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Health Education > FINALS HE > Flashcards

FINALS HE Flashcards

1
Q

Is a teacher training technique that allows student
teachers to practice and refine their teaching skills
in a low-risk, stimulated classroom environment.

A

MICROTEACHING

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2
Q

ADVANTAGE OF MICROTEACHING

A

Provides ongoing training for student
teachers

Enables student teachers to polish their
teaching techniques

  1. Allows student teachers to prepare for a
    variety of classroom scenarios
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3
Q

★ Provides knowledge about teaching skills.

★ Observe the demonstration of teaching skill.

★ Analyze and discuss the demonstration of the
teaching skill.

A

Knowledge Acquisition Phase (Pre-Active Phase)

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4
Q

DISADVANTAGE OF MICROTEACHING

A

Requires presence of an instructor and a group
of peers

not all student teachers can consistently complete
microteaching sessions.

there may not be time for all student teachers to
complete multiple sessions.

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5
Q

★ Planning and preparation of micro lesson for a
skill
★ Practicing the skill phase.
★ Evaluation of the practiced skill (feedback)
★ Re-plan, re-teach and re-feedback till the
desired level of skill is achieved.

A

Skill Acquisition Phase (Interactive Phase)

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6
Q

★ Gives opportunity to use the mastered skill in
normal classroom teaching.
★ Integrate the different skill practiced

A

Transfer Phase

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7
Q

This involves the selection of the topic and
related content of the skill under practice may
be made easily and conveniently

A

Plan

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8
Q

This involves the attempts of the teacher trainee
to use the components of the skill in suitable
situations

A

Teach

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9
Q

This term refers to giving information to the
teacher trainee about his performance

A

Feed back

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9
Q

The teacher trainee re-plans his lesson
incorporating the points of strength and
removing the points not skillfully handled during
teaching in the previous attempt.

A

Re-plan

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10
Q

This involves teaching to the same group of
pupils if the topic is changed or to a different
group of pupils if the topic is the same.

A

Re-teach

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11
Q

Modification of teacher trainee in the desired
direction in each and every skill practice

A

Re-feed back

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12
Q

A systematic process of planning instruction
which takes into consideration the variables
affecting the teaching-learning process to ensure a
successful learning outcome.

A

INSTRUCTIONAL DESIGN

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13
Q

ELEMENTS OF INSTRUCTIONAL DESIGN

A
  1. Objectives
  2. Subject Content
  3. Teaching-Learning Activities
  4. Resources
  5. Time Frame
  6. Evaluation
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14
Q

Specific statements of what are expected to KNOW,
PERFORM, and FEEL at the end of the instruction.

A

OBJECTIVES

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15
Q

Learners must first recognize that a problem
exists, and is worthy of solving.

A

ATTITUDE

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16
Q

Includes concepts that focus on developing
knowledge base that is applicable to situations

A

KNOWLEDGE

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17
Q

Need to develop and apply knowledge in
real-life situations.

A

SKILL

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18
Q

Originated from Bloom’s Taxonomy of Learning
Domains which was published in 1956 to develop a
system of categories of learning behavior

LEARNING DOMAINS

A

Cognitive, Affective, Psychomotor

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19
Q

This domain focuses on intellectual abilities,
including knowledge or recall of facts or
information, comprehension, application of
knowledge, interpretation of data and problem
solving abilities.

A

COGNITIVE DOMAIN

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20
Q

Ability of the learner to demonstrate an
understanding of what is being communicated
by recognizing it in a translated form.

A

Comprehension Level

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21
Q

Ability of the learner to memorize, recall, define,
recognize or identify specific information, such
as facts, rules, principles, conditions and terms.

A

Knowledge Level

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22
Q

Ability of the learner to use ideas, principles,
abstractions, or theories in specific situations.

A

Application Level

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23
Q

Ability of the learner to put together parts into a
unified whole by creating a unique product that
is written, oral, or in picture form.

