UAB Reynolds Program Train the Trainer Workshop:

Teaching Geriatrics to Change BehaviorFacilitator’s Guide

Table of Contents

1. Overview with Annotated Agenda……………………………………………….pg. 3 - 52. Learning Objectives………………………………………………………………pg. 63. Sample Agenda…………………………………………………………………...pg. 74. Reflective journaling exercise…………………………………………………….pg. 85. Instructional Strategy: Concept Mapping ………………………………………..pg. 9 - 116. Instructional Strategy: Practice Audits……………………………………………pg. 127. Instructional Strategy: Academic Detailing……………………………………….pg. 138. Instructional Strategy: Taboo……………………………………………………..pg. 149. Instructional Strategy: Health Literacy Limbo: How low can you go?..................pg. 1510. Instructions for Flesch Kincaid Readability Statistics……………………………pg. 1611. Health Literacy Resource Guide…………………………………………………..pg. 17 - 1812. Instructional Strategy: Dementia Taboo…………………………………………..pg. 1913. Instructional Strategy: Dementia Card Sort……………………………………….pg. 20 14. Post-test & Answer Key…………………………………………………………...pg. 21 - 2215. Workshop Evaluation……………………………………………………………..pg. 23 - 2416. Evaluation- Helpful tips…………………………………………………………...pg. 25

Additional Materials Not Included in Facilitator’s Guide

1. Introduction - Adult Learning Theory PowerPoint Slides2. Delirium PowerPoint Slides3. Medication Management PowerPoint Slides4. Academic Detailing DVD5. Health Literacy PowerPoint Slides6. Dementia PowerPoint Slides7. Dementia Card Sort Game – cards, categories, answer key8. Dementia Card Sort game - worksheet9. Dementia Fact Sheets – card format

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Overview

This workshop is designed to take four and a half hours, but can easily be adapted to be as short as two hours. It is designed to help improve geriatrics education for medical students and residents by teaching faculty how to be an effective teacher of geriatric medicine. Participants learn creative teaching strategies and the theory behind them. They also learn the fundamentals of four key topics in geriatric medicine: delirium, dementia, medication management, and health literacy.

Annotated Agenda

15 min Warm up- Reflective journaling – As learners arrive and pick up coffee and snacks, ask them to spend some time thinking about a specific teaching experience in which learning did not occur. They may have been the teacher or the learner in this situation. Ask them to spend five to ten minutes writing about this experience, describing it in detail, and then identifying the causes of the problem. After everyone has had a chance to write for a while, stop them and ask for two or three people to share what they have written. This exercise helps learners activate prior knowledge about teaching technique and helps them focus on concrete experiences. Use “Reflective Journaling Handout.”

15 min Adult learning theory overview – This forms the glue that holds the session together. All the subsequent sessions build upon the framework introduced in this lecture. Use “Introduction-Adult Learning Theory Overview PowerPoint Slides.” See speaker’s notes below each slide.

60 min Delirium — This presentation allows you to demonstrate how to teach about delirium.

Start by introducing the teaching technique Concept Mapping. Use “Delirium PowerPoint Slides.” See speaker’s notes below each slide. Have learners complete an exercise help learners activate their prior knowledge of delirium. Use “Instructional Strategy: Concept Mapping.”

Then move to the presentation on delirium. Use “Delirium PowerPoint Slides.” See speaker’s notes below each slide. There are likely more slides than you can reasonably get through in the amount of time allotted- they are included for participants’ reference, but you may only highlight a selection during your talk.

During the discussion of delirium prevention, you will introduce Practice Audits. Use “Instructional Strategy: Practice Audits.” Link this teaching technique back to Adult Learning Theory: this exercise helps learners think about a concrete experience (their own patients at that time) that they are then asked to reflect upon. They are given new knowledge and asked to apply it in a safe space (under the direct supervision of the instructor).

Finish by dividing into small groups of 4 or fewer to create Concept Maps. Use the same case that learners Concept Mapped at the beginning of the Delirium session, but this time ask them to collaborate with a team to create

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their map. Give each group Post-It notes in two colors, a heavy black marker, and one sheet of large poster-size paper (butcher block paper works well). Ask them to write the concepts for their maps on the Post-It notes and then stick them to the poster paper. They can use the marker to draw arrows connecting related concepts. Some teams like to color code concepts (predisposing versus precipitating factors) using the different color Post-It notes.

Have groups take turns presenting their concept maps to the larger group (if there is time). The group can vote on the best map and you can offer a prize. Hang the posters on the wall for the remainder of the session.

