Effective Health Care Program Web Site handout
Module 4, Action Planning Template
Instructions for the online learning network
Instructions on obtaining continuing education
credits
The Participant Guide includes:
15
16. Four shared decision-making training sessions
planned at the end of the clinic day
July 9, 5-6:00 pm Brief Introduction and
Module 1
July 16, 5-6:30 pm Module 2
July 23, 5-6:30 pm Module 3
July 30, 5-6:30 pm Module 4
Sample training agenda
16
17. Extended lunch-and-learns
All in one day – during the week or weekend?
Other ideas?
When to offer the training
17
Leadership buy-in is
important.
18. Ask participants to sign up via email.
In subsequent emails, you can then request other
contact information.
Stay connected with trainees.
Send reminders two weeks before the workshop; ask
people to update status.
Send reminder three days before the first workshop
and a day before subsequent ones.
Communicate with trainees before the
workshop to ensure optimal participation
18
19. Email the consumer and
clinician summaries for
Module 1 about two weeks
before your training.
Just like we emailed them
to you.
If your organization is
small, or limited to one
department, consider in-person
contact.
Email and in-person contact as reminders
19
20. Fill out your training plan
20
Workshop Considerations My Plan
Who will be invited?
Invite my clinic colleagues
Invite all hospital employees
How will I structure the training?
Example 1: 1-day training
Example 2: Four 90-minute trainings
When will I schedule the training?
Weekday, weekend day, extended
lunch hour, after work, or during
usual staff meetings
Where will the training be held?
Conference room
Local hospital
21. Helps you advertise the trainings you will do back in
your home area or health care organization
Found on your thumb drive
Contains materials and tools
that you can leverage to
promote your own workshops
in your community
Can be printed and placed in a
binder as a “gentle reminder”
for you to use them
Marketing kit – Turnkey
solutions to use as needed
21
23. Sample tweets to promote training
Promotion - Several weeks before the event and one
week before the event
Follow-up after the training
Handout called “Using Twitter to Promote Your
Community Training”
Tips to help maximize the effects of your Twitter use
So, who here tweets?
Twitter
23
27. Both versions contain the same information
(different layout) to post and email.
Fill in date, place, time, and include your logo.
Where would you post the flyers?
Would you also email them?
Two customizable flyers to promote your
program
27
31. Place this content in your organization’s
newsletter or other publication.
Place it in a local or statewide publication
targeted to health care providers.
Send it to your professional association.
Ways to use the drop-in article
31
The drop-in article includes a link to the trainings
and is intended to provide a broader overview of
shared decision making.
32. Online learning network
A learning community for you to obtain information
and support about patient-centered outcomes
research and shared decision-making topics.
Will meet virtually by webinar and conference call at
least twice a year.
The network will also offer a forum and Web platform
to share experiences, solutions, and lessons learned
with others.
Additional training support
32
33. Three yearly accredited Web conferences
each year
Topics will be related to patient-centered outcomes
research and new tools. Topics will vary.
You will even be able to provide suggestions for
topics that you think would be helpful for additional
learning.
Additional training support
33
34. Technical assistance
May include instruction and assistance in setting up
shared decision-making training programs in your
own practice community, promoting your workshops,
recruiting participants, and gathering data to evaluate
the outcomes of your workshops.
Please email AHRQ at the following address to obtain
technical assistance: SHARE@ahrq.hhs.gov.
Additional training support
34
36. Participants of this train-the-trainer workshop will
receive 7.5 hours of continuing education (CE)
credit.
Participants of YOUR shared decision-making
workshop will receive 6 hours of CE credit if they
complete the enduring online curriculum.
Enduring online activity can be found at
http://ahrq.cds.pesgce.com.
Workshop accreditation
36
37. Ways to prepare before offering your first workshop
(about 2 hours of prep time per module)
Deciding your preferred format for the
Facilitator’s Guide: 2-column or large slides with notes
The benefit of reviewing the first two pages of Modules
1-4 to get an overview of the goals, learning objectives,
length of module, and learning methods (role play, small
group, video presentation)
How to compile the participant handbook
Review of Trainer’s Module
37
38. Your training plan. How you plan to offer the modules,
either one at a time or all in one day, who you will invite,
and where you will hold the training
What is included in the resource marketing kit
When to contact prospective trainees about the
workshop
The online learning center and webinars
How trainees can securing their continuing education
units
Review of Trainer’s Module
38
39. Get leadership buy-in. Make an appointment
with administrators and key leaders.