A

Synthesis Level

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23
Q

Ability of the learner to recognize and structure
information by breaking it down into its separate
parts and specifying relationships between the
parts.

A

Analysis Level

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24
Q

Ability of the learner to judge the value of
something by applying appropriate criteria.

A

Evaluation Level

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25
Q

VERB: Define, Delineate,
Describe, Identify, List,
Name, State

Example: The learner may be able to define the key
steps involved in proper handwashing.

A

KNOWLEDGE

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26
Q

VERB: Classify, Discuss,
Enumerate, Explain,
Rephrase, Summarize

Example: At the end of the session, learners may be
able to explain the importance of handwashing

A

COMPREHENSION

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27
Q

VERB: Analyze, Compare,
Contrast, Critique,
Examine, Differentiate

Example: At the end of the discussion, the learner
may be able to compare medical and surgical hand
washing.

A

ANALYSIS

27
Q

VERB: Adjust, Apply, Compute,
Generate, Prove, Use,
Operate

Example: Students may be able to apply proper
handwashing on a daily basis.

A

APPLICATION

28
Q

VERB: Create, Develop,
Propose, Suggest, Write,
Design, Formulate

Example: At the end of the 10-minute teaching
session, the learner would develop skills in proper
handwashing.

A

SYNTHESIS

29
Q

VERB: Assess, Choose,
Conclude, Defend,
Evaluate, Judge

Example: At the end of this teaching session,
participants will be able to evaluate the proper
technique ensuring optimal hygiene and infection
control.

A

EVALUATION

30
Q

At this level, observed actions are followed.
Performance may be low quality.

Performance may be low quality.

A

Imitation

31
Q

This domain focuses on practical skills requiring
the use of coordination of skeletal muscles.

Includes perceptual skills as well as motor skills.

A

PSYCHOMOTOR DOMAIN

32
Q

➔ At this level, written instructions are followed

★ Actions are performed through memorization or
by following instruction

A

Manipulation

33
Q

➔ At this level, a logical sequence of actions is
carried out.

★ Performance becomes more expert and actions
are more precise

A

Precision

34
Q

➔ At this level, a logical sequence of actions is
carried out. Several skills can be performed
together in a harmonious way

A

Articulation

35
Q

➔ At this level, sequence of actions is automatic

★ High level of performance achieved with actions
becoming second nature.

A

Naturalization

36
Q

VERB: Attempt, Copy, Imitate,
Mimic, Follow, Repeat,
Duplicate

Example: The learner may be able to imitate proper
handwashing, and perform a skill while observing the
demonstrator.

A

IMITATION

37
Q

VERB: Manipulate, Build
Execute, Perform,
Complete, Accomplish,
Produce

Example: The learner will be able to perform a skill on
one’s own after reading the guide on proper
handwashing

A

MANIPULATION

38
Q

VERB: Demonstrate Skillfully,
Perform Well, Excel
Expertly

Example: The learner will be able to demonstrate a
task without assistance.

A

PRECISION

39
Q

VERB: Adapt, Construct,
Combine, Create,
Customize, Modify,
Formulate, Alter

Example: The learner will be able to combine series
of skills to conduct the assessment.

A

ARTICULATION

40
Q

VERB: Create, Develop, Design,
Invent, Manage Naturally

Example: The learner will be able to manage
naturally, conducting an assessment quickly and
accurately.

A

NATURALIZATION

41
Q

This domain focuses on attitudes or feelings,
including such attitudes as willingness to attend to
particular phenomena or stimuli

A

AFFECTIVE DOMAIN

42
Q

Ability of the learner to regard or accept the
worth of a theory, idea, or event, demonstrating
sufficient commitment.

A

Valuing

42
Q

➔ Ability of the learner to show awareness of an
idea or fact, or a consciousness of a situation or
event in the environment.

➔ This level represents a willingness to sele

A

Receiving

43
Q

➔ Ability of the learner to respond to an
experience, are first obediently and later willingly
and with satisfaction.

