and ensure the trainee understands its value. Consider requiring potential collectors to observe and reflect on three collections before training day. If the site volume is high enough, consider guiding this reflection by having them consider the pressure of the site’s pace. You can help them understand that their efficient and error free collection practice helps their co-workers and ensures safety.
During Training Ensure the highest fidelity possible and leave room for variability. “Almost all tasks are variable in some aspects of their context…A potential way to induce flexibility in transfer is by introducing variability in training.”3
Tis variability
increases transfer in all tasks. Tus, you should be able to enhance performance across multiple locations with differing donor populations and staff personalities. Add unofficial mock scenarios during
training. Once you describe the process of the uneventful collection—model one using best practices. Ten, have the trainees do the same with you or each other. Repeat this process aſter you teach direct observation procedures and again aſter the shy bladder lesson. In these earlier scenarios, not only will the repetition of tasks help to automate trainee responses, it will also give the trainer the opportunity to portray different donor personalities for the purposes of variability. Tese don’t have to be major shiſts. Perhaps for one scenario
the trainer portrays a very nervous donor while in another, a 30-year DOT driver. During the DOT-mandated closing
mock scenarios, be mindful of guiding the trainee; especially if they won’t have an immediate human resource at their site. If they are unsure during the scenario, stop, have them go back to their resources for the right answer and start again once they have strengthened their knowledge. Consider formative assessments in
addition to variable training. Te variable practice of exercises requires learners to engage in the procedure selection component of tasks—they have to figure out which procedure to use for the presenting situation.3
we add formative assessment questions
Terefore, as we teach,
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