Assemble implementation team.
Select a shared decision-making approach
tailored to your clinical setting.
Review AHRQ and other Web sites for
appropriate decision aids.
Provide training for all staff.
Top 5 next steps
39
Refer to Tool 8: User
Guide, pages 3-9.
SAY: We are now at the point in the training that we need to talk about how you can offer Modules 1-4 at your home organization. This module is titled, “Trainer’s Module.”
SAY: The purpose of the Trainer’s Module is to prepare you to conduct your own trainings.
In this module, we will address:
The steps to take to prepare for your onsite training.
How to create a plan for the actual training(s), either a 5 ½-hour event on one day or broken up over several days or weeks.
How to compile training materials for your participants, the secondary trainees.
How to use the marketing resource kit.
How and when to contact prospective trainees.
How your workshop participants will secure continuing education credits.
Additional AHRQ activities, including an online learning center, accredited webinars, and technical support after today’s training. Change also on the PowerPoint slide
SAY: The learning objectives for this module are listed on this slide. At the conclusion of this activity, the participant will be able to:
Describe the required resources for implementing the training.
Determine their training plan for offering the workshop.
Describe marketing tools available to promote the workshop to prospective trainees.
Describe steps secondary trainees must take to secure continuing education credits.
SAY: To recap, the overall goals of the SHARE Approach train-the-trainer workshop are to:
Be able to go back to your organization and use the tools to train and truly engage your fellow health care colleagues in shared decision making and patient-centered, evidence-based care.
Be able to engage your organization’s administration and key leaders to introduce shared decision making. Remember, sharing the Brief for Administrators (Tool 9) can be very helpful when speaking to them.
Create an awareness of AHRQ’s evidence-based resources (interactive decision aids and the consumer and clinician summaries) for patient-centered care.
SAY: The first time you train, you will likely need to allow about two hours PER MODULE to read and practice the content you will be presenting. I practice a few weeks prior to the training date, and then pull the materials out again a few days before the training to just skim the module(s). If you are going to conduct all four modules in one day, start prepping a month before your training date.
Some trainers find it helpful to read the materials aloud as they prepare. Seasoned and novice trainers alike discover that after the first training, they will need less and less review and practice time.
SAY: The good news is that we’ve included many prompts on the slides that contain much of the dialogue found in the right column of your manual or in your slide notes. At first you may find yourself reading from the slide notes for some sections. Remember to glance up often. Soon, it will become second nature.
Also remember, you don’t have to be a subject-matter expert in shared decision making or patient-centered outcomes research to offer these modules. Your commitment to incorporating shared decision making at your organization will show through as you train!
DO: Show both formats of the Trainer’s Guide.
SAY: There are two formats of the Trainer’s Guide to choose from. Decide which format you prefer: Working directly from your workbook in front of you in the two-column format, or printing the slides off with one slide per page with the slide notes underneath.
The method you choose is a matter of personal preference.
SAY: If you opt for the larger slide format, just print your materials this way from the PowerPoint slides, three-hole punch them, and place them in a notebook.
To print individual slides with notes:
Go to your print function in PowerPoint.
Click print full page.
Click the drop down arrow on right side.
Click on note pages.
Click print.
DO: Show participants each section as you discuss them below.
SAY: The first two pages of the Trainer’s Guide for each module follow the same format and give you an overview of the module. Here, you will find the module goal and aim followed by learning objectives. The next area, timing, suggests how much time should be allotted to present that module.
The learning methodology section offers information about the learning activities included in the module, such as small group discussion, role playing, or showing a short video.
The next section is the materials checklist. I always find it helpful to review this section so I know what I need to bring to training. It can be helpful to check off the items you’ll need as you gather your equipment.
The last section, instructor preparation, details the steps you’ll want to take for a successful presentation. For example, I would want to make sure I had signed the certificates of attendance so that they were ready to hand out at the end of training.
SAY: Order AHRQ resources, such as the consumer and clinician summaries, to share and show at your training. You can order online or on the phone. I’ve ordered quite a few times, and have found that the materials are sent out promptly. Still, order these free materials about a month or so before your training date to ensure you have them in time. Use order code E-8 when ordering.
DO: Hold up the Participant Guide. Pass out copies of it.
SAY: This is a sample Participant Guide.
SAY: You will assemble Participant Guide workbooks from the downloadable materials found on your thumb drive [or CD-ROM].
Print three slides to a page so your trainees can take notes.
