I.Traditional Teaching strategies
 Lecturing
 Discussion
 Questioning
 Using audio-visuals
II. Activity based strategies
 Cooperative learning
 Simulations
 Problem based learning
 Self-learning modules
III. Computer teaching strategies
Computer-assisted instructions
Internet
Virtual reality
IV. Distance learning
Interactive television
Classes via internet
V.Teaching psychomotor skills
 Approaches
 Assessment of pscyhomotor skills learning
VI. Clinical Teaching
 Purpose of clinical laboratory
 Models of clinical teaching
 Preparation of clinical instruction
 Conducting a clinical laboratory research
I. TRADITIONAL
1 Lecturing
2. Discussion
3. Questioning
4. Using Audio-visual
1. LECTURING
TYPES OF LECTURES
1. TRADITIONAL ORAL ESSAY


The teacher is the orator and ONLY speaker
Expositions done on topic – inspirational or information
2. PARTICIPATORY LECTURE
> Begins w/ brainstorming from what students read
3. LECTURE W/ UNCOMPLETED HANDOUTS
 Resembles
traditional oral essay but w/ handouts (blank
spaces)
4. FEEDBACK LECTURE
> Consists of mini-lectures interspaced w/ 10 minute small
group discussions
5. MEDIATED LECTURE – uses
media such as
films, slides or Web based images + traditional
lecture
PURPOSES OF
LECTURES
1.
2.
3.
4.
5.
Efficient means of introducing learners to
new topic and sets the stage of learning
Stimulates learner’s interest
Helps to integrate and synthesize a large
body of knowledge
For clarification of difficult parts
(arrythmia, acid-base balances)
To advance knowledge when textbooks
are not available
ADVANTAGES OF LECTURING
1.
2.
3.
4.
It is economical. Great deal of information
– shared.
Supplies and textbooks become true to life
 ‘theater’
Teacher serves as model  students see a
‘creative mind at work’
Helps students develop their listening
abilities
DISADVANTAGES OF LECTURING
1.
2.
3.
4.
Puts learners in the PASSIVE ROLE of a
sponge
Focuses on the TEACHING OF FACTS
with little focus on PS, DM, analytical thinking
or transfer of learning  results in SURFACE
learning
Does not meet student’s individual learning
needs
Student’s have little attention time span
(15 minutes)
ORGANIZING LECTURES
•
•
•
Take time to plan for the objective of a
lecture
Make an outline
 HEIRARCHICAL/CLASSICAL
LECTURE
Ex. Research Design
Ex.
•
Research Design
I. Why we need different research design
II. Research Design:
A. Research (clinical trials)
> Quasi-experimental
> Pre-experimental
B. Correlation
> Ex-post facto
> Restrospective
III.Validity and Reliability of Design
DELIVERING THE LECTURE
 Plan
your delivery
 Rehearse
 Consciously think of the delivery 
to maximize effectiveness
2. DISCUSSIONS
TYPES OF DISCUSSIONS
1. FORMAL DISCUSSIONS
 Announced topic
 Reading, watching movie – done in advance
2. INFORMAL DISCUSSIONS
 Spontaneous
PURPOSES &
ADVANTAGES
1.
2.
3.
4.
Learns problem solving method (groups)
Opportunity to apply principles,
concepts & theories
Clarifies information & concepts
Assists to evaluate beliefs/positions
(professional, societal or ethical issues)
> change in attitudes & values
DISADVANTAGES
1.
2.
3.
Takes a lot of time
One person/few participants
(monopolies)
Gathering of uninformed opinions
DISCUSSION TECHNIQUES
1.

