UNIT 1
Operational Foundation of
Health Education
Angilly L. Lim, LPT, PhD
UNIT LESSON OUTLINE:
1. Definition of health and health education
2. Purpose of Health Education
3. Importance of Health Education
4. Roles and Function of Health Educator
5. Roles of Medical Technologist in Different Settings
6. Teaching and Learning Process
7. Qualities of Effective Teaching
8. Principles of Good Teacjer
9. Code of Ethics for Professional Teacher
1. Definition of Terms
In general …
Health education is referred to as the process by which
individuals and groups of peoples learn to behave in a
manner conducive to the promotion, maintenance or
restoration of health.
“A process in encouraging people to want to be healthy,
to know ow to stay healthy, to do what hey can
individually and collectively to maintain health, and to
seek help when needed” (Alma-Ata, 1978).
1. Definition of Terms
1.1 Health
The WHO Constitution of 1948 defines health as a state of
complete physical, social and mental well-being, and not
merely the absence of disease or infirmity.
Health is, therefore, seen as a resource for everyday life, not the
objective of living. Health is a positive concept emphasizing social
and personal resources, as well as physical capacities.
1. Definition of Terms
1.2 Health Education
“Consciously constructed opportunities for learning involving some form of
communication designed to improve health literacy, including improving
knowledge, and developing life skills, which are conducive to individual
and community health.”
The WHO health promotion glossary describes health education as not
limited to the dissemination of health-related information but also
“fostering the motivation, skills and confidence (self-efficacy) necessary to
take action to improve health”, as well as “the communication of
information concerning the underlying social, economic and environmental
conditions impacting on health, as well as individual risk factors and risk
behaviours, and use of the health care system”.
2. Purpose of Health Education
• The purpose of health education is to
positively influence the health behavior of
individuals and communities as well as the
living and
working conditions that
influence their health.
Kent State University, USA
3. Importance of Health Education
a. Health education improves the health status of individuals, families,
communities, states, and the nation.
b. Health education enhances the quality of life for all people
c. Health education reduces premature deaths.
d. By focusing on prevention, health education reduces the costs (both
financial and
human) that individuals, employers, families, insurance
companies, medical facilities, communities, the state and the nation would
spend on medical treatment.
4. Roles and Functions of the Health Educator
• Promote, maintain, and improve individual and
community health by
assisting individuals and
communities to adopt healthy behaviors.
• Collect and analyze data to identify community needs
prior to planning, implementing, monitoring, and
evaluating programs designed to encourage healthy
lifestyles, policies and environments.
• May serve as a resource to assist individuals, other
professionals, or the community, and may administer
fiscal resources for health education programs
5. Roles of Medical Technologist in Different Settings
A medical technologist is a highly
skilled health professional who tests
and analyzes blood, other body
fluids, and tissue samples. Medical
technologists are responsible for
operating and maintaining the
equipment
used
to
analyze
specimens and ensuring that tests
are completed in a correct and
timely manner (Santiago, 2020).
5. Roles of Medical Technologist in Different Settings
Your role is to make use of
the peculiarity of each of
the different setting in the
laboratory to give your
students the maximum
learning.
5. Roles of Medical Technologist in Different Settings
Concentration
• Medical technologists work in all areas of the lab, including
immunology, microbiology, genetics, histology, hematology,
chemistry, toxicology, and blood banking.
• The role of a medical technologist may be determined by
the branch of pathology their lab specializes in, but is
otherwise only limited by the tools they are provided.
Regardless, it is purely diagnostic.
The concept of Teaching
Teaching as an art
- It is a way a teacher expresses his/her emotions and
communicates his/her feelings through his/her teachings. This
is a conglomeration of one’s talent, skills, expertise in reaching
out and enriching the students’ lives.
Teaching as a Science
- Teaching as a science seeks the application of a scientific
attitude and methodology in deciding about strategies to
employ instructional materials to use and other best practices.
6. Teaching and Learning
Teacher
Student
Content
The triad of Teaching
What is Learning
- “A change in human disposition or capability that persists
over a period of time and is not simply ascribable to
processes
of
growth.”
– From The Conditions of Learning by Robert Gagne
- transformative process of taking in information that—when
internalized and mixed with what we have experienced—
changes what we know and builds on what we do. It’s based
on input, process, and reflection. It is what changes us.”
– From The New Social Learning by Tony Bingham and Marcia Conner
- “The
process
of
gaining
knowledge
– From The Adult Learner by Malcolm Knowles
and
expertise.”
Components of Educational Process
Educational process is a structured system of organizational and didactic measures
aimed at performing requirements of a definite educational level according to the
state standards of higher education.
Teacher
Learner
Administration
Instructional
Materials
Components
of Educational
Process
Curriculum
Content/Teaching
Strategies
Learning
Environment
The Process of Learning
Principles of Good Teaching Practice in Undergraduate
Education
7. Qualities of
Effective
Teaching
(Stronge, 2018)
Quality 1: Professional Knowledge
Stronge (2018) concludes from his research that
effective teachers draw from a strong base of
knowledge about their profession. This includes a
detailed knowledge of the content they are
teaching, how to teach in general, and how
learning best occurs in their particular content
area.
Quality 2: Instructional Planning
The most effective teachers are also wellplanned and organized, and they focus their
planning on three key questions: What should
be taught?, How should it be taught?, and
How will we know if students have learned
what we taught?
Quality 3: Instructional Delivery
According to Stronge’s research, effective
teachers flexibly use a variety of
instructional strategies, tailoring their
choices to their students, their content,
and their time and resources.
Quality 4: Assessment
The most effective teachers design valid
assessments that reliably measure students’
progress toward learning objectives. They
use this assessment data to guide further
planning and instruction.
Quality 5: Learning Environment
Research further indicates that effective teachers
create a positive learning environment that
supports students social-emotional growth as well
as their academic learning.
Quality 6: Professionalism
Effective teachers are professionals who care deeply
about their students. They build relationships with
them, getting to know them on a personal as well
as academic level, and make it clear that they are
committed to helping the students grow.
8. Qualities of Effective Teacher
• Begins class promptly and in a well-organized way.
• Treats students with respect and caring.
• Provides the significance/importance of information to be
learned.
• Provides clear explanations. Holds attention and respect of
students….practices effective classroom management.
• Uses active, hands-on student learning.
• Varies his/her instructional techniques.
• Provides clear, specific expectations for assignments.
• Provides frequent and immediate feedback to students on
their performance.
• Praises student answers and uses probing questions to
clarify/elaborate answers.
• Provides many concrete, real-life, practical examples.
Qualities of Effective Teacher
• Draws inferences from examples/models….and uses analogies.
• Creates a class environment which is comfortable for
students….allows students to speak freely.
• Teaches at an appropriately fast pace, stopping to check
student understanding and engagement.
• Communicates at the level of all students in class.
• Has a sense of humor!
• Uses nonverbal behavior, such as gestures, walking around,
and eye contact to reinforce his/her comments.
• Presents him/herself in class as ‘real people.’
• Focuses on the class objective and does not let class get
sidetracked.
• Uses feedback from students (and others) to assess and
improve teaching.
• Reflects on own teaching to improve it.
10. Code of Ethics for Professional Teachers
Code of Ethics for Professional Teachers - Link to the
reference
Merci!