Delivering Effective Lectures
Delivering Effective
Lectures
P A P E R # 5 • D E C E M B E R 1 9 9 6
Prepared by:
Richard L. Sullivan, PhD
Director, Training Office
Noel McIntosh, MD, ScD
President
U.S. Agency for International Development
JHPIEGO Strategy Papers are designed to summarize JHPIEGO’s
experience in reproductive health capacity building, with a focus on
education and training. The papers are intended for use by program
staff of JHPIEGO, USAID and its cooperating agencies and other
organizations providing or receiving technical assistance in the area of
reproductive health training.
©Copyright 1996 by JHPIEGO Corporation. All rights reserved.
Financial support for this publication was provided in part by the United States Agency for
International Development (USAID). The views expressed in this report are those of the
authors/editors and do not necessarily reflect those of USAID.
JHPIEGO, an affiliate of the Johns Hopkins University, is a nonprofit organization dedi-
cated to improving the health of women and families globally.
CREDITS
Editors: Dana Lewison
Ann Blouse
Production Assistance: Holly Simmons
printed on recycled paper
Introduction
Characteristics of the Lecture
T
Method
he lecture in its many forms is the most
Lectures in medical and healthcare education often
commonly used method for transferring
have a poor reputation. Edlich (1993) argues that
information in medical education. There are,
the lecture format for large classes is outdated and
however, serious questions regarding the effectiveness
ineffective. McIntosh (1996) observes that lecturing
of the traditional lecture approach. Arredondo et al
is frequently a one-way process unaccompanied by
(1994) point out that, although the lecture method is
discussion, questioning or immediate practice, which
used extensively in medical education, academic
makes it a poor teaching method. So why do we
physicians often are not trained in giving effective lectures.
lecture? Most educators learn how to teach based
on their experiences as students. This “teach as I
There presently are many calls to move away from the
was taught” approach tends to perpetuate the
traditional lecture to interactive computer learning
lecture as a passive, one-way method of transferring
systems that allow students access to information when
information. The lack of faculty training in presenting
and where they need it (Edlich 1993; McIntosh 1996;
effective lectures, rather than the method itself, may
Twigg 1994). While this shift to “just in time” information
be the greatest weakness of the lecture.
provided by computer is occurring, there is, and will
continue to be, a need for educators who are prepared
Lectures are generally described from the
to deliver lectures.
instructor’s point of view, and the student’s need for
interaction with the instructor is not addressed. In
According to Swanson and Torraco (1995), the lecture
fact, lack of interaction is considered one of the
was established formally centuries ago as a teaching
major limitations of the traditional lecture (Munson
process that began with a literal reading of important
1992). Furthermore, when students have copies of
passages from the text by the master, followed by the
the lecture notes or a text, a significant percentage
master’s interpretation of the text. Students were
would prefer reading them rather than attending
expected to sit, listen and take notes. In writing about the
classes that offer little or no interaction (Edlich
lecture method in medical education, Vella (1992) defines
1993).
the lecture as the formal presentation of content by the
educator (as subject matter expert) for the subsequent
In a 1993 study of the clinical teaching skills of
learning and recall in examinations by students. Ruyle
medical student tutors, Price and Mitchell suggest
(1995) describes the lecture simply as an oral pre-
that, “Clinical teaching and learning must be an
sentation of instructional material.
intellectually challenging experience whereby
students, through extensive interactive teaching, are
The purpose of this paper is to:
able to gain thorough conceptual understanding.”
Price and Mitchell also cite evidence that interactive
•
examine the characteristics of a lecture,
learning is enhanced through the effective use of key
•
offer suggestions for planning and delivering more
teaching skills including questioning, demonstrating,
effective lectures, and
providing positive reinforcement and reviewing.
•
recommend ways to evaluate lectures.
JHPIEGO Strategy Paper No. 5
1
Similarly, in support of the lecture method in medical
lecture, the instructor stands at a lectern and
education, Vella (1992) recommends the use of active
speaks with minimal student interaction. Not
learning activities including analysis of case reports,
surprisingly, after a few minutes students find it
problem-solving exercises, student presentations and
difficult to concentrate, as there is little or no
students working cooperatively in groups. According to
stimulation.
