Instructional Design

Instructional Design
Second Edition
Learner’s Guide
November 2017
Jhpiego Corporation is an international, non-profit health organization affiliated with The Johns Hopkins
University. For more than 36 years, Jhpiego has empowered front-line health workers by designing and
implementing effective, low-cost, hands-on solutions to strengthen the delivery of health care services for
women and their families. By putting evidence-based health innovations into everyday practice, Jhpiego works
to break down barriers to high-quality health care for the world’s most vulnerable populations.
Published by:
Jhpiego
Brown’s Wharf
1615 Thames Street
Baltimore, Maryland 21231-3492, USA
www.jhpiego.org
Copyright © 2012 by Jhpiego Corporation. All rights reserved.

Updated November 2017
TABLE OF CONTENTS
Learner’s Guide
Instructional Design Syllabus .................................................................................................................... 1
How to Use Course Materials .................................................................................................................... 4
Instructional Design Course Schedule ..................................................................................................... 5
Self-Assessment ......................................................................................................................................... 7
Course Design ............................................................................................................................................. 8
Example: Design Plan Document—Physical Examination........................................................................ 9
Template: Course Design Plan ............................................................................................................... 11
Writing Objectives..................................................................................................................................... 12
Exercise: Is it acceptable? ...................................................................................................................... 13
Example: Sequencing Objectives............................................................................................................ 16
Example: Instructional Planning Worksheet ............................................................................................ 17
Template: Instructional Planning Worksheet ........................................................................................... 18
Assessment ............................................................................................................................................... 19
Example: Instructional Planning Worksheet—Assessment Item Congruence........................................ 20
Handout: Writing Test Items .................................................................................................................... 21
Example: Checklist for Communication Skills ......................................................................................... 22
Example: Role Play for Assessment ....................................................................................................... 23
Example Case Study: Management of Antenatal Complications ............................................................ 25
Example Case Study: Management of Antenatal Complications Answer Key ....................................... 27
Example: Checklist for Psychomotor Skills ............................................................................................. 28
Exercise: Question Hall of Shame........................................................................................................... 30
Handout: Guidelines for Validation of Examination ................................................................................. 34
Handout: Guidelines for Checklist Validation .......................................................................................... 36
Learning Activities .................................................................................................................................... 38
Exercise: Select Relevant and Purposeful Learning Activities ................................................................ 39
Handout: Making PowerPoint Work for Your Audience .......................................................................... 43
Example: Learning Activities ................................................................................................................... 46
Example Clinical Simulation: Management of Vaginal Bleeding after Childbirth .................................... 50
Example: Role Play for Practice .............................................................................................................. 52
Exercise: Create and Facilitate a Role Play ............................................................................................ 54
Exercise: Create and Facilitate a Case Study ......................................................................................... 56
Exercise: Create and Facilitate a Clinical Simulation .............................................................................. 57
Template: Clinical Simulation Form......................................................................................................... 58
Template: Session Plan........................................................................................................................... 59
Handout: Selecting Instructional Content ................................................................................................ 60
Course Evaluation..................................................................................................................................... 61
Handout: Formative Evaluation Guide .................................................................................................... 62
Example: Data Summary Table .............................................................................................................. 64
Exercise: Data Summary Table ............................................................................................................... 65
Template: Action Plan ............................................................................................................................. 68
Final Evaluation Form.............................................................................................................................. 69
References ................................................................................................................................................. 71
Instructional Design iii

LEARNER’S GUIDE
INSTRUCTIONAL DESIGN SYLLABUS
INTRODUCTION
As part of Jhpiego’s recommended plan for developing national capacity in training, instructional design skills
are needed to ensure that training and continued professional development result in the desired outcomes. As
part of Jhpiego’s work in faculty development and strengthening pre-service education, basic instructional
design skills are needed for faculty and teachers.
SYLLABUS
Course Description: This course provides practical experience and feedback in key instructional design skills.
The emphasis is on practical experience rather than theory. This course is planned for seven days, including
time for content development.
Facilitator Selection Criteria: An experienced Instructional Designer or Training Expert should facilitate this
course.
Participant Selection Criteria: In-service trainers, pre-service faculty or classroom instructors who are
interested in creating more engaging and effective learning experiences.
Course Goal: Create more effective, engaging learning experiences for participants in your courses.
LEARNING OBJECTIVES
After completing this instructional design course, you will be able to apply three key elements (analysis, design
and development) of the instructional design model to improve learning and actively engage participants in
your courses.
After this course, you will be able to:
Determine Course Context

1. Describe the general context of the desired technical content course (intended learners, the
expectations of their jobs).
2. In simulation, conduct a basic audience analysis, and identify relevant:
 Learner characteristics
 Training context/workplace context
 Learner experience (years on the job, general competencies, reading/writing level and
language used, use of computers and other technology)
Write Learning Objectives

1. Using identified learning needs, write learning objectives that are specific, measurable, and
attainable and include the desired performance, conditions of performance and the criteria for
assessing the performance.
Instructional Design 1
2. Given a sample from a skills-course, sequence the learning objectives consistent with the
guidance presented in the reference manual.
3. For a given set of learning objectives, identify the prerequisite skills and knowledge that you will
not teach but which participants must have mastered to be successful in reaching the objectives.
Select and Develop Assessments

1. Based on identified learning needs, describe options for assessment methods consistent with the
guidance provided in the reference manual, including the appropriateness, advantages and
limitations of each.
2. Presented with a range of samples, critique and improve questions consistent with the criteria
provided in the reference manual.
3. Given learning objectives, create test items to measure achievement of the learning objectives.
4. Given learning objectives, construct checklists to measure competency of communication,
psychomotor or clinical decision-making skills.
Select and Develop Learning Activities

1. Given specific learning objectives, select and develop realistic and relevant learning activities and
exercises that engage learners in purposeful learning and help them:
 Master the learning objectives
 Successfully complete the learning assessments
 Apply what they’ve learned on the job
2. Using identified learning activities, organize the learning activities to support increasing mastery
of objectives.
3. Based on the identified learning activities, select engaging and appropriate teaching methods to
help learners accomplish the learning objectives.
4. In a case study, distinguish content that directly supports successful completion of the learning
activities from content that is not relevant.
5. Using identified learning objectives, create session plans that address the nine events of
instruction.
6. Based on the identified course/learning context, learner characteristics and identified learning
activities, select appropriate mode(s) for delivery of instruction.
Evaluate Courses
1. Based on draft or existing materials, describe formative and summative evaluation approaches
that will identify if the learning goals will be met by the draft course design.
2. Create a data summary chart and identify where to revise instruction.
2 Instructional Design
TEACHING/LEARNING METHODS
 Interactive presentations
 Discussions
 Practice and feedback
LEARNING MATERIALS/REFERENCES
Instructional Design Manual, Jhpiego 1997
Learning for Performance, CAPACITY Project, 2007
METHODS OF ASSESSMENT
Final Knowledge Assessment
HOW TO USE COURSE MATERIALS
Your Learner’s Guide contains these common types of materials:
Examples: These are examples that are used to explain ideas or demonstrate concepts. Use them to guide you
in creating similar types of materials on your own.
Templates: These are forms that provide a standard structure or pattern to guide you in creating learning
activities or assessment methods. Use them to create desired items.
Handouts: These provide additional content on specific topics, use them for additional information.
Exercises: These are used to give you practice and feedback in specific skills, use them to develop your skills.
INSTRUCTIONAL DESIGN COURSE SCHEDULE
MODEL INSTRUCTIONAL DESIGN COURSE SCHEDULE
Day 1 Day 2 Day 3 Day 4 Day 5
A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) A.M. (4 hours) A.M. (4 hours)
Opening and Introduction: Agenda and opening activity Agenda and opening activity Agenda and opening activity Agenda and opening activity
Welcome Review a sample of improved Review of previous day’s work Review a sample improved
Introductions Objectives Continued objectives questions from previous day
Identify expectations Sequencing objectives Assessment Methods, Part II
Course Overview (goals, Write objectives Learning Activities Part I continued Learning Activities Part III:
objectives, schedule) Prerequisite Skills continued: Nine Events of Instruction
Review course materials Select teaching methods Assessing types of skills Session plan development
Identify learning needs Assessment Methods, Part 1 Organize Activities Checklist variations
Principles of Assessment Create checklists
Course Design Assessment Part II
Instructional design models Item characteristics
Identifying learning needs
Lunch Lunch Lunch Lunch Lunch
P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) P.M. (3 hours) P.M. (3 hours)
Course Design continued Assessment Methods, Part 1 Assessment Part II continued Learning Activities Part II: Session planning organization
Design considerations Method selection Critique questions Design and create learning continues
Audience Congruence with objectives Item development activities
Initial Design Review of key points
Learning Activities Part I: Review of key points Select Relevant Content End of the day evaluation
Objectives Mastery learning End of the day evaluation Review of the day’s activities
Purpose and importance Consistency with objectives and Review of the day’s activities End of the day evaluation
Key components assessment methods Review of the day’s activities
Critiquing objectives Select learning activities
End of the day evaluation End of the day evaluation

Review of the day’s activities Review of the day’s activities
Assignment : Learning for Trainer review objectives and Assignment: Learning for Trainer reviews questions and Assignment: ID Chapter 9,
Performance, steps 1–6 provides individual written Performance, Steps 7–8 provides individual written Learning for Performance,
ID Manual: Chapter 3, 5 and 7 feedback feedback Step 10
Assignment: Learning for Assignment: ID Chapter 9,
Performance, Steps 7–8 Learning for Performance,
ID Manual: Chapter 8 Step 9
MODEL INSTRUCTIONAL DESIGN COURSE SCHEDULE
Day 6 Day 7
A.M. (4 hours) A.M. (4 hours)

Agenda and opening activity Agenda and opening activity
Materials review Materials development

Review of developed materials
Mode of Instruction
Design considerations
Audience
Lunch Lunch
P.M. (3 hours) Materials Development

