Final Trainer Guide For Pharmacy TVET Level II Training

Trainer Guide
Retail Pharmacy Assisting

Level II
TTLM Code: - HLT PRA2 -TG-2017 V1
December 2017
Retail Pharmacy Assistant Level II Trainer Guide
1
Preface
The provision of health care service is dependent on the team work and professional activities of
multidisciplinary health care professionals. With regard to the expansion of health institutions across
the country and limited capacity of the teaching institutions to produce adequate number of health
professionals, a critical shortage of health care professionals has occurred in the health sector.
Based on this an outcome based Retail Pharmacy Assistant TVET Level II model curriculum
was developed in October, 2017.
To standardize and ensure delivery of quality education and training of Retail Pharmacy Assistant
TVET Level II professionals based on the outcome based curriculum 7 learning Modules and skill
lab manuals were developed in December, 2017. These modules were developed by group of experts
from higher teaching institutions in Oromia region. Furthermore, to guide institutions and trainers in
implementation of the training program, this trainer guide was developed at the same time.
This trainer guide introduces the concept & guiding principles of competency based training and
clearly briefs the trainer on how to train and assess trainees. The guide is developed to assist in
delivering standardized, quality and coherent Retail Pharmacy Assistant TVET Level II training
across training institutions.
The outline & content of this guide is in line with the full package & chronological order of national
Technical and Vocational Education and Training (TVET) qualification frame work.
Each trainer should read the trainer guide before planning his/her session, and provide the training
as per the training methodologies, schedule and notes mentioned in this guide. Where, training
institutions should follow implementation of the training program as per the guide.
i
Acknowledgment
This trainer guide for Retail Pharmacy Assistant TVET Level II training is developed by a group
of experts from higher teaching institutions in Oromia National Regional State, Oromia Regional
Health Bureau, Oromia TVET Bureau and Oromia Occupational Competency and Assessment
Agency (OOCAA).
Oromia Regional Health Bureau would like to acknowledge the following individuals and their
organization for their dedication, kind participation, expert opinions, and contributions in the
development of this trainer guide.
Abay Kasa AHMC
Abdi Leggese ORHB
Abdurazak Jemal Tura Arsi University
Asrat Hordofa AA Uniersity
Biranu Motbaynor Haromaya University
Desalegn Chilo Mettu University
Dr.Worku Bedada Salale University
Edao Sado Wollega University
Ermias Mergia AHMC
Getu Melesie Ambo University
Mamo Abdi ORTETB
Mekuria Kebede OOCAA
Mustefa Ahmed Ambo University
Shibiru Tesema Jimma University
Teferi Guji Jhpiego
Tena Tilki Gimbi G.Hospital
Tesemma Sileshi Ambo University
Zerihun Ayenew ORHB
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Table of Content
Abbreviations..................................................................................................................................... iv
1. Introduction .................................................................................................................................... 1
1.1. Program scheduling ............................................................................................................. 2
2. Matrix of Competencies ................................................................................................................. 3
2.1 List of Competencies ................................................................................................................ 4
2.2 List of Learning Module ........................................................................................................... 5
2.3. Program Breakdown/ Scheduling ............................................................................................ 1
3. Overview of Quality of Education and training ............................................................................. 1
3.1. Introduction .............................................................................................................................. 1
3.2. Review of the National Internal quality assurance and improvement standards for TVET
Pharmacy Level II-IV Programs ..................................................................................................... 1
3.3. Institutional Training ............................................................................................................... 3
3.4. Training in Skills Development Labs/ Simulated Environment .............................................. 6
3.5. Cooperative training System .................................................................................................... 7
4. Learning Methods/Training Mechanics .................................................................................... 11
4.1. Principles of Educating Pharmacy professionals ................................................................... 11
4.2. Writing Learning Objectives.................................................................................................. 16
4.3. Plan for Teaching ................................................................................................................... 22
4.4. Prepare and use Learning aids ............................................................................................... 30
4.5. Prepare and Deliver Interactive Presentations ....................................................................... 37
4.6. Facilitate Group Learning ...................................................................................................... 42
4.7. Facilitate the Development of Health care Delivery skills .................................................... 51
5. Assessment Methods and certification context ......................................................................... 60
5.1. Principles of competency based Assessment & certification ................................................ 60
5.2. Preparing Knowledge Assessments........................................................................................ 68
5.3. Prepare and Use Skills Assessments ...................................................................................... 79
iii
Abbreviations
AHMC Adama hospital Medical College
EOS Ethiopian Occupational Standard
NTQF National TVET Qualifications Framework
OOCA Oromia Occupational Competency and Assessment agency
ORHB Oromia Regional Health Bureau
TVET Technical and Vocational Education and training
iv
1. Introduction
Quality and standardized health care service is dependent on the team work and professional
activities of multidisciplinary health care professionals. To provide quality health service, various
efforts have been made to train health care professionals in variety of disciplines at different higher
teaching institutions and TVET colleges.
With regard to the expansion of health institutions across the country and limited capacity of the
teaching institutions to produce adequate number of health professionals, a critical shortage of health
care professionals has occurred in the health sector.
Recent human resource assessment made by the Oromia regional health bureau has shown that there
is critical shortage of laboratory, Pharmacy, anesthesia, radiography nurses and midwives at health
centers and hospitals in the region.
Considering the impact of this critical human resource shortage, with the leadership of Oromia
Regional health Bureau, an outcome based Retail Pharmacy Assistant TVET Level II training
model curriculum was developed in October, 2017 with team of experts from universities and
colleges in Oromia region.
To standardize and ensure delivery of quality education and training of Pharmacy Level II-IV
professionals based on the outcome based model Retail Pharmacy Assistant Level II curriculum
seven learning Modules and skill lab manuals were developed. These modules were developed by
group of experts from higher teaching institutions in Oromia region in December, 2017.
Furthermore, to guide institutions and trainers in implementation of the training program, this trainer
guide was developed by a group of experts from AHMC, ORHB, OTVET and OOCA, and well
commented by experts from higher teaching institutions in Oromia region in December, 2017.
This trainer guide introduces the concept & guiding principles of competency based training &
assessment. The focus area of the trainer guide is specific to the occupation of Retail Pharmacy
Assistant Level II training & assessment modality arrangement based on the National Technical
and Vocational Education and Training (TVET) qualification frame work. This guide will help the
trainer to be more efficient & effective in the training & assessment of trainees performance.
1
This trainer Guide is developed to assist in delivering the Retail Pharmacy Assistant TVET Level
II training program in standardized fashion. It is designed as a resource document to guide and
support the learning activity.
The outline & content of this guide line are well listed considering full package & chronological
order of national Technical and Vocational Education and Training (TVET) qualification frame
work.
This trainer guide covers basic concepts in quality of education, training methodology, module
syllabus, schedule and guiding Notes for in all learning modules and it will assist you in delivering
this program and achieving its learning objectives and outcomes. It also provides information in the
organization of the learning guides and assessment tools.
1.1. Program scheduling
The training will have a total of 1114 contact hours. Out of these 652 hours are allocated for
theoretical session and 462 hours for skill lab and 144 hours for cooperative training. The following
table shows the duration of the total program (Level II-IV), where the level II training and assessment
will take a total of 6 months.
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2. Matrix of Competencies
2.1. General Overview of the Pharmacy Level II-IV Program Sequences

Level Activities 1st 2nd 3rd 4 th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th
Mo Mo Mo Mo Mo Mo Mo Mo Mo Mo Mo Mo Mo Mo Mo Mo
Level Institutional
II Training
Cooperative
Training
Institutional
Model
COC
assessment
COC
Assessment
Level Institutional
III Training
Cooperative
Training
Institutional
Model
COC
assessment
COC
Assessment
Level Institutional
IV Training
Cooperative
Training
Institutional
Model
COC
assessment
COC
Assessment
3
2.1 List of Pharmacy Level II Competencies

Code Unit of Competence
HLT PRA2 01 0611 Assist in Dispensary Operations
HLT PRA2 02 0611 Assist in Dispensary Stock Control
HLT PRA2 03 0611 Recommend Hair, Beauty and Cosmetic Products and Services
HLT PRA2 04 0611 Recommend Health and Nutritional Products and Services
HLT PRA2 05 0611 Sell Products and Services
Support Pharmacists by Collecting and Presenting Workplace
HLT PRA2 06 0611
Data and Information
HLT PRA2 07 0611 Organize and Maintain the retail environment
HLT PRA2 08 0611 Apply Basic First Aid
HLT PRA2 09 0611 Apply Quality Standard
HLT PRA2 10 0611 Work in a Team Environment
HLT PRA2 11 0611 Demonstrate Work Values
HLT PRA2 12 0611 Participate in Workplace Communication
HLT PRA2 13 0611 Develop Business Practice
HLT PRA2 14 1012 Apply Continuous Improvement Processes (Kaizen)
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2.2 Pharmacy Level II Learning Modules
The following table summarizes the sequencing of the modules, unit of competencies covered in
each module and the nominal duration of each module.
Module Code and Unit of Competencies covered Nominal Duration Total
title Nominal
Duration
Code Title Theory Practice
Leadership and HLT PRA2 10 Work in a Team Environment 34 hrs. - 34 hrs.
Communication I 0611 (1 Wk)
(HLT PRA2-M-01 1217 V1) HLT PRA2 11 Demonstrate Work Values
0611
HLT PRA2 12 Participate in Workplace
0611 Communication
Basic HLT PRA2 01 Assist in Dispensary Operations 352 hrs. 128 hrs. 480 hrs.
Pharmaceutical 0611 (10 Wks)
Sciences I HLT PRA2 03 Recommend Hair, Beauty and
(HLT PRA2-M-02 1217 V1) 0611 Cosmetic Products and Services
HLT PRA2 04 Recommend Health and
0611 Nutritional Products and
Services
HLT PRA2 05 Sell Products and Services 138 hrs. 150 hrs. 288 hrs.
Dispensing of 0611 (6 Wks)
Pharmaceuticals I
(HLT PRA2-M-03 1217 V1) HLT PRA2 06 Support Pharmacists by
0611 Collecting and Presenting
Workplace Data and Information
HLT PRA2 07 Organize and Maintain the retail
0611 environment
Drug Supply HLT PRA2 02 Assist in Dispensary Stock 50 hrs. 30 hrs. 80 hrs
Management I 1017 Control (2 Wk)
(HLT PRA2-M-04 1217 V1)
Work Place Safety I HLT PRA2 08 Basic First Aid 30 hrs. 10 hrs. 40 hrs
(HLT PRA2-M-05 1217 V1) 0611 (1 Wk)
Entrepreneurship I HLT PRA2 13 Develop Business Practice 16 hrs. - 16 hrs.

(HLT PRA2-M-06 1217 V1) 0611
Quality standard I HLT PRA2 09 Applying Quality standard 12 hrs. - 12 hrs.

(HLT PRA2-M-07 1217 V1) 0611 Apply Continuous
HLT PRA2 14 Improvement
1012 Processes
Kaizen 20 hrs 20 hrs.
(HLT PRA2-M-08 1217 V1)
Cooperative training - 144 hrs 144 hrs.
(HLT PRA2-M-09 1217 V1) (3 Wks.)
Total 652 hrs. 462 hrs. 1114 hrs.
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2.3. Pharmacy Level II Program Breakdown/ Scheduling

1st Month 2nd Month 3rd Month 4th Month 5th Month 6th Month
Module Sequence 1st 2nd 3rd 4 th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21th 22th 23th 24th
Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk
Leadership and
Communication I
(HLT PRA2-M-01
1217 V1)
Basic
Pharmaceutical
Sciences I
(HLT PRA2-M-02
1217 V1)
Dispensing of
Pharmaceuticals I
(HLT PRA2-M-03
1217 V1)
Drug Supply
Management I
(HLT PRA2-M-04
1217 V1)
Work Place Safety I
(HLT PRA2-M-05
1217 V1)
Entrepreneurship I
(HLT PRA2-M-06
1217 V1)
Quality standard I
(HLT PRA2-M-07
1217 V1)
Kaizen
(HLT PRA2-M-08
1217 V1)
Cooperative
Training
(HLT PTS4-M-09
1217 V1)
Institutional Model
COC assessment
COC Assessment
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3. Overview of Quality of Education and training
Dear trainer, in this chapter you will be introduced on the basic concept of quality of
education/training and on the role of the trainer in improving quality of education and training.
3.1. Introduction
What do we mean by quality, Quality education?

 Quality is one that fulfills minimum predefined and agreed upon set of standards.
 Quality is the result of measurement against objectively verifiable standard by sound quality
control mechanism.
What is a standard?
A standard defined by experts of an industry sector indicating the competencies and their
respective performance criteria that are required, for a worker to perform the various tasks of the
occupation in industry.
What is National TVET Qualifications Framework (NTQF)
An outline of the system of TVET qualifications defining qualification levels and rules for
assigning levels to a qualification or part of a qualification.
3.2. Review of the National Internal quality assurance and improvement

standards for TVET Pharmacy Level II-IV Programs
Dear trainer, considering the relevance of ensuring the quality of training, the Ethiopian Federal
TVET has developed a National Internal quality assurance and improvement standards for Retail
Pharmacy Assistant TVET Level II-IV Programs in June 2015 (please refer this document for
further understanding).
The ultimate goal of internal quality assurance is to have a culture of quality care which ensures
that quality is a focus of all the activities of an institution at all levels and is incorporated into the
everyday work of the whole institutional community. A robust and transparent quality assurance
system conveys confidence in the quality of the provision of a TVET institution to its staff, to
trainees, to employers, and to other stakeholders.
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Structure of Standards
TVET has identified the following 09 areas of operation, which will form the focus points for a
quality audit model at program-level in Ethiopian Health science colleges. They are closely related
to the focus areas the Agency has been using for the past couple of years. These areas are:
1. Program Goals and Outcomes
2. Governance, Leadership, and Administration
3. Educational Resources
4. Trainers and Support Staff
5. Trainees enrollment and Support Services
6. Program curriculum, Training, Teaching and Learning Materials
7. Outcome Based Training
8. Continual Quality Assurance
9. Health service delivery and technology transfer
Dear Trainer details of these standards are found in the internal quality assurance and improvement
standards for Pharmacy TVET Level II-IV program please refer it.
Training institutions are expected
 To orient their academic and supportive staffs on the national internal quality assurance
and improvement standards
 To establish program level quality assurance system
 To conduct base line assessment of their institution based on the standards
 To identify gaps
 Prepare action plan for intervention of the gaps observed by the assessment
 Implement quality improvement interventions
 Monitor the overall training process through continuous quality assessment
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3.3. Institutional Training
Dear Trainer, in addition to planning for your course, you must be well prepared for the
theoretical and practical aspects of teaching to ensure that trainees have adequate opportunities
to learn theory and apply knowledge, skills, and attitudes in the classroom, practice skills in
a simulated environment, and work with appropriate patients in clinical practice sessions.
Theoretical and practical experiences build on each other to help trainees gain new knowledge,
skills, and attitudes.
Checklist for Preparing the Teaching Environment
Use this checklist as a reminder as you prepare for classroom teaching and clinical practice.
Check (√)
Steps For Preparing The Teaching Environment when
completed
Preparing The Classroom Environment
1. Is the space large enough for the number of trainees?
2. Is the room properly heated or cooled? Does it need a fan or space heater?
3. Is there enough lighting?
4. Does the seating need to be rearranged?
5. Is the audiovisual equipment available and working?
Preparing The Physical Environment
1. Is the space large enough for the number of trainees?
2. Has a room been reserved for gathering trainees for discussion or small group activities?
3. Are essential drugs, supplies, and equipment available?
Logistics
1. Is the clinical practice session scheduled at a time convenient for clinical staff and when
appropriate patients are available?
2. Have the administration at the clinical practice site and related staff been notified of the
trainees’ arrival times?
Patients
1. Will there be enough patients for the number of trainees?
2. Will the appropriate patients be available? Are they scheduled, if necessary, or will
they attend the clinic during practice?
3. Are alternative but related exercises or activities prepared in case there are periods
of inactivity for the trainees?
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National Internal quality assurance and improvement standards for

Classrooms for Pharmacy Level II-IV Program
Basic Standards
The Pharmacy program must:
 Have training halls/classrooms for group, tutorial, and seminar activities with adequate
space (1.4m2/trainees for group/tutorial and 1.6m2/trainees for seminar) (B 3.1.1)
 Ensure that the rooms are equipped with:
 Sufficient and comfortable chairs and tables (movable armchairs and/or chairs with
tables (B 3.1.2)
 Clean projection wall/screen (B 3.1.3)
 Writing board with different colors of marker and board cleaner (B 3.1.4)
 Ensure that the rooms are well-illuminated (words written in pencil can be read from
any corner of the room, and screen-projected words, pictures, and videos seen clearly
without reflection from every corner) (B 3.1.5)
 Ensure that the rooms have adequate ventilation (open windows and /or AC, fans) (B
3.1.6)
 Have functional toilets separate for males and females near the classroom (B 3.1.7)
 Have regular cleaning schedule and follow-up for the facility (B 3.1.8)
 Have a built-in overhead projector and/or LCD (liquid crystal display) with computer (B
3.1.9)
 Have a water source around /near the classroom (B 3.1.10)
Quality improvement standards
The Pharmacy program should have:
 A “smart” classroom (Q 3.1.1)
 Regular/scheduled facility inspection and maintenance services (B 3.1.2)
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Institutional Trainer for Pharmacy Level II-IV Program

Basic Standards
The Pharmacy training program must:
 Ensure implementation of trainer recruitment and development according to the TVET Leaders’ and
Trainers’ Qualifications Framework (TLTQF)/regional health science colleges’ legislation (B 4.1.1)
 Have a system for orienting and mentoring new trainers (B 4.1.2)
 Implement a ratio of trainers to trainees of 1:25 for institutional training (B 4.1.3)
 Ensure that the number of trainers assigned for skills labs and cooperative training aligns with the specific
professional requirements and local context (B 4.1.4)
 Require the following qualifications of the trainer:
♦ C-level and above to conduct Levels I and II training (B 4.1.5)
♦ B-level (bachelor’s degree) and above to conduct Levels III and IV training (B 4.1.6)
♦ A-level (master’s degree) to train all levels (B 4.1.7)
 Ensure that the trainers carry out the following role and responsibilities:
 Facilitator, developer of training, teaching, and learning materials (TTLM) and curricula, advocate,
counselor, coordinator, institutional assessor, and supervisor (B 4.1.8)
 Ensure that trainers implement health sector extension service and technology transfer (B 4.1.9)
 Implement a ratio of full-time and part-time teaching trainers of 3:2 (60% and 40%, respectively) (B
4.1.10)
 Ensure the availability of a contract document for each part-time trainer (B 4.1.11)
 Ensure that each trainer has a technical update in the field of instruction (a minimum of 30 continuing
education units [CEUs] per year) (B 4.1.12)
 Ensure that a trainer is engaged in all skills lab sessions (B 4.1.13)
 Have a trainer performance evaluation system that:
♦ Is carried out regularly using standardized formats that are regularly updated (B 4.1.14)
♦ Is performed by trainer, peers, and the department head (B 4.1.15)
♦ Is specific and enables timely provision of constructive feedback to instructors (B 4.1.16)
♦ Has documented results to be used for decision-making and staff development (B 4.1.17)
Quality Improvement Standards
The Pharmacy training program should:
Formulate and implement a performance-based incentive system for the trainers (Q 4.1.1)
Develop and implement a trainer retention policy (Q 4.1.2)
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3.4. Training in Skills Development Labs/ Simulated Environment
Dear Trainer, after introducing/teaching a new topic or skill, you should provide opportunities
to trainees to apply new knowledge or practice new skills in a simulated or safe environment
when possible.
Simulated environments/ Skill development labs are places where trainees can work together
in small groups, observe or participate in role plays, perform clinical simulations, watch videos,
practice skills with anatomic models, or work on computers if available.

