638 PRINCIPLES AND STRATEGIES IN TEACHING MEDICAL TECHNOLOGY

UNIT 1: THE CONTEXT OF TEACHING HEALTH EDUCATION

2. Instructional specialist
UNIT 1.1 THE TEACHER  Helps colleagues implement effective
THE ART OF TEACHING teaching strategies
-teaching is an art  Knows to explore and apply methodologies
-combination of art and science appropriate for the class
-teachers should be creative in order to gain the attention of  Uses research-based classroom strategies
learners
3. Curriculum specialist
WHAT IS A TEACHER?  Has an excellent understanding of content
 most influential and powerful forces for equity, standards
access and quality in education and key to  Link the contents the curriculum together
sustainable global development  Consistent in using standard curriculum, use
 a person who selects and organizes teaching – of common pacing charts
learning methods, consciously planning and  Uses common and standardized assessment
controlling a situation directed to the achievement
of optimum student learning 4. Classroom supporter
 A collaborator
QUALITIES OF AN EFFECTIVE TEACHER?  Has the ability to help peers to implement
new ideas
1. A good communicator  Can demonstrate a lesson, co-teach,
 Communicate with others beyond their own observant, and effective in giving feedbacks
classroom 5. Learning facilitator
 Happy to work with teams, sharing their  Learn with and from one another
ideas to colleagues, and to learn from them  Facilitate professional learning opportunities
 Understand and respect the importance of  Works for the improvement of learning
parents, takes time to communicate with  Aligns classroom instructions
them regularly
 Fill the gap in student learning
COMMUNICATION: a key part of developing 6. Mentor
and sustaining relationships in the classroom  Serving as a mentor for other teachers
 A role model to acclimate new teachers to
2. Has a good subject knowledge and real interest in the teaching environment
teaching  Advise peers about the instructions,
 Has a pedagogical knowledge curriculum, procedures, and practices of
 Interest in laying the foundation for learning teaching
across the curriculum  Takes years of experience to master the
 Makes a concept that you understand and the expertise of teaching
skills and knowledge that you have
accessible to the learners 7. A school leader
 Enable the improvement of the team by
3. Can recognize the needs of learners serving in a committee, supporting school
 Recognize when a student need time to think initiatives, and representing the school on
and reflect and when they need the community development
simulation of the new ideas  Shares the vision of the school by aligning
his/her professional goals
4. Has a range of teaching strategies  Understand the need of building a
 Know about their subjects and can choose community
from a range of teaching strategies that will  Empower other teachers and cultivate
suit the needs of their class leadership skills
 Plan engaging and interesting lessons in  They have a vision and a plan
which there are opportunities to learn  Professional workers
 Encourages students to be creative too
 Observe and assess the learners 8. Catalyst for change
 They are committed to continual
5. Knows how the teaching environment is organized improvement
 Think about how their classrooms for the  they pose questions to generate analysis of
students are organized (conducive for student learning
learning)  Encourage risk-taking amongst their peers
and their students in order to grow fully and
6. Attend to their own development and learning effectively
 Continue to think and ask questions
 Try new approaches 9. A constant learner
 Continuous education  A life-long learner
 Humble in their knowledge, but confident in
THE ROLES AND FUNCTIONS OF A TEACHER their abilities
 They are endless curious professionals who
1. Resource provider
never strop pursuing improvements, and
 Share instructional materials never stop learning
 Knows how to utilize data and resources
  Use what they have learned to help the
students achieve utmost learning

ROLES OF THE TEACHER

INSTRUCTIONAL ROLE
 Plan and organize courses
 Create and maintain a desirable group
 which will enhance learning that will lead to
the development of learner’s self-discipline FUNCTIONS OF TEACHER
 Adapt teaching and preparing the instructional 1. Explaining and Informing
materials  well informed in the areas which she teaches
 to the varying needs, interests and abilities of
 expected to communicate information needed
learners
for background enrichment and motivation
 Motivate the challenging students
 to pursue and sustain learning 2. Initiating, directing and administering
 organizing and making decision
 Teaching which consists of a complex role
involving a series of activities 3. Unifying the group
 supplying information needed  Initially, students are not unified
 explain and clarify lessons  Create group spirit
 demonstrate
 supervise students 4. Giving security
 Must not feel rejection
 Evaluating all the planned learning and teaching  Student must feel the sense of belongingness
activities and student outcomes inside the class
 written examinations or practical exam