Link the concept mapping exercise back to Adult Learning Theory. This technique is nice because it can be used both to activate prior knowledge and to help learners practice/work with knowledge in a safe space. Ask learners to talk about other applications of this teaching technique.

30 min Medication management – This presentation allows you to demonstrate how to teach about medication management in older adults.

Start with a presentation on Medication Management. Use “Medication Management PowerPoint Slides”

Show Academic Detailing DVD to demonstrate a technique for teaching about medication use in the elderly. Use “Academic Detailing DVD.” Version 1 includes an explanation of the technique, Version 2 is just the demonstration without commentary. It may be best for instructors to watch both, but to show only Version 2 to workshop participants. Use “Instructional Strategy: Academic Detailing”

Link academic detailing back to Adult Learning Theory. Academic Detailing is primarily a way to deliver new information (to move learners from reflection to conceptualization). Even if the whole 6-step “package” is not adopted, components can be very useful for many applications. Many educators already unconsciously use components of Academic Detailing in their teaching. Ask learners to talk about other applications of this teaching technique.

30 min Health Literacy – This presentation allows you to demonstrate one way to teach about health literacy.

Start with a presentation on Health Literacy. Use “Health Literacy PowerPoint Slides.” Hand out “Health Literacy Resource Guide.”

When you get to the discussion of jargon, play Taboo. Use “Instructional Strategy: Taboo”

When you get to the discussion of written language, play Health Literacy Limbo. Use “Instructional Strategy: Health Literacy Limbo”

60 min Dementia – This presentation allows you to demonstrate how to teach about dementia.

Start with a presentation on Dementia. Use “Dementia PowerPoint Slides.” When you get to section on dementia medications, do the Card Sort Game.

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Use “Dementia Card Sort Game – cards, categories, answer key”and “Dementia Card Sort game – worksheet.”

At any point, you can play the Dementia Taboo game. You will find instructions in the Dementia slide presentation. Use “Instructional Strategies: Dementia Taboo,” and “Dementia Fact Sheets.”

Link the Card Sort Game and Taboo back to Adult Learning Theory. The Dementia Card Sort helps learners activate prior knowledge, and the Dementia Taboo helps them move from reflection to conceptualization of new knowledge. If Dementia Taboo is used to practice difficult discussions you might have with patients, such as those about prognosis and tube feeding, then it is also helping learners move from conceptualization to active experimentation (practicing using their new knowledge in a safe space). Ask learners to talk about other applications of this teaching technique.

20 min Wrap up Ask participants to talk about the workshop. Did they enjoy it? Did they

learn something? Do they think they will try something new in the future? Post test—ask participants to complete this and turn it in before they leave.

Use “Post Test & Answer Key” Evaluation- ask participants to complete and evaluation form to help you

improve future workshops. Use “Evaluation” and “Evaluation Tips.” Commitment to Change – give each participant an index card and ask them

to write down one thing he or she will try out or do differently as a result of this session. Compile these Commitments into one long list (no need to include people’s names- they should remember which is theirs) and email it back to participants 2-4 weeks after the session as a gentle reminder. This helps encourage behavior change as a result of the workshop.

Exit ticket – give each participant an index card and ask them to write down the most helpful thing he or she learned during the workshop. These must be turned in before people can leave. The purpose of the exit ticket is to enhance metacognition- you are asking learners to reflect upon what they knew before the workshop and what new knowledge they have added. This is a technique that your “trainers” may want to employ when they teach this material.

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Learning Objectives

By the end of the session, learners will be able to:

1. Name three key principles of adult learning theory2. Describe three instructional techniques that illustrate principles of adult learning theory3. Teach three key points about each of the following topics: delirium, dementia, medication

management and health literacy

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Train the Trainer: Teaching Geriatrics to Change BehaviorSample Agenda

8:30-8:45 Warm up- Reflective journaling (15 min)

8:45-9:00 Adult learning theory overview (15 min)

9:00-10:00 Delirium (60 min)

10:00-10:15 Break (15 min)

10:15-10:45 Medication management (30 min)

10:45-10:55 Break (10 min)

10:55-11:25 Health Literacy- (30 min)

11:25-11:40 Working lunch (15 min)

11:40-12:40 Dementia (60 min)

12:40-1:00 Wrap up (20 min)Post test, EvaluationExit ticket- most helpful thing I learnedCommitment- one thing I will try out or do differently as a result of this session

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Reflective Journaling ExercisePlease use this time to write about a teaching experience in which the intended learners did NOT learn. It can either be an experience in which you were the teacher or one in which you were the learner. Describe the experience, including details such as the setting, who was there, what material was discussed, why you think it didn’t go well, what you think might have helped it go better. You will not be asked to turn in this paper, so feel free to be as candid as you like. After everyone has time to write, volunteers will be solicited to share their experience with the group.