Skills Development Lab for Pharmacy Level II-IV Program
Basic Standards
The Pharmacy program must:
 Have a skills development center/laboratory (SDL) to practice dispensing and Packaging of
Pharmaceutical Products, Compounding of Small Scale Pharmaceutical Products, quality control and
rational use of complementary and alternative medicine (Traditional Medicine) (B 3.3.1)
 Mini Pharmacy to practice pharmacologic drug arrangement and dispensing
 Have SDL management guideline/policy (B 3.3.2)
 Ensure a learning environment that is safe for staff, trainees, and patients (B 3.3.3)
 Ensue that each the SDL/demonstration room has:
 Adequate space for skill demonstration, practice, and discussion (2.2m2/trainee)
(B 3.3.4)
 An adequate (1:6 ratio) supply of functional anatomic models, simulators, and mannequins
to learn essential competencies (see Annex I) (B 3.3.5)
 Adequate consumable medical supplies (see Annex I) (B 3.3.6)
 A dedicated office (B 3.3.7)
 Safety manuals, posted safety precautions, a fire extinguisher, an emergency shower, and
infection prevention equipment (B 3.3.8)
 Uninterrupted water and power supply (B 3.3.9)
 An adequate number of movable chairs, tables for each station, a labeled shelf with locks, dust bins
in all the stations, and storage (B 3.3.10)
 Audiovisual aids including video sets (B 3.3.11)
 Adequate illumination and ventilation (B 3.3.12)
 Adequate and up-to-date learning materials (reference books, checklists for all skills, standard
operating procedures [SOPs], wall charts, posters, flow charts, and electronic learning resources)
(See Annexes I and III) (B 3.3.13)
 A regular cleaning schedule and follow-up for the facility (B 3.3.14)
Quality improvement standards
The Pharmacy program should:
 Ensure that the skills lab is properly organized and managed by a dedicated skills lab manager (Q3.3.1)
 Be accessible for trainees’ independent practice 24/7 (B 3.3.2)
 Have a system for tracking all materials and equipment after each practice (B 3.3.3)
 Have a central research lab (core lab) where the staff and trainees, undertake research activities (B 3.3.4)
 Have a facility to house animals for the courses offered by the program and for research
(B 3.3.5)
 Have a regular maintenance schedule for the laboratory facility and equipment (B 3.3.6)
 Recruit standard patient (B 3.3.7)
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3.5. Cooperative training System
The cooperative training system in Ethiopia is derived from the “dual training system” of Germany
and refers to an instructional delivery of technical and vocational education and training that
combines in-company and school training based on a curriculum collaboratively designed and
implemented by industries and respective TVET institutions. Under this system, the industries/
companies and the TVET institutions share the responsibility of providing the trainee with the
best possible job qualifications; the former through practical training and the latter by securing an
adequate level of specific, general and occupation-related theoretical instruction. The word
“cooperative” refers to the two parties providing instruction. The concept “system” means that the
two instructing parties do not operate independently of one another, but rather coordinate their efforts.
The guiding principle is that as all parties involved, namely the industry, the trainees and TVET
institutions, will gain immediate and long-lasting benefits.
To guide the clinical practice of trainee in health related disciplines the Ethiopia FMOH have
developed a clinical practice guide in June 2016.
Responsibilities of the Partners Involved in Cooperative Training
Responsibility of TVET Institutions/college:
 Recruiting trainees for the training program

 Developing the training plan in cooperation with partner establishments
 Overseeing trainees’ enrollment in the program
 Integrating the Company/clinical Training program into the trainees’
 overall educational and training program
Responsibility of TVET Teachers:-
 Take part in facilitating cooperative training

 Give orientation to trainees
 Prepare a training plan
 Organize access to workplace
 Link training plan with the work
 Assure that a trainee acquires basic competence prior to cooperative training program
 Performance or training achievement report
 to the industry and the TVET institute
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Responsibility of the Trainees:-

 Acquire technical vocational competence necessary to complete the objectives of their
training program
 Carefully perform the tasks entrusted to them as part of their training program
 Take part in training program measures
 Follow the instructions given to them by employers, instructors or any other persons entitled to
give them such instructions
 Have regard for the rules of behavior to be observed on the training premises
 Use tools, and other equipment with due care
 Not reveal any business or trade secrets
 Undertake training and assessment as set out in the training plan
 Maintain their Training Record Book (this will need to be retained at the workplace0)
Responsibility of the Health sectors & its facility:-
 Arrange and provide the facilities, range of work and supervision to instruct the
trainee as specified in the training plan (and schedule if school-based)
 Notify the TVET institution in writing within 10 days of both employer and trainee
agreeing that the training required under the training plan has been completed
Dear Trainer, please refer the national clinical practice guide document always before planning and
during implementation of trainees cooperative training/ clinical practice.
Based on this, in the following few pages core issues related to cooperative training and/or clinical
practice of Pharmacy trainees attending Level II-IV programs will be discussed, in reference to the
National clinical practice guideline and National internal quality assurance and improvement
standards of Pharmacy Level II-level IV program.
Practice in the cooperative training sites ( clinical setting) is essential for developing healthcare
delivery skills. Clinical practice helps prepare trainees for the roles and responsibilities they will hold
in their profession, and gives them opportunities to integrate their knowledge, skills, and attitudes.
3.5.1. Preceptor-ship
Preceptor-ship is a learning opportunity for trainees and professionals in medical practice to gain
hands-on experience in a healthcare setting under the guidance of someone who is experienced in
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the field. Preceptor-ship facilitates the transition from didactic to the workplace environment and
provides support for the new professionals in the work environment.
Clinical trainers (clinical instructors/preceptors) refers to qualified pharmacy professional who is

working on full-time basis in the respective experiential practice sites and have signed a formal
agreement with the education and training institutions to coach the students.
Roles and Responsibilities of a Preceptor
 Acquire the necessary education and training

 Act as a positive role model for the profession and demonstrates best practice and excellence
in Professional behaviors
 Orientate and integrate the preceptee into the profession and the clinical environment
 Provide support and opportunity for learning
 Respond to learner diversity and needs
 Develop and maintain a respectful and inclusive environment
 Instruct, supervise, assess and evaluate the preceptee
 Provide and receive coaching and constructive feedback
 Assist in the development of clinical skills
 Assist in the transitioning of the preceptee from learner to practitioner who are reflective
decision makers
 Assist in the integration of theory with practice and consolidation of knowledge
 Collaborate with preceptee at all stages of preceptor-ship
 Document clinical practice activities as needed
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3.5.2. Plan and Prepare for Trainees’ Clinical Practice: Steps

The following are steps institutions and trainers should follow wile planning and preparing for
Trainees’ Clinical Practice.
1. Developing Explicit Course Syllabus for Trainees Clinical Practice:
2. Selection of clinical practice sites:
3. Establishing Working Relationship with Clinical Practice Sites
 Sign memorandum of understanding
4. Preparation for Trainees’ Clinical practice:
5. Selection and Preparation of Clinical Preceptors:
3.5.3. Coordinate Clinical Practice
An effective and continual coordinating of activities is required for successful clinical practice and
actual trainees’ learning. Clinical coordinators, preceptors and health facility managers are expected
together to coordinate activities, supplies and people during the actual time of clinical practice tasks.
This helps to ensure that clinical practices are going according to the plan and the expectations. Any
problem arising are identified early and managed in all the course of the clinical practice.
The following are the key coordinating activities for successful clinical practice.
 Supporting the creation of positive learning climate:

 Trainee transportation:
 Discussion rooms preparation:
 Ensuring availability of learning resources, tools, checklists, equipment & supplies:
 Preparing Scheduling practices – rotation, equal learning opportunity
 Ensuring patient safety, client rights and service quality:
 Identifying service areas for clinical training:
 Conduct financial management needed for clinical practice
 Problem/conflict management
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4. Learning Methods/Training Mechanics
Dear trainer, in this chapter you will be informed and get acquainted with the basic principles of
education and training, on methods of preparing and using visual aids/learning materials,
preparation of session plan, methods of delivering an interactive presentation, and on facilitating
group learning activities.
Effective education offers a balance of theoretical and practical experiences to help trainees
develop competencies that are essential for their entering a healthcare profession and continuing
to develop professionally throughout their careers.
4.
Education is known to be more effective when expected outcomes build on existing knowledge,
skills, and attitudes, are relevant to the future tasks of the healthcare provider, correspond to the
health needs of a society, and are supported by policies and practices in governments and at
healthcare facilities.
4.1. Principles of Educating Pharmacy professionals
Objective
 At the end of this session you will be able to
o Describe the guiding principles of educating Pharmacy professionals
o Recognize effective approaches to teaching and learning
Terminologies
• Curriculum is a comprehensive description of all relevant aspects of a TVET program;

including TVET program design and learning modules, and a plan incorporating a structured
series of intended learning outcomes and associated learning experiences. Curricula are based
on the applicable Ethiopian Occupational standard (EOS) the TVET program is addressing.
• Curriculum - The totality of learning activities that are designed to achieve specific
educational outcomes.
• Occupational standard defines the competencies that a person or individual must possess
to be able to perform and be productive in the world of work. It is composed of units of
competence that define a particular scope of work resulting in a product, service, or decision
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• Teaching: the conscious manipulation of the trainees’ environment in a way that allows their
activities to contribute to their development as people and professionals.
• Effective teaching is a learned rather than an innate ability.
• Learning: a change in behavior, perceptions, insights, attitudes, or any combination of these
that can be repeated when the need arise.
The Guiding Principles of Educating Health care Providers
The education of Pharmacy professionals must address the priority health needs and problems
within a society, identify national policies, guidelines, and standards that are relevant to those
needs and problems, and define the expected role of Pharmacy professionals.
Any education which does not address the issues mentioned above is defective and needs to be
revised and modified.
Education should prepare Pharmacy professionals to function in the following key roles:
 Caregivers,
 Decision-makers,
 Communicators
 Community leaders,
 Managers,
 Counselor
 Lifelong learner
Dear trainer, think on how you can support your trainees to achieve these roles.
Learning takes place in each person’s head. People learn for themselves; no one can do it for them. Good
teaching supports learning. Even though formal teaching is not required for learning to take place,
learning is clearly the expected goal of teaching
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4.1.1. How trainees learn best

In Brief: 4 Basic Ways to Learn
• Visual Learners, Auditory Learners, Kinesthetic Learners, Logic Learners
Visual Learners Kinesthetic Learners
• Learn by watching, observing, and • Learn by doing, practicing, touching
reading • Effective methods:
• Effective methods: • Active experimentation
• Flip chart • Task groups
• Demonstration • Practice
• Pictures • Role-play
• Visual phrases and metaphors • Simulation games
• Reading
Auditory Learners Logic Learners

• Learn by listening • Learn by thinking, theorizing, and
• Effective methods: analysis
• Lecture • Effective methods:
• Panels and forums • Data-driven concepts
• Discussion • Problem solving
• Brainstorming • Planning activities
• Case studies
• Discussion and debate
• Systematic analysis
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Trainees retain more information when a combination of teaching methods is used (e.g.,
verbal, written, and visual), and recall even more when they are actively involved in
learning (e.g., through role play, case study, practice).
Teaching and learning are more effective when:

 Trainees are ready and want to learn.
 Trainees are aware of what they need to learn (i.e., there are clear learning objectives or
expected outcomes).
 New knowledge, skills, and attitudes build on what trainees already know or have
experienced.
 Trainees are active and participate in their learning.
 Trainees are encouraged to apply critical thinking and alternative approaches supported
by sound reasons.
 New knowledge, skills, and attitudes are realistic, relevant, and can be put to immediate
use.
 New knowledge, skills, and attitudes are demonstrated to trainees, applied by trainees,
and integrated into the trainees’ world.
 Numerous opportunities are given for trainees to practice both ideas and skills, and
to receive feedback on their performance through self-, peer, or trainer assessment.
 Feedback to trainees on their performance is immediate, constructive, and
nonjudgmental.
 Teaching is interesting, pleasant, and exciting.
 A variety of teaching methods and techniques is used.
 Teaching moves step-by-step from simple to complex, and is organized, logical, and
practical.
 Ideas and concepts are presented clearly, alternative explanations are presented, and
trainers check frequently for trainees’ understanding.
 The learning environment is realistic, relevant, and one of trust, mutual respect, relative
calm, helpfulness, freedom of expression, and acceptance of different opinions and
approaches.
4.1.2. Effective Approaches to Teaching and Learning

Approaches to teaching and learning
 Adult Learning
 Participatory Learning
 Deep Learning
 Experiential Learning
 Problem Based Learning
 Mastery Learning
 Life Long Learning
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Adult Learning
• Proposed by Knowles,1984
• Learner has vast amount of knowledge and experience
• A trainer is a “ Guide at the side than a sage on the stage”
• Self-directed, trainee-centered learning,
The implications of adult learning for trainers are:
• Trainees should be respected for their previous experiences.
• A spirit of mutual cooperation should exist between the trainer and trainees.
• Trainers should assist trainees to self-diagnose their learning needs.
• Trainees should be involved in planning how their learning needs will be met.
• Trainers are a guide who helps trainees learns, rather than an instructor in charge of
knowledge.
• Trainers assist trainees to assess the progress they are making toward their goals.
• Both trainers and trainees evaluate a course or academic program.
The types of learning experiences that have more meaning for the adult learner include:
Group discussions, Case studies, Simulations, Role plays, and seminars that tap into the
trainees’ reservoir of experience.
Participatory Learning
• An interactive approach to learning that is based on real-life experiences
• Helps trainees develop critical thinking, decision making and problem solving skills
• Trainees gain confidence and can take effective actions in the field
The application of participatory learning include activities that help trainees develop
• Critical thinking,
• Practice problem solving and decision-making, and
• Gain confidence in taking effective actions in the field.
Mastery Learning
• The mastery learning approach is competency-based, humanistic, and uses continual
assessment.
• It is “learning by doing” that concentrates on the specific knowledge, skills, and
attitudes needed to carry out a procedure or activity.
• Competence refers to what a person can do under ideal circumstances, whereas
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performance refers to what is actually done under existing circumstances.

• Trainees’ achievement, rather than what facts the trainees have memorized, is the
focus of mastery learning.
• The approach is humanistic because trainees practice first in simulated environments
before working with real patients.
• The approach is based on adult learning principles, which means that learning is
trainee-centered, interactive, relevant, and practical.
4.2. Writing Learning Objectives
Objectives are statements that describe what the trainees will know and be able to do after
completing your course. Clear objectives help you determine the course content, decide how
you will teach the course, and identify how trainees’ learning should be assessed. The
development of clear, concise, and measurable learning objectives is a critical step in planning
your course.
Assessment
Content
Objectives (how students’
(what is
guide achievement is
taught)
assessed)
Methods
(how it is taught)
Figure How Objectives Guide Teaching
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4.2.1. Learning Domains

Learning occurs in three different areas or domains:
 Knowledge: What we know (also known as the cognitive learning domain)

 Skills: What we do or perform (also known as the psychomotor learning domain)
 Attitudes: How we feel about what we know and do (also known as the affective learning
domain)
 Knowledge objectives require understanding and processing facts, and also often
require recalling information and solving problems.
 Skill objectives refer to the acquisition of skills or the ability to perform procedures.
 Attitudinal objectives deal with opinions or feelings.

Bloom’s Cognitive Taxonomy
• Knowledge: Recall of facts and specific information
• Comprehension: Understanding (ability to describe and explain the material)
• Application: Ability to use knowledge in a new situation
• Analysis: Ability to break down into component parts and identify relationships
• Synthesis: Ability to develop a new product
• Evaluation: Judgments about value based on criteria
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Cognitive Domain
(Bloom)
Level Definition Sample Verbs
Knowledge Recall and remember information. defines, describes, identifies, knows,
labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects,
states, memorizes, tells, repeats,
reproduces
Comprehension Understand the meaning, comprehends, converts, defends,
translation, interpolation, and distinguishes, estimates, explains,
interpretation of instructions and extends, generalizes, gives examples,
problems. State a problem in one's own infers, interprets, paraphrases, predicts,
words. Establish relationships between rewrites, summarizes, translates, shows
dates, principles, generalizations or relationship of, characterizes, associates,
values differentiates, classifies, compares
distinguishes
Application Use a concept in a new situation applies, changes, computes,
or unprompted use of an abstraction. constructs, demonstrates, discovers,
Applies what was learned in the manipulates, modifies, operates,
classroom into novel situations in the predicts, prepares, produces, relates,
workplace. Facilitate transfer of solves, uses, systematizes, experiments,
knowledge practices, exercises, utilizes, organizes
to new or unique situations.
Analysis Separates material or concepts analyzes, breaks down, compares,
into component parts so that its contrasts, diagrams, deconstructs,
organizational structure may be differentiates, discriminates,
understood. Distinguishes between facts distinguishes, identifies, illustrates,
and inferences. infers, outlines, relates, selects,
separates, investigates, discovers,
determines, observes, examines
Synthesis Builds a structure or pattern from categorizes, combines, compiles,
diverse elements. Put parts together to composes, creates, devises, designs,
form a whole, with emphasis on creating explains, generates, modifies, organizes,
a new meaning or structure. Originality plans, rearranges, reconstructs, relates,
and creativity. reorganizes, revises, rewrites,
summarizes, tells, writes, synthesizes,
imagines, conceives, concludes, invents
theorizes, constructs, creates
Evaluation Make judgments about the value appraises, compares, concludes,
of ideas or materials. contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates,
explains, interprets, justifies, relates,
summarizes, supports, calculates,
estimates, consults, judges, criticizes,
measures, decides, discusses, values,
decides, accepts/rejects
Bloom B., B. Mesia, and D. Krathwohl (1964). Taxonomy of Educational Objectives (two vols: The
Affective Domain & The Cognitive Domain). New York. David McKay.
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Affective Domain
(Bloom)
Level Definition Sample verbs
Receiving Awareness, willingness to hear, asks, chooses, describes,
phenomena selected attention. follows,
gives, holds, identifies, locates,
names, points to, selects, sits,
erects, replies, uses.
Responding to Active participation on the part of answers, assists, aids, complies,
phenomena the learners. Attends and reacts to a conforms, discusses, greets,
particular phenomenon. Learning helps, labels, performs,
outcomes may emphasize compliance practices, presents, reads,
in responding, willingness to respond, recites, reports, selects, tells,
or satisfaction in responding writes.
(motivation).
Valuing The worth or value a person completes, demonstrates,
attaches to a particular object, differentiates, explains, follows,
phenomenon, or behavior. This ranges forms, initiates, invites, joins,
from simple acceptance to the more justifies, proposes, reads,
complex state of commitment. reports, selects, shares, studies,
works.
Organization Organizes values into priorities adheres, alters, arranges,
by contrasting different values, combines,
resolving conflicts between them, and compares, completes, defends,
creating a unique value system. The explains, formulates,
emphasis is on comparing, relating, generalizes, identifies,
and synthesizing values. integrates, modifies, orders,
organizes, prepares, relates,
synthesizes.
Internalizing values Has a value system that controls acts, discriminates, displays,
their behavior. The behavior is influences, listens, modifies,
pervasive, consistent, predictable, and performs, practices, proposes,
most importantly, characteristic of the qualifies, questions, revises,
learner. serves, solves, verifies.
Bloom B., B. Mesia, and D. Krathwohl (1964). Taxonomy of Educational Objectives (two vols: The
Affective Domain & The Cognitive Domain). New York. David McKay.
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Psychomotor Domain
(Dave)
Level Definition Sample Verbs
Imitation Includes repeating an act that has begin, assemble, attempt, carry out,
been demonstrated or explained, and it copy, calibrate, construct, dissect,
includes trial and error until an appropriate duplicate, follow, mimic, move,
response is achieved. practice, proceed, repeat, reproduce,
respond, organize, sketch, start
Manipulation Includes repeating an act that has (similar to imitation), acquire,
been demonstrated or explained, and it assemble, complete, conduct, do,
includes trial and error until an appropriate execute, improve, maintain, make,
response is achieved. manipulate, operate, pace, perform,
produce, progress, use
Precision Response is complex and achieve, accomplish, advance,
performed without hesitation. exceed, excel, master, reach, refine,
succeed, surpass, transcend
Articulation Skills are so well developed that adapt, alter, change, excel, rearrange,
the individual can modify movement reorganize, revise, surpass
patterns to fit special requirements or to
meet a problem situation.
Naturalization Response is automatic. One acts arrange, combine, compose,
"without thinking." construct, create, design, refine,
originate, transcend
Dave R. (1970) Psychomotor levels. In Developing and Writing Behavioral Objectives. Armstrong
RJ, ed. Tucson, AZ :Educational Innovators Press.
4.2.2. Writing learning Objectives