FACULTY ROLE 5. Clarifying attitude, beliefs, and problems

 Chairperson, secretary or member of one or more 6. Diagnosing learning problems
committees 7. Making curriculum material
 Counselor 8. Evaluating, recording and reporting
 Researchers 9. Arranging and organizing classroom
 Resource persons 10. Participating in the school activities
11. Participating in Professional life
INDIVIDUAL ROLE PRINCIPLES OF GOOD PRACTICE IN EDUCATION
 Plays a personal role as a member of a family, a 1. Encourage contact between students and faculty
community and a citizen  Most important factor in student motivation
 Dignified and distinct personality and involvement
 Helps students/colleagues adjust to hard
12 ROLES OF THE TEACHER (Harden & Crosby, 2000) times (lessen the burden of studies and work)
 grouped in six areas:  Enhances student’s intellectual commitment
1. The teacher as INFORMATION PROVIDER  Encourages students to think about their own
 Clinical or practical teacher values and future plans
 Resource material creator 2. Develop reciprocity and cooperation
2. The teacher as ROLE MODEL  Learning as a team
 Teaching role model  Sharing one’s own ideas and responding to
 On-the-job role model other’s reactions improves thinking and
deepens understanding
3. The teacher as FACILITATOR  Work collaborative not competitive
 Mentor
 Learning facilitator 3. Encourage active learning
 Students do not learn much by just sitting in
4. The teacher as ASSESSOR classes listening to teachers, memorizing,
 Curriculum evaluator and giving out examinations
 Student assessor  Students must talk about what they are
5. The teacher as PLANNER learning, write about it, relate it to past
 Course organizer experiences, and apply it to their daily lives
 Curriculum planner 4. Give prompt feedback
6. The teacher as RESOURCE DEVELOPER  To help justifying the given grade for the
 Study guide producer student
 Resource material creator  Students need appropriate feedback on
performance to benefit from courses
 Student need help in assessing existing
knowledge and competence
 Give the students a chance to reflect on what
they have learned, what they need to know
more, and how to assess themselves
 FEED BACK: focuses on student’s  Deliver structured lessons which incorporate a
performance; justify the given scores/grades series of clear steps and transitions between
FEED FORWARD: looks ahead towards future them, scaffold learning to build students’
guidance on how to do it better knowledge and skills

 Combining both will help ensure that the 3. Instructional Content

assessment has a developmental impact on -should contain:
learning  Visuals that establishes the purpose of the
lesson
5. Emphasize time on task  Organization of the lesson
 Time + Energy = Learning  Modeling to the teacher’s performance
 Learning effective time management expectations
 Allocating realistic amounts of time means 4. Teaching Strategies
effective learning and effective teaching -how do I teach it?
 The relationship between what is taught and
6. Communicate high expectations how it is taught is critical in order to maximize
 Start easy but aim high student learning.
 If expectations are well communicated, they -how to deliver the discussion and gain the attention
will put extra effort to achieve these of the students
expectations
 giving them self-fulfillment on what they
have done DIRECT LEARNING: highly structured
-drills and practices are given to the students
7. Respect diverse talents and ways of learning
Respect Diverse Talents and Ways of Learning INTERACTIVE LEARNING: interaction with
 Give all students the opportunity to demonstrate students (teacher demonstrates, then students
their talents and acknowledge their opinions. perform)
 RESPECT ALL FORMS OF DIVERSITY – INDIRECT LEARNING: learner centered
not only limited to the difference of ethnicity, race, -gives opportunities to make decision and choice
sexual orientation, cultural and socioeconomic about their learning
background, but also the diverse learning styles, -problem-based learning
all forms of intelligence, experiences,
preparations, external environment, health, EXPERIENTIAL LEARNING
values and goals (Lustbader, 1999). -doing simulations

UNIT 1.2 THE TEACHING 5. External Conditions

LEARNING PROCESS  Learner characteristics
 Content: should be aligned with the
TEACHING curriculum
 an interactive process that promotes learning  Skills: students must gain
 a system of activities intended to produce learning  Learner support: motivation, encouragement
 mixture of an art and science  Resources (including facilities)
 Assessment
LEARNING
 Involves mental activity by means of which 6. Inter- & Intra-personal relationships
knowledge, skills, habits, attitudes, ideals,  Influences: parents, teachers & peers
appreciations and ideas are acquired, retained and  Interpersonal: Learning that involves
utilized resulting in the progressive adaptation and interacting with others
modification of behavior  Parents, teachers and peers
 Success is not measured by how much content is  Intrapersonal: learner understanding his/her
imparted rather how much the person has learned own feelings, dreams

