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Experiential Learning (experiential + learning)
Selected AbstractsThe Characterisation of Work-Based Learning by Consideration of the Theories of Experiential LearningEUROPEAN JOURNAL OF EDUCATION, Issue 3 2009C.U. CHISHOLM First page of article [source] Enhancing the Educational Value of Experiential Learning: The Business Court ProjectJOURNAL OF LEGAL STUDIES EDUCATION, Issue 2 2010Anne Tucker Nees First page of article [source] Working Through Tradition: Experiential Learning and Formal Training as Markers of Class and Caste in North Indian Block PrintingANTHROPOLOGY OF WORK REVIEW, Issue 2 2005Alicia Ory DeNicola Abstract Located about 40 kilometers west of Jaipur, India, Bagru is home to a nationally renowned cluster of about 100 artisan families who use wooden blocks and rely heavily on regionally manufactured natural dyes to hand print upscale boutique textiles for the world market. As printers have successfully entered into export markets, they have sold their products as "traditional," marking their commodities as distinct from mass-produced, screen-printed textiles made with chemical dyes in urban factories. At the same time, designers have played an important role in introducing these traditional products to a global market, marking their role as "innovative." In this article I argue that the articulation and practice of tradition and innovation within different works, then, serve to mediate and maintain class distinctions in an arena where a rising middle class is still self-consciously creating itself. This article explores the distinctive formal and experiential learning associated with tradition and innovation alongside the discourses that accompany them. What is implicitly at stake in this narrative is the construction and maintenance of a class distinction: one that borrows from local caste understandings of patronage and responsibility at the same time that it manages to negotiate local and global systems,both exploiting and being exploited by the consistently reconstructed boundaries of the market. [source] Development of a test to evaluate residents' knowledge of medical procedures,,JOURNAL OF HOSPITAL MEDICINE, Issue 7 2009Shilpa Grover MD Abstract BACKGROUND AND AIM: Knowledge of core medical procedures is required by the American Board of Internal Medicine (ABIM) for certification. Efforts to improve the training of residents in these procedures have been limited by the absence of a validated tool for the assessment of knowledge. In this study we aimed to develop a standardized test of procedural knowledge in 3 medical procedures associated with potentially serious complications. METHODS: Placement of an arterial line, central venous catheter, and thoracentesis were selected for test development. Learning objectives and multiple-choice questions were constructed for each topic. Content evidence was evaluated by critical care subspecialists. Item test characteristics were evaluated by administering the test to students, residents and specialty clinicians. Reliability of the 32-item instrument was established through its administration to 192 medical residents in 4 hospitals. RESULTS: Reliability of the instrument as measured by Cronbach's , was 0.79 and its test-retest reliability was 0.82. Median score was 53% on a test comprising elements deemed important by critical care subspecialists. Increasing number of procedures attempted, higher self-reported confidence, and increasing seniority were predictors of overall test scores. Procedural confidence correlated significantly with increasing seniority and experience. Residents performed few procedures. CONCLUSIONS: We have successfully developed a standardized instrument to assess residents' cognitive competency for 3 common procedures. Residents' overall knowledge about procedures is poor. Experiential learning is the dominant source for knowledge improvement, but these experiences are increasingly rare. Journal of Hospital Medicine 2009;4:430,432. © 2009 Society of Hospital Medicine. [source] Coca-Cola Enterprises invests in on-boarding at the front lines to benefit the bottom lineGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 4 2010Kelly Fritz The world's largest bottler of nonalcoholic beverages has made a training investment in new customer-facing employees as a strategy for reducing turnover, improving productivity, and increasing employee engagement. The CCE Pathway, a structured program of daily self-study, on-the-job learning, peer coaching, reflection, and weekly manager assessments, accelerates learning so that new frontline employees know everything they need to keep customers happy. The authors explain the two-to-four-week program's structure for experiential learning tailored to each position's requirements. Learning objectives for each day focus questions, conversations, and feedback on the knowledge and actions important for individual success and business results. Ongoing coaching and evaluation ensure that learning translates into performance. © 2010 Wiley Periodicals, Inc. [source] Action learning helps PepsiCo's sales leaders develop business acumen and innovation skillsGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 4 2007Jay Cone To help sales leaders understand their customers' business and innovate ways to create value for customers, PepsiCo's Strategic Customer Leadership Forum combines executive involvement, multiple learning modalities, and action learning projects that focus on real work and produce real gains for PepsiCo and its customers. A fast-paced curriculum enhanced with technology,including computer-based simulations and online assessments,emphasizes