CLINICAL TEACHING Flashcards
Involves interpersonal communication among a teacher, learner and a learning group
Learning group: students from any allied medical health field
Involves the use of models of decision making processes, that medical practitioners may apply, can also use models of problem solving or simulations techniques, and other techniques on how to teach concepts as well as practical skills; all in order to enhance clinical judgement and related knowledge
Clinical Teaching
Type of education where, the real life skills, practical skills and physical dexterity are being developed along with critical thinking skills and abilities
Involves instruction in a natural health related environment, which allows students to observe but also participate in the actual practice of profession
Learning is a combined effort of the institution and training center
Factors of Clinical Teaching:
An environment in which health education takes place to provide individuals with the opportunity to engage in learning experiences for the purpose of improving their health or reducing their risk for illness
Instructional Settings
Conceptualized on the basis of what relationship health education has to the primary function of the organization within which it occurs
Is an entity whose fundamental mission is to provide health care, to engage in activities related to health care, or to be involved primarily in activities unrelated to health care (education)
Use of objectives, sequence of instruction, instructional methods and materials, and evaluation of student performance: constitute
Instructional Settings
3 Types of Instructional Settings:
One in which the delivery of healthcare is the primary or sole function of the institution, organization, or agency.
Sole function: delivery of the healthcare
Health Care Setting
Primary service: serve all stakeholders and beneficiaries of health as well as provision and maintenance of health in all aspects
Ex: hospital; laboratory, wellness, diagnostics, surgery centers
3 Types of Instructional Settings:
One in which healthcare-related services are offered as a complementary function of a quasi-health agency.
Health Care-Related Setting
Quasi health-related agency: partially funded, supported, and recognized by the government but privately managed or owned and have their main service focus or specific service focus
Ex: Philippine cancer society, Philippine heart association, Red Cross
3 Types of Instructional Settings:
One in which health care is an incidental or supportive function of an organization.
Non-Healthcare Related Setting
Practically serve and apply the knowledge that have learned which in a way can enhance the learning abilities and emphasize real-life experiences and be able to achieve life-long learning
Ex: shelters, church associations, social and civic groups
A if the first statement is true
B if the second statement is false
C if both statements are true
D if both statements are false
- Health teaching can occur during any encounter between a healthcare professional— in this case, the medical laboratory scientist in the role of educator
- Health related information cannot be shared in any defined setting, as long as it is conducive for learning, where knowledge can be obtained or pursued
A
Factors Related to Instructional Setting and their Elements: (Organizational Factors)
The attitude, insights, and culture of the administration in terms of their point of view about the teaching of health information and profession is of utmost importance to the success of educational endeavors
Academic institution or affiliating training centers
Administrative Perspective
Factors Related to Instructional Setting and their Elements: (Organizational Factors)
Time for educational activities is often a scarce in healthcare agencies, where contact time with patients is being further limited by organizational responses to external healthcare reforms
Influenced by availability of resources
Time Allocated to Teaching
Crucial challenge: scarcity of time in educational activities
Needs to be addressed, if they want learners to achieve proficiency in essential skills, critical thinking, and life-long learning, and if they want teachers to maximize their potential as well as their efficiency and effectiveness in teaching the knowledge to the students
Factors Related to Instructional Setting and their Elements: (Organizational Factors)
Adequate resources make possible the implementation of efficient and effective educational interventions
Will also maximize teaching time by decreasing time allotted for sharing their sources
Availability of Resources
Teaching time can be decreased by combining more standardized teaching materials with the sharing of resources among healthcare settings
Time allotment will be maximized, greater chance to develop proficiency for a certain skill set
Factors Related to Instructional Setting and their Elements: (Organizational Factors)
In a healthcare environment, the informal reward system often recognizes physical care as more important than the teaching of self-care
Lead by examples in terms of practical skill set
Expertise of Staff in Teaching Role
Most important considerations, because students just follow what skill a teacher exhibits, it is necessary to lead by example in practical skills
Should have a checklist in verifying the students’ skills for corrective measures and improvement
Factors Related to Instructional Setting and their Elements: (Organizational Factors)
Good communication skills and positive working relationships among colleagues are necessary to provide continuity of care;
Healthy workplace relationship paves the way of continuity of care
Level of Support from Other Colleagues
Includes patient education as one very important aspect of overall treatment
Easier way of relaying instruction to patients
Succession plan can be develop for student to be motivated and inspired to become the person who is influential to their work habits, skill set and professional contributions
Factors Related to Instructional Setting and their Elements: (Environmental Factors)
The services of other healthcare disciplines must be available to complement the efforts by MLS educators in helping clients to acquire skills needed to attain or maintain optimal wellness
Availability of External Resources
Others resources aside from those related to the program, that are being taught
All other aspects, domains, and attitudes are developed
Holistic approach should be used in development not only as a student but as a person as a whole
Factors Related to Instructional Setting and their Elements: (Environmental Factors)
Location, travel time, space availability, costs, scheduling, and accessibility when designing a new program or continuing an existing one.
