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Quo vadis?
Learning needs assessment for GPRs
West Cumbria Trainers’ group
 20th January 2005
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The road to Bris= tol ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0004.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
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3D"Needs
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file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0005.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
I wil= l have succeeded as a trainer if by = the end of six months’ training my GPR………….. ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0006.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
What should we be teaching?
<= span class=3DBB style=3D'position:absolute;left:-4.71%'>•A course defined by its contents •A course defined by what GPRs should be able to do by the end •A course defined by the lea= rning experiences offered.
<= span style=3D'visibility:hidden'>•
<= span style=3D'visibility:hidden'>•
<= span style=3D'visibility:hidden'>• ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0007.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
‘= ;Approaches to designing a training program= me for trainee fell-walker’
•= “I want my trainee to know the names and positions of all the Lakeland Fells.” •= “By the end my trainee should know be able to lead me up all the major fells” •“I’ll supply lots of opportunities for walking and becoming familiar with the fells. My job = is to ensure he gains lots of experience.” ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0021.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
Key steps in nee= ds assessment
•= Identify the gaps between current and desira= ble practice •Analyse the gaps and determi= ne what is causing them
= •Identify ways of satisfying these needs
<= span style=3D'visibility:hidden'>•
<= span style=3D'visibility:hidden'>• ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0010.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
Educational need

  The gap between present level of comp= etence and the higher level of compete= nce as required by the task, the standards = set by our organisation, or the
profession itself
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Learning needs
The personal and specific needs = identified by explo= ring the issues which created the gap .
Norma= n,Shannon and Marrin
BMJ A= pr 2004
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 ‘There is nothing new under= the sun’

 Ecclesiastes 1v9
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Types o= f needs assessment
•Gap or discrepancy analysis
•Re= flection on action or reflection in action
•Self assessment= 3;
•Pe= er review
•Ob= servation
•Critical incident/Significant event review
•Pr= actice review       &nbs= p;     
•       &nbs= p;            =             &n= bsp;  Ja= net Grant.BMJ 2002 ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0024.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
1) Gap or discre= pancy analysis
A fo= rmal method comparing performance with stated intended competencies &#= 8211; by self assessment, peer assessment= , or objective testing ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0025.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
2a) Reflection on action 
Refle= ction on action  - Thinking back to some performance and identifying what was done well, and what could be done better ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0026.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
2b) Reflection in action
Think= ing about an actual performance at= the time it occurs and recording = identified strengths and weaknesses ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0029.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
3) Self assessme= nt
An extension of reflective practice
•Learning diaries
•Weekly reviews
•Log books ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0030.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii" GPR learning needs assessment
4) Peer review
Drs assessing each other’s practice and giving feedback and/or advice.
•Internal
•External
•Informal
•Multidisciplinary
•Physician assessment ------=_NextPart_01C61CD8.BAE5E4E0 content-location: file:///C:/2D682234/gpr_learning_needs_assessment_files/slide0031.htm content-transfer-encoding: quoted-printable content-type: text/html; charset="us-ascii"