experiential learning in the context of addressing actual customer issues and goals. Executive sponsorship of action learning teams and selection of projects "keeps it real" and builds high-level commitment to the learning process. © 2007 Wiley Periodicals, Inc. [source] Managing challenging behaviour in the community: methods and results of interactive staff trainingHEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 3 2001Malcolm Gentry MA MPhil Abstract A necessary condition for a high quality of community care in relation to challenging behaviour is staff training in appropriate methods. This paper describes the application of a practical ,interactive staff training' approach with n = 101 staff, featuring the use of focused and experiential learning in teams. The findings indicated that the course was socially acceptable to the participants, led to a significant improvement in their knowledge of nonphysical methods, and resulted in written guidelines for managing their own clients' challenging behaviour. Furthermore, agreements were clarified on how these guidelines would be implemented by each team following training. Implications are drawn for improved evaluation of this promising training programme, including developing the measures of learning and adding a generalisation assessment. [source] Balancing global and local strategic contexts: Expatriate knowledge transfer, applications, and learning within a transnational organizationHUMAN RESOURCE MANAGEMENT, Issue 4 2007J. Barry Hocking We investigate how expatriates contribute to the transnational firm's strategic objectives of global efficiency, national ("local") responsiveness, and worldwide learning. We focus on expatriate knowledge application and experiential learning achievements, two assignment-based outcomes of potential strategic value to the firm. We assess how the individual's everyday knowledge access and communication activities, measured by frequency and geographic extent, affect these assignment outcomes. Within our case organization, a prototype transnational firm, we find that expatriate knowledge applications result from frequent knowledge access and communication with the corporate headquarters and other global units of the firm. In contrast, their experiential learning derives from frequent access to hostcountry (local) knowledge that subsequently is adapted to the global corporate context. From a practical perspective, we conclude that experiential learning is an invaluable resource for both present and future corporate assignments. © 2007 Wiley Periodicals, Inc. [source] The Practical Approach to Lung Health in South Africa (PALSA) intervention: respiratory guideline implementation for nurse trainersINTERNATIONAL NURSING REVIEW, Issue 4 2006A. Bheekie d.pharm Aim:, This paper describes the design, facilitation and preliminary assessment of a 1-week cascade training programme for nurse trainers in preparation for implementation of the Practical Approach to Lung Health in South Africa (PALSA) intervention, tested within the context of a pragmatic cluster randomized controlled trial in the Free State province. PALSA combines evidence-based syndromic guidelines on the management of respiratory disease in adults with group educational outreach to nurse practitioners. Background:, Evidence-based strategies to facilitate the implementation of primary care guidelines in low- to middle-income countries are limited. In South Africa, where the burden of respiratory diseases is high and growing, documentation and evaluation of training programmes in chronic conditions for health professionals is limited. Method:, The PALSA training design aimed for coherence between the content of the guidelines and the facilitation process that underpins adult learning. Content facilitation involved the use of key management principles (key messages) highlighted in nurse-centred guidelines manual and supplemented by illustrated material and reminders. Process facilitation entailed reflective and experiential learning, role-playing and non-judgemental feedback. Discussion and results:, Preliminary feedback showed an increase in trainers' self-awareness and self-confidence. Process and content facilitators agreed that the integrated training approach was balanced. All participants found that the training was motivational, minimally prescriptive, highly nurse-centred and offered personal growth. Conclusion:, In addition to tailored guideline recommendations, training programmes should consider individual learning styles and adult learning processes. [source] Negotiating Russian Federalism: A Simulation for Comparative PoliticsINTERNATIONAL STUDIES PERSPECTIVES, Issue 4 2002Christopher Marsh While the use of simulations in the international relations classroom has proliferated over the past decade, this pedagogical tool has been largely neglected in the comparative politics classroom. Simulations in comparative politics can be a useful component in teaching students about the diversity within foreign countries and the dynamic of domestic policymaking. We describe here an informative and easy,to,run simulation on Russian federalism which can be integrated into courses on Russian politics or easily adapted for use in other courses, especially those focusing on countries in which center,regional relations are an important dimension. The simulation is based on the Russian Federation Council, the upper house of the Russian Federal Assembly, and is a great way to illustrate through experiential learning the quid pro quo of Russian federalism. We provide detailed information on English,language sources that both instructors and students can use during the simulation, along