A three-ring binder holds the materials well, but two-pocket folders may work, too. Each participant in your training will receive a Participant Guide. Printing in the “grayscale” mode can yield very clear printouts if color printing is not feasible.
SAY: The Participant Guide includes:
Training agenda. You will create your own agenda once you determine your training dates.
Slides (three slides per page) with notes for Modules 1-4
Tools 1-9
SHARE Approach Poster (in the 8-inch-by-11-inch format)
Know Your Options Poster (in the 8-inch-by-11-inch format)
SAY: The Participant Guide also includes:
Module 1, role-playing templates and sample conversation starters
Module 2, Accessing and Navigating AHRQ’s Effective Health Care Program Web Site handout
Module 4, Action Planning Template
Instructions for the online learning network
Instructions on obtaining continuing education credits
SAY: We mentioned earlier that the training agenda is flexible. You can offer all four modules in one day, or you can offer a training series, conducting one module at a time.
As an example, a one-module training agenda could be arranged at the end of the clinic day for four consecutive Wednesdays.
Four shared decision-making training sessions planned at the end of the clinic day:
July 9, 5-6:00 pm Brief Introduction and Module 1
July 16, 5-6:30 pm Module 2
July 23, 5-6:30 pm Module 3
July 30, 5-6:30 pm Module 4
SAY: Another example would be to extend the lunch hour by 30 minutes, and use one of the lunch hours every week for 3-4 weeks.
Your administrator will probably have to approve the timeframes for training.
In addition, you may want to consider offering full-day training on a staff training day or a weekend day. We offered our pilot train-the-trainer on a Saturday, and that worked well.
Offering the 6 hour workshop on a weekend may be a good choice for offices that allow employees to work a flexible work week, or those that allow employees to accrue compensatory time (comp time). Again, this illustrates why seeking administrative buy-in can be critical.
SAY: We suggest communicating with your trainees before the workshop to ensure optimal participation. A good way to stay in touch with your trainees is through email. Ask prospective attendees to register via email. This way you will have their addresses at your fingertips.
SAY: Consider sending out reminder emails several times before your training date. If you are conducting the training module by module, you should send reminders out one week before each session and again the day before the session. Ask registered participants to reply by email if they need to cancel and will not be attending.
Also, remember that we emailed you the AHRQ consumer and clinician summaries for the role-playing activity in Module 1 before the workshop. You should send those summaries out about two weeks before your workshop.
These email connections are effective ways to stay connected with your trainees. They also serve as reminders about the workshop dates.
If you work in a smaller size organization, consider going in person to remind people about the workshop.
SAY: Let’s do a group exercise using the Workshop Training Plan handout. Since this is a draft plan, it may change when you begin the actual planning at your health care organization. Take a couple of minutes to write down your answers in the “My Plan” section of the handout.
DO: Hand out the Training Plan Worksheets or ask participants to pull them out of their booklets. Give participants several minutes to write their answers.
SAY: Who will you invite? Are you planning to do training for all staff, just your clinic colleagues, or for providers in your community?
Maybe you will start small to work out how to implement shared decision making in your own clinic, and then branch out to other parts of your health care organization.
ASK: Would someone like to share who they will be inviting to their training?
DO: Have 2-3 participants share information about who they will invite.
SAY: Let’s look at the structure of your trainings next. Will you offer a one-day training of all four modules? Would it be easier to do four separate trainings of 60-90 minutes each?
ASK: What do you think would work in your organization?
DO: Pass out a copy of the marketing kit to each participant or direct participants to get the kit from their workbook. Hold up each piece of the kit as you are talking about it.
SAY: Now that you have thought through your training plan, let’s move on to the marketing kit to help you advertise the trainings you will do back in your home area or health care organization. This marketing kit provides turnkey solutions to enable you to plan and promote your own workshop.
You may not need all of the tools in this kit. You can pick and choose what works for your setting. You may also want to share the kit with your marketing department or others in your organization.
SAY: Let’s look at the AHRQ SHARE Approach marketing kit overview first. You can follow along on your handout as I briefly go over what is included in the kit.
SAY: You will find a handout with sample tweets to share at various times before and after your training. Notice that there are tweets to share starting several weeks before your training, one week before your training, and in the weeks following your training. There is a concise handout called, Using Twitter to Promote Your Community Training. Use the tips to help maximize the effects of your Twitter use.
ASK: Let’s have a show of hands. How many people use Twitter or get tweets from their organization?