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Instructional Strategy: Concept Mapping

A Concept Map is a diagram showing the relationships among concepts. It is a graphical tool for organizing and representing knowledge.

We use Concept Maps for teaching about delirium, and they can be used in multiple different ways. Here are two applications for Concept Maps – we often use both in the same session.

1. The handout that follows is an exercise that can be done as a warm up prior to the Delirium presentation. This helps learners activate prior knowledge before receiving new information. Materials Needed: one handout for each learner

2. After the presentation, learners can be divided into small groups (four people or fewer) to create a Concept Map using the same case that was used in the warm up. Give each group Post-It notes in two colors, a heavy black marker, and one sheet of large poster-size paper (butcher block paper works well). Ask them to write the concepts for their maps on the Post-It notes and then stick them to the poster paper. They can use the marker to draw arrows connecting related concepts. Some teams like to color code concepts using the different color Post-It notes. Once the maps have been completed, have groups take turns presenting their concept maps to the larger group. The group can vote on the best map and you can offer a prize. Hang the posters on the wall for the remainder of the session.

Materials Needed: Butcher block paper (one sheet per group of four learners)Post-It notes (2 colors is ideal)Thick black markers

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Concept Mapping Exercise

Case 75 year old woman with a history of hemorrhoids and depression admitted for blood in

stools on Monday evening She is very weak and there is concern she will fall, so she is put on bedrest and a Foley is

placed She is made NPO, IVF are started, she gets prepped for colonoscopy by drinking a gallon

of GoLytely She has colonoscopy on Tuesday afternoon That evening she becomes very agitated, she starts fighting caregivers, pulling out her IV

and Foley She is placed in restraints

Draw a concept map to explain how she got so confused. Start with “blood in her stools,” and end with “confusion.”

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Blood in stools

Confusion

Here is one possible concept map to explain what happened to this patient:

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Haldol

Bed rest

Weak, fall risk

Foley

Pain

Restraints

Anesthesia

Colonoscop

y

GIBDepression

Confused

patient

Preexisting

Alzheimer’s

Lots of meds

Instructional Strategy: Practice Audit

What is an audit? The general definition of an audit is an evaluation of a person, organization, system, process, enterprise, project or product.

How can they be used to activate learners? Ask learners to perform an audit of one aspect of their own clinical practice. It does not need to be comprehensive, it can simply be a “quick look” at some facet of their patient care. It usually works best if the audit can be done during the teaching session- for example on attending bedside rounds or during a workshop.

Examples of possible audits for delirium prevention:

1. As you round with your inpatient team, ask them to make a note every time you see a patient with a Foley catheter. After discussing routine patient care, discuss proper indications for Foley catheters, and risks of Foleys. See if the team can identify patients on the service whose Foley’s could be removed. Repeat the audit in a week to see if your team is doing better at minimizing Foley use.

2. Ask your inpatient team to perform an audit of adequate pain control on your service3. Ask your residents to audit how many patients get into a chair each day, or have a PT

order when appropriate? Set goals for your service and recheck in a week.

Materials NeededNone

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Instructional Strategy: Academic Detailing

Academic Detailing (AD) is a technique for face-to-face education of health care providers. It is based on detailing techniques used by the pharmaceutical industry in marketing their products. AD is non-commercial. It is a teaching tool used by health care professionals to teach other health care professionals ways to improve clinical practice.

The 6 basic techniques employed are: 1. Establishing rapport/friendship2. Reciprocity/gift giving- pocket cards, info sheets, tools that make work easier3. Appeal to authority- invoke the names of leaders who have endorsed this4. Social validation- “everyone is doing it…”5. Scarcity- new, cutting edge, limited supply, “you will be special if you do this…”6. Consistency/commitment- get the learner to commit to a small behavior change

3 key points to remember: Limit the message to 3 key points, take no more than 5-10 minutesDefine clear educational and behavioral objectivesUse concise and graphic educational materials

Possible applications (“gift” in parentheses)Potentially inappropriate medications (pocket card)Pain medications (pocket card)Appropriate use of Foley catheters (pocket card)Risks of antipsychotics in patients with dementia (handout for patients)Preventive interventions- e.g. alcohol screening, flu shots (pocket card, patient handouts)Asthma management- use of peak flow meters (patient handout)

