Building Competency in Diabetes Education THE ESSENTIALS

11-36 | CHAPTER 11

5. Follow with a return demonstration. • Provide positive feedback. • Use a skills checklist (learn a few steps at a time and build until the complete skill is accomplished). Reinforces early learning and builds confidence. • Correct errors and provide clarification. • Offer guidance to encourage success. Performance mastery breeds self-confidence. 6. Use simulation, games and/or role-playing, if desired. • Provide a mechanism for feedback. • Be aware that debriefing is essential. • Use this method as a good bridge between the classroom and clinical practice.

Teaching methods for the affective domain (23,24,31,33,39) Group discussion, brainstorming and values clarification are all useful teaching methods for the affective domain.

Group discussions Purpose • To facilitate learning in the affective domain and/or for higher-level cognitive objectives (application, analysis, synthesis, evaluation of material). • To promote exploration, reflection and critical analysis of an issue. • To evaluate varied perspectives on an issue/topic. • To encourage learners to formulate and coherently express their perceptions/position on issues/situations. • To develop effective and attentive listening skills. • To facilitate group cohesiveness/sharing.

Promoting or leading effective group discussions The group leader role does not necessarily belong to one individual. All group members may/ should actively participate in helping the group achieve its goals.