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MODULE 14: TRAINING OF TRAINERS - pathfinder.org

ComprehensiveReproductive Health and Family PlanningTraining CurriculumMODULE 14: TRAINING OFTRAINERSC athy SolterMedical ServicesPathfinder InternationalNovember 1997 1997 Pathfinder International. Any part of this document may be reproduced oradapted to meet local needs without prior permission from Pathfinder Internationalprovided Pathfinder International is acknowledged, and the material is madeavailable free of charge or at cost. Please send a copy of all adaptations from thismanual to:Medical Services UnitPathfinder International9 Galen Street, Suite 217 Watertown, MA 02472 Funds for this Comprehensive Reproductive Health and Family Planning TrainingCurriculum were provided in part by the Agency for International Development(USAID). The views expressed are those of Pathfinder International and do notnecessarily reflect those of 'S MANUALAPPENDIXP athfinder InternationalTraining of TRAINERS CurriculumACKNOWLEDGEMENTSThe development of the Comprehensive Family Planning and Reproductive HealthTraining Curriculum, including this MODULE , is an ongoing process and the result ofcollaboration between many individuals and organizations.

Pathfinder International Training of Trainers Curriculum ACKNOWLEDGEMENTS The development of the Comprehensive Family Planning and Reproductive Health

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Transcription of MODULE 14: TRAINING OF TRAINERS - pathfinder.org

1 ComprehensiveReproductive Health and Family PlanningTraining CurriculumMODULE 14: TRAINING OFTRAINERSC athy SolterMedical ServicesPathfinder InternationalNovember 1997 1997 Pathfinder International. Any part of this document may be reproduced oradapted to meet local needs without prior permission from Pathfinder Internationalprovided Pathfinder International is acknowledged, and the material is madeavailable free of charge or at cost. Please send a copy of all adaptations from thismanual to:Medical Services UnitPathfinder International9 Galen Street, Suite 217 Watertown, MA 02472 Funds for this Comprehensive Reproductive Health and Family Planning TrainingCurriculum were provided in part by the Agency for International Development(USAID). The views expressed are those of Pathfinder International and do notnecessarily reflect those of 'S MANUALAPPENDIXP athfinder InternationalTraining of TRAINERS CurriculumACKNOWLEDGEMENTSThe development of the Comprehensive Family Planning and Reproductive HealthTraining Curriculum, including this MODULE , is an ongoing process and the result ofcollaboration between many individuals and organizations.

2 The development processof this curriculum began with the privately-funded Reproductive Health Program (RHP)in Viet Nam. The entire comprehensive TRAINING curriculum was used to train service providers in1995 under this cooperative project which included Pathfinder International, IPAS,AVSC International, and the Vietnamese Ministry of Health. Individual modules wereused to train service providers in: Nigeria (DMPA); Azerbaijan, Ethiopia, Kenya, Peru,Tanzania, and Uganda (Infection Prevention); Azerbaijan, Kazakstan, and Peru(Counseling); and Jordan (PoPs IUD). Feedback from these trainings hasbeen incorporated into the TRAINING curriculum to improve its content, trainingmethodologies, and ease of the help of colleagues at Pathfinder International, this curriculum has beenimproved, expanded, and updated to its present form. Thanks are due to: DouglasHuber, Ellen Eiseman, and Betty Farrell, who provided technical support and input;Penelope Riseborough, who provided technical editing and guidance on printing andpublication; Tim Rollins, Erin Majernik, and Carrie Hubbell who designed, formatted,and edited the document, and coordinated the process; Anne Read, who designed thecover; and Joan DeLuca, who entered numerous corrections and reproduced numerouscorrected pages.