Twigg (1994), recent studies have shown that the
majority of college students are active learners requiring
Efforts to improve the teaching of medical and
learning experiences that engage their senses. Cavanagh,
other healthcare professionals must focus on
Hogan and Ramgopal (1995), in assessing learning styles
changing the role of the student from passive
of student nurses, recommend using a variety of
observer to active participant. In this approach, the
teaching styles with an emphasis on participatory and
responsibility for meeting learning objectives is
experiential learning.
shared by the instructor and each student. One of
the most important steps in achieving this shared
Table 1 compares the effective to the ineffective
responsibility is careful planning. First, however, the
lecture. In the effective, active lecture the instructor
instructor must be sure that the lecture is
involves students through a highly interactive and
appropriate for the particular learning situation
participatory approach using a variety of teaching
(Table 2). When properly planned for the
techniques. Because of the questioning, interaction and
appropriate type of material, the lecture can be a
involvement, students are actively engaged and connected
very effective method of transferring information to
to the educator. By contrast, in an ineffective, passive
students.
Table 1—Characteristics of the Effective and Ineffective Lecture
Characteristics of the Effective Lecture
Characteristics of the Ineffective Lecture
Educator-student interaction
100% educator talk, with limited or no interaction
Two-way communication
One-way communication
Educator-student questions
Few if any questions (educator or student)
Shared responsibility for active learning
Student depends on educator for all information
Small group, problem-solving activities
No student activities
Variety of supporting media
No supporting media
Limited note taking required (students have copies of lecture notes)
Extensive note taking required
2
JHPIEGO Strategy Paper No. 5
Table 2—When to Lecture
Lecture is appropriate when:
Lecture is not appropriate when:
• Disseminating information quickly to a large audience
• Presenting complex, detailed or abstract information
• Presenting new information before using other media or
• Dealing with information concerning feelings and
activities (e.g., a brief lecture before playing a videotape)
attitudes
• Providing an overview of a topic
• Training in psychomotor (hands-on) skills
• Arousing interest in a topic
• Teaching high-level cognitive skills (e.g., synthesis
and evaluation)
Adapted from: Renner 1993; Ruyle 1995.
Planning Interactive Lectures
have learned the content of a lecture. Following is an
example of a lecture topic with both a purpose
Effective lectures do not just happen—they are
statement and an objective.
planned. The educator must:
Lecture Topic: Development of the placenta
•
Establish the purpose of the lecture
•
Consider the logistics of the lecture
Purpose: The purpose of this lecture is to
acquaint students with the development of the
•
Plan a variety of approaches (e.g., use of
placenta. Students will identify the placenta, types
questioning, media, small group activities)
of placentation, the embryology of the placenta
•
Prepare a set of lecture notes
and the functions of the placenta.
Objective: After attending this lecture, the
Purpose of the Lecture
student will be able to locate the placenta, identify
The primary purpose of the lecture is to transfer
the types of placentation, describe the embryology
information from the instructor to the student. Before
of the placenta and match the functions of the
developing the content of the lecture, it is a good
placenta to their correct description.
idea to clearly state the purpose of the lecture. The
purpose should describe in general terms what the
Lecture Logistics
students will learn during the lecture. It usually is not
After determining the purpose and objective of the
written in measurable terms. By contrast, an
lecture, the instructor should next consider its length.
objective is a precise and measurable statement
In a study of the use of videotaped lectures in surgical
describing what the student will learn by attending the
oncology, Arredondo et al (1994) set the recommended
lecture. Depending on the design of the lecture,
lecture time at 45 minutes, including approximately 15
there may be a purpose, objective or both. In some
minutes devoted to audience interaction. Renner (1993)
situations the objective will also describe the criteria
recommends that lectures last no longer than 30
students must meet in order to demonstrate they
JHPIEGO Strategy Paper No. 5
3
minutes. Interactive lectures should last no longer than
The size and shape of the lecture room also
60 minutes without giving the students a break, based
influence the design and delivery of the lecture.
on the authors’ experience.
