Hi, I’m Bobbi Pritt, Director of the Clinical Parasitology Laboratory and Vice Chair of
Education in the Department of Laboratory Medicine and Pathology at Mayo Clinic.
In Part One of this series Tiffany focused on training clinical laboratroy staff.
In Part Two she will discuss training in the clinical laboratory setting.
I hope you enjoy this month’s Hot Topic series, and I want to personally thank you
for allowing Mayo Clinic the opportunity to be a partner in your patients’ healthcare.
Thank you, Dr. Pritt.
This is part two of the Hot Topic series on training in the clinical laboratory setting.
Today, I will be discussing the topic of training the trainers.
I have no disclosures.
As you view the presentation, consider the following questions regarding training.
How is it ensured that both the trainer and trainee are prepared?
And how will the results impact patient management?
There are two key questions that will be covered throughout the training series.
As we move into part two of the training series, we ask the key question, “How are trainers
trained?”
Most trainers do not necessarily possess an education background or are familiar with
the various elements to consider when working with trainees.
Each trainee comes into a work unit with his or her preferred styles and methodology for
learning.
What works for one trainee may not work for the next.
It is important for trainers to be well-prepared and equipped with the necessary information
to train each learner at an individual level.
The following Venn diagram shows the three focal points and their areas of overlap.
They are: learning styles, teaching styles, and training challenges.
The first circle of the diagram is “Learning Styles.”
While there are several learning styles that trainees will have, the three that will be
discussed in this presentation are visual, auditory, and kinesthetic learning.
The trainer should ask his/her trainee which method of learning the trainee prefers so
the trainer can possibly use that particular style during the training process.
Visual learners are those who prefer text and images.
These trainees will frequently remember more information if they have read, or seen, the
task being executed previously.
Examples include textbooks, charts, diagrams, and standard operating procedures (SOPs).
For the trainer, it is important to consider incorporating images or other visuals into
training when working with someone who prefers the visual learning style.
Auditory learners are those who prefer verbal instructions.
Listening and repeating are ways for these types of learners to retain information.
Examples of auditory learning include lectures, discussion groups, and reading out loud.
For the trainer, consider explaining a task to the trainee, followed by the trainee repeating
back what was said to ensure that the interpretation was correct.
Kinesthetic learners are hands-on learners.
These trainees learn best when they are able to physically perform the task and troubleshoot
in the moment.
Examples of kinesthetic learners include hands-on activities, training exercises, and also teaching
tasks to peers.
The trainer should be prepared to demonstrate a task with the trainee following alongside.
The second circle of the diagram is “Teaching Styles.”
The trainers were trained at some point during their careers, and they remember which of
their trainers shared the most insight.
Oftentimes, they will mimic what worked for them, but they also need to consider what
will work for the trainee.
The three teaching styles that will be covered are directing, discussing, and delegating.
The directing teaching style focuses on providing clear and concise directions.
This is the style that will most likely be used when first introducing a topic to a trainee.
It provides an introduction to the topic, without congesting the subject with too much
detail.
This is accomplished through presentations, lectures, demonstrations, and readings.
The discussing teaching style focuses on learning by interacting.
It is the next step of the learning process by introducing the critical thinking and troubleshooting
skills to the trainee.
This style is accomplished through discussion groups with pre-selected talking points and
the use of “clicker questions.”
Clicker responses allow the trainer to further discuss the subject matter if there is a large
distribution of answers.
The delegating teaching style allows the trainee to feel empowered.
Tasks are assigned to the trainee but allows for them to be independent with their decision
making and execution of the task.
This style is performed through research projects and allowing trainees to work in teams to
determine roles and responsibilities to successfully complete the task.
The final circle of the diagram is “Training Challenges.”
While many challenges may potentially arise, the three that will be discussed are communication,
diverse learners, and motivation.
It is important that the trainer be prepared as these situations present themselves.
As mentioned previously, each learner is unique, and how each arrives at the end point of independence
will vary.
Communication is essential when a trainer is working with a trainee.
The trainer needs to consider the delivery of the information and feedback to the trainee.
However, that communication goes beyond verbal.
Non-verbal communication includes body language, eye contact, tone, and gestures.
These aspects all need to be considered when interacting with a trainee.
If a trainer is not careful, a statement may come across as judgmental, or even demeaning,
even if it was not the trainer’s intentions.
Diverse learners are to be expected as a part of training.
The diversity will include learning styles, cultural differences, language barriers, age,
and previous experience.
The trainers should be prepared to adjust their teaching methods to accommodate the
learners.
If possible, trainers and trainees should be paired up in a way that the diverse aspects
align with one another.
What motivates adults will vary for every trainee.
Outside factors such as bettering oneself and his or her families, experiences and being
able to learn more, and providing relevancy toward current skill sets are all ways in
which adult learners are motivated.
Attitudes with regard to the tasks being learned will ultimately be the trainee’s decision,
but by getting to know the trainee, the trainer has an opportunity to help create a learning
environment that helps support the trainee’s goals.
In summary, trainers need to be prepared for training.
This was the second portion of the Hot Topic series in training and focused on trainer
preparation, with the understanding of learning styles, teaching styles, and training challenges.
By providing direction and growth opportunities, as well as reflecting upon past experiences,
the trainers will be better equipped with the skills needed to ensure positive training
outcomes in future trainees.
I would like to thank you for joining me for part two of this Hot Topic series: Training
Clinical Laboratory Staff to Work at the Highest Level.
Please let us know if you have any questions related to the topic.