Table 3.

Example of revisions made to the PCS and HCM modules as a result of piloting

Description of revision made	Reason for revision	Example of revision made
Reduced the total number of objectives across the modules so that only one or two new concepts were introduced per module	The total number of learning objectives and amount of content was ambitious for the 3-hour module format. Learning was best taken up when there were only one or two concepts per module.	• Concepts for improving communication with patients were introduced over two modules with two concepts per module:   • PCS 01: Communication Skills Part 1 introduced building rapport and active listening   • PCS 02: Communication Skills Part 2 introduced asking good questions and giving good information
Simplified language and revised learning objectives to only introduce only one new word per module	Overall, the language needed to be reduced to meet the education level of the learners New words required time and expertise to introduce and be taken up by learners.	• Reduced number of new words (such as building rapport, triage, open/closed questions, or automatic emotional responses) to one or two per module
Revised learning objectives to include more group work activities	Learners responded well to group work activities, were more engaged with each other, and retained more learning points, compared to didactic teaching activities. For example, learners struggled to understand and perform calculations required for drug supply management when these were taught didactically.	• Revised learning objective for drug supply management to ‘Accurately complete the forms required in the drug distribution system’. Calculations for the forms were completed as group work, and more information was provided in the learners’ manual for later reference when completing forms at the health centre.
Rephrased objectives with abstract concepts into simpler ideas communicated with activities or games	Abstract concepts took a long time to introduce and give adequate examples; learners understood concepts better when they had an example or activity to describe the concept.	• Learning objective on appreciating barriers to attending the health centre, both logistical (transportation, time, etc.) and emotional (anxiety, confusion), was introduced using a maze activity to demonstrate how these barriers prevent access to health services.

HCM=health centre management; PCS=patient-centred services.