ADEPT E-Learning Toolkit: Trainers Guide

(Based on the World Health Organizations Facilitator Guide: Orientation Programme on Adolescent Health
for Healthcare Providers)

PARTS OF THE TRAINING

A. Planning and Preparation

1. Introduction to the e-learning toolkit

The video-based e-learning toolkit will focus on building and enhancing the communication skills of
healthcare providers. These videos are tools that will be used in the context of the Adolescent Job Aid (AJA)
training. Module 1 (Adolescent-Friendly Health Services) and Module 2 (HEADSSS Interview) are core
modules in the current AJA Program. Modules 3, 4, and 5 cover communication skills needed for systematic
yet sensitive assessment and health guidance in cases of pregnancy, STI and HIV/AIDS, and substance use in
adolescents. Before taking Modules 3, 4, and 5, participants should have undergone Modules 1 and 2.

Running each module takes about __ hours.

Each module consists of introduction on the module, a pre-assessment quiz, lecture, videos showing
inappropriate and appropriate practices with guide questions, and post assessment quiz. After all modules
have been taken, there will be an overall quiz, the score of which will be the basis of the issuance of a
certificate.

2. Key Teaching/ Learning Methods

a. The Roles of Facilitators

Facilitation is an enabling process, which is appropriate to working with adults who can bring a wealth
of personal experience to any learning event. Facilitation is relevant since many of the participants are
likely to have extensive clinical experience than facilitators themselves.

A facilitative approach enables participants to draw on that experience and learn in an active way. It
also enables a more equal relationship between participants and those who run the workshop.

The program requires you to use a range of methods and approaches including mini-lectures, small
group discussions, and guided discussions most notably.

Tips to help you run the workshop smoothly:

clarify the assignments (which sessions)
change roles (main and co-facilitator) so participants can experience a change of style and voice

b. Ground Rules for Participatory Learning

Treat everyone with respect.
Ensure and respect confidentiality so that facilitators and participants are able to discuss
sensitive issues without fear of repercussions.
Draw on the expertise of others, both co-facilitators and participants.
Ask for critical feedback on what you do and treat that feedback with respect.
Establish from the start when and how the facilitators will provide feedbackboth positive
and negative.

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 Agree that every time a facilitator or a resource person makes a presentation or leads a
session, another facilitator will be responsible for keeping an eye on the time and informing
the speaker about this.

c. Criteria for Selecting the Facilitators

According to experience gained across all six World Health Organization (WHO) regions, WHO
recommend the following two criteria for selecting the facilitators in its Orientation Program. We
would like to use the same criteria:

With a medical or nursing background since the content of the modules is clinical in nature
and because the intended beneficiaries are healthcare providers, it helps if the facilitator is a
healthcare provider. Experience in working with adolescents would obviously be an added
advantage.
Experience in facilitation It is recommended that those selected should have experience in
facilitating workshops especially those using participatory methods.

It is also recommended that having two or three facilitators per workshop will allow exposure of
participants to different styles. The facilitators can also change roles between being the main
facilitator and co-facilitator.

d. Content Areas of the Modules on Health Issues

Each module has four main components:

i. Introductory
The opening session sets the stage for the module. It allows you to share with the
participants the overall aim and objectives of the module. You can emphasize the relevance
of the topic due for discussion. Participants will also have an opportunity to complete the
pre-assessment quiz in the module.

ii. Input
A mini-lecture will provide participants with the basic information that they need. For each
mini-lecture, some of the following resources are available:
PowerPoint Presentation on the global and national aspects of the health issue. You
will need to make slides on regional-specific information if data is available.
Handouts (reading materials containing information to complement what is provided
during the training)
Additional references are usually listed at the end of the handout of each module.

The effectiveness of the mini-lectures can be increased by ensuring the following:

clear presentation and structure
good visual aids
clear and comprehensible language
relevant examples
room for comments from the participants

In the modules input component, the following choices are available:

invite a subject specialist to talk to the group
present the mini-lecture on the health issue
ask the participants to work through the handout before the session
distribute the handout at the start of the session

iii. Participatory
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 The participatory component may employ several methods such as: small-group
discussions, Visualization in Participatory Programmes (VIPP), brainstorming/ buzz groups,
role play, case studies, and guided discussion.

