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Speech and Language

Therapy Undergraduate

Trainers Francesca Cooper

Senior Lecturer

HEA Conference, Glasgow February 2016

fcooper@cardiffmet.ac.uk

Outline

1. Why undergraduate healthcare practitioners need

training skills

2. How - practicalities

3. What generic employability skills were evidenced

4. Benefits to students

Why do healthcare practitioners

need training skills?

Job description Band 5 posts

“To be actively involved in the training and mentoring of

SLT assistants/ healthcare support workers/ volunteers/

nursing and other professional staff”

“… its mostly by ad hoc observation”

The training task

Design & deliver 15 min training + 5 min Q&A

(videoed)

• What to train?

• Who are target group?

• Why relevant? Evidence, benefits

• How? Structure, where session fits in, timing, resources,

appropriate level

• Handout

Portfolio

Subject knowledge and employability skills

Part one – Training

1. Critique of evidence / literature

2. Edited 4 min video (including 1 min Q & A)

3. Supporting materials

4. Reflection

Appendix

Part two - Test

Topic groups

Topics generated by SLTs, tutor & students

Allocated one of 6 topic groups by letter A-F

E.g. Round one: Topic A (Trainers A1, A2, A3, A4 and A5)

Training principles - 4 MAT

1. Why reasons

2. What key info/ facts/ research

3. How practicalities, exercises

4. What if consequences/ future applications

McCarthy and McCarthy (2006)

Student input Peer feedback criteria for „good‟ training

RCSLT Best Practice study day

1. Content

2. Structure and planning

3. Visual aids

4. Delivery

5. Discussion

Same criteria and timing as profession competition

Peer feedback Rotate criteria with each new trainer

Video edit

1. RCSLT competition entry

2. Additional skill

3. Technician

4. Marking

Reflections

• Peer feedback

• Written reflection (video) Gibbs 1988

• Evidence of new subject knowledge and self awareness

• Development of 15 generic employability skills… HEA Pedagogy for Employability Group 2004

1. Imagination / creativity

Mode of delivery

Visual aids

• I used an app to gauge

the dB level but I could

have timed them to

make it more fun and

increase motivation

2. Adaptability

To needs of the target group

• I forgot who my target audience was and

my vocabulary was too specialist. I

needed to adapt my language level

(video)

…and flexibility

Dealing with the unexpected

• You aren‟t always in control of technical

provision. I‟ve learnt it is hugely important to

have a back up plan. Preparation and calm

flexibility is the way!

3. Willingness to learn

Throughout the process

• We were all so positive and encouraging

and training a small group helped my

confidence

4. Independent working / autonomy

Researching and planning independently

• I really enjoyed finding out about my

topic

5. Working in a team Trainers‟ responsibilities

Engage with group and elicit Qs

Learners‟ responsibilities

Ask Qs and give feedback

• I really liked the way we worked together in

a small training group, which was a very

different experience to giving a presentation

to the whole class

6. Ability to manage others

Feedback to others on the day

• I hadn‟t anticipated the time audience participation

and responses would take!

7. Ability to work under pressure

Time / workload

management in term 1

• I used Mindfulness,

breathing and the

NLP „anchoring‟

technique to keep me

calm

8. Good oral communication

Engagement

• I was too reliant on cue cards, especially at the beginning

Q and A

• I needed to expand my answers more

• I was nervous as I awaited the Qs but after each one, I was

pleasantly surprised and felt I‟d given a reasonable answer.

Catrin – Training to families of people with Parkinson‟s Dealing with unexpected, f‟b to participants, Q&A, adapting language

9. Written communication

for varied purposes/audiences

Critique of evidence base

Materials – Handout and PP

• Seeing my peers‟ training, I could have

varied font size, used bold for emphasis &

some illustrations for more visual appeal

10. Numeracy

Video editing

Reflection – limited word count

• Really helped me focus on what were the

most important learning points

11. Attention to detail

Less is more

• I tried to cover too much

• I needed less info on my powerpoint

slides

12. Time management

BVA competition also 15 minutes + 5 mins

discussion

• I rushed to fit it in and needed more time to do

exercises (peer)

• I managed to cut out a section

…More on time management

The reality of a training session is there WILL be a

time constraint, so I need to manage my time better.

This could have been addressed by practising with

a real audience rather than to the bedroom wall!

13. Assumption of responsibility

and for making decisions

Approach

• Because of the community setting, I didn‟t use p/p

but then I became too reliant on cue cards

Deciding what to include & leave out (training & edit)

14. Planning, coordinating and

organising ability

• They needed a clearer structure for doing my

task…

• I needed to set time limits for swopping roles

• I hadn‟t thought about how to close the session.

15. Ability to use new technologies Angie: Band 6 Training voice apps to SLT colleagues

Benefits of video

Changing perception with time

• I was running out of time, panicked and rushed the last bit. At the time I was disappointed with myself But, watching the video overall, it was a positive delivery and I was pleased with it.

Insights

• Although initially I wasn‟t happy about being videoed, it allowed me to positively reflect on the event. I identified a key learning which I would not have known without the video

Benefits of peer feedback

• Throughout the process of reflecting, I have

referred to and relied on the feedback from

my audience which shaped my overall

feelings on the training. It has encouraged

me to critically evaluate aspects that I

would not have otherwise addressed

More benefits of peer feedback

• I was pleasantly surprised that my peers said I

appeared relaxed when in fact I felt nervous.

This will be really useful to remember when

I‟m in MDT meetings

Benefits of reflection

• Before this, I‟d had a very low opinion of my

presentation skills, but doing this training

and reflecting on it, I now have many

more positive elements that I can draw on

More benefits of reflection

• This experience has been extremely

useful. It has allowed me to discover

more about both my strengths and

weaknesses as a presenter/trainer

Logistics & equipment

1. Timetabling

2. Some PCs crashed in video edit

• Cameras need to record in small file format (eg MP4)

• Edit on Mac (Windows Moviemaker too basic)

• Save & back up immediately after editing

Comments from student groups

• Topics – Very interesting

– Prefer to sign up for own topic

• Group work – Very supportive, useful and enjoyable learning from eachother

• Q & A – Very useful skill

– Could elicit Qs throughout

• Peer feedback – Very helpful

More comments from student groups

• Video edit

– Technically problematic & time consuming for some

– Want 5 mins

• Reflection

– Very useful

• Overall training experience

– Very enjoyable

How was the cohort‟s experience?

96% Preferred to exam

96% Relevant / very relevant to future job

Learning from peers

92% enjoyable / very enjoyable

96% satisfied / very satisfied

100% interesting / very interesting

Tutor reflections

• Creative engagement

• High standard and good variety

• Marking longer but much more interesting than an exam

Closing thoughts

“Self-efficacy, self esteem, self-confidence and a belief in one‟s ability to succeed” Dacre Pool and Sewell 2007 p7

New identity

• I found running the workshop a brilliant experience. It felt so empowering to play the role of a SLT. I really enjoyed the whole day

References

• Dacre Pool, L and Sewell, P “The Key to Employability: Developing a Practical Model of Graduate Employability” Education + Training 49 (4) 277-289 2007.

• McCarthy B and McCarthy D (2006) Teaching around the 4 MAT cycle. California: Corwin Press

• The Pedagogy for Employablity Group (2004) Pedagogy for Employability. York: Higher Education Academy.