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Date of Report: 2003
Source: Pacific AETC
Overview
Level I
Primarily didactic presentations, but can also include: panel discussions, self-instructional materials, journal clubs, teleconferences, etc. Participants are often passive learners, with programs varying in length from brief lectures to conferences.
Level II
Interactive and skills-building activities characterized by active trainee participation. These training activities may include interactive learning through discussion of cases supplied by trainer, role play, simulated patients, and train the trainer and other skill building activities. (Formerly Level II and some Level IIIA activities)
Level III
Training that includes activities where the trainee is actively involved with actual clinical care experiences involving patients. These may include preceptorships, "mini-residencies," or observation of clinical care at either the AETC training site or the trainee's worksite.
Level IV
Training that includes patient-specific clinical consultation provided to health care professionals. Characteristics of this level of training are: 1) interaction between two clinicians, 2) training initiated by trainee/topic selected by trainee and based on a patient-specific clinical question, 3) discussion of state of the art clinical care, 4) communication via telephone, electronic media, or in person on-site at trainee location, 5) no direct contact between patient and trainer, 6) interaction supported financially or administratively by AETC funds. These training activities may include clinical consultation, case based discussion with cases supplied by trainee, or clinical consultation on-site at trainee's clinical setting.
Level V
Technical assistance offered by the local performance site.
Summary Table
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| LEVEL I
DIDACTIC PRESENTATION | LEVEL II
SKILLS-BUILDING WORKSHOPS | LEVEL III
CLINICAL TRAINING | LEVEL IV
CLINICAL CONSULTATION | LEVEL V
TECHNICAL ASSISTANCE |
| Training Objective |
Change in knowledge
Limited attitudinal change
| Change in attitudes & skills |
Change in knowledge, attitude & clinical skills
Comfort & confidence to make sound/appropriate clinical decisions
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Change in clinical problem-solving
Change in clinical decision-making for better or more appropriate care
Impart state of art knowledge on specific HIV care
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Provide resources, guidance & assistance to improve HIV service delivery & performance on an organizational level
Changing organizational infrastructure & service delivery
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| Method of Training |
Didactic knowledge transfer
Journal Club
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Small group interactive sessions
Workshops
Role play
Instructor generated (hypothetical) case discussion
Use of standardized/simulated patient care
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Clinical observation of patient care
Interaction with patients in care setting
Mini-residency
Preceptorship
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Interaction between clinical consultant & clinical consultee (1-to-1 or multiple consultees)
Patient-specific question & problem-solving via phone, Internet, fax or on-site
Telemedicine
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Consultation style that is either organization- or AETC-driven
Focus on organizational or programmatic issues about HIV service delivery
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| Role of Learner | Passive | Interactive with instructor & other participants in skills building activities | Interactive with patient. Facility within clinical setting. | Provider-driven | Active involvement at the organizational level |
Duration
(minimum) | 1 hour | 1 hour | 1 day | Distance consult: 5 minutes | Distance consult: 5 minutes to less than 1 hour |
Duration
(typical) | | 2 to 4 hours | 2 to 5 days |
Distance consult: Less than 1 hour
Onsite consult: 1 hour to several days
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Distance consult: series of phone calls totaling 20 minutes to 1 hour
Onsite consult: 2 hours to half-day to 2 days
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