Session 1 - CourseIntroduction
Session 2 – The Purposeof Saving Lives
- Definition ofFirst Aid
- Understanding theimportance of First Aid
- The 3P’s of FirstAid (Preserve Life, Prevent the Condition from Worsening, and PromoteRecovery).
- Contents of theFirst Aid Kit in the workplace.
- Understand the importance of knowing where first aid stations are in the workplace.
- How the first aider should prioritize their own safety before performing any first aid techniques.
- The importance of hygiene and sanitation in the scene.
- How to removewaste safely without risk of infection or contamination of the scene
Session 3 – PracticalSession
- Show the workers the contents of the first aidkit while demonstrating the correct usage of Personal Protective Equipment,PPE, to prevent infection and promote sanitation of the Scene.
Session 4- Basic Anatomy and Physiology
Module 5 – Principles of Learning
- A brief explanation of organ systems.
- Emphasis on the organ systems could causemedical emergencies if they fail.
- Summarization of the Cardiovascular System.
- Summarization of the Respiratory System.
- Summarization of correlation between both theCardiovascular and Respiratory System.
- The signs of life
- What is a pulse?
- Where to check for a pulse?
- Defining Hypoperfusion, or shock, and how it canoccur.
- Summarization of the Nervous System.
- Summarization of the Skeletal System.
- Indication of the key principles of learning andthe importance of creating a tangible lesson plan to increase the efficiency ofdelivery to the session and facilitating learning.
- Key Components of Effective Learning
- Factors that promote and inhibit effectivelearning
- Evaluate the impact of principles of learningfor practical teaching
5.1 Whatis learning and how do we learn?
- Discuss with trainees the different learningmethods they have experienced over their practical life and academic life.
5.1.1 Acquiring relevant knowledge (Learning Method)
5.1.2 Thinking for understanding (Learning Method)
5.1.3 Doing (Learning Method)
5.2 Factorsaffecting learners and the learning process
5.2.1 Principle 1: Utilize and stimulate the senses
- Discuss with trainees different scenarios intheir academic and/or practical life in which they have felt that they wereable and unable to retain knowledge.
- Discuss the following points:
- The relationships you have had with teachers andpeers
- Access to resources and time constraints
- Mood and situational factors
- Prior learning in a given area
- How you were taught how relevant you perceivethe learning to be.
5.2.2 Principle 2: Recognize the learning curve
- Discuss with trainees what grabs their attentionmore in learning
- Discuss how the combination of the five sensesis effective
5.2.3 Principle 3: Don’t abuse the attention span5.2.4 Principle 4: Encourage the effective use of memory
- Discuss the learning plateau
5.2.5 Principle 5: Try to motivate students in their learning5.2.6 Principle 6: Accommodate different learning styles
- Understand how memory works
- Understand how forgetting works
- Implications for teaching and learning
5.2.7 Principle 7: Ensure effective feedback in the learningprocess
- Discuss with the trainees on the importance ofdifferentiating between visual, auditory, and kinesthetic learning.
- Discuss how trainers can combine betweendifferent learning methods to increase learner’s retention of knowledge
- Priority in giving feedback sooner, rather thanlater
- Incorporate the positive
- Use feedback as a two-way process
Module 6 – LessonPlanning and Preparation
- Indicate theimportance of planning your session to increase confidence in executing thetraining.
6.1 Module Objectives
- Produce astructured lesson plan for course criteria
- Prepareclassroom arrangements and teaching facilities
6.2 Producing a structured lesson plan
6.2 Learning Objectives
6.2.1 Learning objectives
- Lesson Content
- Instructional Methods
- Teaching and Learning Resources
- Assessment of Learning
- Discuss with and show learners a sample of alearning template
- Discuss how detailed the plan should be
- Performance Objectives and their effect onbehavior, the condition of the learning content, the standard, and/or the efficiency of the learning criteria.
- Structuring of objectives with examples
- Skills development
- Learning sequence
- Influencing attitude
6.2.2 Lesson content
- Discuss with trainees the importance of tangibleand comprehensive training content based on the subject manner.
6.2.3 Instructional methods
- Discuss and indicate the differences betweentheoretical and practical instruction methods.
6.2.4 What teaching and learning resources will you need?
- Training area and resource availability
- Learning group
6.2.5 Assessment Train the Trainer Training FundamentalsContents
6.3 Evaluation of the lesson
Session 7 – Assessing the Scene
The Importance of the 3P’s during any first aid response.
Session 6 – Practical Session
- Behavior during an Emergency
- The Primary Survey and the steps needed to inform the ambulance.
- The difference between History, Symptoms, and Signs.
- Medical emergencies to prioritize during the primary survey.
- The difference between the primary and secondary survey.