Make expectations clear.
‘Students know exactly what they have
to do for discussion’ Ex. Chapter to
read, watch a video
2. Set ground rules.
> Limitations (e.g. time, no. of speakers,
interruptions during speech)
3. Arrange physical space.
 Circle sitting arrangement
4. Plan a discussion starter.
 Ask participants to come up with opening
questions
 Study questions – handed out prior to meeting
5. Facilitate, do not discuss.
 Refrain from talking. Watch group progress.
Keep everyone engage in discussions.
6. Encourage quiet members to
participate.
 Make eye contact and smile.
 Give direct, simple questions: “Mary, what do
you think?”
7. Don’t allow monopolies.
 Eye contact.
 Be blunt when needed.. “We’ve been hearing a
lot fro Sarah. Now, let us hear of the rest of
you think.”
8. Direct the discussion among group
members.
> Leaders facilitate.
9. Keep the discussion on track.
“We seem to have strayed a little fro our
topic. Let’s pick up on the last topic that
Lot was talking about.”
10. Clarify when confusion reigns.
> Recording may help the group. Let them
learn the act of clear self-expression.
11.Tolerate some silence. Silence
gives everyone a chance to think.
12. Summarize when appropriate.
3. QUESTIONING
Can
Ask
be a teaching strategy
questions  higher order thinking
FUNCTIONS OF QUESTIONS
Places the learners in an active role
 Simple recall
 Helps students analyze concepts
 Evaluate worth of ideas
 Speculate “if”
2. Assesses baseline knowledge 
retention
1.
3. Helps review content – enlightens gray
areas
4. Motivates students
 Stimulates
thinking & curiosity
5. Guides learner’s thought process
LEVELS OF QUESTIONS
1.
A.


According to WINK classification
CONVERGENT Qs
specific, usually short & unexpected answers
PURPOSE -- recall and integrate information
Ex. What happens to the bronchioles when a client
has pneumonia versus an asthma attack?
B. DIVERGENT Qs
 Generates
new ideas, draws implications,
formulates a new perspective
Ex. What might happen if you relocate an
elderly person with dementia to another type
of residence where he or she is presently
living?
2. According to BARDEN
A. LOWER-ORDER QUESTIONS

Recall information, read or memorize
B. HIGHER-ORDER QUESTIONS
> Requires comprehension and critical thinking
TYPES OF QUESTIONS
1. FACTUAL QUESTIONS



Requires simple recall questions
Assess learner’s understanding
To check if students are listening
2. PROBING QUESTIONS


Seeks further explanation
Ex. “Can you explain that?”
3. MCQs
 Tests
recall or used to begin a discussion
4. OPEN-ENDED QUESTIONS
 All
questions that request learners to construct an
answer
 Ex. “When shall you use clean versus sterile dressing
technique?”
5. DISCUSSION-STIMULATING Qs
 Uses
various questions to promote the topic
 Ex. “Do you agree with John’s position?”
6. QUESTIONS THAT GUIDE PS
 Guides learners through problem solving thinking
 Ex. “What information do you need to have before
we can solve this problem?”
7. RHETORICAL QUESTIONS
 Stimulates
thinking
 Guides learners into asking some of their own
questions
QUESTIONING TECHNIQUES
 Supportive
teachers  promote questioning
1. Prepare some questions ahead of time
 Match with objectives
2. State questions clearly and specifically
> Ex. “Can you give me an example of how respnodeat
superior can be practiced?”
3. Tolerate some silence.
4. Listen carefully to responses.
 Don’t interrupt.
5. Use the “beam, force, build” technique.
 BEAM – send Q to the class
 FORCE – call one student at a time
 BUILD – redirect the question to other students
6. Provide feedback.
 Allow a few seconds of silence and ask, “Can
anyone add to the answer?”
7. Handle wrong answers carefully.
 “I am sorry Edward but it’s not quite it.”
 “Yvette, you are correct in saying that ____,
but that is not the best way to go.”
STIMULATING LEARNERS TO ASK
QUESTIONS
Learners
should be rewarded for
asking good questions.
Thinking is driven not by answers by
good questioning.
HOW TO ENGAGE?
Thank or praise the student for asking
questions.
 Talk to the whole class not only the questioner.
This keeps the whole class / group involved.