Evaluation
Formative and summative Action Planning
evaluation
Course Evaluation
Final knowledge assessment
Closing
End of the day evaluation
Review of the day’s activities
SELF-ASSESSMENT
Instructions: Please indicate your opinion of your expertise using the following rate scale.
PERFORMANCE
TASK
learning teach others
1234567
1. Conduct a performance assessment or baseline needs assessment. 1234567
2. Write learning objectives that respond to an identified learning need. 1234567
3. Sequence the learning objectives. 1234567
4. Describe options for assessment methods, including the appropriateness, 1234567

advantages and limitations.
5. Create test items to measure achievement of the learning objectives. 1234567
6. Construct checklists to measure proficiency of communication, psychomotor or 1234567

clinical decision-making skills.
7. Design realistic and relevant learning activities and exercises. 1234567
8. Organize the learning activities to support learner’s mastery of objectives. 1234567
9. Select appropriate mode(s) for delivery of instruction. 1234567
10. Develop session or lesson plans. 1234567
11. Evaluate learning intervention outcomes. 1234567
COURSE DESIGN
SUMMARY OF THE SESSION

During this session, you will review: 1) How to review the context when designing a course; 2) How
to analyze your learners to identify learner characteristics, experience and workplace context; and 3)
How to use this analysis to identify possible learning solutions, including possible formats.
LEARNING OBJECTIVES FOR THE SESSION

At the end of the session, participants will be able to:
1. Describe the general context of the desired technical content course (intended learners, the
expectations of their jobs).
2. In simulation, conduct a basic audience analysis, and identify relevant:
 Learner characteristics
 Training context/workplace context
 Learner experience (years on the job, general competencies, reading/writing level and
language used, use of computers and other technology)
Example: Design Plan Document—Physical Examination
RATIONALE
Why does this course matter? Why is it needed?
A key skill in HIV and other infectious disease management is the ability to perform a physical
examination and make an appropriate diagnosis. While taught during specific educational programs,
typically these skills are weak.
NEEDS ASSESSMENT FINDINGS

What does the needs assessment show about learning needs? What is the
learning need?
Using HIV performance standards to assess workplace performance, physical examination is a weak
area more than 60% of the time. The needs assessment also identified that feedback on physical
examination skills are weak, but other job performance factors are not a problem.
CONTEXT
What is the context around this course? Which mode(s) of delivery is being
considered?
Since the content of physical examination does not change often, and there is a need to reach great
numbers of providers without removing them from the workplace, the use of a computer-based
mode of delivery is a top choice. This will be combined with an on-the-job approach for practice
and feedback.
LEARNER CHARACTERISTICS/AUDIENCE
What are learner characteristics? Computer literacy? Professional experience
and place?
Learners will be mostly physicians, clinical officers or midwives working in public sector facilities.
Most of the learners may have been in practice for some time. Literacy will not be a problem, but
translation will be needed for francophone and lusophone countries. Computer literacy and access
may be a barrier for some of them. Some considerations include: refer to the course as a “refresher,”
since experienced professionals may not feel that it is needed, make sure that computer access and
some basic help can be provided in the workplace—an orientation session might be needed to ensure
they are comfortable using the computer. Several mentors or on-site trainers will be needed to
provide on-the-job practice and feedback-and preparing and supporting their involvement must be
addressed.
WORKPLACE CHARACTERISTICS
What is the description of the workplace?
The workplace will be busy, understaffed and under-resourced. Time and incentives will need to be provided
to make sure the learners have time set aside to go through computer-sessions, and a structured plan for
completing the on-the-job portion. Any additional supplies will need to be provided.
DRAFT COURSE GOALS
List draft ideas of the course goals.
 Motivate the learners regarding the importance and usefulness of a well-done physical
examination.
 Ensure that learners can complete a physical examination and identify common complications or
illnesses related to HIV or ARV treatment.
Template: Course Design Plan
RATIONALE
Why does this course matter? Why is it needed?
NEEDS ASSESSMENT FINDINGS

What does the needs assessment show about learning needs? What is the
learning need? How does one know it is a learning need?
CONTEXT
What is the context around this course? Which mode(s) of delivery is being
considered?
LEARNER CHARACTERISTICS/AUDIENCE
What are learner characteristics? Background? Computer literacy? Professional
experience and place?
WORKPLACE CHARACTERISTICS
What is the description of the workplace?
DRAFT COURSE GOALS

List draft ideas of the course goals.
WRITING OBJECTIVES

During this session, you will review: 1) How to write learning objectives; 2) Strategies for sequencing
objectives; and 3) Identifying knowledge and skills needed that you will not teach, but are needed
for learners to master your objectives.

1. Using identified learning needs, write learning objectives that are specific, measurable and
attainable, and include the desired conditions of performance, the desired performance and the
criteria for assessing the performance.
2. Given a sample from a skills-course, sequence the learning objectives consistent with the
guidance presented in the reference manual.
3. For a given set of learning objectives, identify the prerequisite skills and knowledge that you will
not teach, but which participants must have mastered to be successful in reaching the objectives.
Exercise: Is It Acceptable?
OBJECTIVES
The purpose of this activity is to:
 Practice developing learning objectives that specify the following components: an
observable/measurable performance, the conditions of performance and the criteria or standards
which will be used to assess the performance.
RESOURCES/MATERIALS NEEDED
 Exercise: Is it Acceptable?
 Pens/pencils, flipcharts or blackboard
INSTRUCTIONS
 Using the table below, review the list of proposed learning objectives for a variety of courses.
Indicate which of the three criteria (observable/measurable performance, conditions of
performance, criteria) are met for each learning objective. Identify which learning objectives are
acceptable and meet all of the criteria.
 Which objectives are unacceptable and why? Work together to re-write unacceptable objectives
so that they meet all three criteria.
 Choose a team leader to present the re-written list of learning objectives.
SAMPLE LEARNING OBJECTIVES
Observable/
Learning Objective Conditions of
measurable Criteria Acceptable New Learning Objective
(The learner will be able to….) performance
performance
3. Talk to women about During at least one client group session in clinic, talk to
cervical cancer prevention. women about ways to prevent cervical cancer according
to facility/practice standards pertaining to cervical risk
factors and prevention.
During a role play that simulates counseling a patient,

Yes No No No
demonstrate the ability to talk to a woman about cervical
cancer prevention using facility/practice standards or
relevant clinical checklist.
On a written test, answer at least 85% of questions in the

section pertaining to Cervical Cancer Prevention.
4. Explain who should have Based on the clinical histories described, decide
cervical cancer screening correctly in at least 4 out of 5 case studies women who
and how VIA (visual should have cervical cancer screening.
inspection of the cervix with
acetic acid) screens for During supervised clinical practice, demonstrate the
cervical cancer. Yes No No No ability to choose clients who should have cervical cancer
screening using facility/practice standards or relevant
clinical checklist
On a written test, answer at least 85% of questions in the

section pertaining to VIA screening for cervical cancer.
5. Perform a pelvic
examination.
6. Perform active management

of the third stage of labor.
7. Provide family planning

method-specific counseling
to a client.
SAMPLE LEARNING OBJECTIVES
Observable/
Learning Objective Conditions of
measurable Criteria Acceptable New Learning Objective
(The learner will be able to….) performance
performance
8. Follow infection prevent
practices.
9. Plot the partograph and

know when to refer the
woman.
10. Take a patient history.
Example: Sequencing Objectives
From a Fundamentals of Midwifery Syllabus
MODULE OBJECTIVES
SUGGESTED SEQUENCE KEY
By the completion of this module, students will be able to:
1. Review of anatomy and physiology: The course will cover structure and function of cells, organs of
the reproductive health system.
2. Introduction to antenatal care including: Antenatal assessment (history and physical examination)
and care provision (including birth planning, preventive measures, and health messages and
counseling), common discomforts in pregnancy and special needs, including malaria, anemia, HIV,
and gender-based violence.
3. Taking an antenatal history: Personal history, obstetric history current and past, menstrual history,
minor disorder of pregnancy, danger sign of pregnancy, labor and postpartum, ever used any
family planning methods.
4. Perform physical examination of pregnant woman.
5. Performing postnatal examination including: Introduction to postpartum care, postpartum
assessment (history and physical examination) and care provision, including preventive measures
and health messages and counseling.
6. Introduction to newborn care, basic care of the newborn, including warmth, early, exclusive
breastfeeding, immunization, newborn assessment, and common concerns and special needs in
the newborn period.
Example: Instructional Planning Worksheet
LEARNING ASSESSMENT
LEARNING OBJECTIVE(S) TRAINING/LEARNING ACTIVITY(IES) REFERENCES/ RESOURCES
METHOD(S)
Given a sample from a skills- Arrange learning objectives in an Provide a list of incorrectly ordered Exercise: learning objectives misordered;
course, sequence the learning appropriate sequence. objectives for learners to arrange in the needs answer key with correct order and
objectives consistent with the proper order (individuals or small rationale
guidance provided in Learning groups).
for Performance, pg. 38. Learning for Performance, step 6, pg. 38
Debrief.
Given a range of client case In a matching exercise, correctly Provide handout on different types of Handout: Different types of counseling
studies, identify the appropriate identifies the appropriate family counseling clients and related family clients
family planning counseling tasks planning counseling tasks for each planning tasks; discuss with the group.
for the four different types of type of counseling client presented in Case studies for different types of
clients, completing all the tasks a case study. In case studies, identifies appropriate counseling clients
on the checklist. counseling tasks based on different
types of clients.
Template: Instructional Planning Worksheet
LEARNING OBJECTIVE(S) LEARNING ASSESSMENT METHOD(S) TRAINING/LEARNING ACTIVITY(IES) REFERENCES/RESOURCES
ASSESSMENT

During this session, you will review: 1) How to select methods to assess your objectives; 2) How to
critique and write questions to assess knowledge; and 3) How to create checklists to measure skills.