DIMENSIONS OF TEACHING-LEARNING 7. Outcome of Health Education Process

PROCESS IN THE FIELD OF HEALTH
COGNITION CHANGE: knowledge and
understanding of facts, ideas, concepts,
TEACHING-LEARNING PROCESS principles, rules, meanings and definitions
1. Teaching objectives & Learning Needs ATTITUDE CHANGE: attitude, appreciations,
 What do students need to know interests, ideals, values, likes and dislikes,
 Setting and communicating clear lesson goals beliefs, conduct-controls, philosophies
 Must provide challenge BEHAVIOR CHANGE: motor abilities,
 Explain the connections between learning manipulative skills, bodily movements, vocal
goals, learning activities and assessment skills, dramatic abilities, athletic skills, adaptive
tasks skills
GOAL SETTING (SMART)
1. Specific PROCESSES THAT DETERMINE THE
2. Measurable EXTENT TO WHICH A PERSON MAY BE
3. Achievable PERSUADED TO CHANGE
4. Realistic  Attention
 Comprehension
2. Teaching-Learning Process  Acceptance
 Retention
  all of them are in their natural place and
BARRIERS TO CHANGE position
 Cultural barriers  absence of pathology
 Social barriers  proper physiological function
 Psychological barriers  working harmoniously
 Language barriers
BARRIERS TO TEACHING
MENTAL HEALTH: ability to learn and think clearly
 Lack of time to teach
 able to handle day-to-day events and obstacles
 Lack of competence or confidence with teaching
 work towards important goals
skills
 function effectively in society
 Lack of motivation
 Low priority to patient and staff education SOCIAL HEALTH: Ability to make and maintain
 Environment – conducive acceptable interactions with other people.
 Empathy
OBSTACLE TO LEARNING  build relationship with others
 Lack of Time – rapid discharge+  connect to positive social network
amount of information  dealing with conflict appropriately
 Presence of illness
 Low literacy DISEASE, ILLNESS, SICKNESS
 Hospital Environment
 Personal Characteristics of the learner DISEASE: Existence of some pathology or abnormality of
 Extent of behavioral changes the body, which is capable of detection using, accepted
 Lack of support investigation method.
 Denial of learning needs ILLNESS: Subjective state of a person who feels aware of
 Inconvenience in healthcare facilities not being well

UNIT 1.2 HEALTH EDUCATION SICKNESS: state of social dysfunction

What is HEALTH? SUSTAINABLE DEVELOPMENT GOALS

Old English definition: 1. No poverty
 HAELEN: meaning to heal 2. Zero hunger
3. Good health and well-being
Middle English definition 4. Quality education
 HELTHE: sound in body, mind and spirit 5. Gender equality
6. Clean water and sanitation
Classic Greek Medicine: 7. Affordable and clean energy
 prolong life and prevent disease 8. Decent work and economic growth
9. Industry, innovation & infrastructure
Hippocratic philosophy 10. Reduced inequalities
 Healthy mind in a healthy body 11. Sustainable cities and communities
12. Responsible consumption and production
Ancient India Medicine
13. Climate action
 AYURVEDA 14. Life below water
 Ayu: time from birth to death 15. Life on land
 Veda: knowledge and learning 16. Peace, justice and strong institutions
 Science of life 17. Partnerships for the goals
 Holistic approach to healthcare
What is EDUCATION?
17th Century (Medical books) restoration
19th Century  hygiene
 It is the communication of information about
According to World Health Organization knowledge, skills and values of the society to each
-after World War II (1948) succeeding generation to help them acquire the
 It is a state of complete physical, mental and intellectual and practical methods to function in
social well-being and not merely the absence of society.
disease or infirmity.  It is the act of imparting or acquiring general
 It is a dynamic state knowledge, developing the powers of reasoning and
 changes from time to time judgment, and generally of preparing oneself or
others intellectually for mature life.
Limitations of 1948 WHO’s definition of health
 Health is dynamic, not a state
HEALTH EDUCATION
 The dimensions are inadequate
 The definition is subjective  Comprising consciously constructed opportunities for
 Measurement is difficult learning involving some form of communication
designed to improve health literacy, including
 The definition is idealistic rather than realistic
improving knowledge, and developing life skills
 Health is not an end but as means
which are conducive to individual and community
 The definition lacks community orientation health (WHO, 1998).
PHYSICAL HEALTH: Anatomical integrity and Health education assumes that:
physiological functioning of the body.
 Presence of all body parts

