Running head: DESIGN PROJECT REPORT 1

Kaiser Permanente Medical Group: Design Project Report

Team San Andreas

California State University-Monterey Bay

IST 626-Advanced Instructional Design

Dr. Jeanne Farrington

July 25, 2017

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Kaiser Permanente Medical Group: Design Project Report

Introduction

For this project team San Andreas developed a one-hour training for the Kaiser

Permanente Medical Group. The purpose of this training was to help medical

assistant/physician pairs build professional relationships and improve communication between

them. Hierarchical differences existing between physicians and medical assistants causes

limitations on the quality of care that Kaiser provides. By MD/MA pairs working together on

these skills they will be able to improve relationships and communication between them and

meet the care needs of their patients. Previous training has already been implemented through

the Medical Assistant Physician Partnership-University (MAPP-U).

The main client contact for team San Andreas was Dr. Kae Bendixen. Dr. Bendixen is an

OB/GYN for Kaiser Medical Group. The client wanted this course for medical assistant/physician

pairs to better communication between themselves as well as bridge the hierarchical divide

existing between them. Dr. Bendixen requested this lesson to provide MD/MA pairs the

opportunity to discuss and take part in activities, with the purpose that this training could be

delivered throughout medical facilities in the Northern California Region. Training was the best

solution to this problem, as it is personalized and will facilitate transfer by providing interactive

and detailed feedback. It also creates a moment that is important enough to take place during

the work day.

Project Description

Our training will be delivered in person to MD/MA pairs at Kaiser facilities. Since it is in

person, the instructional design team developed a PowerPoint, videos, and paper based
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activities for the training. All the deliverables for the training will be placed into zip folders to

make them easier to distribute to the client. There will be folders based on trainer materials,

management materials, and printing materials. The PowerPoint for the training titled, Bridging

the Hierarchical Divide, contains what will be presented in the training in order from beginning

to end. On each of the slides, presenters will have notes provided in the bottom on the notes

section that will help them facilitate the training and provide quality feedback.

The training will begin with a brief introduction in which the trainers will introduce

themselves and state the goals the course. After the introduction, an ice breaker will take place

where MD/MA pairs will complete the Me and My Partner Venn diagram adapted from

Kagan. This will be available in the printing materials folder. This activity will allow partners to

interact and develop a relationship with one another. Pairs will answer a sequence of ten

questions that are available on the PowerPoint. After this takes place instruction on I-

statements will begin. At this point of the presentation learners will be provided the job-aid on

I-statements. This job aid checklist will make it easy for learners to follow instruction. This

checklist outlines all the components that make an effective I-statement. This job aid will be

available in the printing materials folder. Also, MD/MA pairs will be given an overview on why it

is important to have effective communication, and the effects that bad communication can

cause.

After the job-aid has been explained and presenters have gone over communication

skills, there will be examples of how to properly use an I-statement. For this section our

instructional designer had a good idea of including animation such as comic panels when going

over the examples. The first example depicts a bad example of an I-statement, it shows an
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angry Oakland Raiders fan stating his feeling on the teams move to Las Vegas. The second

example shows the fan using a good I-statement to express his feelings. After, three videos will

also be shown to learners that depict correct and incorrect uses of I-statements. During this

activity MD/MA pairs will interact with each other to determine what worked and did not work

in the interaction between actors in the videos. Presenters will help facilitate discussion with

pairs by asking questions such as, What is the problem? How would you feel in this situation?

How can the actors de-escalate this scenario?

After the videos, learners will have the opportunity to sort I-statement cards and

distinguish quality I-statements from flawed ones. Next, learners will engage in role playing

with their partners. After learners have received affirmation of their I-statement sorting activity

by presenters, they will get a new checklist. Each of the partner pairs will receive a total of four

cards. During this activity, learners will be given a medical situation where I-statements are the

solution. They will be able to create a dialogue, and go over it together. These sorting cards can

be found in the printing materials folder. Presenters must follow instructions stated in the

PowerPoint to make sure learners arent missing important components of an I-statement

during their role play. When this activity has been completed, there will be a recap of the I-

statement checklist. There will also be an explication of when I-statements should be used, and

how they improve communication. At the end of the PowerPoint MD/MA pairs will be able to

reflect and plan how they will use I-statements when they return to their pods. They will also

complete a questionnaire containing statements about the training, that will help with

determining effectiveness, understanding, and future improvements for the training.

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Design Decisions

Since writing the design blueprint there have been several changes to our project.