1. Based on identified learning needs, describe options for assessment methods consistent with the
guidance provided in the reference manual, including the appropriateness, advantages and
limitations of each.
2. Presented with a range of samples, critique and improve questions consistent with the criteria
provided in the reference manual.
3. Given learning objectives, create test items to measure achievement of the learning objectives.
4. Given learning objectives, construct checklists to measure competency of communication,
psychomotor or clinical decision-making skills.
Example: Instructional Planning Worksheet—Assessment Item Congruence
LEARNING ASSESSMENT
LEARNING OBJECTIVE(S) TRAINING/LEARNING ACTIVITY(IES) REFERENCES/ RESOURCES
METHOD(S)
VAGUE OBJECTIVE
Talk to women about cervical
cancer prevention.
ACCEPTABLE OBJECTIVE Direct observation: in a role play, Using a role play demonstrate cervical Cervical cancer facility standards
During at least one client group provides counseling consistent with cancer prevention counseling
session in clinic, counsel women the facility standards for cervical consistent with the facility standards.
about ways to prevent cervical cancer prevention counseling and
cancer according to education. In trios, learners practice counseling-
facility/practice standards one as the counselor, one as client, one
pertaining to cervical risk factors as observer providing feedback. Rotate
and prevention every 10 minutes.
During demonstration on an
anatomical model, perform a
pelvic examination completing
all critical tasks on the clinical
checklist.
In a clinical simulation, correctly
identify the appropriate
management for a given
partograph that crosses an alert
line.
From the signs and symptoms
described, decide correctly in at
least 4 out of 5 case studies if
you can treat the woman or if
she needs to be referred to a
higher service delivery level.
In supervised clinical practice,
plot the partograph for 3 women
in labor according to the criteria
outlined in the sample.
Handout: Writing Test Items1
GENERAL MULTIPLE CHOICE

 Construct items on important
Stem Construction
content; avoid trivial content or
simple recall.  Provide a complete statement.
 Keep content independent of  Include only relevant information; avoid extra information.
other test items.  Contain as much of the item as possible in the stem.
 Avoid trick or opinion-based  Keep stems as short as possible.
items.  Ask for the correct, not “wrong” answer.
 Minimize amount of reading in  Word the stem positively, avoid negatives; if you use
each item. words like NOT or EXCEPT, they should be bold and
 Use correct grammar, capitalized.
punctuation, etc.
Distractors
TRUE/FALSE  Consider the number of distracters (three choices total is
sufficient based on the evidence).
 Statement should be
unambiguously true of false.  Make sure only one answer is correct.
 Avoid specific determiners, i.e.,  Avoid long options.
all, never, none.  Keep options similar length.
 Avoid negatives when possible.  Vary position of correct responses.
 Test one proposition at a time.  Keep options grammatically consistent with the stem.
 Do NOT test recall of straight  Write incorrect options to be plausible but clearly
quotes. incorrect.
 Write distracters to be similar to the correct answer in
terms of grammar, length, and complexity.
MATCHING  Avoid “none of the above” or “all of the above”; avoid
 Structure both lists similarly. negatives.
 Provide clear directions.  Place options in logical order (e.g., numerical,
 Uneven lists chronological).
 More than four, less than 10  Avoid “K Type” items (A only, A+B but never C on
options Sunday). (Test of cognitive or reading ability rather than
knowledge of item content.)
 Consider use with case studies.
 Avoid absolute terms such as “always”, “never”, “all”, or
“none.”
 Avoid imprecise terms such as “seldom”, “rarely”,
“occasionally”, “sometimes”, “few”, or “many.”
 Avoid cues such as “may”, “could” or “can.”
 Link options to each other (e.g., all diagnoses, tests,
treatments).
 Use technical jargon from other parts of the course.
 Write sensible but trivial answer.
 Write partially correct answers.
 Write straight recall answer that is unrelated to problem in
the stem.
1
Revised from: Haldanya, T, Downing, S, and Rodriguez, M. 2002. A Review of Multiple-Choice Item-Writing
Guidelines for Classroom Assessment, Applied Measurement in Education, 15(3), 309–334.
Example: Checklist for Communication Skills
CHECKLIST FOR USING THE VOLUNTARY COUNSELING AND TESTING
PROTOCOL
Place a “ ” in case box if step/task is performed satisfactorily, an “X” if it is not performed

satisfactorily, or N/O if not observed.
Satisfactory: Performs the step or task according to the standard procedure or guidelines
Unsatisfactory: Unable to perform the step or task according to the standard procedure or
guidelines
Not Observed: Step, task, or skill not performed by participant during evaluation by trainer
Not Applicable: Step, task or skill not required to be performed by participant during evaluation
CHECKLIST FOR USING THE COUNSELING AND TESTING PROTOCOL

Key Counselor Tasks NAME
1. Follow the protocol, selecting questions appropriate to the client’s

situation.
2. Maintain the focus on risk reduction.
3. Address the client’s immediate questions or concerns.
4. Use active listening and open-ended questioning.
5. Summarize the client’s story when appropriate.
6. Address conflict between the client’s thoughts and behaviors when

necessary.
7. Maintain eye contact.
8. Use language the client understands.
9. Congratulate the client on positive actions s/he has taken.
10. Clarify the client’s understanding when appropriate.
11. Show empathy.
Example: Role Play for Assessment
FAMILY PLANNING METHODS COUNSELING
Participant # _________________________________________ Date ___________________________
SAFE/EFFECTIVE
TASK COMPLETION OF TASK
(Note:Do not need to be completed in exactly this order)
Yes No
1. Uses appropriate communication skills: speaks clearly and simply,
1 0
encourages questions and assesses understanding when needed.
2. Is professional: Greets the woman/client politely, maintains/ensures
1 0
confidentiality, and speaks politely to the woman.
3. Determines if the woman has a method in mind or no method in
1 0
mind.
4. Determines woman’s reproductive goals and other desired method
1 0
attributes.
5. Assesses woman’s perception of need for STI protection, and
1 0
addresses appropriately.
6. Assesses woman’s baseline understanding of family planning
method of interest or methods appropriate based on reproductive 1 0
goals.
7. Counsels based on reproductive goals or method of interest, does
not review methods that are not of interest or not in line with the 1 0
woman’s desired spacing and method attributes.
Using available visual aids, provides general information about a selected contraceptive
method including:
8. How it prevents pregnancy and its effectiveness 1 0
9. How it is used 1 0
10. Advantages, disadvantages and possible danger signs associated
1 0
with complications
Pass Score 8/10

Student Score ________
Pass Fail
Comments/ Remediation Plan: __________________________________________________________

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Examiner Signature ___________________________________________________________________
Resource List
 Contraceptive flip chart or other job aid for counseling (Counseling Desk Reference is
preferred.)
 Condoms, OC, implant, IUD, etc. (wide range of sample methods)
 Markers
 Two chairs
 Table
 Woman to role play client
Examiner Instructions
 Ask participant to speak directly to woman role playing client.
 Ensure that participant does not have any unanswered questions about station before she or he
begins.
Participant Instructions
 Interact directly with the woman who you are counseling.
 15 minutes to complete station
Standardized Patient Instructions

 You are 25 years old.
 You are married.
 You do not desire another child for at least two years; effectiveness is the most important method
attribute for you.
 You have had one baby delivered vaginally without complications one year ago.
 You are still breastfeeding.
 You have never had an STI and are not concerned about them.
 You are not currently using contraceptives, other than withdrawal.
 You are sexually active in a monogamous relationship with your husband.
Example Case Study: Management of Antenatal
Complications
CASE STUDY
Ms. Smith, a 35-year-old G2P0010, is being seen by you today for a routine prenatal visit at 37
weeks’ gestation. Her previous prenatal records contain the following pertinent findings:
Initial physical examination at first prenatal visit

Gestation 14 weeks
Weight 75 Kg
Height 160 CM
BP 110/70
Urine Trace glucose and proteinurea
Reflexes 2+
Edema None
Examination at 36 weeks’ gestation

Weight 95 Kg
BP 120/82
Urine +1 proteinurea
Reflexes 2+
Edema Trace pitting
Examination today
Weight 97 Kg
BP 140/100
Urine +3 proteinurea
Reflexes 3+
Edema Generalized edema to hands, ankles and face
QUESTIONS
State the MOST LIKELY diagnosis as a result of these physical findings in the space below.
Which of the following questions of Ms. Smith are MOST important. (Select all that apply.)
1. Are you having Headaches?
2. Are you having any pain in your abdomen?
3. Are you having any blurred vision?
4. Have you been eating lots of salt?
5. Is your baby moving?
Which of the following NEXT steps is MOST appropriate? (Select only one.)
1. Refer immediately to obstetrician.
2. Counsel and send home on low salt diet.
3. Send to lab for further studies. Advise bed rest at home.
If Ms. Smith begins convulsing while in the clinic, which is your immediate action?
2. Administer Magnesium Sulfate IM, _____mg.
3. Call for help and start an IV line.
Example Case Study: Management of Antenatal
Complications Answer Key
State the MOST LIKELY diagnosis as a result of these physical findings in the space below.
Preeclampsia
Which of the following questions of Ms. Smith are MOST important. (Select all that apply.)
1. Are you having Headaches? X
2. Are you having any pain in your abdomen? X
3. Are you having any blurred vision? X
4. Have you been eating lots of salt?
5. Is your baby moving? X
Which of the following NEXT steps is MOST appropriate? (Select only one.)
1. Refer immediately to obstetrician. X
2. Counsel and send home on low salt diet.
3. Send to lab for further studies. Advise bed rest at home.
If Ms. Smith begins convulsing while in the clinic, which is your immediate action?
2. Administer Magnesium Sulfate IM, _5_mg. X
3. Call for help and start an IV line.
Instructions for Participant

 Read the case study at the top of the page.
 Answer each of the questions, given the information that was provided in the case.
Pass Score = 9/11
Student Score = ______
Pass Yes No
Example: Checklist for Psychomotor Skills
IUCD Insertion and Pelvic Exam OSCE Station
Participant # ____________________________________________ Date ________________________
SAFE/EFFECTIVE
TASK COMPLETION OF TASK
YES NO
1. Greets client with respect/introduces self. 1 0
2. Offers anticipatory guidance prior to insertion. 1 0
3. Washes hands to standard. 1 0
4. Explains steps needed for immediate preparation of woman (empty 1 0
bladder, cleanse genitals, comfortable positioning, etc.).
5. Performs bimanual pelvic examination: 1 0
 Determines size, shape and position of the uterus.
 Checks for enlargement or tenderness of the adnexa and
cervical motion tenderness.
 Checks for any uterine abnormalities that would interfere with
the IUCD.
6. Inserts speculum and visualizes cervix: 1 0
 Looks for any abnormal discharge.
 Looks for any ulcers, lesions or sores.
 Looks for any cervical stenosis or other abnormalities.
7. Gently grasps cervix with tenaculum. 1 0
8. Determines depth of uterus and sets depth gauge on IUCD 1 0

appropriately.
9. Appropriately inserts IUCD. 1 0
10. Performs post-insertion infection prevention: places equipment in 1 0
decontamination solution, disposes of waste appropriately, washes
hands.
11. Able to state the purpose of decontamination (removes 1 0
microorganisms, or makes instruments safer to handle).
12. Assess woman to ensure that she has tolerated insertion. 1 0
13. Provides post procedure education including: 1 0
 Possible side effects
 Warning signs (pains),
 String check,
 When to return to clinic (3–6 weeks)
Pass Score 10/13

