Rajiv Gandhi University of Health Sciences,
Karnataka
RGUHS Academic and Administrative Training Institute
(RAATI)
Handbook
Basic Course in
Educational Methodology
(Level – 1)
Published by
The Registrar
Rajiv Gandhi University of Health Sciences, Karnataka.
For internal circulation only
@ 2019, March.
Foreword
Teachers are the fulcrum of all academic activities.
Teachers play multiple roles – from teaching in a
classroom to assessing students, evaluating an
educational program, providing inputs from the ‘field’
to Universities on the relevance of curriculum, to
providing leadership at various levels.
All these activities are critical to the quality of
education, and all these activities must have sound
cognitive foundations that are derived from evidences
in relevant areas. To ensure that the teachers are informed of the bases for
their professional roles and performances, is also a mandate of every
University.
In this context, the Rajiv Gandhi University of Health Sciences, Karnataka
has been in the forefront of providing opportunities for the teachers of
affiliated institutions to upgrade their knowledge and skills in the delivery of
education mechanism. To further this commitment, we have initiated a
massive project that will enable all the teachers of the affiliated institutions
to be trained in educational methodology in the next three years. In order to
ensure that this project is feasible, we have established the RGUHS
Academic and Administrative Training Institute (RAATI).
Training programs in the educational methodology vertical have been
designed at multiple levels, so that the teachers can develop on an
incremental basis. It is hoped that this course will prove beneficial to all the
participating teachers in enabling them to acquire the requisite knowledge
and skills as teachers and examiners. I hope at the end of this course, the
participants will become the harbingers of change and partners of our
academic quality movement. I wish that this course grows to extend as a
forerunner for our leadership in health sciences education.
Dr. S. Sacchidanand MD, DVD, DHA, FRCP (Glasgow)
Vice Chancellor.
Content
and
References
Basic Level Course in Educational Methodology
Contents
1.
2.
3.
4.
5.
6.
7.
Introduction.
Training needs of teacher throughout the career
Objectives of the Course.
Schedule of the program.
Reference notes for the Course.
Handout of Slides.
Group Task Sheets.
Introduction
Starting to teach brings one face-top-face with a whole new realm of interpersonal
relationships. New or old, teachers aim to be proficient, effective and fruitful in his / her
teaching. This is modulated to some extent by his / her awareness and understanding of the
principles that govern education. Whether the person is teaching is trained or otherwise, the
element of self-confidence is paramount for achieving success and professional satisfaction.
The other ingredient for success is enthusiasm.
If we consider the example of great teachers, we can see that they gathered disciples around
them because they were able to communicate enthusiasm; it was caught rather tan taught,
and their ideas have passed on to the generations in the same way. Enthusiasm or passion is
a very personal attribute – a living quality, because the teachers are still learning and
evolving.
Teaching can be such an interesting career because there is so much variety. Outsiders
might wonder how this can be in the face of repetition of a fixed collection of knowledge
and skills by standardised methods of relatively homogenous group of students. Well, first,
knowledge and skills are changing faster than ever before; no teacher can sit back and think
that he / she can ‘know it all’. Second, teaching and assessment methods are in a state of
flux, as we seek the most appropriate methods for our current social, technological and
economic circumstances. Third – and this has always been the case – each group of
students presents a unique set of challenge to teachers.
There is no substitute for the experience that is gained by coming to grips with the learning
problems of individual students. There is a tremendous job satisfaction to be gained from
facilitating learning: this is the reward that awaits all the teachers who seek to excel.
The various levels of educational methodology are conceived to provide theoretical
foundations as well as practical experience to teachers in healthcare professions. This
program is expected to enable the participants to develop awareness and sensitisation as
effective teachers and sensible examiners.
The program objectives range from sensitising teachers to the roles of teacher,
understanding educational objectives, matching teaching – learning strategies to the
objectives and understanding a logical and objective assessment program for the learners.
It is hoped that the participants will provide valuable feedback to improve the course
content and deliver in its future cycles.
Munir Ahmed R MD (Hom), MBA (Edn. Mgt), [PG Dip. Med Ed (South Wales, UK)]
Lead Faculty – Faculty Development Initiative, RGUHS-K.
Training needs of teacher throughout the career
Approximate
period
Training needs
Ways in which training
needs can be met
Up to 2 years
Initiation into professional role Induction programs
2nd to 6th year
Consolidation of the
professional skills and
development of confidence
Short courses on
specific needs
6th to 8th year
Reflection upon work and
general evaluation, possibly
requiring orientation
Sabbatical for
retraining
8th to 15th year
Advance in studies to carry the Short courses on
teacher forward in expertise
specific areas of need
and special issues
15th to 20th year Major requirement of the
teacher for new
responsibilities
20th year and
later
Long courses in
specific areas of need
Refreshment and renewal for
Short courses on
any teacher who has enjoyed a specific areas of need
little or no in-service training
Program Objectives
After completing the Level – 1 of the Educational Methodology Course, you
will be able to –
1. Justify the need for faculty training in educational methodology
2. Define education as per WHO.
3. List components of education.
4. State the three domains of education as per Bloom.
5. Identify the predominant domain in the given objectives.
6. Discuss Guilbert’s hierarchy of educational objectives.
7. Illustrate the prioritisation of educational objectives.
8. Explain the levels of educational objectives.
9. Explain the principles of adult learning.
10. Identify the commonly used teaching – learning methods.
11. Describe the principles of educational communication.
12. Name the commonly used teaching – learning media.
13. Recall the outline of lesson plan.
14. Explain the principles of student assessment.
15. Indicate the suitable assessment methods for a given situation.
16. Present a Micro Teaching Session.
Need for faculty training in educational methodology.
Teaching is accepted as a professional activity, and in the healthcare context,
it is gradually getting accepted as a necessary professional skill. Just as any
professional’s training and capacity-building requires specific and focused
curriculum and formal program, training teachers in healthcare profession also
needs a formal activity.
Any professional activity is like a structure which rests on solid and strong
foundations. The professionally relevant decisions are made on the basis of
objective and verifiable facts and concepts. The decisions follow a flow,
which is identifiable and trackable at every step and stage. Such a framework
ensures that the decisions are transparent and tenable. In this background,
teaching as a broadly understood profession which involves making decisions
for selecting teaching method or media, choosing the assessment instrument,
etc; these cannot be done arbitrarily.
There are fundamentals for educational practice, such as understanding the
learner psychology, and characteristics; identification and writing the learning
performance statements; assessing the pre-existing level and extent of
knowledge and skills among the learners; ability to match teaching-learning
methods and media, as also the assessment methods to the learner
performance, etc. These basic concepts inform the teachers on the most
suitable strategy to be adapted.
These concepts do not constitute the core or even optional learning objectives
for many of the health professions’ courses at undergraduate or post-graduate
levels in Indian context. On the other hand, these are essential for objective
and purposeful performance as teachers.
Further, the growing complexity of learning contexts and the increasing
availability of information on public domains makes the job of teachers more
challenging. To adapt to such changing landscape of educational horizons,
teachers are required to the competent and confident as teachers, mentors,
leaders, innovators, and professionally competent in all such dimensions.
Many clinicians were taught in an apprenticeship model by teachers who
themselves had not been trained to teach, so exposure to contemporary
teaching and learning methods and educational theory was limited. Today’s
medical students are learning in education systems that utilise a range of
educational methods and their expectations from all teachers are therefore
high.
Professionalisation involves developing sets of standards against which people
or organisations can be measured and towards which they can strive.
Professionalisation also involves the idea of continuing development and
revalidation, in order to stay ‘professional’; there may be requirements to stay
current and up-to-date in your area of expertise.
For healthcare educators, this includes a combination of staying current in
terms of clinical or scientific knowledge and skills whilst also staying up to
date with contemporary teaching, learning and assessment methods. Managing
development in both these aspects can be very demanding particularly for
clinical educators who also have to deliver the health service.
This program is aimed at creating interest among teachers in health
professional education in the areas of curriculum planning, educational
communication, newer methods of assessment, etc. This is designed as a
stepping stone for further journey into the depths of educational methodology.
Hopefully, the future of this course will grow as a full-fledged credit based
master program in health professional education.
Definition of education as per WHO.
Education is defined as a continuous process that is based on a purpose, which
is to bring about desirable changes in the behaviour of learners on a relatively
permanent basis, and is seen by way of acquiring knowledge, improving skill,
and developing attitude.
Learning is defined as a process that brings about modification in the
behaviour of learners on a relatively permanent basis, of the way of thinking,
feeling and doing of the learner. What is important to note is that learning is a
‘process’, which means it is continuous and dynamic. It is not to be equated as
something that has happened and taken a relaxed position. There is no ‘end’
for learning.
