1. Tools for Learning, Teaching,
and Training
DINH THI THE
EMILY MOORE
JASMINE PAUL

2. Tools for learning
Types of learning
 Listening learners
 Seeing learners
 Touch/experience learners

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. Tools for teaching
Good teachers:
 Have a sense of purpose
 Have expectations of success for all students
 Tolerate ambiguity
 Demonstrate a willingness to adapt and change to
meet 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, and
discover

5. Teaching a skill
• Get into the shoes of the learners so that you can better
understand where they are and what they need from you to
learn the subject under study
• Develop learning experiences in which the learners are trying
to do something with the insights or skills involved
• Help learners realize what they have learned to increase their
comfort and confidence in using an insight or skill in actual
situations
• Appreciate that learners do not have one set, definite way of
demonstrating that they understand or know something. Each
learner is an individual

6. Preparation
 Obtaining the necessary equipment and supplies so
that the skill can be demonstrated, taught, and
practiced

7. Explanation
1. Introduce the subject by giving some background
about its usefulness and application
2. Describe the subject
 Create a desire to become capable in the skill

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. 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. Application
 This final step gives learners the chance to
demonstrate this skill to someone else. They become
the teacher

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. 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 improvement
3. An improvement model (PDSA)
 All done with a Quality Improvement Coach to help facilitate
training

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. 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. 3. Improvement Model
i. Creation of a team
ii. Creating common goals
iii. Establishing measures
iv. Choosing the most important changes
v. Implementing and testing changes (through PSDA
model)
vi. Collaborating with other healthcare professionals
to “spread” change

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. 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. 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. 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