in service presentation definition

Articles / Presentations

10 Secrets of Successful Inservice Presentations

by MiddleWeb · Published 10/05/2014 · Updated 11/25/2019

Busy school leaders need an easy-to-apply resource to increase teacher effectiveness quickly and efficiently. We wrote our book The Ten Minute Inservice to help principals, instructional coaches, teacher leaders and other staff developers to improve teaching school-wide through high-impact professional learning experiences lasting only ten minutes—incorporated easily into weekly staff meetings.

In the book, we offer 40 teacher-tested, mini-workshops that cover a range of topics, from behavior challenges and parent engagement to motivating students and making lessons meaningful.

In the concluding section we share a 10-point checklist that can help ensure succcessful inservice presentations, whatever the topic.

1. Be enthusiastic . Your enthusiasm can make or break a presentation. If you’ve ever attended an inservice presented by a less than enthusiastic presenter, you know this to be true. Regardless of the content and the speaker’s knowledge, a lackluster presenter will lose his audience every time. After all, if the speaker doesn’t seem to buy what he’s selling, why should the audience?

3. Prepare! No matter how long you have been presenting, you cannot “wing it” – not successfully, anyway. Audiences can always tell when a presenter is or is not prepared. Although you don’t want to read from a script, you do want to have an outline that is well prepared and that will keep you on point with your message. Practice your presentation beforehand. In this case, the mirror is your friend. Practice delivering your content, practice varying your tone of voice when you make specific points, and practice using positive body language! You want to come across as well prepared, approachable, believable, positive, passionate, and confident.

5. Make eye contact! Effective presenters speak directly to the audience, deliberately attempting to make eye contact with each attendee. This helps each person to feel as though the speaker is speaking directly to him or her, cementing that oh-so-important personal connection between “teacher” and “students.”

6. Laugh! Effective presenters know the importance of injecting humor into their presentations. They want the audience to enjoy the presentation and to feel at ease. An occasional funny story or corny joke can help accomplish this.

7. Involve your audience. Be careful not to talk “at” your audience. From start to finish, you want audience participation. That participation can take on many forms – discussions, questions, activities, and so on. An engaged audience is much more likely to absorb the ideas and information you are sharing.

9. Make the lessons you teach simple and doable. When you present information in a way that seems simple and doable, the audience is more apt to listen intently, consider the information you are sharing, and attempt to implement the new ideas, tips, and strategies you have shared in your presentation. If, in contrast, something you share seems difficult or time-consuming, your audience will quickly go into “overwhelm mode” and disconnect. So teach in small bites, just as effective teachers do in the classroom. You want your audience leaving you thinking, “I can do this!”

10. Ask for feedback, and use the feedback . Let your audience know that what they think matters ! Address all of their comments with thoughtfulness and appreciation, even in the event that the comment is disagreeable.

[Adapted from The Ten-Minute Inservice: 40 Quick Training Sessions That Build Teacher Effectiveness by Todd Whitaker & Annette Breaux (Jossey-Bass/Wiley, San Francisco, CA . 2013.]

Todd Whitaker is a professor of educational leadership at Indiana State University and a prominent education author and speaker. Whitaker has taught at the middle and high school levels, served as a secondary school principal for eight years and as a district-level middle school coordinator. His many books include Leading School Change , What Great Principals Do Differently , What Great Teachers Do Differently and The 10-Minute Inservice . Follow him on Twitter @ToddWhitaker .

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In-service Presentation & Topic Ideas for PT Students: Ten Great Ideas

Ahh, the good ol’ mandatory in-service presentation. Yes, it’s something that all PT students get to do for each one of their clinical placements. If you’ve come to the point in your PT journey where you’re on a clinical rotation and you’re in need of some in-service and presentation ideas, this article should hopefully help you out.

This article contains a list of ten in-service topic ideas for multiple different clinical settings as well as why they may be great topics to do an in-service on. If you want to just jump to the list of ideas, scroll down to the section “Ideas and topics for PT student in-service presentations”, but you may find some other great points directly below if you want to read the rest of the article.

HEADS UP: I have two other articles discussing even more in-service ideas in addition to this article. You can check them out here: • The BEST PT Student In-service Topics of 2022 | Check THESE Out • Ten More Awesome In-service Topics for PT Students.

Choosing a solid in-service topic should involve a topic that is meaningful and interesting to both you AND the clinical team you’re interning with. Nothing is worse than the combination of having to research and present on a topic that you don’t care about AND having it be a topic that the clinic doesn’t have any interest in either.

Article Overview (Quick links):

Click/tap on any of the topics to instantly jump to that particular topic/section of the article.

Knowing how to choose the most appropriate topic & presentation formats Topic 1 – The DiSC Model Topic 2 – Motivational interviewing (MI) Topic 3 – CBD oil in pain management Topic 4 – Low-load blood flow restriction therapy (LL-BFR) Topic 5 – The Pain Management Classification System (PMCS) Topic 6 – Key features in central sensitization Topic 7 – Opioid-induced hyperalgesia Topic 8 – Fluroquinolone use & susceptibility to tendon ruptures Topic 9 – Class IV Laser Therapy – evidence & uses Topic 10 – Extracoproreal Shockwave Therapy (EST)

These topics are covered in detail below, so keep on reading!

Start by knowing how to choose the most appropriate Topic and presentation formats

Choose the appropriate presentation format.

Before you begin to select your in-service topic, it may be helpful to first ask yourself if there will be a preferred presentation style or format based on the preferences or desires of the individuals you may be presenting to (PowerPoint, handout, poster, etc). Most facilities will likely just want a handout but check with your CI.

Find out who you will be presenting to

It is also helpful to get an idea of exactly who you will be presenting to. Sometimes you might just be presenting to your CI, or other times you may be presenting to all the staff PT’s, or you might even be presenting to an inter-professional group (such as a combination of PT’s, OT’s, SLP’s and so on). So, finding out exactly who you’re presenting to can be a great first step to determining what your presentation topic might be.

This can help guide you in your topic selection since knowing your audience can determine the material that is appropriate to present to them (a speech language pathologist who listens to an in-service on some PT-specific interventions might not be very beneficial for them, etc.).

Keep in mind your CI and the facility staff might be rather busy and so a presentation style that is quick and to the point might be best for them. If this were to be the case, providing succinct and easy-to-read handouts might be the way to go.

The best way to figure out what type of presentation would go over best for the staff or the clinic is simply to ask your CI.

Sometimes your in-service presentation is important to your CI and the clinic, and other times it will be a complete formality and afterthought to them.

If you haven’t done an in-service presentation at any of your clinical rotations yet, I’ll let you in on a little secret: Sometimes your CI and the clinic will be genuinely interested in making you do a presentation, yet other times it will be nothing more than a formality that they make you casually talk about for five minutes as you ride in their Jeep back to the clinic after having taken you out for lunch at Chipotle’s on your last day at the clinic.

CI’s are usually busy individuals with a lot on their plate, so don’t be surprised or upset (maybe you’ll even be relieved) if they don’t take your in-service too seriously or they don’t ask for you to put together anything fancy.

One of my clinicals took the in-service pretty seriously, one took it semi-seriously and two of them didn’t take it seriously at all. That’s just how these things go sometimes.

But I would truly encourage you to take your in-service seriously, if for no other reason than to create a great learning opportunity for yourself. Besides, if you pick a topic that you’re truly interested in, learning more about it and putting it together should actually be an enjoyable process. Whatever information you learn today can only benefit you in the future.

That all being said, let’s dive into it!

Ideas and topics for PT student in-service presentations

The following is a detailed list of ten ideas that could potentially make great in-service topics for one or more of your clinical rotations.

Topic 1: The DiSC model

Most ideal clinical setting: Any

What it is: DiSC is a behaviour assessment tool that identifies the behavioural differences within people. It provides a common language that individuals can use as a means to enhance their own understanding of themselves as well as adapt their own communication styles with others. This leads to improved working relationships (therapeutic relationships or others) and helps with identifying and responding to different patient or practitioner styles.

Why it could be a valuable in-service presentation

Communication is everything when working with a team and when creating an effective therapeutic relationship with a patient. People (patients and practitioners) have innate differences in the ways they prefer to communicate. Having one communication style trying to communicate with another can oftentimes be like trying to fit a square peg through a round hole.

The DiSC model is what all of us at Tower Physio & Sports Medicine are trained up on, and it has been a game-changer for our patient-practitioner interactions in addition to our team communication.

To learn more about the DiSC model, head to https://www.discprofile.com/what-is-disc/overview/

Topic 2: Motivational Interviewing (MI)

Most ideal clinical setting: Any

What it is: Motivational interviewing is a counselling-based approach that is designed to help individuals identify and subsequently resolve any feelings of ambivalence they may have regarding making a change in their behavior. This exploration of their feelings fosters behavioural change within the individual.

MI is based on the belief that patients can be at various stages of readiness for change, and that a non-judgmental approach by the clinician involving change talk can draw out motivation within the patient that will help them to change their behaviour.

Why it could be a valuable in-service presentation

Physical therapists often work with patients who have a desire to create positive lifestyle changes (become more active, get healthier, etc.) yet experience ambivalence with making their changes.

Having the knowledge and skills to help patients explore and identify their ambivalence (in a non-judgmental manner) can help elicit positive change within these individuals, leading to behavioural change and greater outcomes for health and quality of life.