Student Score ________
Pass Fail
Comments/Remediation, Plan:
Examiner Signature ___________________________________________________________________
MEDICAL EQUIPMENT AND SUPPLIES LIST

 Pelvic model
 Speculum
 Tenaculum
 Uterine sound
 Sterile gloves
 Antiseptic solution
 Cotton balls
 IUD - Copper T 380A
 Light source
 Basin marked (.05% bleach solution), biohazardous and regular waste containers
EXAMINER INSTRUCTIONS
 Ask participant to explicitly explain actions throughout simulation.
 Step #4: Ask participant to briefly explain what s/he will do to prepare woman for insertion.
 Step #5: Ask participant to explain what they are looking for during the bimanual exam.
 Step #6: Ask participant to explain what they are looking for during the speculum exam.
 Step #11: Ask participant the purpose of decontamination.
 Step #13: Ask participant to provide IUCD post-insertion education.
PARTICIPANT INSTRUCTIONS
 Treat the anatomic model as they would a woman. Simulate the presence of a woman seeking
services.
 Consider that counseling has already been provided, and the woman has been identified as
appropriate for IUCD insertion.
 The woman has been identified as “low personal risk” of an STI; so perform the pelvic exam
immediately prior to insertion.
 Post-insertion education should also be provided.
 15 minutes to complete station.
Exercise: Question Hall of Shame
INSTRUCTOR
Objectives
The purpose of this activity is to:
 Identify and correct poorly constructed test items.
Resources/Materials Needs
 Exercise: Question Hall of Shame
 Question Hall of Shame Key: see below
 Learning for Performance: pp. 54 and 55
 Basic Item Writing Principles II
Instructions
 Divide learners into small groups and ask each group to review the sample questions listed
below. Alternatively, display the question as a PowerPoint and ask for or “choose” a volunteer to
review one of the sample questions. Ask learners to critique and re-write the question using the
principles described in the graphic presentation Basic Item Writing Principles II PowerPoint.
QUESTION NOTES SUGGESTED REVISION

1. A health care provider should Ambiguous 1. HIV-exposed children
monitor growth and development  What is the skill of the should be monitored on
every time they meet an HIV  HCP? a regular basis for
exposed child. abnormalities of growth
 What is the HCP
and development.
assigned to do?
T/F
 Should they monitor for T/F
growth and development
at every visit if they’re
seeing the child 3X per
week?
2. HIV/AIDS can be transmitted to Trick Questions… 2. HIV can be transmitted
infants through breast milk.  HIV/AIDS not HIV/AIDS to infants through breast
 The virus, not AIDS, is milk.
T/F transmitted
T/F
3. Studies have demonstrated that Testing two propositions, one 3. Studies have
MC can decrease transmission of is true and one is false. How demonstrated that male
HIV to men and increase do you know what the student circumcision can:
transmission of HIV to women. knows from this question? a. Decrease
transmission of HIV
T/F to men
b. Decrease
transmission of HIV
to women
c. Decrease
transmission of HIV
to men and women
4. HIV I is NOT MORE prevalent than Has a negative: 4. HIV II is more prevalent
HIV II.  Not than HIV I.
 NOT with MORE makes
T/F item even MORE difficult T/F
5. It is recommended that a woman Assuming the woman’s last

wait at least 2 years after a live pregnancy was her first; then
birth before planning the next she will be less likely to be
pregnancy. The benefits of a 2- pre-eclamptic in the next
year birth-to-pregnancy interval pregnancy.
include all of the following,
EXCEPT: Better to ask for the “correct”,
a. It is LESS likely that the not the “wrong” answer.
mother will be anemic during
her next pregnancy. Keep options grammatically
b. MORE likely that the newborn consistent with the stem.
will survive to age 2 and
beyond.
c. IT IS LESS LIKELY THAT
THE MOTHER WILL GET
PRE-ECLAMPSIA IN HER
NEXT PREGNANCY.
6. Which of the following is essential Avoid “none of the above” or
for every pregnant woman? “all of the above.”
a. Two doses of tetanus toxoid
injection one month apart Avoid use of abbreviations.
b. Four antenatal check-ups
Ask for the correct answer.
c. Early registration
d. Administration of 100 tablets
of IFA
e. All of the above
7. The Essential Drug List (EDL) in Avoid “none of the above” or
Afghanistan: “all of the above.”
a. Is updated by WHO every year
b. Contains all drugs Keep options similar in
recommended for BPHS and length.
higher levels of care
c. Is used only by physicians
d. None of the above
8. According to the survey done in Avoid “K Type” items (A
2006, the current status of family only, A + B but never C on
planning services was as follows: Sunday): test cognitive or
a. Long waiting lists, up to four reading ability rather than
(4) months knowledge of item content.
b. Low priority among service
providers
c. Shortages of
supplies/equipment
d. Additional reproductive health
education was given in the
health facilities
e. Good record keeping in most
areas
Which of the above statements are
correct:
a. 1, 2 and 3 only
b. 3, 4 and 5
c. 2, 3 and 4 only
d. All of the above
9. Which one of the following is not a
misconception:
a. IUDs can migrate to the brain
and cause infection
b. IUDs should only be offered to
married women
c. IUDs can be inserted
immediately after delivery
10. HIV prevalence in Zambia is:
a. 17%
b. 14.3%
c. 20%
d. 12.3%
11. Which one of the following is a
strategy for HIV prevention:
a. Use condoms
b. Keep your fingers crossed
c. Pray
12. In which of the following conditions
MUST a woman be referred to an
FRU?
a. Eclampsia, obstructed labor,
fetal distress, severe anemia,
previous Caesarean section
b. Hypertension, constipation,
obstructed labor,
bleeding/spotting, severe
anemia
c. Fever, constipation,
breathlessness, nausea and
vomiting, severe anemia
Handout: Guidelines for Validation of Examination
INSTRUCTIONS
1. Insert the template on the following page below each test question on your examination.
2. Distribute your examination without the key (identified correct answer) to a sample of subject
matter experts (SME) in the area that the examination is intended to assess.
3. Ask each SME to:
 Answer the question to her or his BEST ability.
 Imagine the borderline or “just competent” service provider. What percent of these service
providers does s/he believe would answer this question correctly?
 Suggest any revisions that they believe would improve the question.
4. Calculate the individual and average SME scores. (Note: an Excel spreadsheet may be helpful.)
 High SME scores on the examination, i.e., an average >85%, is evidence supporting its
validity.
 Low SME scores on the examination suggest a problem with the examination that MUST be
corrected prior to its use.
 If a few SMEs perform poorly on the exam, when others perform well, they may be
considered outliers and removed from your analysis. In this case, do not use the responses of
these “experts” in calculating the pass score.
5. Calculate the criterion-referenced pass scores by averaging the SME estimates of the percent of
“just competent” service providers who would answer each question correctly. (Again, an Excel
spreadsheet might be helpful.)
6. Consider suggested revisions made by SMEs. If MAJOR revisions are made to examination, this
entire process should be repeated.
Example
1. Which one of the following is a clinical manifestation of diabetes mellitus:
 Polyuria
 Poor appetites
 Increasing weight
 Fever
a. Correct A b. Percentage of “Just Competent” trained service 90%

Answer providers who you would expect to answer correctly
c. Suggested Revisions to Question: Remove word “one” from the stem. Revise option B to state
Poor Appetite. Begin each response with capital letter.
Insert the following template below each question in your examination.
a. Correct b. Percentage of “Just Competent” trained service

Answer providers who you would expect to answer correctly
c. Suggested Revisions to Question:
Handout: Guidelines for Checklist Validation
INSTRUCTIONS
1. Insert the template on the following page below each step on your checklist.
2. Distribute the checklist validation tool to a sample of subject matter experts (SME) skilled in the
area that the checklist is intended to assess.
3. Ask each SME to:
 State whether they believe the task is an essential component of the skill being assessed.
 Imagine the borderline or “just competent” service provider. What percent of these service
providers does s/he believe would satisfactorily demonstrate this task?
 Suggest any revisions that they believe would improve the statement of the task.
CONTENT VALIDITY
1. Calculate the percent of SMEs that believe that each task is an essential component of the target
competency (an Excel spreadsheet may be helpful):
 A high degree of consensus is evidence supporting the content validity of the checklist.
 Inclusion of tasks with low levels of consensus (<85%) should be reconsidered. These skills
may require revision or deletion from the checklist.
 Consider suggested revisions provided by SMEs in section C of the template.
Criterion Referenced Pass Score

 Calculate average of SME estimates of “just competent” service providers who would
satisfactorily demonstrate each task. For example, if SME #1, 2 and 3 provide estimates of task
#1 on the checklist of 100%, 90% and 80% respectively; the average for that step would be
90%.
 Average the averages for all tasks on the checklist. Weight averages in proportion to score given
for satisfactory completion of each skill. For example, if one skill is given 1 point for satisfactory
completion and a second skill is given 2 points, count the SME average for the second item
twice.
 Multiply the weighted average of all SME average estimates by the total possible number of
points on the checklist to identify the criterion referenced pass score.
Pilot Checklist/Develop Acceptable Margin of Error

 Conduct checklist with multiple SMEs providing simultaneous measures of student
performance. Ensure that all SMEs can observe and hear student and standardized patient if they
are used.
 Calculate average (mean) and variance (standard deviation) of all examiner scores. For a 95%
margin of error, or certainty that score represents the student’s actual ability, multiply the
standard deviation by +/- 2. Subtract the margin of error from the criterion referenced pass score
to arrive at a final pass score (95% certainty that results are valid).
a. Skill is an essential Yes b. Percentage of “Just Competent”

component of trained service providers who you
Competency No would expect to satisfactorily complete
this skill
c. Suggested Revisions to Statement of Skill:
LEARNING ACTIVITIES

During this session, you will review: 1) Based on your learning objectives, how to select relevant
activities; 2) Based on those activities, how to select teaching methods; 3) How to select only content
that directly supports the desired objectives; 4) How to create session plans to organize your courses;
and 5) How to select modes for delivering instruction based on the course context.

