HEALTH EDUCATION - SLIDE 6

• Curriculum


  • A plan for achieving goals
  • Dealing with learner's experiences
  • A field of study with its own foundations, knowledge domains, and theory
  • Can be defined as a subject matter
• Instructional design


  The systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation
• Course outline/syllabus


  • It should accompany a course
  • It should include the name of the course, instructor, one-paragraph course description, and a list of course objectives
  • It helps the learners to gauge just what is to be learned and what is expected of them
• Types of objectives

  • Educational objectives - identify the intended outcomes of the education process
  • Instructional objectives - describe the teaching activities, specific content areas, and resources used to facilitate effective instruction
  • Behavioral or learning objectives - action centered, learner centered, short-term outcome-focused
• Goal


  The final outcome to be achieved at the end of the teaching and learning process
• Objective


  A specific, single, concrete, and one-dimensional behavior. It is short term and should be achieved at the end of one teaching session
• Subobjectives


  Written and reflect aspects of a main objective. They are specific statements of short-term behaviors that lead to the achievement of the primary objective
• Importance of writing behavioral objectives

  • Help to keep educators' thinking on target and learner centered
  • Communicates to learners and health care team members
  • Help learners understand what is expected of them so they can keep track of their progress
  • Forces the educator to select and organize educational materials
  • Encourages educators to evaluate their own motives for teaching
  • Tailors teaching to the learner's unique needs
  • Creates guideposts for teacher evaluation
  • Focuses attention on what the learner will come away with once the teaching-learning process is completed
  • Orients teacher and learner to the end results of the educational process
  • Make it easier for the learner to visualize performing the required skills
• Behavioral objectives

  • Performance - learner is expected to be able to do
  • Condition - situations under which behavior will be observed or the performance will be expected to occur
  • Criterion - how well, with accuracy, or within what time frame the learner must be able to perform the behavior so as to be considered competent
• ABCD rule

  • Audience - who
  • Behavior - what
  • Condition - under which circumstance
  • Degree - how well, to what extent, within what time frame
• ABCD rule example

  • After a 20-minute teaching session on relaxation techniques, Mrs. Smith will be able to identify three distinct techniques for lowering her stress level
• Common mistakes when writing objectives

  • Describing what the teacher does rather than what the learner is expected to do
  • Including more than one expected behavior in a single objective
  • Forgetting to identify all four components of condition, performance, criterion, and who the learner is
  • Using terms for performance that are open to many interpretations, are not action oriented, and are difficult to measure
  • Writing objectives that are unattainable and unrealistic given the ability level of the learner
  • Writing objectives that do not relate to the stated goal
  • Cluttering objectives by including unnecessary information
  • Being too general so as not to specify clearly the expected behavior to be achieved
• Taxonomy of objectives according to learning domains

  • Cognitive domain - acquiring information and addressing the development of the learner's intellectual abilities, mental capacities, understanding, and thinking processes
  • Affective domain - involves an increasing internalization or commitment to feelings expressed as emotions, interests, beliefs, attitude, values, and appreciations
  • Psychomotor domain - involves acquiring fine and gross motor abilities such as walking, handwriting, manipulating equipment, or performing a procedure
• Cognitive processes

  • Remember - retrieve relevant knowledge from long term memory
  • Understand - construct meaning from instructional messages
  • Apply - carry out or use a procedure in a given situation
  • Analyze - break the material into constituent parts and determine how parts relate to one another and to an overall structure or purpose
  • Evaluate - make judgments based on criteria and standards
  • Create - put the elements together to form a coherent or functional whole, reorganize elements into a new pattern or structure
• Guidelines in formulating learning objectives

  • Derive your learning objectives from KSA
  • Start with an action verb that indicates the desired learner performance
  • Use only one learning outcome at a time
  • Specify the condition under which the student's performance will be tested when such test situation is not clearly implied
  • Specify the standard or minimum acceptable level or degree of performance
• SMART objectives