HISTORICAL DEVELOPMENT OF HEALTH
EDUCATION
PRE-HISTORIC ERA
 Trial and error
 Supernatural Beliefs and Treatments
 Medical lore passed down from generation to
generation
 Throughout history people have always turned to
some type of medicine man or physician for
counsel
ANCIENT CULTURES
 As a comparison to the irrigations systems and the
Nile River
 Good hygiene practices
 Hygiene has a religious significance
 priests washed more often than doctors
 Preservation or mummification
 Egyptians were the first to have doctors
 Code of Hammurabi
 an eye for an eye a tooth for a tooth
 Before science enabled us to determine pathogenic
causes of disease, spiritual explanations and
leadership prevailed
 Birth of surgery
 Clinical Method of Observation by Hippocrates
MIDDLE AGES
 Civil Wars, overcrowding, poor sanitation
 Christian Church opened medical schools
 Monasteries made an effort to provide
clean running water and toilets
 Medieval hospitals provided by
monasteries were built for the poor,
however, ill people were often turned
away due to fear of disease spreading
 Disease was caused by sin or disobeying
God Time of great epidemics – bubonic
plague
 They believed that God and Devil
influenced health.
 Disease as punishment for sins
 Doctors followed the ideas of Galen.
 illness was cause by an imbalance in
humors
 Astrology
 Doctors studied star charts because they
believed that the movement of the planets
affect people’s health
RENAISSANCE
 Rebirth: beginning of change
 Disease and plague still rampant
 Anton Van Leeuwenhoek
 developed the microscope
 William Harvey
 studied the circulation of the blood
 identified the difference between arteries
and veins
 Bloodletting is popular
 “Water casting”
 Hygiene of royalty
 It is okay to study the human body and anatomy
advanced
AGE OF ENLIGHTENMENT
 Lady Mary Wortley Montagu
 brought inoculation to Britain
 Edward Jenner: vaccination
 Smallpox
 Inoculation and subcutaneous instillation
of smallpox virus to not immune
individuals
1800’s: Bacterial Period of Public Health
 1842 Edwin Chadwick’s report
 Report unsanitary condition
 Chadwick is most associated with public
health improvement during the era of
Queen Victoria
 commissioned to conduct an
investigation about sanitation and
make recommendations in improving
conditions
 Louis Pasteur: Germ Theory of Disease
 States that many disease are caused by
microorganisms
 These small organisms is too small to be
seen by the naked eye
 Joseph Lister: Antiseptic Method
 Father of Antiseptic Surgery
19th Century: The Era of Public Health
 Louis Pasteur: Germ Theory of Disease
 stated that microorganisms are indeed
present in the air and can contaminate
seemingly sterile solution, however air
itself does not create microbes
 He introduced fermentation, and
pasteurization technique
 He provided evidence that
microorganisms cannot originate from
mystical forces present in nonliving
materials
 Development of vaccine against anthrax
and rabies
 John Snow: showed that cholera was waterborne
ANTISEPTIC SYSTEM
Ignaz Semmelweis: Demonstrated that routine handwashing
can prevent the spread of disease
John Lister
 developed the antiseptic system in surgery
 Use of phenol for treating surgical wounds and for
disinfecting the surgical are
1970’s: The Era of Prevention
 Center for Disease Control and Prevention
(CDC) was established
 Concerned with occupational safety and
health
 Major operating component of the
Department of Health and Services in
the USA
 Healthy People: The Surgeon General’s Report on
Health Promotion and Disease Prevention was
published
1980’s
 Initial Role Delineation study for Health Education
  First Certified Health Education Specialists (CHES)
recognized

1990’s
 Competencies Update Project (CUP)

2000’s
 Unified Code of Ethics
 Report of Joint Committee on Health Education and
Promotion Terminology
 Outcome-based Education & Practice
 Patient Protection & Affordable Care Act
 Expands health care coverage