Continuing with the philosophy of education, learning brings about a change in
the behaviour of the learners. This behavioural shift could be in the form of
acquiring more knowledge, improving the proficiency of skills and developing
values. The change could happen by increasing the knowledge / skill or
discarding something that is evidently not useful or not required or by modifying
the existing learning to suit the emerging needs or situations. Such behavioural
modifications have to be on a relatively longer time span, so as to make any
meaningful impact.
Teaching may be defined as interactions between teacher and student under
the teachers’ responsibility in order to bring about expected changes in the
student’s behaviour. Teaching implies a two-way interaction between a
teacher and students. It also by extension mandates the presence of a teacher
either in person or in virtual attendance.
The behavioural modifications that are desired to be seen in the students are
moderated by the teacher so as to ensure a guided pathway. This is additionally
required to add the experiences and evidences of the teacher to the concepts and
theories. It is said that the teacher could be ‘sage on the stage’ or ‘guide by the
side’. Either way, the significance of incremental inputs that a teacher provides
makes the experiential difference to the quality of learning
Components of education.
Drawing the source from
Objectives
definition of education, education
can be seen to have three distinct
components. As the definition
Figure – 1
Curriculum
states that education has to be
based on a ‘purpose’, there have
to be clearly stated goals. To
Assessment
TeachingMethods
Learning
‘bring about desirable changes in
the behaviour of learners’, there
have to be appropriate channels of transmission, which are represented by the
teaching – learning methods and media. To ascertain whether ‘behaviour
change’ has happened on the ‘desirable’ dimensions, the learners have to be
assessed. Thus, the components of education consist of three interconnected
parts – ‘setting learning objectives’, ‘teaching – learning methods and media’,
and ‘assessment methods’. These can be represented as a spiral (Figure – 1).
This spiral can be further expanded to describe a basic teaching model. The
three elements of the spiral, along with the assessment of student’s state of
knowledge and skill at the beginning of a learning session – the entry
behaviour, constitute the basic teaching mode (Figure – 2).
Assessment
Entry Behaviour
T – L Methods
& Media
Objectives
Figure – 2
Basic Teaching
Model
The basic teaching
model exemplifies
the model that
every teacher uses
knowingly or
sometimes even without being aware of it. The model starts with the statement
of objectives, assess the existing level and extent of knowledge and skills that
the student has, apply the relevant teaching – learning methods and media, and
conduct assessment to check the extent and depth of ‘behaviour change’ that
has happened. This model also gives a clarity on where the hurdle could be to
achieve the stated objective.
Three domains of education as per Bloom.
A group of researchers from psychology
and education backgrounds, under the
stewardship of Prof. Benjamin Bloom
worked on classifying the learning
objectives and came to a conclusion that
the purpose of learning can be classified
into three domains – cognitive,
affective, and psychomotor.
Affective
Cognitive
Figure – 3
Psychomotor
Developing such a taxonomy marked an
important milestone in the field of
higher education. Since learners in higher education are adults, and seek
reasons and purpose for their learning, educational objectives and their
hierarchy provide a useful benchmark.
In the context of understanding the application of taxonomy, distinction has to
be made at multiple levels and phases. At one level, the purpose of learning
can be denoted as ‘aim’. Aim can be defined as a Broad statement of
educational activity, e.g., to understand disease. It describes what one intends
to achieve at the end of an educational activity. Each aim can be further
specified in multiple statements called as ‘objectives’.
Objective is a precise point in the direction of aim, e.g., identify uncommon
symptoms. It can be defined as a statement of intent in an educational context.
Other terms that are synonymous with educational objective are – teaching
objectives, learning objectives, intended learning objectives, enabling
objectives, instructional objectives, curriculum objectives, terminal objectives,
operational objectives, performance objectives, outcomes, competencies, etc.
Of these, the terms performance objectives and competencies refer more
specifically to objectives in psychomotor domain.
Educational objective can be defined as a statement of intent in an educational
context, which is demonstrable and measurable on predetermined parameters.
Thus, educational objective is a statement that clarifies the complete range of
activity and expected performance outcomes.
Functions of educational objectives
Educational objectives provide a scaffold for all educational activities like
teaching-learning, student assessment, etc. Specifically, the educational
objectives provide a purpose for teaching, give direction to teaching, makes
teaching easy, and adds a structure for teaching. It gives a direction for
teachers why, what and how teaching should be done. It gives an
understanding to learners as to why and what should be learnt. Objectives
make the process of teaching easy because the complex concepts can be made
into easily understandable chunks of information.
Characteristics of educational objectives
•
Relevant – It is already noted that while stating educational
objectives we have to keep in mind the national health needs. Any
effort made towards realising such health needs adds relevance. It can
therefore be said that relevance of educational objectives depends on
the extent to which these statements conform to the national health
needs. Relevance of educational objectives is a three tier process –
first determine course goals, second the departmental ones and finally
the specific learning goals. Thus, educational objectives that are
written can be said to be relevant.
•
Valid – it is the degree to which the statement conforms to the
domain to which it belongs.
•
Clear - The words must be precise and sentences clear. The idea is
that message has to reach clear and correct. There should be no room
for confusion, misinterpretation or vagueness. The major ingredient
of any educational objectives statement is an active verb. The entire
statement revolves around explanation for the verb, which must be
clear and unambiguous.
•
Feasible – The statement has to tell what is possible to do, both in
terms of human capacity and resources / infrastructure available.
•
Observable – The very definition of learning is change in learner
behaviour. Thus, to know whether learning has taken place, it is
necessary to observe the changes that have taken place. Therefore,
educational objectives have to be stated in terms that are observable.
•
Measurable – Measurability does not mean that learning has always
to be quantitative. But to know whether learning has taken place, one
has to measure the extent of change. Learning a skill could be
qualitative, but the time taken to perform the skill before and after a
learning session could be used as a benchmark to measure qualitative
change.
Elements of educational objectives
A complete specific learning objective consists of four components – act,
content, condition and criterion.
• Act – What the learner will be able ‘to do’ at the end of a learning
session. This could be in any of the three domains. Depending on the
domain, the appropriate verb has to be identified to state the act.
• Content – It is the performance that learner is expected to demonstrate.
• Condition – The conditions under which the performance is done. It
includes the enabling and restraining factors. It also denotes the range
of manoeuvrability.
Act, Content and Condition together constitute the Task
• Criterion – This is the degree of freedom allowed as grace in
performance.
Guilbert’s hierarchy of educational objectives.
Bloom and his associates and the later researchers classified each domain
under multiple levels. This was to ensure that the teachers could understand
the bottom-up approach to writing objectives, so that the learning proceeds
from simple to the complex, and basic to the advanced. The WHO took a
different stand and Guilbert reclassified the levels under three categories.
Thus, there is some difference in the way levels in taxonomy are understood in
general education scene and in health professionals’ education area.
The Guilbert Classification
(Table – 1) categorises each of
the domain into three levels –
lower, intermediate, and
higher. The cognitive domain
has ‘remember / recall’ at the
lowest level. ‘Understand /
Table – 1
Decision making
Automatism
Internalise
Understand / Interpret
Control
Respond
Remember
Imitation
Receive
Cognitive
Psychomotor
Affective
interpret’ is at the intermediate level, so that two or more information from the
recall level feed into the intermediate level. The highest level ‘decision
making or problem solving’ stems from the understanding or interpretation of
the information. Similarly, the other domains also show a bottom-up approach
as explained in table – 1.
Prioritisation of educational objectives.
Educational objectives determine learning contents.
Because educational objectives determine what has
Must-Know
70%
to be learnt, it becomes necessary to know how
Desirable-to-Know 20%
much has to be taught / learnt. This classification of
Nice-to-Know
10%
learning is made under three headings – must know,
desirable to know and nice to know.
Table – 2
This classification is equally applicable to each of the three domains of
learning. The ‘must know’ segment consists of educational objectives that
represent the core competences of the discipline. The learner of that particular
discipline must acquire the knowledge, skill and attitude listed in this
category, if he / she has to be certified as competent / successful. These
comprise of 70% of the total statements of educational objectives in the
discipline.
The other category is ‘desirable to know’, which constitutes 20% of
educational objectives. This includes statements, which are not core
competences, but something beyond it. These objectives complement the core
competences and may become core objectives in higher levels of learning.
‘Nice to know’ consists of objectives that are of general knowledge interest.
The significance of must know category is to ensure that the student passing
out with a health sciences degree must have the basic and necessary
competences to practice and provide health services competently and
comprehensively. The purpose of including desirable and nice to know
components is to differentiate the exceptional learner from the average ones
for awarding grades in certifying exams.
Levels of educational objectives.
Educational objectives can also
be classified at three different
levels.
Figure – 3
Course goals
Departmental goals
The most broad and general
Specific learning goals
Inter-departmental goals
from of goals are said to be
institutional or course goals.