1. Given specific learning objectives, design realistic and relevant learning activities and exercises
that engage learners in purposeful learning and help them:
 Master the learning objectives
 Successfully complete the learning assessments
 Apply what they’ve learned on the job
2. Using identified learning activities, organize the learning activities to support increasing mastery
of objectives.
3. Based on the identified learning activities, select engaging and appropriate teaching methods to
help learners accomplish the learning objectives.
4. In a case study, distinguish content that directly supports successful completion of the learning
activities from content that is not relevant.
5. Using identified learning objectives, create session plans that address the nine events of
instruction.
6. Based on the identified course/learning context, learner characteristics and identified learning
activities, select appropriate mode(s) for delivery of instruction.
Exercise: Select Relevant and Purposeful Learning Activities
In the left column of the table below is a list of learning objectives for health care workers in
training. In the right column are several potential learning activities to help the learners master the
objective. Answer the questions below the learning activities in the right column as you work
through this activity.
Remember that, in practice, you will often need to use more than one learning activity to help
learners master an objective. Remember, too, that more activity may actually be worse than less
activity. Try to find the “necessary and sufficient” type and amount of purposeful learning activity
that promotes learning and application back on the job. As you consider the learning activities
below, ask yourself:
 What outcomes will it/they produce?
 What makes one learning activity strong and another weak?
 Does the learning activity I have chosen correlate directly with how the skill will be used back on
the job?
POTENTIAL LEARNING ACTIVITIES—

LEARNING OBJECTIVE
WHICH ONES ARE APPROPRIATE?
1. The health care worker After a 5-minute lecture on handwashing, healthcare workers will:
uses proper handwashing
technique. a. Talk about why proper handwashing is important.
b. List the steps for proper handwashing.
c. Create a job aid that shows a health care provider washing his
hands correctly.
d. Use a checklist while observing another healthcare provider wash
her hands. At the end of the activity, provide constructive
feedback.
Which of the learning activities above do you think would be most

effective in helping learners master the objective?
Are there activities in the list above that you probably would not use?
Why?
Would you combine several of the activities above? Which ones?

Why?
Are the learning activities you chose sufficient to ensure learning and
application of the skill in the left column? If not, what revisions would
you make?
Is there duplication in the choices you have made? What, if anything,

can you eliminate?
LEARNING OBJECTIVE
2. The health care provider a. List and describe all available FP methods.
effectively counsels
b. List and describe all available FP methods that are appropriate for
adolescent clients about
adolescent clients.
appropriate FP methods.
c. With someone else playing the adolescent, tell the adolescent
about the FP methods that are appropriate for adolescent clients.
d. With someone else playing the adolescent, use effective
counseling to help an adolescent choose the best FP method for
her.

Why?

Why?
you make?

can you eliminate?
3. The midwife quickly stops a a. Read about the procedure for stopping a postpartum hemorrhage.
postpartum hemorrhage.
b. Listen to a 15-minute lecture about the procedure for stopping a
postpartum hemorrhage, followed by an opportunity to ask
questions.
c. View a demonstration on a model performed by the instructor.
d. Perform the procedure using a model while receiving guidance

and feedback.
e. Using a checklist, provide guidance and feedback to another health

care provider a s/he performs the procedure. Then switch places.

Why?

Why?
you make?

can you eliminate?
LEARNING OBJECTIVE
4. The health care worker After a 5-minute lecture on taking blood pressures, health care
takes blood pressures workers will:
accurately.
a. List the key points to remember about taking blood pressure
accurately.
b. Explain how to take an accurate blood pressure.
c. Watch a demonstration of a blood pressure being taken

incorrectly.
d. Practice taking blood pressures and receive feedback.

Why?

Why?
you make?

can you eliminate?
5. The health care worker
a. Write down the type of information that should be given to a new
provides to a new mother
parent about the benefits of vaccinating her infant.
the rationale for vaccinating
her infant. b. Read about the type of information that a new parent should know
about vaccination of infants.
c. With another person playing the parent, role play good counseling
technique while providing information and answering questions
about vaccination.

Why?

Why?
you make?

can you eliminate?
LEARNING OBJECTIVE
6. The midwife correctly charts After a 20-minute lecture on using a chart to record the health status
the progress of labor and of a woman during labor and delivery, a midwife will:
delivery.
a. List 3 reasons for using the chart.
b. Describe four areas of the chart that are difficult for new users of
it.
c. Review a completed chart and identify omissions and/or entries

that are problematic.
d. Given several case studies of women during labor and delivery,

prepare a chart for each. Then receive feedback from the
instructor.

Why?

Why?
you make?

can you eliminate?
Handout: Making PowerPoint Work for Your Audience
Nancy Kiplinger, 2009
WHAT IS POWERPOINT?
PowerPoint is a visual presentation tool designed to support teaching and learning, along with other
appropriate learning activities, methods, media, and materials. Think of PowerPoint as an aid to telling your
story or selling your ideas. It should be used to complement your presentation, not to carry it. It should not
have a leading role. The leading role belongs to you.
In general, avoid handing out copies of your slides. If you need to convey information in text form, develop a
handout or reference materials for participants to take with them. As you develop your instruction or
presentation, remember this: Every word, image, and function on every slide must be meaningful and
contribute to your message. The following guidelines will help you plan, create and give presentations that
work.
PLANNING EFFECTIVE PRESENTATIONS WITH POWERPOINT

 Find out as much as you can about your audience beforehand—learning needs, existing
knowledge and skills, familiarity with the content, interests and experience.
 Separate nice-to-know from need-to-know content. Less is more [learning], so avoid “content
creep.” Develop essential content and eliminate nice-to-know information.
 Write a learning goal and learning objectives. Alternatively, ask yourself, “What three things
must my audience absolutely know or be able to do at the end of my presentation?” Often it is
helpful to write learning objectives as questions.
 Set the stage with the big picture, and organize content into bite-sized chunks.
 Plan for interaction and activities that help participants process your content.
 Develop examples and anecdotes.
 Write speaker notes—like cue cards, not like a script.
 Also, plan for: a peer review of your slides; a “dry run” of your presentation, preferably with
several people who do not know your content well; revision, based on feedback received; and
practice time.
DEVELOPING EFFECTIVE PRESENTATIONS WITH POWERPOINT

 More slides may be better than fewer slides. The audience will lose interest if you spend too
much time talking about a slide or if the slide is too detailed. Generally, you should talk for no
more than a minute per slide; 20–30 seconds per slide is more like it.
 Use basic, not flashy, templates that:
 Offer maximum real estate; and
 Are simple and uncluttered.
Tips:
– Avoid primary colors. Never put red or blue next to each other: They vibrate. Remember
that some people do not see red and green as red and green.
– Use simple backgrounds. Dark with light letters or light with dark letters—either are
okay, but the latter will work better if you plan to keep the lights on. Choose a template
that gives you the most space and flexibility. Avoid crowding the main area with logos or
other decorations.
 Signal to your audience the organization and structure of your content through visual cues. This
will help your audience relate your content to what they already know and build a mental
scaffold into which to put new knowledge. Think in terms of outline format (levels) but without
the Roman numerals: primary headings (major topics or themes), secondary headings, etc.
 Leave plenty of white space when using text. It lets participants focus on what’s most important.
 Adjust PowerPoint’s default spacing between lines and paragraphs to increase readability.
 Choose only those images that support and relate directly to the content (or leave them out).
Reflect gender and ethnic diversity in images that include people.
 Visually represent:
 Ideas
 Concepts
 Relationships
 Data (charts and graphs)
Tip:
– You can use circles, squares, simple organizational charts, a ladder or representation of stairs,
arrows, shaded timelines, etc. You don’t need to be an artist. Think in terms of what you
would sketch on the back of an envelope to explain a concept or relationship to someone.
 Be economical: approximately 6–8 bullets per slide. Use words or phrases as cues for you and
anchors for participants. Avoid complete sentences. Save the detail for what you will say, and put
this into the speaker’s notes. Then, cut, cut, and cut again.
 Ensure that bulleted items are related, verbs and ideas are parallel. Group related items.
 Use bulleted phrases/nuggets (two or more items) for unranked/unordered items, numbers to
show order.
 Keep verb parts, phrase parts and related words together on the same line.
 Type fonts:
 Sans serif (without the serifs, those little hooks and flourishes that make the words appear
fuzzy around the edges when projected). Use no more than two fonts per presentation, and
stick with ones like calibri, arial (and arial family), gil sans, lucinda sans, tahoma or trebuchet
ms. If you must mix serif and sans serif fonts, use the serif font in the heading/title.
 Headings bold; body text regular (except for occasional emphasis)
 Sizes for:
– headings: 36–44
– body text: 24–34
– footnotes/citations: 14–18
Tip:
– As much as possible, keep font sizes consistent from slide to slide. (You may need to reset
font sizes manually to do this. PowerPoint thinks it’s smarter than you are. It’s not.)
– Type case: upper and lower case only. Avoid using all caps, as they don’t “read” easily.
Almost never use underlines; use bold or italics instead for emphasis.
– Center headings only. Body text will be easier to read if it is justified at the left.
– Use animation and other special effects only when they contribute to usability, readability,
comprehension, and participant engagement.
SHOW TIME! USING POWERPOINT WITH YOUR PRESENTATION

