Principles of Good Teaching Practice in Undergraduate Education Flashcards
7 Principles of Good Teaching Practice
1) Encourage student-faculty contact
2) Encourage cooperation among students
3) Encourage active learning
4) Give prompt feedback
5) Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning
There can be significant contact during class time.
Encourage student-faculty contact
Refers to collaborative learning, group studies, and group projects.
Encourage cooperation among students
Refers to enabling students to actively manipulate the content they are learning
It may include:
▪ Talking about the material
▪ Writing
▪ Outlining
▪ Applying
▪ Asking questions
▪ Acting it out
▪ Reflecting
Encourage active learning
Ensuring that students know how much time they should spend learning particular material.
Encouraging them to take studying and practice seriously
Emphasize time on task
Learners should be told that they are expected to work hard, and specific expectations should be clearly
stated.
Communicate high expectations
Learners have different learning styles
Teacher uses a variety of teaching strategies and assignments to meet the needs of diverse learners.
Respect diverse talents and ways of learning
Barriers to teaching
- Lack of time to teach
- Lack of confidence and competence
- Lack of motivation and skill
- Low priority to patient and staff education
- Negative influence of environment (lack of space,privacy,noise)
- Absent of 3rd party reimbursement to support patient education
- Questionable of effectiveness of client education
- Documentation difficulties
➢ Early discharge from in-patient and out-patient settings
➢ Schedules and responsibilities of health professionals are very demanding
➢ Finding time to allocate to teaching is very challenging in light of other work demands and
expectations.
Lack of Time to Teach
➢ Prime factors in determining success of any educational
endeavor:
1) Determination to teach
2) Skill in teaching
Personal characteristics of the health professional educator play an important role in determining the outcome of a teaching-learning interaction
➢ Budget allocations for educational programs remain tight and can
interfere with the adoption of innovative and time-saving strategies and techniques.
Low priority to patient and staff education
➢ Lack of space
➢ Lack of privacy
➢ Noise
➢ Frequent interferences caused by client treatment schedules and
staff work demands
Environment where health professionals are expected to teach is not always conducive to carrying out the teaching-learning
process.
➢ Communication among healthcare providers regarding what has been taught needs to be coordinated and appropriately delegated so that teaching can proceed in a timely, smooth, organized, and thorough fashion.
The type of documentation system used by healthcare agencies
has an effect on the quality and quantity of patient teaching.
Factors interfering with
ability of learner to process information
Obstacles to learning
Obstacles to learning
Lack of time (rapid discharge or episodic care)
Stress of illness
Literacy problems
Readiness to learn issues
Negative influence of environment
Personal characteristics of the learner
Extent of behavioral changes
Lack of support from S.O or health professionals
Denial of learning needs
Principles of learning
- Use several senses
- Actively involve the learners in the learning process
- Provide an environment conducive to learning
- Assess the extent to which the learner is ready to learn.
- Determine the perceived relevance of the information
- Repeat information
- Generalize information
- Make learning a pleasant
experience - Begin with what is known; move toward what is unknown
- Present information at an appropriate rate
• Use methods that engage the participants:
1. Discussion
2. Role-playing
3. Small group discussion
4. Question and answer
Actively involve the learners in the learning process
Learning takes place best when people are comfortable
and extraneous interference is kept to a minimum.
1) Good lighting & temperature control
2) Comfortable seating with enough space between
seats
3) Free of unpleasant odors
4) Free from signs of deterioration
5) Should have a sound system
Provide an environment conducive to learning
Learner should be emotionally and physically ready.
Assess the extent to which the learner is ready to
learn
Adults are generally willing to learn if they perceive the
information or skill being taught as relevant to their lives
in some way.
Determine the perceived relevance of the information
Information can be repeated throughout the
educational session by referring back to material
that was previously discussed.
Repeat information
Information is more readily learned if it is applied to more than one situation.
Generalize information
This can be accomplished through frequent encouragement and positive feedback.
Make learning a pleasant experience
Information should be presented in an organized fashion.
• Begin with the basics or general information that is
known and move toward new information.
Begin with what is known; move toward what is
unknown
The rate at which you should teach new information
depends on:
1) Time frame available
2) Physical limitations of the learners
3) Education level
4) Prior experience or familiarity with the information
Present information at an appropriate rate