Topic 3: CBD oil and its analgesic principles

What it is: Cannabidiol (CBD) oil is a type of cannabinoid that is derived from cannabis. Cannabinoids are chemicals that are found in marijuana plants. CBD is distinctly different from the cannabinoid THC, which also comes from marijuana plants and is the chemical that produces the “high” felt when consuming it.

The past few years have seen explosive growth in the use of CBD oil for a variety of health-related reasons. Patients being treated by physical therapists often report great levels of pain reduction when used for this purpose. While also used for other medical conditions such as anxiety reduction or as an anti-epileptic, the effects of CBD oil on pain and pain perception are of special interest to healthcare workers such as us PT’s.

While a high percentage of individuals report very favorable outcomes in pain reduction with CBD oil, science still isn’t entirely certain of how exactly this occurs or for all the conditions it may be beneficial for. An in-service report on types of conditions it may be most favorable for, mechanisms of its purported action and other details pertaining to CBD oil use could be very valuable for PT’s or other healthcare professionals you may be interning with.

Head on over to the ever amazing website examine.com and you could quickly bang out an in-service presentation on CDB based on their scientific findings: https://examine.com/supplements/cbd/

Related article: Supplements: Free Resources to Tell if Yours are Safe and Effective

Topic 4: Low-load blood flow restriction therapy (LL-BFR)

Most ideal clinical setting: Orthopedics

What it is: Blood Flow Restriction therapy involves exercising at relatively low intensities of maximal load while using pressurized cuffs around one or more of the extremities (restricting venous return – but NOT occluding it) in order to elicit a disproportionately favorable outcome of muscle strength and growth as a result.

Related: Blood Flow Restriction: Evidence and Uses for Injury Rehabilitation

The basic mechanism occurs by building up a metabolic environment within the blood in the extremities in a way that is similar to high-intensity, high-loading exercises. This buildup of metabolites essentially tricks the brain into thinking this is what has taken place when the cuffs are released and the high concentration of metabolites enters systemic circulation.

I did my PICO topic on LL-BFR and have researched it extensively for the past two years and implement it on my patients within my clinical practice when appropriate. Personally, I am a big proponent of this intervention.

Sidenote: If you’re looking to pick up any BFR cuffs, and you would like to get your own, my recommendation is the BSTRONG system, designed by Dr. Jim Stray-Gundersen, a sports medicine physician. If you would like 10% off of any purchase price of their cuffs or products, I have an affiliation with BSTRONG. Simply use the coupon code “ JIMWITTSTROM ” at the checkout and you’ll get 10% off!

Head on over to the BSTRONG website to learn more about their system and what sets their cuff apart from other brands.

BFR is gaining serious validation in the academic realms for its efficacy in increasing muscular strength and hypertrophy in populations who are at risk or experiencing sarcopenia, muscular atrophy and musculoskeletal weakness due to orthopedic injury or pathologies such as osteoarthritis of the knee.

Related article: What is Blood Flow Restriction Training? How, Why and When to Use it

There’s some pretty great literature and meta-analyses coming out that shed light on its benefit for healthy as well as pathological populations ranging from youth to elderly. As this intervention continues to gain traction, bringing orthopedic-based PT’s up to speed on this topic could make for a great presentation.

Topic 5: The PMCS (Pain management classification system)

What it is: The PMCS is a classification system stemming largely from work done at the Rehabilitation Institute of Chicago. to help differentiate and categorize different types of pain that can occur within the body. This system falls within the general “pain science” category.

The PMCS looks at pain coming from the central nervous system (CNS) and the peripheral nervous system (PNS) and classifies pain types into the following categories:

Nociceptive: Inflammatory Mechanical vs. Chemical Pain Mechanism (PNS)
Nociceptive: Ischemia Pain Mechanism (PNS)
Peripheral Neurogenic Pain Mechanism (PNS)
Central Sensitization Pain Mechanism (CNS)
Affective Pain Mechanism (CNS)
Autonomic/Motor Pain Mechanism (CNS)

To learn all about this system, see if you can get a hold of the book A World of Hurt: A Guide to Classifying Pain by Annie O’Conner and Melissa C. Kolski. (Link to Amazon)

The book itself is filled with assessment and treatment of different types of pain along with treatment strategies and how to educate patients on what they are experiencing.

If you’re looking to pick up the book, you can grab it on Amazon through this link. (Purchasing through this affiliate link helps to support the costs of running this website at no additional cost to you!)

The field of pain science is continually growing now that we’re learning that pain is more complex than we once believed. Having the ability to accurately categorize pain can be extremely beneficial for clinicians who are attempting to treat chronic pain. Knowing the mechanisms and processes that lead to pain helps the therapist to better understand how that particular type of pain is best treated.

Essentially, not all pain is the same, and so the ability to properly sub-classify pain ensures that the correct or best treatment interventions can be employed for that particular pain source. If you don’t fully understand the source and nature of the pain, your interventions may not be effective, just like trying to pound a screw into a board using a hammer.

Topic 6: Key features in central sensitization (Receptor-field density & increased temporal summation)

Most ideal clinical setting: Orthopedics, chronic pain settings

What it is: You’re likely familiar with the concept of central sensitization, but taking a deeper look at the mechanisms behind it could provide valuable insight not only for yourself but to any co-workers you may choose to do your in-service for.

Central sensitization consists of two hallmark features: Expanded receptor-field density and increased temporal summation. There are actually some simple ways that these phenomena are tested for within literature.

Expanded receptor-field density refers to a focal pain spreading out across a larger area than it would under normal conditions, while increased temporal summation refers to how quickly a constant, minor pain would quickly escalate to an intolerable pain (this is exactly how Chinese water torture works, just in case you were wondering).

While a lot of physical therapists understand the concept of what central sensitization is, many of them are unaware of its hallmark features. Providing an in-service that goes into depth on the mechanisms behind being centrally sensitized could provide valuable insight for those who are looking to understand how to better identify this phenomenon, especially when it comes to identification and proper treatment of the condition.

Topic 7: Opioid-induced hyperalgesia

Most ideal clinical setting: Chronic pain-based settings/any

What it is: Opioid-induced hyperalgesia is a condition experienced by patients using long-term opioid medication in which a paradoxical response to pain is created. The nociceptive system in the patient’s body becomes sensitized from the long-term presence of opioids, leading the patient to experience higher levels of pain from a more sensitive pain-response system.

With the ongoing opioid epidemic in the United States, the ability to educate practitioners and patients on the effects of opioid-induced hyperalgesia could be seen as something that is extremely important.

Practitioners who are aware of and well-versed with the existence, specifics and details of opioid-induced hyperalgesia can help better educate their patients and their loved ones on this phenomenon. They can also increase their awareness towards when or how their patients may be at risk for – or experiencing – opioid-induced hyperalgesia. In short, an understanding of when, how and why this condition occurs can provide a multi-faceted benefit to any practitioners to whom you choose to deliver this in-service topic.

Topic 8: Increased tendon rupture rates with quinolone antibiotics/fluroquinolones

Most ideal clinical setting: Outpatient orthopedics, geriatrics

What it is: Quinolone antibiotics are a class of board-spectrum antibiotics typically used to treat bacterial infections. While they can be used for a variety of different bacterial infections, one of their adverse effects is an increased risk of tendon pathologies, including tendon ruptures.

While many medications carry risks of adverse conditions or side effects, the incidence of increased tendon pathology and rupture when taking fluroquinolone medications is not universally known by all physical therapists.

An in-service focused on the prevalence of tendon pathology occurring with fluroquinolone use, populations most at risk, and other factors pertaining to the use of these antibiotics could be valuable, informative and interesting to physical therapists working in a variety of clinical settings.

Topic 9: Class IV Laser Therapy – Evidence & Uses

Most ideal clinical setting: Orthopedics, integumentary/wound care

What it is: While Low-Level-Laser (or light) therapy is slowly becoming more well-known within the world of physical therapy, Class IV laser therapy is a step above traditional “cold lasers” (which are a class III device). Class IV, by definition, refers to a much higher level of power output (wattage) by the laser device. These lasers emit enough energy that they produce heat and burn the skin if not careful.

Class III and class IV laser serve largely the same purpose for treatment within a PT clinic, but class III is essentially a garden hose for power output while class IV is a fire hose. More power means deeper tissue penetration, more light energy delivered to cells and less time needed during the actual laser treatment.

Laser therapy works off of the phenomenon of photobiomodulation, in which light energy is converted to chemical energy within the cells. Class IV laser is starting to gain some great scientific evidence for its ability to hyper-oxygenate tissue, improve blood flow, and upregulate metabolic activity within cells, promoting quicker and greater tissue recovery, especially compared to less powerful class III lasers.

Our clinic uses the K-Laser Cube, which you can check out on K-Laser’s Website (click this link) .

The ability to promote greater and quicker tissue healing for certain pathologies can have great significance for both the patient and the practitioner. With class IV laser therapy being able to deliver light dosages to deeper structures within the body (when compared to class III laser), an in-service on this topic could be a perfect fit.

Providing an in-service that looks at where the evidence is at for different types of injuries being positively affected by class IV laser, how class IV laser works, etc. could be very intriguing for any staff members who are unfamiliar with its mechanisms.

My clinic uses the K-laser Cube, and I’ve seen it work wonders for post-operative wounds, tendinopathic issues and other various conditions. K-laser’s website can point you in the right direction for learning more about the basics of these devices, so be sure to check them out!