Learning Objectives are usually written at two levels
• Course objectives
• Supportive objectives
Course Objectives
• Describes in broad, but clear and measurable terms what trainees should know and be able to
do after completing the entire course
• Course objectives often encompass knowledge, skill, and attitude domains
• Should relate to one or more of the core competencies for the overall academic program
• A course may have one or several course objectives
Parts of a Course Objective
• When to demonstrate the knowledge or perform the skill (After completing this
course)
• Who will demonstrate competency (the trainee)
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• What will be demonstrated (action verbs: describe, assist, administer, insert).
Supporting Objective
• Secondary, specific, instructional, or enabling objectives
• Support the main objective by describing the specific knowledge, skills, and attitudes that
trainees must master to achieve the main objective
Parts of a Supporting Objective
• Specific action to be taken
• Object of the action (the specific information, skill, or attitude the trainees are expected
to know or demonstrate to meet the course objective)
Guiding Principles For Writing Objectives
• Specific: Precisely state what the learner will be able to do
• Measurable: Can be counted or observed during or after the
training session
• Action –Oriented: Uses active verb that represents a
behavior change or acquisition
• Reasonable: Is appropriate to the time and scope
• Time Bound: Can be attained by the end of the training
It is important to write concise, specific course and supporting objectives because they determine
how trainees will be taught and assessed. Then select appropriate methods and materials for
teaching, learning, and trainee assessment that will help trainees meet the course objectives.
Table Action Verbs for Learning Objectives
Knowledge area Skill area Attitude area Words to avoid

Adopt, analyze, Adjust, arrange, Accept, ask, assist, Appreciate, believe,
categorize, classify, assemble, attend to, choose, internalize, know,
compare, compile, demonstrate, follow, comply, conform, realize, understand
contrast, describe, identify, insert, inspect, contribute, cooperate,
devise, differentiate, locate, model, defend, demonstrate,
discriminate, estimate, organize, perform, display, follow, help,
evaluate, explain, place, point to, initiate, join, listen,
interpret, list, organize, practice, prepare, observe, participate,
predict, recognize, remove, sort practice, propose,
show, solve, report, share, suggest,
summarize, tabulat support, use
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Guide For Developing Objectives

1. Identify the title of your course.
2. Identify the core competencies your course must link to or support.
3. Write one or more course objectives, making sure that each includes the following
information:
 When to demonstrate the knowledge or performance
 Who will demonstrate competency
 What will be demonstrated
 How well the performance must be demonstrated (if not written as part of the objectives,
this may appear in the course syllabus instead of in the course objectives)
4. For each course objective, write a series of supporting objectives including:
 Knowledge objectives
 Skill objectives
 Attitude objectives
5. Supporting objectives should be written with a:
 Specific action
 Object of the action
6. Sequence the supporting objectives by using one or more of the following ordering schemes:
 Simple to complex
 Performance order
 Related objectives
7. Place the objectives in the course syllabus
4.3. Plan for Teaching

Objective
At the end of this session you will be able to:
 Plan for effective delivery of a course
 Select appropriate teaching methods
 Select relevant learning materials
 Plan for trainee assessment
 Describe a course schedule
 Prepare a session/lesson plan
4.3.1. Introduction
Effective teaching requires careful planning.
As a trainer, you may be responsible for planning or adapting entire courses, or parts of courses.
You may also develop and plan new courses. This takes thought, time, and careful preparation.
Most courses have both theory and practice components that work together to develop trainees’
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knowledge, skills, and attitudes.
Courses usually begin in the classroom with theoretical background and the introduction,
demonstration, and practice of related concepts and skills. They may continue in a simulated
environment, such as a skills development lab, where trainees continue to develop knowledge,
skills, and attitudes. Finally, courses may provide opportunities to practice key skills and
demonstrate key attitudes in a supervised clinical setting.
Plan carefully for teaching by developing a course syllabus, planning for trainee assessment,
selecting teaching methods, identifying learning materials, and developing a course schedule.
4.3.2. Developing Course Syllabus
A syllabus serves as the design document for a course, providing all the basic information about
the course. A syllabus is typically given to trainees on the first day of class and includes the
following information:
What are in a Syllabus?
Course title and description
Course pre/co-requisites
Course and supporting objectives
Course logistics (location, length, dates)
Teaching-learning methods
Teaching-learning materials
Description of assignments
Trainee assessment methods
Attendance criteria
Course schedule
4.3.3. Selecting Teaching Methods

 Describe the teaching methods (e.g., interactive presentations, guest speakers, case
studies, role plays) you plan to use so that the trainees
 Trainees have choice of methods: listening, reading, observing, doing
When selecting teaching methods, consider the following questions.
 Is the method appropriate for the learning objective/s?
 Are resources available for the method?
 Are special facilities required?
 What is the size of the class?
 Is special room arrangement needed for this method?
 Will the methods selected stimulate interest and provide
variety?
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Table . Commonly Used Teaching Methods

Method Definition Domain(s)
Brainstorming Method in which a list of ideas, thoughts, or alternative Knowledge
solutions that focus on a specific topic or problem is
generated. Brainstorming stimulates thought and
creativity and is often used along with group discussions.
Case Study Method using realistic scenarios that focus on a specific Primarily
issue, topic, or problem. Trainees typically read, study, knowledge and
and react to the case study individually or in small groups. attitude
Clinical A representation of a real or hypothetical patient Knowledge, skill,
Simulation management situation. and attitude
Demonstration Method in which the trainer presents the steps necessary Skill
for the completion of a procedure or clinical task or activity.
Discussion Interactive process in which trainees share their ideas, Knowledge and attitude
thoughts, questions, and answers in a group setting with
a facilitator.
Facilitated Opportunity for trainees to practice or apply (with models, Knowledge, skill,
Practice simulated patients, or real patients) the content presented and attitude
in theoretical sessions. The trainer explains procedures or
routines, demonstrates tasks, models the correct
performance of the skill, and observes and interacts with
trainees while providing ongoing feedback.
Game Learning activity that usually has a set of rules and is often Knowledge and attitude
competitive. The purpose of the game must relate to the
objectives.
Guest Speaker Presentation related to the objectives conducted by an Knowledge and attitude
expert in the field.
Individual or Study of information by one or more participants under Knowledge, skill,
Group Tutorial the instruction of a tutor or mentor. and attitude
Interactive Verbal presentation of information by the trainer, in which Primarily knowledge
Presentation presentation of content is supplemented with a variety of
questions, interactions, visual aids, and instructional
materials. Also known as a lecture or illustrated lecture.
Panel Discussion Discussion related to the learning objectives presented by Knowledge
a panel of individuals or content experts.
Role Play Learning activity in which trainees play out roles in a Knowledge, some
simulated situation that relates to one or more learning skills, particularly
objectives. communication
skills, and attitude
Study Trip Learning situation outside the regular classroom, in which Primarily knowledge
trainees travel to another location in a facility or outside the
facility.
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4.3.4. Selecting Learning Materials

 These may include textbooks, packets of information (e.g., articles, handouts, self-
learning packets), clinical logbooks, exercise books, assignments, library materials,
computer software, and handbooks.
Types of Learning Materials
 Handouts (lecture notes)

 Printed materials (textbooks, guidelines, manuals, job aids, logbooks)
 Audiovisual aids (audiotapes, videotapes, posters, flipcharts)
 Computer-based materials (CD-ROMs)
4.3.5. Selecting Assessment Methods
The main purpose of trainee assessment is

To improve trainees’ learning
This is more likely to happen if assessment is closely integrated with teaching, if it is continuous.
What is the purpose of (competence-based) assessment?

 Giving information for certification,
 Giving information for recruitment,
 Giving information for selection and promotion, and
 Giving information for training needs analysis, and licensing.
 The quality of TVET delivery will be measured through occupational
assessment.
Benefits of taking an Assessment
 Assessment offers people a simple and effective way to gain national recognition for their
competences. By having their skills assessed, individuals are able to :
 Identify their work strengths and weaknesses,
 Establish training needs,
 Plan career pathways,
 Gain nationally recognized qualification, and
 Skills are identified and officially documented.
 Plan for further education
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What is “REASSESSMENT”
 Reassessment involves a candidate who already gained the ‘NOT YET COMPETENT’
IN OVERALL result and who is ready /seeking / to be TAKING ANOTHER
ASSESSMENT.
Effective Assessment Requires
 Clear definition of learning objectives

 Close agreement among the learning objectives and assessment methods
 Use of a variety of appropriate assessment methods
 Reasonable balance in the assessment of KSA using a variety of methods
 Feedback to trainees both positive and constructive
 Clear criteria for judging performance
 Procedures that are fair to everyone and assessment of trainees according to the schedule
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Table Commonly Used Methods to Assess Trainees’ Knowledge
Knowledge methods* Definition

Drills, quizzes, and practice Drills are verbal question and answer periods during a
tests classroom or practical session. Quizzes and practice tests
are short versions of written examinations, and are designed
to help prepare trainees for a summative assessment.
Written exercises Written exercises involve asking trainees to read and then
answer questions to check their understanding of the reading.
They can also involve asking trainees to read a case study, or
view a video, slides, or photographs and then respond to
related questions.
Case studies, clinical A brief case or situation is provided with information about a
scenarios, and patient situation and several objective questions (e.g., multiple-
management problems choice, short-answer) are asked. The trainee reads the
scenario and then answers the series of questions.
Project reports The trainee completes a project (e.g., read a chapter or
article, interview a patient) and then writes a report.
Essay examinations An essay question can be written on any subject and is a
common type of written examination. Essay questions are
easy to write and can test the trainees’ ability to organize and
express ideas.
Objective written examinations These include multiple-choice, true-false, matching, and
short-answer assessment items. Note that trainers may work
together to develop a set or bank of test items linked to
learning objectives so that different items can be used on
each test.
Structured practical The structured practical examination can assess knowledge,
examinations skills, and attitudes. It is not really an assessment method but
rather an administrative structure in which a variety of
assessment methods can be incorporated. Typically trainees
rotate through a series of stations where they answer questions
(orally or written), or perform tasks under observation.
Oral examination Examiners interview one or more trainees about what they
know about specific topics or what they would do in specific
situations. This may take place in a classroom setting or when
working with patients. Oral exams have poor reliability unless
well structured with standardized questions and case studies.
Trainers tend to consider these examinations valid, but
trainees often do not.
Clinical rounds While making rounds in the patient ward, the trainer asks the
trainees questions.
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Table . Commonly Used Methods to Assess Trainees’ Skills
Skill methods Definition

Direct observation The assessor observes a trainee performing a skill. This may
take place in a simulated situation (e.g., role play, anatomic
model) or with patients.
Structured feedback reports A structured feedback report is a standardized way to give feedback
to trainees on their performance. Because a feedback report covers
a period of time, the sustained performance is assessed rather than
a “snapshot” obtained from an examination.
Logbooks (casebooks), The logbook (also called a casebook) contains a list of skills or tasks
learning journals, and care that trainees should be able to perform. These tasks are the learning
plans objectives for the course. The trainees are responsible for learning
how to do each of the tasks, and when they are ready, they can ask
a trainer, tutor, or clinical instructor to assess their performance.
The trainee maintains a learning journal. Learning journals are
documents that include a brief description of the problem
encountered, care or management of the problem, and education
received. After recording information regarding one or more
patients, the trainee may be asked to write notes or a brief report.
A care plan is used to document the patient’s problems, care
required, and expected outcomes.
Structured practical Objective Structured Clinical Examination (OSCE) is a form of
examinations structured practical examination that can be used to assess
knowledge, skills, and demonstrated attitudes. It is an approach to
assessment that involves creating a series of stations through
which trainees rotate and where they perform certain tasks.
Points to Remember about Assessment
To accurately assess trainees’ achievement, remember the following:

 Base your assessments on the learning objectives. This will improve the validity of your
assessments.
 Ensure that the procedure suggested for administering and scoring the assessment produces
consistent results (i.e., the same trainee should receive the same scores on the same test, even
if taken at different times or graded by different trainers). This will improve the reliability of
your assessments.
 Select assessments that are feasible—that you and other trainers can implement within the
available time and resources.
 Make your assessments objective by ensuring that the personal opinion of the trainer
administering and scoring the assessment does not affect the results.
 Use criterion-referenced assessments to compare the trainees’ performance against the learning
objectives.
 Use formative assessment to provide trainees with feedback and help them to improve their
performance.
 Use summative assessment to determine whether trainees have achieved the learning objectives
for the course
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4.3.6. Developing a Course Schedule
The course schedule is a session-by-session summary of learning activities and topics for the
course. The course schedule can be broken down weekly (e.g., Week 1, Week 2) for a semester-
long course and daily (e.g., Day 1, Day 2) for a portion of a course. This allows trainees to see
the sequence of course and clinical activities.
Dear trainer, detail syllabus and schedule were developed for each module. So please follow te
schedule of each module accordingly.
Remember: the sequences of activities in the schedule reflect the process of developing
4.3.7. Developing a session plan
Session plan provides structure of a session, helps to keep track of the topic of discussion, saves
resources including time and aids in being sprint board when to present the session again.
‘An organized trainer is one who plan her/his session’
Session Plan Template:-
Session Plan-1 (M01-LO1)

Unit of Competence
Module Title
LO 1
Session Objectives:
Activities Nominal Contents Methods

Duration
Sessions
Evaluation
Summary
Resources
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4.4. Prepare and use Learning aids
Objective
At the end of this session you will be able to:
 Use a Writing Board
 Prepare and use Power Point presentation
Visual aids supplement learning activities by highlighting important points or key steps /tasks.
Visual aids are Useful for:
 Presentation
 Introduction, demonstration & summarization of clinical skills
 Help the trainee to absorb more information (upto50%)
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4.4.1. Writing Board
Uses of Writing Board
 Document ideas during discussions or brainstorming

 Draw a sketch of anatomy
 Note points you wish to emphasize
 Diagram the sequence of making a clinical decision
Tips for using writing Board

 Keep the board clean.
 Use chalk or pens that contrast with the background of the board so that trainees can see the
information clearly.
 Make text and drawings large enough to be seen in the back of the room.
 Underline headings and important or unfamiliar words for emphasis.
 Do not talk while facing the board.
 Do not block the trainees’ view of the board; stand aside when you have finished writing or
drawing.
 Allow sufficient time for trainees to copy the information from the board.
 Summarize the main points at the end of the presentation.
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4.4.2. PowerPoint Presentations
Tips for using PowerPoint Presentations
 Make sure that technical assistance is available to deal promptly with problems.
 Practice using the computer program for creating and projecting your presentation until you
are comfortable with it.
 Avoid busy or confusing backgrounds.
 Use a color for the text that has a very high contrast with the background.
 A simple white background with dark lettering is very effective.
 If you are preparing a projected presentation, minimize the transitions between slides.
 Use sound effects sparingly and only to emphasize a point.
 If there is animation, it should be used consistently throughout the presentation.
 Remember that your slides should highlight your key points. They should not contain the full
text of the presentation.
 Charts and tables should be large and simple for the message to be clear.
 Always save the presentation on the computer’s hard drive and on a diskette or CD-ROM in
case something happens to the computer.
 Be sure that everyone in the audience can see the slides.
 Show a slide, allow the audience to read it, then paraphrase it. Do NOT read from a slide.
 Rehearse by practicing talking to the audience, not to the slides.
 Bring backup floppy disk or pen-drive in case of equipment failure.
 Keep all visuals simple: spotlight major points only.
 Use the same font size and style for similar headings.
 Use the 6 X 6 rule
o No line more than six words.
o No slide more than six lines.
 Keep bullet points to no more than five levels.
 Use the layout provided in the PowerPoint template for your title page and for all slides.
 For proportional text, use the fonts specified in the PowerPoint template: Arial and Arial
Black.
 For monospaced text use Courier.
 Use the point sizes set in the PowerPoint template
o 40 for slide titles
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o Bullet points
 30 for level one
 28 for level two
 24 for level three
 22 for level four, and
 20 for level five.
Working with Color
 Generally, it's smart to use a color palette of five or fewer colors for an entire presentation.
 Use the same color for similar elements.
 Use dark text on a light background for presentation in a bright room.
 Use light text on a dark background for presentation in a darkened room.
 Use dark text on a light background for transparencies.
 Avoid light text on a light background (e.g., yellow text on a white background).
 Avoid dark text on a dark background (e.g., red text on a blue background).
Important Note about Sounds

 PowerPoint sound effects are very distracting. DO NOT USE THEM.
 To turn off the sound effects, go under the Slide Show menu and choose Custom Animation.
 In the “Animation order” window, choose the effect and click on “Effect Option”
 In the “Sound” menu scroll up to “[No Sound]
 When your slides are finished, you can add notes under each slide
 These notes are the points you want to make during your presentation while the audience
views the slide on the screen
 You can see the notes on the computer by choosing “Notes Page” under the View menu
 Look at the notes for this slide now
 Print your slides with the notes and you won’t have to look at the screen during your
presentation. Instead you can look at your audience and just refer to your notes occasionally.
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4.4.3. Videos
 Videos can be very versatile visual aids.

 Can be used by
o A single trainee for individual learning,
o A group of trainees for independent learning, or
o The trainer for involving trainees in a discussion.
Video Uses
 Provide an overview or introduction to a topic to stimulate interest and discussion.

 Allow the trainer to model a technique or procedure,
Remember: Use videos as an interactive tool. When appropriate, stop the video to point out things
the trainees should notice, or ask questions to check their understanding. Discuss the video
after it has been shown. Review the main points that the trainees were asked to watch for as they
viewed the video. This will make the video a much more effective teaching tool than if the
trainees watch it without your guidance.
Tips for using videos:

 Use several short video segments with pauses in between for explanation or discussion,
rather than one long video.
 Preview the videotape to ensure that it is appropriate for the trainees and consistent with
the course objectives.
 Make sure that the information presented in the video is up-to-date with current practices
and standards. If there are some differences, be sure to tell the trainees about them before
showing the video. If there are considerable differences, do not show the video.
 Before the classroom session, check to be sure that the video is compatible with the video
player. Run a few seconds of the tape to ensure that everything is functioning properly. Cue
the video to the beginning of the program, or to the section of the video that you will show.
 Arrange the room so that all trainees can see the video monitor or screen and hear the audio.
 Prepare the trainees to view the video:
 State the objective.
 Give the trainees an overview of the content they will see on the video.
 Focus trainees’ attention by asking that they look for a number of specific points as they
watch the video.
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No matter which visual aids you use, remember the following:
 Keep it simple. Each transparency, flip chart, or slide should present only one main point,
with supporting information in a bullet list. This will help trainees remember important
information.
 Keep it relevant. Use up-to-date videos and slides. Present information and demonstrate
skills in a manner consistent with best practices.
 Keep it focused. Prepare or use visual aids that support the learning objectives and highlight
main points.
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Guide for Using Visual Aids

Follow these steps to select and use visual aids:
1. Select one or more of the following visual aids for use during your course:
 Writing board
 Flip chart
 Overhead transparencies
 Slides
 Video
 Computer presentation
2. Follow the guidelines in this module to develop your visual aids.
3. Practice using your visual aids in advance.
4. Set up or prepare your visual aids in the room before the trainees arrive.
5. Check that all audiovisual equipment is working before the trainees arrive.
6. Make sure that all trainees can see the writing board, flip chart, screen, and video monitor.
7. Prepare any copies of handouts related to the visual aids in advance and have them in the
room when the trainees arrive.
8. When appropriate, have questions or exercises (e.g., case studies, role plays) prepared for
use after using the visual aids.
9. When appropriate, include on the tests you give the trainees some questions related to the
visual aids (e.g., key points in a video or in a computer presentation).
10. Make notes about how effective the visual aids were in helping the trainees learn, and how
you might use the visual aids in future presentations
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4.5. Prepare and Deliver Interactive Presentations
Objective: At the end of this session you will be able

 Introducing a session
 Use effective presentation skills
 Apply questioning techniques
 Summarize a presentation
Dear trainer, interactive presentations maintain trainees’ interest and are more likely to be
successful in helping trainees reach the learning objectives. It is important to use appropriate
visual aids, questioning techniques, and group activities to make your presentations more
interactive.
4.5.1. Plan a Presentation

What are the first things you must do before giving a presentation?
Plan and organize. Careful planning makes for interesting, effective presentations that are easy
to deliver. You can add group learning activities (e.g., case studies, role plays, brainstorming)
to support or enhance any presentation, whether short or long. No matter what the learning
setting or whether you plan a long or short presentation, the process of planning for the
presentation does not change.
4.5.2. Delivering an Interactive Presentation
Steps in delivering an interactive presentation

1. Introduce a Presentation
2. Effective Presentation Skills
3. Questioning technique
4. Summarize presentation
Use the presentation skill checklist to understand, assess and periodically to improve your
presentation skills.
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1. Introduce a Presentation
Purpose
 Captures the interest of the entire group and prepare trainees for the information to follow
 Makes trainees aware of the objectives and expectations
 Helps to create a positive learning climate
Introduction Techniques
 Review objectives – very crucial
 Relate the topic to previously covered content
 Share a personal experience
 Relate topic to trainees’ experiences
 Relate topic to future work experiences
 Use a case study or problem-solving activity
 Use an imaginative transparency or slide
2. Effective Presentation Skills
 Follow a session plan and use an outline

