The course consisted of four main components:
An equal number of instructional hours was assigned to each component. Some course content was designed to overlap: for example,
students learned and practiced interviewing techniques as part of both the communication and the research methods components.
Training sessions
We used a range of instructional, training, adult-education, and group participation techniques to make the sessions accessible
and varied. Each session began with an'ice-breaker' or warm-up activity, to introduce the key topic. For example, to introduce the
session on active listening skills, we used a short warm-up activity in which students met in pairs and followed the instructions
on a card. One partner in each pair was instructed to engage in behaviour that indicated non-attentive listening, while the other
partner was asked to talk about what she did last week-end. Discussion of reactions to this activity led into a session on elements
of active listening skills. This is an example of how 'experiential learning' principles were applied in the course.
After the warm-up activity, the agenda for each session was presented on flip-chart, and learning goals were reviewed.
Adjustments were sometimes made, depending on the group's needs and issues that came up. In general, learning activities were
designed to encourage high level of participation and discussion, with frequent use of small group work. A variety of adult learning
techniques were applied, to increase opportunities for interactions among students, and encourage horizontal exchange of skills and
knowledge. Methods included problem-based learning following the 'case' of a woman, Doña Dolores, through many
different episodes of her life; drawing wall murals of the Hispanic community, making the connections and links 'visible';
watching and performing in videos; role plays; simulations; modeling specific behaviours; lectures; conducting quantitative
research in the classroom and performing statistical analysis; developing interviewing tools; analyzing resource materials;
site visits; quizzes; question-and-answer sessions; facilitated discussions; presentations by students (see below, assignments).
Most sessions ended with a final 'go around', during which each student and instructor reflected back on her learning for that day.
Detailed flip-chart notes were used during most of the sessions, to provide visual feed-back and improve written vocabulary and
usage.
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Resource People
Resource were invited to present specific topics to the class. This included several sessions from nurse practitioners and health
promoters at the Centretown Community Health Centre (CCHC), focusing on specific health education content such as the reproductive
cycle, breast health, and cervical cancer screening. In addition, resource persons from key community organizations provided
sessions on topics such as accessing immigrant services; advocacy; ethics and confidentiality; detecting and addressing violence
against women; and safety in home visits. The family physician and gynaecologist on our Advisory
Committee also presented important health information sessions, and remained available to answer additional questions from the LHPs as they came up.
The students visited several sites, such as the Ontario Breast Services Programme for comprehensive
tours and question-and-answer sessions.
Assignments
Assignments were frequent and varied. As is often the case with adult learners,
many had been away from formal learning and classrooms for many years. The
students had assignments to complete almost every week. This required a lot
of work, both for
students and for instructors reviewing and assessing, but it also gave many opportunities
for feedback and many chances for students to improve their skills. Having
many assignments permitted gradual accumulation of 'points' towards a final
mark, and was a more
realistic way of assessing practical skills than relying on final examination
or major essay at the end of the course.
A variety of different assignment styles also let each student demonstrate her strengths in several areas. Projects included
traditional written essays and open-book exams; focused research activities; video-taping role-plays; oral presentations, and group
facilitation activities.
A detailed list of expectations and assessment criteria were given to students prior to each assignment, so that
students would clearly know how each one was being assessed and marked. Marking criteria met all requirements of the School of
Social Work and of Algonquin College. To ensure fairness and enhance feedback to students, each assignment was independently
assessed by at least two of the instructors, and any differences or questions were discussed by all instructors, prior to
determining the final mark.