Consider several common situations.
•
A room with tables arranged in a U-shape and
The number of participants attending a lecture has
chairs for 20 students is an ideal format for small
a significant impact on how the lecture is presented.
group lectures. It allows the presenter to
Group size determines the use of questions, amount of
interact extensively with the students and use a
interaction, selection and use of media (e.g., overhead
variety of small group methods and media.
transparencies, slides, computer-based projections,
video, audio) and use of small group activities such as
•
A large room with 100 chairs arranged theater-
case studies, role plays and problem-solving exercises.
style with an aisle down the middle makes it
The most common form of interaction during a
possible for the lecturer to move up and down
lecture is questioning. Table 3 shows estimates of
the aisle to interact with students. The lecturer
how the number of participants can have an impact
can ask students to turn their chairs around to
on the use of questioning.
form small groups for discussion.
•
A lecture hall with a sloped floor and 200 seats
It is important to keep audience size in mind at every
firmly anchored in place makes it difficult to
step of designing the lecture. Failure to do so will
divide students into small groups. In this
undoubtedly have a negative impact on its effectiveness.
Table 3—The Effect of Group Size on Questioning Techniques
Number of Participants
Description of Questioning Techniques
1–20
Both educator and students ask many questions. Students discuss lecture content with educator
and among themselves.
21–30
Educator asks questions, which students answer. Students ask some questions. There is some
discussion among students.
31–50
Educator asks questions, which students answer. Students ask some questions. There is limited
discussion among students.
51–100
Educator asks questions, and only a small number of the students answer them. Students ask
some questions. Students are able to discuss content only with other students seated near
them. There is little or no feedback to the educator.
> 100
Educator asks questions, and students raise their hands to either agree or disagree. There are
very few comments or questions from the students. Students are able to discuss content only
with other students seated near them. There is little or no feedback to the educator.
4
JHPIEGO Strategy Paper No. 5
situation, one of the few alternatives is to ask
of approaches within each component. This is
students to turn to their neighbor to discuss a
especially critical when a group of students will be
question, react to a slide or solve a problem
attending a series of lectures by the same educator.
being shown on the projection screen.
The three main parts of a lecture are the intro-
duction, body and summary.
The final logistical consideration is the media equipment
available. Most lecture halls are designed to accommo-
The purpose of the introduction is to capture the
date the use of slides, overhead transparencies, video
interest and attention of the students. It can also serve to
and computer-based projections. In order to develop
make students aware of the instructor’s expectations
an effective lecture, the educator must design and use
and encourage a positive learning climate. A good
a variety of media effectively. An in-depth discussion
introduction is critical to the success of a lecture.
of developing and using various forms of media is
beyond the scope of this paper.
Tips for Creating an Effective Introduction
Lecture Components
• Review lecture objective(s).
Silberman (1990) suggests five approaches to maxi-
• Ask a rhetorical question.
mizing students’ understanding and retention during
• Ask for a show of hands in response to a general
lectures. These can be used to help ensure the
question.
effective transfer of knowledge.
• Ask a series of questions related to the lecture topic.
•
Use an opening summary. At the beginning
• Use an interesting or famous quotation.
of the lecture, present major points and conclu-
• Relate the topic to previously covered content.
sions to help students organize their listening.
• Use a case study or problem-solving activity.
•
Present key terms. Reduce the major points
in the lecture to key words that act as verbal
• Use a videotape or other media.
subheadings or memory aids.
• Show an appropriate cartoon with the overhead or
slide projector.
•
Offer examples. When possible, provide
real-life illustrations of the ideas in the lecture.
• Make a provocative statement to encourage
discussion.
•
Use analogies. If possible, make a comparison
between the content of the lecture and
• Give a demonstration.
knowledge the students already have.
• Use a game or role play.
•
Use visual backups. Use a variety of media
• Relate the topic to future work experiences.
to enable students to see as well as hear what is
• Share a personal experience.
being said.
• Relate the topic to a real-life experience.
The key to an effective lecture style is to break down
the lecture into its component parts and use a variety
Source: Sullivan and Wircenski 1996.