  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Timely
• Commonly used verbs according to cognitive domain

  • Knowledge: choose, circle, define, identify, label, list, match, name, outline, recall, report, select, state, tell, write
  • Comprehension: associate, describe, discuss, distinguish, estimate, explain, generalize, give example, locate, recognize, review, summarize
  • Application: apply, demonstrate, examine, illustrate, implement, interpret, modify, order, revise, solve, use
  • Analysis: analyze
• Design


  New pattern or structure
• GUIDELINES IN FORMULATING LEARNING OBJECTIVES

  • Derive your learning objectives from KSA
  • Start with an action verb that indicates the desired learner performance
  • Use only one learning outcome at a time
  • Specify the condition under which the student's performance will be tested when such test situation is not clearly implied
  • Specify the standard or minimum acceptable level or degree of performance
• SMART Objectives

  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Timely
• Commonly used verbs according to cognitive domain

  • Knowledge: choose, circle, define, identify, label, list, match, name, outline, recall, report, select, state, tell, write
  • Comprehension: associate, describe, discuss, distinguish, estimate, explain, generalize, give example, locate, recognize, review, summarize
  • Application: apply, demonstrate, examine, illustrate, implement, interpret, modify, order, revise, solve, use
  • Analysis: analyze, arrange, calculate, classify, compare, conclude, contrast, determine, differentiate, discriminate, detect, distinguish, question
  • Synthesis: assemble, categorize, combine, compile, correlate, create, design, devise, detect, generalize, generate, formulate, integrate, manage, organize, plan, prepare, propose, reorganize, revise, specify, summarize
  • Evaluation: appraise, assess, conclude, critique, criticize, debate, defend, estimate, evaluate, grade, judge, justify, measure, rank, rate, recommend, review, score, select, test
• Learning Objectives

  • Time Frame
  • Condition
  • Performance Criterion
• Teaching Plan


  • It is a blueprint to achieve the goal and the objectives that have been developed. This plan should indicate the purpose, content, methods, tools, timing, and evaluation of instruction.
• THREE MAJOR REASONS WHY TEACHING PLANS ARE CREATED

  • To direct the teacher to look at the relationship between each of the steps of the teaching process to make sure that there is a logical approach to teaching
  • To communicate in writing exactly what is being taught, how it is being taught and evaluated, and the time allotted to meet each of the behavioral objectives
  • To legally document that an individual plan for each learner is in place and is being properly implemented
• EIGHT BASIC ELEMENTS OF A TEACHING PLAN

  • Purpose
  • Goal
  • Objectives
  • Content Outline
  • Teaching methods
  • Time Allotted
  • Instructional resources
  • Method(s) used to evaluate learning
• Goal


  The identified students will safely assess, administer, and evaluate patients who receive vaccinations during an outreach event, which is part of the students' community health clinical rotation.
• Objectives

  • Identify applicable age groups for vaccination and the indications, contraindications, and potential complications of the influenza vaccine.
• Content Outline

  • History of Influenza vaccination
  • Types of vaccinations
  • Indications, age groups, and contraindications
  • Side effects and complications
  • Strategies for patient teaching
• FACTORS AFFECTING CHOICE OF METHOD

  • Selection of method depends on the objectives and type of learning you are trying to achieve
  • Course content also dictates methodology to some extent
  • Choice of teaching strategy also depends on the abilities and interests of the teacher
  • Compatibility between teachers and teaching methods is important, but so is compatibility between learners and teaching methods
  • Another factor that influences the selection of teaching methods is the number of people in the class
  • Educator's instructional options are limited to the resources of the institution
• CHOOSING A TEXTBOOK

  • Credibility of authorship
  • Preface
  • Chapters and content
  • Book's appearance
  • The way in which the book will be used
  • Cost of textbook
• CONDUCTING THE CLASS

  • First Class: Introducing yourself, Expectations, Classroom rules, Talk about what they should learn
  • Subsequent Class: Attention of the learners, Assess learners