Exam 3 - Prin. of Health Edu.

teaching method

the way information is taught that brings the learner into contact with what is to be learned

instructional material

objects or vehicles used to transmit info that supplements the act of teaching

lecture

highly structured, oldest & most used form, most efficient strategy for transmitting large amount of content to a large audience at once

five approaches to an effective lecture

use an opening & summary, present key terms, offer examples, use analogies, use visual backups

group discussion

effective method for teachin in affective & cognitive domains

team based learning

students work in teams throughout the semester, grades are group & indvidual based w/ peer evaluations, focus on solving real work problems

cooperative learning

students work in groups to solve problems, useful for teaching foundational concepts that have specific answers

case studies

use real work cases to help learners gain insight & apply knowledge, develop analytial & problem solving skills

seminars

learners complete assigned readings prior to meeting for class, in class discussions about readings, promotes engagement & educator facilitates discussion

one to one instruction

suitable for learners w/ learning disabilities or low literacy, face to face delivery designed to meet needs of individual learner, meet all 3 domains of learning

additional characteristics of one to one instruction

mutual goal setting, instructions, response, & direct feedback, teach back stratey to assess comprehension

scaffolding

incremental approach to sequencing steps to a skill during demonstration

demonstration & return demonstration

effective in psychomotor domain, educator should stay silent during return demonstration, & return demo should occur as soon as possible after demonstration

the key to demonstration is…

practice

gaming

help learners retain information, effective for cognitive domain, games can be placed anywhere in sequence of learning, individual or groups

simulation

best method for applying protocols to pretend clinical situations, make decisions in controlled environment with no real consequences, critical thinking & high lvl decision making skills, debrief after

roleplay

assigned a character in an unrehearsed performance, affective domain, reflect on experiences, discuss feelings & share observations

role model

preceptors/mentos guide support & socialized students, bridges gap b/w theory & practice, novices learn critical thinking, psychomotor, & interpersonal skills via observation

self instruction in HC

continuing education & required annual education

tools used in self instruction

videos, workbooks, study guides

how to select teaching methods

behavioral objectives that need to be accomplished, assessment of learners, consider resources, educators comfort lvl with using certain methods

ways to increase effectiveness to teaching

present info w/ enthusiasm, include humor, connect material to life/experiences, choose problem solving activities, be a role model, use examples, tech, models

ask me 3 approach for improving effectiveness

what is my main problem, what do i need to do, why is it important

general principles for teaching across methodologies

give pos. reinforcement, acceptance & sensitivity, be organized, give feedback/instruction, use questions, use the teach back method, know audience, use repetition & pacing, summarize main points

most effective method for learning

have learners present segments of content to the class

least effective method for learning

simple reading

settings for teaching

any place where health prof. engage in teaching for disease prevention, health promotion, maintenance, & rehab

3 main components of instructional materials

delivery system - hardware & softwar used in presentation of info, content, presentation - how info is present

choosing instructional material

characteristics of: learner, medium, task

printed material

reinforce verbal instructions & provide reference, do not inherently promote active learning compared to demonstrations or discussion

models

3D instructional tools used for psychomotor skills

computer resources

disadvantage: high cost & limited use in low literacy populations

displays

2D objects for teaching i.e. whiteboards, posters, use written words/graphics, design is important

advantages of demonstration material

useful for cognitive, psychomotor, & affective domains, usually low cost, offer opportunity for repetition

disadvantages of demonstration materials

time consuming to make, doesnt work for large audiences, not appropriate for learners w/ visual impairment

goal

final outcome, broad, long term outcome

objective

specific, single, short term behavior, must be achieved before the goal can be reached or by end of each session, must be measurable

behavioral objectives

directed towards what the learner is expected to be able to do (action oriented)

Goals & Objectives similarities

need to have both to accomplish something, must be clear, realistic, & learner centered, goal & objective setting a mutual process

educational objective

high lvl, identify outcomes of overall educational process

instructional objectives

describe teaching activties, specific content areas, resources, used to facilitate effective learning/instruction

importance of using behavioral objectives

learner centered practive, education individualized, communicates plan to learners, helps learners track progress

blooms taxonomy definition

a framework used to classify learning objectives into lvls of complexity & specificity

list levels of blooms taxonomy (bottom up)

remember, understand, apply, analyze, evaluate, create

remember

recall facts & basic concepts: define, duplicate, list, memorize, repeat, state

understand

explain ideas/concepts: classify, describe, discuss, explain, identify, recognize, select

apply

use information in new situation: execute, implement, solve, use, demonstrate, interpret, schedule, sketch

analyze

draw connections among ideas: differentiate, organize, relate, compare/contrast, distinguish, examine, question, experiment, test

evalutate

justify a stand/decision: argue, defend, judge, select, support, value, critque

create

produce new work: design, assemble, construct, develop, formulate, investigate

ABCD rule

elements needed for behavioral objectives: Audience, Behavior, Condition, Degree

characteristics for writing behavioral objectives

performance - what the learner should be able to do, condition - under what conditions to do it, criterion - how well/accuracy/time frame to complete behavior

cognitive domain

thinking domain: knowledge, comprehend, apply, analyze, synthesis, evaluate

affective domain

feeling domain, deals with values, attitudes & feelings: receive, respond, value, organize, characterize

psychomotor domain

physical skills domain: perception, set, guided response, mechanism, complex overt response, adaption, origination

mistakes made when writing behavioral objectives

describing what the teacher is to do, including more than expected behavior, not using all 4 ABCD, using terms that can be open to many interpretations, objectives unattainable/unrealistic, dont relate to goal, unnecessary info, too general

spacing effect

learning distributed over several sessions leads to better memory than info learned in 1 session (cognitive domain)

most common teaching methods for cognitive domain

leacture, group discussion, one to one, self instruction

most common teaching methods for affective domain

role model, role play, simulation, case study, group discussion

teaching strategies for affective

most commonly neglected, learning is subjective & value driven

most common teaching methods for psychomotor domain

demonstration, return demonstration, simulation, self instruction, models, diagrams

teaching strategies for psychomotor

keep psychomotor instruction separate from cognitive/affective instruction, ability to perform skill doesnt mean the skill has been learned or mastered, making mistakes expected

teaching plan

blueprint to achieve the goal/objectives

8 basic elements of teaching plan

purpose, statment of overall goal, list objectivesm outline the content to be covered, teaching methods for instruction, time alloted for teaching each objective, instructinoal resources needed, methods used to evaluate learning

learning contract

written or verbal agreement b/w the teacher & learner that delineates specific teaching & learning activities that are to occur in a specific time frame, stresses shared accountability

contents of learning contract

content, performance expectations, evaluation, time frame

six stages of learning curve

SES

factors include occupation, educational lvl, family income, family structure, geography

low SES learners

educators must realize these clients are often focused on immediate needs rather than long term health goals

LGBTQ+ care

always use inclusive language that reflects clients identity

ehtnocentrism

tendency to believe ones own ways of thinking/acting are the only right or natural ways

patient education guidelines

identify primary language, assess spiritual/religious practice, always use certified medical interpreter (never rely on family for interpretation)