JHPIEGO Strategy Paper No. 5
5
The instructor can then make a smooth transition into
the body of the lecture once the attention of the
Lecture notes help the instructor:
students has been captured with an interesting introduction.
• Stay on topic and prevent getting lost.
The body of the lecture contains the core of the
• Cover the main points without forgetting anything.
information to be transferred to the students. Beitz
(1994) recommends that the instructor use brain-
• Glance at a specific point and quickly return attention
storming, discussions, problem-solving activities, case
to the students.
studies and games to make the lecture more interactive.
• Relax and focus on delivery instead of worrying about
what point to make next.
The purpose of the lecture summary is to draw
together the critical information presented and ensure
Source: Sullivan and Wircenski 1996.
that students leave the lecture with a clear under-
There are seven basic approaches the instructor can
standing of this information. The summary should be
use to outline key points:
brief and address only main points. There are several
techniques which can be used to summarize a lecture:
•
Standard sheets of paper (full-page or two-
column)
•
Ask the students for questions. This gives students
an opportunity to clarify their understanding of
•
Note cards
the content.
•
Overhead transparencies
•
Ask questions of the students. Several questions
which focus on the main points of the content may
•
Flipchart pages
be used to summarize the content of the lecture.
•
Slides
•
Use a transparency, slide or flipchart to review
•
Computer-based projections
the summary points.
•
Pages from a report, text or manual (with notes
Lecture Notes
added and key terms highlighted)
Many lecturers make the mistake of thinking that they
Presenting Interactive Lectures
know their content well enough to deliver a lecture
without notes to guide them. This is very difficult for
An effective lecture can be one of the most exciting
most instructors and usually results in an unsatisfactory
and rewarding aspects of an educator’s responsibilities.
experience for both the instructor and the student.
The instructor who is able to maintain participant
Instead, the instructor should prepare lecture notes to
interest with an exciting, dynamic delivery using a
serve as a script or set of cues to follow during the
variety of instructional methods is more likely to be
lecture. Lecture notes are key words, phrases and
successful in helping students reach the learning
other reminders (e.g., audiovisual cues, questions,
objectives. The time and effort invested in planning
examples, notes for activities) organized into an outline
pay off as the instructor and students interact, discuss,
format. If a text rather than an outline format is used,
question and work together.
the lecturer may begin to read the notes and the
students will become bored.
6
JHPIEGO Strategy Paper No. 5
Questioning Techniques
lecturing style. A number of techniques can be used to
make a lecture more interactive and effective:
One of the most effective techniques an educator can
use during a lecture to help ensure interaction is to
•
Use the lecture notes prepared during the
ask and encourage questions. Questions can be used
planning stage. The notes include reminders
to introduce lectures, stimulate interaction throughout
and key points in the lecture introduction, body
the lecture and summarize content. Involving students
and summary.
through questioning helps to maintain their attention,
•
Open the lecture with a good introduction
which is critical when topics are complex and lectures
designed to capture the interest and attention
are long. Suggestions for using questions include:
of the students.
•
Ask questions of the entire group. Those who
•
Communicate on a personal level. The educator
wish to volunteer may do so, although the
should attempt to relate to the students during
educator must guard against some students
the lecture.
dominating the discussion.
•
Maintain eye contact with the students. Eye
•
Target a question to a specific student. When the
contact gives the educator feedback on how
audience is relatively small, this technique can be
well students understand the content and helps
used to involve more of the students.
to communicate a caring attitude on the part of
•
Use students’ names when asking and answering
the educator.
questions—this recognition is a powerful motivator.
•
Exhibit enthusiasm about the topic. Smiling,
•
Provide positive reinforcement when students
moving around the room and gesturing with
respond. This praise will help to create a very
hands and arms project a feeling of energy and
positive climate and will encourage more
excitement.
students to enter into the discussion.
