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PSTM > Clinical Teaching > Flashcards

Clinical Teaching Flashcards

1
Q

School based teaching where student will be supervised by a facilitator

A

CLINICAL TEACHING

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2
Q

True or False:

Clinical Teaching’s goal is to provide opportunity to medical practitioners to have
competence by being professional educators

A

False

Clinical Teaching
-Goal is to provide opportunity to student to have
competence by being professional educators

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3
Q

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

A

INSTRUCTIONAL SETTINGS

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4
Q

Is conceptualized on the basis of what relationship
health education has to the primary function of the
organization within which it occurs

A

INSTRUCTIONAL SETTINGS

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5
Q

True or False

Health Care Setting 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)

A

False

Instructional Setting
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)

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6
Q

True or False

Clinical teaching involves allocation, resources, person available.

A

False

Instructional setting involves allocation, resources, person available.

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7
Q

Place which health care provider engage to teach
disease prevention, health promotion, health
maintenance and rehabilitation

A

Instructional Setting

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8
Q

3 Types of INSTRUCTIONAL SETTINGS:

A
  1. Health Care Setting
  2. Health Care-Related Setting
  3. Non- Health Care Related Setting
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9
Q

An instructional setting one in which the delivery of health care is the primary
or sole function of the institution, organization, or
agency.

A

Health Care Setting

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10
Q

Type of Instructional Setting which includes hospital, outpatient department, clinic, extended
care facility , health maintenance org, physician’s
offices/ clinic

A

Health Care Setting

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11
Q

Type of Instructional Setting in which healthcare-related services are offered
as a complementary function of a quasi-health
agency.

A

Health Care-Related Setting

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12
Q

True or False

Health Care-Related Setting has

Organizational Advocacy : Conduct health screening

A

True

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13
Q

Type of Instructional Setting :

-Distribute health education information and material

-Support disease and lifestyle issue within the
community

A

Health Care-Related Setting

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14
Q

Type of Instructional Setting :

One in which health care is an incidental or supportive
function of an organization

A

Non-Health Care Related Setting

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15
Q

Type of Instructional Setting :

Produced a manufactured product or offer non-health
related services to the public

A

Non-Health Care Related Setting

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16
Q

Type of Instructional Setting :

Ex; business, industry, school, military

A

Non-Health Care Related Setting

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17
Q

_________________ can occur during any encounter
between a healthcare professional and another person or group seeking
health-related information, regardless of the setting in
which the information is shared

A

Health teaching

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18
Q

True or False

Whenever teaching takes place, medtech must need to
recognize importance of health, apply principles of
teaching

A

True

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19
Q

3 FACTORS RELATED TO INSTRUCTIONAL SETTING

A
  1. Organizational Factors
  2. Environmental Factors
  3. Clientele Factors
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20
Q

The attitude of the administration about the teaching of health information is of utmost importance to the
success of educational endeavors

A

Administrative Perspective

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21
Q

Admin support influences amount and type of
resources available for educ, their support is
considered as professional actions

A

Administrative Perspective

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22
Q

Facilitate adaption and renovation of technology; incline in the new trends of technology

A

Administrative Perspective

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23
Q

Admin support influences amount and type of
resources available for educ, their support is
considered as _______________.

A

professional actions

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24
Q

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

A

Time Allocated to Teaching

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25
Q

_________________is valuable resource that exerts a major
influence over the delivery of health education to the clients /
student

A

Time

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26
Q

Adequate resources make possible the
implementation of efficient and effective educational
interventions - Teaching time can be decreased by
combining more standardized teaching materials with
the sharing of resources among healthcare settings.

A

Availability of Resources

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27
Q

True or False

Availability of resources must be implemented to
have efficient and effective education intervention; mas
maayos madedeliver info related to health

A

True

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28
Q

In a healthcare environment, the informal reward
system often recognizes physical care as more
important than the teaching of self-care

A

Expertise of Staff in Teaching Role

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29
Q

Consider educational qualification of staff; skill and
experiences are included

A

Expertise of Staff in Teaching Role

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30
Q

Good communication and positive relationships
among colleagues are necessary to provide continuity
of care, which includes patient education as one very
important aspect of overall treatment

A

Level of Support from Other Colleagues

31
Q

Colleagues can influence the student’s way of
thinking, problem solving, critical thinking skill, interest
for their life long goal

A

Level of Support from Other Colleagues

32
Q

5 ORGANIZATIONAL FACTORS:

A

a. Administrative Perspective
b. Time Allocated to Teaching
c. Availability of Resources
d. Expertise of Staff in Teaching Role
e. Level of Support from Other Colleagues

33
Q

2 ENVIRONMENTAL FACTORS:

A

a. Availability of External Resources
b. Structural Characteristics that Stimulate Education
Programs

34
Q

6 CLIENTELE FACTORS:

A

a. Health Status of Client (Student)
b. Nature of the Contact Time of Client
c. Developmental Levels of the Client
d. Self-Directedness of the Client
e. Significance of Educational Content to Client
f. Available Resources to Assist Clients in Achieving
Educational Outcomes

35
Q

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.

A

Availability of External Resources

36
Q

Environmental Factors:

We have to equip necessary resources

A

Availability of External Resources

37
Q

Environmental Factors:

Self-help group that help / student adjust
emotionally and socially

A

Availability of External Resources

38
Q

Environmental Factors:

Location, travel time, space availability, costs,
scheduling, and accessibility when designing a new
program or continuing an existing one

A

Structural Characteristics that Stimulate Education
Programs

39
Q

Clientele Factor:

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.

A

a. Health Status of Client (Student)

40
Q

Clientele Factor:

Contact with the client is highly variable, depending on
the situation. The opportunity for frequent contact may
be more concentrated, over a week or just a few days
or even hours

A

b. Nature of the Contact Time of Client

41
Q

Clientele Factor:

language skills, age, literacy levels, disabilities, and
cultural beliefs of the client.

