LU 7

1. Planning in health education is best defined as:
A. Selecting a venue for teaching
B. Making systematic decisions about what needs to be done, by whom, and with what resources
C. Writing general objectives only
D. Evaluating learning outcomes after a session

2. The first step in planning health education is:
A. Selecting teaching strategies
B. Conducting needs assessment
C. Preparing teaching environment
D. Writing the teaching plan

3. Which question is least relevant when planning a health education session?
A. Who will do it?
B. When will it be done?
C. What will students wear?
D. What resources are required?

4. The principle of planning with people involved in implementation promotes:
A. Rapid execution without input
B. Increased participation and success
C. Reduced resources needed
D. Strict teacher control

5. Planning should be flexible because:
A. Resources are always limited
B. Learners may change daily
C. Modification may be needed based on evolving needs
D. It is a legal requirement

6. Identifying community needs and local council support demonstrates which planning principle?
A. Planning with implementation team
B. Using relevant community resources
C. Planning without people
D. Ignoring financial constraints

7. Which is not a principle of planning in health education?
A. Rigid, unchangeable plans
B. Achievability within resources
C. Considering community needs and interests
D. Flexibility

8. Needs assessment primarily aims to:
A. Assess teacher knowledge
B. Identify health problems and their causes in the target group
C. Evaluate session effectiveness
D. Test learning strategies

9. Health needs assessment focuses on:
A. Learner attitudes
B. Knowledge-practice gaps only
C. Unmet health and healthcare needs of a population
D. Teacher preferences in topics

10. Which is true about health needs assessment?
A. Based solely on personal experience
B. Relies mainly on listening to patients informally
C. Systematic method to identify unmet health needs
D. Only for acute medical conditions

11. Resource needs assessment identifies:
A. Patient beliefs about disease
B. Knowledge gaps in health professionals
C. Resources required to address identified health problems
D. Teacher satisfaction levels

12. Lack of contraceptive devices in a community resulting in high unplanned pregnancies reflects:
A. Education needs
B. Resource needs
C. Cultural needs
D. Psychological needs

13. Education needs assessment focuses on:
A. What is known vs what should be known
B. Emotional barriers to learning
C. Institutional policies
D. Learner readiness alone

14. The goal of educational needs assessment is to:
A. Increase teacher income
B. Improve patient care through enhanced knowledge, skills, attitudes
C. Reduce workload of staff
D. Design research protocols

15. When conducting an education needs assessment, formulating objectives means:
A. Writing exam questions
B. Stating what you want to know about patient health
C. Choosing teaching strategies
D. Developing lesson plans

16. Selecting a representative sample in needs assessment ensures:
A. Quicker data collection
B. Accuracy and generalisability of findings
C. Reduced costs
D. Teacher satisfaction

17. Which is a primary source of data in needs assessment?
A. Health centre records
B. Published research articles
C. Focus group discussions
D. Ministry of health annual report

18. Secondary data sources include:
A. Observation notes
B. Key informant interviews
C. Focus groups
D. Health post records

19. Which is not a technique for primary data collection?
A. Observation
B. Interviews
C. Surveys
D. Published journal articles

20. Analysis in educational needs assessment involves:
A. Forming focus groups
B. Comparing collected data to existing standards or benchmarks
C. Designing teaching materials
D. Preparing exam questions

21. After needs assessment analysis, the next step is to:
A. Collect more data immediately
B. Distribute and utilise findings to influence educational programmes
C. Finalise evaluation strategies
D. Cancel planned sessions if gaps exist

22. A general learning objective example is:
A. Describe the steps in using an inhaler
B. Understand the importance of medication adherence
C. Demonstrate proper injection technique
D. Calculate BMI accurately

23. Specific learning objectives should:
A. Be vague for flexibility
B. Include measurable behaviours
C. Avoid verbs like demonstrate or describe
D. Focus on teacher activities

24. For teaching an older couple about diabetes management, strategies should consider:
A. Only theoretical lecture
B. Use of age-appropriate methods and materials
C. Extensive reading assignments
D. Advanced pharmacology content

25. Teaching strategies are chosen based on:
A. Teacher’s preference only
B. Familiarity with method, learner factors, available resources
C. Institutional tradition only
D. Student evaluations from previous years

26. Variety in teaching methods is important to:
A. Reduce preparation time
B. Maintain learner attention and address diverse learning styles
C. Limit participation
D. Increase session length unnecessarily

27. Ideal teaching-learning environments consider:
A. Only physical space arrangement
B. Learner age, group size, emotional and physical comfort
C. Availability of projectors only
D. Teacher’s favourite room

28. One-to-one teaching for adults should prioritise:
A. Group consensus
B. Active participation and privacy
C. Public demonstration
D. Written tests only

29. Teaching a child and parent requires:
A. Ignoring parental input
B. Child-centred methods with parental support
C. Advanced medical jargon
D. Silent observation

30. Teaching a patient in pain should:
A. Proceed as scheduled without adjustments
B. Be postponed if pain hinders learning
C. Include full content regardless of discomfort
D. Use written materials only

31. For a group of 5 people, teaching strategies should emphasise:
A. Strict lecture only
B. Interactive and small group methods
C. Individual counselling only
D. Silent reading

32. Teaching 30 students effectively requires:
A. Large group management strategies with structured interaction
B. Ignoring questions to finish content
C. Only demonstration
D. No objectives needed

33. The final component in planning a health education session is:
A. Conducting evaluation
B. Choosing teaching aids
C. Formulating the session plan incorporating all prior steps
D. Analysing community demographics

34. If resources are insufficient for an extensive plan, the planner should:
A. Cancel the programme
B. Prioritise items and modify the plan based on available resources
C. Seek international funding immediately
D. Ignore resource limitations

35. Flexibility in planning ensures:
A. Confusion among team members
B. Better adaptability to unexpected challenges
C. Less accountability
D. More complex paperwork

36. Planning without community input risks:
A. Faster execution
B. Reduced relevance and participation
C. Increased efficiency
D. Guaranteed success

37. The ultimate purpose of planning health education sessions is to:
A. Fulfil institutional KPIs
B. Ensure organised, effective delivery meeting learner needs
C. Impress supervisors
D. Reduce teaching workload

38. Observation as a needs assessment technique is useful for:
A. Directly witnessing behaviours and practices
B. Collecting numerical data only
C. Evaluating teacher performance
D. Reviewing secondary records

39. Key informant interviews gather information from:
A. Any random participant
B. Individuals with specific knowledge or influence in the community
C. Only health professionals
D. Data published in journals

40. Focus group discussions differ from interviews by:
A. Being conducted one-to-one
B. Involving group dynamics to explore perspectives
C. Using standardised survey forms
D. Generating only quantitative data

LU 7

Answer Key