These list the competences that
a graduate has to acquire at the end of the course of study. These are mainly
drawn from the national health policy and the strengths of the health sciences
discipline for which the course is being prepared. While listing these goals,
not only the current health needs, but also the future needs of the community
have to be kept in mind, so that the course does not become obsolete and lose
its relevance to society.
Departmental goals refer to the statements made for the subject / department
in the context of the course. For example, anatomy is taught for various health
sciences disciplines like medical, dental, nursing, physiotherapy, etc. But the
teaching of anatomy in each of these disciplines determined by the course
goals. There are situations, where goals of two or more departments within a
course may overlap or complement each other. For example, the departments
of Community Medicine and Paediatrics may share the goal for immunisation.
Or the departments of Community Medicine and OBG may share the goals for
Family Planning. These are at the same level as departmental goals.
Specific learning goals are same as instructional objectives. These are the
specific statements, which are written for each departmental goal. These
explain the precise and specific performance that is expected of the learner in
the department at the end of a specified educational activity.
SLOs or Educational Objectives as they are more conventionally known, are
explained in three different domains – cognitive, affective and psychomotor.
The significance of knowing domains of learning is the possibility to plan the
educational activity in an accountable manner. Such a planned educational
activity provides space to think, understand and justify teaching / learning.
Principles of adult learning.
The principles of learning include the statements such as, learning is
individual, motivation is the key to learning, relevance of learning experience
should be clear to students, and providing feedback to learners is important.
Some of the characteristics of learning are that learning brings about
behavioural changes in learners, learning brings about a relatively permanent
change that is also gradual, adaptive and selective, learning results from
practice, repetitions and experience, and that learning may not be directly
observable, but the outcomes of learning are observable.
In the context of health professions’ education it must be very clear that all the
learners are in adolescent / adult age, and their learning is distinct from the
way children learn. There has been considerable debate regarding the
application of the mainstream pedagogy principles for adult learning
situations. Even though the general framework of learning does not show
much of a discrepancy between an adult and a child, the perceptions and
purposes of learning do make a difference. The context of learning between a
child and adult also are not the same.
Educational needs of a child learner are more general in nature so as to gain a
larger scope to understand society and align their role into the larger context.
Fundamentals of language, mathematics, social aspects, etc, form the volume
of their learning. The balance of power in the learning process is held by the
teacher. Their learning is decided and directed by the teachers who play the
role of ‘sage-on-the-stage’. Teachers are believed to be the founts of
knowledge and wisdom and their orders are taken as the last word. However,
in the increasingly globalization of learning even at the primary level, this
perception is changing.
In contrast to this, adult learners demonstrate different characteristics.
Malcolm S. Knowles was among the first proponents to approach adult
learners as a distinct group. His contentions were based on four assumptions:
1. As they mature, adults tend to prefer self-direction.
2. Adults’ experiences are a rich resource for learning.
3. Adults are aware of specific learning needs generated by real-life
events.
4. Adults are competency-based learners.
The above assumptions have been tested time and again only to be proved
right. Therefore, adult learning concept within the realms of educational
psychology has developed as a distinct specialty.
The commonly used teaching – learning methods.
The dominant image that one gets about teaching is that of a teacher standing
in the classroom with the students seated in rows in front of him / her and
lecturing that goes on for an hour. Occasionally this may involve some
questioning by the teacher or dictation of notes. Usually the teacher uses
blackboard for writing the topic of lecture and key words / diagrams to
reinforce the lecture. The students in this situation are usually passive except
taking notes or occasionally answering questions. However, the development
of educational science and its adaptation of principles from as varied
disciplines as psychology and management has unleashed a variety of teaching
learning methods that can facilitate better realisation of educational objectives.
For the sake of convenience and ease, the teaching – learning methods are
classified on the basis of group size and on suitability to domains of learning.
Some of the strategies classified on the basis of group size may overlap onto
more than one group size. Similarly, some of the teaching – learning methods
classified as per educational domains may be appropriate for more than one
domain. Thus each of the methods has its own strengths and weaknesses,
basing on which the most appropriate method for the educational objectives
can be selected. Therefore, teaching – learning methods are selected on the
basis of educational objectives and group size.
Further, some of the teaching – learning methods may be useful for different
levels in the same domain. These apart, the resources available, ability of
learners, motivation of learners, characteristics / learning profile of learners
also decide on the selection of teaching – learning methods.
It is necessary to know different types of learning methods because, different
objectives must be taught in different ways, teaching is different settings
requires different methods, different students learn in different ways (learning
styles). The teaching – learning methods therefore, are classified on the basis
of the group size, on whether the teacher or learner(s) is in control of learning,
and on the domain the learning objectives are stated.
Educational objectives are written in either of three domains. Each of the three
domains requires a unique medium of facility to realise the objectives. Those
in cognitive domain will have to be understood and memorised for future
recall and implementation. Those in affective domain will have to be
ingrained to feel and react, while those in psychomotor domain will have to be
perfected as skill. Enabling the realisation of each of these requires unique
teaching methods.
Further, some of the teaching happens in classroom, while some others in
wards or in the field. The lecture that is appropriate for classroom is out of
place for ward based teaching. Sometimes teaching will have to be modified
keeping in view the learner profile. Tutorial is a teaching method that is
adapted when a group of students need to be given extra attention to enable
them to catch up with the rest of class. Conferencing can be used as a method
of choice if it is one or two students who need such special attention.
The teaching – learning methods are classified on the basis of the group size
Table – 3), on whether the teacher or learner(s) is in control of learning, and
on the domain the learning objectives are stated.
Table – 3
Classification of T – L Methods on size of class
Lecture; Symposium;
Large
Team teaching;
Demonstration;
Group
Panel Discussion.
Field Trip;
Group Discussion;
Brainstorming.
Small
Workshop; Role Play;
Group
Seminar; Tutorial.
Assignment;
Principles of educational
communication.
Education is all about
communication – not only
of hard facts but also of
thoughts and ideas and
proposals on which to base
Conference;
Project.
discussion and debate. A
Individual
Individual Practice;
good teacher who can
Library Reference;
Self Learning Resources.
effectively communicate
facts, ideas and theories
will turn out well qualified pupils, but there is one thing lacking in almost
every education system in the world, and that is teaching those pupils how to
communicate their thoughts to others.
Figure – 4
Young people are simply not being
prepared for what the world needs, or
for them to be able to achieve the
Feedbac
success and enjoyment that are
k
Receiver
Sender
available.
Communicatio
n Loop
Communication is the exchange and
flow of information and ideas from
Sender
Receiver
one person to another; it involves a
sender transmitting an idea, information, or feeling to a receiver. Effective
communication occurs only if the receiver understands the exact information
or idea that the sender intended to transmit. Many of the problems that occur
in an organization are:
•
the direct result of people failing to communicate
•
processes that leads to confusion and can cause good plans to fail
Studying the communication process is important because as a teacher you are
constantly communicating either verbally or non-verbally. It is said the
content of a message is composed of:
•
55% from the visual component (how the teacher is)
•
38% from the auditory component (how the teacher speaks)
•
7% from language (what the teacher speaks)
Commonly used teaching – learning media.
TL Media are the resources, which support teaching – learning methods to
enhance the effectiveness of teaching and learning without undermining the
teacher importance and learner intellect. These supportive media appeal to the
sight and sound perception of the learners. Therefore, these are also called as
audio-visual resources or aids. The latest addition to ‘A-V Aids’ is the tactile
medium, especially in health sciences education, where simulation models of
organs, systems, etc, are making learning more ‘life-like’.
It is said that people can think around 800 words per minute, while they can
speak around 160 words with intelligible clarity. Applying this principle into
teaching, there is a large chasm between teachers’ speaking and students’
thinking rate. An effective teaching involves harnessing this difference to
nurture better learning potential. A vivid visualisation can invoke this
difference to supplement the spoken word. A gifted speaker can paint a vivid
picture though his / her spoken word. However, a more impressive resource
would be a visual medium either in still or in motion pictures to capture the
imagination of learners. Thus visual aids have a significant role to play in
teaching – learning process.
Selection of appropriate T L medium depends on – the objectives that are to
be realised, the T L method that is adapted, facilities available, and skills of
the presenter. The TL Media promote perception and understanding, help
reinforcement of learning, motivate and arouse interest, provide variety in
learning, and help to make effective use of time.
Mass based TL methods are expository in nature. These are teacher controlled,
where teacher is imparting knowledge to the learners in a one-way
communication. The most commonly used media for mass based situations
include radio broadcast,
Table – 4
telecast using projection
Classification of T – L Media
television and motion
Non-Projected
Projected
pictures. These can be
supplemented by
LCD Projector
Boards
Equipment
distribution of handouts,
Television
Charts
Specimen
worksheets, posters, etc.