Materials NeededA “gift”

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Instructional Strategy: Taboo

Give learners a medical term and ask them to explain it to the group without using medical jargon. You can provide words that are “taboo” or you can just ask the group to listen for words they judge to be jargon. You can assign someone in the group the responsibility of raising their hand or ringing a bell when they hear words a person with low health literacy might not understand. The rest of the group is given the task of listening to the explanation and judging whether or not it is comprehensible. Sometimes people err on the side of “over simplifying” explanations to the point where they are too vague. After each person’s turn. the group can give feedback and help think of alternative phrasings to improve clarity.

Materials Needed: Health Literacy PowerPoint slides (if you want to use the medical terms given in the slides- you can also just make up your own)

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Instructional Strategy: Health Literacy Limbo: How Low Can You Go?

How to play? Instruct learners to explain a difficult concept to the group using language that someone with low health literacy will understand. Someone in the group types what the person is saying as they speak, and after he or she is done, you have Microsoft Word calculate the readability statistics. Each person takes a turn, and as with limbo, they compete to “go the lowest,” that is, get the lowest reading level. There is a prize for the person who can get the lowest grade level (or highest reading ease).

Potential topics learners could explain to the group: - Risks and benefits of a new medication or procedure they are proposing to the patient- Instructions on good sleep hygiene, how to perform Kegel exercises, how to maintain

a health diet to lose weight

Remember to say…

Remind learners that their goal is to make their language understandable to someone with a 4th grade reading level.

It is important to point out the limitations of Flesch-Kincaid. See handout on next page. You can give this handout to learners before they play the game so they can interpret the readability statistics.

Variations on Health Literacy LimboAlternatively, if you have enough computers available, you can have learners type text themselves and run their own readability statistics. This allows them to experiment with different words and phrasings to see how they can improve the simplicity of their speech/writing.

Another exercise is to have learners find health information on the internet and cut and paste it into Microsoft Word. They can analyze the readability statistics and identify sites that they would want to refer patients to.

Materials NeededComputer with Microsoft WordFlesch Kincaid Readability Statistics handout (next page)

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FLESCH-KINCAID READABILITY STATISTICS(for use with Health Literacy Limbo and Dementia Taboo)

INSTRUCTIONS FOR USING MICROSOFT WORD TO DETERMINE FLESCH-KINCAID LITERACY LEVEL

For Word 1997-2003Go to Tools menuChoose OptionsChoose Spelling and GrammarMake sure there is a check next to Show Readability StatisticsThen, open a file that you want to check, and check the spelling. When Outlook or Word finishes checking the spelling and grammar, it displays information about the reading level of the document.

For Word 2007

Click the Microsoft Office Button , and then click Word Options. Click Proofing. Make sure “Check grammar with spelling” is selected. Select “Show readability statistics”After you enable this feature, type something into a Word document, and check the spelling. After it finishes checking the spelling and grammar, a box pops up displaying the readability statistics.

EXPLANATION OF FLESCH-KINCAIDReading ease:

Looks at words used per sentence, syllables used per word Easiest (highest) is 121 Hardest (lowest) is 0 Harvard Law review is low 30’s Reader’s Digest is 65

Grade level: Looks at words used per sentence, syllables used per word Translates the score to a U.S. grade level Dr. Seuss’ Green Eggs and Ham is -1.3

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Health Literacy Resource Guide

Health Literacy Universal Precautions Toolkit – (http://www.ahrq.gov/qual/literacy/healthliteracytoolkit.pdf) Produced in April 2010 by the NC Program on Health Literacy for the Agency for Healthcare Research and Quality, this toolkit provides specific, practical guidelines for organizations to use in working to address health literacy barriers within their own institutions.

Improving Health Literacy for Older Adults: Expert Panel Report – (http://www.cdc.gov/healthmarketing/healthliteracy/reports/olderadults.pdf) The CDC convened a panel of experts in December 2007 to address concerns specific to older adults and health literacy. This panel included such health literacy “stars” as Dr. Rima Rudd of the Harvard Health Literacy Studies center (see above) and Michelle Eberle from the New England Regional Medical Library. In addition to covering the barriers to health communication that confound elders in particular, the report of their discussion and recommendations also addresses potential areas of research and ways to address those barriers. Among those recommendations is one calling for creative collaborations among the broad range of entities concerned with the problem (e.g., researchers, healthcare providers, families, libraries, educators, etc.) to work together to apply the knowledge already available about improving health literacy in general and in older adults in particular.