Topic 10: Extracorporeal Shockwave Therapy (EST)

Most ideal clinical setting: Orthopedic

What it is: Extracorporeal Shockwave Therapy (EST) is a treatment modality that has been used in Europe for the past couple of decades while only recently becoming more popular within North America.

EST involves the use of high-powered pressure waves (shockwaves) that are created by having a small metal bullet being rapidly shot down the barrel of a handheld device, which then strikes a ceramic or metal shock plate. This shock plate is pressed up against the patient’s skin, and the resulting pressure waves physically move fluid around within the targeted tissues.

This movement of fluid results in micro cavitations (bubbles) that expand and contract), leading to a cascade of physiologic responses.

EST has been showing very strong effectiveness within literature for treating a variety of conditions often treated by physical therapists.

With the current push for evidence-based treatment within the profession of physical therapy, EST has been proving itself to be a treatment modality that can offer significant benefits for specific pathologies. Physical therapists who deal largely with tendon-based pathologies or fascial restrictions should especially be interested in this modality

Both clinics that I work at use EST as part of the patient’s treatment plan (when appropriate) and I can’t imagine not having it after all the results it has helped produce for my patients. Providing an in-service on the treatment conditions and the effectiveness that EST can provide could be a great topic for clinicians who are unfamiliar with this modality and how effective it can be as an adjunct to a patient’s treatment plan.

Concluding remarks

When it comes to choosing an in-service topic and the subsequent presentation that goes along with it, make sure that you choose something that benefits both parties; you want to choose a topic that is interesting and relevant for you as well as for those you’re presenting to.

Make sure to choose a presentation style that is best for the needs of the clinic, and don’t be surprised if some of your CI’s don’t take the presentation or in-service all that seriously. Many will, but many won’t.

Hopefully, the ten ideas within this blog post will help spark some ideas for topics that you can consider for your in-service. Needless to say, there are dozens of topics related to each individual topic within this post that you could choose to do a presentation on. It’s an endless world of topics you can choose, and hopefully, after reading this blog post you have either found a topic that will work or at least have a better sense of direction towards where to look in order to find one.

Grind hard. You’ve got this.

Hi! I’m Jim Wittstrom, PT, DPT, CSCS, Pn1.

I am a physical therapist who is passionate about all things pertaining to strength & conditioning, human movement, injury prevention and rehabilitation. I created StrengthResurgence.com in order to help others become stronger and healthier. I also love helping aspiring students and therapists fulfill their dreams of becoming successful in school and within their clinical PT practice. Thanks for checking out my site!

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What It Takes to Give a Great Presentation

Carmine Gallo

Five tips to set yourself apart.

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman (St. Martin’s Press).

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Definition of in-service

Examples of in-service in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'in-service.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1928, in the meaning defined at sense 1

Dictionary Entries Near in-service

inserviceable

Cite this Entry

“In-service.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/in-service. Accessed 10 Apr. 2024.

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Business Jargons

A Business Encyclopedia

Presentation

Definition : A presentation is a form of communication in which the speaker conveys information to the audience. In an organization presentations are used in various scenarios like talking to a group, addressing a meeting, demonstrating or introducing a new product, or briefing a team. It involves presenting a particular subject or issue or new ideas/thoughts to a group of people.

It is considered as the most effective form of communication because of two main reasons:

Use of non-verbal cues.
Facilitates instant feedback.

Business Presentations are a tool to influence people toward an intended thought or action.

Parts of Presentation

Introduction : It is meant to make the listeners ready to receive the message and draw their interest. For that, the speaker can narrate some story or a humorous piece of joke, an interesting fact, a question, stating a problem, and so forth. They can also use some surprising statistics.
Body : It is the essence of the presentation. It requires the sequencing of facts in a logical order. This is the part where the speaker explains the topic and relevant information. It has to be critically arranged, as the audience must be able to grasp what the speaker presents.
Conclusion : It needs to be short and precise. It should sum up or outline the key points that you have presented. It could also contain what the audience should have gained out of the presentation.

Purpose of Presentation

To inform : Organizations can use presentations to inform the audience about new schemes, products or proposals. The aim is to inform the new entrant about the policies and procedures of the organization.
To persuade : Presentations are also given to persuade the audience to take the intended action.
To build goodwill : They can also help in building a good reputation

Factors Affecting Presentation

Audience Analysis

Communication environment, personal appearance, use of visuals, opening and closing presentation, organization of presentation, language and words, voice quality, body language, answering questions, a word from business jargons.

Presentation is a mode of conveying information to a selected group of people live. An ideal presentation is one that identifies and matches the needs, interests and understanding level of the audience. It also represents the facts, and figures in the form of tables, charts, and graphs and uses multiple colours.

Related terms:

Verbal Communication
Visual Communication
Non-Verbal Communication
Communication
7 C’s of Communication

Reader Interactions

Abbas khan says

October 2, 2022 at 11:33 pm

Thank you so much for providing us with brief info related to the presentation.

Farhan says

February 23, 2023 at 9:45 am

yusra shah says

July 3, 2023 at 2:04 am

it was helpful👍

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How to prepare and deliver an inservice presentation for nurses

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David R. Witmer, How to prepare and deliver an inservice presentation for nurses, American Journal of Hospital Pharmacy , Volume 47, Issue 12, 1 December 1990, Pages 2652–2654, https://doi.org/10.1093/ajhp/47.12.2652

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Published: 01 October 2013

Effective in-service training design and delivery: evidence from an integrative literature review

Julia Bluestone 1 ,
Peter Johnson 1 ,
Judith Fullerton 2 ,
Catherine Carr 1 ,
Jessica Alderman 3 &
James BonTempo 1

Human Resources for Health volume 11 , Article number: 51 ( 2013 ) Cite this article

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Metrics details

In-service training represents a significant financial investment for supporting continued competence of the health care workforce. An integrative review of the education and training literature was conducted to identify effective training approaches for health worker continuing professional education (CPE) and what evidence exists of outcomes derived from CPE.

A literature review was conducted from multiple databases including PubMed, the Cochrane Library and Cumulative Index to Nursing and Allied Health Literature (CINAHL) between May and June 2011. The initial review of titles and abstracts produced 244 results. Articles selected for analysis after two quality reviews consisted of systematic reviews, randomized controlled trials (RCTs) and programme evaluations published in peer-reviewed journals from 2000 to 2011 in the English language. The articles analysed included 37 systematic reviews and 32 RCTs. The research questions focused on the evidence supporting educational techniques, frequency, setting and media used to deliver instruction for continuing health professional education.

The evidence suggests the use of multiple techniques that allow for interaction and enable learners to process and apply information. Case-based learning, clinical simulations, practice and feedback are identified as effective educational techniques. Didactic techniques that involve passive instruction, such as reading or lecture, have been found to have little or no impact on learning outcomes. Repetitive interventions, rather than single interventions, were shown to be superior for learning outcomes. Settings similar to the workplace improved skill acquisition and performance. Computer-based learning can be equally or more effective than live instruction and more cost efficient if effective techniques are used. Effective techniques can lead to improvements in knowledge and skill outcomes and clinical practice behaviours, but there is less evidence directly linking CPE to improved clinical outcomes. Very limited quality data are available from low- to middle-income countries.

Conclusions

Educational techniques are critical to learning outcomes. Targeted, repetitive interventions can result in better learning outcomes. Setting should be selected to support relevant and realistic practice and increase efficiency. Media should be selected based on the potential to support effective educational techniques and efficiency of instruction. CPE can lead to improved learning outcomes if effective techniques are used. Limited data indicate that there may also be an effect on improving clinical practice behaviours. The research agenda calls for well-constructed evaluations of culturally appropriate combinations of technique, setting, frequency and media, developed for and tested among all levels of health workers in low- and middle-income countries.

Peer Review reports

The need to increase the effectiveness and efficiency of both pre-service education and continuing professional education (CPE) (in-service training) for the health workforce has never been greater. Decreasing global resources and a pervasive critical shortage of skilled health workers are paralleled by an explosion in the increase of and access to information. Universities and educational institutions are rapidly integrating different approaches for learning that move beyond the classroom [ 1 ]. The opportunities exist both in initial health professional education and CPE to expand education and training approaches beyond classroom-based settings.

An integrative review was designed to identify and review the evidence addressing best practices in the design and delivery of in-service training interventions. The use of an integrative review expands the variety of research designs that can be incorporated within a review’s inclusion criteria and allows the incorporation of both qualitative and quantitative information [ 2 ]. Five questions were formulated based on a conceptual model of CPE developed by the Johns Hopkins University Evidence-Based Practice Center (JHU EPC) for an earlier systematic review of continuing medical education (CME) [ 3 ]. We asked whether: 1. particular educational techniques, 2. frequency of instruction (single or repetitive), 3. setting where instruction occurs, or 4. media used to deliver the instruction make a difference in learning outcomes; and, 5. if there was any evidence regarding the desired outcomes, such as improvements in knowledge, skills or changes in clinical practice behaviours, which could be derived from CPE, using any mixture of technique, media or frequency.

Inclusion/exclusion criteria

Articles were included in this review if they addressed any type of health worker pre-service or CPE event, and included an analysis of the short-term evaluation and/or assessment of the longer-term outcomes of the training. We included only those articles published in English language literature. These criteria gave priority to articles that used higher-order research methods, specifically meta-analyses or systematic reviews and evaluations that employed experimental designs. Articles excluded from analysis were observational studies, qualitative studies, editorial commentary, letters and book chapters.