A

c. Developmental Levels of the Client

42
Q

Clientele Factor:

internally oriented individuals prefer to maintain
self-control and are likely to be health oriented and
receptive to health teaching.

o Confidence and belief

A

d. Self-Directedness of the Client

43
Q

Clientele Factor:

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.

  • Motivation and interest student
A

Significance of Educational Content to Client

44
Q

Provide opportunity to student to be able to relate and
reinforce theoretical concepts taught in class

A

Standard Labwork

45
Q

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.

A

Standard Labwork

46
Q

These activities are usually carried out in teaching
laboratories or in the field

A

Standard Labwork

47
Q

Labwork tasks are implemented to observe what the students actually do on the task, and to assess what
they actually learn.

A

STnadard Labwork

48
Q

Both of these will be influenced by the students’ views
of science and of learning, and by the practical and
institutional setting.

A

Standard Labwork

49
Q

True or False

One measure of effectiveness, and the stronger (‘effectiveness 1’), is the extent to which the students’ ACTIONS match those that the teacher intended.

A

False

One measure of effectiveness (‘effectiveness 1’) is the
extent to which the students’ actions match those that
the teacher intended.

-stronger: effectiveness 2

50
Q

A second, and rather stronger, measure of effectiveness (‘effectiveness 2’) is the extent to which the students’ ACTIONS matches the learning objectives

A

False

A second, and rather stronger, measure of
effectiveness (‘effectiveness 2’) is the extent to which
the students’ LEARNING matches the learning objectives

51
Q

True or False:

Lab experiences enhance students understanding to
scientific facts

A

True

52
Q

Which of these is true of Lab work:
a. ●Help develop scientific reasoning ability
b. ●Help develop creative skills
c. ●Help acquire dexterity
d. ● Help student increase their understanding of their work
e. ● Development of practical skills

A

a, d, e

53
Q

3 Key Elements of Labwork Task Design:

A

B1: the cognitive structure of the task- what are things to consider?

B2: the level and nature of student- help student
understand value and assumption of scientific
knowledge (more explanation)
involvement;

B3: the practical context of the task- practical skills

54
Q

A systematic process by which the worth or value of
something—in this case, teaching and learning—is
judged.

A

Evaluation

55
Q

It is a process, and a final component of every process

A

Evaluation

55
Q

It is a process, and a final component of every process

A

Evaluation

56
Q

Evaluation focuses on 5 basic components:

A
  1. audience
  2. purpose
  3. questions
  4. scope
  5. resources.
57
Q

5 basic components of Evaluation:

For whom is the evaluation being conducted?

A

Audience

58
Q

5 basic components of Evaluation:

Why is the evaluation being conducted?

▪ Decide whether to continue a program, and
determine effectiveness of teaching process

A

Purpose

59
Q

5 basic components of Evaluation:

What questions will be asked in the evaluation?

▪ Must be specific and measurable

A

Questions

60
Q

5 basic components of Evaluation:

What is the ______ of the evaluation?

▪ Answers the questions “how much”
How much will be
evaluated?
How many individual will be evaluated?

A

Scope

61
Q

5 basic components of Evaluation:

What resources are available to conduct the evaluation?

▪ Time, expertise, personnel, material, equipment,
facility; this is the focus in eval

A

Resources

62
Q

5 TYPES OF EVALUATION:

A
  1. process
  2. content
  3. outcome
  4. impact
  5. program
63
Q

5 TYPES OF EVALUATION:

Also called as formative evaluation
o is intended to adjust in an educational activities as
soon as they are needed.

A

Process Evaluation

64
Q

5 TYPES OF EVALUATION:

o 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

o How can teaching be improved to facilitate learning?”

A

Process Evaluation

65
Q

5 TYPES OF EVALUATION:

is intended to determine whether learners have
acquired the knowledge or skills taught during the
learning experience.

o can be considered as focusing on how the teaching–learning process affected
immediate, short-term outcomes.

A

Content Evaluation

66
Q

5 TYPES OF EVALUATION:

o “Were specified objectives met as a result of
teaching?”
o “To what degree did the learners learn what was
imparted?”
o Ask participant to give return demonstration; give cognitive test after completion of 1 day seminar

A

Content Evaluation

67
Q

5 TYPES OF EVALUATION:

Also referred to as-
summative evaluation

is intended to determine the effects or outcomes of
teaching efforts.

A

Outcome Evaluation

68
Q

5 TYPES OF EVALUATION:

o Evaluation occurs after teaching has been completed
or after a program has been carried out.
o Measures changes occurring as a result of teaching
and learning

o “Was teaching appropriate?”
o “Did the individual(s) learn?”
o “Were behavioral objectives met?”

A

Outcome Evaluation

69
Q

5 TYPES OF EVALUATION:

is intended to determine the relative effects of education on the institution or the community.

A

Impact Evaluation

70
Q

5 TYPES OF EVALUATION:

o The purpose of _____evaluation is to obtain
information that will help decide whether continuing an
educational activity is worth its cost

o “What is the effect of the education program on
subsequent medtech staff turnover?”

A

Impact Evaluation

71
Q

5 TYPES OF EVALUATION:

is designed and conducted to assist an audience to
judge and improve the worth of some object, in this
case the educational program.

o Purpose is to determine the extent of which activity for
entire department or program met the goals established

A

Program Evaluation

72
Q

5 TYPES OF EVALUATION:

o Purpose is to determine the extent of which activity for
entire department or program met the goals established

“How well did patient education activities implemented
throughout the year meet annual goals established for
the institution’s patient education program?”

A

Program Evaluation

PSTM (10 decks)

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