Planning Sessions Research Articles

Reflections on simulated learning experiences of occupational therapy students in a clinical skills unit at an institution of higher learning

BACKGROUND: Global and national changes in healthcare create challenges in providing suitable and quality fieldwork placements for the skills training of undergraduate health professions students. The department of occupational therapy (OT) at a Higher Education Institute (HEI) in South Africa decided in 2013 to incorporate simulated learning experiences as part of the new curriculum for second-year occupational therapy students. Two staff members of the Department of OT trained by an international institution of higher education in the use of simulation during teaching were involved. The aim of this study was to explore and describe the experiences of those students who had benefitted from simulated learning in the Clinical Skills Unit (CSU) to improve on this method of obtaining clinical assessment skills. METHODS: A qualitative methodology was used to describe the reflections of the second-year occupational therapy students of the years 2013 and 2014 (81 students) on the simulated learning of assessment procedures which took place in the CSU RESULTS: Four themes and ten sub-themes were identified from the content analysis of the reflections, namely (i) personal experience (personal emotions, initial stress, confidence) (ii) Teaching and Learning clinical assessment skills (communication, occupational performance components [OPC] and occupational performance activities [OPA]); (iii) professional skills (therapeutic use of self, cooperative learning) and (iv) benefits and challenges of presenting simulated learning experiences (benefits, criticisms). CONCLUSIONS: Occupational therapy students reported a positive experience and satisfaction with learning from the simulated experiences, which succeeded in creating a "safe" learning environment for them and opportunities to hone their clinical assessment skills prior to their first clinical fieldwork placement. Challenges associated with simulated learning experiences (SLE) were found to be: the need for clearer instructions; the number of assessments covered and the provision of a time frame to complete each task. There was consensual agreement in the department that SLE in the CSU will supplement fieldwork placements and contribute to attainment of assessment skills prior to fieldwork placements. It is recommended that current occupational therapy lecturing staff, trained in the use of simulation techniques, develop a manual for the planning of SLE and present training sessions to other staff. The manual may also be of value to other institutions of higher learning in South Africa. Keywords: Simulated learning experiences, clinical skills learning, undergraduate education

Healthcare Managers' Experiences of Leading the Implementation of Video Conferencing in Discharge Planning Sessions: An Interview Study.

This article describes healthcare managers' experiences of leading the implementation of video conferencing in discharge planning sessions as a new tool in everyday practice. Data collection took place through individual interviews and the interviews were analyzed using qualitative content analysis with an inductive approach. The results indicate that managers identified two distinct leadership perspectives when they reflected on the implementation process. They described a desired way of leading the implementation and communicating about the upcoming change, understanding and securing support for decisions, as well as ensuring that sufficient time is available throughout the change process. They also, however, described how they perceived that the implementation process was actually taking place, highlighting the lack of planning and preparation as well as the need for support and to be supportive, and having the courage to adopt and lead the implementation. It is suggested that managers at all levels require more information and training in how to encourage staff to become involved in designing their everyday work and in the implementation process. Managers, too, need ongoing organizational support for good leadership throughout the implementation of video conferencing in discharge planning sessions, including planning, start-up, implementation, and evaluation.

Enhancing PASS leaders' employability skills through reflection

Whilst the benefits for students attending Peer Assisted Study Sessions (PASS) have been widely acknowledged, the benefits for its leaders have not been as clearly evaluated. This paper will explore how the more senior students who take on the role of PASS leader can develop employability skills through a programme of activity that formally rewards students for their participation and assists them in articulating their competencies. The paper presents the findings of a project undertaken by a cross-disciplinary team at Ulster University which focused on the benefits for PASS leaders and, more explicitly, on graduate employability skills such as communication, teamwork and leadership. Students were required to reflect on the PASS process and plan for subsequent sessions whilst also engaging in a series of skill-building activities (games and various practical exercises) which focused on those facets of employability that are of direct relevance to the PASS experience. Quantitative and qualitative methods were employed to evaluate the impact of the PASS programme: initial findings suggest that the programme served to enhance students' perceived competence in respect of some employability skills (e.g. spoken communication) but, more generally, served to raise their awareness and highlight their limitations in some areas. This paper suggests that the process of reflection has helped them to better articulate these skills and identify the steps needed to further develop them. As such, this project has provided research evidence to support the effectiveness of the PASS process and a collection of materials to support the further development of its leaders.

