Writing and Revising PAC Training Curricula

In-service or Pre-service:

  1. Review the current scope of practice for each cadre of personnel to be involved in PAC and the practices required of each cadre in order to provide quality services. See the Policy section regarding expanded practice.
  2. Use the PAC Training Assessment Tool to review your current curriculum guidelines to evaluate its strengths and identify gaps.
  3. Review the recommended document for the process on incorporating new practices, e.g., PAC, into the system of pre-service training.

PAC Training Curricula Assessment Thumbnail

If a pool of RH trainers exists:

  • Involve RH trainers in the process of institutionalizing PAC training into the pre-service training system.
  • Review the recommended sample training curricula and adapt to your country and/or health system. Incorporate the recommendations related to specific aspects of the sample curricula that need to be expanded or strengthened (e.g., counseling, pain management, post-procedure client monitoring). Include the research findings into the training curriculum. USAID is currently completing a standardized curriculum that you may find useful for your country’s program.
  • Develop strategies for preparing or strengthening clinical training sites—for either centralized, whole-site, on-the-job, or individual learning approaches to training. Allow time for sites to consistently and confidently provide PAC services to the upgraded standard (e.g,. 3-6 months before using the site for clinical training).
  • Conduct initial or refresher PAC training for trainers, tutors, preceptors, and supervisors who will be involved in on-going RH training and supportive supervision.

If a pool of RH trainers does not exist:

  • Involve RH trainers in the process of institutionalizing PAC training into the pre-service training system.
  • Begin building a pool of trainers by conducting a PAC training needs assessment. Define the most cost-effective, service-efficient approach to training and continuing education for ensuring and maintaining desired performance.
  • Identify providers with the demonstrated capacity (ability to grasp new content, commitment to facilitating learning, attitudes and skills to create a safe learning environment for learners and clients) and willingness to function as trainers or preceptors. Conduct PAC skills training with follow-on capacity building in training skills once the provider is practicing confidently to standard. Include trainers in the process of reviewing and adapting the recommended curricula in the PAC Global Resources Guide.
  • Work with the new trainers, supervisors, and PAC coordinator (where one exists) to develop a plan for PAC training (central, whole-site, or on-the-job, individual learning) and to establish or expand services.
  • Establish a mechanism for monitoring and evaluating PAC training, including post-training follow-up.
  • Lastly, develop a mechanism for periodic review of the currency of the scope of practice for PAC.