4. USING VISUAL AIDS
Can
enhance teaching
Can add interest to the classroom
ISSUES
 Correct
choice?
 Available?
 Effective?
FACTORS TO CONSIDER: SELECTING MEDIA
1. Learning objectives
 Opt for variety
2. Availability of materials / technical
assistance
3. Level, ability & number of students
TYPES OF TRADITIONAL AUDIOVISUALS
1.


HANDOUTS
Printed materials – communicate facts, figures,
concepts
Saves a lot of time for information
2. CHALKBOARDS/ WHITEBOARDS
 Useful for mathematical problems
3. OVERHEAD TRANSPARENCIES
(OHP)
 Saves time, helps organize and illustrates
content
 Costly
4. SLIDES
> Used to show pictures, project diagrams,
charts and word concepts
ADVANTAGES OF SLIDES:
 Affordable
 Easy to store
 Easy to update/ recognize
DISADVANTAGES OF SLIDES:
 Costly projector bulbs – don’t last long
5.VIDEO TAPES
 In-house filming, video-clips
 Used during: 1) role playing; 2) communication; 3)
counseling skills
ADVANTAGES OF VIDEOTAPES:
 Provides personal touch
 Standardized exposure – in spite of distance
 Used at learner’s own pacing
DISADVANTAGES OF VIDEOTAPES
 Costly
 Communication is one way – learner’s become
passive
SUMMARY: INTERACTIVE
LEARNING
Combine
variety of techniques
Change tactics every 15 to 20 minutes to recapture student’s interest
II. ACTIVITY BASED TEACHING
STRATEGIES
1.
Cooperative learning
2.
Simulations
Problem based learning
3.
4.
Self-learning modules
STRENGTH:
 Students
are involved in creating and
storing up knowledge for themselves
1. COOPERATIVE LEARNING
Small
groups of learners  work
together toward achieving shared
learning goal
Learners are aware that they are
responsible not only for their own
learning but also for that of the others in
the group.
TYPES OF COOPERATIVE LEARNING
GROUPS
A. FORMAL COOPERATIVE LEARNING GROUP



Done in traditional class / distance learning groups
Individual or group accountability
Most useful in group setting
B. INFORMAL COOPERATIVE LEARNING
GROUP
 Can
be used in any setting
 Helps the members to understand and clarify
misconceptions as well as to share experiences
C. BASE COOPERATIVE LEARNING GROUP
 surveys/focus groups
 Applied easily to new staff orientation or preceptor
programs
ADVANTAGES OF COOPERATIVE
LEARNING
 Promotes
critical thinking – varied positions 
discussions --?
 Enhances social skill.
 Helps address learning needs & learning styles
 Members learn to function as a team.
DISADVANTAGES OF COOPERATIVE
LEARNING
> Does
not cover all content/ topics in syllabus
2. SIMULATIONS
Controlled
representations of reality
Exercises that learners engage in to learn in the real world
PURPOSES & USES OF SIMULATIONS
1.
2.
3.
4.
5.
Enhances DM & PS skills
Enhances interaction abilities
Helps student learn psychomotor skills
in a safe and controlled setting
Chance to apply theories & principles
in practice
Achieves learning objectives –
communication skills
6. Ensures attitudinal change
Helps discover factors affecting people &
situations (exercise, game, role-playing)
7. Helps in mastery of skills
8. Helps evaluate learning (simulation
tests)
ROLE OF EDUCATOR IN SIMULATION
LEARNING
1.
2.
3.
Planner – read carefully, assign reading
Facilitator – introduce activity,
moderator
Debriefer – summarize what happened,
let learners explain what they did and
why, point out principles and theories
applied
TYPES OF SIMULATIONS
1. SIMULATION EXERCISE
Focuses on process learning
Ex. Earthquake drills, fire drills

