Just as one of the most important parts of our job is to check milk
transfer, when we lecture or teach, we should also be checking
information transfer. I have some techniques.  
One is that I give them a True-False test before the course. They are
some of the most common examples of mistaken thinking in breastfeeding.
I present the questions in power point slides.  I collect the papers at
the end.  I usually ask them to put their initials on the answer form so
that I can return them later.  
At the end of the course, I return the answer forms, and  I put the same
questions up and ask them to recheck their answers before I give the
correct answers.  I then ask them how many answers they changed.  This
gives them an idea of how much incorrect information they had had for
years, and even how much incorrect information they were giving to
mothers.  One nurse told me that it was this test that made her want to
take further courses and become a lactation consultant.  She was
horrified at how much incorrect information she was taught and was
teaching.  
Another technique is during the lecture, I have slides which test the
knowledge of what I have talked about.  For example, after talking about
breast anatomy , latch and milk transfer, I show a baby's chart with a
huge weight loss, and then I show 4 different nipple shapes and ask
which breast belongs to the baby in question.  The true answer is the
very long large nipple, which people who do not understand breastfeeding
would say is the perfect nipple,  but often the students think it is the
smaller flatter nipple.  If they understood the concept of how the baby
removes milk from the breast, they will get it. If they did not, the
ensuing discussion will sharpen their knowledge.  
Such slide are sprinkled throughout the lecture.  
It is not enough to offer the information.  You have to make sure they
understand it.  
 
Esther Grunis, IBCLC
Lis Maternity Hospital
Tel Aviv, Israel
 

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