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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