2. SIMULATION GAMES
> Focuses on CONTENT / PROCESS learning
TYPES -- SIMULATION GAMES
A. CONTENT LEARNING

Focuses on teaching / reinforcing factual
information (ex. Crosswords, word games,
bingo gaes)
B. PROCESS LEARNING
> Emphasizes problem solving & application of
information (ex. Sim City)
ADVANTAGES OF SIMULATION GAMES
Teaches
facts & application of
information
Stimulates learning – makes learning fun
Helps to evaluate learning
Increases interaction among learners
DISADVANTAGES OF SIMULATION GAMES
1.
2.
3.
Waste of time
Unprofessional
Teachers dislike competition which
games promote
3. ROLE PLAYING
 Form
of drama – spontaneous acting out of
roles (interaction)
 Lasts for 3 to 5 minutes (illustrates one aspect
of human relationship)
 Expression of non-verbal and verbal behavior,
response patterns and implementation of
principles
4. CASE STUDIES
> An analysis of an incident or situation on
which characteristics and relationships are
described, factual or hypothetical events
transpire, and problems need to resolved or
solved
Steps to follow in case studies:
1. Develop objectives – What do you want learners to
learn?
2.
Select a situation – Choose a topic & a scenario
3.
that fits the objectives & concept you want to apply.
Develop the characters.
4.
5.
Develop the discussion questions.
Lead the group discussion.
Note: There is NO ONE RIGHT ANSWER to
a case. Many problems are so complex that
they have a variety of resolutions rather than a
solution.
3. PROBLEM BASED LEARNING
Involves
confronting students w/ real life situations –
enhances CT & DM
POINTS IN PBL!
SMALL GROUPS  ANALYZE THE CASE
 IDENTIFY THEIR OWN NEEDS
FOR INFORMATION
 SOLVE PROBLEMS.
 OUTPUT
 Students will become GOOD PROBLEM SOLVERS in
their future work
 Students become LIFE LONG LEARNERS

DIFFERENCES
PBL
CASE STUDIES
> CONDUCTED IN > USED BY
SMALL GROUPS
INDIVIDUALS/GRO
UPS
> STUDENTS HAVE > STUDENTS HVE
LITTLE
MOST OF THE
BACKGROUNDS
BACKGROUND
KNOWLEDGE OF LEARNING THEORY
SUBJECT MATTER
TO APPLY TO THE
Example of PBL
A small community hospital is confronted with a
severe nursing shortage. They are considering a
change in the nursing delivery system to a
model that involves cross training of personnel
and increased use of assistive personnel.
Rumors about a change began to circulate
around the hospital and many staff seem
unhappy.
Identified issues by the group
I.
a.
b.
c.
d.
NURSING SHORTAGES
How often do they occur?
How severe do they get?
What causes them?
What past solutions have been tried and do they work?
II. NURSING CARE DELIVERY SYSTEM
a. What is this one called?
b. Is it being used anywhere?
c. How would it work?
d. What might cross-training involve?
e. Are there published job descriptions for assistive
personnel?
Also
D.
known as
A.
SELF-DIRECTED LEARNING MODULES
B.
SELF-PACED LEARNING MODULES
C.
SELF-LEARNING PACKETS
INDIVIDUALIZED LEARNING ACTIVITY PACKAGES
4. SELF-LEARNING MODULES
DEFINITION OF SELF-LEARNING
MODULES
A
self-contained unit or package of study
materials for use by an individual
 Audience where this WORKS BEST:
Adult learners
Principles in handling adult learners:
1.
2.
3.
Adults are self-motivated to learn
(relevant)
Adult’s prior experience is a resource
for further learning.
Adults are problem focused and readily
learn material they can use to solve
problems.
COMPONENTS OF SELF-LEARNING
MODULES
1.
2.
3.
4.
5.
6.
Introduction and instructions
Behavioral objectives
Pretest
Learning activity
Self-evaluation
Pretest
TIPS
1. INTRODUCTION & INSTRUCTIONS

Topic for module – single topic
Ex. Problem of elimination – divide this into urinary
elimination and intestinal elimination
2. BEHAVIORAL OBJECTIVES