National Action Plan to Improve Health Literacy – (http://www.health.gov/communication/HLActionPlan/) The U.S. Department of Health and Human Services released this plan in May 2010 with specific objectives for the various sectors (e.g., educators, healthcare providers and institutions, and government agencies) to improve the “jargon-filled language, dense writing, and complex explanations that often fill patient handouts, medical forms, health web sites, and recommendations to the public.” (Goal 4 – “Support and expand local efforts to provide adult education, English language instruction, and culturally and linguistically appropriate health information services in the community” is specifically addressed to librarians, among others.) Includes case studies of best practices within and among the various sectors.

Federal Plain Language Guidelines – (http://www.plainlanguage.gov/howto/guidelines/bigdoc/fullbigdoc.pdf) Guidelines for communicating in “plain language” for federal government. Includes sections on identifying the audience, organizing and writing documents using guidelines, and testing the document prior to dissemination.

Health Literacy Online Guidelines – (http://www.health.gov/healthliteracyonline/) Guidelines from the Office of Disease Prevention and Health Promotion (ODPHP) for creating easy to understand health information web content.

MedlinePlus – (http://www.medlineplus.gov) Besides offering health information videos and interactive tutorials for consumers, this service of the National Library of Medicine also offers links to identifiable “easy to read” information (accumulated at http://www.nlm.nih.gov/medlineplus/easytoread/easytoread_a.html) as well as information in

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multiple languages.

NIH SeniorHealth – (http://nihseniorhealth.gov/index.html) Produced by the National Institute on Aging, this easy to use web site, featuring large text and other features to make it easier for elders to view, also provides quality-filtered health information on various topics. Site includes videos, an easy-to-implement text reader, and a “Trainer’s Toolkit” for teaching older adults how to search online for health information.

Thanks to Gabriel Rios, MLIS, Deputy Director of the UAB Lister Hill Library of Health Sciences for compiling this list.

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Instructional Strategy: Dementia Taboo

Give learners a Dementia Fact Sheet (DFS) and ask them to explain it to the group without using medical jargon.

Version 1: When the learner explains the material on the card, someone in the group is given the responsibility of raising their hand or ringing a bell when they hear words a person with low health literacy might not understand. The rest of the group is given the task of listening to the explanation and, after the first learner is done, the rest of the group is asked to rephrase the material using medical jargon. The facilitator writes it up on the board to ensure everyone has heard and understands the material on the DFS. The best DFS for this game tend to be those about the specific types of dementia and the dementia medications, but you can play it with any of the DFS.

Version 2: When the learner explains the material on the card, someone in the group transcribes their words into MS Word. When the first learner is done, they check the Flesch Kincaid grade level. Learners compete to get the lowest possible grade level.

Materials Needed: Dementia Fact Sheets (DFS)Flesch Kincaid readability statistics handoutWhite board to write up a summary of each DFSDementia PowerPoint slides

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Instructional Strategy: Dementia Card Sort (Dementia Drugs: Dos, Don’ts, Don’t Knows)

Place three sheets of paper on the table, labeled “Do,” “Don’t,” and “Don’t Know”Deal all the cards out to learners (depending on the size of the group, each learner gets 1-3 cards)Ask learners to read their cards and to place them in the appropriate pile (have all the learners get up and do this at the same time, and not in front of the instructor, so that there is some anonymity)After all learners have placed their cards, go through the piles and discuss the correct answers as a group. You can do this game at the beginning of the session, before you have taught anything, to get people interested in hearing what you have to say. This is also a way of activating their prior knowledge.

Materials Needed*: CardsSheets to place cards onBlank worksheet learners can fill in as the discussion progresses (if desired)Answer keys to worksheet- to hand out at end of sessionDementia Power Point slides

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Post-test Questions

1. One key principle of adult learning theory is:a) Adults learn best when they are in small groupsb) Adults learn best when they are nervousc) Adults learn best when new knowledge is connected to existing knowledged) Adults learn best when they have read before a teaching session

2. Please choose the instructional technique that would be best used for teaching about the causes of deliriuma) Academic detailingb) Concept mappingc) Card sorting gamed) Taboo game

3. Select the non pharmacologic intervention that can be used to decrease rates of delirium in hospitalized older adultsa) Fresh flowers at the bedsideb) Keeping the room quiet and lighting low at nighttimec) Frequent visitorsd) Encouraging caffeine consumption in the morning

