Clinical Teaching Flashcards
School based teaching where student will be supervised by a facilitator
CLINICAL TEACHING
True or False:
Clinical Teaching’s goal is to provide opportunity to medical practitioners to have
competence by being professional educators
False
Clinical Teaching
-Goal is to provide opportunity to student to have
competence by being professional educators
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
Is conceptualized on the basis of what relationship
health education has to the primary function of the
organization within which it occurs
INSTRUCTIONAL SETTINGS
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)
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)
True or False
Clinical teaching involves allocation, resources, person available.
False
Instructional setting involves allocation, resources, person available.
Place which health care provider engage to teach
disease prevention, health promotion, health
maintenance and rehabilitation
Instructional Setting
3 Types of INSTRUCTIONAL SETTINGS:
- Health Care Setting
- Health Care-Related Setting
- Non- Health Care Related Setting
An instructional setting one in which the delivery of health care is the primary
or sole function of the institution, organization, or
agency.
Health Care Setting
Type of Instructional Setting which includes hospital, outpatient department, clinic, extended
care facility , health maintenance org, physician’s
offices/ clinic
Health Care Setting
Type of Instructional Setting in which healthcare-related services are offered
as a complementary function of a quasi-health
agency.
Health Care-Related Setting
True or False
Health Care-Related Setting has
Organizational Advocacy : Conduct health screening
True
Type of Instructional Setting :
-Distribute health education information and material
-Support disease and lifestyle issue within the
community
Health Care-Related Setting
Type of Instructional Setting :
One in which health care is an incidental or supportive
function of an organization
Non-Health Care Related Setting
Type of Instructional Setting :
Produced a manufactured product or offer non-health
related services to the public
Non-Health Care Related Setting
Type of Instructional Setting :
Ex; business, industry, school, military
Non-Health Care Related Setting
_________________ 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
Health teaching
True or False
Whenever teaching takes place, medtech must need to
recognize importance of health, apply principles of
teaching
True
3 FACTORS RELATED TO INSTRUCTIONAL SETTING
- Organizational Factors
- Environmental Factors
- Clientele Factors
The attitude of the administration about the teaching of health information is of utmost importance to the
success of educational endeavors
Administrative Perspective
Admin support influences amount and type of
resources available for educ, their support is
considered as professional actions
Administrative Perspective
Facilitate adaption and renovation of technology; incline in the new trends of technology
Administrative Perspective
Admin support influences amount and type of
resources available for educ, their support is
considered as _______________.
professional actions
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
Time Allocated to Teaching
_________________is valuable resource that exerts a major
influence over the delivery of health education to the clients /
student
Time
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.
Availability of Resources
True or False
Availability of resources must be implemented to
have efficient and effective education intervention; mas
maayos madedeliver info related to health
True
In a healthcare environment, the informal reward
system often recognizes physical care as more
important than the teaching of self-care
Expertise of Staff in Teaching Role
Consider educational qualification of staff; skill and
experiences are included
Expertise of Staff in Teaching Role
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
Level of Support from Other Colleagues
Colleagues can influence the student’s way of
thinking, problem solving, critical thinking skill, interest
for their life long goal
Level of Support from Other Colleagues
5 ORGANIZATIONAL FACTORS:
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
2 ENVIRONMENTAL FACTORS:
a. Availability of External Resources
b. Structural Characteristics that Stimulate Education
Programs
6 CLIENTELE FACTORS:
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
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
Environmental Factors:
We have to equip necessary resources
Availability of External Resources
Environmental Factors:
Self-help group that help / student adjust
emotionally and socially
Availability of External Resources
Environmental Factors:
Location, travel time, space availability, costs,
scheduling, and accessibility when designing a new
program or continuing an existing one
Structural Characteristics that Stimulate Education
Programs
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. Health Status of Client (Student)
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
b. Nature of the Contact Time of Client
Clientele Factor:
language skills, age, literacy levels, disabilities, and
cultural beliefs of the client.
c. Developmental Levels of the Client
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
d. Self-Directedness of the Client
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
Significance of Educational Content to Client
Provide opportunity to student to be able to relate and
reinforce theoretical concepts taught in class
Standard Labwork
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.
Standard Labwork
These activities are usually carried out in teaching
laboratories or in the field
Standard Labwork
Labwork tasks are implemented to observe what the students actually do on the task, and to assess what
they actually learn.
STnadard Labwork
Both of these will be influenced by the students’ views
of science and of learning, and by the practical and
institutional setting.
Standard Labwork
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.
False
One measure of effectiveness (‘effectiveness 1’) is the
extent to which the students’ actions match those that
the teacher intended.
-stronger: effectiveness 2
A second, and rather stronger, measure of effectiveness (‘effectiveness 2’) is the extent to which the students’ ACTIONS matches the learning objectives
False
A second, and rather stronger, measure of
effectiveness (‘effectiveness 2’) is the extent to which
the students’ LEARNING matches the learning objectives
True or False:
Lab experiences enhance students understanding to
scientific facts
True
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, d, e
3 Key Elements of Labwork Task Design:
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
A systematic process by which the worth or value of
something—in this case, teaching and learning—is
judged.
Evaluation
It is a process, and a final component of every process
Evaluation
It is a process, and a final component of every process
Evaluation
Evaluation focuses on 5 basic components:
- audience
- purpose
- questions
- scope
- resources.
5 basic components of Evaluation:
For whom is the evaluation being conducted?
Audience
5 basic components of Evaluation:
Why is the evaluation being conducted?
▪ Decide whether to continue a program, and
determine effectiveness of teaching process
Purpose
5 basic components of Evaluation:
What questions will be asked in the evaluation?
▪ Must be specific and measurable
Questions
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?
Scope
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
Resources
5 TYPES OF EVALUATION:
- process
- content
- outcome
- impact
- program
5 TYPES OF EVALUATION:
Also called as formative evaluation
o is intended to adjust in an educational activities as
soon as they are needed.
Process Evaluation
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?”
Process Evaluation
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.
Content Evaluation
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
Content Evaluation
5 TYPES OF EVALUATION:
Also referred to as-
summative evaluation
is intended to determine the effects or outcomes of
teaching efforts.
Outcome Evaluation
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?”
Outcome Evaluation
5 TYPES OF EVALUATION:
is intended to determine the relative effects of education on the institution or the community.
Impact Evaluation
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?”
Impact Evaluation
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
Program Evaluation
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?”
Program Evaluation