Movies
Models
Flip Chart
Handouts
Group based TL methods
are usually applied for
small group situations, which are more conducive for realising objectives in
higher cognitive, refining psychomotor and affective domains. These are also
effective in achieving and refining objectives in interpersonal communication.
Computer / Laptop
The development of humanist psychology by Carl Rogers in the 1960s and its
extensive application in educational situations has enhanced the importance of
group based T L situations. The TL media that are more appropriate for these
situations include charts, models, specimen, simulators, incomplete handouts,
etc.
Individual based TL methods are appropriate for personalised TL situations.
These provide opportunities to realise objectives that deal with intensive
learning of psychomotor skills and lower cognitive objectives. Some of these
situations are appropriated by distance education. These are mostly learner
controlled in nature, i.e., the learners can modulate the pace and volume of
learning. The TL media that are appropriate range from text based resources
like workbooks and handouts to multimedia resources like e-learning modules
and Internet resources.
Outline of lesson plan.
Curriculum is a plan of educational experiences and activities provided to a
learner by an institution. It states general and specific objectives, indicates
selection and organisation of contents, mentions / suggests certain patterns of
learning and teaching and a program of assessment of the learning outcomes.
Curriculum planning is a dynamic process and curriculum planners should be
guided by curriculum determinants to make decision about the scope, goals
Table – 5
Lesson Planning Document
Domain: Knowledge
Class: ...............
Date: .......................
No. of students: ........
Time: ......................
Topic: ................................................
General Objective: At the end of the session, learners will be able to ....................
Specific learning objectives: At the end of the session, the learners should be able to:
1. Recall …………………………..
2. Interpret ……………………………………….
3. Group ………………………………………..
Set induction:
SLO
Content
T – L Method / Media
Summarisation and follow-up activity
References:
As per APA style
Assessment
Time
and objectives of the course being planned as well as the educational contents,
training methods and assessment
Lesson planning is the micro-level activity in curriculum implementation. You
have to remember that lessons are planned on the basis of domains. Each of
the domain is learnt in an exclusive manner. For example, teaching – learning
in cognitive domain may easily happen by way of a lecture. Burt this activity
will be of little use to ensure learning objectives in psychomotor or affective
domain. Lesson Planning may be done in the template (Table – 5).
Principles of student assessment.
Once the teaching – learning activity is implemented, the logical follow-up is
to estimate the extent and the depth of learning that has taken place. There are
various instruments that measure the attainment or otherwise of the Intended
Learning Objectives. Some of these are the orthodox traditional models, while
some others are the result of painstaking research and educational
development.
Definition of assessment
Assessment can be defined as a continuous process, which is based upon
criteria, that are co-operatively developed, and that are concerned with
measurement of the performance of learners, and the effectiveness of teachers.
It also indicates the quality of program.
The principles of sound assessment underpin quality assessment in our
institutions. The way that these principles are applied will depend on the
context of assessment.
The principles of assessment include
a.
b.
Validity: Comprehensively and accurately identifies:
•
the needs that are to be met by an activity (e.g. program, project,
strategy, policy or operational function)
•
the evidence that would indicate whether those needs are being met,
the extent to which they are being met and how
•
the perspectives of relevant stakeholder groups, including
clients/students.
Rigour: Soundly and systematically applies appropriate, well designed
data collection methods and interpretive strategies to provide clear and
accurate information that can be relied on.
c.
Utility: The assessment design is able to provide timely, accurate and
practical information that meets the needs of the range of stakeholder
groups.
d.
Feasibility: The proposed assessment can be completed within practical
constraints and available resources and is cost effective.
e.
Transparency: Comprehensive, systematic and well justified recording
and reporting of all aspects of assessment including choice of methods
and analyses and the conclusions drawn.
f.
Integrity:
g.
•
assessment is conducted in an ethical manner using appropriate, well
designed, data collection methods and interpretive strategies
•
reporting of results is clear, candid, comprehensive, accurate, fair and
balanced.
Efforts are made to promote appropriate and effective use of the findings.
Forms of assessment
Learners can be assessed in two ways – formative and summative. Formative
is also called as continuous and summative as certifying assessment.
Formative or diagnostic assessment is also a continuous form of assessment. It
can be in the form of end of lecture questions, weekly tests, assignments, etc.
This form of assessment provides a continuous feedback to both the teachers
and learners of the progress being made and what corrective measures, if any
need be considered. Internal assessment is a form of formative assessment.
Formative assessment is continuous, constant feedback and correction, and
internal assessment. Formative goes on throughout the learning span. It
includes assessing whether learning is happening as a whole in the class /
group, who among the learners is finding difficulty in learning and get instant
feedback, so that teaching can be modified. In this method, learners also get a
measure of their performance, so that they can plan for a better performance,
if need be.
Summative assessment on the other hand, is conducted at the end of a
specified period, e.g., unit, term or year end. This is used to certify the learners
as ‘pass’ or ‘fail’. It is used to promote learners to the next higher class or hold
them back in the same class. It also helps in selecting students for a course as
in entrance test, estimate eligibility of a candidate for job selection, etc.
It is the term end examination that is conducted to declare the students as pass
or fail, to give grades to the students and to provide document of performance
for the students to pursue further education or seek jobs. This is the
assessment method adapted by the universities and other examination
conducting bodies.
The difference between formative and summative assessment is explained by
an anonymous source with the example of cooking food; as food is being
cooked, the cook tastes it to find out how it is progressing and takes
appropriate measures like adding some ingredient or diluting for some other.
This is like formative assessment. After cooking is completed, it will be
served, when it will be remarked that the food is tasty or otherwise. This is
like summative assessment. Summative assessment is at the end of learning,
declares pass / fail, certifies student
Matrix of assessment methods.
Assessment is cyclic process that intends to determine whether the intended
learning objectives have been realised or not. It also clarifies as to whether the
objectives can be or cannot be realised. It provides feedback as to why the
objectives cannot be realised and which of the events in the cycle has to be
corrected and in what manner to improve the cycle. It tells how the objectives
can be rephrased as to make it achievable.
The cycle of assessment starts with identifying the statement of objectives that
has to be evaluated. These objectives are classified into appropriate taxonomic
domains. Before starting the process of assessment, it has to be ensured that
TL activities that are appropriate for realising the objectives are adequately
Domain
Instrument
Examples
Essay Questions
Written
Cognitive
Multiple Choice
Questions
Viva voce
Psychomotor
Affective
Table – 6.
Short Answer
Questions
Observation
Observation
Higher Order
Questions
Practical
Clinical
Checklists
arranged. The defining moment in the process of assessment is identification
of appropriate assessment methods. These are identified on the basis of their
correspondence to objectives for domains of educational taxonomy and the
levels within each of the domains. A matrix of objectives and assessment
methods can be mapped as follows for easy reference (Table – 6):
Micro Teaching.
Microteaching is a training technique for the teachers to conduct a "postmortem" of his / her teaching effectiveness. By this technique, teachers find
out what has worked, which aspects have fallen short, and what needs to be
done to enhance their teaching. This was invented in the mid-1960s at
Stanford University by Dwight Allen. Micro-teaching has been used with
success for several decades now, as a way to help teachers acquire new skills.
In the original process, a teacher was asked to prepare a short lesson (usually
20 minutes) for a small group of learners who may not have been her own
students. This was videotaped, using VHS. After the lesson, the teacher,
teaching colleagues, a master teacher and the students together viewed the
videotape and commented on what they saw happening, referencing the
teacher's learning objectives. Seeing the video and getting comments from
colleagues and students provided teachers with an often intense "under the
microscope" view of their teaching.
Micro lessons are great opportunities to present sample "snapshots" of
what/how you teach and to get some feedback from colleagues about how it
was received. It's a chance to try teaching strategies that the teacher may not
use regularly. It's a good, safe time to experiment with something new and get
feedback on technique.
The objectives of micro-teaching include enabling teachers to –
•
learn and assimilate new teaching skills under controlled conditions.
•
master a number of teaching skills.
•
gain confidence in teaching.
Micro teaching helps a teacher to acquire relevant teaching skills. A teaching
skill is that behaviour of the teacher which facilitates pupils’ learning directly
or indirectly. As per NCERT teaching skills include – Writing instructional
objectives, Organizing the content, Creating set for introducing the lesson,
Introducing a lesson, Structuring classroom questions, Question delivery and
its distribution, Response management, Explaining, Illustrating with
examples, Using teaching aids, Stimulus variation, Pacing of the lesson,
Promoting pupil participation, Use of teaching media, Achieving closure of
the lesson, Giving assignments, Evaluating the pupil’s progress, Diagnosing
pupil learning difficulties and taking remedial measures.
References and Further Reading.
• Anathakrishnan N, et al, (1995). Medical Education: Principles and
practice, Alumni Association of J I P M E R , Pondycherry
• Cantillon P, Hutchinson L, Wood D, (Eds) (2003). ABC of Learning
and Teaching in Medicine. London: BMJ Books.
