From: A method for developing standardised interactive education for complex clinical guidelines
Standards | Interactive education theme | Quality domain | Resolved by version | Identification source | Examples of perinatal loss workshop theme modification |
---|---|---|---|---|---|
Content | 1. Inconsistency within the educational framework (SCORPIO curriculum) | Curriculum | 5 | Educator | • 3 stations using tell-show-do-feedback and 3 stations using problem-based learning |
Tutors | • Ensure a different participatory activity at each station | ||||
2. Content not aligning with the clinical practice guideline | Alignment | 5 | Educator | • Omission from the workshop of an entire CPG Key Recommendation: “Institutional Perinatal Mortality Audit” (Table 1) | |
Tutors | • Learning objectives providing incomplete coverage of CPG Key Recommendation | ||||
Teaching | 3. Information overload | Overload | 3 | Educator | • Information limited to learning objectives |
Tutors | • Minimise slide numbers | ||||
4. Unacceptable station timing | Timing | 3 | Participants | • Teaching station time extended from 20 to 30 minutes allowing completion of content delivery | |
Educator | • Detailed written teaching plan with timing for the tutor to follow produced for every teaching station | ||||
Tutors | |||||
5. Didactic delivery | Didacticism | 4 | Participants | • Information in slide presentation reduced and demonstrating using participant activity increased | |
Educator | • 2 to 3 participatory activities in every station | ||||
Tutors | |||||
6. Inadequate clinical relevance | Relevance | 5 | Participants | • Always use the context of an appropriate clinical scenario scenario | |
Educator | • Difficult communication skill demonstrated by short DVD made using professional actors. | ||||
Tutors | |||||
7. Poor teaching | Reproducibility | 5 | Tutors | • Detailed written teaching plan with information for the tutor to follow produced for every teaching station | |
• DVD or structured role play scenarios and planned brainstorming activities reduces variation when using different tutors | |||||
8. Incomplete engagement of participants | Engagement | - | Participants | • Every participant actively involved in at least 2 structured activities in every teaching station | |
Educator | |||||
Tutor peers |