Search strategy

A research assistant searched the electronic, peer-reviewed literature between May and June 2011. The search was conducted on studies published in the English language from 2000 to 2011. Multiple databases including PubMed, the Cochrane Library and Cumulative Index to Nursing and Allied Health Literature (CINAHL) were utilized in the search. Medical subject headings (MeSH) and key search terms are presented below in Table 1 .

Study type, quality assessment and grade

An initial review of titles and abstracts produced 244 results. We identified the strongest studies available, using a range of criteria tailored to the review methodology. Initial selection criteria were developed by a panel of experts. Grading and inclusion criteria are presented in Table 2 . The grading criteria were adapted from the Oxford Centre for Evidence-Based Medicine (OCEMB) levels of evidence model [ 4 ]. Grading of studies included within systematic reviews was reported by authors of those reviews and was not further assessed in this integrative review. Therefore, reference to quality of studies in our report refers to those a priori judgments. Only tier 1 articles (grades 1 and 2) were included in our analysis.

After prioritization of the articles, 163 tier 1 articles were assessed by a senior public health professional to determine topical relevance, study type and grade. A total of 61 tier 1 studies were selected to be included in the analysis following this second review. An additional hand search of the reference lists cited in published studies was conducted for topics that were underrepresented, specifically on the frequency and setting of educational activities. This search added eight articles for a total of 69 studies, including 37 systematic reviews and 32 randomized controlled trials (RCTs), see inclusion process for articles included in analysis, Figure 1 .

Inclusion process for articles included in the analysis.

A data extraction spreadsheet was developed, following the model offered in the Best Evidence in Medical Education (BEME) group series [ 5 ] and the conceptual model and definition of terms offered by Marinopoulos et al. in the JHU EPC earlier review of CME [ 3 ]. Categorization decisions were necessary in cases when the use of terminology was inconsistent with the Marinopoulos et al. definitions of terms for CPE [ 3 ]. For example, an article that analysed 'distance learning’ as a technique and used the computer as the medium to deliver an interactive e-learning course was coded and categorized as an 'interactive’ technique delivered via 'computer’ as the medium of instruction. See illustration of categorization terminology in panels A, B, and C, Figure 2 , for an illustration of how terminology was used to categorize and organize articles for analysis.

Illustration of categorization terminology in panels a-c.

Selected articles that best represent common findings and outcomes (effects) of CPE are discussed in the results and discussion sections; the related tables present all the articles analysed and categorized for that topic, and each article is included only once. Relevant information obtained from educational psychology literature is referenced in the discussion.

The articles or studies that specifically addressed educational techniques are summarized in Table 3 . Technique refers to the educational methods used in the instruction. Technique descriptions are based on the Marinopoulos et al. definitions of terms [ 6 ] and reflect the approaches defined in the articles analysed.

Case-based: use of created or actual clinical cases that present materials and questions

Though case-based learning was not specifically compared with other techniques in the literature reviewed, it was often noted as a method in articles that discussed interactive techniques. Case-based learning was also noted as a technique used for computer-delivered CPE courses. Triola et al. compared types of media utilized for case-based learning and found positive learning outcomes both with the use of a live standardized patient and a computer-based virtual patient [ 7 ].

Didactic/lecture: presenting knowledge content; facilitator determines content, organization and pace

Lecture was often referred to in the literature as traditional instruction, lecture-based or didactic teaching. Didactic instruction was not found to be an effective educational technique compared with other methods. Two studies [ 8 , 9 ] found no statistical difference in learning outcomes, and three studies found didactic to be less effective than other techniques [ 10 – 12 ]. Reynolds et al. compared didactic instruction with simulation. The study was limited by small sample size (n = 50), but still demonstrated that the simulation group had a significantly higher mean post-test score ( P <0.01) and overall higher learner satisfaction [ 12 ].

Several systemic reviews that compared didactic instruction to a wide variety of teaching approaches also identified didactic instruction as a less effective educational technique [ 13 – 15 ].

Feedback: providing information to the learner about performance

Multiple articles identified feedback as important for outcomes [ 16 – 18 ]. Herbert et al. compared individualized feedback in the form of a graphic (a prescribing portrait based on personal history of drug-prescribing practices) to small group discussion of the same material and found that both the feedback and the live, interactive session were somewhat effective at changing physician’s prescribing behaviours [ 16 ]. The Issenberg et al. systematic review of simulation identified practice and feedback as key for effective skill development [ 17 ]. A Cochrane review of the evidence to support CPE suggested the importance of feedback and instructor interaction in improving learning outcomes [ 18 ].

Games: competitive game with preset rules

The use of games as an instructional technology was addressed in one rigorous systematic review. The authors found only a limited number of studies, which were of low to moderate methodological quality and offered inconsistent results. Three of the five RCTs included in the review suggested that educational games could have a positive effect on increasing medical student knowledge and that they include interaction and allow for feedback [ 19 ].

Interactive: provide for interaction between the learner and facilitator

Five articles specifically compared interactive CPE to other educational techniques. De Lorenzo and Abbot found interactive techniques to be moderately superior for knowledge outcomes than didactic lecture [ 10 ]. Two other studies found interactive techniques were more effective when feedback from chart audits was added to the intervention [ 16 , 20 ].

Three systematic reviews and one meta-analysis specifically noted the importance of learner interactivity or engagement in learning in achieving positive learning outcomes [ 21 – 24 ] (refer to summary of articles focused on outcomes).

Point-of-care (POC): information provided as needed, at the point of clinical care

Two articles and one systematic review specifically addressed point-of-care (POC) as a technique. The systematic review included three studies and concluded that while the findings were weak, they did indicate that POC led to improved knowledge and confidence [ 25 ]. In an examination of media, Leung et al. determined that handheld devices were more effective than print-based, POC support, although outcome measures were self-reported behaviours [ 26 ]. You et al. found improved performance on a procedure among surgical residents who received POC mentoring via a video using a mobile device, compared with those who received only didactic instruction [ 27 ].

Problem-based learning (PBL): present a case, assign information-seeking tasks and answer questions about the case; can be facilitated or non-facilitated

Four articles specifically compared problem-based learning (PBL) to other methods. One study identified PBL as slightly better [ 11 ], and two studies indicated it to be relatively equal to didactic instruction [ 8 , 9 ]. A systematic review of 10 studies on PBL reported inconclusive evidence to support the approach, although several studies reported increased critical thinking skills and confidence in making decisions [ 28 ].

Reminders: provision of reminders

The Zurovac et al. study conducted in Kenya found that using mobile devices for repetitive reminders resulted in significant improvement in health care provider’s case management of paediatric malaria, and these gains were retained over a 6-month period [ 29 ]. Intention-to-treat analysis showed that correct management improved by 23.7% (95% confidence interval (CI) 7.6 to 40.0, P <0.01) immediately after intervention and by 24.5% (95% CI 8.1 to 41.0, P <0.01) 6 months later, compared with the control group [ 29 ]. Reminders were also noted as an effective technique by two of the systematic reviews [ 13 , 14 ].

Self-directed: completed independently by the learner based on learning needs

This term was difficult to extract for analysis due to widely varying terminology. Some authors used the term 'distance learning’, and some used it to define the medium of delivery, rather than technique. This analysis specifically discusses articles that were consistent with the description for self-directed learning, even if the authors used different terminology.

A recent systematic review identified that moderate-quality evidence suggests a slight increase in knowledge domain compared with traditional teaching, but notes that this may be due to the increased exposure to content [ 30 ]. One RCT found modest improvements in knowledge using a self-directed approach, but noted it was less effective at impacting attitudes or readiness to change [ 31 ].

Multiple studies focused on use of the computer as the medium to deliver instruction and noted that self-directed instruction was equally (or more) effective as instructor-led didactic or interactive instruction and potentially more efficient.

Simulation may include models, devices, standardized patients, virtual environments, social or clinical situations that simulate problems, events or conditions experienced in professional encounters [ 17 ]. Simulation was noted as an effective technique for promotion of learning outcomes across the systematic reviews, particularly for the development of psychomotor and clinical decision-making skills. The systematic reviews all highlighted inconclusive and weak methodology in the studies reviewed, but noted sufficient evidence existed to support simulation as useful for psychomotor and communication skill development [ 32 – 34 ] and to facilitate learning [ 35 ]. The systematic review by Lamb suggests that patient simulators, whether computer or anatomic models, are one of the more effective forms of simulations [ 36 ].

Outcomes of the four separate RCTs indicated simulation was better than the techniques to which they were compared, including interactive [ 37 , 38 ], didactic [ 12 ] and problem-based approaches [ 35 ]. A study by Daniels et al. found that although knowledge outcomes were similar between the interactive and simulation groups, the simulation team performance in a labour and delivery clinical drill was significantly higher for both shoulder dystocia (11.75 versus 6.88, P <0.01) and eclampsia (13.25 versus 11.38, P = 0.032) at 1 month post-intervention [ 38 ].

Simulation was also found to be useful for identifying additional learning gaps, such as a drill on the task of mixing magnesium sulfate for administration [ 39 ]. A systematic review focused on resuscitation training identified simulation as an effective technique, regardless of media or setting used to deliver it [ 40 ].

Team-based: providing interventions for teams that provide care together

Articles discussed here focused on the technique of providing training to co-workers engaged as learning teams. One systematic review of eight studies found that there is limited and inconclusive evidence to support team-based training [ 41 ]. Two of the articles reporting on the same CPE study did not identify any improvements in performance or knowledge acquisition with the addition of using a team-based approach [ 39 , 42 ].