•
Project the voice so that those in the back of the
•
Repeat students’ questions and answers to
room can hear clearly. For large lecture halls, use
ensure that all students hear the discussion.
a microphone if necessary, with a long cord that
•
When a student asks a question, the educator
will permit movement around the room.
can answer the question directly, respond by
•
Avoid the use of slang or repetitive words,
asking the student a different, related question or
phrases or gestures that may become distract-
offer the question to the other students.
ing with extended use. Avoid the use of fillers
(e.g., “um,” “er,” “you know”).
The key in asking and answering questions is to avoid
a pattern. If the educator always asks and answers
•
Use a variety of audiovisual media.
questions using the same pattern, this critically
•
Ask a number of questions and encourage
important teaching skill will have limited impact.
students to ask questions.
Presentation Techniques
•
Provide positive feedback when students ask
questions, answer questions or make comments.
The skilled lecturer uses a variety of approaches to
involve students, maintain interest and avoid a repetitive
JHPIEGO Strategy Paper No. 5
7
•
Use students’ names as often as possible.
Evaluating Lectures
•
Display a positive use of humor (e.g., humorous
Evaluation questions are easy to ask and often difficult
transparencies or slides, topic-related stories).
to answer. The educator would like to know if the
lecture made a difference. How effective was the
•
Make smooth transitions between parts of the
educator in transferring knowledge to the students?
lecture. These transitions should be highlighted
Will the information have an impact? Did the students
in the lecture notes and might include:
enjoy the lecture? How can the educator improve
•
A brief overview of the next topic
the next lecture?
•
A review of the agenda between topics
There are three formal techniques which can be used
•
A change of media
to evaluate the quality of a lecture presentation. The first
•
An interim summary before a new topic
is feedback from the students and typically
•
An activity (case study or problem-solving
involves asking students to complete an evaluation form.
activity)
The second is a self-evaluation that uses a video
•
Close the lecture with a brief but powerful summary.
recording. The third formal evaluation technique
involves the use of an observer (Sullivan and Wircenski
1996). Student feedback forms are used regularly in
Tips to Reduce Presentation Anxiety
medical and healthcare education and will not be
described in this paper. The use of video or an observer
• Avoid eating a big meal before the lecture. Not only
may be new to some educators and deserves a brief
will a full stomach make you drowsy, but it makes it
description.
more difficult to move around the room with energy.
• Arrive early to make sure that everything is ready
The most effective technique an educator can use to
before the first student arrives.
improve the quality of presentation skills is to critique
• Make sure all of the media equipment is working.
a videotape of her/his lecture critique. When video-
taping is feasible, it is strongly recommended that the
• Locate and check the lighting and temperature controls.
educator periodically record lectures. Analyzing a
• Decide where the lecture notes will be placed (e.g., on
video allows the educator to identify positive and
a lectern, desk, table) when they are not being held.
negative behaviors and to set specific goals for
• Have a glass of water available during the lecture.
improving the quality of lectures. The educator can
do a self-analysis or may sit with an experienced
• Go for a short walk just before the lecture.
presenter who will help to analyze the lecture. In
• Look over your lecture notes one last time.
either case, the educator may refer to a lecture skills
• Greet students as they enter the room. Shake their
checklist (see Appendix A) to identify presentation
hands, welcome them to the lecture and talk to as
strengths and areas needing improvement.
many of them as possible.
Another evaluation approach involves the use of an
• Take a few deep breaths to relax before beginning
observer. The observer must be an experienced
the lecture.
presenter who watches the lecture and takes notes
8
JHPIEGO Strategy Paper No. 5
using a lecture skills checklist. The educator and
deliver and summarize the lecture. Lecture notes in
observer may decide to videotape the lecture also.
outline form will help the instructor give an effective
Following the lecture, the observer provides feedback
presentation.
about aspects of the lecture that were effective and
helps the educator identify those lecture skills needing
Other key points to remember in preparing and
improvement.
delivering a lecture:
Once the educator has received feedback regarding
•
The first few minutes of a lecture are important.
one or more lectures, goals can be established for
Plan them well!
improving her/his lecture skills. The key to giving
•
Verbal communication skills are critical. These
successful lectures is practice. Using this evaluation
include appropriate voice projection, avoiding
process will result in the strengthening of positive
fillers, using students’ names, making smooth
behaviors and the elimination of negative ones.
transitions, using examples and providing praise.
