Formal education terminology can be at times confusing, potentially exclusionary for those trying to understand the theoretical components for their development as healthcare educators. Try explaining terms such as the cognising individual, epistemological theory or my old adversary, Radical Constructivism (which I couldn’t find in this glossary, maybe they couldn’t explain it either!).
Training & Evaluation guidance for delivering quality education programs: ” we strongly suggest that you take the right steps to ensure that training is actually accomplishing what it was intended to do and contributing to the bottom line. Don’t think about evaluation in terms of demonstrating overall value until you are sure you have done all you can to ensure that your training programs are effective” (pg. 3, Kirkpatrick & Kirkpatrick, 2009).
Ten Requirements for an Effective Training Program
Base the program on the needs of the participants.
Needs analysis from the learners on what they need to learn and also what the organisation needs to develop.
View from the perspective of managers and the organisation.
Set learning objectives.
What is expected to be learned
Any behaviour or cultural changes?
Schedule the program at the right time.
Best method of delivery and time/day for the learners. Engage a positive mindset from the start.
Hold the program at the right place with the right amenities.
Right location for appropriate amenities and travel time.
Invite the right people to attend.
Right number, right mix of hierarchy within team members.
Select effective instructors.
Internal or external subject matter experts.
Use effective techniques and aids.
Accomplish the program objectives (return to point 2).
Update from social media discussion following this post was a resource shared called Learning Transfer Evaluation Model (LTEM) by Work-Learning Research, which “is an improvement over the Kirkpatrick-Katzell Four-Level Model in many respects, notably providing significant improvement and specificity in regards to learning outcomes. Where the Four-Level model crammed all learning into one bucket, LTEM differentiates between knowledge, decision-making, and task competence—enabling learning teams to target more meaningful learning outcomes.”
Kirkpatrick, D. L. (2009). Implementing the four levels: A practical guide for effective evaluation of training programs. ReadHowYouWant.com [excerpt].