 Communicate in a way that is easy to understand
 Interact with trainees
 Display enthusiasm
 Use appropriate visual aids
 Provide positive and constructive feedback
 Provide smooth transitions between topics
o Brief summary
o Series of questions
o Relating content to practice or use an application exercise
 Additional Tips
o Keep eye contact with trainees
o Use loud voice & avoid monotone
o Use both verbal & non-verbal communication
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o Keep trainees active
o Move around the room
o Move backwards facing the audience
o Don’t cross the projection
o Manage difficult trainees skillfully
3. Questioning technique
 Ask a question of the entire group
 State the question, pause, and then direct the question to a specific trainee
 Target the question to one trainee before asking the question
 Always use names
 Repeat a trainee’s correct response
 Provide positive reinforcement for responses
 Respond to partially correct answers (compliment and then correct or redirect)
 Restate the question when the answer is incorrect
 Redirect the question to another trainee when the question is not answered
 When trainees ask you questions,
o Answer the question right away
o Respond with another question
o Refer to a later section in the session or course
 Two questioning cautions:
o When you are unable to answer a question, admit this and then find the answer before
the next session
o Avoid letting trainee questions get you off of the topic
4. Summarize presentation
 Ask trainees if they have questions
 Ask trainees questions
 Administer a practice exercise or test
 Review the key points of the session
 Ask trainees to recap the session
 Use a game to review main points
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Keys to a successful presentation
 Define learning objectives. Decide what trainees should know or be able to do after this
presentation.
 Plan your presentation. Create an outline based on your objectives to help organize
the content and keep focused. The outline should include key points, questions, reminders of
activities and visual aids, and summary points.
 Introduce each presentation. A good introduction grabs attention and clearly communicates
the objectives of the session. Vary introductions used in different presentations to maintain
trainees’ interest.
 Use effective presentation skills. Involve trainees by asking questions, moving around the
room when possible, and maintaining eye contact. Provide clear transitions between topics
and summaries.
 Use questioning techniques. Asking questions is essential to maintaining trainees’ interest,
checking their understanding, and developing their problem-solving skills. It helps trainees
assess information and learn to make appropriate choices.
 Summarize your presentation. A good summary supports the presentation’s main points
and reinforces the most important information.
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Presentation Skills Checklist
Use this checklist to assess your presentation skills. Check each skill that was performed
Presentation Skill Check (√)

when
completed
Introducing The Presentation
State the objective(s) of the presentation.
Use a variety of introductory technique to capture interest and create a positive

learning climate
Use Effective Presentation Skills
Introduction followed by a smooth transition into the body of the lecture
Follow a plan and use an outline.
Use visual aids to illustrate and support main points
Communicate clearly with trainees( communicate in a way that is easy to understand)
Project your voice, move about the room, and maintain eye contact
Display enthusiasm about the topic and its importance
Provide clear transitions between topics,.
Interact with trainees by asking and responding to questions, using their names, and
providing feedback
Using Questioning Techniques During a Presentation
Ask a question of the entire group
State the question, pause, and then direct the question to a specific trainee(by using that
person’s name)
Provide positive reinforcement and repeat correct responses
Respond to partially correct answers (compliment and then correct) or redirect until
the correct answer is revealed.
Restate the question when the answer is incorrect and redirect the question
Summarizing the Presentation
Stress the main points and relate information to the objectives
Provide an opportunity for questions
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4.6. Facilitate Group Learning
Dear trainer, in this module, you will learn about five useful group learning activities: role plays,
case studies, clinical simulations, brainstorming sessions, and discussions.
Objective
At the end of this topic, you will be able to
 Effectively facilitate group learning activities.
 Facilitate a role play
 Facilitate a case study
 Facilitate a clinical simulation
 Facilitate a discussion
Introduction
Group learning activities can be used during classroom and practical sessions to help trainees
build knowledge, skills, and appropriate attitudes.
Group learning activities allow trainees to interact with trainers and other trainees, share ideas and
questions, check their understanding, and develop decision- making and problem-solving skills.
4.6.1. Facilitating Group Learning
 Describe the activity before dividing the trainees into small groups
 Explain how the group should record its work/decisions
 Suggest how each group will report back to the larger group
 Instructions to the groups usually include:
o Description of the activity
o What the trainees will do
o Time limit
 Reporting options include:
o Oral report/responses to questions
o Presentations using visual aids
o Role plays developed and presented by trainees
o Recommendations from each group
Facilitating Group Learning Activities

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Select Activities  Select an activity that meets specific learning objectives for
your course.
Prepare Activities  Clearly describe for yourself on paper how the activity will
be conducted.
 List the resources needed to conduct the activity.
Facilitate Activities Before
 State the purpose of the activity and the learning objectives
that it should achieve.
 Explain the method for determining who is in each group.
 Give trainees clear instructions for how to do the activity.
 Tell trainees how much time they have to complete the
activity.
During
 Carefully monitor the progress of the groups as they work.
 Give suggestions to groups to help them focus on the task and
progress.
 Tell trainees how much time is remaining.
After
 Discuss the results with trainees.
 Ask questions.
 Give feedback to trainees.
 Always summarize the main points or lessons learned from
the activity.
4.6.2. Facilitate a Role Play
A role play is a learning activity in which trainees play out roles in a simulated situation that
relates to one or more learning objectives.
Role plays promote learning through imitation, observation, feedback, analysis, and
conceptualization.
A role play is often useful for exploring, discussing, and influencing the behaviors and attitudes
of trainees and for helping trainees develop skills such as history taking, physical examination, and
counseling.
Providing feedback after a role play is essential to the effectiveness of this teaching method. It is
important to ensure that all trainees have an opportunity to receive feedback, whether from you,
their peers, or other trainers.
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Advantages of role plays:
 Role plays encourage trainee participation and stimulate thinking. They motivate trainees by
involving them in a realistic situation.
 Role plays help trainees understand another person’s perspective or situation:
• Trainees experience and understand a variety of situations from different points of view.
• Trainees learn to empathize with people.
 Role plays can inform, assess, and improve a variety of trainees’ skills and attitudes such as:
• Communication and interpersonal skills needed to interview, counsel, and treat patients
• Demonstrated attitudes such as caring, compassion, and understanding
• Skills needed for choosing and implementing solutions or plans (i.e., problem solving and
decision-making)
 Role plays give trainees opportunities to receive feedback on their performance in a safe
setting; this feedback provides insight into their own behavior, and helps them to understand
how others view them.
To facilitate a role play:
 Explain the nature and purpose of the exercise (the objectives).
 Define the setting and situation of the role play.
 Brief the participants on their roles.
 Explain what the other trainees should observe and what kind of feedback they should give.
 Provide the trainees with questions or activities that will help them to focus on the main
concept(s) being presented.
 Keep the role play brief and to the point. Be ready to handle unexpected situations that
might arise (confusion, arguments, etc.).
 Engage trainees in a follow up discussion. Discuss important features of the role play by
asking questions of both the players and observers.
 Provide feedback, both positive and suggestions for improvement.
 Summarize what happened in the session, what was learned, and how it applies to the skill
being learned.
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Create and facilitate role play
To create role play
 Decide what the trainees should learn from the role play (state the objectives)
 Define situation
 Specify specific roles that trainees should cover( role description)
 Prepare discussion questions
To facilitate a role play
 Explain the objectives of the role play before beginning the activity
 Define the setting and situation of the role play.
 Brief the participants on their roles.
 Explain what the other trainees should observe and what kind of feedback they
should give.
 Give very clear instructions to all trainees about what aspects of the role play
require feedback
During role play
 Keep the role play brief and to the point
After role play
 Discuss important (key) features of the role play by asking questions of both the
players and observers.
Key feature of the role play - Did the trainee
 Establish and maintain a positive, respectful collaborative working r/s with the
patient?
 Demonstrate empathy?
 Instill confidence?
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 Use appropriate non-verbal communication?
 Elicit information clearly and effectively?
 Actively listen (made eye contact, let patient finish sentence, repeat /paraphrase
what patient is saying?
 Effectively inform /educate/counsel?
 Summarize and discuss the results of the role play and relate the role play to the
learning objectives
4.6.4. Facilitate a Case Study
A case study is a learning activity that uses realistic scenarios focusing on a specific issue,
topic, or problem.
Trainees typically read, study, and react to the case study individually or in small groups.
The essential feature is that a situation is described in words (or possibly in pictures). The
situation may be related to the diagnosis or treatment of patients, interpersonal skills, or any of a
wide range of managerial or organizational problems.
Why Case Studies?
Because:
 Focus on real-life problems or situations

 Develop problem-solving and decision-making skills
 Strengthen trainees’ ability to apply information
 Clarify and expand trainees’ knowledge
 Explore and change attitudes
Possible Case Study Activities
 Define the problem in the case study and develop suggestions for solutions
 Respond to a clinical situation by suggesting appropriate interventions and discussing them
 Evaluate clinical decisions and the process used to make the decision in the case study
 Identify the possible impact of choices or decisions made in the case study
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 Analyze the causes of a problem
 Identify attitudes that may influence the healthcare providers’ behaviors described in the case
study
Steps in facilitating a Case Study
 Provide clear directions on:

 how to complete the case study
 how to present the answers, and the time limit or due date.
 If trainees are working in small group, suggest that trainees have recorder & time keeper
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Case Study Facilitation Skills Checklist
Case Study Facilitation Skills Yes No
1. Stated the learning objectives for the case study
2. Described the activity before dividing participants
3. Provided clear directions for completing the case

study
4. Specified the time allotted for the case study
5. Suggested how groups will report back
6. Facilitated discussion of trainees responses to the

case study effectively
7. Summarized the results of the case study activity
and the related discussion
4.6.5. Facilitating Discussion
 A discussion is a conversation between two or more people about a subject/ issue to exchange
ideas.
 A discussion is an opportunity for trainees to share their ideas, thoughts, questions, and
answers in a group setting with a facilitator.
Advantages
 Provide a forum to explore attitudes
 Create interest and stimulate thinking about a topic
 Encourage active participation
Purpose of Discussion
 Discussion support other methods
 Conclude a presentation
 Summarize the main points of a videotape
 Check trainees’ understanding of a clinical demonstration
 Examine alternative solutions to a case study
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 Explore attitudes exhibited during a role play
 Analyze the results of a brainstorming session
Steps in facilitating a Discussion
 State the topic as part of the introduction, Shift the conversation to the trainees
 Allow the group to direct the discussion; act as a referee & intercede only when necessary
 Summarize the key points of the discussion periodically
 Ensure that the discussion stays on the topic
 Use the contributions of each trainee and provide positive reinforcement
 Encourage all trainees to get involved
 Ensure that no one trainee dominates the discussion.
Checklist for facilitating group discussion
 Explain the objective of the discussion and state the topic as part of the introduction.
 Shift the conversation to the trainees and allow the trainees to discuss the topic
 Allow the group to direct the discussion; act as a referee and intercede only when necessary.
 Encourage all trainees to get involved
 Encourage shy trainees to speak up so that everyone has a chance to share their thoughts
 Ensure that no one trainee dominates the discussion
 Provide positive reinforcement.
 Summarize the key points of the discussion periodically.
 Ensure that the discussion stays on the topic.
 Point out differences or similarities among the ideas presented by different people
 Conclude the discussion with a summary of the main ideas and how they relate to the
objectives presented during the introduction.
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Selecting Group Learning Activities
Method Definition Objective area

An activity in which trainees play out Attitudes and skills
Role Play roles in a simulated situation that relates (especially communication
to one or more of the learning objectives. skills)
Realistic scenario, focusing on a specific Knowledge and skills
Case Study issue, topic or problem, to which trainees (especially cognitive skills)
respond orally or in writing.
Representation of a simulated patient Knowledge and skills

Clinical
management situation; it may involve (especially cognitive skills)
Simulation
models or simulated patients.
Knowledge, skills
Brainstorming Generating a list of ideas, thoughts, or
(especially cognitive
alternative solutions that focus on a
skills), and attitudes
specific topic or problem.
Interactive process in which trainees Knowledge and
Discussion share their ideas, thoughts, questions, attitudes
and answers in a group setting with a
facilitator.
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4.7. Facilitate the Development of Health care Delivery skills
4.7.1. Introduction
When a Pharmacy professional has a skill, she or he has the ability to perform a group of steps or
tasks correctly or to a standard.
Depending on how a skill is defined, it may involve a single action or a series of actions.
The delivery of healthcare services requires a combination of skills, primarily in the areas of
communication, clinical care, critical thinking, and management.
Skill Areas Synthesis Delivery of Health Services
(Examples of Tasks)
 Communication (e.g.,  Organize services

listening, advising,  Manage equipment and
counseling) supplies
 Take a medical history
 Clinical care (e.g., clinical  Perform a physical exam
assessment, treatment) Healthcare  Interpret diagnostic tests
Delivery  Prescribe treatments
 Critical thinking (e.g., Skills  Advise patients
reasoning, reflecting,  Counsel patients
creating, clarifying)  Refer patients
 Keep accurate patient
 records
record
keeping, organization of  Assign tasks to staff
work)
Figure Synthesis of Skills into the Delivery of Healthcare Services
The way Pharmacy professionals perform skills reflects their underlying knowledge, morals, values,
and ethics. Education typically focuses on building the underlying knowledge needed to perform
skills, leaving little attention to the moral aspects of healthcare, which are nevertheless critical in
the delivery of high-quality health services. Their development cannot be left to observation
of role models or simply to chance.
The challenge for a trainer is to integrate morals, values, and ethics into the academic program
and help trainees internalize them. The trainer should focus on the moral dimensions of clinical
practice through lectures, guided discussions, case studies, ethics rounds, and clinical
conferences.
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Healthcare delivery skills are best developed by:
 introducing and demonstrating the skill,
 observing trainees as they practice the skill,
 giving feedback to trainees on how well they performed the skill, and
 assessing trainees for competency in the skill
.
4.7.2. Stages of Skills Development
 Skill acquisition. Trainees are aware of the skill and know how it should be performed, but
do not always perform it correctly.
 Skill competency. Trainees perform the skill correctly, but may not always progress from
step to step efficiently. This is the level typically reached in the education of healthcare
providers because the final level requires practice over time.
 Skill proficiency. This is the last stage of skills development. It usually occurs after trainees
graduate from an academic program and have practiced the skill over time in their daily
work. Proficient healthcare providers consistently perform skills correctly and efficiently.
Skill Acquisition and Competency
Assessment of Trainees’
Competency
Trainees’ Practice with

Feedback______________
____
Introduction and
Demonstration
Simulated or Real Environment

Figure. Steps for Developing Healthcare Delivery Skills
4.7.3. Use of Competency-Based Learning Tools

Competency-based learning tools such as learning guides, decision trees, flowcharts, algorithms,
posters, and charts greatly facilitate the demonstration, practice, feedback, and assessment of skills,
particularly difficult or complex skills
 Present the individual steps of a skill in a standardized way
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 Help trainees learn the correct steps in sequence for performing a skill
 Used to measure trainees’ progress in performance of clinical skills
A competency-based learning tool presents the individual steps of a skill in a standardized way.
It aims to help trainees learn the correct steps and the correct sequence of steps for performing a
skill. It also helps to measure trainees’ progress in learning as they gain confidence in the skill.
Dear trainer, please follow the competency based learning tools found in each module operation sheet
to facilitate for development of health care delivery skills of Pharmacy professional.
Checklists
 The checklist is a list of steps needed to perform a skill correctly, given in the correct
sequence.
 Each step must be clearly and quickly defined to make the tool easy to use.
 Checklists contain only the key steps or tasks of a skill or procedure.
 The checklist is typically derived from a competency-based learning tool, but should
contain only enough detail to permit the user (e.g., trainer, clinical instructor, tutor, clinic
staff member, or senior trainee) to evaluate and record the overall performance of the skill.
 Checklists are also very useful for giving feedback to trainees.
 Checklists are best used in a simulated situation.
When Do Trainees Use the Learning Tools?
 Before, during, and after demo & practice sessions

 Trainees can follow the steps in the learning tool while a trainer or other trainees demonstrate
a skill.
 While the trainer or clinical preceptor demonstrates a skill, and when trainees practice skill
 Trainees can also use them as a self or peer assessment tool and give each other feedback
 Before practice sessions, groups of trainees can work together to remind each other of the
steps
 During classroom sessions, pairs of trainees can work together. One trainee can perform
the skill while the other trainee uses the learning tool to prompt the practicing trainee, as
needed, on the steps involved in the skill.
 Trainees who are confident in a skill can use the learning tool to observe each other and
53
give each other feedback. This exercise can serve as a point of discussion before trainees
work with patients.
4.7.4. Facilitate a Clinical Simulation
A clinical simulation presents the learner with a carefully planned, simulated patient
management situation.
Clinical simulations are an excellent method for developing cognitive or clinical decision-making
skills. The learner interacts with persons and things in the environment, applies previous
knowledge and skills to respond to a problem, and receives feedback about those responses
without having to be concerned about real-life consequences.
Clinical simulations are often conducted with a small group of trainees—one trainee may be the
primary responder while other trainees provide feedback, or all trainees in the group may be
involved in the exercise.
Types of simulations
 Written simulations
 Role play simulations
 Mediated simulations ( with use of use audio or visual media)
 Physical simulators, ( anatomic models)
 A physical simulator may be used along with a role play in a clinical simulation that
requires trainees also to demonstrate technical skills.
 Live simulated patients
 Live simulated patients involve the use of persons trained to act the role of the patient.
4.7.5. Facilitate Skills Development: Using Simulation
1. Introducing the skill
 Describe the objective/s of the demo session

 Explain
o What the skill is
o Why the skill is important – purpose
o Its relation to other procedures
o The steps involved in performing the skill
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o The materials/ tools required
 Take any question before demo
2. Demonstrating the skill
 Demonstrate by following the list of steps

 Show the steps using slides or a videotape
 Perform a role play in which a trainee simulates a patient
 Use anatomic models to demonstrate a skill
Demonstrate the skill with simulated or real patients

Whole-Part-Whole Approach
 Demonstrate the whole procedure from beginning to end at normal pace, no

description
 Breakdown the procedure into individual parts and demonstrate with describing
steps
 Demonstrate the whole procedure again, and then allow trainees to practice it from
beginning to end
A Four-Steps Approach
1. Demonstration: Trainer demonstrates at normal speed, without commentary

2. Deconstruction: Trainer demonstrates while describing steps
3. Comprehension/formulation: Trainer demonstrates while learner describing steps
4. Performance: Learner demonstrates with describing steps Rodney Peyton, 1998
Remember to
 Always demonstrate the correct skill and behavior

 Use equipment and materials correctly
 Use a learning tool for complicated skills – be comfortable with the skill
 Interact with trainees while demonstrating the skills
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3. Coaching Skill
 Coaching is a learning approach that involves the use of observation, feedback, active
listening and questioning
 Observing trainees as they practice the skill
 Involves observation and interaction with trainees:
o provide guidance in learning the skills
o monitor progress, and
o help overcome problems
 Giving feedback to trainees on how well they performed the skill
 Assessing trainees for competency in the skill
4. Feedback
Feedback Guidelines
 Be specific
 Be timely – give your feedback soon after the event
 Avoid criticism and embarrassment
 Be encouraging and supportive
 Give the chance to trainees to reflect on their performance
Active Listening
 Listen to the trainee and restate or paraphrase in your own words

 Understand the trainee’s underlying feelings (identify emotion)
 Respond to those feelings and support the trainee
Questioning
 Use both closed and open ended questions

 Ask factual questions to assess understanding of information
 What shows you that this infant is well attached to the breast?
 Ask justifying questions that challenge ideas and assess depth of knowledge &
understanding
Ask hypothetical questions that help develop critical thinking and decision making skills
[
5. Summarizing a Practice Session

 Conduct a feedback session immediately after practice
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 First ask trainees how they felt about their own performance
 What they believe they did well, and
 Where they experienced difficulty
 Discuss the strengths of their performance and offer specific suggestions for improvement
 Determine if they need additional practice
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Demonstration and coaching skill checklist
Checklist for Introducing and Demonstrating Skill
Introducing and Demonstrate the Skill Check (√)

when
completed
Introducing the skill
Describe what the skill is
Describe why the skill is important
The materials/tools required
Highlight important steps involved in performing the skill
Demonstrating the SKILLS
Demonstrate the skill in as realistic manner as possible (Using the appropriate

equipment and materials)
Making sure that everyone will be able to see
Demonstrate the whole procedure from beginning to end (Whole )
Isolate or break down the procedure or activity into parts(Parts)
Explain each steps to trainees , interact with trainees and ask questions
Demonstrate the whole procedure again (Whole) or summarize the key steps
Uses a learning guide to perform the steps of a task in a standardized way.
Trainees follow the steps using learning guide
Summarize the Demonstration
Briefly review the learning tool
Provide opportunity for trainees to ask questions
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Coaching Skill Checklists
Facilitate Practice And Give Feedback (Coaching)

