CDI Module 10: A Review of Effective Skills
Training
©Jhpiego Corporation
The Johns Hopkins University
A Training Program on CommunityDirected Intervention (CDI) to Improve
Access to Essential Health Services
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
2
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 communitydirected distributor (CDD)
learning sessions based
on these modules
3
The Components of Effective Training
1. Lay the foundations for
educating health care
providers
2. Develop objectives for
learning
3. Plan for teaching
4. Prepare the learning
environment
5. Prepare and use
teaching aids
6. Prepare and deliver
interactive presentations
7. Facilitate group learning
8. Monitor and revise
teaching
9. Facilitate the
development of health
care delivery skills
10. Manage clinical practice
11. Prepare and use
knowledge assessments
12. Prepare and use skills
assessments
4
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
5
2. Develop Objectives for Learning
Focus your training by:
 Identifying the
knowledge, skills and
attitudes to be learned in
your course
 Writing measurable,
observable objectives
 Writing supporting
objectives
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
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3. Plan for Teaching
 Develop a course
syllabus
 Plan for learner
assessment
 Select teaching
methods
 Select and adapt
learning materials
 Develop a course
schedule
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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
8
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
9
Use Locally Available Materials
10
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
11
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
12
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
13
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
14
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
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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
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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
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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
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