• Dent J & Harden RA (2009) Practical Guide for Medical Teachers. 3rd
ed. Edinburgh: Churchill Livingstone.
• Guilbert JJ (1998). Educational handbook for health personnel, 6th
ed.. Geneva: World Health Organization.
• Huggett KN & Jeffries WB (Eds) (2014). An Introduction to Medical
Teaching 2nd ed. Dordrecht : Springer Netherlands .
• Newble DI & Cannon RA (2001). A handbook for medical teachers.
Kluwer Academic Publishers New York,
• Reece I & Walker S (2009). Teaching, training and learning – a
practical guide 6th Edn. Business Education Publishers.
• Swanwick T (ed.) (2013). Understanding Medical Education: Evidence,
Theory and Practice (3rd edn). Wiley-Blackwell,
Slides
3/6/19
Day 1
RGUHS – Academic and Administrative Training Institute
RAATI
Workshop on Educational Methodology
Level – 1
09.00 a.m. to 09.30 a.m.
09.30 a.m. to 09.40 a.m.
09.40 a.m. to 10.00 a.m.
10.00 a.m. to 10.15 a.m.
10.15 a.m. to 10.45 a.m.
10.45 a.m. to 11.00 a.m.
11.00 a.m. to 11.45 a.m.
11.45 a.m. to 12.30 p.m.
12.30 p.m. to 01.15 p.m.
01.15 p.m. to 02.00 p.m.
02.00 p.m. to 02.45 p.m.
02.45 p.m. to 04.15 p.m.
04.15 p.m. to 04.45 p.m.
04.45 p.m. onwards
Inauguration
Pre-test
Getting-to-know
Program Objectives
Definition of Education; its relation to Curriculum Spiral
Tea
Bloom’s Taxonomy; Group Task 1
Guilbert’s Hierarchy; Group Task 2
Levels and function of Educational Objectives
Lunch
Adult Learning Principles
Teaching – Learning Methods; Group Task 3a
Introduction to Micro Teaching
Tea
Day 2
09.30 a.m. to 09.45 a.m. Review and Preview
09.45 a.m. to 10.30 a.m. Educational Communication; T – L Media; Group Task 3b
09.40 a.m. to 10.00 a.m. Getting-to-know
10.30 a.m. to 11.00 a.m. Lesson Planning
11.00 a.m. to 11.15 a.m. Tea
11.15 a.m. to 12.30 p.m. Principles of Student Assessment
12.30 p.m. to 01.00 p.m. Group Task 4 (Student Assessment)
01.00 p.m. to 01.15 p.m. Post-test
09.30 a.m. to 09.40 a.m.
Pre-test
01.15 p.m. to 02.00 p.m. Lunch
02.00 p.m. to 04.00 p.m. Micro Teaching Sessions
04.15 p.m. to 04.45 p.m. Valedictory
04.45 p.m. onwards
Tea
1
3/6/19
09.40 a.m. to 10.00 a.m.
10.00 a.m. to 10.15 a.m.
Getting-to-know
Program Objectives
Program Vision
Program Mission
to provide
the healthcare system
with qualified educators
To enable teachers in health professions’
education for making informed and evidencebased choices in relation to teaching, student
assessment and other academic matters.
2
3/6/19
Level – 1
Level – 1
Two-day Workshop
Session Objectives
At the end of the Level 1, the participants will be able to –
Aim
To facilitate awareness of the basic principles of student engagement,
curriculum management and student assessment in the context of
health professionals’ education.
Justify the need for faculty training in educational methodology
Define education as per WHO.
List components of education.
State the three domains of education as per Bloom.
Identify the predominant domain in the given objectives.
Discuss Guilbert’s hierarchy of educational objectives.
Illustrate the prioritisation of educational objectives.
Explain the levels of educational objectives.
Level – 1
Session Objectives (contd . . .)
At the end of the Level 1, the participants will be able to –
Explain the principles of adult learning.
Identify the commonly used teaching – learning methods.
Describe the principles of educational communication.
10.15 a.m. to 10.45 a.m.
Name the commonly used teaching – learning media.
Recall the outline of lesson plan.
Explain the principles of student assessment.
Indicate the suitable assessment methods for a given situation.
Present a Micro Teaching Session.
3
3/6/19
Definition of
Education
a continuous process
which has a chief goal
learner is the focus
of all educational activity . . .
to bring about desirable changes
in the behaviour of learners
on a relatively permanent basis
by
way
of
acquiring knowledge
improving skills
developing attitude
Components of
Education
Basic Teaching
Model
Objectives
Entry
Behaviour
Assessment
Objectives
Student
Assessment
T–L
Methods /
Media
T–L
Methods /
Media
Student
Assessment
4
3/6/19
10.45 a.m. to 11.00 a.m.
11.00 a.m. to 11.45 a.m.
Domains of
Learning
Aim
Measure blood pressure of a patient
Cognitive
Psychomotor
Affective
Objectives
List three causes for hypertension
Wrap the cuff firmly
Relieve anxiety of the patient
5
3/6/19
Group Task 1
11.45 a.m. to 12.30 p.m.
Guilbert’s Hierarchy
of Objectives
Cognitive
Psychomotor
Affective
Decision making
Automatism
Internalise
Understand / Interpret
Control
Respond
Remember
Imitation
Receive
Group Task 2
6
3/6/19
Uses of
Educational Objectives
Student Oriented
Shifts emphasis from What to How to learn
12.30 p.m. to 01.15 p.m.
Helps planning suitable
- Teaching Learning Experiences
- Evaluation of Learning Outcome
Improves communication
Brings accountability
Levels of
Objectives
Priority of
Objectives
Must-Know
Course goals
Departmental goals
Specific learning goals
70%
Desirable-to-Know 20%
Interdepartmental goals
Nice-to-Know
10%
7
3/6/19
01.15 p.m. to 02.00 p.m.
02.00 p.m. to 02.45 p.m.
Adult Learning
Principles
Experience
Self concept
Readiness to learn
02.45 p.m. to 04.15 p.m.
Motivation to learn
Orientation to learn
8
3/6/19
Learning can be defined as
Teaching can be defined as
a process that
facilitates learning
by encouraging learners
a process that results
to think, feel and do
Attitudes and
in relatively permanent change in
Knowledge
Skills of learners
Selection of TL Methods
Classification of
Different students learn
in different ways
Different objectives must be taught
in different ways
Different settings require
different methods
T – L Methods
Size of class
Domains of learning
Teacher / Learner Control
9
3/6/19
Classification of
T – L Methods
Size of class
Large
Group
Small
Group
Lecture; Symposium;
Team teaching;
Panel Discussion.
Group Discussion;
Workshop; Role Play;
Seminar; Tutorial.
Demonstration;
Field Trip;
Brainstorming.
Lecture
careful presentation of facts
with organised thoughts and ideas
by a qualified person
Assignment;
Project.
Individual
Conference;
Individual Practice;
Library Reference;
Self Learning Resources.
Lecture
most common teaching method
Tradition
Lecture
Live, Personal
Large Group
Convey Ideas / Summarise
Convenience
Necessity
Popular with Teachers
Economical
Choice
10
3/6/19
Lecture
How to deliver
effective lecture
Planning carefully
Little interaction
Delivering properly
Not good for slow learners
Improving active
participation of learners
Not good for skill/attitude learning
Effective classroom management
Evaluation of lecture effectiveness
Taking steps for betterment
Control Based
Items at
Lecture
Symposium
Team Teaching
Panel Discussion
the beginning and
end of lecture
Tutorial
Demonstration
Brainstorming
are remembered best
Teacher Centric
Bowing Effect
11
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Domain Based
Control Based
Learner Centric
Conference
Library Reference
Seminar
Role Play
Individual Practice
Workshop Self Learning Resources
Group Discussion Project
Field Trip
Assignment
Brainstorming
Group Task 3a
Cognitive
Lecture; Team Teaching; Symposium;
Panel Discussion; Seminar; Tutorial;
Project; Workshop; Role Play; Assignment;
Library Reference; SLM
Psychomotor
Demonstration; Workshop;
Project Work; Individual Practice
Affective
Group Discussion; Panel Discussion,
Role Play; Case Study
04.15 p.m. to 04.45 p.m.
12
3/6/19
A short lesson
taught by a trainee teacher
to a small group of
students or peers
for a short period
under skilled supervision
and constructive feedback
microteaching
is like
putting
the teacher
under a microscope
Features of Micro Teaching
Teaching Skills
Check list
5 + 1 minutes
Students, Peers and Supervisor
Demonstration of teaching skills
Lesson planning
Pupil participation
Set induction
Use of AV aids
Presentation
Conclusion
Evaluation by students, Peers, Supervisor
13
3/6/19
Advantages
Expert supervision
Constructive feedback
Sharpen the teaching skills
Eliminates errors
Builds up confidence
04.45 p.m. onwards
Day 2
14
3/6/19
09.30 a.m. to 09.45 a.m.