with an Appendix and a Website that provides everything instructors need to run the simulation in their own classes. [source] Learning for holistic care: addressing practical wisdom (phronesis) and the spiritual sphereJOURNAL OF ADVANCED NURSING, Issue 6 2009Helen L. Leathard Abstract Title.,Learning for holistic care: addressing practical wisdom (phronesis) and the spiritual sphere. Aim., This paper is a discussion of practical wisdom (phronesis) and spirituality in holistic caring and strategies to facilitate their application in nurse education. Background.,Phronesis, with its inherent spiritual qualities, is an established aspect of the persona of excellent clinical leaders. There is a strong case for recognizing the value of this characteristic in all nurses, and a strategy is required for engendering the development of phronesis during nurse education. Data sources., Electronic searches of Google Scholar and CINAHL were conducted for English language publications in the period 1996,2008. Search terms included combinations of phronesis, spirituality, health, education, pharmacology, medicines and medication education, holistic care and spiritual care. Selection of items for inclusion was based on their pertinence to the arguments being developed and their value as leads to earlier material. Discussion., The links between the attributes of effective clinical leaders and those required for holistic caring are explicated and related to phronesis, the acquisition of which involves spiritual development. An explanatory account of phronesis and its applicability to nursing leads to an explanation of how its spiritual aspects in particular might be incorporated into learning for holistic care. Reference to research in medicines-related education illustrates how the principles can be applied in nurse education. Conclusion., Nursing quality could be enhanced if adequate opportunities for acquiring phronesis through experiential learning were provided in nursing curricula. Phronesis and spiritual care could be incorporated into existing models of nursing care or new models devised to use these critical concepts. [source] The manager's role in mobilizing and nurturing development: entrenched and engaged approaches to changeJOURNAL OF NURSING MANAGEMENT, Issue 3 2010BA RGN RHV HVL RNT PGCE, SUSAN M. CARR PhD carr s.m. & clarke c.l. (2010) Journal of Nursing Management 18, 332,338 The manager's role in mobilizing and nurturing development: entrenched and engaged approaches to change Aims, Drawing on findings from the evaluation of a Health Action Zone (HAZ), this paper explores the manager's role in promoting and nurturing learning. Background, Initiating practice development is a core function of the manager's role. Learning must be nurtured to reach beyond individual to organizational learning and address knowledge exchange as well as creation. In the United Kingdom, HAZs were established to reduce health inequalities. They embraced a variety of service delivery approaches, all with an emphasis on developing new ways of working and innovation. Methods, Qualitative interviews of the HAZ coordinators, performance manager and staff delivering services. Results, Two alternative ways of engagement and entrenchment to practice were identified to developing new ways of working and learning from experience. Conclusions, Development of sustainable and enduring structures which facilitate learning at both individual and organizational levels are key to utilization of knowledge and accumulation of learning. Implications for nursing management, When entrenched and engaged experiential learning in practice are pursued, the role of the manager as a catalyst needs to be highlighted. A tool is proposed to facilitate reflection and promote action plan development. This tool has potential general application, but our experience is that it makes a specific contribution to public health and primary care. [source] Nursing Education at an Art GalleryJOURNAL OF NURSING SCHOLARSHIP, Issue 2 2000Britt-Maj Wikström Purpose: To introduce an experiential teaching-learning method in nursing education based on art gallery visits. Works of art communicate a broad spectrum of human experiences and thoughts, and can be useful when studying interpersonal relations. Design: Theoretical framework on experiential learning was based on writings of Dewey and Burnard. Data were collected from nursing students (N = 206) at a university college of health sciences in Sweden during a 3-year period, 1995,1998. Method: The pedagogical approach was experiential and based on three phases: observation, conceptualisation, and reflection. When students visited the art gallery, they were encouraged to look for metaphoric expressions of interpersonal relations. Students were asked to interpret the art, report findings to fellow-students, and evaluate the program. Findings: Studying works of art was a powerful teaching-learning method for understanding interpersonal relations. Students related interpretations of a work of art to interpersonal relations in nursing. Conclusions: Nursing students' observations and understanding of interpersonal relations were enhanced by the art gallery program. [source] Emerging Markets as Learning Laboratories: Learning Behaviors of Local Firms and Foreign Entrants in Different Institutional ContextsMANAGEMENT AND ORGANIZATION REVIEW, Issue 3 2005Michael A. Hitt abstract In this work, we examine and integrate the research streams on learning behaviours of both local firms and foreign entrants in emerging markets. We propose that local firms and foreign entrants differ in the types of learning pursued and in the learning processes used. While