This review included consideration of frequency, comparing single versus repetitive exposure. The findings regarding frequency are summarized in Table 4 .

The three articles focused on frequency all support the use of repetitive interventions. These studies evaluated repetition using the Spaced Education platform (now called Qstream), an Internet-based medium that uses repeated questions and targeted feedback. The evidence from these three articles demonstrated that repetitive, time-spaced education exposures resulted in better knowledge outcomes, better retention and better clinical decisions compared with single interventions and live instruction [ 43 – 45 ].

The use of repetitive or multiple exposures is supported in other systematic reviews of the literature, as well as one RCT conducted in Kenya that used repeated text reminders and resulted in a significant improvement in adherence to malaria treatment protocols [ 29 ].

Setting is the physical location within which the instruction occurs. We identified three articles that looked specifically at the training setting. The findings regarding setting are summarized in Table 5 . Two of them stemmed from the same intervention. Crofts et al. specifically addressed the impact of setting and technique (team-based training) on knowledge acquisition and found no significant difference in the post-score based on the setting [ 42 ]. A systematic review of eight articles evaluating the effectiveness of team-based training for obstetric care did not find significant differences in learning outcomes between a simulation centre and a clinical setting [ 41 ].

Coomarasamy and Khan conducted a systematic review and compared classroom or stand-alone versus clinically integrated teaching for evidence-based medicine (EBM). Their review identified that classroom teaching improved knowledge, but not skills, attitudes or behaviour outcomes; whereas clinically integrated teaching improved all outcomes [ 46 ]. This finding was supported by the Hamilton systematic review of CPE, which suggests that teaching in a clinical setting or simulation setting is more effective (Table 1 ), as well as the Raza et al. systematic review of 23 studies to evaluate stand-alone versus clinically integrated teaching. This review suggested that clinically integrated teaching improved skills, attitudes and behaviour, not just knowledge [ 18 ].

Media refers to the means used to deliver the curriculum. The majority of RCTs compared self-paced or individual instruction delivered via computer versus live, group-based instruction. The findings regarding media are summarized in Table 6 .

Live versus computer-based

Live instruction was found to be somewhat effective at improving knowledge, but less so for changing clinical practice behaviours. When comparing live to computer-based instruction, a frequent finding was that computer-based instruction led to either equal or slightly better knowledge performance on post-tests than live instruction. One of the few to identify a significant difference in outcomes, Harrington and Walker found the computer-based group outperformed the instructor-led group on the knowledge post-test and that participants in the computer-based group, on average, spent less time completing the training than participants in the instructor-led group [ 47 ].

Systematic reviews indicate that the evidence supports the use of computer-delivered instruction for knowledge and attitudes; however, insufficient evidence exists to support its use in the attempt to change practice behaviours. The Raza Cochrane systematic review identified 16 randomized trials that evaluated the effectiveness of Internet-based education used to deliver CPE to practicing health care professionals. Six studies showed a positive change in participants’ knowledge, and three studies showed a change in practice in comparison with traditional formats [ 18 ]. One systematic review noted the importance of interactivity, independent of media, in achieving an impact on clinical practice behaviours [ 48 ].

One article assessed the use of animations against audio instructions in cardiopulmonary resuscitation (CPR) using a mobile phone and found the group that had audiovisual animations performed better than the group that received live instruction over the phone in performing CPR; however, neither group was able to perform the psychomotor skill correctly [ 49 ]. Leung et al. found providing POC decision support via a mobile device resulted in slightly better self-reporting on outcome measures compared with print-based job aids, but that both the print and mobile groups showed improvements in use of evidence-based decision-making [ 26 ].

The systematic review of print-based materials conducted by Farmer et al. did not find sufficient evidence to support the use of print media to change clinical practice behaviours [ 50 ]. A comparison of the use of print-based guidelines to a live, interactive workshop indicated that those who completed live instruction were slightly better able to identify patients at high risk of an asthma attack. However, neither intervention resulted in changed practice behaviours related to treatment plans [ 51 ].

Multiple systematic reviews caution against the use of print only media, concluding that live instruction is preferable to print only. Another consistent theme was support for the use of multimedia in CPE interventions.

Outcomes are the consequences of a training intervention. This literature review focuses on changes in knowledge, attitudes, psychomotor, clinical decision-making or communication skills, and effects on practice behaviours and clinical outcomes. All of the articles that focused on outcomes were systematic reviews of the literature and are summarized in Table 7 .

The weight of the evidence across several studies indicated that CPE could effectively address knowledge outcomes, although several studies used weaker methodological approaches. Specifically, computer-based instruction was found to be equally or more effective than live instruction for addressing knowledge, while multiple repetitive exposures leads to better knowledge gains than a single exposure. Games can also contribute to knowledge if designed as interactive learning experiences that stimulate higher thinking through analysis, synthesis or evaluation.

No studies or systematic reviews looked only at attitudes, but CPE that includes clinical integration, simulations and feedback may help address attitudes. The JHU EPC group systematic review evaluation of the short- and long-term effects of CPE on physician attitudes reviewed 26 studies and, despite the heterogeneity of the studies, identified trends supporting the use of multimedia and multiple exposures for addressing attitudes [ 6 ].

Several systematic reviews looked specifically at skills, concluding that there is weak but sufficient evidence to suggest that psychomotor skills can be addressed with CPE interventions that include simulations, practice with feedback and/or clinical integration. 'Dose-response’ or providing sufficient practice and feedback was identified as important for skill-related outcomes. Other RCTs suggest clinically integrated education for supporting skill development. Choa et al. found that neither the audio mentoring via mobile nor animated graphics via mobile resulted in the desired psychomotor skills, reinforcing the need for practice and feedback for psychomotor skill development identified in other studies [ 49 ].

Two systematic reviews focused on communication skills and found techniques that include behaviour modeling, practice and feedback, longer duration or more practice opportunities were more effective [ 52 , 53 ]. Evidence suggests that development of communication skills requires interactive techniques that include practice-oriented strategies and feedback, and limit lecture and print-based materials to supportive strategies only.

Findings also suggest that simulation, PBL, multiple exposures and clinically integrated CPE can improve critical thinking skills. Mobile-based POC support was found to be more useful in the development of critical thinking than print-based job aids.

Several systematic reviews specifically looked at CPE, practice behaviours and the behaviours of the provider. These studies found, despite reportedly weak evidence, that interactive techniques that involved feedback, interaction with the educator, longer durations, multiple exposures, multimedia, multiple techniques and reminders may influence practice behaviours.

A targeted review of 37 articles from the JHU EPC review on the impact of CPE on clinical practice outcomes drew no firm conclusions, but multiple exposures, multimedia and multiple techniques were recommended to improve potential outcomes [ 6 ]. Interaction and feedback were found to be more useful than print or educational meetings (systematic review of nine articles) [ 24 ], but print-based unsolicited materials were not found to be effective [ 50 ]. The systematic review of live, classroom-based, multi-professional training conducted by Rabal et al. found 'the impact on clinical outcomes is limited’ [ 54 ].

The heterogeneity of study designs included in this review limits the interpretations that can be drawn. However, there is remarkable similarity between the information from studies included in this review and similar discussions published in the educational psychology literature. We believe that there is sufficient evidence to support efforts to implement and evaluate the combinations of training techniques, frequency, settings and media included in this discussion.

Avoid educational techniques that provide a passive transfer of information, such as lecture and reading, and select techniques that engage the learner in mental processing, for example, case studies, simulation and other interactive strategies. This recommendation is reinforced in educational psychology literature [ 55 ]. There is sufficient evidence to endorse the use of simulation as a preferred educational technique, notably for psychomotor, communication or critical thinking skills. Given the lack of evidence for didactic methods, selecting interactive, effective educational techniques remains the critical point to consider when designing CPE interventions.

Self-directed learning was also found to be an effective strategy, but requires the use of interactive techniques that engage the learner. Self-directed learning has the additional advantage of allowing learners to study at their own pace, select times convenient for them and tailor learning to their specific needs.

Limited evidence was found to support team-based learning or the provision of training in work teams. There is a need for further study in this area, given the value of engaging teams that are in the same place at the same time in an in-service training intervention. This finding is especially relevant for emergency skills that require the collaboration and cooperation of a team.

Repetitive exposure is supported in the literature. When possible, replace single-event frequency with targeted, repetitive training that provides reinforcement of important messages, opportunities to practice skills and mechanisms for fostering interaction. Recommendations drawn from the educational psychology literature that address the issue of cognitive overload [ 56 ] suggest targeting information to essentials and repetition.

Select the setting based on its ability to deliver effective educational techniques, be similar to the work environment and allow for practice and feedback. In this time of crisis, workplace learning that reduces absenteeism and supports individualized learning is critical. Conclusions from literature in educational psychology reinforce the importance of 'situating’ learning to make the experience as similar to the workplace as possible [ 57 ].

Certain common themes emerged from the many articles that commented on the role of media in CPE effectiveness. A number of systematic reviews suggest the use of multimedia in CPE. It is important to note that the studies that found similar knowledge outcomes between computer-based and live instruction stated that both utilized interactive techniques, possibly indicating the effectiveness was due to the technique rather than the media through which it was delivered. While the data on use of mobile technology to deliver CPE were limited, the study by Zurovac et al. indicated the potential power of mobile technology to improve provider adherence to clinical protocols [ 29 ]. Currently, there is unprecedented access to basic mobile technology and increasing access to lower-cost tablets and computers. The use of these devices to deliver effective techniques warrants exploration and evaluation, particularly in low- and middle-income countries.