09.45 a.m. to 10.30 a.m.
Review and Preview
Attention span
Communication Loop
Feedback
Sender
Sender
Receiver
Receiver
20 mins
15
3/6/19
Uses of T – L Media
signal what is important
reinforce what you are saying
engage all senses for learning
enable visualisation or experience
facilitate different learning styles
Selecting the T – L Medium
Projected
LCD Projector
Real life situations
Contrived situation
Motion films
Still pictures
Classification of T – L Media
The way you teach
The Learners
Learning Objective
Television
Movies
Computer / Laptop
Non-Projected
Boards
Equipment
Charts
Specimen
Flip Chart
Models
Handouts
16
3/6/19
Five Rules for Slide Design
Don’t give power point centre stage
Create logical flow to your presentation
Group Task 3b
Presentation should be readable
Remember, less is more
Distribute handouts
Avoid Text Overload
Guidelines on fonts
Employ a few …. Stick to familiar fonts
Stay away from gimmicky fonts
Keep type sizes consistent
Use bold to make some words to stand out
Easily readable font size
Having too much text on the screen can defeat the purpose of
using Power Point. The slides begin to look like a jumble of
text, making slides difficult to read and unrecognizable from
each other.
Many people tend to put every word they are going to say on
their PowerPoint slides. Although this eliminates the need to
memorize your talk, ultimately this makes your slides
crowded, wordy and boring. You will lose your audience's
attention before you even reach the bottom of your…
People will either try to read everything or copy everything
down or they will lose interest . List only the key points. If
you have more info to include use more slides or create
handouts.
17
3/6/19
DO NOT USE ALL CAPITAL
LETTERS TO PUT EMPHASES
ON WHAT YOU ARE SAYING!
How NOT to make a PPT
• Avoid backgrounds that are distracting or
difficult to read from
• Always be consistent with the background
that you use
• Ha Ha Ha . . .
10.30 a.m. to 11.00 a.m.
18
3/6/19
Curriculum
plan of educational
experiences / activities
Macro planning
includes knowledge of
that is offered to a learner
under the guidance
Curriculum
of an educational institution
Learners
Deliberate,
Systematic, and
Planned attempt
Resources
Snapshot of academic activity
Departmental goals . . . . . . . . . . . . . .
Micro Planning
Hours allotted . . .
Faculty in-charge . . . . . . . . . . . . . .
Topic
Context
Teacher
activity
Learner
activity
Micro planning
is usually for
a specific lesson
classroom,
laboratory,
clinical, field,
library,
assignment, etc.
It’s often called lesson planning
19
3/6/19
Class: ...............
No. of students: ........
Lesson planning can be defined as
the process of
organising the teaching – learning activity
Lesson Planning Document
Domain: ...............
Date: .......................
Time: ......................
Topic: ................................................
General Objective: At the end of the session, learners will be able to ....................
Specific learning objectives: At the end of the session, the learners should be able to:
(use active verb) …………………………..
as agreed upon in the curriculum
(use active verb) ……………………………………….
by the teacher, with active participation of learners
(use active verb) ………………………………………..
and includes the indication of
intended learning objectives
teaching – learning activities
assessment process
Set induction: Time: .... mins
Objective
Method / Medium
Assessment
Time
Conclusion
References: (to be listed as per APA style)
11.00 a.m. to 11.15 a.m.
11.15 a.m. to 12.30 p.m.
20
3/6/19
“…no matter … how appealing the statement of
goals,
… how logical the program of organisation,
… how dazzling the teaching methods,
it was the examination that communicated most
vividly to
Students learn
what is asked
…………and not
what is taught
Thorndike’s Law of Effect
students what was expected of them.”
G. E. Miller
Purpose of Student Assessment
Student assessment may be defined as
a continuous process
based upon criteria
that are co-operatively developed and
which is concerned with measurement of
Selection of Students
Pre Assessment
Monitoring Learning Progress Feed Back to Students
Feedback to Teachers
Diagnosis of problem areas
performance of learners
Prediction of learners’ future performance
effectiveness of teachers
Determining Success or Failure
quality of programs
External motivator for learning
Selection for higher study courses
21
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Formative Assessment
Types of Assessment
Formative Assessment
Frequent
Focused
small content areas
Feed back immediate or rapid
Fixed Criteria
Summative Assessment
each student assessed with respect to his / her performance
Uses
Assessment of Progress - feedback to the learner
Program Evaluation - feedback to the teacher
Summative Assessment
Infrequent
Large content area
Pass or fail
Certifying or ranking
Limited / No feedback
Uses
Assessment methods
Direct Methods
Real
Group dynamics assessments
Simulated
Indirect methods
Objective Structured Clinical Exam
Objective Structured Practical Exam
Long Essay
Written tests Short Essay
Short Answer
Program Evaluation- feedback to the Teacher
Protection of the Society - certification of competence
Indirect Methods
Lab observations
Selection of the Students - admission to a course
Motivation of the Students- incentive to learn
Direct Methods
Clinical performance
Oral tests
22
3/6/19
Essential nature of a Test
Qualities of a test
Directly related to educational objectives
Valid
Concerned with important and useful matters
Realistic and practical
Reliable
Objective
Comprehensive but brief
Practicable
Precise and clear
Specific
Discrimination
Common errors in a test
Triviality
Outright Error
Matrix of objectives / evaluation
Domain
Cognitive
Ambiguity
Obsolescence
Psychomotor
Instrument
Example
Written
Long essay
Short essay
MCQ
Oral
Higher order Qs
Observation
Bias
Affective
Observation
Practicals
Clinicals
Check lists
Rating scales
Group discussion
23
3/6/19
12.30 p.m. to 01.00 p.m.
Group Task 4
01.00 p.m. to 01.15 p.m.
Post-test
01.15 p.m. to 02.00 p.m.
02.00 p.m. to 04.00 p.m.
Micro Teaching Sessions
24
3/6/19
04.15 p.m. to 04.45 p.m.
04.45 p.m. onwards
Valedictory
Thank you for your time
academichub.rguhs@gmail.com
25
Group Tasks – Pharmacy
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Pharmacy Faculty
Group Task on Educational Objectives
Indicate by mark (X) against the statement, which domain is predominant in below listed
statements. The statement could be cognitive (C), Psychomotor(P) or Affective(A)
No. Specific Learning Objective
Domain
C P A
Group 1
1.
Isolate caffeine from the given sample.
2.
Classify nutraceuticals.
3.
Explain to the lab assistant the precautions to be followed while mounting
section on slides in microscope.
4.
Measure the absorbance of the given sample by UV Spectrophotometer.
Group 2
1.
Enumerate the types of tissue culture techniques.
2.
Explain to the lab assistant the various staining techniques.
3.
Calibrate the hot air oven as per the given SOP.
4.
Select a suitable concentration to construct the calibration curve.
Group 3
1.
Explain to the lab assistant about the techniques to store the crude drug.
2.
Choose a mobile phase and stationary phase as per the nature of the sample.
3.
Discuss the method of preparation of Taila and Churna.
4.
Determine the swelling factor.
Group 4
1.
Obtain the mitotic index for the given data.
2.
Explain to an expectant mother the myth of consuming saffron.
3.
List the methods of improving the quality of medicinal plants.
4.
Prefer a method used to detect component in TLC.
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Pharmacy Faculty
Identify the following statements as belonging to (a) Recall / Remember; (b)
Understand / Interpret; (c) Problem Solving / Decision Making
•
•
•
•
•
•
Define antihypertensive agent.
Classify antihypertensive agents.
Discuss the method of preparation of Taila and Churna
Describe the procedure of estimation of cholesterol in blood.
List the methods of improving the quality of medicinal plants.
Explain the precautions to be followed while handling the radioactive substances.
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Pharmacy Faculty
Group Task on Teaching Learning Methods / Media
Given below is a list of instructional objectives pertaining to the three types of basic abilities
which learners are expected to acquire. Assume that the number of students is 50.
•
Identify the domain to which statement belongs to.
•
Indicate the optimal group size.
•
Select the appropriate teaching – learning method(s) / media for each objective.
1. At the end of instruction the learner(s) shall be able to:
a) Explain the mechanism of halogenation of benzene.
b) Prepare p-bromoaniline from acetanilide.
c) Train the lab assistant about the proper disposal of chemicals in laboratories.
2. At the end of instruction the learner(s) shall be able to:
a) Identify the amino acids present in the given sample by paper chromatography.
b) Discuss the mechanism and kinetics involved in unimolecular nucleophilic substitution
reaction.
c) Acclaims the lab assistant for following Good Laboratory Practices.