 Test your equipment before your presentation.
 Be ready to change your presentation if the audience need is different than anticipated or you
have less time than you had anticipated.
 Move out among the participants as you speak.
 Elaborate the points on your slides. Do not read to your audience!
 Use “she” as much as “he” in examples. Demonstrate gender and cultural sensitivity. Be very
careful when using humor, and never use words or ideas that some might consider offensive.
 At the end:
 Summarize main points.
 Answer questions.
 Ask participants if objectives have been met for them.
 Ask for feedback from your audience to improve future presentations; revise.
Example: Learning Activities
EXAMPLE CASE STUDY WITH ANSWER KEY: IUCD USE
Mrs. D. is a 35-year-old woman with 6 children. She had a normal birth of her last child 8 weeks
ago. She and her husband do not want more children, and she heard that the IUCD is highly
effective for a long time. She is fully breastfeeding and has not had a menstrual period since the
birth. She had sexual intercourse in the last month. She has no other conditions that constitute a
precaution for using an IUCD.
You find her pelvic exam to be normal with the uterus anterior, small, firm, and non-tender. The
cervix is parous, non-tender, normal discharge and ectropian is present.
Questions
1. Is it appropriate to insert an IUCD in this client today? Discuss the pros and cons.
2. Do you consider breastfeeding a reliable method of family planning for this woman?
3. If you provide Mrs. D. with an IUCD today, what information will you give her?
4. Under what circumstances is it appropriate to proceed with IUD insertion in a woman who is
not currently having, or just completed, her menstrual period?
5. If she were pregnant and an IUCD was inserted would there be any effect on her health?
Answer Key
1. Is it appropriate to insert an IUCD in this client today? Discuss the pros and cons.
Yes it is. It is important that the provider be “reasonably certain” that the woman is not
pregnant. In this example the woman had her baby 8 weeks ago and is fully breastfeeding. She is
using LAM that of 98.5% effective. Her pelvic exam is normal. Ectropian is a normal cervical
finding. If possible, a pregnancy test could rule out pregnancy. However, if no pregnancy test is
available, this woman should be provided with an IUCD because she is using a very effective
form of family planning and there are no other precautions.
2. Do you consider breastfeeding a reliable method of family planning for this woman?
Breastfeeding is considered the lactational amenorrhea method if the woman meets three
conditions: 1) fully breastfeeding, 2) amenorrheic, and 3) less than 6 months since childbirth. If
those conditions are met, it is a reliable method.
3. If you provide Mrs. D. with an IUCD today, what information will you give her?
Mrs. D. needs to be informed that the Copper T 380A IUCD is highly effective and can remain
in place for 12 years (recent evidence from WHO shows it to be effective for 12 years). She also
needs to know the most common side effects of the IUCD: some cramping and pain for a short
time after insertion; heavier, longer menstrual bleeding, and more cramping with the IUCD,
which is normal, and usually becomes less in the first and second years. She should be shown
how to check the string, and be encouraged to return to the clinic if she has any problem. Such
she cannot feel the strings, she experiences severe abdominal pain, she misses her menses, she or
her husband feel the tip of the IUCD or she has foul smelling vaginal discharge or her husband
experiences painful urination or penile discharge.
4. Under what circumstances is it appropriate to proceed with IUCD insertion in a woman

who is not currently having, or just completed, her menstrual period?
It is appropriate to insert an IUCD (Copper T 380A) in a woman who is not currently
menstruating or just after her menstrual period if she answers yes to any one of these questions:
 Is she 12 days after her first day of her last period?
 Is she more than four weeks postpartum and has not had sexual intercourse?
 Has she had a baby in the last 6 months and is fully or nearly fully breastfeeding and has not
yet had her menses?
 Is she more than four weeks postpartum and had sexual intercourse but she is using a reliable
method of contraception
 Is she less than 7 days post-abortion and the uterus is not infected?
 At any time in the menstrual cycle, as long as the health worker is “reasonably certain” she is
not pregnant such as she hasn’t had intercourse since her last menses or she is using a reliable
modern method of family planning.
5. If she were pregnant and an IUCD was inserted would there be any effect on her health?
An IUCD should never be inserted in a woman who is pregnant as it may result in a septic
abortion. The provider can be reasonably sure that she is not pregnant by asking these questions
and that the woman does not have any symptoms of pregnancy.
EXAMPLE CASE STUDY WITH ANSWER KEY: CASE ONE: PROGESTIN-ONLY

METHOD SIDE EFFECTS MANAGEMENT
Mrs. C. is a 28-year-old mother of 4 children. The youngest is 2 years old and his birth was very difficult. She
does not want to have any more children and her husband agrees. To prevent further pregnancies, she began
taking Depo-Provera (DMPA) injections about 1 year ago. It is not yet time for her next injection but she has
returned to the clinic because she is worried—she has not had a menstrual period for two months and is afraid
that the menstrual blood is building up inside of her.
History:
Medical: No significant history
OB: G4P4, no longer breastfeeding, No LMP X 2 months
Meds/Allergies: None
Family History: Married
Social History: no concerns about STIs, not a smoker
1. List two possible causes of Mrs. C.’s amenorrhea.
2. What questions will you ask to gather additional information to determine the cause of
amenorrhea?
3. You find no cause for the amenorrhea other than the DMPA. Which is the BEST explanation
about the cause of her amenorrhea and its management?
 This is a common side effect of DMPA and is not harmful.
 Women who cease bleeding should select another method.
 This is a common side effect due to less buildup of the lining of the uterus and is not
harmful.
4. Mrs. C’s best friend told her she heard DMPA shots can cause a woman to lose bone. Which is
the best response?
 DMPA is not associated with any decrease in bone density.
 DMPA does decrease bone density during use of the method.
 DMPA does decrease bone density but not significantly in adult clients.
5. Despite your explanations, Mrs. C. insists on stopping the DMPA. Select three methods you
would feel most comfortable recommending for her.
6. If Mrs. C changes her mind and decides she wants to discontinue DMPA so she can have one
more child, which of the following is true about the return to fertility?
 Women who stop using DMPA wait about 4 months longer on average to become pregnant
7. The return to fertility is immediate:
 Women using NET-EN have no delay in the return to fertility.
8. Mrs. C discontinued DMPA 12 months ago. She comes into clinic worried she might be
infertile. She is worried she took DMPA too long and that it has hurt her ovaries. Which is your
best action?
 Reassure her that the fertility is just delayed, there is no permanent harm.
 Encourage her to pursue fertility testing.
 Reassure her that she’ll get pregnant soon.
Outcome
Mrs C. returns to the clinic for antepartal visits 6 months later, excited to have her next baby.
Key points
• An important counseling point for women considering DMPA is the delayed return to fertility.
• Prepare women for unusual bleeding patterns and amenorrhea, providing a basic explanation of
the physiology is helpful.
• DMPA is associated with a reversible reduction in bone density, but no adverse outcomes have
been identified.
Answer Key
1. List two possible causes of Mrs. C.’s amenorrhea.
 The two most likely causes could be pregnancy and changes in the endometrium related to
progestin use.
2. What questions will you ask to gather additional information to determine the cause?
 Your questions can include the following:
 Has she been more than 4 weeks late for an injection?
 If she was late, did she use a backup method of contraception?
 Does she have any other complaints or concerns?
3. You find no cause for the amenorrhea other than the DMPA. Which is the BEST explanation
about the cause of her amenorrhea and its management?
 This is a common side effect of DMPA and is not harmful.
 Women who cease bleeding should select another method.
 This is a common side effect due to less buildup of the lining of the uterus and is not
harmful.
C is the best explanation. A is also correct, but C is more specific and addresses her concerns.
Reassure her that most women using progestin-only injectables stop having monthly bleeding over
time. While on DMPA, the lining of the endometrium becomes very thin and menstrual flow may
eventually stop altogether. This is not a sign that anything is wrong. This effect is temporary and will
reverse itself once she discontinues DMPA injections.
Example Clinical Simulation:
Management of Vaginal Bleeding after Childbirth
SCENARIO KEY REACTIONS/RESPONSES
(Information provided and questions asked (Expected from the learner acting as provider)
by the learner acting as facilitator)
1. Mrs. B is 24 years old and has just given  Shouts for help to urgently mobilize all available
birth to a healthy baby girl after 7 hours of personnel.
labor. Active management of the third  Makes a rapid evaluation of Mrs. B’s general
stage was performed, and the placenta condition, including vital signs (temperature,
and membranes were complete. The pulse, blood pressure and respiration rate), level
midwife who attended the birth left the of consciousness, color and temperature of skin.
hospital at the end of her shift.  Explains to Mrs. B what is going to be done,
Approximately 30 minutes later, a nurse listens to her and responds attentively to her
rushes to tell you that Mrs. B is bleeding questions and concerns.
profusely.
– What will you do?
2. On examination, you find that Mrs. B’s  States that Mrs. B is in shock from postpartum
pulse is 120 beats/minute and weak and bleeding.
her blood pressure is 86/60 mm Hg. Her  Palpates the uterus for firmness.
skin is not cold and clammy.  Asks one of the staff that responded to her/his
– What is Mrs. B’s problem? shout for help to start an IV infusion, using a
– What will you do now? large-bore cannula and normal saline or Ringer’s
lactate at a rate of 1 L in 15–20 minutes with 10
units oxytocin.
 While starting the IV, collects blood for
appropriate tests (hemoglobin, blood typing and
cross matching, and bedside clotting test for
coagulopathy).
Discussion Question 1: How do you know Expected Responses: Pulse greater than 110
when a woman is in shock? beats/minute; systolic blood pressure less than 90
mm Hg; cold, clammy skin; pallor; respiration rate
greater than 30 breaths/minute; anxious and
confused or unconscious.
– You find that Mrs. B’s uterus is  Massages the uterus to expel blood and blood
soft and not contracted. clots and stimulate a contraction.
– What will you do now?  Starts oxygen at 6–8 L/minute.
 Catheterizes bladder.
 Covers Mrs. B to keep her warm.
 Elevates legs.
 Continues to monitor (or has assistant monitor)
blood loss, pulse and blood pressure.
3. After 5 minutes, Mrs. B’s uterus is well  Examines the cervix, vagina and perineum for
contracted, but she continues to bleed tears.
heavily.  Asks one of the staff members assisting to locate
– What will you do now? placenta and examines for missing pieces.
SCENARIO KEY REACTIONS/RESPONSES
(Information provided and questions asked (Expected from the learner acting as provider)
by the learner acting as facilitator)
4. On further examination of the placenta,  Prepares to repair the cervical tear.
you find that it is complete. On  Tells Mrs. B what is happening; listens to her
examination of Mrs. B’s cervix, vagina and concerns and provides reassurance.
perineum, you find a cervical tear. She  Has a staff member assisting check Mrs. B’s vital
continues to bleed heavily. signs.
– What will you do now?
Discussion Question 2: What would you Expected Responses:
have done if examination of the placenta had  Explain the problem to Mrs. B and provide
shown a missing piece (placenta incomplete)? reassurance.
 Give pethidine and diazepam IV slowly or use
ketamine.
 Give a single dose of prophylactic antibiotics
(ampicillin 2 g IV plus metronidazole 500 mg IV
OR cefazolin 1 g IV plus metronidazole 500 mg
IV).
 Use sterile or high-level disinfected gloves to feel
inside the uterus for placental fragments and
remove with hand, ovum forceps or large curette.
5. Forty-five minutes have passed since  Adjusts rate of IV infusion to 1 L in 6 hours.
treatment for Mrs. B was started. You  Continues to check for vaginal blood loss.
have just finished repairing Mrs. B’s  Continues to monitor pulse and blood pressure.
cervical tear. Her pulse is now 100
 Checks that urine output is 30 mL/hour or more.
beats/minute, blood pressure 96/60 mm
Hg and respiration rate 24 breaths/minute.  Continues with routine postpartum care,
She is resting quietly. including breastfeeding of newborn.
– What will you do now?
Example: Role Play for Practice
COUNSELING THE POSTPARTUM WOMAN ON LAM BREASTFEEDING AND
TRANSITION TO ANOTHER MODERN METHOD OF FAMILY PLANNING WITH
ANSWER KEY
Participant Roles
Clinician: The family planning health care provider is a doctor or provider who has good experience
in counseling and communication.
Client: Mrs. B. is a 25-year-old woman. She has two children and gave birth to her second child 3
months ago. During the delivery she had pre-eclampsia. She breastfeeds her baby and does not want
to take any medication for family planning while her baby is small. She had to take medicine for a
day or two after she had her baby and she was concerned about the medicine going to her milk.
Situation
Mrs. B. has come to clinic for family planning counseling. She and her husband do not want to use
hormonal method while the baby is only getting breast milk. She and her husband want to have
more children but they are undecided when to have their next.
Focus of the Role Play