- The Secondary Survey and how to maintain the patient’s response
- The recovery position.
- Two scenarios will be provided where the trainees will distinguish between an emergency in which the primary survey is required and another scenario in which the secondary survey is required.
Session 8 – Cardiopulmonary Resuscitation (CPR) and the Automatic External Defibrillator (AED)
- When should a first aider use CPR.
- The steps to CPR by using C-A-B (Circulation,Compression, Airway, and Rescue Breaths)
- How to correctly perform chest compressions
- How to correctly open the airway
- How to correctly preform rescue breath.
- The importance of repeating the CPR Process insaving a person’s life.
- Understanding the functions of the AED.
- Precautions before using the AED.
- How to correctly place the AED pads.
- How to use it alongside CPR to save theperson’s life
Session 9 - Practical Session
- Trainees will use a full-body mannequin to perform CPR and AED.
Module 10: Instructional Methods
- Trainees will understand the importance of executing the training content in effective and comprehensive ways for all learners.
10.1 Module Objectives
10.3 Supporting instructional methods
- Range of instructional methods
- Instructional methods for the content which shall be taught
- Instructional methods in the trainees’ teaching role.
- 10.2 Core instructional methods
- Lecturing and explaining
- Attributes of good explanation
- Pre-demonstration planning
- Carrying out the demonstration
- Learner practice and supervision
- Group Work (Cooperative Learning)
- Case Studies
10.3.1 Group work (cooperative learning)
- How to conduct group exercises
- Plan out exercises
- Tactics in using questions
- Responding to student answers
- Buzz groups, pairs, and triads
10.4 Deciding on methods
- Will the method achieve the identified outcomes?
- Will the method effectively facilitate the content you want and the types of learning required?
- Will the method suits the nature of the learning group and the individuals who comprise it?
- Will the method utilizes the resources?
- Will the method fit into the style or range of teaching skills?
- Are you comfortable and competent enough in using the method?
- 10.5 The use of activities or learning tasks in promoting learning
- Discuss different scenarios where trainees have seen innovative training methods
10.6 Designing and using learning tasks
- The task is clearly focused on identified learning objectives.
- Success in the task meets or builds learning towards identified objectives.
- The task is as authentic as possible and realistic for the learning group.
- The task is clearly achievable in the time allocated.
- Clear and sufficient guidance on the task is provided to learners.
10.7 Individualised instruction
10.8 Knowing the subject well
- Discuss how to refresh your knowledge towards the subject manner and how to answer questions effectively.
10.9 Playing the role of tutor
10.10 Suggestions for administering individualized instruction
- Practical Session: The Trainees shall be asked to produce a structured lesson plan for a class they intend to teach in the future. The duration of the session must be at least one hour.
- The lesson plan should clearly show:
- The learning outcomes/lesson objectives
- Organization and development of content
- Instructional methods to be used
- Use of teaching/learning aids and activities
- How learning is assessed
Module 11: Teaching and Learning Resources (TLR)
11.1 Module Objectives
- Compare and contrast the range of teaching and learning resources
- The appropriate TLRs specific to the content and venue
- Use a range of TLRs to enhance your training and to facilitate your trainees’ understanding
11.2 How do TLRs contribute to learning?
- Discuss different TLRs which help to keep the session engaging and discuss how TLRs can be a focal point for learner response
11.3 General points of consideration in using teaching and learning resources
- Identify what you want to achieve from the TLR (e.g. emphasis, generate questions, show a process, key point summary, etc).
- Do not overuse TLRs. Overuse will confuse rather than promote learning. Also, too much of one type will soon lose its ability to gain attention.
- Check that they work in advance. This refers to TLRs that involve the use of technology, such as overhead projectors, slides, computers, multi-media, etc.
- Be conscious of your own positioning and body movement when teaching and training.
11.5 Preparation of facilities and training aids11.5.1 Classroom/study area arrangements11.5.2 Audio-visual equipment in the classroom
- Discuss with trainees the purpose of videos in presentations
- Practical Scenario: Students shall discuss and emulate a classroom setting which shall be friendly towards trainees.
- Discuss Group Study Layouts
- Individualized Instruction Layout
- Laboratory/Simulation Layout
- Students shall discuss how sometimes TLRs can be distractions and decrease the focus of learners and learn to use them effectively.
Session 12 – Choking
- Definition of Choking
- Define the differences between open andobstructed airways.
- The warning signs of choking
- The symptoms and signs of the progression ofchoking
- The Heimlich Maneuver
- The Self-Heimlich Maneuver
Session 13 – Practical Session
- Trainees will demonstrate the Heimlich Maneuveron others and on themselves.