A

Responding

44
Q

➔ Ability of the learner to organize, classify, and
prioritize values by integrating a new value into
a general set of values.

A

Organization

45
Q

➔ Ability of the learner to display adherence to a
total philosophy or worldview.

➔ Generalizing certain experiences into a value
system.

A

Characterization

46
Q

VERB: Accept, Admit, Ask

Example: During a group discussion session, the
patient will admit to any fears he may have about
needing to undergo a repeat angioplasty

A

RECEIVING

47
Q

VERB: Agree, Answer, Conform,
Discuss, Express,
Participate, Recall,
Verbalize

Example: At the end of one-to-one instruction, the
child will verbalize feelings of confidence in
managing her asthma using the peak-flow tracking
chart.

A

RESPONDING

48
Q

VERB: Assist, Attempt, Choose,
Complete, Initiate, Join,
Volunteer

Example: After attending a grief support group
meeting, the patient will complete a journal entry
reflecting her feelings about the experience

A

VALUING

49
Q

VERB: Adhere, Resolve,
Arrange, Express,
Integrate

Example: After a 45-minute group discussion session,
the patient will be able to explain the reasons for her
anxiety and fears about her self-care management
responsibilities

A

ORGANIZATION

50
Q

VERB: Assert, Commit,
Discriminate, Display,
Influence, Propose

Example: Following a series of teaching sessions, the
learner will display consistent interest in maintaining
good hand-washing technique to control the spread
of infection to patients, family members, and friends

A

CHARACTERIZATION

51
Q

Content should be based on objectives.

A

SUBJECT CONTENT

52
Q

ORGANIZING SUBJECT CONTENT

A
  1. Simplex to complex
  2. Concrete to abstract
  3. Life cycle
  4. Time series
  5. Systems Approach
  6. Normal to Abnormal
53
Q

TEACHING LEARNING ACTIVITIES

CLASSIFICATION: Lecture, demonstration, showing visual aids.

A

PRESENTATION

54
Q

TEACHING LEARNING ACTIVITIES

CLASSIFICATION: Small group activities and discussions.

A

INTERACTION

55
Q

TEACHING LEARNING ACTIVITIES

CLASSIFICATION: Reading text, solving problems, writing reports, working in the lab/clinic, viewing films, doing
exercises.

A

INDIVIDUALIZED LEARNING

56
Q

RESOURCES

REFERENCES:

A

➔ Books
➔ Journals
➔ On-line references
➔ Modules

57
Q

RESOURCES

TEACHING MATERIALS:

A

➔ Projector
➔ Visual Aids
➔ Computer

58
Q

● Indicates the amount of time needed to finish a
certain teaching-learning activity

● Has to be specific as to number of minutes or hours
for an activity to be completed.

A

TIME FRAME

59
Q

● Evaluation involves finding out how much learning
has taken place

● It is a continuous process, meaning it should be
done during and at the end of instruction.

A

EVALUATION

60
Q

PURPOSE OF EVALUATION

A
  1. To determine the students entry knowledge and
    skills
  2. To identify a students weakness or learning
    difficulties
  3. To certify to a students performance
61
Q

AREAS FOR EVALUATION

KSA=

A

KNOWLEDGE

SKILL

ATTITUDE

62
Q

“Did he/she know the content and the subject
matter as well?”

A

KNOWLEDGE

63
Q

“Did he/she do the process right?”

A

SKILL

64
Q

“Did he/she have the right values?”

A

ATTITUDES

65
Q

EVALUATION TECHNIQUE:

Practical exams
Direct observation
Return demonstration

A

PSYCHOMOTOR DOMAIN

65
Q

EVALUATION TECHNIQUE:

Written exam
Oral exam
Projects, written reports

A

COGNITIVE DOMAIN

66
Q

EVALUATION TECHNIQUE:

Direct observation
Peer evaluation
Anecdotal reports
Incident reports

A

AFFECTIVE DOMAIN

Health Education (2 decks)

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