The focus of this role-play is on the action and reaction of the health care provider and the woman.
The woman should be supported in her desire to delay the next pregnancy, and it should be
acknowledged that breastfeeding can be an effective method for a limited period. At the same time,
the health provider should assess the knowledge of the client regarding other family planning
methods and assure her of the safety of the advised methods during lactation, and the client should
be knowledgeable about the use of various family planning methods. There should be discussion
about the three criteria for effective use of breastfeeding for birth spacing and when she should begin
another method of family planning in addition to breastfeeding.
Note: Other answers may also be valid, as the interaction can include a wide range of discussion
points. “Breastfeeding for birth spacing” is also called the “Lactational Amenorrhea Method” (LAM)
in the contraceptive literature. “LAM” can be difficult to understand and to translate.
Discussion Questions
1. Did the health care provider give enough information on family planning?
2. Was the health care provider successful in assuring that Mrs. B. would be able to use
breastfeeding and name the three criteria of LAM for birth spacing and when to start another
method of family planning?
3. Was Mrs. B. able to gain the information completely?
4. In your opinion, what gaps were there in this counseling?
Answer Key
1. The health care provider should introduce her/himself and call her by her name, speak to her in
a respectful way and use simple and understandable words for her. The health care provider
should give enough information about family planning methods and describe their advantages
and disadvantages, particularly those methods that are compatible with breastfeeding. However,
if the woman clearly wants to use breastfeeding, then most of the time should be spent on her
chosen method. Too much information on other methods will detract from her ability to fully
understand the method she chooses.
2. The health provider should mention the following information to the woman in her
conversation: The three criteria for effective use of breastfeeding for birth spacing are:
 Fully breastfeeding (night and day feeds, no supplemental feeding),
 Infant is 6 months or less in age, and
 Amenorrhea.
Before the period of lactational amenorrhea is over a woman needs to transition to another method
such as one of the progestin-only methods (injectables or POPs) or an IUCD. The provider can be
“reasonably certain” that the woman is not pregnant. During the period of LAM the woman and her
partner can decide what method of family planning best suits their needs and start that method
before she stops LAM. It is possible to become pregnant before the first menses.
The provider should discuss healthy timing and spacing of pregnancies since Mrs. B is uncertain
about when she should have another pregnancy. The provider should also discuss return to fertility
which may occur prior to the onset of menses when she begins to offer her baby food other than
breast milk or when her baby is 6 months.
3. and 4. The health care provider should listen carefully and respectfully and should consider the
woman’s feelings and history. Whenever she asks about family planning methods, the
health provider should answer with clear and concise information. A friendly interaction
will help the woman to ask all the questions she has and to receive information that will
help her be an effective user. In your discussion of this case, note the rapport between the
woman and her health provider, if the proper information was presented by the health
provider, and how responsive the health care provider is to the woman’s concerns.
Exercise: Create and Facilitate a Role Play
The purpose of this exercise is to help you create a role play. Review this checklist and check ()
each step as it is completed.
 Develop the objective of the role play. This will determine who will be involved and how you
will write it. For instance, if the purpose of the role play is demonstration, you may wish to be
involved in the role play; if the purpose is to explore attitudes, you may want only students to
be involved.
 Using the information in the module, create a role play by using the form provided. Be sure to
provide clear directions as role plays can easily become theatrical and miss the objective.
 Prepare any notes for facilitating the role play, noting any topics or ideas that you wish to
highlight before or after the role play.
 Plan how you will summarize the role play. How will you relate the role play to the objective?
Objective of the Role Play:

Resources needed:
Directions:
Situation:
Roles:
WHO INSTRUCTIONS FOR THEIR PERFORMANCE
Discussion Questions for Observers
1.
2.
3.
4.
ANSWERS OR KEY POINTS
Exercise: Create and Facilitate a Case Study
The purpose of this exercise is to help you create a case study. Review this checklist and check ()
each step as it is completed. Use another piece of paper or your computer to create the case study.
 Develop the objective of the case study. Is the objective to develop clinical decision making
skills? Is the objective to stimulate discussion about attitudes? Write the objective at the top of
the page.
 Using the information in the module, create a case study. You may also adapt and use a case
study that has already been developed. Case studies that develop clinical decision making skills
will be very structured with clear answers, case studies to address attitudes will have broader
discussion questions. A template for a clinical case study is included below.
 Prepare any notes for facilitating the case study, noting any topics or ideas that you wish to
highlight before or after the case study.
 Plan how you will summarize the case study. How will you relate the case study to the
objective?
Objective of the Case Study:

Resources needed:
Scenario:
History findings:
Physical exam findings:
Questions:
Exercise: Create and Facilitate a Clinical Simulation
The purpose of this exercise is to help you create and facilitate a clinical simulation. Review this
checklist and check () each step as it is completed. Use the sample form on the following page.
 Develop the objective of the clinical simulation. Is the objective to develop clinical decision
making skills? Is the objective to practice for an emergency? Write the objective at the top of
the clinical simulation form.
 Using the information in the module, create a clinical simulation by using the form provided.
 Review the clinical simulation, noting the specific points, clinical facts, or ideas that you wish to
share during the simulation.
 Plan how you will facilitate the clinical simulation. Will the simulation involve a small group of
students using a model or will you demonstrate this with the whole class? Will the simulation
take place in the classroom, the skills development lab, or the clinic?
 Plan how you will summarize the clinical simulation. How will you relate it to the objective?
Template: Clinical Simulation Form
Objective:
Resources needed:
SCENARIO 1 KEY REACTIONS/RESPONSES

(Information provided and questions (Correct responses expected from student)
asked by the teacher)
Discussion Questions Expected Responses
Template: Session Plan
DATE VENUE SESSION NUMBER DURATION

Topic: (related objective from the course)
Session objectives: By the end of this session, learners will be able to:
Methods and Activities Materials/Resources
Intro/Activity
Content
Practice Activity
Summary
Self-Review/Evaluation (key points from session, what worked/what did not, modifications for next
session, etc.):
Handout: Selecting Instructional Content2
LESS IS MORE; SELECT ONLY ESSENTIAL CONTENT
 Short-term memory fills quickly, so limit content.
 Learners find it hard to determine which content to remember and focus on, so limit content.
 Learning needs should determine the content selected, limit content to specific learning gaps.
 Limit content to improve learning outcomes.
 Think: “What is the least I can teach?”
Limit content by filtering through these screens:
2
Adapted from: Hannum, Wallace. February 2009. Training Myths: False Beliefs that limit the efficiency and
effectiveness of Training Solutions, Part I. Performance Improvement Vol 48 (2), IPSI.
COURSE EVALUATION

During this session, you will review: 1) How to evaluate your course as you are developing it and to
decide if the learning goals were met or not; and 2) How to use data summary charts to determine if
you need to make changes to questions or to the course itself.