CPE can positively impact desired learning outcomes if effective techniques are used. There are, however, very limited and weak data that directly link CPE to improved clinical practice outcomes. There are also limited data that link CPE to improved clinical practice behaviours, which may influence the strength of the linkage to outcomes.

Limitations

The following limitations apply to the methodology that we selected for this study. An integrative review of the literature was selected because the majority of published studies of education and training in low- and middle-resource countries did not meet the parameters required of a more rigorous systematic review or meta-analysis. The major limitation of integrative reviews is the potential for bias from their inclusion of non-peer-reviewed information or lower-quality studies. The inclusion of articles representing a range of rigor in their research design restricts the degree of confidence that can be placed on interpretations drawn by the authors of those articles, with the exception of original articles that explicitly discussed quality (such as systematic reviews). This review did not make an additional attempt to reanalyse or combine primary data.

Therefore, for purpose of this article, we also graded all articles and included only tier 1 articles in the analysis. This resulted in restriction of information on certain topics for this report, although a wider range of information is available.

We faced an additional limitation in that many articles included in the review were neither fully transparent nor consistent with terminology definitions used in other reports. This is due in part to the fact that we went beyond the bio-medical literature, to include studies conducted in the education and educational psychology literature, as was appropriate to the integrative review methodology. Certain topics were underdeveloped in the literature, which limits the interpretation that can be drawn on these topics. Other topics are addressed in studies conducted using lower-tier research methodologies (for example observational and/or qualitative studies) that were not included in this article. In addition, the overwhelming majority of studies focused on health professionals in developed or middle-income countries. There were very few articles of sufficient rigor conducted in low- and middle-income countries. This limits what we can say regarding the application of these findings among health workers of a lower educational level and in lower-resourced communities.

In-service training has been and will remain a significant investment in developing and maintaining essential competencies required for optimal public health in all global service settings. Regrettably, in spite of major investments, we have limited evidence about the effectiveness of the techniques commonly applied across countries, regardless of level of resource.

Nevertheless, all in-service training, wherever delivered, must be evidence-based. As stated in Bloom’s systematic review, 'Didactic techniques and providing printed materials alone clustered in the range of no to low effects, whereas all interactive programmes exhibited mostly moderate to high beneficial effect. … The most commonly used techniques, thus, generally were found to have the least benefit’ [ 14 ]. The profusion of mobile technology and increased access to technology present an opportunity to deliver in-service training in many new ways. Given current gaps in high-quality evidence from low- and middle-income countries, the future educational research agenda must include well-constructed evaluations of effective, cost-effective and culturally appropriate combinations of technique, setting, frequency and media, developed for and tested among all levels of health workers in low- and middle-income countries.

Abbreviations

Best Evidence in Medical Education

Confidence interval

Cumulative Index to Nursing and Allied Health Literature

Continuing medical education
Continuing professional education

Cardiopulmonary resuscitation

Evidence-based medicine

Johns Hopkins University Evidence-Based Practice Center

Medical subject headings

Oxford Centre for Evidence-Based Medicine

Problem-based learning

Point-of-care

Randomized controlled trial.

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Acknowledgments

We thank the Jhpiego Corporation for support for this research. We thank Dana Lewison, Alisha Horowitz, Rachel Rivas D’Agostino and Trudy Conley for their support in editing and formatting the manuscript. We also thank Spyridon S Marinopoulos, MD, MBA, from the Johns Hopkins University School of Medicine, for his initial input into the study and links to relevant resources. The findings, interpretations and conclusions expressed in this paper are those of the authors and not necessarily those of the Jhpiego Corporation.

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The authors declare they have no competing interests.

Authors’ contributions

JB performed article reviews for inclusion, synthesized data and served as primary author of the analysis and manuscript. PJ conceived the study, participated in its design and coordination, and provided significant input into the manuscript. JF provided guidance on the literature review process, grading and categorizing criteria, and quality review of selected articles, and participated actively as an author of the manuscript. CC and JBT contributed to writing of the manuscript. JA searched the literature, performed initial review and coding, and contributed to selected sections of the manuscript. All authors read and approved the final manuscript.

Julia Bluestone, Peter Johnson, Catherine Carr contributed equally to this work.

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Bluestone, J., Johnson, P., Fullerton, J. et al. Effective in-service training design and delivery: evidence from an integrative literature review. Hum Resour Health 11 , 51 (2013). https://doi.org/10.1186/1478-4491-11-51

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Hum Resour Health

Effective in-service training design and delivery: evidence from an integrative literature review

Julia bluestone.

1 Jhpiego Corporation, 1615 Thames Street, Baltimore, MD 21231, USA

Peter Johnson

Judith fullerton.

2 Independent Consultant, San Diego, CA, USA

Catherine Carr

Jessica alderman.

3 Research Assistant, Baltimore, MD, USA

James BonTempo

Conclusions

Inclusion/exclusion criteria

Search strategy

Medical subject headings (MeSH) and key search terms

Study type, quality assessment and grade

Grading criteria

NA not applicable.

An external file that holds a picture, illustration, etc.
Object name is 1478-4491-11-51-1.jpg

Inclusion process for articles included in the analysis.

An external file that holds a picture, illustration, etc.
Object name is 1478-4491-11-51-2.jpg

Illustration of categorization terminology in panels a-c.

Summary of articles focused on techniques

a JHU EPC systematic review. C Control, CME Continuing medical education, I Intervention, JHU EPC Johns Hopkins University Evidence-Based Practice Center, NR Not reported, PBL problem-based learning, POC point-of-care, RCT randomized controlled trial.

Case-based: use of created or actual clinical cases that present materials and questions

Didactic/lecture: presenting knowledge content; facilitator determines content, organization and pace

Lecture was often referred to in the literature as traditional instruction, lecture-based or didactic teaching. Didactic instruction was not found to be an effective educational technique compared with other methods. Two studies [ 8 , 9 ] found no statistical difference in learning outcomes, and three studies found didactic to be less effective than other techniques [ 10 - 12 ]. Reynolds et al. compared didactic instruction with simulation. The study was limited by small sample size (n = 50), but still demonstrated that the simulation group had a significantly higher mean post-test score ( P <0.01) and overall higher learner satisfaction [ 12 ].

Several systemic reviews that compared didactic instruction to a wide variety of teaching approaches also identified didactic instruction as a less effective educational technique [ 13 - 15 ].

Feedback: providing information to the learner about performance

Multiple articles identified feedback as important for outcomes [ 16 - 18 ]. Herbert et al. compared individualized feedback in the form of a graphic (a prescribing portrait based on personal history of drug-prescribing practices) to small group discussion of the same material and found that both the feedback and the live, interactive session were somewhat effective at changing physician’s prescribing behaviours [ 16 ]. The Issenberg et al. systematic review of simulation identified practice and feedback as key for effective skill development [ 17 ]. A Cochrane review of the evidence to support CPE suggested the importance of feedback and instructor interaction in improving learning outcomes [ 18 ].

Games: competitive game with preset rules

Interactive: provide for interaction between the learner and facilitator

Three systematic reviews and one meta-analysis specifically noted the importance of learner interactivity or engagement in learning in achieving positive learning outcomes [ 21 - 24 ] (refer to summary of articles focused on outcomes).

Point-of-care (POC): information provided as needed, at the point of clinical care

Problem-based learning (PBL): present a case, assign information-seeking tasks and answer questions about the case; can be facilitated or non-facilitated

Reminders: provision of reminders

Self-directed: completed independently by the learner based on learning needs

Simulation may include models, devices, standardized patients, virtual environments, social or clinical situations that simulate problems, events or conditions experienced in professional encounters [ 17 ]. Simulation was noted as an effective technique for promotion of learning outcomes across the systematic reviews, particularly for the development of psychomotor and clinical decision-making skills. The systematic reviews all highlighted inconclusive and weak methodology in the studies reviewed, but noted sufficient evidence existed to support simulation as useful for psychomotor and communication skill development [ 32 - 34 ] and to facilitate learning [ 35 ]. The systematic review by Lamb suggests that patient simulators, whether computer or anatomic models, are one of the more effective forms of simulations [ 36 ].

Team-based: providing interventions for teams that provide care together

This review included consideration of frequency, comparing single versus repetitive exposure. The findings regarding frequency are summarized in Table 4 .

Summary of articles focused on frequency

CME Continuing medical education, CPG Clinical practice guideline, HP Haematuria and priapism, ISE Interactive spaced education, RCT Randomized controlled trial, SIA Staghorn calculi, infertility, and antibiotic use, WBT Web-based teaching.

Summary of articles focused on setting

EBM Evidence-based medicine, I Intervention.

Summary of articles focused on media used to deliver instruction

C Control, CME Continuing medical education, CPR Cardiopulmonary resuscitation, EBM Evidence-based medicine, I Intervention, NR Not reported, PDA Personal digital assistant.

POC Point-of-care, RCT Randomized controlled trial.

Live versus computer-based

Summary of articles focused on outcomes : knowledge , attitudes , types of skills , practice behaviour , clinical practice outcomes

a JHU EPC systematic review. CME Continuing medical education, JHU EPC Johns Hopkins University Evidence-Based Practice Center.

