LEARNING NEEDS ASSESSMENT LEARNING NEED ASSESSMENT An attempt

LEARNING NEEDS ASSESSMENT LEARNING NEED ASSESSMENT  An attempt

LEARNING NEEDS ASSESSMENT LEARNING NEED ASSESSMENT An attempt to describe the gap in knowledge , attitude and skills that exist as compared to the desired level they need to function appropriately in their daily work Types of need

Felt need Expressed need

Normative need Comparative need Prescribed need Unperceived need PURPOSE OF ASSESSMENT

Plan curriculum Help learner plan their education Assess student learning Demonstrate improved practice Characteristic of adult learners

Purpose for their education Expectation about the learning process Bring their own experiences and values Own set patterns of learning

Competing interests Learning styles Honey- Mumford questionnaire Activist: open minded, welcome new ideas and experiences, often bored with implementation and longer term consolidation Reflector: cautious people who consider implications, gather the data and think about

it thoroughly before coming to conclusions Learning styles Theorist: integrates new material into logical sound theories; tends to be perfectionist who incorporate learning with their experience; uncomfortable with subjective arguments and prefers certainty Pragmatist: tries out new knowledge sto see if

they work in practice Confidence rating scales Iist of topics that aim to cover the content of general practice. The learners score themselves on the level of confidence reached in particular subject. Useful to identify potentially weak areas Require honest self- assessment

METHODS OF NEED ANALYSIS Confidence rating scales Competence rating scales PUNs and DENs Problem case analysis Random case analysis Significant event analysis MSF

Appraisal Consultation analysis Methods of need analysis

Joint surgeries Audit Personality profiles and self-perception tools PDP Practice reviews- notes, charts, prescribing, letters, requests.

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