1. Based on draft or existing materials, describe formative and summative evaluation approaches
that will identify if the learning goals will be met by the draft course design.
2. Create a data summary chart and identify where to revise instruction.
Handout: Formative Evaluation Guidance
The following matrix is a summary of information you will gather during formative evaluation of a
training course, the bottom two rows identify who can provide the information and what tools you
can use to capture it. Formative evaluation occurs:
1. One-to-one with target learner
2. Pilot testing with a small group of target learners
3. Field testing in real context
Sample Framework for Formative Evaluation3

COMPONENTS RELEVANCE TO CONTENT CLARITY MANAGEMENT
OF MATERIALS GOALS (TIMING/ETC.)
Pre-instructional:
Objectives
Entry skills
Delivery:
Sequence
Unit sizes and
timings
Content
Examples
Participation:
Practice
Feedback
Assessment:
Pre-test
Ongoing
assessment
throughout
Post-test
Who should Instructional Subject matter Target learners Target learners
judge? designer expert and facilitators
How to gather? Checklist Checklist or Observations, Observation,
interview feedback interviews, tests feedback forms
In addition, there are general questions to consider as well:

1. Do the lesson or session plans or facilitator’s notes work?
2. Are the facilitator’s materials appropriate and clear?
3. Are the learner’s materials appropriate and thorough enough?
4. Is the content presented only what is necessary to support performance of the learning
objectives?
3
Adapted from: Dick, Walter and Lou and James Carey. Systematic Design of Instruction. 7th ed., Boston, MA:
Pearson/Allyn and Bacon, 2009. ISBN: 0205412742 and Hodell, C. ISD From the Ground Up. 2nd ed., American
Society for Training and Development, 2006.
5. Are the support materials (PowerPoints, handouts, etc.) what you expected or wanted? If not,
what did you want?
6. Are the technology components appropriate?
7. Is there clarity? Is the message clear to the learners?
8. Is there impact? What is the impact on individual learner attitudes and mastery of objectives? It
feasible given the available resources and context?
9. What doesn’t work and needs to be changed?
Example: Data Summary Table
EXAMPLES
1. The following data summary table reports evaluation data for a set of training materials. Note
where weaknesses are found and where revisions should be made. Note:
1 = correct answer
0 = incorrect answer
Low scores indicate problem with question, instruction or materials
Objective 1A 1A 1B 1B 1B 2A 2B 2B 2C
Material 2–10 2–10 12–24 12–24 12–24 26–34 34–45 34–45 46–50
Test Item 1 2 3 4 5 6 7 8 9
Student
101 1 1 1 1 1 1 1 1 0 8
102 1 1 1 1 1 0 1 0 0 6
103 1 0 1 1 1 0 1 1 1 7
104 1 1 1 1 1 1 0 1 0 7
105 1 1 1 1 1 1 1 1 1 9
106 0 0 1 0 1 0 1 1 0 4
107 1 1 1 1 1 1 1 1 1 9
108 1 1 1 1 1 0 0 0 0 5
109 0 1 1 1 1 1 1 1 1 8
110 1 1 1 1 1 1 1 1 1 9
111 1 1 0 1 1 0 1 0 0 5
112 1 1 1 1 1 1 1 1 0 8
TOTALS 10 10 11 11 12 7 10 9 5
Exercise: Data Summary Table
1. Construct a data summary table for the following results on a test with 20 items.
 Student 1 missed items 3, 6, 10, 15.
 Student 2 missed items 1, 3, 5, 10, 12, 15, 19.
 Student 6 missed items 2, 10, 15.
 Student 7 missed items 3, 6, 7, 17, 19.
 Student 10 missed items 3, 5, 6, 7, 9, 10, 17.
Data Table Summary Table Form
Objective 1 1 1 2 2 3 3 4 4 5 5 5 6 7 7 8 9 10 10 11
Test Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Student
1
2
3
4
5
6
7
8
9
10
11
12
TOTALS
2. Complete the following data summary table. Where would you make revisions?
Task 1 1 1 2 2 3 3 4 4
Objective 1A 1A 1B 2A 2B 3A 3A 4A 4A
Material 2–12 2–12 14–22 24–30 32–40 40–46 40–46 50–59 50–59
Test Item 1 2 3 4 5 6 7 8 9
Student
21 1 1 1 1 0 1 1 1 0
22 1 1 1 0 1 0 1 0 0
23 1 0 1 0 1 0 1 1 1
24 1 1 1 1 1 1 0 1 0
25 1 1 1 0 0 0 1 1 1
26 0 0 1 0 1 0 1 1 0
27 1 1 1 0 1 1 1 1 1
28 1 1 1 1 1 0 0 0 0
29 0 1 1 0 1 1 1 1 1
30 1 1 1 0 1 1 1 1 1
31 1 1 0 1 1 0 1 0 0
32 1 0 1 0 0 1 1 0 0
33 0 0 1 0 1 0 1 0 1
34 1 1 1 1 1 0 1 1 0
TOTALS
Template: Action Plan
ACTION PERSON RESPONSIBLE DEADLINE
Final Evaluation Form
Please evaluate the following by ticking () how you feel about each statement. Feel free to comment
below and use the back of the page for more writing space.
STATEMENT STRONGLY AGREE NOT DISAGREE STRONGLY

AGREE DECIDED DISAGREE
1. For the work I do,
training was appropriate.
2. For the work I do,
training was useful.
3. Training facilities and
arrangements were
satisfactory.
4. The Learner’s Guide
and other reading
materials were easy to
understand.
5. The Reference Manual
and other reading
materials helped me to
learn.
6. Teaching aids were
useful (demonstrations,
slide presentations,
etc.).
7. The methods used for
teaching were helpful
(case studies, role
plays, clinical
simulation).
8. The facilitators were
knowledgeable.
skilled.
10. The facilitators were fair.
friendly.
12. The facilitators
communicated clearly
and simply.
13. The objectives of the
training were met.
1. Which topics were most useful to you?
2. Which topics were not useful to you?
3. What would you change about the training?
Other comments (please use back of paper if needed):
REFERENCES
Atkinson, Cliff. 2008. Beyond Bullet Points: Using Microsoft Office PowerPoint 2007 to Create Presentations that
Inform, Motivate, and Inspire. Microsoft Press: Redmond, WA. ISBN: 9780735623873, 0735623872.
Clark, Ruth. 2010. Evidence-Based Training Methods: A Guide for Training Professionals. American Society for
Training and Development Press: Alexandria, VA.
Diamond, Robert M. 2008. Designing and Assessing Courses and Curricula: A Practical Guide, 3rd edition, Jossey-
Bass: San Francisco, CA. ISBN: 9780470261347; 047026134X.
Dick, Walter and Lou and James Carey. 2009. Systematic Design of Instruction. 7th ed., Pearson/Allyn and Bacon:
Boston, MA. ISBN: 0205412742.
Duarte, Nancy. 2008. Slide:ology: The Art and Science of Creating Great Presentations. O’Reilly Media: Sebastopol,
CA. ISBN: 9780596522346, 0596522347.
Gagne’s Nine Events of Instruction: An Introduction, by Kevin Kruse. Accessed on May 18, 2011 at:
http://www.transformativedesigns.com/gagnes.html
Hannum, Wallace. February 2009. Training Myths: False Beliefs that limit the efficiency and effectiveness of Training
Solutions, Part I. Performance Improvement vol. 48 (2), IPSI.
Hodell, Chuck. 2006. ISD From the Ground Up: A No-Nonsense Approach to Instructional Design. 2nd Edition.
ASTD Press: Alexandria, VA.
Moore, Cathy. Making Change Blog: http://blog.cathy-moore.com/
Morrison, Gary R, Steven M. Ross, and Jerrold E. Kemp. 2007. Designing Effective Instruction. 5th ed., J. Wiley:
Hoboken, NJ. ISBN: 9780470074268; 0470074264.
Piskurich, G. 2006. Rapid Instructional Design: Learning ID Fast and Right
Reynolds, Garr. 2008. Presentation Zen: Simple Ideas on Presentation Design and Delivery. New Riders: Berkeley,
CA. ISBN: 9780321525659, 0321525655.
Rossett A and Frazee R. 2006. Blended Learning Opportunities. American Management Association.
www.amanet.org
The G. Raymond Chang School of Continuing Education. Gagne’s Nine Events of Instruction, Ryerson
University Continuing Education. Accessed on May 10, 2011 at:
http://de.ryerson.ca/portals/de/assets/resources/Gagne's_Nine_Events.pdf
Weiss, Edmond. 1991. How to Write Usable User Documentation. The Orynx Press: Phoenix, AZ. ISBN:
0897746392.
http://www.jhpiego.org/en
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Instructional Design iii

After this course, you will be able to:

Determine Course Context

Write Learning Objectives

Select and Develop Assessments

Select and Develop Learning Activities

Day 1 Day 2 Day 3 Day 4 Day 5

Lunch Lunch Lunch Lunch Lunch

End of the day evaluation End of the day evaluation

A.M. (4 hours) A.M. (4 hours)

Materials review Materials development

P.M. (3 hours) Materials Development

1. Conduct a performance assessment or baseline needs assessment. 1234567

2. Write learning objectives that respond to an identified learning need. 1234567

3. Sequence the learning objectives. 1234567

4. Describe options for assessment methods, including the appropriateness, 1234567

5. Create test items to measure achievement of the learning objectives. 1234567

6. Construct checklists to measure proficiency of communication, psychomotor or 1234567

7. Design realistic and relevant learning activities and exercises. 1234567

8. Organize the learning activities to support learner’s mastery of objectives. 1234567

9. Select appropriate mode(s) for delivery of instruction. 1234567

10. Develop session or lesson plans. 1234567

11. Evaluate learning intervention outcomes. 1234567

SUMMARY OF THE SESSION

LEARNING OBJECTIVES FOR THE SESSION

NEEDS ASSESSMENT FINDINGS

NEEDS ASSESSMENT FINDINGS

DRAFT COURSE GOALS

SUMMARY OF THE SESSION

LEARNING OBJECTIVES FOR THE SESSION

During a role play that simulates counseling a patient,

On a written test, answer at least 85% of questions in the

On a written test, answer at least 85% of questions in the

6. Perform active management

7. Provide family planning

9. Plot the partograph and

10. Take a patient history.

SUMMARY OF THE SESSION

LEARNING OBJECTIVES FOR THE SESSION

GENERAL MULTIPLE CHOICE

Place a “ ” in case box if step/task is performed satisfactorily, an “X” if it is not performed

CHECKLIST FOR USING THE COUNSELING AND TESTING PROTOCOL

1. Follow the protocol, selecting questions appropriate to the client’s

3. Address the client’s immediate questions or concerns.

4. Use active listening and open-ended questioning.

5. Summarize the client’s story when appropriate.

6. Address conflict between the client’s thoughts and behaviors when

8. Use language the client understands.

9. Congratulate the client on positive actions s/he has taken.

10. Clarify the client’s understanding when appropriate.

11. Show empathy.

Participant # _________________________________________ Date ___________________________

Pass Score 8/10

Comments/ Remediation Plan: __________________________________________________________

Examiner Signature ___________________________________________________________________

Standardized Patient Instructions

Initial physical examination at first prenatal visit

Participant # _______________ Date _