Cause of branches
Structural Characteristics that Stimulate Education Programs
Factors Related to Instructional Setting and their Elements: (Clientele Factors)
The client who is well most likely has a low or moderate state of anxiety and is therefore likely to be receptive to teaching and learning.
Most important, for they should finish the program they started
Health Status of Client (Student)
Students should like the program and likelihood to stay is high
Students must be receptive to teaching and learning
Must be teachable, workable, and have high regards for moral values and ethics in the first place
Factors Related to Instructional Setting and their Elements: (Clientele Factors)
Contact with the client is highly variable, depending on the situation, skill, perception of the student.
The opportunity for frequent contact may be more concentrated, over a week or just a few days or even hours.
Nature of the Contact Time of Client
Contact time is designed according to simplicity or complexity of the skill set and the level of perception of the student
Simple skill, little contact time and complex skill, longer contact time
Factors Related to Instructional Setting and their Elements: (Clientele Factors)
Language skills, age, literacy levels, disabilities, and cultural beliefs of the client
Greatly influence and affects the contact time of the student
Developmental Levels of the Client
Factors Related to Instructional Setting and their Elements: (Clientele Factors)
Internally oriented individuals prefer to maintain self-control, cautious, responsible to their own health and are likely to be health oriented and receptive to health teaching.
Self-Directedness of the Client
Make learners to be geared towards into becoming independent learners and develop autonomy
Students become mature, practical, and better thinkers and doers
Factors Related to Instructional Setting and their Elements: (Clientele Factors)
If what is being taught is viewed as important information that can be used to help attain or maintain optimal health then the clients’ attention will be oriented to learning
Significance of Educational Content to Client
They will have greater interest in the health-related information and would become substantial for them to convey learning, gather experience, share skill, and exhibit profound proficiency
Becoming proficient in the skill
Factors Related to Instructional Setting and their Elements: (Clientele Factors)
Resources to be used to cater the clients and assist in Educational Outcomes
Available Resources to Assist Client in Achieving Educational Outcomes
Choose (A-Instructional Settings, B-Impacting Factors and Elements, C- Teaching Strategies):
Healthcare
Healthcare-related
Non-healthcare
A
Choose (A-Instructional Settings, B-Impacting Factors and Elements, C- Teaching Strategies): Organizational Administrative perspective Time constraints Resources Teaching expertise Collegial support Environmental External resources
B
Choose (A-Instructional Settings, B-Impacting Factors and Elements, C- Teaching Strategies): Structural characteristics Clientele Health status Nature of contact Characteristics Self-directedness Educational need Resources
B
Choose (A-Instructional Settings, B-Impacting Factors and Elements, C- Teaching Strategies): One-to-one instruction Lecture Group discussion Printed material Audiovisual materials Interactive media
C
Choose (A-Instructional Settings, B-Impacting Factors and Elements, C- Teaching Strategies): Individual and group sessions Role-playing Simulated games Situational problem solving Demonstration and return demonstration
C
In experimental learning, instructors play a role in order to build upon the students’ everyday knowledge and skills as the student interact to the world
Designed to expose what the students has learned and what are the outcomes that we would like to the student exhibit out of what they have learned theoretically, and product of the skills they have developed in the course of time
Standard Lab Work
Instructors build upon students’ everyday knowledge of the world around them – and augment this by providing carefully designed activities in which students observe or interact with real objects and materials
Where their efforts be acknowledged and can get positive confirmation or affirmation from their instructors
Makes the learners be inspired to do better out of the outcomes done
These activities are usually carried out in teaching laboratories or in the field.