emerging market firms engage in a significant amount of exploratory learning, they also attempt to exploit the newly gained knowledge in their current markets. Furthermore, foreign entrants engage in exploitative learning as expected but also must participate in exploratory learning to acquire knowledge of culture, institutional norms, and important social relationships. While much of the learning occurs through cooperative processes with both partners, they also each engage in experiential learning. We argue that emerging markets also differ; firms in the more mature emerging markets seek different types of learning and the learning processes used vary compared to those in less mature emerging markets. Our research suggests that emerging markets represent learning laboratories and provide a base to catalyse future research. [source] Impact of training periods in the emergency department on the motivation of health care students to learnMEDICAL EDUCATION, Issue 5 2009Thierry Pelaccia Objectives, Motivation is one of the most important factors for learning and achievement. The perceived value of the task, perceptions of self-efficacy and beliefs about control of learning are the main determinants of motivation. They are highly influenced by the individual's personal history and especially by significant past experiences. We assessed the impact of training periods in the emergency department on the motivation of health care students to learn in the field of emergency medicine. Methods, A survey was conducted in 2008 with 112 undergraduate medical students and 201 undergraduate nursing students attending an emergency medicine academic programme. At the beginning of the course, the students completed an anonymous 26-item questionnaire to assess their motivational orientations. Results, Perceived task value was higher for students who had previously attended a training period in the emergency department (P = 0.002). Perceived self-efficacy was depressed when the respondent had been confronted with negative outcome events (P < 0.001). Control of learning beliefs was affected negatively in students who had attended a training period in the emergency department (P < 0.001). Conclusions, Motivation is a major contributor to the success of learning. Training periods in the emergency department can have positive and negative impacts on the learning motivation of medical and nursing students in the field of emergency medicine. Ideally, and in terms of increasing motivation, health care students should gain experiential learning in the emergency department before attending a corresponding academic course. During this period, tutors should provide appropriate supervision and feedback in order to support self-efficacy perception and learning control beliefs. [source] `It teaches you what to expect in future,': interprofessional learning on a training ward for medical, nursing, occupational therapy and physiotherapy studentsMEDICAL EDUCATION, Issue 4 2002Scott Reeves Aim This paper presents findings from a multimethod evaluation of an interprofessional training ward placement for medical, nursing, occupational therapy and physiotherapy students. Context Unique in the UK, and following the pioneering work at Linköping, the training ward allowed senior pre-qualification students, under the supervision of practitioners, to plan and deliver interprofessional care for a group of orthopaedic and rheumatology patients. This responsibility enabled students to develop profession-specific skills and competencies in dealing with patients. It also allowed them to enhance their teamworking skills in an interprofessional environment. Student teams were supported by facilitators who ensured medical care was optimal, led reflective sessions and facilitated students' problem solving. Methods Data were collected from all groups of participants involved in the ward: students, facilitators and patients. Methods included questionnaires, interviews and observations. Results and discussion Findings are presented from each participating group, with a particular emphasis placed on the perspective of medicine. The study found that students valued highly the experiential learning they received on the ward and felt the ward prepared them more effectively for future practice. However, many encountered difficulties adopting an autonomous learning style during their placement. Despite enjoying their work on the ward, facilitators were concerned that the demands of their role could result in `burn-out'. Patients enjoyed their ward experience and scored higher on a range of satisfaction indicators than a comparative group of patients. Conclusions Participants were generally positive about the training ward. All considered that it was a worthwhile experience and felt the ward should recommence in the near future. [source] Enhancing Out-of-Class Opportunities for Students with DisabilitiesNEW DIRECTIONS FOR STUDENT SERVICES, Issue 91 2000Donna Johnson This chapter explores ways to improve the accessibility of campus life, experiential learning (internships and service learning), study abroad, and sports and recreation. [source] Sharing experience, conveying hope: Egalitarian relations as the essential method of Alcoholics AnonymousNONPROFIT MANAGEMENT & LEADERSHIP, Issue 2 2006Thomasina Borkman The predictions of Max Weber's "iron cage" of bureaucracy and Michels's "iron law of oligarchy" failed to materialize in Alcoholics Anonymous. AA has maintained an alternative form of collectivistic-democratic voluntary organization for more than seventy years. Its organizational form was developed within its first five years and articulated in its foundational text, Alcoholics