PRINCIPLES AND STRATEGIES OF TEACHING IN HEALTH EDUCATION SYLLABUS

UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF ALLIED MEDICINE
Medical Technology Department

COURSE SYLLABUS

PRINCIPLES AND STRATEGIES OF TEACHING IN HEALTH EDUCATION
S.Y. 2009-2010 (First Semester)

Course Description : This course deals with the principles and
teaching/learning strategies in health education including adult learning, the roles of a teacher/medical technologist in different settings. It also includes strategies that enhance critical, clinical laboratory teaching, assessing and evaluating learning.

Course Credit : 3 units lecture (no laboratory)

Contact Hours : 3 hours per week
Total of 54 hours per semester

Prerequisite : Health Care

Placement : Fourth Year, First Semester

Course Objectives : At the end of the course, the students should be able to;
1. explain teaching/learning processes;
2. relate the learning experiences in the practice of
the profession;
3. internalize the values in different roles;
4. apply principles, methods and strategies in
different settings;
5. prepare a sample course syllabus;
6. recognize the values of traditional teaching
activity-based teaching, distance learning
teaching psychomotor skills;
7. assess critical thinking and clinical laboratory
Teaching;
8. evaluate learning.

Teaching Methodology: Brain Storming, Demonstration, Group Discussion, Lecture

Course Outline
PRE-MID
Contact Hours: 14 hours lecture
I. Introduction
1. Teaching and Learning Process
• Teaching
• Learning
Learning Theories
a. Classical Conditioning
b. Operant Conditioning
c. Social Conditioning
2. The “How” of Teaching
a. Strategies
b. Approach
c. Technique
d. Method
3. Teaching Approaches
a. Discovery
b. Conceptual
c. Process
d. Unified
4. Instructional Media
5. Health Education
II. Roles, Functions and Characteristics of a Health Professional in Education
The Teacher
a. Characteristics of a Good Teacher
b. Professional Competence
c. Interpersonal Relationship
d. Teaching/Evaluation Practices
e. The Teacher/Medical Technologist and his/her Roles in Guidance
f. As a Motivator
1. Ways to motivate the learners
2. Medical Technologist in the Community
III. Principles of Teaching and Learning
Teaching as a Process
a. As a Process or a “Giving Off Process”
b. As involving More of the Learner than a Teacher
c. As a System of Actions and Interactions
d. As an Adjunctive Act
e. As Providing the Learner with Basic Tools of Learning
f. As Inherently a Humane Activity
g. As Structuring the Learning Environment
h. As an Inquiry Process
i. As a Complex
j. As a Science and as an Art
k. Teaching Applying the Principles of other Significantly Related Disciplines
MID TERM
Contact Hours: 13 hours lecture
I. Learning Theories and Styles
1. Behavioral Theories
2. Cognitive Learning Theories
3. Social Cognitive Theory
4. Types of Learning
a. Signal Learning
b. Stimulus Response Learning
c. Chaining
d. Verbal Association
e. Discrimination Learning
f. Concept Learning
g. Rule Learning
h. Problem Solving
5. Learning Styles
a. Learning Style Models
-Kolb’s Theory of Experimental Learning
-Gregore Cognitive Styles Models
-Field Independence
-Dependence Model
b. Matching Learning Styles
II. Adult Learning
1. A Model of Adult Learning
2. Comparison of Pedagogy from Andradogy
3. Propositions of Learning
4. Gagne’s Condition of Learning
III. Planning and Conducting Classes
1. Planning Sequence
2. Course Syllabus
a. Primary Purpose
b. Functions
c. Developing a Course Outline/Syllabus
d. Formulation of Objectives: Types and Characteristics
e. Determination of Strategies/Methods to be used
f. Selection of Appropriate Instructional Materials
g. Determination of Time Allotment
h. Evaluation of Student Performance
i. Taxonomy of Objectives
1. Cognitive Domain
2. Affective Domain
3. Psychomotor Domain
j. Selecting and Organizing Content
k. Planning Assignments
l. Conducting a Class

PRE-FINAL
Contact Hours: 14 hours lecture
I. Teaching Strategies
a. Traditional Teaching
• Lecture Method
• Integrated Method
-Lecture/Discussion
-Lecture/Demonstration
-Demonstration/Return Demonstration
• Questioning Method
• Use of Audio-Visuals
• Interactive Lecture (Class Discussion)
• Film Showing Method
• Reporting Method/Discussion/Report Back Session
b. Other Common Teaching Methods
• Case Study Method
• Role Playing Method
• Buzz Session
• Debate Forum
• Panel Forum/Round Table Conference
• Symposium/Seminar/Workshop
• Deductive/Inductive
c. Activity-Based Teaching Strategies
• Cooperative Learning
• Simulations
• Problem Based Learning
• Self-Learning Modules
d. Computer Teaching Strategies
• Computer Technology and Learning
• Computer Assisted Instruction
• Computer Managed Instruction
• The Internet
II. Distance Learning
a. Advantages and Disadvantages of Distance Learning
b. Clinical Education in Distance Learning
c. Interactive Television Classes
d. Distance Learning via the Internet
III. Teaching Psychomotor and Promoting/ Assessing Critical Thinking
a. History of Teaching Psychomotor skills
b. Psychomotor Skills
-Phases of Skill Learning
-Promoting and Assessing Critical Thinking
c. Learning Psychomotor Skills
d. Teaching Skills
e. Assessment of Psychomotor Skill Learning
FINAL
Contact Hours: 13 hours lecture
I. Promoting and Assessing Critical Thinking
a. Aspects of Critical Thinking
b. Distinguishing Critical Thinking fro Other Technology Concepts
c. Ways we inhibit the Critical Thinking of Medical Technology Students
II. Strategies that Enhance Critical Thinking
a. Discussion
b. Asking Effective Questions
c. Test Interaction
d. Problem-Based Learning
e. Concept Mapping
f. Positive Learning Environment
g. Assessing Critical Thinking
III. Clinical Teaching
a. Purposes of Clinical Laboratory
b. Models of Clinical Teaching
c. Preparation for Clinical Instruction
d. Conducting a Clinical Laboratory Session
e. Evaluating Learner Progress
f. Clinical Laboratory Evaluation Tools
IV. Assessing and Evaluating Learning
a. Test Blueprint
b. Multiple-Choice Questions
c. True-False Questions
d. Essay-Type Questions
e. Test Item Analysis
f. Item Discrimination

REFERENCES:
Bustos, A. et al (1996). Psychological, Anthropological and
Sociological Foundations of Education, Revised Ed. II. Katha
Publishing Co. Inc., Philippines
De Young, Sandra (2002). Teaching Strategies for Nurse Educators.
Pearson, South Asia. New Jersey
Salandanan, Gloria (2008), Teaching Approaches and Strategies.
Revised Ed. Katha Publishing Co. Inc., Philippines
Larzabal, Amparo (1999). Theory and Practice in Student Teaching.
Katha Publishing Co. Inc., Philippines