A Successful Strategy to Integrate Sex and Gender Medicine into a Newly Developed Medical Curriculum.

A new modular, outcome-based, interdisciplinary curriculum was introduced for undergraduate medical education at one of the largest European medical faculties. A key stated institutional goal was to systematically integrate sex and gender medicine and gender perspectives into the curriculum in order to foster adequate gender-related knowledge and skills for future doctors concerning the etiology, pathogenesis, clinical presentation, diagnosis, treatment, and research of diseases. A change agent was integrated directly into the curriculum development team to facilitate interactions with all key players of the curricular development process. The gender change agent established a supporting organizational framework of all stakeholders, and developed a 10-step approach including identification, selection, placing relevant sex and gender medicine-related issues in the curricular planning sessions, counseling of faculty members, and monitoring of the integration achieved. With this approach, quantitatively sex and gender medicine-related content was widely integrated throughout all teaching and learning formats and from early basic science to later clinical modules (94 lectures, 33 seminars, and 16 practical courses). Gender perspectives involve 5% of the learning objectives and represent an integral part of the assessment program. Qualitatively, the relevance of gender (sociocultural) differences was combined with sex (biological) differences in disease manifestation throughout the curriculum. The appointment of a change agent facilitates the development of systematic approaches that can be a key and serve as practice models to successfully integrate new overarching curricular perspectives and dimensions--in this case sex and gender medicine--into a new medical curriculum.

Geography of primary mental health care through the Better Access initiative in South Australia 2006-2010.

To examine how the rates of the use of particular face-to-face primary mental health care services changed in the first 4 years (2006-2010) of the Better Access initiative in both urban and rural regions of South Australia. Time-series analysis of the number of psychology session, psychiatry assessment and general practitioner care plan services recorded in Medicare Australia data. South Australia. Pre-existing data set of South Australian residents who accessed Medicare between 2006 and 2010 MAIN OBJECTIVE MEASURE: Number of services per 100 000 population (service rate). Psychology session service rates increased in all regions, but continued to follow a 'location gradient', being higher in areas closer to Adelaide and lower in areas more distant from Adelaide. Psychiatry assessment service rates increased in Adelaide but did not change in other regions. Rates in remote areas were subject to substantial variation over time. General practitioner care plan service rates increased in Adelaide and in the Riverland, but declined in the Murray Mallee region. Overall, service rates increased in Adelaide and nearby regions, but the results for rural and remote regions were mixed. Possible explanations for the geographical variability include population characteristics (such as socio-economic status), methods of service delivery (visiting practitioners, telepsych), the relative proportion of total health services provided by general practitioners versus other practitioners, or real variations in the need for primary mental health services.

Dispositivos educativos:campo de tensión en la relación entre infancias, filosofías y escuelas

<p>La noción de experiencia ha dado lugar a la distinción entre el programa Filosofía para Niños y la propuesta de Filosofía con niños: el primero hace referencia a la creación por especialistas de un curriculum estructurado, compuesto por novelas y manuales de apoyo al docente; el segundo, a la propuesta de trabajar con distinto tipo de materiales, pensados y escogidos libremente por cada docente para la indagación. En líneas generales suele considerarse que las facilidades del dispositivo lipmaniano han posibilitado su viabilidad; en contrapartida, frente a la reproducción de dispositivos didácticos, la planificación creativa de las sesiones de indagación filosófica permitiría la experiencia del reflexionar filosófico. Esta cuestión se analizará desde prácticas y experiencias específicas de acompañamiento a instituciones desde la siguiente tensión política: si las prácticas que vinculan filosofía e infancia anhelan ser mayoritarias, multiplicarse; o si, por el contrario, prefieren resignarse a un menor alcance al privilegiar determinados dispositivos por considerarlos como los únicos que garantizarían la experiencia, en el sentido de una transformación de sí en contextos de pensar situado. Análisis viabilizado por diversas reflexiones y categorías experienciales que emergen del trabajo en la formación de profesores de filosofía.</p>

All World Media: a new business model (cases A and B)

Synopsis This failure case study tells the story of All World Media, a start-up offering internet-based media planning and buying tool created by ambitious Estonian entrepreneurs in 2011. A few years earlier the two founders had come up with an idea that in their opinion would revolutionize the process of media planning and buying for advertisers. They had noticed that the industry worked in an intransparent and inefficient way. Based on their own extensive experience in various internet ventures and following first consultations with key industry players they were confident that the market was ready for a self-service online media marketplace. Research methodology The (A) case focusses on the initial business idea and on the events before the launch of the internet platform. The case includes the entrepreneurs' concept, the main contents of the business plan, and the operational steps until the launch of the service on the market. The (B) case outlines the events after the launch of the online service, analyzes the possible reasons for the failure of the original business model and discusses potential strategic alternatives that are still open for the entrepreneurs. Relevant courses and levels The two-case sequence can be used for a 90-minutes session in marketing, entrepreneurship or strategic management courses in graduate and executive programs. The case is accompanied by an instructor's manual which also includes suggested assignment questions and proposed session plan.