3. At the end of instruction the learner(s) shall be able to:
a) Perform the assay of calcium gluconate by complexometry.
b) Select the best antihistamine from the charts showing the activity of histamine and
antihistamines.
c) Educate the lab attenders about the first aid measures during accidents while working in
laboratory.
4. At the end of instruction the learner(s) shall be able to:
a) Value research in the area of green synthesis in chemistry.
b) Describe the biosynthesis of purine nucleotides.
c) Synthesis p-bromoacetanilide from aniline using KBr
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Pharmacy Faculty
Group Task on Assessment Process
Please suggest appropriate assessment methods and instruments for given situations using the
following checklist.
Checklist
1.
2.
3.
4.
5.
What is the basic purpose of assessment?
What is the predominant domain involved?
What is the number of students?
Choose the most feasible and valid assessment method.
Choose the most feasible, valid and objective assessment.
Situations
1. A batch of 60 students has been admitted to first year B Pharm. The department of
pharmaceutics intends to introduce them to the term pharmaceutics, drugs and dosage
forms and to different types of dosage forms.
Please suggest an appropriate method to assess the relevant basic science knowledge
of the students.
2. How will you assess the technical knowledge regarding “Particle size reduction by
ball mill” of 200 students appearing for II year Physical Pharmaceutics final
examination?
3.
How will you assess a batch of 20 students ona. Ability to prepare a stable emulsion
b. Ability to analyse the viscosity of a liquid sample.
c. Ability to calibrate the disintegration apparatus.
4. Suggest appropriate method to evaluate a group of 60 final year B.Pharm students for
a. Ability to evaluate the prescription.
b. Knowledge on weights and measures.
c. Skill of make a medicated gel
Group Tasks – Physiotherapy
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Group Task on Educational Objectives
Physiotherapy Faculty
Indicate by the mark (P) against the statement, which domain is predominant in the below
listed statements. The statement could be in Cognitive (C), Psychomotor (P) or Affective
(A) domain.
Domain
No.
Specific Learning Objective
Group 1
1
State the normal range of blood pressure
2
Demonstrate the use of muscle stimulator
3
Handle the child gently during physiotherapy
4
Map the course on radial nerve on the forearm
Group 2
5
Explain to the parents why the child must be kept in hospital
6
Compare and contrast the skeletal and cardiac muscle fibres
7
Take great care in transferring a patient of hip replacement
8
Explain to the parents how the administrative structures
involved in admissions and departures function
Group 3
9
Describe procedure of cardiac stress test
10
Perform a muscle test in a case of poliomyelitis
11
Relieve the anxiety of parents of a girl child having scoliosis
12
Repair a traction device
Group 4
13
Have an understanding of the joint movements
14
List causes of low backache
15
Determine the laterality of the given femur bone
16
Offer moral support to parents of a physically challenged child
C
P
A
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Grou p Tas k on Edu c ation al Ob jec tives
(Gilb ert’ s Hierarc h y)
P hysi othe r apy F ac ul ty
From the following list, differentiate the objectives as belonging to – Recall; Understanding /
Interpretation; or Problem-solving category.
At the end of instruction, the learner shall be able to 1. Discuss the appropriate physiotherapy assessment techniques for stiffneck.
2. Correlate the biological, physical and behavioral sciences which underpin physiotherapy.
3. Provide rehabilitation for an athlete who has undergone surgery for anterior cruciate
ligament injury.
4. Plan for a comprehensive multi-dimension assessments of the elderly client.
5. Enumerate two treatments for stroke.
6. List effect two effects of drugs used in the treatment of osteoporosis.
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Group Task on Teaching Learning Methods / Media
Physiotherapy Faculty
Given below is a list of instructional objectives pertaining to the three types of basic abilities which
learners are expected to acquire. Assume that the number of students is 50.
• Identify the domain to which statement belongs to.
•
Indicate the optimal group size.
•
Select the appropriate teaching – learning method(s) for each objective.
1. The learner shall be able to:
a) Describe mode of action of TENS current
b) Perform postural drainage for lower lobe segments of the lung.
c) Reassure a patient who has to undergo surgery under general anesthesia.
2. The learner shall be able to:
a) Discuss differential diagnosis of low back pain.
b) Test for motor and sensory deficit in a peripheral nerve injury
c) Avoid causing undue pain and discomfort while examining a patient with
painful shoulder.
3. The learner shall be able to:
a) Interpret an EMG report
b) Clinically examine a patient for peripheral neuropathy.
c) Counsel parents of a child recently recognized as mentally retarded.
4. The learner shall be able to:
a) Plan the management of a child diagnosed as spastic diplegia.
b) Educate a parent about ADLS (activities for daily living).
c) Perform clinical examination of a child with respiratory disorder.
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Physiotherapy Faculty
Group Task on Assessment Process
Checklist
1. What is the basic purpose of assessment?
2. What is the predominant domain involved?
3. What is the number of students?
4. Choose the most feasible and valid assessment method.
5. Choose the most feasible, valid and objective assessment tool.
Situations
1. A batch of 40 students has been posted to the Department of exercise therapy and intended to impart
instruction on goniometer. Before starting the instruction, how will you assess the relevant basic
knowledge the students?
2. How will you assess the learning progress of a batch of 20 students posted in the Department of
Neurophysiotherapy on the acquisition of
a. Physical examination skills
b. Ability to reassure the relatives of a patient with a chronic disease
c. Ability work as a team in preparing of the health team
3. Please suggest appropriate method and instrument for assessing a group of 50 physiotherapy students
on the following abilities during the first year BPT:
a. English language proficiency.
b. Ability to pursue self-learning.
4. How will you assess the following abilities in a batch of 60 physiotherapy students appearing in final
examination:
a. Ability to individualise ambulatory treatment for Stroke.
b. Ability to discuss and defend a clinical diagnosis in stroke.
Group Tasks – Dental
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Dental Faculty
Group Task on Educational Objectives
Indicate by the mark (P) against the statement, which domain is predominant in the below listed
statements. The statement could be in Cognitive (C), Psychomotor (P) or Affective (A) domain.
Domain
No.
Specific Learning Objective
C
Group 1
1
State the normal range of blood pressure
2
Demonstrate the use of subgingival curette
3
Handle a child gently on dental chair
4
Treat in the order of urgency, several patients who arrive at once
Group 2
5
Explain to the parents why the child must be kept in hospital
6
Compare and contrast the molars and incisors
7
Reassure a child before giving local anesthesia
8
Explain to the parents how the administrative structures involved in
admissions and departures function
Group 3
9
Mention different complications after a dental extraction
10
Perform an extraction of a mobile tooth.
11
Evince care before arriving at a diagnosis of AIDS
12
Prepare a dental impression
Group 4
13
Have an understanding of the basic principles of asepsis
14
Interpret an intra oral periapical radiograph
15
Describe procedure of Fine Needle Aspiration biopsy
16
Maintain patience while examining an uncooperative patient
P
A
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
De ntal F ac ul ty
Educational Objectives
(Gilbert Hierarchy)
From the following list, differentiate the objectives as belonging to – Recall; Understanding /
Interpretation; or Problem-solving category.
At the end of instruction, the learner shall be able to 1.
List the common signs and symptoms of dental caries.
2.
Describe the method of sterilization of diamond points, mouth mirrors and probes, and
hand pieces used in the preparation of cavities.
3.
Differentiate between the cavity designs adopted for deciduous teeth and permanent
teeth.
4.
Select a restorative material suited for a geriatric patient in the treatment of dental caries.
5.
Estimate prevalence of dental caries in the community from the given data of a survey
conducted.
6.
Plan a long-term caries prevention strategy to be implemented in the schools.
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Dental Faculty
Group Task on Teaching Learning Methods / Media
Given below is a list of instructional objectives pertaining to the three types of basic abilities which learners
are expected to acquire. Assume that the number of students is 50.
• Identify the domain to which statement belongs to.
•
Indicate the optimal group size.
•
Select the appropriate teaching – learning method(s) for each objective.
1. The learner shall be able to:
a) Describe mode of action of local anesthetic agent
b) Perform inferior alveolar nerve block
c) Reassure a patient who has to undergo multiple extractions under general
anesthesia.
2. The learner shall be able to:
a) Discuss differential diagnosis of facial pain
b) Make preliminary impressions for a completely edentulous patient.
c) Avoid causing undue pain and discomfort while examining a patient with
mandibular fracture.
3. The learner shall be able to:
a) Interpret a blood sugar report
b) Prepare an ideal Class I Cavity to receive an amalgam restoration.
c) Counsel about oral hygiene methods.
4. The learner shall be able to:
a) Plan the restorative management of a child with cleft lip and palate.
b) Take an intra oral radiograph of maxillary central incisors.
c) Counsel a patient who has to undergo hemi-mandibulectomy.
