Some Hints and Tips when Planning a Learning Event
The Learning Cycle
We can use this cyclical model when planning an event for learning and development. After the learning session we hope that our new learning will help us develop and improve our work.
Planning for Good Learning
When planning a learning event, we should bear in mind that the best way for learners to learn is:
- Decide what you want to learn
- Define your learning objectives
… then and only then…
- Choose appropriate methods of learning
- Start the learning activity
- Review progress
- Modify goals and continue learning
Setting Personal Learning Objectives
We learn best if we define clear SMART learning objectives. One list which can help us is ARMPITS:
| A | Achievable | Within reach for us personally or our team |
| R | Realistic | Not over-ambitious, something over which we have some influence |
| M | Measurable | Some end point to identify success, something definite May be demonstrable to others |
| P | Positive | eg ‘more relaxed’ rather than ‘less stress’ |
| I | Important | Something that is worth learning Important to us as an individual? Our practice? The PCT? Others? |
| T | Time Bound | Date to complete by. Actual dates? Seasons? eg by next summer |
| S | Specific | Detail exactly what we want to learn Discussing with colleagues can be very helpful in defining precise learning objectives |
Setting Learning Objectives for a Learning Event
When planning a learning session for others, we may invite suggestions from potential participants as well as considering what we hope to teach. Objectives are best when they are specific. For example, rather than “update on heart disease” it would be better to plan, say, “the indications for using an ACE Inhibitor”. By considering carefully exactly what we are trying to teach, we are better able to plan a session which will achieve the desired learning.
An example of course objectives (for a hypothetical Diabetes Update course):
By the end of this activity participants will:
- Have a working knowledge of oral hypoglycaemic drugs and their indications for use
- Understand the criteria that might be used for converting diabetic patients to insulin
- Have an up-to-date framework for monitoring and preventing complications of diabetes
Consider having a look at an example of a blank template for planning a learning session, which has some ideas about learning objectives. And here is an example of a short session plan.
Participative Learning Methods
We learn better if we are actively involved in the learning process, can relate learning to past experiences and control the pace at which we learn. Participative learning allows interaction between the learners and the teacher. Learning can be particularly effective where it occurs within a group of peers, because it is specifically related to what we actually do – seeing patients etc – and uses the experiences of our colleagues doing similar work and experiencing similar problems. Participative learning should be flexible enough for the learning agenda to respond and change depending on the needs of the participants.
Some examples of participatory learning methods include:
- Discussion in a group
- Brainstorming as a larger group
- Role play
- Analysing a case history
- Doing a task in a pair or small group
- Preparing a quiz for other participants
- Preparing and giving a presentation to the larger group
Having had our Learning Experience, reflecting for a few minutes afterwards helps us consolidate the new information and put it into a context that is relevant for us as a GP. Writing reflective notes helps this process of reflection, acts as an aide-memoir, and also provides written evidence for the appraisal process that we are keeping up to date and Maintaining Good Medical Practice.
Principles of Adult Learning
Learning involves “connecting the new with the familiar”. Adults learn best when they:
- Want to learn
- Can see how the learning will help them
- Are involved in planning their learning and setting learning objectives
- Are actively involved in the learning process
- Can relate the learning to past experiences and what they already know
- Can immediately apply what they have learnt and use it to solve real-life problems
- Can control the pace of learning
- Use a variety of learning methods
- Are able to monitor their own progress and receive feedback
- Enjoy the learning experience
As we plan learning events, we can reflect on these notes to help us plan a learning session that will be enjoyable and useful for the participants.