3 Participants in the Reproductive Health Project, and the developmentof this curriculum for its initial use in Viet Nam, include the following:IPAST raci Baird, Rob Gringle, Charlotte HordDevelopment AssociatesJoseph DeeringThe Indian Medical AssociationInstitute for Reproductive HealthKristin CooneyJHPIEGO CorporationAnn Blouse, Rick SullivanAVSC InternationalJames Griffin, John Naponick, Cynthia Steele VermeFamily Health InternationalRoberto RiveraPathfinder InternationalTraining of TRAINERS CurriculumViet Nam Reproductive Health ProgramColleagues in the field of reproductive health reviewed the TRAINING of Traines trainingmaterial and provided invaluable comments and suggestions. These reviewersincluded:Kate BournePathfinder International, Viet NamBui Thi ChiViet Nam Reproductive Health Program TrainerEllen EisemanPathfinder InternationalRob GringleInternational Projects Assistance Services (IPAS)Nghiem Vien HongViet Nam Reproductive Health TrainerRick SullivanJohns Hopkins Program for International Education inReproductive Health (JHPIEGO)

4 Ninuk WidyantoroConsultant to Pathfinder InternationalLe Than ThuyViet Nam Reproductive Health Program TrainerJamie UhrigConsultant to Pathfinder International, Viet NamKamil MelikovPathfinder International, AzerbaijanIzzet ShamkolovaMinistry of Health, AzerbaijanFaiza AllevaBaku Family Planning Center, AzerbaijanLaila KerimovaMedical University, AzerbaijanZemfira TopcubasovaMedical University, AzerbaijanJuiletta MirbakirovaMedical University, AzerbaijanSpecial thanks are due to Pam Putney, who used her expertise as a clinical trainer tosignificantly improve this MODULE through editing and the addition of TRAINING exercises,new methodologies, and InternationalTraining of TRAINERS CurriculumTABLE OF CONTENTSN otes to the Suggestions for Informed Client's Rights During Clinical Demonstration 's and Don'ts of 'S MANUALUnit 1: Introduction of TRAINERS and Defining Participants' Determining Trainees' Establishing a Positive Climate and Spirit of Suggestions for Effective The Goal of the TRAINING of TRAINERS Course and Unit "Where Are We?

5 " and "Reflections"..9 Unit 2: Adult Principles of Adult Characteristics of Adult Applying Adult Learning Theory to the Learning Principles that Influence the Learning Retaining and Recalling Concentration and Attention Key Words and Cardinal Rules of Learning Styles 3: Facilitation Using of Verbal and Nonverbal Using of Praise and Providing Appropriately Using Closed and Open 4: TRAINING Describing Commonly Used TRAINING Advantages and Disadvantages of Various Implementing Different TRAINING 5: Using TRAINING TRAINING Aids: Definition, Uses, and Advantages, Disadvantages, and Handling Tips on TRAINING Preparing Creative Visual InternationalTraining of TRAINERS CurriculumUnit 6: Planning for Using a TRAINING Needs Assessment in Developing a TRAINING Conducting a Needs Differentiating Goals and Competency-Based 7: Conducting Micro- TRAINING Managing Feedback on TRAINING Do's and Don'ts of 8: Preparing for a TRAINING Developing Plans for a TRAINING 9: Evaluation of The Purpose of Evaluation in Evaluation Development of an Evaluation Handouts: Unit 1 :Course : TRAINING Needs :Suggestions for Effective :"Where Are We?

6 " and "Reflections"..93 Participant Handouts: Unit 2 : Principles and Characteristics of Adult : Supplemental Information on Adult : Applying Adult Learning : Learning : Retaining and Recalling : Recall and : Cardinal Rules of : Learning Styles : Learning Styles : Learning Styles Inventory (Interpretation Sheet)..109 Participant Handouts: Unit 3 : Verbal and Nonverbal : Praise and : : Closed and Open-ended InternationalTraining of TRAINERS CurriculumParticipant Handouts: Unit 4 : Knowledge, Skills, and : TRAINING Handouts: Unit 5 : TRAINING : Drawings Misinterpreted by Rural : Drawings Misinterpreted by Rural Adults (Answer Key)..140 : Types of TRAINING : Preparing and Choosing Visual Handouts: Unit 6 : Case : TRAINING Needs Assessment : Goals and : Competency-Based Handouts: Unit 7 : Helpful : Trainer Evaluation : Coping with : Number : Number Game (Number Sheet).