Developing an Academic-Community Partnership to Promote Soccer-Based Physical Activity Among Latino Youth.

The Latino Health for All (LHFA) Coalition used a community-based participatory approach to develop an action plan for addressing chronic disease among Latinos in Kansas City. This study examines the development and implementation of community-based soccer sessions for youth (ages 6-15) by an academic partner from the coalition and a community partner from a nonprofit youth soccer organization. The academic and community partners spoke four times over 3 months to plan for these soccer sessions. These conversations ranged from sharing goals to planning logistics. The coalition helped to promote these opportunities through a variety of channels. Eight weekly soccer sessions were implemented, attracting Latino youth who were overweight or obese. These soccer sessions were perceived as enjoyable by youth and were appreciated by their parents. Successful health promotion efforts require strong relationships between academic and community partners that involve shared goals and complementary skills/ expertise.

Key Elements Supporting Goal Attainment for Transition-Age Young Adults: A Case Study Illustration From Project TEAM

Abstract Project TEAM empowers trainees with intellectual and developmental disabilities (IDD) to identify and respond to environmental barriers and includes an individualized component in which trainees work towards a goal. During individualized planning sessions and a community-based outing, the licensed professional follows a 5-step process to scaffold support. This case study explores how 2 transition-age trainees (male, age 19, ID; and female, age 18, Asperger's syndrome) progressed through Project TEAM's individualized component and identifies key elements that supported their achievement of community participation and postsecondary education goals. The 5-step process and the incorporation of universally designed materials appear to support goal attainment. Additional elements that may contribute to success include peer mentors, experiential learning opportunities, and individualized supports from the licensed professional.

Abstract P1-09-15: Randomized clinical trial assessing the impact of survivorship care plans on survivor knowledge

Abstract Purpose: Efforts to inform survivors about long-term risks and planned follow-up after cancer treatment have increased. Survivorship Care Plans (SCPs) and care planning sessions have been recommended since 2005, yet the benefits of both SCP provision and care planning are only now being assessed. The impact of SCPs separate from care planning sessions is unclear, however SCPs alone require less time and cost to provide than SCPs combined with care planning sessions. We hypothesized that SCPs alone might enhance patient knowledge. In a randomized trial, we assessed change in patient knowledge of diagnosis, treatment, late/chronic side effects and followup care pre and post receipt of SCP. Methods: Patients who completed primary treatment within the past 2 years for Stage 0-3 breast cancer were consented, enrolled, and randomized to immediate (intervention) versus delayed receipt (control) of an individualized SCP without care planning. All participants completed the Wisconsin Survey of DiagnOsis and Management in Breast cancer (WiSDOM-B), a test of knowledge about one’s own breast cancer diagnosis, treatment and late effects scored out of 40 points. The survey was completed at both baseline and at four weeks (prior to delayed receipt); the primary outcome was change in score. The study was designed with 90% power to detect a between-group difference of 4 points (out of 40 possible). Results: Between November 2013 and March 2014, we recruited 64 women aged 36-78 with Stage 0-3 breast cancer. Most participants were Stage 1-2 (n=50, 79%) with n=7 (10.9%) in Stage 3. Most had received chemotherapy (62.5%), endocrine therapy (89.1%), or radiation (76.6%). At baseline, the average WiSDOM-B score was 28.3 out of 40 (70.8%), range 15.5-38.5. There was no evidence of change in score from baseline to four weeks for either the immediate SCP group (+0.41, 95% CI [-0.97,+1.79]) or delayed receipt control group (+0.95, 95% CI [-0.48,2.38]). Observed variation was consistent with sample size assumptions, and the observed treatment difference (-0.55, 95% CI [-2.53,1.44], p=n.s.) ruled out the prespecified clinically significant effect size of +4.0 (+10%). Overall, participants scored better on questions testing knowledge of diagnosis (side, year of diagnosis, lymph node test results, receptor status, and stage) and surgical side effects than on questions testing knowledge of other treatment (chemotherapy, radiation or endocrine therapy) side effects. Participant satisfaction with knowledge and care team communication was collected pre and post SCP, as well as feedback on SCP content and use of the SCP. These and analyses of selected questions shown to change post SCP by Nissen et al will also be presented. Conclusion: In a controlled, randomized clinical trial, receipt of a SCP without care planning sessions did not appear to significantly increase survivor knowledge about cancer diagnosis, treatment and followup as assessed by the WiSDOM-B survey. Efforts to improve survivor knowledge should investigate the impact of care planning sessions or other interactive health information tools. A second study of patients (n=64) randomized to immediate or delayed receipt of SCPs, in conjunction with care planning sessions, is currently enrolling. Citation Format: Amye J Tevaarwerk, Kevin A Buhr, Kari B Wisinski, Mark Burkard, Mindy Gribble, Willam Hocking, Wenjun Sun, SarahMaria Donohue, Jamie Zeal, Abigail Terhaar, Douglas A Wiegman, Mary E Sesto. Randomized clinical trial assessing the impact of survivorship care plans on survivor knowledge [abstract]. In: Proceedings of the Thirty-Seventh Annual CTRC-AACR San Antonio Breast Cancer Symposium: 2014 Dec 9-13; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2015;75(9 Suppl):Abstract nr P1-09-15.