Initially, one of the components that was going to be included is the ISBAR principles, which

stands for Introduction, Situation, Background, Assessment, and Recommendation. All four

levels of graded assertiveness were going to be covered, however do to the amount of time we

had for the training the ISBAR principles were not incorporated to the training. Also, the group

decided that only level 1-Participation Reaction would be covered for this training. These

changes were necessary since the group wanted to make sure that there would be enough time

for activities, and materials being presented.

Evaluation

For the usability test we requested access to Kaiser employees. However, we were

turned down, but the team tried.

Team Work

At the beginning of the semester as a group we decided to assign all members tasks. The

group tasks were assigned as follows:

Project manager/client contact- Michael Anderson

Formatting/Graphics- Royins Solano-Rodriguez

Instructional Designer- Robert Campbell

Facilitator/Writer- Fatima Rodriguez

Our group manager Michael, oversaw contacting the client, and updating the client with

the project. It was decided that having one member of the group to contact the client would be

easier for the group and Dr. Bendixen. If the group had any questions for the client, the project
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manager made sure to get the questions answered for us during the meeting with the client.

Since our project contained videos, we had to have a member who took on the formatting and

graphics tasks. Royins oversaw the development of storyboards for the videos and scripts. Our

instructional designer Robert, oversaw developing the objectives for the project, structure

activities, create media, and make sure that the content matched the objectives. The team

facilitator/writer Fatima, was in charge of setting up group meetings and delivering the agenda

for team meetings. She was also in charge of completing any written assignments throughout

the semester. Even though all members had individual roles, if anyone needed help with

anything we made sure to help each other on all tasks.

For this project to come together, there were a couple of things that team San Andreas

had to do to make the process run smoothly and efficiently. One of the things that the group

did was accommodate meetings to meet every members schedule. There was a specific day

during the week that we had our group meeting, but do to life circumstances there was times

that group meeting had to be changed. Overall, the team was understanding of this. The group

communicated through Zoom for meetings, email, and text messaging if any clarifications or

help was needed pertaining to the project. There was also a time when contact with the client

was lost for a couple of weeks. However, the team made sure to keep working on the project.

Something else to make the project run smoothly was having patience with one another.

Accepting each group member for who they are, allowed the team to commit to excellence. We

found the strengths of each other and learned to trust and lean on them. Also, staying on track

with the work for the project helped. Throughout the semester there were group assignments
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that were due that led up to the final project. Staying on track and completing those on time

helped with the overall process of turning in everything on a timely manner.

Challenges

As in any circumstance challenges arise. There were a couple of challenges that our

group came upon, one of these challenges was learning the content before designing and

preparing content for the course. It was important that the team understand what we were

working with first to start building the course. As a team, we had to learn, practice the skills and

cognitive abilities required to understand, interpret, and create proper I-statements. Time was

another challenge that arose pertaining to group meetings. Sometimes group meetings that

were supposed to last one hour turned into two hour meetings. Even though meetings lasted

this long, the group still would not cover all tasks on the agenda. Planning work sessions was

another challenge that was pointed out. Having objectives available allows for a more

organized meeting. This of course and other challenges pointed out will be taken into

consideration.

Advice for Future Students

There are several items of advice that our team would like to share with future students.

1. Make sure that all members of the team have the opportunity to have their voices

heard. This helps the team assure that everyone is on the same page with how the

project is moving along.

2. Contact your client as soon as possible. Once your team knows who the client for your

project will be make sure that someone from the team contacts them immediately. This

is important, since the summer semester goes by fast. You want to make sure that you
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have enough time to understand what the client wants and understand the materials

you will be working with.

3. Assign roles to all group members. Having roles for each member will help facilitate

workload. At the beginning of the semester make a list of roles needed for the project.

And ask everyone what their strengths are and what role they would like to take on. For

instance, project manager, instructional designer, writer, and facilitator among others.

4. Do research using an appropriate research database. Allow the research to inform your

decisions. When you think you have found support for something, find more support.

Use a group Resource Management System. Zotero is terrific for this, and allows users

to share notes and documents through a team project.

5. Create a general outline of the project and determine what supporting elements,

documents, and media are required as part of development and as part of the finished

project.

6. Stay organized. Keep a group folder on Drive. We didnt use it, but there is a Team

Drives capability in Drive for group work. Keep a Project Log and contribute to it every

time you do anything as a group or individually. Create a documents and media list in

Sheets or Excel and indicate stages of completion for each.

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References

Kagan, L. (2007). Dynamic trainer! San Clemente, CA: Kagan Publishing.