What activities might support learning for your subject?

In the video we saw learners actively engaging with a variety of topics by means of discussion and participation in set exercises. Learning in small groups is enriched by the sharing of experiences and ideas. It encourages everyone to participate, and is particularly relevant in healthcare where everyone works together to deliver the best care.

To ensure colleagues learn effectively, it is important to select methods that suit the topic and which will create strong mental connections. The most appropriate learning method is selected first. Once this has been decided, a delivery route is chosen.

For example, if we require learners to be able to site a cannula in a patient’s arm, learners need to know the veins in the forearm and the key parts and function of a cannula (Knows that). There may be differences in the level of existing knowledge and some learners may require more time than others. So, the method chosen is self-study and practised recall of knowledge. Two delivery routes may be considered; it can be undertaken in a classroom but could also be completed online. As there are likley to be different knowledge levels in a given group, online learning allows everyone to reach the required level at their own pace.

They also need to be able to site a cannula correctly (Knows how). This physical skill requires hands-on practice with pracice arms supported by formative feedback from a trainer. So the choice is made to undertake this section in a classroom.

Competence needs to be assessed in order that patient safety is maintained so they can prepare and perform the procedure unaided (Shows how). Finally, their performance with real patients is assessed at the bedside by an appointed mentor (Does). The table below shows the learning outcomes and associated methods.

Retrieval practice after time has elapsed is a powerful learning method. It makes the memory stronger and easier to access in the future. Spacing practice out over a period of time further strengthens this.

In the example provided above there are three assessments; one after each part. It is not always necessary to have an assessment after each section of training. However, in this instance each section requires competence in the preceding part before progression to the next.

In this course we differentiate between ‘learning methods’ and ‘learning delivery routes’. This is because at the planning stage, we don’t wish to exclude any options. The method is the way the knowledge or skill is absorbed by the learner and turned into a lasting mental model. Once we have decided this, then we can consider the best delivery option.

For new knowledge such as the names and location of veins in the arm, the chosen learning method may be self-study followed by retrieval practice. This method could be delivered by either of these routes:

• Reading and practiced recall by writing and labelling sketches.
• Online reading, and ‘fill in the blanks’ labelling of veins.
• Classroom lecture with individual recall tested via a phone app.

Inserting a cannula requires the learner to experience tactile feedback through their fingers. They also need to be able to recognise a visual flashback of blood into the cannula chamber. This can only be realistically undertaken well using the delivery route of a classroom.
(Note: the ever-increasing sophistication of Virtual Reality (VR) and Augmented Reality (AR) training may soon offer valid alternatives).

Examples of active learning experiences

Classroom:

• Skills practice
• Small group discussion and feedback
• Group problem solving
• Group practice of interpersonal skills
• Group exercises designed to develop teamwork skills
• Quizzes with group or individual responses via smartphone apps, skills simulation.

Online (non-live):

• Real-time decision making (scenario-based training)
• Branched video scenarios
• Online forums
• eLearning tests with free text answers
• practice tests

Online Live:

• Video conferencing based learning which provides group discussion and practice
• Online group tasks in breakout rooms, with whole group feedback.

Active learning and social distancing

We know that learning is more likely to last and be transferred to everyday work practice if learners ‘have a go’ and receive feedback. However, social distancing requirements mean we need to keep face to face meetings to a minimum, and this presents a challenge. For practical clinical skills which need to be personally observed and assessed by a trainer, the necessary personal protective equipment (PPE) is worn.

However, there is much we can do to minimise the need for contact by teaching online instead. This can be undertaken live with videoconferencing apps, or non-live by using engaging online learning. For example, the use of free text answers marked by a trainer provides insight into learners’ understanding and allows individualised feedback. Assessments and forums which allow such commmunication are readily available on eLearning platforms such as Moodle.

It is important that we keep testing and evaluating learning methods which allow us to maintain engaging training whilst observing virus-safe processes.

Talking point

Look at the following questions and consider sharing your thoughts with other learners:

• How much practice and feedback is included in the training you are involved with?

• Would any of your courses or modules benefit from a more active approach?

• How much practice and feedback is provided in the courses you design and/or deliver?

If your answers indicate your training is currently active, consider sharing what you believe makes them so. If you answered that they would benefit from a move towards a more active approach, share what you think might make them more so. Comment on others’ posts regarding how active their courses are.