Expected of the learner
Objectives – over-all objectives / specific
3. PRETEST
 Optional
 Pretest – diagnostic test / assesses prerequisite
knowledge
 helps evaluate which sections of the module to
skip and which ones need to be studied in
depth
4. LEARNING ACTIVITIES
 Most creative portion
 Designed to help meet objectives
 Must appeal to people – diff. learning styles
Ex. Attending short lectures, speeches, demo
Watching a video or slide
Using a computer program
4. SELF-EVALUATION TOOLS
 Assesses
how the students are achieving the
objectives
5. POSTTEST
A
self quiz (MCQ or short answer questions)
 Retake is okay
 Determines mastery
DEVELOPING A MODULE
Takes time (weeks/months)
 Begin with the body (behavioral objectives,
pretest, learning activity, self-evaluation,
posttest)
 Last to write – introduction & instructions
 PILOT TESTING – have one or two people
work at the module for feedback (e.g. unclear
objectives etc)

ADVANTAGES OF SELF-LEARNING
MODULES
 Very
flexible – do it at your own pacing,
done independently
 Individualized approach – helps students
 Sparks interest in teaching – creativity
 Standardized
 Reduces travel time
Reduces costs
DISADVANTAGES OF SELF-LEARNING
MODULES
 Miss
interactions with people
 May lead to further procastination – lack
of structures and deadlines
 Promotes dishonesty
 Takes many hours to design and test
IV. COMPUTER TEACHING
STRATEGIES
Computer Aided Instruction
Computer Managed Instruction
3. Internet
1.
2.
1. COMPUTER-AIDED
INSTRUCTION
LEVELS OF Computer Aided Instruction
1. Drill and Practice

Recognition and application of information
Ex. Drugs names and actions
2.Tutorials


Useful teaching material at the rule/concept level
Forces teachers from learning some basic material
3. Games
 Game
mode can teach
4. Simulation
 Provides
off real world experiences
 Provides chances to learn how to solve clinical
problems
5. Multimedia presentations
 Also
called hypermedia
 Older form: Interactive videodisc (IVD) program
EVALUATING SOFTWARE: CRITERIA
1.
2.
3.
4.
5.
6.
Accuracy – Up to date?
Easy to use – computer friendly?
Design –Interactive?
Appearance – Graphics? Animation & sound?
Feedback – rationale?
Cost-effectiveness – price? Discounts?
2. COMPUTER-MANAGED
INSTRUCTION
 Any
system of record keeping
 Use of authoring systems –
pre-developed software packages that
guide the educator t process of
development of CAI
3. THE INTERNET
> A mammoth complex of computer connections across
continents, connecting many millions of computers
1.
EMAIL (electronic)

Greater collaboration between teachers vs.
students and between students vs. students
Source of peer support
Means to seek referrals, for consultation and for
post-discharge follow-up


EX. LIST SERVS – a group of people who have similar
interests and want to share information and experience
regarding their interest in a type of discussion groups
2. NEWS GROUPS
 Discussions
groups of people with same interest
 Messages appear in general mailbox
Ex. Sci.med.nursing – group discussing all kinds of
nursing issues (needs a news render softward)
 Also used for online support groups
Ex. Groups for caregivers of Alzheimer’s disease
3. World Wide Web
A collection of “documents” found on Web pages
 A place to find specialized knowledge and multimedia
presentations
Ex. MEDLINE – for National Library of Medicine

Criteria to choose WWW site
1.
Purpose – audience?
2.
Currency
3.
Credibility
4.
Content accuracy
5.
Design
ADVANTAGES IN HOSPITAL USE
 Provides home-based care support for the
chronically ill
 Tool for patient care management – part of
hospital information system
 Provides patient teaching
 Supports mastery learning
> Maximizes time on task and helps develop
overlearning (beyond mastery, responses
becomes automatic)
> Provides instant feedback
> Develops cognitive residues (skills in
researching  skills in managing information)
> Promotes interactivity, institutional
consistency, individualized instruction, time
efficiency and cost-effectiveness (savings)
DISADVANTAGES
1. High-cost  initial outlay for hardware and
software
2. Negative effect  personal and professional
communication