G184(P) The “case exchange” – integrating patients as educators as part of a new regional paediatric teaching programme

Aims We developed a regional teaching programme for Paediatric trainees, with the main aims of integrating patients as educators, providing RCPCH curriculum-matched teaching through case-based learning and promoting the sharing of good practice. Methods The region boasts a wealth of expertise in both general and specialist Paediatric care. The training programme relies on the acquisition of knowledge and experience as trainees rotate through various posts in the region. Verbal feedback highlighted difficulties for the trainee, in gaining exposure to all specialist areas and the absence of regional curriculum-matched teaching for Level 1 trainees. There is a growing focus on the patient experience in undergraduate curricula, but we observed less focus in postgraduate education. We developed a monthly regional teaching programme, which launched in 2014. These were 2-hour evening sessions held at a central location. Sessions included the unique feature of a patient/parent talk, SHO and SpR delivered case presentations and keynote Consultant talks. To ensure sustainability and exposure to all sub-specialist services, each “C-EX” was organised by a different Trust, with the aid of an electronic session planning “C-EX package”. Results A series of seven sessions were carried out with all Trusts enthusiastically hosting a “Case Exchange” session. There were approximately 25 attendees per session ranging from medical student to consultant level. Feedback questionnaire data was sampled from one session. A semantic differential scale was used to evaluate usefulness and presentation quality (1=very poor, 5=excellent). 23 of 27 attendees completed a questionnaire. For usefulness, the percentage of responders scoring “excellent” for the patient/parent talk, consultant talk and trainee case presentations were 95%, 90% and 78% respectively. For presentation quality, this was 86%, 83% and 48% respectively. Attendees commented: “it was “refreshing to hear the patient experience” and that “the patient session has changed my future practice”. Demonstrating its success, the “Case Exchange” is being implemented in other regions. Conclusion The “Case Exchange” highlights the value of involving patients/parents in learning events, thus we recommend its formal integration into postgraduate teaching. Offering patients a platform to share their views, we empower them to shape our training and reinforce the mantra of patient-centred care.

Mining from the Middle: Making the Most of Resources

Mining from the Middle: Making the Most of Resources

Evaluation of the Universal Immunization Program and Challenges in Coverage of Migrant Children in Haridwar, Uttarakhand, India.