Limitations

Abbreviations

BEME: Best Evidence in Medical Education; CI: Confidence interval; CINAHL: Cumulative Index to Nursing and Allied Health Literature; CME: Continuing medical education; CPE: Continuing professional education; CPR: Cardiopulmonary resuscitation; EBM: Evidence-based medicine; JHU EPC: Johns Hopkins University Evidence-Based Practice Center; MeSH: Medical subject headings; OCEMB: Oxford Centre for Evidence-Based Medicine; PBL: Problem-based learning; POC: Point-of-care; RCT: Randomized controlled trial.

Competing interests

The authors declare they have no competing interests.

Authors’ contributions

Acknowledgments

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Definition of in-service adjective from the Oxford Advanced Learner's Dictionary

in-service training
our in-service professional development programme

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taking place while one is employed: an in-service training program.

Origin of in-service

British Dictionary definitions for in-service

denoting training that is given to employees during the course of employment : an in-service course

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

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Définition de in-service en anglais

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after hours idiom
close of business
close of play
night shift
punch the clock idiom
reduced time
zero-hours contract

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a group of four people who play musical instruments or sing as a group

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Workshop: Telephone Skills for Enhanced Customer Service

Topics include effective presentation, proper etiquette, and control of calls.

Credit: GETTY IMAGES

By HR NewsWire

Telephone Skills for Enhanced Customer Service is a course designed to enable participants to understand the importance of proper telephone technique. Topics include using voice skills for effective telephone presentation, proper etiquette for different customer service situations, and appropriate actions to maintain effective control of calls.

Register here for the workshop, which will be offered virtually by Learning Solutions from 10 a.m. to noon on Tuesday, May 14.

Posted in Happenings

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Watch CBS News

Decades after their service, "Rosie the Riveters" to be honored with Congressional Gold Medal

By Michelle Miller , Kerry Breen

April 6, 2024 / 8:51 AM EDT / CBS News

This week, a long-overdue Congressional Gold Medal will be presented to the women who worked in factories during World War II and inspired " Rosie the Riveter ."

The youngest workers who will be honored are in their 80s. Some are a century old. Of the millions of women who performed exceptional service during the war, just dozens have survived long enough to see their work recognized with one of the nation's highest honors.

One of those women is Susan King, who at the age of 99 is still wielding a rivet gun like she did when building war planes in Baltimore's Eastern Aircraft Factory. King was 18 when she first started at the factory. She was one of 20 million workers who were credentialed as defense workers and hired to fill the jobs men left behind once they were drafted into war.

"In my mind, I was not a factory worker," King said. "I was doing something so I wouldn't have to be a maid."

The can-do women were soon immortalized in an iconic image of a woman in a jumpsuit and red-spotted bandana. Soon, all the women working became known as "Rosie the Riveters." But after the war, as veterans received parades and metals, the Rosies were ignored. Many of them lost their jobs. It took decades for their service to become appreciated.

Gregory Cooke, a historian and the son of a Rosie, said that he believes most of the lack of appreciation is "because they're women."

"I don't think White women have ever gotten their just due as Rosies for the work they did on World War II, and then we go into Black women," said Cooke, who produced and directed "Invisible Warriors," a soon-to-be-released documentary shining light on the forgotten Rosies. "Mrs. King is the only Black woman I've met, who understood her role and significance as a Rosie. Most of these women have gone to their graves, including my mother, not understanding their historic significance."

King has spent her life educating the generations that followed about what her life looked like. That collective memory is also being preserved at the Glenn L. Martin Aviation Museum in Maryland and at Rosie the Riveter National Historic Park in Richmond, California, which sits on the shoreline where battleships were once made. Jeanne Gibson and Marian Sousa both worked at that site.

Sousa said the war work was a family effort: Her two sisters, Phyllis and Marge, were welders and her mother Mildred was a spray painter. "It gave me a backbone," Sousa said. "There was a lot of men who still were holding back on this. They didn't want women out of the kitchen."

Her sister, Phyllis Gould, was one of the loudest voices pushing to have the Rosies recognized. In 2014, she was among several Rosies invited to the White House after writing a letter to then-Vice President Joe Biden pushing for the observance of a National Rosie the Riveter Day. Gould also helped design the Congressional Gold Medal that will be issued. But Gould won't be in Washington, D.C. this week. She passed away in 2021 , at the age of 99.

About 30 Riveters will be honored on Wednesday. King will be among them.

"I guess I've lived long enough to be Black and important in America," said King. "And that's the way I put it. If I were not near a hundred years old, if I were not Black, if I had not done these, I would never been gone to Washington."

World War II

Michelle Miller is a co-host of "CBS Saturday Morning." Her work regularly appears on "CBS Mornings," "CBS Sunday Morning" and the "CBS Evening News." She also files reports for "48 Hours" and anchors Discovery's "48 Hours on ID" and "Hard Evidence."

More from CBS News

Bill Nye shares tips for eclipse: "Be in the moment"

Musician Marcus King's new album focuses on his mental health journey

Hank Aaron memorialized with Hall of Fame statue and USPS stamp

Track and field gold medalists will get $50,000 at Olympics

Definition of 'in-service'

In-service in british english, in-service in american english, in service in american english, examples of 'in-service' in a sentence in-service, trends of in-service.

View usage for: All Years Last 10 years Last 50 years Last 100 years Last 300 years

In other languages in-service

American English : in-service / ˈɪnˌsɜrvɪs /
Brazilian Portuguese : de reciclagem
Chinese : 在职期间进行的
European Spanish : en la empresa
French : continu
German : innerbetrieblich
Italian : dopo l'assunzione
Japanese : 現職の
Korean : 현직의
European Portuguese : de reciclagem
Latin American Spanish : en la empresa

Browse alphabetically in-service

in-service education
in-service training
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Related terms of in-service

check-in service
drop-in service
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Lifesavers Public Service Awards Remarks

NHTSA Deputy Administrator Sophie Shulman

Thanks so much. And Barbara Rooney, it’s so good to see you again, and thank you to the Governors Highway Safety Association for your continued support of Lifesavers. I also want to recognize the Lifesavers Planning Committee, without whom this event would not be possible.

I hope everyone’s enjoyed their time at Lifesavers and in Denver so far. In fact, I used to live in Denver and worked at the Colorado Department of Transportation. So, this is a little bit of a homecoming for me, and I’m glad to be back! One of my favorite parts of Colorado is making my way up to the mountains, so I hope you’ll have time for a hike while you’re here – but I’d recommend you take the Bustang and avoid sitting in I-70 traffic!

The Lifesavers Conference is all about making a difference, whether that’s at the local, county, state, tribal or national level. The lessons and best practices you learn here can empower you in your day-to-day work. Safety is cumulative, and small improvements can add up to meaningful, lifesaving change. We collectively feel a tremendous responsibility to serve our communities, and I know you come to work every day determined to make a difference. Public service truly is a calling, and it’s a noble one. There’s a reason we see many of the same faces here at Lifesavers, year after year, and that’s because of your exceptional commitment to our shared safety mission.

Today is an opportunity for reflection and celebration. In just a few minutes, we will honor six individuals and five organizations for their tremendous efforts to make our roads safer for everyone.

Their stories and achievements serve as guideposts for all of us. Their work addresses some of the most challenging traffic safety issues, advances solutions, and promotes the safe system approach. Some of our honorees focus on vulnerable road users, who deserve to be able to walk, roll and bike safely. A safe system is one that works for everyone and is designed to prevent mistakes from becoming fatal. Many of our award winners are prioritizing the safety of children inside and outside vehicles. Their efforts promote the safety of teen drivers and the correct installation of child restraint systems, helping to protect some of our very youngest passengers. I have an 18 month old at home, and I think about keeping him safe every time I put him in his car seat.

We are also recognizing those who have made exceptional strides in reducing risky driving behaviors. Risky drivers are a danger not only to themselves, but to everyone on our roads. Our honorees are advancing safety by promoting seat belt use and preventing impaired driving. If we could just get everyone to buckle up, put the phones down, drive sober, and slow down, we could save so many lives every year.

Speaking of putting the phones down, today is the final day of NHTSA’s distracted driving prevention campaign. We unveiled a new slogan this year – Put the Phone Away or Pay . Our old tagline, U Drive. U Text. U Pay. , served us well for nearly a decade, but this much-needed refresh will ensure our campaign continues to reach the target audiences with vital, relevant messaging.

Thank you to everyone who supported our campaign this year, amplifying it in your communities and spreading the word on social media.

Of course, this work doesn’t end today – we need to be vigilant about risky driving behaviors all year round. And we can’t do it without you. Partners are vital in so many traffic safety projects, and non-traditional partners can help us reach even more people where they are.

During today’s awards, we will be honoring an auto repair company for their efforts to ensure the safety of their customers’ children in vehicles. Non-traditional partners can be a great way to spread the word, and I encourage you to look far and wide to see who else you can bring to the table. After all, that’s what it’s all about – saving lives. No one organization, agency, city or state can do it alone. We are stronger together, and the more people we have working together, the more lives we can save.

As you hear the presentation of each award, I encourage you to consider how you can build on this great work in your communities. Be inspired by their achievements – perhaps you can replicate their programs or adopt something similar. We can all learn from each other as we strive to address the traffic safety crisis and work toward the day when we reach zero deaths. We have a lot of work ahead, and I thank you for everything you do, day in and day out, to make a meaningful difference in your communities.