Before practice
Review the skill with the trainees, including the steps that will be emphasized
Provide opportunity to trainees to ask if they have any questions before they
begin.
Remind the trainees to refer competency-based learning tools during the practice
session.
During practice
Observing and interact with trainees as they practice. (Listen, ask questions as
they practice)
Record note about learners’ performance on the learning guide/checklist during
the observations
After practice
Give feedback immediately after practice
Ask trainees how they felt about their own performance( Asking them what they
believed they did well and what they would like to improve)
Discuss the strengths of their performance
Offer specific suggestions for improvement and discuss what to do next time
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5. Assessment Methods and certification context
Dear Trainer, in this session you will be acquainted with the Basic knowledge, skill & attitude in
developing assessment tools.
What is Assessment? -The means of determining if a candidate possesses the r e q u i r e d
competencies of an occupational qualification as stated in the Occupational Standard (OS). It is
a process of collecting evidence/s and making judgment on whether competence has been achieved.
5.1. Principles of competency based Assessment & certification

 The NTQF allows national, comprehensive and flexible certification system for the TVET
sector as well as the lower and middle-level manpower of the industry.
 The partnership of the leading agencies of government and the private industries is one
important factor that will assure the relevance of the Occupational Assessment and
Certification system to the manpower requirements of the private enterprises as well.
 Assessment shall be the means of determining the ability of Ethiopian Technical and
Vocational Education and Training system to supply the industry with competent workforce.
 The Assessment and certification system does not discriminate a person from being served,
whether he/she acquires the competencies inside or outside the TVET institutions.
 Assessment by qualification level and by unit/s of competence shall be the method of
implementing assessments in all occupations for all candidates, and the assessment starts from
the lowest qualification level and proceeds to the level of the occupation applied for.
 Assessment shall be conducted only in accredited assessment centers and by accredited
assessors.
 The system provides recognition for both prior learning and current competences (RPL and
RCC). This means any person who believes that s/he is competent enough in a specific level
of an occupational qualification, (either for the whole qualification or set of competencies)
resulting from work experience or relevant education and training, may apply for an
assessment.
 The assessment tools developed by the assessors’ panel shall undergo proper validation by
the Regional Industry/ Professional Associations to ensure that the tool will provide the
correct evidence for the assessor to judge whether the candidate is competent in performing
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the job according to standards or present accepted practices of industry.
 Validated assessment tools shall undergo proper moderation procedures by FTA to ensure
that the tools used by the different CoCs / assessment centers shall be able to provide the same
evidence for similar competences assessed.
 The same assessment tool shall be used for all candidates (industry experts, Trainers, TVET
trainees & unemployed).
 The certification issued to candidates, whether NQC or CC is valid in all regions in the
country, and shall serve the purpose at which such certification is required.
 This Directive shall serve as the official document, for the implementation of assessments as
requirement for the NQC and the CC.
What Does Trainee Competence Mean? Competency includes what are known as
employ ability skills:
1. The ability to support the workplace through communication,
2. Team work,
3. Problem solving,
4. Self-management,
5. Planning and organizing,
6. Technology,
7. Learning, and
8. Taking initiative
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Being competent means

Knowing how to do a job
Being able to do different tasks at the time
Being able to apply skills consistently
Understanding why it should be done that way
Dealing with everyday problems that may occur
Being to transfer skills to different situations
Fitting in with others in the work place
Understanding work place policies and procedures
1.
2.
3.
5.1.1. Assessment Context
4.
There are two types of evaluation used in determining the extent to which learning outcomes are
achieved. The specific learning outcomes are stated in the modules. In assessing them, verifiable
and observable indicators and standards shall be used.
The formative assessment is incorporated in the learning modules and form part of the learning
process. Formative evaluation provides the trainee with feedback regarding success or failure in
attaining learning outcomes. It identifies the specific learning errors that need to be corrected, and
provides reinforcement for successful performance as well. For the trainer/facilitator, formative
evaluation provides information for making instruction and remedial work more effective. In this
program the LAP Test serves as the formative assessment.
Summative Evaluation the other form of evaluation is given when all the modules of the program
have been accomplished. It determines the extent to which competence have been achieved. This
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will be given in the form of written test for the underpinning knowledge and demonstration for the
attitudes and skills portion. And, the result of the assessment decision shall be expressed in the term
‘competent or not yet competent’.
Formative assessment
 Formative assessment measures trainees’ progress throughout the course.
 The purpose of formative assessment is to help trainees improve their performance.
 It gives trainees an opportunity to apply new knowledge, skills, and attitudes and to
receive feedback from trainers.
 Formative assessment also reinforces important or difficult content areas. It can be done
in nearly all learning environments, including the classroom, simulated practice
environment, and clinic.
 Trainers should use a variety of formative assessment methods to help trainees prepare
for summative assessments.
Summative assessment
 Summative assessment is the formal assessment of a trainee’s achievement at scheduled
points during the course.
 Summative assessments assign a grade or mark to the trainee’s level of competence in key
learning objectives.
 Typically, the results of summative assessments are used to decide whether a trainee
can complete a course, move on to another course in the academic program, or graduate.
What is the difference between formative and summative assessment?
 Actually, the same assessment procedures or methods can be used for both.
 The factor that distinguishes formative from summative assessment is how the results of
the assessment are used.
 In a formative assessment, the results are used to give feedback to trainees, help them
improve their performance, and help them prepare for later assessments.
 In a summative assessment, the results are recorded and used to determine if the trainee
should pass the course.
 A good assessment strategy will involve frequent formative assessments of key or difficult
knowledge, skills, and attitudes before the trainees complete a summative assessment.
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Formative assessment is used to improve trainees’ learning and performance through
feedback.
Summative assessment is used to decide if the trainee is ready to move to the next stage
of learning. Both should be conducted on a continual basis.
With both types of assessment, trainers should give clear feedback to trainees about what they
have done well and what they need to improve.
Remember that the goal of assessment is to improve trainees’ learning.
If a trainee fails an assessment, provide the trainee with feedback, additional practice
opportunities, and, if possible, another attempt to master the material.
5.1.2. Principles of Assessment

Validity, Reliability, Feasibility and Objectivity are components of an assessment.
Desirable Features of Valid and Reliable Assessments

 There is a clearly specified set of learning outcomes.
 Assessment tasks are matched to the stated learning outcomes.
 Assessment tasks are a representative sample of the stated learning outcomes.
 Assessment tasks are the appropriate level of difficulty.
 Assessment tasks effectively distinguish between achievers and non-achievers.
 There are a sufficient number of assessment tasks (or opportunities for
assessment) to produce an adequate sample of achievement, provide
dependable results, and allow for meaningful interpretation of results.
 Clear instructions are given for the administration, scoring, and
interpretation of the assessment results
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5.1.3. Methods for assessing trainees’ Knowledge
Assessment Method:- This is the means that an assessor/ trainer applies to gather evidences in order
to make decision whether the candidate is competent or not
Similar methods can be used for both formative and summative assessment of trainees’
knowledge. The difference lies in how the results are used. For example, you can use a short
quiz as a formative assessment to give trainees feedback and also to help them prepare for a
summative written test on the same topic. In addition to being assessed by a trainer, tutor,
or clinical instructor, trainees’ knowledge can also be measured through self-assessment and peer
assessment.
The following methods can be used for the formative and summative assessment of trainees’
knowledge:
 Drills, quizzes, and practice tests

 Written exercises
 Case studies, clinical scenarios, and patient management problems
 Project reports
 Essay examinations
 Objective written examinations (e.g., true-false, multiple-choice, matching and short-
answer questions)
 Structured practical examinations
 Oral examinations
Drills, quizzes, and practice tests

 Drills, quizzes, and practice tests are typically used for formative assessment.
 Drills are verbal question-and-answer periods during a classroom or practical session.
 They help the trainer get a general impression of trainees’ understanding of the
subject.
 Quizzes and practice tests are short versions of written examinations, and are designed
to help prepare trainee for a summative assessment
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Written exercises
 Written exercises involve asking trainee to read and then answer questions to check
their understanding of the reading.
 They can also involve asking trainees to read a case study, or view a video, slides, or
photographs and then respond to related questions.
 Exercises, which are typically completed as “homework,” are useful for formative
assessment
Case studies, clinical scenarios, and patient management problems

 Case studies, clinical scenarios, and patient management problems typically begin with
a variable amount of information followed by a series of questions to which the trainee
should respond.
 They simulate problem solving or clinical decision-making, and may be completed using
paper and pencil or a computer.
 They are particularly valuable for formative assessment and feedback where they generate
lively discussion about the pathways and decisions taken.
Project Reports
 A project involves doing a task such as surveying the community or working on a health
care team.
 Often trainees present a report on the project after it is completed.
 Trainers need to be given time to mark project reports, and the scores may not be reliable
if they do not have clear standards to follow.
 However, this method of assessment is very useful for formative assessment, and can be valid
if projects are chosen carefully to give trainees practice in performing important skills.
 Projects can be very powerful learning experiences and should be graded to encourage
trainees to make their maximum effort
Essay examination
 An essay examination is a common type of written examination in which trainees are
asked to write down what they know about a subject or question.
 Essay questions are easy for trainers to develop and can test the trainees’ ability to organize
and express their ideas.
 However, the scoring of essay questions is subjective and very time- consuming.
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 Also, when trainees have to write in a language that is not their first language, this can create
an additional challenge for them.
 One of the best ways to increase objectivity is to develop an answer key for each question.
o The answer key is a listing of all the points, ideas, or statements that will be
counted as correct answers when the test is scored.
 Modified essay questions are more reliable and feasible.
o These are similar to a patient management problem in that they provide a scenario
and specific questions that a trainee must answer.
o For example, “What are the three most likely diagnoses?” or “List five specific
questions that would help you narrow the diagnosis
Objective Written Examinations

 An objective examination or assessment is one in which equally competent scorers will
obtain the same scores, whereas a subjective assessment is one in which the scores are
influenced by the opinion or judgment of the person doing the scoring.
 The objective written examination includes multiple-choice, matching, true-false, and
short- answer questions.
 It is very structured and each question requires a short, restricted answer or the selection
of the correct response.
 The objective written examination can cover a lot of content, is easy to score and, if
appropriately developed, can assess both recall and cognitive skills such as problem solving.
Structured practical examination
 The structured practical examination can assess knowledge, skills, and attitudes.
 It is not really an assessment method but rather an administrative structure in which

a variety of assessment methods can be incorporated.
 Typically trainees rotate through a series of stations where they answer questions
(orally or written), or perform tasks under observation.
 Marking sheets for the stations requiring written responses and checklists for the
observed stations are prepared beforehand to improve reliability.
 The “objective structured clinical examination” is one of the most well-known forms of
structured practical examinations.
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Oral examinations
 Oral examinations are a traditional part of health care providers’ education.
 Although they involve important personal contact between the examiners and trainees, they
suffer from serious limitations such as non-standardized questions, limited objectivity, and
the considerable time their administration requires.
 In view of these limitations, oral examinations should be used only to test competencies that
cannot be tested by other methods of assessment.
 These competencies include alertness, ability to express oneself, confidence, decisiveness,
and ability to discuss logically.
5.2. Preparing Knowledge Assessments


Uses of Written Tests

 Formative and summative assessment
 Evaluating learning in the cognitive domain:
o Factual knowledge
o Comprehension
o Analysis
o Synthesis
 Evaluating progress in the affective domain:
 Interests, attitudes, or values
Limitations of Written Tests
 Cannot be used to assess skills or performance:

 Require adherence to principles of validity and reliability for test to be useful
5.2.1. Guideline for Item Development

 Ensure there are items for all learning objectives (Use the evidence plan)
 Consider the level of knowledge you want to assess, Keep the language simple and clear, Use
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correct grammar
 State the problem in a complete manner, Avoid double meaning, wordiness or vagueness
 Determine the difficulty level of the items
 Avoid cueing
o Absolute terms (always, never, all…); Cuing terms (may, could, can …)
o Imprecise terms (seldom, rarely, sometimes …)
 Provide clear directions for each type of item
Evidence Plan (Template)
TVET Program:
Learning Modules covered:
Batch Class:
Knowledge Test
Ways in which evidence will be collected:
Demonstration
Questioning
LAP Test
with Oral
The evidence must show that the trainee……
(Statement should be in present, singular form, e.g. checks tools following standard
procedures, cleans equipment in accordance with manufacturer’s instructions,
etc.)
* Critical criteria
Prepared by: Date:
Checked by: Date:
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5.2.3. Developing Questions for Objective Written Examinations
Objective written examinations can cover a large number of learning objectives in one
examination. The main advantages are speed both in testing time and in scoring, in addition to
high reliability.
The most commonly used question formats for objective written
examinations are
 True-false,
 Multiple-choice,
 Matching, and
 Short- answer
Table Advantages and Disadvantages of the Common Types of Question Formats Used
for Written Objective Examinations
Question type Advantages Disadvantages
True-False  Cover a large amount of  Very easy to answer
information  50 percent chance of guessing
A statement is determined  Easy to answer (three to the correct answer
to be true or false. five per minute)  Difficult to construct items that
 Easy to score are absolutely true or false
 Low reliability
Multiple-Choice  Require trainees to apply  To produce valid questions,
knowledge rather than only competence, experience, and time
One or more correct answers provide a rote response are required
are selected among a variety  High validity and reliability  Difficult to construct, especially
(commonly four or five) of  Guessing is reduced compared for realistic distractors
suggested answers. to the true-false format  Questions need to be constantly
 Broad range of content can be reviewed and revised, especially
tested in a short time period when used for summative
 Easy to administer and score assessment
 A bank of questions could
overcome these problems
Matching  Maximum coverage of  Time-consuming for the trainee
knowledge level to answer
Lists of items are matched  Good item to test ability to  Not suitable for higher-level
based on specific criteria. recognize or identify learning
 Easy to score  Good items difficult to construct
Short-Answer  Require trainees to provide the  Require more time than
answer rather than choose from multiple-choice questions to
Questions requiring a short a list of possibilities score
(one to two sentences)  If well constructed, high validity  The simple, one-word response
written answer are given.  If an answer key is prepared, format is not suitable for higher-
No pre-defined possible good reliability level learning
answers are given to  Questions need to be constantly
trainees. reviewed and revised when used
for summative assessment
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5.2.4. Multiple-choice questions
Multiple-choice questions are the most widely used type of objective test item.
Advantage
 Low guessing score
 Easily analyzed using statistics
 Can test MOST levels of Bloom’s Taxonomy
 Easy to score
 Highly reliable
Disadvantage
 More challenging to write, especially at higher levels
 Probably can not test synthesis
 Wise trainees can raise guessing score
MCQ Anatomy
 Stem
o The stem of the multiple- choice item poses a question or a problem situation that is
followed by alternative answers. The stem may be an incomplete statement or a
question.
 Response
o One of the responses is correct while the others are incorrect.
 Distractors
o The incorrect responses are called distractors
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Tips for writing clear MCQs:

 Write simple stems that clearly state the central problem. The stem should be in
the form of a question. Try not to repeat phrases or terms in the responses; rather, include
them in the stem. Be sure the content is based on a learning objective.
 Avoid using negative terms in the stem (such as no, never, none, and not) because
trainees sometimes misread or misunderstand them. If you must use them, bold-face
and/or underline the term to draw attention to it.
Example: “Which of the following is not the. . . .”
 Provide a coherent list of possible answers. Use similar style and keep the responses
similar in length. The list of responses should be grammatically consistent in form.
Use an “a/an” at the end of your stem to ensure that each of the responses will
complete the statement correctly, regardless of whether or not the first word of each
response begins with a vowel.
 Write reasonable dis-tractors. Avoid obviously wrong or silly dis tractors. Use dis
tractors that are clear, they are not meant to be trick questions or confuse the trainee. All
dis tractors should be of similar length to avoid giving clues to the correct response.
 Use of “All” and “None of the above” in responses should be avoided as much as
possible. When used, these choices should be the correct responses approximately 25
percent of the time when four responses are given.
Tips for Writing Dis-tractors
 Avoid “all of the above”

 Use “none of the above” sparingly
 Avoid options like A and B but not C…
 Avoid long options & keep similar in length
 Avoid patterns in response
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5.2.5. True-false question

 A true-false question asks the trainee to respond with either “true,” meaning the
statement is true, or “false,” meaning the statement is false.
 These questions assess knowledge and can test understanding; however, this type of
question is not very reliable.
 Trainees are able to guess the correct answer easily, because each choice has a 50
percent chance of being correct.
Tips for Writing True-false question

 Statement should be unambiguous
 Avoid tricky questions
 Test one proposition at a time
 Avoid words that frequently identify a statement as true or false (mostly,

often..)
 Avoid negatives when possible
 Avoid imprecise terms (several, rare…)
 Equivalent number of true and false statements
5.2.6. Matching Questions

 The matching test item in its simplest form consists of two lists of words and phrases
that are to be matched.
 The first list is known as a list of premises, the second, as a list of responses.
 Matching items are often presented as a list of words to be matched with a list of
definitions.
 Items within each list should be similar (e.g., possible diagnoses, medications, etc.).
In a perfect matching exercise, the number of premises and the number of responses is the same,
and each response can be used only once.
In an imperfect matching exercise, the responses may be used repeatedly or not at all.
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Imperfect matching exercises can be constructed by:
 making the list of responses longer than the list of premises (i.e., adding a few
distractors); or
 including some responses that may be used more than once if the lists are of equal length
Tips for Writing Matching Questions
 Keep the list of statements brief (no more than 10 to 15 statements). If the list is
long, trainees may spend considerable time on one matching item even if they have a
rather clear idea of what the response should be.
 Keep the matching exercise on one page; it is confusing when it runs onto the next page.
 Be very clear about the basis for the exercise. For example, in the example below, the
basis is to match a contraceptive method with its effective life.
 Arrange the premises and responses in a logical order. If the premises or responses are
names or titles, they may be arranged alphabetically. If they are numbers, they may
be arranged sequentially. Any logical order can be used.
 Consider use with case studies.
5.2.7. Short-Answer Questions
Short-answer questions require the trainee to provide one or several responses to a question or
situation. They are not as easy to complete or score as MCQ or true-false questions, but they require
the trainee to spontaneously respond rather than choose from a selection of responses. This type
of question assesses higher-level thinking, but is less reliable because a trainer must interpret the
responses
Advantage
 Easy to construct and provides a wide sampling of content
 Excellent format for measuring who, what, when, and where information
 Guessing is minimized
 Trainees must know the material, rather than simply recognize the answer
Disadvantages
 Difficult to phrase so that only one answer is correct
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 More than one answer can be correct
 Grading can be time consuming
 May not measure higher order knowledge
Tips for Writing Short-Answer Questions

 Better to supply the term and require a definition
 Omit only key words
 Use direct questions rather than incomplete statements
 Limit the number of items to be listed to 6
 Try to phrase items so that there is only one correct response
 Use one blank space at the end of the statement
 Avoid verbal clues and specific determiners (e.g., the, an, a)
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Checklist to Prepare, Administer, and Score Summative Knowledge Assessments
Use this checklist as a reminder of how to prepare, administer, and score knowledge
assessments.
Check ( )
Prepare Knowledge Assessments when
completed
1. Base the knowledge assessment on the learning objectives.

