Table 1

Application of Madeline Hunter’s seven steps to the study workshop design

Madeline Hunter’s steps	Workshop component
Part 1: Getting students ready to learn
Step 1: Anticipatory set Prime students to become receptive to forthcoming learning	Preworkshop assessment Stimulate recall of prior learning through group discussion Case study indicating consequences of substandard handover
Step 2: Objectives Learning objectives stated	Students asked what they wanted from the session Explicit learning objectives using Bloom’s taxonomy
Part 2: Instruction and understanding
Step 3: Input and modelling New information presented to the students with exemplars of expected behaviour	Facilitated group discussion regarding the importance of handover, barriers to handover and the implications of poor practice. Good and substandard handover video examples Introduction to handover structure using Siutation, Background, Assessment, Recommendation tool
Step 4: Guided practice Opportunity to apply skill and receive immediate feedback	Students each use two specially designed case vignettes to practice handover under peer and facilitator review in small group work
Step 5: Checking understanding Inviting questions and discussion with facilitator review	Facilitator review of practice cases Questions and open discussion encouraged throughout the workshop. Session closure
Part 3: Independent practice
Step 6: Independent practice Students are given the opportunity to further apply or practise the new learning	Postworkshop assessment using OSCE style approach
Step 7: Closure Provide acknowledgement that students have achieved the objectives and level of expected standards	Postworkshop assessment Postworkshop questionnaire assessing confidence Postassessment debrief

OSCE, Objective Structured Clinical Examination.