Training Approaches

ICATT and IMPACtt training is intended for everyone who works with IMCI or IMPAC. ICATT and IMPACtt trainees can belong to different cadres of health workers, depending on country-specific classification. ICATT and IMPACtt can be used in pre-service education for basic training in IMCI and IMPAC or in in-service education as refresher courses or continuous education.

Currently, experience exists with three different training approaches using ICATT and IMPACtt:

Class-Room Teaching: ICATT and IMPACtt can be used in class-room teaching as training material or guidance for staff teaching IMCI or IMPAC. With the help of a projector, trainees follow the ICATT or IMPACtt modules and sessions on a screen, facilitated by the teacher. Using ICATT and IMPACtt in class-room teaching equips teachers with a supportive teaching tool and exposes students to an often new way of learning in a more interactive way than most learning environments in resource poor settings can offer.

Self-Directed Learning: The self-directed learning approach puts the student in the driving seat to determine learning needs, applying appropriate learning strategies and evaluating progress. Using a self-directed learning approach with ICATT and IMPACtt relies on the student’s ability to independently use the tool and work through the modules and sessions, no matter where the student is physically located. However, self-directed learning does not mean that the student is alone or in isolation. It may or may not be the case, depending on how the setting in which the training is provided. What is characteristic for the self-directed learning is that the responsibility for completing the training and achieving a learning experience lies entirely with the student.

Blended Learning: The blended learning approach combines the class-room based approach with self-directed learning with the help of computer-based tools – in this case ICATT or IMPACtt. Hence, this approach facilitates independent and collaborative learning experiences. Face to face contact with the facilitator happens at certain intervals to verify learning progress, clarify questions, deepen understanding in group work and role plays or perform clinical practice exercises.

Any of the above described teaching or learning methods can be combined with clinical practice sessions, which are an integral part of ICATT and IMAPCtt, where learners are exposed to real life situations required to apply the theoretical knowledge gained in the interaction with patients or patient models.

IMPACtt field testing, Tanzania


IMPACtt field testing, Philippines