SAY: Here is what the Sample Tweets Handout looks like.
SAY: Here is what the Using Twitter to Promote Your Community Training looks like. This resource provides tips for using Twitter.
SAY: We’ve also included two flyers to email or post to announce your training. Both versions contain the same information, but have a different layout.
SAY: You can fill out specific information (date, place, time) and also put your logo on the right side to customize. You can post these flyers in employee break rooms, areas where you photocopy materials, and in conference rooms.
ASK: Where will you post the flyers? Will you also email them?
SAY: You will find a fact sheet that provides more details than the flyers, including an overview of the training and information about resources. This is also customizable. I suggest sending this flyer out via email to prospective attendees.
SAY: Use some of the content in the Listserv/Email handout for email blasts and listserv announcements. This document gives an overview of shared decision making, provides information about the training, and includes a link to the AHRQ shared decision-making landing page.
SAY: The final document in the marketing resource kit is a drop-in article called, Shared Decision Making Supports Patient-Centered Care.
SAY: You can place this content in your organization’s newsletter or other publication.
You could also place it in a local or statewide publication targeted to health care providers.
You could also send it to your professional association. It will include a link to the trainings, and it is intended to provide a broader overview of shared decision making.
SAY: To provide additional training support to you, an online learning center and webinars for shared decision making will be available. AHRQ will be in touch with you by email to let you know about the online learning center and webinars.
The learning network is designed to create a learning community for you to obtain information and support about patient-centered outcomes research and shared decision-making topics.
The network will meet virtually by webinar and conference call at least twice a year. The network will also offer other resources, such as a forum and Web platform to share experiences, solutions, and lessons learned with others who are implementing shared decision making.
SAY: AHRQ will also offer accredited Web conferences for ongoing training. Three Web conferences will be offered each year to you on topics related to patient-centered outcomes research and new tools. Topics will vary, and you will even be able to provide suggestions for topics that you think would be helpful for additional learning.
SAY: AHRQ will also offer technical support to you. Technical assistance may include instruction and assistance in setting up shared decision-making training programs in your own practice community, promoting your workshops, recruiting participants, and gathering data to evaluate the outcomes of your workshops. Please email AHRQ at the following address to obtain technical assistance: SHARE@ahrq.hhs.gov.
SAY: And, of course, you will be able to find all of the materials and other resources to facilitate your ongoing efforts on the AHRQ Shared Decision Making Web site.
And helpful FAQs will be available and can be found on the AHRQ Shared Decision Making toolkit Web site.
SAY: Let’s move on to continuing education. You will receive 7.5 hours of continuing education credit (CE) for participating in this train-the-trainer workshop.
Those who attend your workshop in your community will receive 6 hours of continuing education credit if they complete an enduring online curriculum after attending your workshop. This enduring online activity can be found at http://ahrq.cds.pesgce.com.
After completing the workshop, participants will need to complete a case study activity with questions to obtain CEs and CMEs. Due to accreditation rules, credits will not be given to the people you train just for attending the workshop.
DO: Distribute the handout explaining how to access the enduring online workshop and how to apply for CE credits.
SAY: Let’s review what we addressed in this module today.
We discussed:
Ways to prepare before offering your first workshop (about 2 hours of prep time per module)
Deciding your preferred format for the Facilitator’s Guide: 2-column or large slides with notes
The benefit of reviewing the first two pages of Modules 1-4 to get an overview of the goals, learning objectives, length of module, and learning methods (role play, small group, video presentation)
How to compile the participant handbook
SAY: We also addressed:
Your training plan. How you plan to offer the modules, either one at a time or all in one day, who you will invite, and where you will hold the training
What is included in the resource marketing kit
When to contact prospective trainees about the workshop
The online learning center and webinars
How trainees can secure their continuing education units
SAY: Let’s end this session with the top five next steps for you to take. These five steps can be found in Tool 8: User Guide, pages 3-9.
The top five next steps are:
If you don't already have support from your administration, get leadership buy-in. Make an appointment with administrators and key leaders.
Assemble an implementation team.
Select a shared decision-making approach tailored to your clinical setting.
Review AHRQ and other Web sites for appropriate decision aids.
Provide training for all staff.
SAY: We wish you much success in training and using patient-centered outcomes research decision aids and summaries when you implement shared decision making with your patients in your own practice.
Remember, AHRQ is here to help you along the way through the learning network, webinars, and technical support.
Thank you for attending.