Marie Stopes is one of the pioneers in establishing training on health care management in Bangladesh. It is well-equipped with state of the art training facilities, established in 1996 and providing training on different aspects of reproductive health.
Training we provide
MSB offers the following training programmes:
- Infection Prevention Training
- Syndromic Case Management of RTI/STI
- First Aid
- Reproductive Health Counseling
- General Health
- Youth Friendly Services
- Gender Based Violence
- Management Development Program
Training at Marie Stopes
MSB has a proven track record of conducting training and workshops on different health issues like infection prevention, syndromic management of RTI/STIs, health service management, health service marketing, other reproductive health, basic awareness on HIV/AIDS, MR, first aid, reproductive health care, primary health care, sexual communication and counseling, STI counseling and adolescent friendly services.
Marie Stopes training unit conducted and developed a substantial number training programs and training modules for development agencies, GoB and other organizations. For theoretical lessons, MS has two spacious rooms at its head office located at Lalmatia, Dhaka. Theoretically, the courses are well-designed, accredited by national medical and public health authorities, tailored to meet the specific needs of target groups. IEC materials such as brochures and manuals may be used for training programmes.
A diverse range of audio-visual training aids and ancillary training materials are used for theoretical and practical purposes. This includes multi-media projectors, television and DVD, white and flannel boards, flip charts. On the basis of operational, functional or organisational needs, follow-up and refresher training programmes may also be organised.
The training courses are participatory and action oriented. A variety of methods are used. These are mentioned herewith:
- Participatory Presentation
- Questions and answer sessions
- Problem solving exercises
- Role plays
- Group activities
Training programmes also include “practical” sessions or “hands on training” components with transportation facilities. These segments may include role-play and problem solving approaches in the classroom settings. Classroom setting includes the followings:
Participatory Presentation: Consist of short lecture presentation with the help of muiti-media/overhead projections and supported by handouts/guide- books. Where possible, the participants are encouraged to contribute to the sessions through brainstorming, experience sharing, exchange of opinions etc. Flip boards, white boards, flannel charts make available to facilitate participation.
Questions and Answers: Trainers encourage the participants to ask questions and/or comment on contents of the overheads/lectures in between and at the end of the sessions. The participants, as a group, review the session’s objectives and bring up questions to gain knowledge as far possible.
Group works: The trainees are instructed to make groups into 3 to 4 batches for group work. Each of the groups has given a topic to discuss or a problem to solve and then disseminate and share their views with the other groups. In this way they could improve their power of decision-making and problem solving.
Role-play: Role-play, observation and demonstration would help the participants to gain confidence. Constructive criticisms and analysis of the exercises after the role play/demonstration would help participants to appreciate various strengths and weaknesses of training modes.
One of the major attractions of the training is wide scope of practical demonstration sessions. All theoretical trainings are complemented by practical sessions where participants get opportunity to practice the skills learnt in the classrooms. Practical sessions are conducted in the following ways.
- Each batch divide in three-sub batch; each sub-batch comprised of five participants.
- Practical sessions are conducted for three hours
- Each participant observe at least one case, number may increase subject to the client loads.
- Marie Stopes makes all arrangement for transporting trainees to the practical training sites.
For practical sessions, we use MS referral clinics, MS clinics and satellite clinics as practical site. These facilities receive a large number of clients. Clients visit referral clinics that provide a wide range of reproductive healthcare and family planning services, satellite clinics receive a large number of RTI and STD cases. Referral clinics also provide practical lessons on clinic management and prevention of infections. Practical settings include the followings:
Observation and Demonstration: observation and demonstration help the participants to actively learn the techniques through hands on experience.
Simulated practices on models- simulated practice involve demonstration by the trainers on how to correctly perform a given procedure or technique in training room environment usually using models (for examinations/clinical procedure) or role-play (for counseling skill development). The participants then perform the procedures/techniques under trainer’s observation. The methodology itself well to learning and practicing new skill development before going to clinical sites.
Hands on practice: practice sessions incorporated to familiarize participants with in the techniques of examining the clients systematically, make provisional diagnosis, provide initial management and deal with complications.
MS training unit also provide residential accommodation to participants with its 9 twin shared rooms; reasonably comfortable and safe, open on a 24 hour basis and has dining and entertainment facilities. Prices are also economical.
Assurance of quality
Marie Stopes has adopted a number of initiatives to ensure that training programmes, modules and orientation sessions are of an acceptable quality. Marie Stopes ensures that training programmes are conducted strictly in accordance to modules. Develops training plans, schedules and selects trainers in consultation with trainers. Ensures that there is a sufficient flow of clients to enable trainees to acquire practical skills. Each training programmes are monitored by Marie Stopes training team and quality team. The Sr. Manager-Training use a checklist to asses trainers in terms of teaching, demonstration skills, initiative, quality of training, attentiveness of trainees, quality of trainers, absorption of knowledge. Based on the feedback, training modules also be modified.
Marie Stopes training unit ensures that training materials are available to trainees and trainers. All the feedbacks are documented. This feedback is analysed and provided as feedback to modify training programmes.
Evaluation and monitoring
The knowledge and skill levels of participants, effectiveness of training programme and performance of trainers are evaluated systematically. This initiative enhances the capabilities of trainers to provide training of a better quality and improve quality of training materials. At the end of the each training course, training modules are reviewed on the basis of feedback provided by participants and trainers.
Skill and knowledge levels of participants
The knowledge and skill levels of participants are evaluated by pre, post- tests to assess the entry and existing competency levels of theoretical and clinical skills. Competency or skill levels of trainers are also is assessed on the basis of simulated practice, demonstration sessions and in accordance to Skills Performance Checklists.
Evaluation of Training courses
Training courses are evaluated by participants, observers, and the trainers themselves. Mechanisms such as verbal, mood meter, written comments are used by participants to provide feedback on a daily basis; questionnaires are used by participants to evaluate sessions, courses are evaluated by participants and Co-Trainers. The performance of trainers is evaluated by participants, observers and the trainers themselves.
Course assessment methods and certification
Each participant is assessed by pre-test, through a structured questionnaire based on his or her existing knowledge and required skills. Post training participants are assessed by the same questionnaire. A participant is awarded certificate if s/he will achieve 60% marks including written post-test and clinical practice. Weaker participants are identified early during training through day-to-day evaluation and are encouraged to improve their participation and performance through counselling, hands-on practice and close observation.