Background:Studies show that immunization among migrant children is poor. India has a dropout rate of 17.7% between Bacillus Calmette-Guιrin (BCG) and measles (District Level Household Survey (DLHS)-3). Haridwar district had the highest dropout rate of 27.4% from BCG to diphtheria, pertussis, and tetanus (DPT) 3 (DLHS-3) in Uttarakhand. We evaluated the Universal Immunization Programme (UIP) among migrants in Haridwar in two blocks.Materials and Methods:We developed input, process, and output indicators on infrastructure, human resources, and service delivery. A facility, session site and cross-sectional survey of 180 children were done and proportions for various indicators were estimated. We determined factors associated with not taking vaccination using multivariate analysis.Results:We surveyed 11 cold chain centers, 25 subcenters, 14 sessions, and interviewed 180 mothers. Dropouts were supposed to be tracked using vaccination card counterfoils and tracking registers. The dropout rate from BCG to DPT3 was 30%. Lack of knowledge (adjusted odds ratio (AOR) 6.6,95% confidence interval (CI) 2.6–16.7), mother not being decision maker (AOR 4.0,95%CI 1.7–9.2), lack of contact by Accredited Social Health Activist (ASHA; AOR 3.0,95%CI 1.1–7.7), not being given four post-vaccination messages (AOR 7.7, 95% CI 2.9–20.2), and longer duration of stay in Haridwar (AOR 3.0 95% 1.9–7.6) were risk factors for nonimmunization. The reasons stated by mothers included lack of awareness of session site location (67%) and belief that child should only be vaccinated in their resident district (43%).Conclusions:There was low immunization coverage among migrants within adequate supervision, poor cold chain maintenance, and improper tracking of dropouts. Mobile immunization teams, prelisting of migrant children, and change in incentives of ASHAs for child tracking were needed. A monitoring plan for sessions and cold chain needed enforcement.

Опыт применения песочной арт-терапии в работе с детьми, имеющими расстройства аутистического спектра

The article presents the results of effective work to use sand art-therapy for treatment of behavior problems in children with autism spectrum disorder. The article describes the session plan, children's behavior in dynamics and intermediate results of work with children with autism spectrum disorders in the framework of this program. The influence of the sand art-therapy on the children's behavior was analyzed. The clinical case of sessions with the boy K. was described. The overwhelmingly positive influence of such sessions was determined.

Combining Peyton's four-step approach and Gagne's instructional model in teaching slit-lamp examination.

Developing skills in performing basic slit-lamp biomicroscopy is an important element of the ophthalmology undergraduate curriculum. As a doctor working in an ophthalmology department, I often provide slit-lamp teaching for medical students. This paper describes a lesson plan for this technique using Gagne’s nine events of instruction. The presented lesson plan is a combination of Gagne’s nine events of instruction and Peyton’s four-step approach. Gagne’s nine events of instruction correlate with and address the mental conditions of learning when adult learners are presented with various stimuli. Peyton’s four-step approach is a model for teaching practical skills that consists of demonstration, deconstruction, explanation, and performance. This article describes a slit-lamp biomicroscopy teaching session using Gagne’s nine events of instruction. Each step is carefully elaborated with relevant activities to suit learners with various learning styles. Peyton’s approach is used to teach the actual skill. This lesson plan is particularly relevant for tutors designing slit-lamp biomicroscopy teaching for undergraduate students, foundation doctors, general practitioners and emergency department staff. Ultimately, this lesson plan also serves as a model that is applicable for acquiring many other practical skills. The flexible adoption of Gagne’s nine events of instruction in combination with other teaching models helps in the planning of effective teaching sessions.

Self-Reliance: The Best Entrepreneurial Skill

Are universities coddling entrepreneurship students? Universities seem to think that hand-holding is needed to teach entrepreneurship. To this end, students are encouraged to attend business planning sessions, to find mentors, to work with academic advisors, and to present their pitches to financiers and other successful entrepreneurs – all of which seems to be spoon-feeding students, rather than seeking to build independent leaders. Is there a need for a better balance between hand-holding and total independence?

A delivery model for embedding functional skills on vocational courses in offender learning