•
Nonverbal communication skills also are very
Follow this three-step process to conduct a self-
important. These include eye contact, positive
evaluation:
facial expressions, gestures and movement.
• Arrange to have the lecture videotaped. Explain
•
Effective questioning and interaction are critical
to the students the reason for the recording
to the success of the lecture. Questioning skills
equipment.
include planning questions in advance, asking a
variety of questions, using students’ names and
• At the conclusion of the lecture, distribute a student
providing positive feedback.
satisfaction form (if applicable).
•
The lecture should be summarized by asking
• Using a lecture skills checklist, watch the videotape
for questions, asking questions and using media
(with an experienced presenter if there is one) and
to review main points.
critique the performance.
•
An evaluation using a video recording or an
observer can assist the lecturer in assessing the
Summary
quality of the presentation and improving
lecture skills.
With planning and effective presentation techniques,
the lecture can be a highly effective and interactive
method for transferring knowledge to students. If the
lecture is carefully planned, the educator will have a
clear purpose of the lecture and will have considered
the logistics associated with the number of students,
amount of time allocated for the lecture, room size
and available media. Planning will also help ensure that
the educator uses a variety of approaches to introduce,
JHPIEGO Strategy Paper No. 5
9
Appendix A
Lecture Skills Checklist
Instructions: Observe the lecture and consider each of the presentation skills listed below. For each skill, use the
following rating scale to indicate the level of performance:
3:
Is competent at performing this skill and requires no additional practice
2:
Can perform this skill but requires additional practice
1:
Cannot perform this skill and requires extensive practice
NA: Skill not applicable to this lecture presentation
NO: Skill not observed during this lecture presentation
Note that there is space for five observations. If necessary, you can assess your performance on five different occasions.
After your first lecture you should set some goals to improve specific presentation skills. By the time you make your fifth
presentation, you should be receiving mostly “3s” for each presentation skill.
LECTURE SKILLS CHECKLIST
PRESENTATION SKILLS
OBSERVATIONS
1 2 3 4 5
Preparation Skills
Selected lecture methods in advance.
Prepared lecture notes in advance.
Prepared audiovisuals in advance.
Planned effective techniques to introduce the lecture.
Arranged room appropriately.
Verbal Presentation Skills
Projected voice (changed pitch, tone and volume).
Avoided fillers (e.g., “um,” “er,” “you know,” etc.).
Used student names.
Used familiar terms.
10
JHPIEGO Strategy Paper No. 5
PRESENTATION SKILLS
OBSERVATIONS
1 2 3 4 5
Used many examples.
Provided praise and reinforcement.
Accepted student ideas and suggestions.
Used appropriate humor.
Nonverbal Presentation Skills
Maintained eye contact.
Maintained positive facial expressions.
Gestured with hands and arms.
Maintained good posture.
Moved around the room with energy.
Followed lecture notes.
Questioning Skills
Asked questions at varying levels of difficulty.
Asked questions to group.
Asked questions to individual students.
Involved all students (if possible).
Repeated student responses and questions.
Provided positive reinforcement.
Audiovisual Skills
Used presentation media correctly.
Summarizing Skills
Asked for questions.
Asked questions.
Used media to review main points.
JHPIEGO Strategy Paper No. 5
11
References
Arredondo MA et al. 1994. The use of videotaped lectures in surgical oncology. Journal of Cancer Education 9(2): 86–89.
Beitz JM. 1994. Dynamics of effective oral presentations: Strategies for nurse educators. AORN Journal 59(5): 1026–1032.
Cavanagh SJ, K Hogan and T Ramgopal. 1995. The assessment of student nurse learning styles using the Kolb Learning
Styles Inventory. Nurse Education Today 15(3): 177–183.
Edlich RF. 1993. My last lecture. Journal of Emergency Medicine 11(6): 771–774.
McIntosh N. 1996. Why Do We Lecture? JHPIEGO Strategy Paper #2. JHPIEGO Corporation: Baltimore, Maryland.
