Pregnancy-Related Issues in the Management of Addictions

Train the Trainer Workshop

Problematic Substance Use in Pregnancy (PSUP)

www.addictionpregnancy.ca

Last modified: March 2008

Conflict of Interest Disclosure Financial support for this workshop was

provided by Health Canada

Funding for the PRIMA Pocket Reference was provided by the Lawson Foundation

No commercial sponsorship has been received to support this program

Pregnancy-Related Issues in the Management of Addictions

Teaching StrategiesWhat works best?

Learning Objectives At the end of this session, the participants

will be able to:

1. Discuss the Kolb experiential learning cycle.

2. Describe the preferred learning events for accommodators, divergers, assimilators and convergers.

3. Discuss the situational nature of learning.

What works best is what gets the message across to the learner!

Many different ways to look at learning:

Early theorists: Rogers, Jung, Piaget

Neurolinguistic Programming: auditory, visual, kinesthetic

Myers-Briggs Personality Inventory

Women’s Ways of Knowing – feminist perspective

David Kolb: experiential learning cycle

Kolb Experiential Learning Concrete Experience CE

Abstract Conceptualization AC

Active Experimentation AE

Reflective Observation RO

Learning to ski

Divergers: watch others ski, think about what they are doing, get a mental picture and start: observing and doing – problem-based model

Diverger

Concrete Experience

Abstract Conceptualization

Active Experimentation Reflective Observation

Learning to ski

Assimilators: google ‘skiing’, watch other skiers, read some more, practice in the living room, then try – observing and thinking – analytical model

Assimilator

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Learning to ski Convergers: think about it, go ahead and try it

out, if they feel ok they will move on, if not they will try something else – thinking and experimenting – “hands on model”

Converger

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Learning to ski Accommodators: feel good about the

challenge, are game for anything, and just take off! experimenting and doing – Nike model (just do it!)

Accommodator

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Kolb Experiential Learning Concrete Experience CE

Abstract Conceptualization AC

Active Experimentation AE

Reflective Observation RO

Diverger

CE + RO: feeling

Assimilator

RO + AC: thinking

Converger

AC + AE: planning

Accommodator

AE + CE: doing

Accommodators: doing and feeling CE/AE

‘Hands-on', and rely on intuition rather than logic

Use other people's analysis and prefer to take a practical, experiential approach

Attracted to new challenges and experiences

Act on 'gut' instinct rather than logical analysis

Tend to rely on others for information than carry out their own analysis

Set targets and actively work in the field trying different ways to achieve an objective

  Work well in all types of learning environments

Divergers: feeling and watching CE/RO

Able to look at things from different perspectives

Are sensitive, imaginative, emotional, strong in the arts

Prefer to watch rather than do, tending to gather information and use imagination to solve problems

Best at viewing concrete situations from several different viewpoints

Perform better in situations that require idea-generation, for example, brainstorming

Prefer to work in groups, to listen with an open mind,

and to receive personal feedback

Assimilators: watching and thinking AC/RO

Prefer a concise, logical approach

Require good clear explanation rather than practical opportunity

Excel at understanding wide-ranging information and organizing it a clear logical format

Less focused on people and more interested in ideas and abstract concepts

More attracted to logically sound theories than approaches based on practical value

Prefer readings, lectures, exploring analytical models, and having time to think things through

Convergers: doing and thinking AC/AE

Good at solving problems and will use their learning to find solutions to practical issues

Prefer technical tasks, and are less concerned with people and interpersonal aspects

Best at finding practical uses for ideas and theories

More attracted to technical tasks and problems than social or interpersonal issues

Enables specialist and technology abilities

Prefer to experiment with new ideas, to simulate, and to work with practical applications.

Knowing Your Audience Know that all types of learners will be in the

audience

Include some teaching strategy that will engage everyone

Have cases for the divergers to discuss. Have slides for the assimilators to think about. Have problems for the convergers to solve. Have role-plays so the accommodators can volunteer.

Learning changes with context and is situational!

Assimilators were the norm in medical teaching: lecture, lecture, lecture

Divergers began to appear with the problem-based learning model

More direct “hands-on” patient work appealed to the Convergers (many family docs in this group)

Accommodators are slowing gaining ground (BUT less Nike (Just do it!) more New Balance!)

Pregnancy-Related Issues in the Management of AddictionsSlide presentation developed by members of

the National PRIMA group:

Ron Abrahams* Talar Boyajian Jennifer Boyd Wendy Burgoyne Katherine Cardinal Rosa Dragonetti Lisa Graves* Phil Hall

Samuel Harper Georgia Hunt* Meldon Kahan Theresa Kim Lisa Lefebvre Nick Leyland Margaret Leslie Deana Midmer*

Stephanie Minorgan* Pat Mousmanis* Alice Ordean* Sarah Payne* Peter Selby Melanie Smith Ron Wilson Suzanne Wong

*Principal Authors Prima.medicine@utoronto.ca