Purpose – The purpose of this paper is to develop a delivery model for embedding Functional Skills in a prison environment, i.e. HMP Oakwood, to promote Functional Skills (FS) on vocational courses, i.e. Maths and Plumbing at Level 1, establish a research culture in a brand new organisation and raise standards in teaching, learning and outcomes. Design/methodology/approach – The design/methodology of this research included the implementation of a qualitative approach based on classroom research, a focus group with seven students on the Level 1 Plumbing course, joint Practice Development meetings with FS and vocational staff, the development of key principles for creating an embedded model for vocational courses, the creation of lesson plan/bespoke resource developments, lesson observations of the new model followed by teacher and learner evaluation, a practical task (fitting a bathroom suite) undertaken by learners, initial maths exercises drawn from practical task which were vocationally relevant, associations made with real jobs and work, use of IT/video for added interest, highlighting of transferable skills and users undertook dedicated functional maths exercises. Findings – A delivery model/logical sequence was agreed that worked for the teacher and learners – practical task/contextualised maths/transferable skills focus/situated maths. Targeted questions generated interest – will a litre of bath water hold if you use four in joists? The study allowed learners to reflect on maths elements from the practical task. The delivery model is implemented by vocational, not FS tutors. IT/video was used to introduce further maths for transferability to other related plumbing areas, i.e. fitting an outside garage tap. Constant links with use of maths for real job activity need to be made/reinforce relevance. Good tutor subject knowledge in maths is strongly recommended. Learners are ready to do dedicated/situated maths once they have built up their confidence. Research limitations/implications – This delivery model can be used across all other vocational courses at HMP Oakwood, i.e. bricklaying, multi-skills, painting and decorating, site carpentry, horticulture, industrial cleaning, catering, horticulture, etc. A framework/pedagogical guide can be developed for vocational tutors to implement this delivery model in their own subject areas as a basis for continued research. Bespoke CPD sessions for vocational staff can be run to share good practice in session plans and resources relevant to the delivery model. Peer observations can be arranged across the vocational department and the impact of the model on lesson observation grades and success rates can be analysed. Practical implications – Practical implications can include the development of a two-year Learning and Skills Research Strategy with a focus on embedded pedagogy. A senior team leader in FS can become the research lead for the Education Department, and an extensive embedded learning audit across 35 courses can be undertaken by July 2013. Social implications – Further pedagogical research into embedded learning across the whole department including employability/PSD/IT/business courses can be conducted. Originality/value – This study offers a simple, practical and ready to use delivery model which will help particularly non-specialist FS maths and English tutors working in vocational areas (i.e. construction, catering, etc.) to embed the teaching of maths and English in their subject areas.

How to … plan and implement effective staff training sessions

Amidst the current adverse media coverage of care homes, all staff must receive inspirational up-to-date and relevant training, Adrian Ashurst provides some useful tips to help develop effective training sessions

Barriers to systematic reflective practice as perceived by UKCC Level 1 and Level 2 qualified Rugby Union coaches

The purpose of this study was to identify the barriers to systematic reflection as perceived by UKCC Level 1 and Level 2 qualified rugby union coaches. Subjects (n = 10) were interviewed individually using a semi-structured interview and the interviews were transcribed. In total, 99 instances of perceived barriers were cited by the participants, with an almost 2:1 ratio between External and Internal barriers. Three dominant themes emerged from the study. First, the primary perceived barrier to systematic reflection is organisational, both in terms of a lack of planning by the coach as well as a lack of encouragement and enforcement by the RFU and local clubs to ensure reflection takes place. Second, coaches were not motivated to reflect, citing laziness, the repetitive nature of sessions and player behaviour as reasons. Finally, coaches cited a lack of time either as a result of other demands (work and family) or too much / too little coaching. Conclusions were that the RFU and clubs must work harder to educate coaches to the value of reflection and the role of proper session planning in this. To help make sessions more enjoyable for both players and coaches, the RFU and clubs could provide a wider range of ideas for coaching content.

Ethic of Practicality Analysis of Successful Group Curriculum Planning by Teachers

Regardless of the source of the curriculum, classroom teachers make the necessary and crucial, final decisions of specifically what and how to teach. This paper examines how three, fourth-grade teachers, who planned together voluntarily, decided what learning activities were “practical” for their students. In their seminal work, Doyle and Ponder (Interchange 8(3):1–12, 1977b) created a construct to describe how teachers decide if curriculum choices actually get implemented. They called their concept the Ethic of Practicality (EoP). Concisely, this concept is based on the premise that teachers use curricula that they find to be sensible and realistic. Doyle and Ponder devised this model to address the question of why some curriculum innovations get used and therefore succeed, while others fail. The EoP was adapted in this paper to examine the processes used in making curriculum choices by a teacher planning group who met voluntarily. The EoP’s original intent was as a model for understanding why teachers use some curriculum innovations while rejecting others. This article uses the EoP to explore the satisfaction expressed by three teachers in their team curriculum planning process. This discussion centers on the question, “Did the teachers continue their voluntary planning sessions because the resultant curriculum products were ‘practical?’” The teacher trio apparently regarded their planning sessions as highly practical and therefore continued to meet after school hours to plan their lessons. Examples demonstrate that the planning process satisfied the teachers in terms of the three components of the EoP: instrumentality, congruence, and cost.