Course Title:

PRINCIPLES AND STRATEGIES OF TEACHING IN HEALTH

EDUCATION

Course Description:

This course deals with the principles and teaching/learning strategies in health education
including adult learning, the roles of a teacher/medical technologist in different settings. It also
includes strategies that enhance critical thinking, clinical laboratory teaching, assessing and
evaluating learning.

Course Credit :
3 units lecture (no laboratory)

Contact Hours :
3 hours per week
Total of 54 lecture hours per semester

Course Objectives :

At the end of the course, the students must be able to:

1. Explain teaching/learning process
2. Relate the learning experiences in the practice of the profession
3. Internalize the values in different roles
4. Apply the principles, methods and strategies in different settings
5. Prepare a sample course syllabus
6. Recognize the values of Traditional Teaching, Activity-based Teaching, Distance
Learning and Teaching Psychomotor Skills
7. Assess critical thinking and clinical laboratory teaching
8. Evaluate learning

Course Outline :

1. Introduction to Teaching
1.1. Teaching and Learning Process
a. Teaching
b. Learning
c. Learning Theories
 Classical Conditioning
 Operant Conditioning
 Social Conditioning
1.2. The “Hows of Teaching”
a. Strategies
b. Approach
c. Technique
d. Method
 1.3. Teaching Approaches
a. Discovery
b. Conceptual
c. Process
d. Unified
1.4. Instructional Media
1.5. Health Education

2. Roles, Functions and Characteristics of a Health Professional in Education

2.1. The Teacher

a. Characteristics of a Good Teacher
b. Professional Competence
c. Interpersonal Relationship
d. Teaching/Evaluation Practices
e. The Teacher/Medical Technologist and his/her roles in guidance
 As a Motivator
 Ways to Motivate the Learners
 Medical Technologists in the Community

3. Principles of Teaching and Learning

3.1. Teaching as a Process

a. As a process or as a “giving off process”
b. as involving more of the learner than a teacher
c. as a system of actions and interactions
d. as an adjustive act
e. as providing the learner with basic tools of learning
f. as inherently a humane activitiy
g. as structuring the learning environment
h. as an inquiry process
i. as a complex
j. as a science and as an art
k. teaching applying the principles of other significantly related disciplines

4. Learning theories and styles

4.1. Behavioral Theories
4.2. Cognitive Learning Theories
4.3. Social Cognitive Theory
4.4. Types of Learning
a. Signal Learning
b. Stimulus Response Learning
c. Chaining
d. Verbal Association
e. Discrimination Learning
f. Concept Learning
g. Rule Learning
 h. Problem Solving

4.5. Learning Styles

a. Learning Style Model
b. Kolb’s Theory of Experimental Learning
c. Gregore Cognitive Styles Models
d. Field Independence
e. Dependence Model
f. Matching Learning Styles to Instruction

5. Adult Learning
5.1. A model of Adult Learning
5.2. Comparison of Pedagogy from Andradogy
5.3. Propositions of Learning
5.4. Gagne’s Condition of Learning

6. Planning and Conducting Classes

6.1. Planning Sequence
6.2. Course Syllabus
a. Primary purpose
b. Functions
c. Developing a Course Outline/Syllabus
d. Formulation of Objectives
 Types of Objectives
 Characteristics of Objectives
 Determination of Strategies/Methods to be used
 Selection of Appropriate Instructional Materials
 Determination of Time Allotment
 Evaluation of Student Performance
 Taxonomy of Objectives
o Cognitive Domain
o Affective Domain
o Psychomotor Domain
 Selecting and Organizing Content
 Planning Assignments
 Conducting a Class

7. Teaching Strategies
7.1. Traditional Teaching Strategies
a. Lecture Method
b. Integrated Method
 Lecture/Discussion
 Lecture/Demons
 Demonstration/Return Demonstration

c. Questioning Method
 d. Use of Audio-Visuals
e. Interactive Lecture (Class Discussion)
f. Film Showing Method
g. Reporting Method/Discussion/Report Back Session

7.2. Other Common Teaching Methods

a. Case Study Method
b. Role Playing Method
c. Buzz Session
d. Debate Forum
e. Panel Forum/Round Table Conference
f. Symposium/Seminar/Workshop
g. Deductive/Inductive Method

7.3. Activity-Based Teaching Strategies

a. Cooperative Learning
b. Simulations
c. Problem Based Learning
d. Self-Learning Modules

7.4. Computer Teaching Strategies

a. Computer Technology and Learning
b. Computer Assisted Instruction
c. Computer Managed Instruction
d. The Internet

8. Distance Learning
8.1. Advantages and Disadvantages of Distance Learning
8.2. Clinical Education in Distance Learning
8.3. Interactive Television Classes
8.4. Distance Learning via the Internet

9. Teaching Psychomotor and Promoting/Assessing Critical Thinking

9.1. History of Teaching Psychomotor Skills
9.2. Psychomotor Skills
a. Phases of Skill Learning
b. Attention Feedback Practice, Mental Practice
9.3. Learning Psychomotor Skills
9.4. Teaching Skills
9.5. Assessment of Psychomotor Skill Learning
9.6. Promoting and Assessing Critical Thinking
a. Aspects of Critical Thinking
b. Distinguishing Critical Thinking from Other Technology Concepts
c. Ways we inhibit the Critical Thinking of Medical Technology Students
d. Strategies that Enhance Critical Thinking
 Discussion
 Asking Effective Questions
  Test Interaction
 Problem-Based Learning
 Concept Mapping
 Positive Learning Environment
 Assessing Critical Thinking

10. Clinical Teaching

10.1.Purposes of Clinical Laboratory

10.2.Models of Clinical Teaching
10.3.Preparation for Clinical Instruction
10.4.Conducting a Clinical Laboratory Session
10.5.Evaluating Learner Progress
10.6.Clinical Laboratory Evaluation Tools

11. Assessing and Evaluating Learning

11.1.Test Blueprint
11.2.Multiple-Choice Questions
11.3.True-False Questions
11.4.Essay-Type Questions
11.5.Test Item Analysis