7 164 : Topics for Micro : What Makes a Good : Do's and Don'ts for Handouts: Unit 8 : Checklist for Preparing for a TRAINING Handouts: Unit 9 : Purpose of : Methods of : Evaluation : Family Planning : Family Planning : Family Planning Bingo Card (Sample)..181 : The : The Question : The : : Spin the : The : The Question : : Unit 1 : Unit 2 : Empty Vessel InternationalTraining of TRAINERS Curriculum : Experiential Learning : Teaching Methods and : Learning Styles : Unit 3 : Unit 4 : Unit 5 : Unit 6 : Unit 7 : Unit 8 : Unit 9 Evaluation InternationalTraining of TRAINERS CurriculumiNOTES TO THE TRAINERPURPOSEThis TRAINING manual is designed for use as part of the comprehensive family planningand reproductive health TRAINING of service providers.

8 It is designed to be used to trainphysicians, nurses, and manual is designed to actively involve the participants in the learning process. Sessions in this TRAINING of TRAINERS (TOT) MODULE include discussions, identification oftrainer s own learning style, TRAINING exercises, conducting TRAINING needs assessments,developing action plans, developing visual aids, and TRAINING practice sessions whichare videotaped and TRAINING manual consists of 15 modules:1. Introduction/Overview2. Infection Prevention3. Counseling4. Combined Oral Contraceptives and Progestin-only Pills5. Emergency Contraceptive Pills6. DMPA7. Intrauterine Devices8. Breastfeeding and Lactational Amenorrhea Method9. Condoms and Spermicides10. Voluntary Surgical Contraception11. MVA for Treatment of Incomplete Abortion12. Reproductive Tract Infections13. Postpartum/Postabortion Contraception14. TRAINING of Trainers15. Quality of CareIncluded in each MODULE is a set of trainer resources, participant materials, trainingevaluation tools, and a FOR USE The modules are designed to provide flexibility in planning, conducting, andevaluating the TRAINING course.

9 The curriculum is designed to allow TRAINERS to formulate their own trainingschedule, based on results from TRAINING needs assessments. The modules can be used independently of each other. The modules can also be lengthened or shortened depending on the level oftraining and expertise of the InternationalTraining of TRAINERS Curriculumii In order to foster changes in behavior, learning experiences have to be in theareas of knowledge, attitudes, and skills. In each MODULE , the overall objective,and general and specific objectives, are presented in terms of achievablechanges in these three areas. TRAINING references and resource materials for TRAINERS and participants areidentified. Each MODULE is divided into a Trainer's Manual and Appendix section. The Trainer's Manual presents the information in two columns: , which contains the necessary technical information; Methods, which contains the TRAINING methodology ( ,lecture, role play, discussion, etc.)

10 By which the information should beconveyed. The TRAINING design section includes the content to be covered and the trainingmethodologies. The Appendix section contains: Participant handouts Transparencies Participant Evaluation Form The Participant Handouts are referred to in the TRAINING /Learning Methodssections of the curriculum and include a number of different materials andexercises, ranging from copies of the technical information from the Content ofthe MODULE to role play descriptions, skills checklists, and case studies. The Participant Handouts should be photocopied for the trainees and distributedto them in a folder or binder to ensure that they are kept together as a technicalresource after the TRAINING course has ended. Copies from which to make transparencies have been prepared where called forin the text. These should be photocopied onto clear overheads for displayduring the TRAINING sessions. The Participant Evaluation Form should also be copied to receive the trainees'feedback in order to improve future TRAINING courses.


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