2. Apply the general guidelines presented in the module.
3. Develop true-false questions according to the guidelines presented in
this module.
4. Develop multiple-choice questions according to the guidelines
presented in this module.
5. Develop matching questions according to the guidelines presented
in this module.
6. Develop short-answer questions according to the guidelines presented
in this module.
7. Determine how the test items will be arranged.
8. Review the assembled test.
9. Ensure that the important or stressed objectives are adequately
reflected in the test.
10. Make copies for the trainees.
Check ( )
Administer Knowledge Assessments when
completed
1. Ensure that the room and physical environment where the examination
is being given are appropriate.
2. Provide clear oral directions to the trainees, including the time
allowed, how and where to record their answers, and how and when
the examination will be scored.
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3. Remain in the room during the examination and move around the
room as needed.
77
Check ( )
Score Knowledge Assessments when
completed
1. Use an answer key.
2. Decide what percentage of correct answers is needed for a passing
score.
3. Maintain a consistent mental state when scoring assessments.
4. Grade all assessments in the blind (i.e., without being aware whose
test or paper it is).
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5.3. Prepare and Use Skills Assessments
Trainers build and demonstrate competence in essential skills in order to deliver high-quality
healthcare services after graduation.
There are three-step processes for skills development.
(1) Introduce and demonstrate a skill;
(2) Observe trainees as they practice the skill and give feedback to help them improve
their performance; and
(3) Assess trainees for competency in the skill.
5.3.1. Methods for Assessing Trainees’ Skills
For a valid assessment, a combination of methods and techniques should be used. Similar
methods can be used for both the formative and summative assessment of skills.
For example, trainers may formatively assess trainees by observing them during clinical practice
and giving feedback that will help trainees prepare for an observed summative examination on
the same topic.
In addition to being assessed by trainers, tutors, and clinical instructors, trainees’ skills can also
be measured through self- assessment and peer assessment.
The following methods can be used for the formative and summative assessment of skills:
 Direct observation of trainees as they perform skills

 Structured feedback reports on trainees’ performance
 Logbooks, learning journals, and care plans
Direct Observation
 Direct observation is the most valid way to assess trainees’ skills.
 It can be used for both formative and summative assessments.
 In many teaching situations, however, it is difficult to observe each individual
trainee, particularly when time is limited and the ratio of trainees to trainers is high.
 Nevertheless, several techniques can be used to overcome the obstacles to direct
observation.
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 For example, assessments can be “staggered” by dividing trainees into small groups
and sending them for practice and assessment at different times throughout the
session or course.
 For formative assessment, you can ask tutors, clinical staff members, or more
senior trainees to help observe your trainees and give feedback on their
performance.
 For summative assessment, you can ask other trainers or external examiners to
observe and score trainees’ competency in key skills.
 It is important to use a standardized checklist to reduce variations in scoring among
different observers and increase the reliability of the assessment.
 Questioning trainees during observation can further assess their ability to integrate
 Oral questioning or examinations are best used during direct observation, rather
than as an isolated assessment method.
 Direct observation can be done in the clinical setting while trainees interact with
patients—this is best for formative assessment.
 Summative assessment will be more valid and reliable if standardized simulated cases
are used (e.g., long cases, short cases), which are typical in structured practical
examinations.
Dear trainer, you should use the same checklist found in the learning module operation
sheet, which you used it for skill teaching, for assessment of trainees’ skill.
Logbooks
 The logbook (also called a casebook) contains a list of skills or tasks that trainees should
be able to perform.
 These tasks reflect the learning objectives for the course.
 The trainees are responsible for learning how to do each of the tasks, and when they
believe they are ready, they can ask a trainer, tutor, or clinical instructor to assess their
performance.
 During the session or course, trainees must perform all of the tasks to a satisfactory
80
standard.
 If the trainer thinks that a trainee’s performance is not good enough, the trainer
explains the areas for improvement and the trainee can try again late
5.3.2. Develop Structured Practical Examinations

You can use a structured practical examination to assess a wide range of knowledge, skills,
and attitudes such as history taking, physical examination, data interpretation,
communication, decision-making, and demonstrated attitudes toward patients.
This examination is not truly an assessment method but rather an administrative structure
into which a variety of assessment methods can be incorporated.
Typically trainees rotate through a series of stations where they answer questions (orally
or in writing), or perform tasks while being observed. Trainees may demonstrate a skill,
interpret diagnostic materials, or respond to short questions or case studies.
This type of examination is also known as a multiple station assessment test (MSAT).
To improve reliability, scoring sheets are developed for the stations requiring written
responses, and checklists are developed for the observed stations.
The Objective Structured Clinical Examination (OSCE) is one of the most well- known
forms of the structured practical examination.
Following are some of the basic components of a structured practical exam:
 All trainees rotate through multiple stations and are tested on the same knowledge, skills,
and attitudes.
 There is a limit to the amount of time each trainee can remain at a station.
 There is an assessor at each station that requires observation.
 Stations using written exercises or case studies do not require an assessor, although you
may want to assign a monitor to the station if an appropriate person is available.
 All trainees are assessed according to the same standards.
81
5.3.3. Administer and Score Skills Assessments
Conducting Direct Observations
 Assessing skills is key to the process of facilitating skills development

 When using direct observation, whether for formative or summative assessment, apply
some of the following tips.
Before the Skills Assessment:
 Discuss previous practice sessions with the trainee. Ask if the trainee has any
questions about the skill and is ready to be assessed.
 Review the assessment tool. Briefly review the checklist, recording form, or rating scale
with the trainee. Whether the trainee is being assessed with a model, a simulated patient,
or an actual patient, provide an opportunity for reviewing the essential steps.
During the Skills Assessment:

 Observe and assess the trainee’s performance:
 Stand to the side or somewhere else where you can see, without intruding and let the
trainee perform the skill.
 Do not interfere or interrupt the trainee unless the trainee is about to make a mistake
that may endanger or hurt the patient.
 Provide only essential feedback while the trainee is performing the skill.
After the Skills Assessment:

 Review the skill with the trainee. Ask the trainee to share feelings about what she or he
did well during the session and what could be improved.
 Provide positive feedback and offer suggestions for improvement. Tell the trainee
what she or he did well and then offer specific tips or instructions on how to improve
performance.
 Determine if the trainee is competent or needs practice. Based on the pre-determined
criteria, decide if the trainee is competent in performing the skill or needs additional
practice.
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5.3.5. Use Results to Improve Performance
Skills are assessed to determine whether trainees are competent in the core learning objectives
needed to become healthcare providers.
Assessments also aim to improve the performance of trainees. Formative knowledge

assessments such as structured feedback reports help trainees decide which skills they need to
practice to prepare for summative assessments. The results of summative assessments
determine if trainees are competent in the learning objectives.
To help trainees learn from the assessment of their skills:
 Give trainees an opportunity to ask you questions about steps they did not understand or
they performed incorrectly.
 Instruct trainees to practice the steps that they performed incorrectly.
 If many trainees had trouble with the same tasks, either the teaching methods or
materials did not adequately cover that learning objective, or the task needs to be
redefined. Do not be afraid to revise problematic learning objectives, or adapt teaching
methods and materials to better address the content.
Summary
 Choosing valid, reliable, and feasible methods for assessing the skills of trainees requires
careful thought, planning, and time.
 Direct observation is the most valid method for assessing skills, but can be influenced
by the judgment of the observer.
 You can improve this method by using standardized tools such as checklists to guide
assessment.
 Structured practical examinations require time for planning and preparing valid stations,
but provide a highly structured and reliable method for assessing knowledge, skills, and
attitudes that can be used from year to year.
 Assessing trainees’ skills is one of the keys to improving trainees’ performance.
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Rating Sheet for Demonstration (Formative Assessment) (This serves as the assessment
guide of the trainer) (Statements written in red ink are samples only)
Trainee’s Name:
Trainer’s Name:
Program Level II
Learning Module Title:
Learning Outcome covered: LO:- (LAP Test)
Batch Class:
Date of assessment:
Time of assessment:
Instructions for the trainer:
You are to instruct your trainees to perform 5 tasks within 2 hours. Specific instructions are provided in the
LAP Test of the Learning Guide #. You are to provide the trainees the necessary tools, equipment, templates
and workshop area as written in the instructions of the LAP Test. Check the appropriate box
Materials and equipment
Templates, workshop area, cleaning materials, standard masonry tools and common equipment.
OBSERVATION:
During the demonstration of skills, did the trainee: Yes No N/A
  
  
  
  
  
84
  
  
The trainee’s demonstration was:
Satisfactory  Not Satisfactory 
Questions Satisfactory response
The trainee should answer the following questions: Yes No
 
 
 
 
 
The trainee’s underpinning knowledge was:
Satisfactory  Not Satisfactory 
85
Feedback to trainee:
The trainee’s overall performance was:
Satisfactory  Not Satisfactory 
Trainee signature: Date:
Trainer signature: Date:
Note: This document serves as the rating sheet of the trainer in evaluating the trainee’s performance during the
LAP Test as part of the formative assessment. This must be accomplished for each trainee.
86
6. Trainers Note
87
6.1. Leadership and communication-I
Leadership and communication-I
TVET Program Title: Retail Pharmacy Assisting
o Participate in Workplace Communication

Unit of Competencies o Work in a Team Environment
o Demonstrate Work Values
Module Name Leadership and communication-I
Module code PRA2 M6 1017
Nominal Duration 34hrs.
Module Description
This module is designed:
 to provide the trainees with ability to gather, interpret and convey information in response to workplace
requirements.
 to provide the trainees with ability to identify role and responsibility as a member of a team.
 to provide the trainees with ability to demonstrate proper work values
Learning Outcomes:
At the end of the module the trainees will be able to:
 Maintain integrity of conduct in the workplace
 Obtain and convey workplace information
 Participate in workplace meetings and discussions
 Complete relevant work related documents
 Describe team role and scope
 Identify role and responsibility within a team
 Define the purpose of work and apply work values
 Deal with ethical problems
Module Contents
Chapter 1: Participation in Workplace Communication (10hrs)
Chapter 2: Working in a Team Environment(10hrs)
Chapter 3: Demonstrating work values(14hrs)
88
6.2. Basic Pharmaceutical sciences I
89
Content Analysis
Learning KSA Required Instructional Assessment Teaching Materials

Outcomes Objectives Approaches Learning Required
Activities
Aware about  Introduction to Pharmacy practice  State scope of o Written Interactive Module
pharmacy o Definition pharmacy exams lecture Audio-visual aids
sectors o History practice o Report Visit of
o Scope writing pharmacy
settings
 General principles of drug action
o Describe
 Drug sources , naming and classification
pharmacokinetic
 Pharmacokinetics
processes
o Routes of drug administration
(ADME)
o Absorption  Individual
o Outline factors  Interactive
o Distribution assignment
affecting
o Metabolism Lectures
pharmacokinetics  Group
o Excretion  Group
o Describe assignments  Drugs based
 Pharmacodynamics discussions
pharmacodynami  Written on the essential
o Concept of drug targets (key-lock )  Individual
cs (drug targets, examination drug list
o Agonists and antagonists and group
agonists, s  Learning
o Efficacy, potency and Therapeutic index work/exerc
Apply basic
 Factors affecting drug action
antagonists,  Oral ise
modules,
drug efficacy, potency, questions  Text books
o Age, sex, disease, pregnancy, gene, drug
Therapeutic  Case
knowledge in (Viva)
interaction studies
dispensing of Index)
 Adverse effects  Audiovisua
medications o List factors
o Types l
affecting drug
o Commonly encountered adverse
actions
effects
o Identify type drug
 Drug-Interaction interactions
o Types
o Significance of drug interaction
 ANS drugs  Interactiv  Drugs based on
For each system  Individual
o Anatomy and physiology listed under learning e Lectures the essential
assignme
o Cholinergic drugs
objectives: nt  Group drug list
o Agonists
 Describe overview  Group discussions  Learning
o Antagonists
o Adrenergic drugs
of anatomy and assignme  Individual modules,
physiology nts and group  Text books
o Agonists
90
Activities
o Antagonists  Describe  Written work/exer  Audiovisual
indications, examinati cise aids
common adverse ons  Case
effects, major  Oral studies
 CNS drugs contraindications questions  Video
o Anatomy and physiology and significant (Viva) show
o Sedative hypnotics/anxiolytics interaction
o Mood stabilizers and  List drugs class in
Antidepressants each system
o Antipsychotics  Describe
o Anti-seizure drugs/drug for indications,
epilepsy common adverse
o Anesthetics(General, local) effects, major
o Analgesics (opioids) contraindications
o Narcotic and psychotropic act and significant
o Drugs for Parkinson and interaction of
Alzheimer’s diseases (list of chemotherapeutic
drugs) agents
o Muscle relaxant
 CVS drugs
o Anatomy and physiology
o Anti-hypertensive
o Drugs for Heart Failure
o Anti-anginal
o lipid lowering
o Drugs for arrhythmia (list of
drugs)
 Drugs acting on blood
o Drugs for anemia
o Anti-coagulants and anti-platelets
o thrombolytics
91
Activities
 GIT drugs
o Drugs for peptic ulcer diseases
o Anti-flatulent
o Anti-diarrheal drugs
o Laxatives
o Emetics and Anti-emetics
 Autacoids and Anti-inflammatory agents

o Overview of prostaglandin and
histamine
o Anti-histamines
o Non-Steroidal anti-inflammatory
drugs
o Anti-gout
 Respiratory drugs
o Anti-asthmatics
o Cough remedies
 Endocrine drugs
o Physiology of endocrine system
o Thyroid and anti-thyroid drugs (list
drugs)
o Anti-diabetic drugs
o Contraceptives
o Drugs used in obstetrics and gynecology:
oxytocin, misoprostol,
mifepristone, ergometrine,
MgSO4
o Corticosteroids
 Chemotherapeutic agents
o Overview of pathogenic organisms
(bacteria, fungi, virus, protozoa,
helminthes)
o Principles of chemotherapy
o Antibacterial
92
Activities
 Penicillin
 Cephalosporin
 Tetracycline
 Aminoglycosides
 Macrolides
 Sulfonamides and
Trimethoprim
 Fluoroquinolones
 Miscellaneous: Vancomycin,
Imipenem, Polymixin B,
Clindamycin,
chloramephenicol
 Anti-mycobacterial drugs(TB,
Leprosy)
 Antifungal
o Amphotericin B
o Azoles( ketoconazole,
fluconazole, miconazole,
clotrimazole)
o Griseofulvin
o Terbinafine
 Anti-viral (Acyclovir)
 Anti-retroviral drugs
o Introduction to HIV/AIDS
o NRTI: Zidovudine, Lamivudine,
Emtricitabine, Tenofovir,
Abacavir
o NNRTI: Nevirapine, Efavirenz
 Protease inhibitors:
Ritonavir/Lopinavir/Atazanavir
o Anti-protozoal
 Amoebic agents
 Anti-giardial drugs
 Anti-malarial drugs
 Anthelminthic agents
93
Activities
o Albendazole, mebendazole,
Ivermectin, praziquantel,
levamisole, Piperazine
List drugs used in Interactive
 Anticancer drugs Written exams Module
cancer Lecture
 Dermatological agents
o Corticosteroids
o Gentian Violet
o Salicylic Acid List drugs used for
Interactive
o Zinc oxides common skin Written exams Module
Lecture
o Nitrofurazone disorders
o Fusidic acid
o Benzyl benzoate
o Crotamiton
 Vaccines
o BCG vaccine
o Rabies vaccine (antiserum)
o Diphtheria
Identify and handle
o Pertussis vaccine Interactive
common vaccines Written exams Module
o Yellow fever vaccine lecture
and immunological Structured Sample vaccine
o Rota virus vaccine Pharmacy
products available in observation products
o Tetanus antitoxin visit
Ethiopia
o Measles vaccine
o Hepatitis B vaccine
o Meningococcal vaccine
o Anti-Rho(D)
Skill and Attitude  Categorize drugs
Classification of drugs based on Matching
 Pharmacological pharmacological drugs with Module
Written exam
 Therapeutic classes pharmacologi Drug list
Structured
Predict potential drug Interaction  Classify drugs cal class and Charts
observation
based on therapeutic
therapeutic category
application
94
Activities
 Predict if there is
interaction
between two given
drugs/drug and
food
Knowledge  Define dosage Interactive Module
 Dosage forms forms lecture Representative
 Introduction to dosage forms  Describe major With dosage forms
 Composition of dosage forms (active composition of demonstration Charts
ingredients, excipients) medication dosage
Apply Basic Written
knowledge  Types of dosage forms forms
exam/Essay
o Solid dosage forms  Describe common
of dosage
forms in o Semi-Solid dosage forms types of drug
dispensing of o Liquid dosage forms dosage forms
medications o Miscellaneous: suppositories,
pessaries, Aerosols
Skill and Attitude  Identify and Written exam Matching Drug list
 Identification of dosage forms categorize drugs on Structured drugs with Charts
the bases of dosage observation dosage types
forms
Perform  Pharmaceutical calculations  Demonstrate how  Assignment  Visit of Module
basic o Density, specific gravity and specific to convert weights  Written practice/att Worksheets
mathematical volume and measures exam achment
calculations o Weights and volumes of liquids  Demonstrate how  Practical site  Interactive
frequently o Percentage preparations to solve problems observation Lectures
needed for o Weight in involving specific   Individual
dispensing of o weights gravity, percent and group
medications o weight in volume strength, weight work/exerci
o volume in volume in volume, weight se
o volume in weight in weight , and  Work sheet
o parts per million volume in
o millimoles volume
o millequivalents  Demonstrate how
 Dilution, concentration and reconstitution to perform
dilution and
95
Activities
concentration
calculations
 Demonstrate use
of millequivalents
Apply basic  Vitamins  Identify common  Written  Interactive Modules

knowledge of  Water soluble vitamins vitamins, minerals exam Lectures
nutritional  Fat soluble vitamins and electrolytes
products in  Minerals used in
dispensing  Zinc and calcium pharmaceutical
 Electrolytes service sectors in
Normal saline Ethiopia
Ringer lactate
Ammonium chloride
Magnesium chloride
Oral rehydration solution
Potassium chloride
Sodium bicarbonate
Apply basic  Shampoos  Identify and  Assignment  Visit Modules
knowledge of  Conditioners recommend  Written pharmacy Sample cosmetic
hair, beauty  Paraffin oil common hair, exam sector/cosm products
and cosmetic  Vaseline beauty and cosmetic  Practical site etic shops
products in  Skin powders products observation  Interactive
recommendi  Sunscreen Lectures
ng to clients  Individual
and group
work/exerci
se
96
Basic Concepts in Pharmaceutical Sciences I ORHB Logo
HLT PRA2 01 0611Assist in Dispensary Operations

HLT PRA2 03 10611Recommend Hair, Beauty and Cosmetic Products
Unit of Competencies and Services
HLT PRA2 04 10611Recommend Health and Nutritional Products and
Services
Module Name Basic Concepts in Pharmaceutical Sciences I
Nominal Duration 480 Hours (10 weeks): theory (352 hrs.) + practical (128hrs)
Module Description: This module aims to provide the learners with the basic knowledge of drugs, and
identify nutritional and cosmetic products and recommend to clients.
Learning Outcomes:
 Apply basic drug knowledge
 Identify and Recommend hair, beauty, and cosmetic products
 Identify and recommend health and nutritional products
Module contents
1. Introduction to the fields of Pharmacy
2. Basic concepts in Pharmacology
2.1 Introduction to Pharmacology
2.1.1 Definition of pharmacology
2.1.2 Drug nomenclature
2.1.3 Pharmaceutical dosage forms (Definition and the need for dosage forms, Components of dosage
forms, Types of dosage forms)
2.1.4 Routes of drug administration
2.1.5 Basics of pharmacokinetics
2.1.6 Basics of pharmacodynamics
2.1.7 Factors that modify drug effect & Drug dosage
2.1.8 Drug Interactions
2.1.9 Drug Side effects and Adverse effects
2.2. Drugs acting on autonomic nervous system
2.2.1. Introduction to ANS
2.2.2. Cholinergic agonists
2.2.3. Cholinergic antagonists
2.2.4. Adrenergic agonists
2.2.5. Adrenergic antagonists
2.3. Cardiovascular drugs
2.3.1. Anatomy and physiology of CVS and renal system

