Assessment of a learner’s current knowledge and ability to demonstrate a skill prior to beginning learning.
Clear Learning Objectives
Key performance metrics that a learner is aware of that they will be measured on during and post learning.
Practice that is interactive and responsive to a learner’s demonstration of knowledge and/or skill.
Practice that is continued and tailored per learner that can vary in both time and number of attempts to reach or exceed a passing standard.
Minimum Passing Standard
A clearly defined standard for knowledge and/or skill that learners need to demonstrate for proficiency.
Activities specifically designed to improve a learner’s current level of performance with objected and directed feedback on how to do so.
CONTEXTUAL LEARNING DESIGN
Manikins that are anatomically similar to real-world application of skills and responsive to learner performance.
Learning that provides opportunity for teamwork and the interaction of roles in a simulated environment.
Learning environment that is reflective of the stress and emotion involved during the real-world application of knowledge and/or skills.
Learning that is applicable to an individual’s scope of practice, including environment, emotion, and use of skill.
Training that occurs in an environment or space where the real-life application of a skill would occur.
LOW-DOSE, HIGH-FREQUENCY DESIGN
Foundation of Knowledge
Establishing a foundation of knowledge for learners to enter a low-dose, high-frequency model for effective recall of knowledge.
Learning provided in smaller, chunked doses.
Learning provided in repeated doses over a prolonged period of time.
Opportunities of recall for knowledge and skill that are structured around a learner’s foundation of knowledge.
Data on performance that is delivered from an objective method, such as a feedback device or high-fidelity manikin.
Comparison to Standard
Feedback that is compared to a defined passing rate that identifies a level of proficiency for learners that they need to achieve.
Feedback that is delivered during a learner’s demonstration of knowledge and/or a skill.
Feedback that is targeted towards a learner’s needed area of growth with clear language on how to improve.
Feedback that validates a learner’s correct demonstration of knowledge and/or skills with positive language.
Real-time feedback that is delivered in an auditory format during the learner’s demonstration of a skill.
Real-time feedback that is delivered in a visual format during the learner’s demonstration of a skill.
A briefing with learners prior to a learning event that promotes psychological safety and learner awareness of gaps in knowledge and/or skill.
Compared to a Standard
Debrief that provides an overall comparison to a defined passing rate that identifies a level of proficiency for learners that they need to achieve.
Debrief includes data on performance, including performance data that was delivered in the form of feedback during the learning event.
Evaluation of overall learner performance that provides a breakdown by specific areas of content, such as performance metrics, that are aligned with learning objectives.
Debrief is provided to learners immediately post the learning event.
Debrief allows for learner engagement, including self-evaluation and reflection on actions taken during the learning event.
Manageable Cognitive Load
Evaluation of overall learner performance is delivered in a format that is clear, concise and organized for learners to easily identify and understand their current levels of proficiency and areas of needed improvement.
Debrief that includes information validating a learner’s correct demonstration of knowledge and/or skills with positive language.
Methods for Improvement
Language in the debrief that is targeted towards a learner’s needed area of growth with clear language on how to improve.
An assessment of learner knowledge and/or skill that does not require a passing rate as a course completion requirement.
An assessment of learner knowledge and/or skill that does require a passing rate as a course completion requirement.
Clinical Knowledge Assessment
An assessment of learner cognitive knowledge in the domain of clinical content.
Technical Skills Assessment
An assessment of a learner’s ability to demonstrate technical skills, such as CPR.
Non-Technical Skills Assessment
An assessment of a learner’s ability to demonstrate non-technical skills, such as team dynamics and communication.
A continued assessment of a learner’s knowledge and/or ability to demonstrate a skill during the learning process or over a period of time vs one assessment at the conclusion of a course.
Assessment includes characteristics that are reflective of a learner’s real-world application of knowledge and/or skill, including environment, emotion, and relevancy.