4. Choose the acetylcholinesterase inhibitor that is available in transdermal patch form to delay cognitive decline in dementia patients. a) rivastigmineb) donepezilc) galantamined) tacrine

5. Teach back is a technique for addressing low health literacy bya) Asking the patient to repeat back what the clinician just saidb) Encouraging the clinician repeat instructions to the patient multiple timesc) Having medical students and residents present when patients are given

instructions d) Having family members present when patients are given instructions

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Answer Key for Post-Test

1. C – This is a basic principle of adult learning theory. Some adults may learn best in small groups, but this varies between individuals. Adults don’t always learn best when they are nervous, although some degree of anxiety may help activate learners so they are more engaged. Reading prior to a teaching session may help activate some learners, but is not true for all learners.

2. B – Concept mapping is a great technique for teaching about delirium because it allows a graphical depiction of the relationship between multiple concepts. It is generally a good technique for anything that involves complex relationships between many concepts. Academic detailing, Card sort games, and Taboo could also be effective, but may not be the best.

3. B – Keeping the room quiet and lighting low at nighttime will help promote sleep, which is essential for delirium prevention. Fresh flowers can contribute to a relaxing and comfortable environment, but is not a part of typical delirium prevention protocols. While frequent visitors can help patients stay relaxed and oriented, too many visitors can cause increased anxiety for some patients, so this is not a part of delirium prevention protocols. Caffeine consumption is not recommended to prevent delirium, although morning coffee is not contraindicated.

4. A – Rivastigmine is the only acetyl cholinesterase inhibitor that is currently available in transdermal patch form.

5. A – The Teach Back technique consists of politely asking the patient to repeat back what the clinician just said. None of the other techniques are part of Teach Back.

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Evaluation

This instructor ... Strongly Disagree

Disagree Neutral Agree Strongly Agree

Not Applicable

1 Demonstrated confidence in his/her knowledge

2 Has expertise in the content area

3 Used appropriate teaching methods

4 Organized content in a logical manner

5 Clearly explained ideas and instructions

6 Allowed time for questions

7 Asked questions that were thought provoking

8 Encouraged differing points of view

9 Stimulated my intellectual curiosity by building on my previous knowledge and skills

10 Reinforced my critical thinking skills

11 Recognized and respected me as an individual

About the workshop:

12 I feel more comfortable teaching geriatrics after this workshop

13 The content taught in Delirium was useful to me

14 The content taught in Health Literacy was useful to me

15 The content taught in Dementia was useful to me

16 The content taught in Medication Management was useful to me

12 Faculty disclosures and acknowledgements of commercial support were made

13 There was no evidence of commercial bias in this activity

14 The content was objective and balanced

15 The content was evidence-based and the type and source of evidence was identified

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Please indicate your agreement with the following statements: Session Objectives Met Not MetObjective 1:

Be able to name three key principles of adult learning theory

Objective 2:

Describe three instructional techniques that illustrate principles of adult learning theory

Objective 3:

Feel comfortable teaching learners three key points about each of the following topics: delirium, dementia, health literacy and medication management

Objective 4:

Be aware of resources where they can look up additional information about the following topics: delirium, dementia, health literacy and medication management.

How much of this content was new to you?

Almost None About 25% About 50% About 75% Almost All

How likely are you to integrate what you have learned in this session to your clinical practice?

Not at all likely Somewhat likely Likely Very Likely Not Applicable

How likely are you to integrate what you have learned in this session to your teaching?

Not at all likely Somewhat likely Likely Very Likely Not Applicable

If applicable, please list specific clinical and/or educational practice behaviors that you propose to change:

Overall, I would rate this workshop as...

Poor Fair Good Very Good Excellent

Please provide any additional comments below:

What were the most effective aspects of today’s session?

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What were the least effective aspects of today’s session?

What could have made today’s session better?

Would you recommend this session to colleagues? Yes No

Evaluation – Helpful TipsScoring: High scores indicate greater learning and/or satisfaction with the learning experience. Suggestions for use: Facilitators should use participant feedback to guide future presentations. Facilitators will want to review the evaluations to see if material is new or applicable to learners and should revise curriculum accordingly – if content is not new or not applicable, the experience should be revised.  Reports of least successful aspects should be reviewed for improvement at future presentations.  Our experience:  Generally positive responses indicate that content is new and applicable to practice and/or teaching.  We have used the feedback we received from this survey, particularly comments about the most effective and least effective aspects of the session, to improve future presentations.

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