2.3.2. Diuretics
2.3.3. Drugs for heart failure
2.3.4. Antihypertensive
2.3.5. Drug for Angina pectoris
2.3.6. Anti-arithmetic drugs.
2.3.7. Cholesterol and lipid lowering agents
2.4. Blood and Blood products
2.4.1. Anaemia
2.4.2. Coagulant and Anti-coagulants
2.5. Gastro-intestinal agents
2.5.1. Anatomy and physiology of GI system
2.5.2. Antacids
2.5.3. Anti-Ulcer Agents
2.5.4. Antiemetic
2.5.5. Cathartics and Laxative
2.5.6. Anti –diarrhea agents.
2.5.7.Anti-flatulents
2.6. Central nervous system drugs
2.6.1. Introduction to the CNS
2.6.2.Sedatives and Hypnotics
2.6.3 Anti-parkinsonism
2.6.4. Anti-psychotic drugs
2.6.5. Antidepressants
2.6.6. Anti-epileptics
2.6.6. Anesthetic agents
2.7. Anti-inflammatory and anti-allergy drugs
2.7.1. Autacoids
2.7.2. NSAIDs/analgesics, antipyretics
2.7.3. Steroidal anti-inflammatory agents
2.7.4. Drugs used for gout
2.7.5. Antihistamines
2.8. Respiratory drugs
Anatomy and physiology of Respiratory system
Antitussives/Expectorant
Bronchodilators /Antiasthmatics
2.9. Drugs used in Endocrine Disorders and Contraceptives
2.9.1. Anatomy and physiology of the endocrine system
2.9.2. Insulin and oral antidiabetic agents.
2.9.3. Contraceptives: Combined Oral Contraceptives, Progestogen-only contraceptives,
Contraceptive Devices, Barriers, and Spermicides
2.9.4. Drugs for obstetrics and gynecology
2.9.5. Magnesium sulphate
2.9.6. Oxytocin
2.9.7. Ergometrine
2.9.8. Abortifacients
2.9.9. Drugs for erectile dysfunction
2.10. Nutritional Products and Services
2.10.1.1. Vitamins
2.10.1.2. Minerals
2.10.1.3. Electrolytes
2.11. Antimicrobial drugs
2.11.1. Introduction to microbiology and parasitology
2.11.1.1. Bacteria
2.11.1.2. Fungus
2.11.1.3. Virus
2.11.1.4. Protozoa
2.11.1.5. Helminthes
2.11.2. Antibacterial
2.11.2.1. Cell Wall synthesis inhibitor: Beta lactams, Vancomycin
98
2.11.2.2. Protein synthesis inhibitor: Aminoglycosides, Macrolides,
Tetracycline, Chloramphenicol, Clindamycin
2.11.2.3. Nucleic acid synthesis Inhibitors: Quinolones
2.11.2.4. Anti folate agents: Sulphonamides, Trimethoprim,Pyrimethamin
2.11.2.5. Ant mycobacterial agents
2.11.2.6. Antifungals
2.11.2.7. Antivirals (antiretroviral, acyclovir)
2.11.2.8. Antiprotozoal (Antimalarial and Amoebicides)
2.11.2.9. Anthelmintic
2.12. Biological and immunological agents
2.12 Dermatological agents
3. Basic Pharmaceutical calculations

3.5.1. Density, specific gravity and specific volume
3.5.2. Weights and volumes of liquids
3.5.3. Percentage preparations
Weight in weights
weight in volume
volume in volume
volume in weight
parts per million
millimoles
3.5.4. Dilution, concentration and reconstitution
3.5.5. Reducing and enlarging formulas
3.5.6. Isotonic solutions
3.5.7. Some calculations involving hydrogen ion concentration and PH
3. Cosmetics
3.1 Hair products
hair color
shampoos and conditioners
styling aids such as mousses, gels, hair sprays
hair ornaments
brushes, combs, blow dryers etc
3.2Beauty products
skin care products for face and body
home care skin treatments
home care remedial products
sunscreen and tanning products
nail, hand and foot care products
3.3 Cosmetic products
Natural cosmetics
face and body make-up, pre make-up products and stabilizers
brushes, sponges
applicators
pallets
lash curlers, artificial lashes, tweezers
magnifying mirrors
containers/trays, make-up boxes
pencil sharpeners
99
Learning Strategies
 Learner-centered
 Flexible
 Off- and on-job-training integrated
 Consideration of both individual and group based practices/exercises
 Holistic projects
Learning Methods
 Lectures
 Practical Classes/ Demonstrations
 Discussions and explanations
 Assignments and Seminars
 Case studies
 Exercises
 Role play
 Models
 Posters
 Brochures
ASSESSMENT METHOD:
o Observation in the work place;
o Simulations and role play;
o Oral questioning or interview;
o Case studies and scenarios;
o Supporting statement of work place supervisor;
o Written assignments/projects or questioning and
o Theoretical Examinations.
Assessments are to be made on continuous basis.
ASSESSMENT CRITERIA:
 Assessments can be done at the end of each chapters /topics /sessions /demonstrations/ practical
classes and as well as at the end of each module.
 As much as possible assessment should replicate workplace conditions and/or simulations may
be used to represent workplace conditions as closely as possible
 Acceptable simulation requires:
 Scope to determine that work is conducted within legislative and regulatory requirements
 Scope to determine that work is conducted within OHS and infection control requirements
 Resources essential for assessment may include:
 Access to relevant workplace or appropriately simulated environment where assessment
can take place
 Relevant legislation, regulations and guidelines
100
Module Syllabus
Module title: Basic Concepts in Pharmaceutical Sciences I
Module code: PRA2M1017
Nominal duration: 480 Hours (10 weeks): theory (352 hrs.) + practical (128hrs)
Module Description:
This module aims to provide the learners with the basic knowledge of drugs, and identify
nutritional and cosmetic products and recommend to clients.
Unit of Competencies
 Assist in Dispensary Operations

 Recommend Hair, Beauty and Cosmetic Products and Services
 Recommend Health and Nutritional Products and Services
Module Objective
By the end of this module, you will be able to

 Describe pharmacokinetic processes (ADME)
 Describe pharmacodynamics (drug targets, agonists, antagonists, efficacy, potency,
Therapeutic Index)
 List factors affecting drug actions
 Identify type drug interactions
 For each body system listed under the outlines:
o Describe overview of anatomy and physiology
o Describe indications, common adverse effects, major contraindications and
significant interaction of drugs that affect the system
o List drugs class in each system
 Describe indications, common adverse effects, major contraindications and significant
interaction of chemotherapeutic agents
 List drugs used in cancer
 List drugs used for common skin disorders
 Identify and handle common vaccines and immunological products available in Ethiopia
 Categorize drugs based on pharmacological classes
 Classify drugs based on therapeutic application
 Predict if there is interaction between two given drugs/drug and food
 Define dosage forms
 Describe major composition of medication dosage forms
 Describe common types of drug dosage forms
 Identify and categorize drugs on the bases of dosage forms
 Demonstrate how to convert weights and measures
 Demonstrate how to solve problems involving specific gravity, percent strength, weight in
volume, weight in weight, and volume in volume
 Demonstrate how to perform dilution and concentration calculations
101
 Demonstrate use of milli-equivalents
 Identify common vitamins, minerals and electrolytes used in pharmaceutical service
sectors in Ethiopia
 Identify and recommend common hair, beauty and cosmetic products
Teaching/learning methods
 Interactive Lectures
 Group discussions
 Cooperative learning/practical attachment
 Facility visit
 Individual and group work/exercise
 Case studies
 Demonstration
 Audiovisual
Teaching/learning materials
 Drugs based on the essential drug list
 Learning modules,
 Text books
 Audiovisual aids (LCD, computer, DVD)
 Work sheet
 Charts
Methods of assessment
 Written/oral examinations (quizzes, final examinations)

 Report writing
 Structured observation
 Individual and group assignments
102
Module Schedule
Week Learning Activity Required Reading /

Assignment
Week Day 1 Learning Module
one Interactive lecture (4 hrs.) National drug list
 Introduction to Pharmacy practice (Definition, National drug formulary
History, Scope) Text books
Skill Lab (4 hours)

 Pharmacy settings tour (hospital pharmacy,
community pharmacy etc.)
Day 2
Interactive lecture (4 hours)
 General principles of drug action (Definitions of
basic terms, Drug sources, naming and
classification)
Interactive lecture(2hrs)
 Dosage forms
 Composition of dosage forms (active ingredients,
excipients)
o Types of dosage forms (Solid dosage
forms, Semi-Solid dosage forms, Liquid
dosage forms)
Practice (2 hours)
Dosage form demonstration
Day 3
Recap on dosage forms (2hrs)
Interactive lecture (4hrs)
 Routes of drug administration
Demonstration and group activity on routes of drug
administration (2hrs)
Day 4
Interactive lecture (4 hrs.)
 Pharmacokinetic processes (ADME)
Demonstration (video show on ADME) (4hrs)
Day 5
Interactive lecture(4Hrs)
 Pharmacodynamics (common mechanism of drug
action, agonists and antagonists, Efficacy, potency
and Therapeutic index)
 Group discussion on the activity given in the LM
103
Demonstration or video show on agonist and

antagonist (4hrs)
Day 6
Guided reading of week 1 topics
Week Day 1
two Interactive lecture (4hrs)
 Adverse effects (Types, commonly encountered
adverse effects)
Independent Reading (4hrs)
 Factors affecting drug action (Age, sex, weight,
disease, pregnancy, nutritional status, genes, drug
interaction)
 Pregnancy category of drugs
Day 2
Reflection and discussion on factors affecting drug
action (2hrs)
Individual reading(4hrs)
Written Assessment 1(2hrs):
 on general principles of drug action
Day 3
Interactive lecture (4 hours)
• ANS drugs (Introduction, Cholinergic Agonists,
Cholinergic Antagonists)
Activity and discussion (4hrs)
Matching cholinergic drugs with their indication
Discussion:
 SEs and contraindications of cholinergic drugs and
their management.
 Case study
Day 4
Adrenergic Agonists,
Adrenergic Antagonists
Revision and activity: adrenergic drugs (4hrs)

Day 5
• CVS drugs
 Overview of the circulatory system
 Anti-hypertensive
Group discussion (4hrs)
Moderated discussion on antihypertensive drugs classes
Day 6
104
Independent reading
Week Day 1
three Interactive lecture (4 hours)
 drugs for Heart Failure; Anti-anginal drugs; lipid
lowering and Drugs for arrhythmia (list of drugs)

Practice exercise on CVS drugs
Day 2
Independent reading(4hrs)
 ANS and CVS
Written exam on ANS and CNS (3hrs)
Day 3
 Drugs acting on blood (Drugs for anemia, Anti-
coagulants, anti-platelets and thrombolytics)
Group Activity (4hrs)
 Practice exercise on blood drugs
Day 4
•GIT drugs
 Anatomy and physiology
 Drugs for acid peptic diseases
 Emetics and Anti-emetics
Pharmacy setting attachment(4hrs)

Day 5
 Anti-diarrheal drugs
 Drugs for constipation
Pharmacy setting attachment (4hrs)
Day 6
Written assessment
Week Day 1
four Interactive lecture (4 hours)
CNS drugs
 Anatomy and physiology
 Sedative hypnotics/anxiolytics
 Mood stabilizers and Antidepressants
105
 Antipsychotics
 Anti-seizure drugs/drug for epilepsy
 Anesthetics (General, local)
Day 2
 Analgesics (opioids)
 Narcotic and psychotropic act
 Drugs for Parkinson disease
Independent reading (4hrs)
Day 3
Autacoids and Anti-inflammatory agents
 Overview of prostaglandin and histamine
 Anti-histamines
Day 4
 Non-Steroidal anti-inflammatory drugs
 Anti-gout
Day 5
Interactive lecture (4 hrs)
 Respiratory drugs (Introduction, Anti-asthmatics,
Cough remedies)
Visit pharmacy (community or hospital) to identify
available Over the counter drugs
Day 6
Written assessment (4hrs)
Week Day 1
five Interactive lecture (4hrs.)
 Endocrine drugs (Introduction, Thyroid and anti-
thyroid drugs (list drugs), Anti-diabetic drugs
Group presentation on their facility visit(4hrs)
Day 2
106
Contraceptives, Drugs used in obstetrics and gynecology
(oxytocin, misoprostol, mifepristone, ergometrine,
MgSO4), Corticosteroids, drugs for erectile dysfunction
Group activity (4hrs)

 Hormonal contraceptives
Day 3
Chemotherapeutic agents
 Overview of pathogenic organisms (bacteria,
fungi, virus, protozoa, helminthes)
 Principles of chemotherapy
Independent study (4hrs.)
Revision of disease causing microbes
Day 4
 Antibacterial (Penicillin, Cephalosporin)
 Sulfonamides and Trimethoprim
Independent study (4hrs)
Reading assignment on carbapenems, monobactams and
vancomycin
Day 5
 Summarize important points of the reading
assignment given the previous day
 Tetracycline, Aminoglycosides, Macrolide,
Fluoroquinolones)
 Miscellaneous: Polymixin B, Clindamycin,
chloramphenicol
Independent study (2hrs.)
Week 6 Day 1
 Anti-mycobacterial drugs (TB, Leprosy)
TB clinic visit (4 hrs)
Day 2
 Antifungal (Amphotericin B, Azoles
(ketoconazole, fluconazole, miconazole,
107
clotrimazole), Griseofulvin, Terbinafine, White
field’s ointment
Day 3
 Anti-viral (Acyclovir)
 Anti-retroviral drugs
o Introduction to HIV/AIDS,
o NRTI: Zidovudine, Lamivudine, Emtricitabine,
Tenofovir, Abacavir,
o NNRTI: Nevirapine, Efavirenz,
o Protease inhibitors: Ritonavir, Lopinavir,
Atazanavir
ART pharmacy Visit (4 hrs)

Day 4
 Anti-protozoal (Amoebic agents, Anti-giardia
drugs and Anti-malarial drugs)
Practical attachment (4hrs)
Hospital or community pharmacy
Day 5
 Anthelminthic agents (Albendazole, mebendazole,
Ivermectin, praziquantel, levamisole, Piperazine
 Anticancer drugs

community or hospital pharmacy
Day 6
Written assessment
Week 7 Day 1
 Dermatological agents
o Corticosteroids, Gentian Violet
o Salicylic Acid,
o Nitrofurazone, Fusidic acid, Benzyl
benzoate, Crotamiton
Hospital or community pharmacy
Day 2
108
 Vaccines and biological products
o BCG vaccine
o Rabies vaccine (antiserum)
o Diphtheria, Pertussis vaccine
o Yellow fever vaccine, Rota virus vaccine,
Tetanus antitoxin
o Measles vaccine, Hepatitis B vaccine,
Meningococcal vaccine
o Anti-Rho(D)
Clinic or pharmacy visit (4hrs)
To identify commonly used vaccines
Day 3
 Vitamins
o Water soluble vitamins
o Fat soluble vitamins
 Minerals (Zinc and calcium)
 Electrolytes
 Normal saline
 Ringer lactate
 Ammonium chloride
 Magnesium chloride
 Oral rehydration solution
 Potassium chloride
 Sodium bicarbonate
Day 4
Hair, beauty and cosmetic products

 Shampoos, Conditioners, Paraffin oil, Vaseline
 Skin powders, Sunscreen
Day 5
Visit to community pharmacy to see Hair, beauty and
cosmetic products
Day 6
Written assessment
Week 8 Day 1
Pharmaceutical calculations
 Weights and volumes of liquids
 Weight in weights; weight in volume; volume in
volume; volume in weight
Practice exercise (4hrs)
109
Day 2
 Density, specific gravity and specific volume

Day 3
 Ratio, proportion and percentages
Day 4
 Dilution, concentration and reconstitution
Day 5
Independent reading
Week 9 Hospital or community pharmacy attachment
Week 10 Assessment
110
3. Dispensing of Pharmaceuticals I
111
Content Analysis for Dispensing Medication I
Learning Outcomes KSA Required Instructional Objectives Assessment Teaching Learning Materials
Approaches Activities required
Knowledge  Define dispensing and Learning
Perform  Introduction to dispensing prescription  Written o Interactive module
dispensing o Definition of prescription  Identify parts and types of Examination presentation Standard
administration and dispensing prescription  Direct o Demonstration prescription
tasks o Types of prescription  Identify drug categories as Observation o Case study paper form
o Parts of prescription prescription and no-  Case study o Role Play Sample
o Categories of drug based on prescription drugs o Facilitated prescription
legal requirement  Interpret common Practice containing
o Common abbreviations in abbreviations in prescription o Group discussion prescribed drugs
prescription request Label format
Skills  Interpret and Evaluate the Drug
Dispensing procedures prescription Counselling
 Interpretation and Evaluation  Select and manipulate the Guide line
 Selection and manipulation of medicine Sample
the medicine  Prepare Label and package to Prescription
 Labeling and Packaging the medicine registration
 Provision of information and  Provider of information and format
instruction instruction to the client LCD
 Recording the transaction  Record the prescription Min pharmacy
 Apply filling prescription
 Prescription filling
Knowledge  Recognize different types of  Report o Interactive lecture Health facility
 health facility in-house dispensary data storage o Demonstration Computer
Maintain Dispensary computer system system( like HCMIS and Learning
information Skill others) module
 Use dispensary information
system
 To describe different types of Written exam Interactive lecture Learning module
Knowledge products storage conditions Demonstration Observation Pharmacy
Apply product
 Product Storage condition and policies Fridge
knowledge
and policies at dispensary LCD
Knowledge  Recognize customer types and Written exam Interactive lecture Learning module
needs Observation Observation Pharmacy
 Customer types and needs
Approach customer  Identify different types of Role play Sample drug
Skills
and gather selling techniques LCD
 selling techniques
information  Apply appropriate types of
 Communication skill selling techniques
 Apply different
communication skill
 Apply different Written exam Interactive lecture Learning module
Knowledge
communication skills Observation Observation Pharmacy
 Communicating with
Sell benefits Role play Sample drug
consumer about medicine
LCD
to be sold
 Identify barriers to
Overcome
customers buying motive Written exam Interactive lecture Learning module
Objections of Knowledge
 Applying ways of Observation Discussion LCD
customer and Close  Customer buying motive
improving customers Role play
sale
buying interest
Knowledge  Identify patient and drug Observation Demonstration Learning module
 Different patient and drug related data Practice Sample format for
related source and type of data  Perform information ADR and other
Identify, prepare and
(patient laboratory data, collection and processing of report format
present data and
consumer drug history, drug patient and drug.
information for use
safety data, ADR, DUE etc.)
Skill
Information screen, organization,
storage, retrieves and report to
pharmacist.
Knowledge Learning module
 Principles of ethics in  Describe concept and Written exam Interactive lecture LCD
Promote ethical dispensing (confidentiality non- components of ethics in Case study Case study Code of ethics
work practices harm, equity, access, privacy, dispensing area.
etc. )  Apply knowledge of ethical
guidelines and legislation
113
Knowledge  Describe the components of

 Principles of client-centered client centered health care. Essay Interactive lecture Learning module
health care  State client safety protocols Structured Role play LCD
 Principles of client safety  Apply principles of client- observation Prescription paper
Maintain a positive centered health care Tools for
approach to health in Skill dispensary (seat,
workplace  Identifying client needs and counter, etc.)
attending to them in a timely
manner, handling complaints
sensitively, demonstrating
respect for clients’ time
 Describe role, function and
Knowledge objectives of Written and oral Interactive lecture Learning model
 Role, function and objectives of organization(health facility and exam Institutional visit LCD
Monitor Report Policy and other
the organization, and relevance different health professional)
professional work
to specific workplace  Apply knowledge of duty of organization
standards
requirements care, confidentiality, ethical guidelines
guidelines and other relevant document
policies and legislation
 Describe personal hygiene Written exam Interactive lecture Learning modules
Demonstrate the Knowledge  List personal protective Structural Demonstration Protective
importance of hygiene  Personal hygiene and equipment observation Group discussion equipment and
and infection control personal protective sanitary materials
in the retail pharmacy equipment
114
Dispensing I
HLT PRA2 05 0611Sell Products and Services

HLT PRA2 06 0611Support Pharmacists by Collecting and Presenting Workplace
Data and Information
HLT PRA2 07 0611Organize and Maintain the retail environment
Module Name Dispensing I
Nominal Duration 160hrs
Module Description: This module aims to provide the learners with the basic knowledge, skill and attitude
required to apply good dispensing practices.
Learning Outcomes:
 Perform dispensing administration
 Organize and maintain retail environment
 Prepare workplace data & information
 Gain the skills, knowledge and attitudes required to sell products and services in a retail environment
 Apply professional ethics
Module contents
1. Dispensing Environment and stock management
1.1. Introduction
1.2. Dispensing environment
1.3. Dispensary stock management
2. Prescription and Abbreviations in prescription writing
2.1 Introduction to prescription
2.2 Common abbreviations in prescription writing
3. Computer and Medication information in pharmacy
3.1. Computer systems in pharmacy
3.2. Medication information in dispensary
3.3. Sources of medicine information
4. Selling products and customer services
4.1. Client-centered healthcare
4.2. Patient counselling in dispensary
5. Principles and processes of good dispensing practice
5.1. Principles of Good Dispensing
5.2. Dispensing process
5.3. Dispensing errors
5.4. Refusal to dispense prescriptions
Learning Strategies
 Flexible
Learning Methods
 Lectures
 Case studies
 Exercises
 Role play
 Models
 Posters
 Brochures
Assessment method:
Assessment criteria:
 As much as possible assessment should replicate workplace conditions and/or simulations may be
used to represent workplace conditions as closely as possible
 Access to relevant workplace or appropriately simulated environment where assessment can
take place