Lab Work tasks are implemented to observe what the students actually do on the task, and to assess what they actually learn.
Both of these will be influenced by the students’ views of science and of learning, and by the practical and institutional setting.
Standard Lab Work
Purpose: apply into practical skill or all concepts in mind will be put into actions
Objective: attain practical learning or achieve certain skill set
Producing a Profile of a Lab Work Task (Effectiveness 1 or Effectiveness 2):
the extent to which the students’ actions match those that the teacher intended.
What the teacher want to be exhibited or shown by their students according to what has been instructed by the teacher to be done
How student able to exhibit the skill or learn according to the instruction given to them
Effectiveness 1
Producing a Profile of a Lab Work Task (Effectiveness 1 or Effectiveness 2):
the extent to which the students’ learning matches the learning objectives
What the students actually learn, achieve, or attained and the ways the student can actually achieve or attain the learning objectives independently
Way student actually learn
Student has attained learning objective independently, out of their own perception
Effectiveness 2
ODD MAN OUT:
Producing a Profile of a Lab Work Task (Overall Structure of the Profile)
the intended learning outcomes (or learning objectives)
key elements of the task design
the cognitive structure of the task
the level and nature of student involvement
the practical context of the task
the attendance or log book
the attendance or log book
A systematic process by which the worth or value of something—in teaching and learning—is judged.
Address the effectiveness of program interventions
Evaluation
ODD MAN OUT:
Evaluation focuses on five basic components
Audience Purpose Questions Scope Academic Literacy Resources
Academic Literacy
5 Types of Evaluation:
How program was implemented and operates
Identifies the procedures undertaken and decisions made in developing the program
Identify successful aspects of plan that are worth repeating as well as unsuccessful aspects that needs to be changed
Adjustments may need to be made after one class or session before the next is taught or even in the middle of a single learning experience
Process Evaluation
How the program operates the services it delivers and functions it carries out
Step by step process of a certain plain is evaluated; All successful aspects are retained
Intended to adjust in educational activities as soon as they are needed.
“How can teaching be improved to facilitate learning?”
5 Types of Evaluation:
Intended to determine whether learners have acquired the knowledge or skills taught during the learning experience
Constant assessment of how well that content meets your goals
Also assess the effectiveness of the text, images, audio, and video used in order to convey a particular topic to students
Content Evaluation
Considered as focusing on how the teaching–learning process affected immediate, short-term outcomes.
“Were specified objectives met as a result of teaching?” “To what degree did the learners learn what was imparted?”
5 Types of Evaluation:
Intended to determine the effects or outcomes of teaching efforts.
Also referred to as summative evaluation because its intent is to “sum” what happened as a result of education.
How well a program achieve its objective by measuring results
Measure outcomes or results
Evaluation occurs after teaching has been completed or after a program has been carried out.
Outcome Evaluation
Focuses on providing quick, constructive, thorough feedback on the success of the program
Objective: seek to achieve improving the decision making in leadership, helping produce awareness or increase in marketing, documenting achievements in a program, and replicating in other programs
“Was teaching appropriate?” “Did the individual(s) learn?” “Were behavioral objectives met?”
5 Types of Evaluation:
Intended to determine the relative effects of education on the institution or the community.
The purpose of impact evaluation is to obtain information that will help decide whether continuing an educational activity is worth its cost
Impact Evaluation
Attributed to a specific intervention based on a cause and effect analysis
Intervention that has been used and has relation to the cause and effect analysis
Intervention: positive or negative, intended or unintended, direct or indirect
Purpose: obtain information that will help decide whether continuing an educational activity is worth its cost
“What is the effect of the education program on subsequent medtech staff turnover?”
5 Types of Evaluation:
Designed and conducted to assist an audience to judge and improve the worth of some object, in this case the educational program.
Systematic collection of information about the activities, characteristics, outcomes of programs to used by people to reduce uncertainties, improve effectiveness, and to make decisions
Program Evaluation
Evaluating the entirety of the program itself
Purpose: reduce uncertainties, improve effectiveness, and to make instant and future decisions
“How well did patient education activities implemented throughout the year meet annual goals established for the institution’s patient education program?”