Today’s honorees represent the best of our traffic safety community. I offer them my most heartfelt congratulations and appreciation, and I know you do as well.

With that, I’d like to turn it back over to Diana to present our NHTSA Public Service Awards.

Let's give another round of applause to all of our winners. We also extend our sympathies to the family of Bala Akundi.

As the Baltimore Metropolitan Council posted when announcing his passing, “His positivity, compassion, and commitment to our region brought joy to our office every single day.” I hope you will find some comfort in knowing that his memory and work will live on.

It's been my privilege to join you to celebrate the achievements of some outstanding members of our traffic safety community. They’re shining examples of the differences we can make in our communities and the lives we can save, thanks to innovation, dedication and perseverance. We’re inspired by their accomplishments and their dedication to our shared safety mission. Again, congratulations, and I wish you all a wonderful rest of your time in Denver and safe travels home.

Thank you.

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10 Secrets of Successful Inservice Presentations
6. Laugh! Effective presenters know the importance of injecting humor into their presentations. They want the audience to enjoy the presentation and to feel at ease. An occasional funny story or corny joke can help accomplish this. 7. Involve your audience. Be careful not to talk "at" your audience.
In-service Presentation & Topic Ideas for PT Students: Ten Great Ideas
Knowing how to choose the most appropriate topic & presentation formats. Topic 1 - The DiSC Model. Topic 2 - Motivational interviewing (MI) Topic 3 - CBD oil in pain management. Topic 4 - Low-load blood flow restriction therapy (LL-BFR) Topic 5 - The Pain Management Classification System (PMCS) Topic 6 - Key features in central ...
Staff in-services: The basics for betterment : Nursing Management
Craft your presentation. A successful in-service imparts information, encourages questions, and prompts discussion toward decision-making and action. Your job is to make your message understood and remembered within those parameters by means of your presentation content and delivery. Make sure you address the following concerns: ♦ content.
PDF How to Create an In Service That Will Make You a Hero
Sometimes you'll have 2-3 minutes in the nurse's station to get your point across. If you are writing a powerpoint, a good guide is that each slide usually correlates to about 1 minute of speaking. So if you're going to give a 15 minute presentation, you may want to create 12-14 slides and leave the last one open for questions.
IN-SERVICE
IN-SERVICE definition: 1. happening during your time at work: 2. in use: 3. happening during your time at work: . Learn more.
What It Takes to Give a Great Presentation
Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired ...
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in-service: [adjective] going on or continuing while one is fully employed.
What is Presentation? Definition, Parts and Factors
Definition: A presentation is a form of communication in which the speaker conveys information to the audience. In an organization presentations are used in various scenarios like talking to a group, addressing a meeting, demonstrating or introducing a new product, or briefing a team. It involves presenting a particular subject or issue or new ideas/thoughts to a group of people.
How to prepare and deliver an inservice presentation for nurses
How to prepare and deliver an inservice presentation for nurses - 24 Hours access EUR €51.00 GBP £44.00 USD $55.00 Rental. This article is also available for rental through DeepDyve. Advertisement. Citations. Views. 31. Altmetric. More metrics information. Metrics. Total Views 31. 0 Pageviews. 31 PDF Downloads. Since 2/1/2019 ...
Effective in-service training design and delivery: evidence from an
Background In-service training represents a significant financial investment for supporting continued competence of the health care workforce. An integrative review of the education and training literature was conducted to identify effective training approaches for health worker continuing professional education (CPE) and what evidence exists of outcomes derived from CPE. Methods A literature ...
IN-SERVICE
IN-SERVICE meaning: 1. happening during your time at work: 2. in use: 3. happening during your time at work: . Learn more.
What Is a Presentation? Definition, Uses & Examples
What is a Presentation? A communication device that relays a topic to an audience in the form of a slide show, demonstration, lecture, or speech, where words and pictures complement each other. Why should you think of presentations as content? The beauty of content creation is that almost anything can become a compelling piece of content. Just ...
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In-service training has been and will remain a significant investment in developing and maintaining essential competencies required for optimal public health in all global service settings. Regrettably, in spite of major investments, we have limited evidence about the effectiveness of the techniques commonly applied across countries, regardless ...
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in service in American English. 1. in use; functioning. said esp. of an appliance, vehicle, etc. 2. in the armed forces. 3. working as a domestic servant. See full dictionary entry for service.
IN-SERVICE Definition & Usage Examples
In-service definition: taking place while one is employed. See examples of IN-SERVICE used in a sentence.
in-service adjective
Definition of in-service adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
PDF Inservice Presentation on Low Vision Students in Public
Activity 1: Collect the Baggies. Bring a small portable chalkboard and whiteboard if they are not in the presentation room. Write on each with a color that has very low contrast with the board (yellow for the whiteboard, light white for the chalkboard). Then erase and rewrite with high contrast colors.
In-service Definition & Meaning
In-service definition: Of, relating to, or being a full-time employee. Designating or of training, as through special courses, workshops, etc., given to employees in connection with their work.
IN-SERVICE Definition & Usage Examples
In-service definition: taking place while one is employed. See examples of IN-SERVICE used in a sentence.
PowerPoint Presentation
PowerPoint Presentation - In-Service Training Example. This page uses frames, but your browser doesn't support them.
IN-SERVICE
in-service définition, signification, ce qu'est in-service: 1. happening during your time at work: 2. happening during your time at work: 3. used to describe…. En savoir plus.
Workshop: Telephone Skills for Enhanced Customer Service
Topics include using voice skills for effective telephone presentation, proper etiquette for different customer service situations, and appropriate actions to maintain effective control of calls. Register here for the workshop, which will be offered virtually by Learning Solutions from 10 a.m. to noon on Tuesday, May 14.
PDF OFFICE OF MANAGEMENT AND BUDGET
promote compacting, contracting, co-management, co-stewardship, and other agreements : with Tribal Nations; ii. identify funding programs that may allow for Tribal set-asides or other similar resource
PDF Designated Agency for Orange County and Upper Windsor County
DA/SSA System Needs. Continued legislative support for rate increases to maintain essential services for vulnerable Vermonters. Need for predictable, flexible and sustainable funding. Investments in the broad system of care and upstream, preventative services which have long-term cost savings and essential to the global heath of Vermont.
PDF PowerPoint Presentation
Dedicating proactive resources to individuals at risk, will help to improve overall long-term health outcomes and decrease expenses across the entire health care system. Develop funding mechanism that is predictable, flexible and sustainable. Reduce administrative burden so that more staff time is directed towards providing care.
Decades after their service, "Rosie the Riveters" to be honored with
Of the millions of women who performed exceptional service during the war, just dozens have survived long enough to see their work recognized with one of the nation's highest honors.
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Intensive Care Services. Community Support Programs. aka Community, Rehabilitation Services and Treatment Services. Center for Counseling and Psychological Services (Out-Patient Therapy) Children, Youth & Family Services. Community Developmental Services. Psychiatry. Nursing & Population Health. Housing.
Highly Pathogenic Avian Influenza (HPAI) Detections in Livestock
A locked padlock) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.
IN-SERVICE definition and meaning
Denoting training that is given to employees during the course of employment.... Click for English pronunciations, examples sentences, video.
Lifesavers Public Service Awards Remarks
Public service truly is a calling, and it's a noble one. There's a reason we see many of the same faces here at Lifesavers, year after year, and that's because of your exceptional commitment to our shared safety mission. ... As you hear the presentation of each award, I encourage you to consider how you can build on this great work in ...

10 Secrets of Successful Inservice Presentations

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In-service Presentation & Topic Ideas for PT Students: Ten Great Ideas

Start by knowing how to choose the most appropriate Topic and presentation formats

Find out who you will be presenting to

Sometimes your in-service presentation is important to your CI and the clinic, and other times it will be a complete formality and afterthought to them.

Ideas and topics for PT student in-service presentations

Topic 1: The DiSC model

Why it could be a valuable in-service presentation

Topic 2: Motivational Interviewing (MI)

Why it could be a valuable in-service presentation

Topic 3: CBD oil and its analgesic principles

Topic 4: Low-load blood flow restriction therapy (LL-BFR)

Topic 5: The PMCS (Pain management classification system)

Topic 6: Key features in central sensitization (Receptor-field density & increased temporal summation)

Topic 7: Opioid-induced hyperalgesia

Topic 8: Increased tendon rupture rates with quinolone antibiotics/fluroquinolones

Topic 9: Class IV Laser Therapy – Evidence & Uses

Topic 10: Extracorporeal Shockwave Therapy (EST)

Concluding remarks

What It Takes to Give a Great Presentation

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Presentation

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How to prepare and deliver an inservice presentation for nurses

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Effective in-service training design and delivery: evidence from an integrative literature review

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Study type, quality assessment and grade

Case-based: use of created or actual clinical cases that present materials and questions

Didactic/lecture: presenting knowledge content; facilitator determines content, organization and pace

Feedback: providing information to the learner about performance

Games: competitive game with preset rules

Interactive: provide for interaction between the learner and facilitator

Point-of-care (POC): information provided as needed, at the point of clinical care

Problem-based learning (PBL): present a case, assign information-seeking tasks and answer questions about the case; can be facilitated or non-facilitated

Reminders: provision of reminders

Self-directed: completed independently by the learner based on learning needs

Team-based: providing interventions for teams that provide care together

Live versus computer-based

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