In order to support successful learning outcomes, the Health Care Professional facilitating the learning sessions will posses the requisite knowledge, experience and skills. This includes, but is not limited to, the science of systemic therapy; the identification and management of systemic therapy` induced side effects; self care strategies and the principles of adult learning.
Defining teaching competencies may contribute to a framework which can be utilized to promote standardization and support professional development. The principle based approach identified below recognizes that the knowledge base of competency in teaching can be evaluated through a written assessment, and the evaluation of competency practice andapplicationcan be completed through self assessment and peer observation.
Principle Based Teaching Competencies: Bing-You et al (2009) have proposed seven principle based teaching competencies which they suggest can apply to all learners and learning venues. These competencies have been deliberately defined as observable behaviours, thus contributing to the ease at which they can be measured. They include:
- Developing a climate conducive to learning
- Actively engaging learners
- Assessing a learner's knowledge, skills and attitudes
- Facilitating the learners educational goals
- Providing feedback to learners
- Having self awareness of their own teaching competencies
- Fostering self-directed and lifelong learning
The Facilitator Assessment Form is a tool which can be used to assess competency in teaching through observation or self assessment. Principle based competencies are matched with observable activities to aid in the assessment process. Facilitators and leaders are encouraged to utilize this tool for the purpose of assessment.
There are numerous resources which can be utilized to further develop facilitation and public speaking skills. The following list identifies some possible resources accessible in your community or via the internet.
A Toastmasters meeting is a learn-by doing workshop in which participants hone their speaking and leadership skills in a no-pressure atmosphere. There is no instructor in a Toastmaster meeting. Instead, members evaluate one anothers' presentations. This feedback process is a key part of the program's success. Meeting participants also give impromptu talks on assigned topics, conduct meetings and develop skills related to timekeeping, grammar and parliamentary procedure. http://toastmasters.org/
What to do with your hands when you are presenting
The 5 second steal
Five things every presenter needs to know about people
How to make presentations accessible to all
How to give a successful oral presentation
Bing-You.R.G., Lee, R., Trowbridge, R.L., Varaklis, K., & Hafler, J.P., (2009. Commentary: Principle-Based Teaching Competencies. Journal of Graduate Medical Education. 1(1): pp. 100-103.
Canadian Partnership Against Cancer (2009). The Framework for Achieving Excellence in the Providion of Cancer Patient Education in Canada. http://www.iccp-portal.org/sites/default/files/resources/The-Framework-for-Achieving-Excellence-in-the-Provision-of-Cancer-Patient-Education-in-Canada.pdf