Anonymous, published in 1939. Based on detailed histories of its early years, an analysis of AA's crucial ingredients suggests that six factors interacted to avoid the temptations of power, money, and professionalization that would have resulted in a bureaucratic form of organization or oligarchic leadership. In order to avoid death and to obtain or maintain abstinence, the desperate cofounders stumbled on the essential method: egalitarian peers share their lived experiences, conveying hope and strength to one another. In the context of the essential method, the two cofounders, from the Midwest and New York City, held similar spiritual beliefs and practiced a self-re?exive mode of social experiential learning gained from the Oxford Group, a nondenominational group that advocated healing through personal spiritual change; they downplayed their charismatic authority in favor of consulting with and abiding by the consensus of the group. [source] Situated Learning for an Innovation Economy: E-Commerce and Technology as a Mediator for Rural High School Students' Sense of Mastery and Self-EfficacyANTHROPOLOGY OF WORK REVIEW, Issue 2 2005Karen L. Michaelson Abstract Practitioners focusing on technology and workforce development reference the need to prepare individuals for an Innovation Economy. Yet innovation is socially constructed, as much social as it is technical. Observation of 160 high school students from very rural schools participating in a school-based e-commerce curriculum indicates that there are knowledge sets acquired through carefully constructed experiential learning that foster a context for innovation. This counters factors in the traditional education/workforce development system that impede the development of innovators, including a narrows skills-based focus and the demonization of failure. Situating innovation in historical context and in the lived experience of individual networks helps to understand the innovation process and provides a framework for the development of effective educational experiences. [source] Working Through Tradition: Experiential Learning and Formal Training as Markers of Class and Caste in North Indian Block PrintingANTHROPOLOGY OF WORK REVIEW, Issue 2 2005Alicia Ory DeNicola Abstract Located about 40 kilometers west of Jaipur, India, Bagru is home to a nationally renowned cluster of about 100 artisan families who use wooden blocks and rely heavily on regionally manufactured natural dyes to hand print upscale boutique textiles for the world market. As printers have successfully entered into export markets, they have sold their products as "traditional," marking their commodities as distinct from mass-produced, screen-printed textiles made with chemical dyes in urban factories. At the same time, designers have played an important role in introducing these traditional products to a global market, marking their role as "innovative." In this article I argue that the articulation and practice of tradition and innovation within different works, then, serve to mediate and maintain class distinctions in an arena where a rising middle class is still self-consciously creating itself. This article explores the distinctive formal and experiential learning associated with tradition and innovation alongside the discourses that accompany them. What is implicitly at stake in this narrative is the construction and maintenance of a class distinction: one that borrows from local caste understandings of patronage and responsibility at the same time that it manages to negotiate local and global systems,both exploiting and being exploited by the consistently reconstructed boundaries of the market. [source] Educational and Research Implications of Portable Human Patient Simulation in Acute Care MedicineACADEMIC EMERGENCY MEDICINE, Issue 11 2008Leo Kobayashi MD Abstract Advanced medical simulation has become widespread. One development, the adaptation of simulation techniques and manikin technologies for portable operation, is starting to impact the training of personnel in acute care fields such as emergency medicine (EM) and trauma surgery. Unencumbered by cables and wires, portable simulation programs mitigate several limitations of traditional (nonportable) simulation and introduce new approaches to acute care education and research. Portable simulation is already conducted across multiple specialties and disciplines. In situ medical simulations are those carried out within actual clinical environments, while off-site portable simulations take place outside of clinical practice settings. Mobile simulation systems feature functionality while moving between locations; progressive simulations are longer-duration events using mobile simulations that follow a simulated patient through sequential care environments. All of these variants have direct applications for acute care medicine. Unique training and investigative opportunities are created by portable simulation through four characteristics: 1) enhancement of experiential learning by reframing training inside clinical care environments, 2) improving simulation accessibility through delivery of training to learner locations, 3) capitalizing on existing care environments to maximize simulation realism, and 4) provision of improved training capabilities for providers in specialized fields. Research agendas in acute care medicine are expanded via portable simulation's introduction of novel topics, new perspectives, and innovative methodologies. Presenting opportunities and challenges, portable simulation represents an evolutionary progression in medical simulation. The use of portable manikins and associated techniques may increasingly complement