To show the organization of the course that includes this module, follow this link:  Course organization

Learning outcomes

Introduce the student to the training design methodology in the health sector, to the use of qualitative-quantitative tools for the detection of training needs, to the definition of objectives, teaching methods for teaching and evaluating the skills achieved by health professionals in basic training and in field training.

Aims
• Discuss current changes in healthcare settings and relevant training logics.
• Describe and explain the spiral of training design.
• Explain the limits and advantages of planning models in the literature.
• Recognize the tools for the detection of training needs (limits and advantages).
• Build the questions to conduct an interview for the analysis of training needs
• Analyze and discuss the focus group methodology
• Define and write training objectives according to the scopes of knowledge, gestural and relational according to pertinent criteria
• Describe the quali-quantitative methods and tools of evaluation (limits and advantages)
• Analyze and discuss a project and a training program

Program

Toward new logics of educational action in the organizations The overcoming of the formulations didactic-centred of the formation classical
Approaches centered on the concrete experience that the actors realize, on the daily problems produced by the dimension report her some organizational life

Comparative planning educational models, the debate in the literature
Adhocratic approach as a practical way to interpret educational planningThe spiral of training design

Analysis of the situation and the context
Selection and definition of problems
Definition of general objectives
Resources, constraints strategies
Project group

Analysis of educational needs
What is an educational need
Types of educational need of health professionals

Tools for needs analysis
The interview, the questionnaire, the focus group
The focus group: aims, management techniques, advantages and contraindications, behaviors of the facilitator
Exercise on the conduct of the FG

The educational objectives
Types of objectives (teaching center and student center)
The perspective of Guilbert's objectives: functions, professional activities and specific tasks
The taxonomies of the objectives compared
How to write an educational objective, components of the educational objective
The debate: from objectives to professional skills (learning outcome)
Competence concept
Exercise on educational goals

Planning of the training intervention
Exercise planning intervention, starting from needs analysis

Teaching methods
The choice of the teaching method (topic covered in the AA Teaching Methods Module 2016-17)
Evaluation of clinical learning
(in general the topic was treated in the Module of Tutorial Methodologies for clinical learning A.A. 2016-17)

The tools of clinical evaluation
Objective and subjective techniques
The pyramid of Miller
The evaluation form of the internship (structured, semi-structured, two-dimensional, multidimensional scales, grading levels,
The criteria for drafting the student profile at the end of the internship experience
Errors to avoid
Exercise critical analysis of some evaluation forms

The hidden curriculum: the Hidden curriculum in basic training
Exercise, analysis of documentation

Examination Methods

Exam
The exam is a written test with open questions DRAB, to completion, to correspondences.