Session 14 – Bleeding
- Scenarios in the workplace that can lead toexcessive bleeding.
- Identify the different types of externalbleeding.
- Understand the difference between internal andexternal bleeding.
- The steps needed to prevent bleeding.
- The usage and application of the torniquet.
- How to prevent the progression of internalbleeding.
- How to stop nosebleeds.
Session 15 – Practical Scenario
- The trainees will demonstrate the application ofbandages to an injury site and how to effectively tie a torniquet and apply itin serious injuries.
Session 16 – Shock
- Definition of shock.
- Identify the different types of shock.
- How shock affects the entire body.
- How a medical emergency can be worsened byshock.
- How to treat shock.
Session 17 – Burns
- Different workplace scenarios that can lead toburns
- The different types of burns
- Classification of the severity of the burn fromfirst-, second-, and third-degree burns.
- Treatment for first-, second-, and third-degreeburns.
Module 17: Assessing Learner Performance
17.1 Module Objectives
- Identify the criteria for good assessment
- Plan a scheme of assessment
- Identify appropriate assessment methods forspecific learning outcomes
- Design a range of assessment items
- Produce a marking scheme for open-response items
- Identify common pitfalls in conductingassessment.
17.2 The criteria for good assessment
17.3 Key terms used in the language of assessment
17.3.1 Summative assessment
17.3.2 Formative assessment
17.3.3 Assessment scheme
17.3.4 Assessment evidence
17.3.5 Assessment methods
17.3.6 Assessment items
17.4 Planning a scheme of assessment
17.4.1 Why assess?
17.4.2 What to assess?
17.4.3 How to assess?
17.4.4 How to interpret the products of assessment?
17.4.5 How to communicate assessment decisions to learners?
17.5 General principles in test construction
17.6 Types of assessment items
17.6.1 Alternate response or true-false items
17.6.2 Multiple choice items (MCQs)
17.6.3 Matching items 5.6.4 Completion type items
17.6.5 Essay type items
17.6.6 Performance tests
17.7 Preparing a marking scheme for assessments
17.8 Pitfalls in assessment
17.8.1 The halo effect
17.8.2 Contrast effect
17.8.3 Assessing progress and effort rather than achievement
17.8.4 Lack of clarity with the marking scheme and thestandard required
17.8.5 Discriminatory practices
Session 18 – Heat Exhaustion and Heat Stroke
- Define Heat Exhaustion
- Identify the symptoms and signs of HeatExhaustion
- Treatment and prevention of progression of HeatExhaustion
- Define Heat Stroke
- Identify the main differences in symptoms andsigns of heat exhaustion and heat stroke
- Treatment of Heat Stroke
Session 19 – Diabetic Emergencies
- Identify the workplace scenarios which can leadto diabetic emergencies.
- Identify the medical conditions which can leadto diabetic emergencies.
- Differentiate between Hyperglycemia andHypoglycemia.
- Symptoms and Signs of Hyperglycemia andcorrelation with a medical history, if possible.
- Treatment of Hyperglycemia
- Symptoms and Signs of Hypoglycemia andcorrelation with a medical history, if possible.
- Treatment of Hypoglycemia
Session 20 – Practical Session
- Trainees will be shown and asked to demonstratedifferent methods of slings applications to effectively to prevent degradationof fracture or dislocation cases.
Session 21 – Neck and Spinal Cord Injuries
- Identify the workplace scenarios which can leadto neck and spinal cord injuries.
- How to effectively identify the places in whichthe paralysis may have spread.
- The importance of not moving the patient unlessnecessary.
- How to effectively prevent the spread ofparalysis.
Session 22 – Practical Session
- Trainees will demonstrate adequate liftingtechniques to move a neck and spinal cord injured patient from one place toanother without increasing their risk of permanent paralysis.
- Module 23: Course Development
- Identify the processes involved in thedevelopment of a course
- Enumerate the different phases involved in thecourse development process
23.2 What do we mean by a course?
23.3 Developing a course23.3.1 Phase 1: Preliminary study23.3.2 Phase 2: Job analysis23.3.3 Phase 3: Population analysis23.3.4 Phase 4: Design of curriculum23.3.5 Phase 5: Design of modules23.3.6 Phase 6: Production and development testing23.3.7 Phase 7: Validation and revision23.3.8 Phase 8: Implementation23.3.9 Phase 9: Evaluation
- Who is the course for?
- What are the aims and objectives?
- What will be the content and structure of thecourse?
- How will the course be delivered and managed?
- What resources are needed to support the course?
- How will learning be assessed?
- How will the course be evaluated to gauge itseffectiveness?
- Assignment: Traineeswill be asked to prepare a presentation for specific health and safetytraining topic of their choosing to present it on the last day for evaluation.