116
Module Syllabus
Module title: Dispensing of Pharmaceuticals I
Module code: PRA2 M2 1017
Nominal duration: 288 Hours (6 weeks) Theory 138 hrs Pratice 150 hrs
Module Description: This module aims to provide the learners with the basic knowledge, skill
and attitude required to apply good dispensing practices.
Unit of Competencies:
 HLT PRA2 05 0611 Sell Products and Services
 HLT PRA2 06 0611 Support Pharmacists by Collecting and Presenting Workplace
Information
 HLT PRA2 07 0611 Organize and Maintain the retail environment
Module Outcomes
At the end of the module the learner will be able to:
o Perform dispensing administration tasks
o Apply product knowledge
o Maintain Dispensary information
o Approach customer services and gather information
o Promote good dispensing techniques
o Identify, prepare and present data and information for use
o Demonstrate the importance of hygiene and infection control in the retail pharmacy
• Interactive lecture
• Demonstration and coaching
• Guided reading
• Case study
• Group discussion
• Observation of health facility and activity
 Learning module
 Reference book
 Checklists
 Registration book
117
 Guidelines
 Case study
 Dispensing manual
 Packaging and labeling materials
 Prescription paper
 Drug counseling guide line
Oral examination
Written examination
Structured observation
Group assignment
118
Module Schedule
Week Learning Activity Required Reading /Assignment
Day 1
Interactive presentation (4 hrs.)
o Introduction to dispensing
Discussion (4 hrs.)
Major function of dispensing
Day 2
Interactive presentation (2 hrs.)
o Dispensing Environment
o Premise and Facility
o Hygiene and Sanitation
Group discussion (2 hrs.)
 Dispensary Premise and Facility
 Hygiene and Sanitation
Skill practice Session 1 (2hrs)
 Dispensing equipment’s
Week 1 Guided Independent Reading (2hrs)
Day 3
Skill Practice Session 2 (4 hrs.)
 GIT Medicines Arrangement
 CNS and MSS Medicines Arrangement
Day 4
Skill Practice Session 4 (4 hrs.) Read on role of dispensers
 CVS Medicines Arrangement
 Anti-infectives Medicines Arrangement
Day 5
 Endocrine Medicines Arrangement
 Miscelleneous Medicines Arrangement
Day 6
Group discussions (2hrs)
 Arranging Medications in Dispensary
Revision on all topics (4 hrs)
Guided Independent Reading (2 hrs)
Week 2 Day 1
Written examination (4 hrs)
Interactive presentation (4 hrs)
 Pharmaceutical storage in Dispensary
 Normal Storage Conditions
 Cold Storage Conditions
 Storages for Combustible /Flammable
 Secured Storage Conditions
Day 2
119
 Arrangement of medicines based on their
storage conditions
Facilitated discussions (4 hrs)
Day 3
 Arrangement of medicines as prescription,
over the counter (OTC) and controlled
drugs
Facilitated discussions (4 hrs)
Day 4
 Prescription and abbreviations in
prescription writing
 Interpretation of abbreviations used in
prescription
Day 5
 Interpretation of abbreviations used in
prescription
 Computer and Medication Information in
Pharmacy
Day 6
Activity (2 hrs.)
 Refer available source of drug information
from library/skill lab
Day 1
Interactive presentation (4 hours)
o Selling products and customer service
Facilitated discussion and guided reading (4
hours)
Week 3 Day 2
Interactive presentation (4hrs)
Principles of Good Dispensing and
dispensing process step 1 and 2
dispensing process step 1 and 2
Day 3
 Evaluation of prescription
Facilitated discussion (4 hrs.)
Day 4
120
Day 5
dispensing process step 3
Day 6
Week 4 Day 1
Written Assessment (1 hrs)
Day 2
dispensing process step 4-6
Skill Practice Session 16 (4hrs.)
Day 3
Day 4
 Case Scenario
 Case Scenario…Continued

Day 5
 Dispensing for in-patients
 Dispensing errors
Day 6
Week 5 Day 1
Written Assessment (1 hr.)
 Dispense medicines using the six dispensing
steps
Day 2
steps
Day 3
121
steps
Day 4
steps
Day 5
steps
Day 6
Week 6 Day 1
steps
Day 2
steps
Day 3
steps
Day 4
steps
Day 5
 Written assessment (2 hrs.)
 Oral Examination (6 hrs.)_
Day 6
 Oral Examination (8 hrs.)_
122
4. Drug Supply Management I
123
Content Analysis
Learning KSA Required Instructional Assessment Teaching Learning Materials required
Outcomes Objectives Approaches Activities
Apply Knowledge - To describe - Quizzes - Interactive - Students learning
pharmaceutical – Introduction to PSM Pharmaceutical - Objective written presentation module DSM-I
procurement management exam - discussion - LCD projector
procedure – Good Pharmaceuticals cycles - Power point slides
procurement principles
– Methods of procurements
– Purchasing models - Lists principles of - Objective written - Interactive - Students learning
- Selection of pharmaceuticals GPP exam presentation module DSM-I
- Quantification of - Discussion - LCD projector
pharmaceuticals and its - Power point slides
methods - Describe - Objective written - Interactive - Students learning
pharmaceutical exam presentation module DSM-I
procurement - Discussion - LCD projector
methods - Power point slides
- Describe drugs - Objective written - Interactive - Students learning
purchasing models exam presentation module DSM-I
- - Discussion - LCD projector
- Power point slides
- List drugs - Objective written - Interactive - Students learning
selection criteria exam presentation module DSM-I
- LCD projector
- Use morbidity - Written exercises - Interactive - Students learning
and consumption - Assignments(group presentation and module DSM-I
methods to and individual) - Group work - LCD projector
quantify - Written test/oral - Guided practices at - Power point slides
pharmaceuticals questioning on health facilities - Health facilities
needs for health underpinning - Case scenario
facilities knowledge
- Case studies

- Perform stock - Interactive - Students learning
control - Group/ individual presentation module DSM-I
assignment - Group work - LCD projector
Skill - Written test/oral - Guided practices at - Power point slides
- Practice stock control questioning on health facilities - Bin cards
underpinning
knowledge
Perform ordering Knowledge - To identify steps - Quizzes - Interactive - Students learning

and receiving - Ordering for pharmaceutical in dispensary - Drills presentation module DSM-I
dispensary stock stock stock ordering - Tests
– Intra facility reporting and
resupply formats
- Bin cards
– Receiving procedures. - Use IFRR to - Oral questioning - Guided practice - Students learning
(Checking compliance with request stock for - Assignments - Case studies module DSM-I
security procedures during dispensary (individual/group) - IFRR formats and
product Receiving and Bin cards
dispatching) - Health facility
- To identify stock - Oral questioning - Guided practice - Students learning
Skill receiving steps and discussion module DSM-I
– Stock rotation and product - Health facility
positioning procedures
(Arrange drugs in the - Arrange stocks on - Structured - Guided practice - Students learning
shelves) shelve observation module DSM-I
– Entering dispensary stock - Health facilities
data in to stock record(bin - To enter - Case based exam - Guided practice - Students learning
cards) dispensary stock in - Case studies module DSM-I
Attitude to stock records - Health facility
– (bin card) - Bin cards/stock
record system
125

Perform drug Knowledge - Recognize the - Drills - Interactive - Power point slides
storage tasks - Principles of basic medical essential elements - Test presentation - LCD projector
store management (Good of current good - Students learning
storage practice) storage practices module DSM-I
- Storage conditions - Identify storage - Observation - Interactive - Medical store
- Standard operating procedures conditions - Short answer presentation - Power point slides
(SOPs)-Storage Products - Guided practice - LCD projector
- - Students’ learning
module DSM-
- Use Standard - Structured feed - Guided practice - Medical store
operating back - Students learning
procedures (SOPs) module DSM-I
Skill for - SOP for storage
– Storage of vaccines and other pharmaceuticals
biological products storage
Attitude - Arrange - Practical - Guided practice - Medicines

medicines, observation and Vaccines,
vaccines and discussion Biological
biological products
products in - Refrigerator
refrigerator -
- Students learning
module DSM-I
Perform Knowledge - To identify - Practical - Guided practice - Dispensary room
dispensary stock - Dispensary stocktaking dispensary stock observation and - Class room
control documentation and procedures records and discussion - LCD projector
- Shelf labels of discontinued documentation - Oral questioning - Students learning
products module DSM -I
126

- Determining dispensary stock - To identify - Written exam - Interactive - Dispensary room
level requirements dispensary stock - Assignment presentation and - Class room
- Investigating Dispensary stock levels (min-max (Group/individual) practical - LCD projector
discrepancies stock levels) and demonstration - Students learning
- Product return and recall - module DSM-I
procedures - - Copies of IFRR
- and Bin cards
Skill - - DDR
–
–
- To investigate - Group assignment - Case studies - Students learning
dispensary stock module DSM
discrepancies - IFRR
- Bin card
- Expiry register
form
- To identify - Oral questioning - Guided practice - Dispensary room
procedures and and discussion - Students learning
formats used for module DSM-I
product recall and - Recall and return
return forms forms
127

Perform Knowledge - To describe - Oral questioning - Interactive lecture - Students’ learning
dispensary stock  Standard operating principles of - Case studies - Case studies - Module DSM-I
waste disposal procedures (SOPs)-Waste pharmaceutical - Written exam - - Class room
disposal Products waste disposal. - LCD Projector
 Checking for drug expiration - Expiry registry
 Checking for damaged formats
and/or returned stock - Bin cards
marked for disposal
 Pharmaceutical waste - Outline the - Oral questioning - Interactive lecture - Students’ learning
segregation procedures for - Written exam - Guided practice - Module DSM-I
 Requirements during the identification and - LCD Projector
disposal of dispensary stock disposal of - Expiry registry
pharmaceutical formats
wastes - Bin cards
128

 Reporting expired or - To segregate, - Observation - Case studies - Students’ learning
damaged stock to responsible record and report - Module DSM-I
pharmacist for return pharmaceutical - Expiry registry
– wastes formats
– - Bin cards
- Case scenario
129
Module Syllabus
Module title:-Drug Supply Management I

Module code: PRA2 M3 1017
Nominal duration: 70 hours (two weeks) Theory 40 hrs. Practice 30 hrs.
Module Description: This module aims to provide the learners with the knowledge, skills and right
attitudes for maintaining a dispensary stock control system, according to standard operating procedures in
compliance with statutory and legal requirements.
 Assist in Dispensary Stock Control

Module Objective
By the end of this module, you will be able to
- Apply pharmaceutical procurement procedure
- Perform ordering and receiving dispensary stock
- Perform drug storage tasks
- Perform dispensary stock control
 Interactive presentation
 Group work
 Guided practices at health facilities
 Case studies
- Students learning module DSM-I
- LCD projector
- IFRR formats and Bin cards
- Bin cards/stock record system
- SOP for storage
- Medicines Vaccines, Biological products
- Refrigerator
- Dispensary room
- Daily Dispensary Registry
- Expiry register form
- Recall and return forms
- Quizzes,Tests, Objective written exam, Written exercises
- Assignments(group and individual)
- Written test/oral questioning on underpinning knowledge
- Oral questioning
- Structured observation
- Case based exam
- Short answer
- Structured feed back, Observation
Module Schedule
Week Learning Activity Required

Reading /
Assignment
Week one Day one
Interactive presentation (2 hours )
- To describe Pharmaceutical management cycles
- Lists principles of Good pharmaceutical procurement practices
Group Activity (2 hours)
 Discuss drug supply management cycles
Interactive presentation (2 hours )
 Describe pharmaceutical procurement methods
 Describe drugs purchasing models
Independent study(2 hours)
Day two
Group Activity (4) hours
 Discussion pharmaceutical procurement methods& purchasing models
Interactive presentationand discussion(2 hours)
 List drugs selection criteria
Interactive presentation (2 hours)
 Describe morbidity and consumption methods to quantify pharmaceuticals
needs for health facilities
Day three
 Determine drug quantity using morbidity methods for health facilities
 Determine drug quantity using consumption methods for health facilities
Dayfour
Interactive presentation and discussion ( 2hours)
 Perform stock control
Independent reading ( 2hours)
Skill Lab (4 hours)
Day five
Interactivepresentation(2 hours)
 To identify steps in dispensary stock ordering
 To identify stock receiving steps
Skill Lab (4 hours)
 Use IFRR to request stock for dispensary
 Arrange stocks on shelve
Week 2
Guided practice and group activity (2 hours)
- To enter dispensary stock in to stock records (bin card)
Day six
Interactive presentation(2hours)
- Recognize the essential elements of current good storage practices
- Identify storage conditions
Skill Lab (4 hours)
131
 Observe storage conditions
 Use Standard operating procedures (SOPs) for pharmaceuticals storage
Day one
Skill Lab (4 hours)
 Arrange medicines, vaccines and biological products in refrigerator
 To identify dispensary stock records and documentation
Group Activity and discussion (4hours)
- To identify dispensary stock levels (min-max stock levels)
Day two
- To investigate dispensary stock discrepancies
Guided practice and discussion (4)
- To identify procedures and formats used for product recall and return forms.
- Bin card exercise
Day three
Interactive presentation and group discussion (2 hours)
- To describe principles of pharmaceutical waste disposal.
- Outline the procedures for identification and disposal of pharmaceutical
- Wastes
Skill Lab (4 hours)
- To segregate, record and report pharmaceutical wastes
- Independent study
- IFRR format
- Filling recall and returned stocks on bin cards
- Exam
132
5. Work Place Safety I

Work Place Safety I
Unit of Competencies HLT PRA2 08 0611 Basic First Aid

Module Name Work Place Safety I
Module Description: This module aims to provide the learners with the knowledge, skills and right attitudes for
the provision of essential First Aid in recognizing and responding to an emergency using basic life support
measures. The First
Aider is not expected to deal with complex casualties or incidents, but to provide an initial response where First
Aid is required.
Learning Outcomes:
 Assess the situation
 Apply basic first aid techniques
 Communicate details of the incident
Module Contents
1. Introduction to first Aid
2. Basic life support
2.1. Respiratory Emergencies
2.2. First aid for wounds
2.3. First aid for bone and joint injuries
2.4. First aid for burns
2.5. Shock
2.6. Choking
3. Communicate details of the incident
4. Reporting and recording
Learning Methods
 Lectures
 Case studies
 Exercises
 Role play
 Models
 Posters
 Brochures
MODULE ASSESSMENT
 Practical assessment by direct observation of tasks through simulation/role-plays
 Written test/oral questioning on underpinning knowledge
 project-related conditions (real or simulated) and require evidence of process
 Assessment methods must confirm the ability to access and correctly interpret and apply the
essential underpinning knowledge
133
Assessment Criteria
- OHS
- Risk assessment
- Emergency procedures
- Basic anatomy and physiology
- Duty of care
- Resuscitation
- Care of unconscious
- National and regional regulatory requirements relating to currency of skill and knowledge
- Decision making
- Infection control
- Legal requirements
- Airway management
- Assertiveness skills
- Communication skills
134
6. Entrepreneurship I
Develop Business Practice

TVET PROGRAM TITLE: Retail Pharmacy Assisting (Retailing and Dispensing)
Unit of Competencies HLT PRA2 13 1017 Develop Business Practice

Module Name Entrepreneurship I
MODULE DESCRIPTION: This module is designed to enable the trainees to understand the outcomes required
to establish a business operation from a planned concept. It includes researching the feasibility of establishing
a business operation, planning the setting up of the business, implementing the plan and reviewing operations
once commenced. In addition it involves the skills, knowledge and attitudes required to sell products and
services in a retail environment. It involves the use of sales techniques and encompasses the key selling skills
from approaching the customer to closing the sale.
LEARNING OUTCOMES:
 Identify business opportunities
 Identify personal business skills
 Plan for establishment of business operations
 Implement establishment plan
 Review implementation process
MODULE CONTENTS
1. Introduction to Business
2. Identifying business opportunity
2.1. Investigating Business opportunities
2.2. Undertaking Feasibility study
2.3. Undertaking Market research on product or service
2.4. Evaluating Impact of emerging or changing technology including e-commerce
2.5. Assessing the Practicability of business opportunity
2.6. Completing Business plan for operation
3. Personal business skills
3.1. Identifying Financial and business skills
3.2. Assessing Personal skills/attributes
3.3. Identifying Business risks
4. Planning for establishment of business operation
4.1. Determining Business structure and operations
4.2. Developing Procedures to guide operations
4.3. Identifying Business legal and regulatory requirements
4.4. Financial backing for business operation
4.5. Determining Human and physical resources required to commence business
4.6. Developing and implementing Recruitment strategies
5. Implementing business establishment plan
6. Reviewing implementation process
Learning Strategies
135
 Flexible
Learning Methods
 Lectures
 Case studies
 Exercises
 Role play
 Models
 Posters
 Brochures
 Assessment Methods and Schedules
ASSESSMENT CRITERIA:
 As much as possible assessment should replicate workplace conditions and/or simulations may be
used to represent workplace conditions as closely as possible
 Access to relevant workplace or appropriately simulated environment where assessment
can take place
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7. Quality standard I
Unit of Competencies HLT PRA2 09 0611 Applying Quality Standard

Module Name Quality Standard I
Module Description: This module aims to provide the learners with the knowledge, skills and right attitudes
required in applying quality standards.
LEARNING OUTCOMES:
o Assess own work
o Assess quality of service rendered
o Record information
o Study causes of quality deviations
o Complete documentation
MODULE CONTENTS
1. Introduction to Quality
2. Service Quality
 Quality Management System
Learning Strategies
 Flexible
Learning Methods
 Lectures
 Case studies
 Exercises
 Role play
 Models
 Posters
 Brochures
Assessment method:
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Final Trainer Guide For Pharmacy TVET Level II Training

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Trainer Guide

Retail Pharmacy Assisting

AHMC Adama hospital Medical College

EOS Ethiopian Occupational Standard

NTQF National TVET Qualifications Framework

OOCA Oromia Occupational Competency and Assessment agency

ORHB Oromia Regional Health Bureau

TVET Technical and Vocational Education and training

1.1. Program scheduling

2.1. General Overview of the Pharmacy Level II-IV Program Sequences

2.1 List of Pharmacy Level II Competencies

2.2 Pharmacy Level II Learning Modules

Entrepreneurship I HLT PRA2 13 Develop Business Practice 16 hrs. - 16 hrs.

Quality standard I HLT PRA2 09 Applying Quality standard 12 hrs. - 12 hrs.

2.3. Pharmacy Level II Program Breakdown/ Scheduling

3. Overview of Quality of Education and training

What do we mean by quality, Quality education?

What is National TVET Qualifications Framework (NTQF)

3.2. Review of the National Internal quality assurance and improvement

3.3. Institutional Training

Checklist for Preparing the Teaching Environment

National Internal quality assurance and improvement standards for

National Internal quality assurance and improvement standards for

Institutional Trainer for Pharmacy Level II-IV Program

3.4. Training in Skills Development Labs/ Simulated Environment

National Internal quality assurance and improvement standards for

3.5. Cooperative training System

Responsibilities of the Partners Involved in Cooperative Training

Responsibility of TVET Institutions/college:

 Recruiting trainees for the training program

 Take part in facilitating cooperative training

Responsibility of the Trainees:-

Clinical trainers (clinical instructors/preceptors) refers to qualified pharmacy professional who is

Roles and Responsibilities of a Preceptor

 Acquire the necessary education and training

3.5.2. Plan and Prepare for Trainees’ Clinical Practice: Steps

3.5.3. Coordinate Clinical Practice

 Supporting the creation of positive learning climate:

4. Learning Methods/Training Mechanics

4.1. Principles of Educating Pharmacy professionals

• Curriculum is a comprehensive description of all relevant aspects of a TVET program;

The Guiding Principles of Educating Health care Providers

4.1.1. How trainees learn best

Auditory Learners Logic Learners

Teaching and learning are more effective when:

4.1.2. Effective Approaches to Teaching and Learning

performance refers to what is actually done under existing circumstances.

4.2. Writing Learning Objectives

Figure How Objectives Guide Teaching

4.2.1. Learning Domains

 Knowledge: What we know (also known as the cognitive learning domain)

 Attitudinal objectives deal with opinions or feelings.

4.2.2. Writing learning Objectives

Knowledge area Skill area Attitude area Words to avoid

Guide For Developing Objectives

4.3. Plan for Teaching

4.3.2. Developing Course Syllabus

4.3.3. Selecting Teaching Methods