Health Education

Principles of Good teaching practice

1. Encourages contact between students and faculty frequent student-faculty contact in and
out of class
Examples: Scheduled faculty – student consultation; Faculty concerns helps students get
through rough times and keep on working
2. Develops reciprocity and cooperation among students;
Team effort. . . not a solo race.
Collaborative and social… not competitive and isolated.
Working with others. . . increases involvement in learning.
Sharing own ideas and responding to other’s reaction
Sharpens thinking and deepens understanding
Ex: Learning Groups, Peer tutors
3. Encourages active learning
Student do not learn by sitting in classes listening to teachrs, memorizing and spitting out
answers.
They must. . . talk about learning, write about it, relate it to past experiences and pply it to
their daily lives.
Ex: Challenging discussions, team projects, and peer critiques.
4. Gives prompt feedback
Students need…
Appropriate feedback on performance
Help in assessing existing knowledge and competence.
Frequent opportunities to perform and receive suggestions for improvement.
5. Emphasizes time on task
Time plus energy equals learning.
Leaning to use one’s time well
Students need help in learning effective time management.
Allocating realistic amounts of time means effects
Learning for students and effective teaching for faculty
6. Communicates high expectations
Expect more and you will get more.
High expectations:
 For the poorly prepared
 For those unwilling to exert themselves
 For the bright and well-motivated
7. Respects diverse talents and ways of learning
Different talents and styles of learning
Students rich in hands-on experience may not do so well with theory
Students need the opportunity to show their talents and learn in ways that work for them.

Learning Outcomes vs Learning Objectives

Leaning outcomes describes the overall purpose or goal from participation in a n
educational activity. Courses should be planned with a measurable learning outcome in mind,
Objectives are used to organize specific topics or individual learning activities to achieve
the overall learning outcome.
Outcome
A written statement that reflects what the learner will be able to do as a result of
participating in educational activity. The outcome addresses knowledge skills, and practices.
Objective
 Statement that define the expected goal(s)
 Learning objectives used to structure the content.
 Objectives may include tasks such as a ‘list’, ‘discuss; or ‘state’.
Learning Outcomes
 Measurable and capable of being assessed
 Outcomes-based approach
 Learner-centric
 Explicit description of what a learner should know, apply and to do
 Based on the desired outcome of the educational activity
 Measurable evidence of progress in closing the gap.
Learning outcomes connected the identified practice gap with the related educational need.
While Objectives are written as tasks:

Learning Outcome Learning objective

Knowledge. Demonstrate knowledge of List 5 side effects of anti-hypertensive agents.
 evidence-based treatment for hypertensive
patients by passing post-test with score of =>
80%
Competence/skill. Correctly identify required Discuss risks associated with untreated
actions to manage patients in hypertensive hypertension
crisis by analyzing a case study
Performance: utilize an evidenced-based State normal range for BP
protocol

Learning Outcome Learning Objective

Knowledge. At conclusion of the educational Describe characteristics of effective
activity, participants will self-report communication styles
knowledge gain of effective communication
styles using a 5-point likert scale
Competence/Skills. At conclusion of the List 5 methods of creating a safe
educational activity, participants will self- environment for holding a confidential
report an intent to change practice by conversation.
applying evidence-based communication
strategies.
Performance. At 6 month post-program Define the components of the SBAR patient’s
evaluation, participants will self-report using hand-off tool
SBAR for safe patient hand-off
communication

Principles of learning
1. Learning is considered as the acquisition of knowledge, habits, skills abilities, and attitudes
through the interaction of the whole individual and his total environment. Responses are
considered an integral part of the united self in meeting life’s demands.
2. Learning is meaningful if it is organized in such a way as to emphasize and call for
understanding, insight, initiative, and cooperation.
When the learner is capable of gaining insight or understand into the learning situation, then
and only then will learning take place.
3. Learning is facilitated by motives or drives. Needs, interests, and goals are fundamental to
the learning process. Learning is best when the learner knows and understand his motive in
learning.
4. Learning is facilitated by the law of readiness or mind-set. Learning does not occur unless
the learner is ready to act or to learn. When a person is ready to learn, he learns more
effectively and with greater satisfaction than when unprepared. When a person feels ready
to act and is prevented from doing so, he feels annoyed.
5. Learning is facilitated by the law of exercise. Practice and exercise are so common that they
are universally accepted as an active means of learning. Lack of practice or exercise causes
memory of learned materials weaken, and in general the longer the period of disuse, the
greater the loss.
6. Learning is facilitated by the law of effect
When the learner finds the correct answer to a question, he feels pleased about his
achievement and the connection is consequently strengthened. A feeling of satisfaction fixes a
response, whereas a feeling of annoyance tends to destroy it.
7. Learning is facilitated by the law of belongingness.
When the learner perceives the relationship of facts presented, the speed of learning is greatly
increased, it must be related in some way his previous knowledge.
8. Learning is facilitated when the teacher provides the learner with the proper stimuli and
guides, and uses the principle of conditioning or associating those learning functions that
need to be made automatic for most effective learning.
9. Learning is conditioned by the attitude of the learner, the environmental conditions
conducive to learning, and the attitude and skill of the teacher in setting the stage for
learning which includes teaching skill itself. Learning is most effective in an atmosphere of
security and belonging.
10. Learning Difficulty is due to many factors within the learner himself.
The most common factors which affect the learning process are the intellectual, physical,
emotional, and social factors. All of these factors may be found in the individual himself.
11. Learning is effective when more senses are utilized by the learner.
The combination of seeing and hearing with touch, taste, and smell will facilitate the
learning and understanding of the ‘learning situation; The use of different sense will also add
electiveness in causing learning to be meaningful and functional.
12. Learning is effective when it is made functional and aided by understanding derived from
experience.
The experiences of the student when utilized by the teacher will add to the understanding
of the learning situation. Experiences and other material devices are often used in teaching to
give meaning and understanding to the learner.