established instructional measures and research programs at acute care institutions and simulation centers. [source] What are the learning affordances of 3-D virtual environments?BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2010Barney Dalgarno This article explores the potential learning benefits of three-dimensional (3-D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3-D VLEs, which includes aspects of their representational fidelity and aspects of the learner,computer interactivity they facilitate. A review of applications of 3-D VLEs is presented, leading to the identification of a series of learning affordances of such environments. These affordances include the facilitation of tasks that lead to enhanced spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and richer/more effective collaborative learning as compared to tasks made possible by 2-D alternatives. The authors contend that the continued development of and investment in 3-D games, simulations and virtual worlds for educational purposes should be considered contingent on further investigation into the precise relationships between the unique characteristics of 3-D VLEs and their potential learning benefits. To this end, they conclude by proposing an agenda or ,roadmap' for future research that encompasses empirical studies aimed at exploring these relationships, as well as those aimed at deriving principles and guidelines to inform the design, development and use of 3-D virtual environments for learning. [source] Handbook of experiential learning , Edited by Mel SilbermanBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2009Jo Matthews No abstract is available for this article. [source] Becoming Flexible: Self-flexibility and its PedagogiesBRITISH JOURNAL OF MANAGEMENT, Issue 2009Elaine Swan Much of the debate on flexibility has remained at a stubbornly macro, demographic level without looking closely at individual attempts to become more flexible. This paper argues that the debate on flexibility has been dominated by attention to the structural side, looking at flexi-time and part-time contracting, for example, to the neglect of what we call self-flexibility through self-reflexivity and self-transformation. The paper begins to redress this imbalance drawing upon two different cases which examine specific forms of self-flexibility: feedback and personal malleability and risk-taking through experiential learning. Drawing upon sociological research, we seek to examine critically the ways in which self-flexibilities are taken up and pursued by employees in their attempts to remain employable and their gendered implications. [source] The Use of Simulation in Emergency Medicine: A Research AgendaACADEMIC EMERGENCY MEDICINE, Issue 4 2007William F. Bond MD Abstract Medical simulation is a rapidly expanding area within medical education. In 2005, the Society for Academic Emergency Medicine Simulation Task Force was created to ensure that the Society and its members had adequate access to information and resources regarding this new and important topic. One of the objectives of the task force was to create a research agenda for the use of simulation in emergency medical education. The authors present here the consensus document from the task force regarding suggested areas for research. These include opportunities to study reflective experiential learning, behavioral and team training, procedural simulation, computer screen,based simulation, the use of simulation for evaluation and testing, and special topics in emergency medicine. The challenges of research in the field of simulation are discussed, including the impact of simulation on patient safety. Outcomes-based research and multicenter efforts will serve to advance simulation techniques and encourage their adoption. [source] Teacher's PETS: a new observational measure of experiential training interactionsCLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 3 2002Derek Milne Government policy now stresses the importance of staff training in fostering evidence-based practice, but what is done in the name of training is rarely reported and there are few instruments with which to analyse training. Therefore, the purpose of the present study was to develop a new measure of training processes and mini-outcomes, and to provide a case study illustration. A single subject (N = 1) withdrawal design was used to assess the empirical validity of the measure. The measure (Teacher's PETS) was derived from the applied psychology literature in order to operationalize Kolb's (1984) integrative theory of experiential learning. Reliability and validity assessments were conducted. During the intervention phase of the case study baseline data from PETS were fed back to the trainer. The effectiveness of this intervention was assessed structurally and functionally, in relation to the learners, i.e. mental health staff (N = 31) receiving training in evidence-based practice (psychosocial interventions in severe mental illness). PETS was found to have very good inter-rater reliability (K = 0.84) and promising content, empirical and concurrent validity. The case study illustrated that, at baseline, the training did not correspond to a ,training workshop'. However, the intervention of feedback and modelling resulted in more appropriate training processes and outcomes, which were maintained at a 1-month follow-up assessment. It is concluded that PETS shows promise as an instrument and has the advantage of affording detailed, transactional information to improve the efficiency of training. It may also be useful in relation to clinical supervision. Copyright © 2002 John Wiley & Sons, Ltd. [source] | |||||||||||||||||||