Munson LS. 1992. How to Conduct Training Seminars: A Complete Reference Guide for Training Managers and
Professionals. McGraw-Hill: New York.
Price DA and CA Mitchell. 1993. A model for clinical teaching and learning. Medical Education 27(1): 62–68.
Renner P. 1993. The Art of Teaching Adults. Training Associates: Vancouver, British Columbia.
Ruyle K. 1995. Group training methods, in The ASTD Technical and Skills Training Handbook. Kelly L (ed). McGraw-Hill:
New York.
Silberman ML. 1990. Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips . Lexington Books:
New York.
Sullivan RL and JL Wircenski. 1996. Technical Presentation Workbook. ASME Press: New York.
Swanson RA and RJ Torraco. 1995. The history of technical training, in The ASTD Technical and Skills Training Handbook.
Kelly L (ed). McGraw Hill: New York.
Twigg CA. 1994. The need for a national learning infrastructure. Educom Review 29(4–6).
Vella F. 1992. Medical education: Capitalizing on the lecture method. FASEB Journal 6(3): 811–812.
General References
Sullivan RL, L Gaffikin and R Magarick. 1997. Instructional Design for Reproductive Health Professionals . JHPIEGO
Corporation: Baltimore, Maryland. (Forthcoming)
Sullivan RL et al. 1995. Clinical Training Skills for Reproductive Health Professionals . JHPIEGO Corporation: Baltimore,
Maryland.
12
JHPIEGO Strategy Paper No. 5
Educational and Training Materials
Reference Manuals1
Clinical Training Skills for Reproductive Health Professionals (1995)
Genital Tract Infection Guidelines for Family Planning Service Programs (1991)
Infection Prevention for Family Planning Service Programs (1992)
IUD Guidelines for Family Planning Service Programs, 2nd ed. (1993)
Norplant® Implants Guidelines for Family Planning Service Programs, 2nd ed. (1995)
Postabortion Care: A Reference Manual for Improving the Quality of Care (published by the Postabortion Care
Consortium 1995)
Service Provision Guidelines
PocketGuide for Family Planning Service Providers, 2nd ed. (1996)
Service Delivery Guidelines for Family Planning Programs (1996)
Training Audiovisuals
Slide Sets
Copper T 380A IUD Insertion and Removal (1993)
Managing Sexually Transmitted Genital Tract Infections (1991)
Videotapes
Infection Prevention for Family Planning Service Programs: Overview and 12 Training Demonstration Segments (1994)
(3 versions: Africa, Asia and Latin America)
Insertion and Removal of the Copper T 380A IUD (1990)
Postabortion Care: A Global Health Issue (produced by the Postabortion Care Consortium 1994)
Postabortion Care Services: Use of Manual Vacuum Aspiration and Recommended Practices for Processing MVA
Instruments (1996)
1 A training package consists of a reference manual, notebook for trainers and handbook for participants. Most packages are available in
French and Spanish, and many are available in Portuguese and Russian as well. For videotapes, English scripts are available to permit voice-
overs in other languages.
JHPIEGO Strategy Paper No. 5
13
Workshop Proceedings
Issues in Cervical Cancer: Seeking Alternatives to Cytology (1994)
Learning Without Walls: A Pre-Congress Seminar (1995)
Summary Report of: Updating Service Delivery Guidelines and Practices: A Workshop on Recent Recommendations and
Experiences (co-organized by Family Health International and JHPIEGO 1995)
Issues in Management of STDs in Family Planning Settings (1996)
Strategy Papers
The Competency-Based Approach to Training (1995)
Why Do We Lecture? (1996)
On-the-Job Training for Family Planning Service Providers (1996)
Infection Prevention: A History of Change (1996)
Delivering Effective Lectures (1996)
For more information, or to order any of these materials, call (410) 614-3206; or fax (410) 614-0586.
JHPIEGO Corporation
1615 Thames Street • Suite 200 • Baltimore, Maryland 21231-3447 • USA
Telephone: (410) 955-8558
Fax: (410) 955-6199
Email: info@wpo.jhpiego.org
http://www.jhpiego.jhu.edu
14
JHPIEGO Strategy Paper No. 5