The videos embedded in the modules will take the place of a case study and role play. Each
topic will be presented in two parts: Inappropriate Practice and Appropriate Practice. The
participatory component is in the form of a guided discussion. Guide questions are
presented to the participants after segments of the video.

iv. Concluding
At the end of the module, it is essential to summarize the key points discussed in the
plenary session and group activity. It is necessary to go back to the modules objectives and
ask the participants if they believe the objectives were fully met. This will provide you with
feedback on areas you need to improve and strengthen in futures programs, or areas you
need to review, if time allows during this program. There are evaluation methods you can
use to obtain feedback.

3. Planning for workshop/ module presentation

a. Module Checklist
The module checklist contains important information including reminders, tips, materials, and
equipment that you will need to run this module. We recommend that you review the following
checklists in advance:

i. Module advance preparation

Prepare cards (or name cards) for the participants to write their names on
Make sure that the videos are available and program needed has been installed in the
computer
Make sure you have copies of the handout
Ensure that the flip charts are ready for group-work tasks
Ensure that the facilitators are clear about their respective roles

ii. Materials and audio-visual equipment

Materials: handouts, presentations, flip charts, markers, pens, notepads, masking

tapes, evaluation forms, pointer/ clicker, extension cords
Equipment: video/ slide projector, laptop with VLC program, screen, sound system

iii. Advance orientation for participating adolescents (if applicable)

4. Evaluation Tools

B. Guidelines for conducting individual modules

This part provides all information and materials needed to run a given module. It includes the
module schedule and the step-by-step instructions to run the activities. It also includes all the
support materials such as a description of scenario illustrated by the videos, quizzes, references,
links, tips, and evaluation forms. Answers to the guide questions are also provided.

Module 1: Adolescent-Friendly Health Services

Module 2: HEADSSS
Module 3 Adolescent Pregnancy
a. Taking Sexual History
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 b. Positive Pregnancy Test
Module 4: Adolescent Sexuality: STI and HIV
Module 5: Alcohol, Tobacco, and Other Drugs (Substance Use and Misuse)

1. General Guidelines and Steps:

a. Create a module checklist (refer to details in preceding section)
b. The training per module will follow a uniform flow that is outlined below. Each activity should
be given allotted time and resources or materials needed.

Activity Time Materials and resources Facilitator in charge

Activity 1
Module Introduction

Activity 2
Inappropriate Practice
Video
Activity 3
Appropriate Practice
Video
Activity 4
Plenary

Activity 5
Module Review

2. Activity Flow per Module

a. ACTIVITY 1: Module Introduction

i. General Overview
Begin by welcoming the participants to this module and introducing the facilitators.
(There may be no need to ask participants to introduce themselves since this
should have been done earlier.)
Go over administrative matters before you start the module (i.e., house rules)
Give a general overview of the module including the relevance of the particular
subject. A quick review of updated statistics may be necessary.
Give the general objectives.
Agenda: Describe briefly the parts and activities included in the module, including
amount of time for each activity.

TIP: Encourage the participants to ask questions and to raise concerns if any. Stress that this
module will keep everyone busy so you need to stick to the time allotted for each session.

ii. Pre-assessment quiz

Distribute copies of the pre-quiz
Explain to the participants that the quiz is to help participants evaluate their gain in
knowledge or changes in attitude as a result of participation in this module. The
same quiz will be administered after the module.

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 Ask the participants to choose an alias to identify themselves. They should
remember this alias so they can compare their pre- and post quiz results.
Ask the participants to complete the quiz to the best of their knowledge.
Inform the participants that you will discuss the answers toward the end of the
module and that you will respond to any questions or comments they may have.

b. ACTIVITY 2: Inappropriate Practice Video

Inappropriate Practice videos will be shown before the Appropriate Practice version.
Participants will be asked to answer the guide questions at the end of segments.
Answers will be recorded on flip charts.
At the end of the session, the facilitator will summarize key points.

c. ACTIVITY 3: Appropriate Practice Video

Participants will be asked to answer the guide questions at the end of segments.
Answers will be recorded on flip charts.
At the end of the session, the facilitator will summarize key points.

d. ACTIVITY 4: Plenary
This session will collate the information from the videos.
This may be accomplished using a mini-lecture or a group activity.

e. ACTIVITY 5: Module Review

This session will be used to highlight key points.
The facilitator will review objectives and ask participants if these were accomplished.
The post quiz will be administered at this point.
Feedback regarding the session will be elicited.