Hands-on laboratory training

METHODS

Before the first training session:

As in all virtual formats but even more so for a practical hands-on laboratory training course, investing in the preparation for the virtual training course is key to its success.  It is recommended that the trainer set up preliminary meetings with the laboratory staff. The information exchanged during these meetings is crucial for the appropriate design of the training course and the choice of remote-collaboration platforms and tools.

One of the purposes of the preparatory meetings is to understand the training needs and to evaluate the skills level of the staff in order to align them with the objectives of the training. In other words, it is important to be pragmatic about what can be achieved through remote training given the laboratory setup, the available equipment and the trainees’ prior knowledge. In planning the training sessions it is important to keep in mind that less can be accomplished remotely than on site within the same timeframe. This is because it takes longer to explain something than show it. In addition, technical glitches will usually arise. The specific objectives and outputs of the training course, including what concrete skills the trainees should acquire, need to be agreed as well.

Another goal of the preparatory meeting is to evaluate the level of the trainees in terms of their prior knowledge and experience, technical skills and competencies and language abilities. Have trainees worked with similar equipment before? Are most trainees roughly at the same level or some participants are more advanced than others? Will real-time interpretation be needed? Such information can be collected either through interviews or through a written questionnaire to be filled out by the trainees.

Thirdly, it is important to collect technical information. The trainer needs to get a view of the laboratory environment and equipment and ask in advance questions about the hardware (exact model, settings, etc.), software, reference materials, consumables needed during training sessions as well as to request equipment manuals and other documentation. The trainer needs to ensure that all the necessary tools and accessories (e.g. cables, adaptors, chemicals, glassware, pipettes, etc.) are available.

Finally, the preparatory meeting should be used to discuss and agree on the logistical details of the remote training course: choice of streaming platform, eLearning tool, number of cameras, who will operate them and how, frequency and scheduling (time and length) of the sessions. For a series of practical hands-on training sessions, it is recommended to schedule short sessions over a pre-defined period of time. For example, a series of hands-on training sessions could consist of three sessions per week each lasting from 1 to 3 hours over a period of one month.

The preparatory meetings also have the added benefit that the trainer and the trainees get to know each other and feel more comfortable during the training sessions.

To make most use of the training time, it is recommended that both the trainer and the participants prepare as much as possible in advance. The trainer should carefully plan out all the steps for the each training session and break them down into sub-tasks. He or she should upload corresponding training materials (own slides, own pre-recorded videos, available online tutorials, external guidelines, checklists, diagrams, bibliography, etc. ) to a cloud or the eLearning platform agreed during the preparatory meeting and share them with participants before the training sessions. It is useful to provide, for example, lists and diagrams with all the needed connections for trainees to review in advance. The participants need to prepare by reviewing the materials so that the training time can be dedicated to hands-on practice and skills acquisition. In addition to designing the training course, the trainer also needs to prepare by reviewing the equipment manuals, checking instrument settings and, if necessary, pre-recording a video that can be provided as preparation material for the trainees. Setting up a script for the training, outlining all steps and sub-tasks together with required equipment, extensions and materials might help to structure it in a realistic way, including efficient use of online tools.

Closer to the commencement of the first training session, it is recommended to conduct a technical check with a designated staff member from the laboratory to test that everything can run smoothly during the training session. This includes preforming camera and sound checks as well as making sure the lighting is appropriate.

During the training sessions:

Each training session might be split in the following sequence: introduction into the subject and the session, demonstration, provision of clear tasks with clear objectives (preferably for each participant), observation how they are resolved and guidance, if questions come up, evaluation of the performance and discussion of lessons learned.

One common difficulty with remote practical training courses is that instructions and directions can be misunderstood. To avoid this, the trainer should regularly pause, ask the trainees to repeat and allow for questions.

In designing the training course, it is good to allow enough time to give opportunity to all participants to try out and get comfortable with the equipment. It is also a good idea for the trainer to demonstrate not only the correct way of doing something but also mistakes and how to avoid them. It is important to remember that demonstrating the correct procedure is only a small part of the training. The bigger learning potential lies in trainees attempting the procedures on their own, making mistakes, getting feedback and asking questions.

The standard guidelines for online trainings and events (e.g. mixing methods, using breakout groups and building in frequent breaks) apply to virtual hands-on laboratory trainings as well. To keep participants focused and engaged, the training should be as interactive as possible.  Before providing answers, the trainers should give the participants the possibility to raise questions and get into the topic themselves. During the training, the trainer can continuously ask simple questions like “Where do you think this cable goes?” or “What do you think will happen if we do X?”.

Apart from group demonstrations, coaching is an important part of hands-on trainings. Coaching usually happens during the practice step and again during the instructor's follow-up, after the formal training course ends. It is a constant back-and-forth between the trainer and the participants.

It could be a good idea to record the training sessions for future reference of the laboratory staff. However, the agreement of all participants needs to be obtained in advance. It is important to keep in mind that recording the training sessions might make some trainees feel less comfortable and willing to participate and ask questions.

Between training sessions, it is a good idea to assign practical independent tasks for the trainees to complete such as performing their own measurements while keeping notes of any difficulties and questions that might arise. The trainer can set aside time to answer any questions during the following session or in a post-training meeting.

After the training sessions:

A post-training workshop can be a good way to conclude the training course. The meeting can be used to summarize the results achieved, clarify remaining questions and share any additional resources, including supplemental online training activities, e.g. web-based training. Self-assessments could be set up. The trainer could consider a spaced eLearning approach. In this case the online training material needs to be periodically revised.

Another objective of the closing meeting is to provide timely feedback to the trainees. Feedback should be personalized and should include specific recommendations to each participant for areas for further improvement. Finally, the post-training meeting can cover a discussion of any follow-up steps (e.g. coaching options), and ask trainees to provide feedback on the training course by filling out an evaluation form.