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Dental faculty
Group task on Assessment Process
Checklist
1. What is the basic purpose of assessment?
2. What is the predominant domain involved?
3. What is the number of students?
4. Choose the most feasible and valid assessment method.
5. Choose the most feasible, valid and objective assessment tool.
Situations:
1. A batch of 60 students has been posted to the first BDS. The department of oral pathology
intends to impart instruction in tooth carving. Before starting the instruction, how will you
assess the relevant basic science knowledge of the students?
2. How will assess the learning process of a batch of 15 students posted in the department of
oral surgery on the acquisition of
a. Physical examination skills.
b. Ability to reassure the relatives of a patient with cleft lip and palate.
c. Ability to work as a team in preparing the treatment plan.
3. Please suggest appropriate method and instrument for assessing group of 60 dental students
on the following abilities during the first year BDS:
a. English language proficiency
b. Ability to pursue self learning.
4. How will you assess the following abilities in a batch of 100 dental students appearing in
final year examination:
a. Ability to individualise treatment for OSMF
b. Ability to discuss and defend clinical diagnosis.
Group Tasks – Nursing
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Group Task on Educational Objectives
Nursing Faculty
Indicate by the mark (P) against the statement, which domain is predominant in the below listed
statements. The statement could be in Cognitive (C), Psychomotor (P) or Affective (A) domain.
Domain
No.
Specific Learning Objective
Group 1
1
Mention different risk status of pregnancy
2
Use overhead projector effectively
3
Handle the child gently while giving a sponge bath
4
Treat in the order of urgency, several patients who arrive at once
Group 2
5
Explain to the parents why the child must be kept in hospital
6
Classify different constituents of blood
7
Prepare a newborn baby for transfer to ward
8
Explain to the parents how the administrative structures
involved in admissions and departures function
Group 3
9
List the environmental factors affecting the health in an area
10
Conduct a normal delivery
11
Avoid any action that could endanger the life of a child
12
Stain a slide for acid fast organisms
Group 4
13
Have an understanding of the basic principles of asepsis
14
Give mouth to mouth resuscitation
15
Conduct a normal delivery
16
Explain to a mother how to prepare ORS
C
P
A
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
G r oup Task on Educ ati onal O bje c ti ve s
Nur si ng
From the following list, differentiate the objectives as belonging to - Recall, Understanding /
Interpretation or Problem-solving category.
1. Demonstrate comprehensive application of critical thinking using the nursing process
2. Recognize the effects of chronic illness on the patient and the family
3. Interpret the laboratory report of complete blood count in an anaemic patient.
4. Define anaemia.
5. List the causes for iron deficiency anaemia in reproductive age group.
6. Differentiate between the normal anatomic, physiologic and cognitive changes related to
growth, development and the aging process.
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Group Task on Teaching Learning Methods / Media
Nursing
Given below is a list of instructional objectives pertaining to the three types of basic abilities which
learners are expected to acquire. Assume that the number of students is 50.
• Identify the domain to which statement belongs to.
•
Indicate the optimal group size.
•
Select the appropriate teaching – learning method(s) for each objective.
1.
a. Describe the causes of pain in abdomen
b. Assist with foreign body removal
c. Avoid causing undue pain and discomfort while examining a patient with acute
appendicitis
2.
a. Describe the clinical features of cancer oesophagus
b. Collect blood and perform a peripheral smear
c. Motivate the relatives of a patient of cancer oesophagus to donate blood
3.
a. Define common terms used in pathology
b. Conduct nursing assessment of a patient with neurological disorders
c. Evince care not to offend personal pride and sentiments of a patient suffering from sexually
transmitted disease
4.
a. List the stages of labour
b. Assist in performing tubectomy in a woman who has delivered 3 days back
c. Counsel a client who comes to the family planning clinic.
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Nursing faculty
Group task on Assessment Process
Please suggest appropriate assessment methods and instruments for given situations using the
following checklist.
Checklist
1. What is the basic purpose of assessment?
2. What is the predominant domain involved?
3. What is the number of students?
4. Choose the most feasible and valid assessment method.
5. Choose the most feasible, valid and objective assessment tool.
Situations
1. A batch of 40 students has been posted to the III-year clinicals. The Department of
Obstetrics and Gynecological Nursing intends to impart instruction in the conduction of
labor. Before starting the instruction, how will you assess the relevant basic science
knowledge of the students?
2. How will you assess the learning progress of a batch of 20 students posted in the Antenatal
ward on the acquisition of
a. Physical examination skills
b. Ability to reassure the relatives of a patient with Gestational Diabetic mellitus.
c. Ability to work as a team in preparing of the Nursing team.
3. Please suggest appropriate method and instrument for assessing a group of 100 Nursing
students on the following abilities during the first year of B.SC (Nursing) program.
a. English language proficiency
b. Ability to pursue self-learning
4. How will you assess the following abilities in a batch of 100 Nursing students appearing in
final examination:
a. Ability to individualize ambulatory treatment for postoperative pre-eclampsia
mothers.
b. Ability to discuss and defend nursing diagnosis.
Group Tasks – Medical
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Medical Faculty
Group Task on Educational Objectives
Indicate by the mark (P) against the statement, which domain is predominant in the below listed
statements. The statement could be in Cognitive (C), Psychomotor (P) or Affective (A) domain.
No.
Specific Learning Objective
Group 1
1
State the normal range of blood pressure
2
Demonstrate the use of otoscope
3
Handle the child gently during examination
4
Treat in the order of urgency, several patients who arrive at once
Group 2
5
Explain to the parents why the child must be kept in hospital
6
Describe the scope of epidemiology
7
Prepare a newborn baby for transfer to ward
8
Explain to the parents how the administrative structures involved in
admissions and departures function
Group 3
9
List the environmental factors affecting the health in an area
10
Measure body temperature using a thermometer
11
Avoid any action that could endanger the life of a child
12
Collect PAP smear
Group 4
13
Have an understanding of the basic principles of asepsis
14
List differences between male and female pelvis
15
Perform care of wound
16
Explain to a mother how to prepare ORS
Domain
C
P
A
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Medical Faculty
G r oup Task on Educ ati onal O bje c ti ve s
From the following list, differentiate the objectives as belonging to – Recall; Understanding /
Interpretation; or Problem-solving category.
1. Write a rational and individualised prescription for a patient with hypertension.
2. Given a set of blood pressure measurements, categorise them as mild, moderate or severe
hypertension.
3. State the relative prevalence of primary and secondary hypertension.
4. Define hypertension.
5. Describe the manifestations of target-organ disease due to hypertension.
6. Explain the principal barriers faced by patients for controlling their high blood pressure.
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Medical Faculty
Group Task on Teaching Learning Methods / Media
Given below is a list of instructional objectives pertaining to the three types of basic abilities which
learners are expected to acquire. Assume that the number of students is 50.
• Identify the domain to which statement belongs to.
•
Indicate the optimal group size.
•
Select the appropriate teaching – learning method(s) for each objective.
1.
a. Describe the pathophysiology of Gram Negative Septicaemia
b. Perform tubectomy in a woman who has delivered 3 days back
c. Avoid causing undue pain and discomfort while examining a patient with acute
appendicitis
2.
a. Discuss the differential diagnosis of breathlessness
b. Collect blood and perform a peripheral smear
c. Motivate the relatives of a patient of cancer oesophagus to donate blood
3.
a. Interpret the results of liver function tests
b. Perform examination of the central nervous system in a given patient
c. Evince care not to offend personal pride and sentiments of a patient suffering from sexually
transmitted disease
4.
a. Plan the management of an asphyxiated newborn
b. Estimate blood sugar in a given sample
c. Counsel a client who comes to the family planning clinic
Rajiv Gandhi University of Health Sciences, Karnataka
Basic Course in Educational Methodology
Medical Faculty
Please suggest appropriate assessment methods and instruments for given situations
using the following checklist.
Checklist
1. What is the basic purpose of assessment?
2. What is the predominant domain involved?
3. What is the number of students?
4. Choose the most feasible and valid assessment method.
5. Choose the most feasible, valid and objective assessment tool.
Situations
1.
A batch of 100 Medical students has been promoted to III term. The department of Pathology intends to
impart instruction about haematology. Please suggest appropriate method to assess the relevant basic
science knowledge of the students?
2.
How will you assess the learning progress of a batch of 20 students posted to Medicine Department on –
a. Physical examination skills
b. Ability to reassure the relatives of a patient with a chronic disease
c. Ability work as a team in preparing of the health team
3. Please suggest appropriate method and instrument for assessing a group of 50 medical
students on the following abilities during the first year MBBS:
a. English language proficiency.
b. Ability to pursue self-learning.
4.
How will you assess the knowledge of 200 students appearing in the final year examination for –
a. Ability to individualise ambulatory treatment for Rheumatic heart disease.
b. Ability to discuss and defend a clinical diagnosis in Rheumatic heart disease
Notes
Notes
Notes
Notes