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Date of Report: 08/2004
Source: WHO Department of HIV/AIDS and CDC Global AIDS Program
Description: Excerpted from from the Prevention of Mother-to-Child Transmission of HIV (PMTCT) Generic Training Curriculum PMTCT Training Guide.
Acknowledgment
This checklist is taken from the Prevention of Mother-to-Child Transmission of HIV (PMTCT) Generic Training Curriculum PMTCT Training Guide, prepared by the Department of HIV/AIDS, World Health Organization (WHO) in collaboration with the United States Department of Health and Human Services, Centers for Disease Control and Prevention (HHS-CDC), Global AIDS Program (GAP), and jointly published by WHO and HHS-CDC. The Fran?ois Xavier Bagnoud (FXB) Center at the University of Medicine and Dentistry of New Jersey led this project from initial development through field tests and revisions along with JHPIEGO, an affiliate of Johns Hopkins University, through the University Technical Assistance Programs (UTAP) with CDC.
Checklist of Training Skills
| Checklist of Training Skills1 |
| Movements |
- Take centre stage - do not get stuck in a corner or behind a desk
- Face the audience - do not face the board or screen when speaking
- Make eye contact with people in all sections of the audience
- Use natural gestures and facial expression - (but try to avoid mannerisms)
- Move around the room - approach people to get their attention & response
- Avoid blocking the audience's view - watch for craning necks
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| Speech |
- Slow and clear and loud enough for everyone to hear
- Natural and lively - varied
- Write difficult new words on the board or flipchart, pronounce and explain them
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Continuation...
Interaction |
- Try to interact with all participants - use names as appropriate
- Ask the questions suggested in the text - ask different participants
- Allow time for the participant to answer - don't give the answer too quickly - drop hints
- Respond encouragingly and positively to all answers - correct errors gently
- Involve all participants - include quiet ones - control talkative ones
- Avoid discussions which are off the point or distracting
- Try to give satisfactory answers to questions from participants
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| Visual aids |
- Have the required aids and equipment ready - check and arrange them before the session
- Make sure that everyone can see clearly - arrange the room so that they can
- Point to what you are talking about on the projector or on the screen
- Cover, turn off, or remove aids that are not in use
- Let people handle aids used for demonstrations
- Write large and clearly on the board - arrange words carefully so that there is enough room
- Put slides and overheads away at end of session
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| Use of materials |
- Prepare thoroughly - read the text and obtain any aids that you need before
- Prepare your helpers (e.g., for role-play) before the session - practise if possible
- Do not learn the session by heart - follow the Manual but talk in your own style
- Follow the session plan accurately and completely - use your Trainer Manual
- Emphasise important points - do not leave important points out
- Do not introduce too much extra material - but give a few local examples
- Try to avoid repetition unless really useful
- If you find it necessary to read from the Manual, look at the audience occasionally
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| Time management |
- Keep to time - not too fast or too slow; don't take too long with the early part of a session
- Don't lose time between sessions (e.g., going to Clinical Practice) - explain clearly what to do
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| 1Breastfeeding Counseling A Training Course, Trainer's Guide, Part Four, Sessions 31-34, World Health Organization CDD Programme, UNICEF, (WHO/CDR/93.4; UNICEF/NUT/93.2), Pages 32-33. Available on line: http://www.who.int/child-adolescent-health/New_Publications/NUTRITION/Breastfeeding/Trainers_Guide_Part4.pdf |
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