Module Description

This module introduces future healthcare professionals to the fundamentals of patient/client education. Students will learn the importance of empowering patients through education to increase patients’ ability and encourage positive behavioral, health-related changes. Another focus of this module is to nurture the confidence and skills that will motivate healthcare professionals to undertake teaching in their work environment. Thus, the emphasis of the module is on the healthcare professional as facilitator of learning. Embedded throughout are themes of thinking like a teacher, the learner as active participant and learning as change. Students are prompted to explore some of the micro skills of teaching and in doing so also come to recognize what is "personally distinctive" about their teaching style.

This module is offered as an elective to students in the allied health professions programs to increase knowledge and promote successful health education to patients/clients.

Conceptual Basis of this Module

"Patient education is the process of influencing behavior, producing changes in knowledge, attitude, and skills to maintain health... Providing patients with complete and current information helps create an atmosphere of trust, enhances (healthcare professional)-patient relationship and empowers patients to participate in their own healthcare."

(American Academy of Family Physicians, 2000, p. 1712.)

There are many definitions of patient education. I like this one because it proposes patient education as a process aimed at achieving cognitive behavioral change. Patient teaching is identified as only one part of that process and significantly not able to guarantee patient behavioral change + maintenance of adherence to health regimes over time.

We will be using this definition to guide the key theories, knowledge, and skills to introduce in this module.

Education for Health

Education is integral to the role of most healthcare professionals. Tones and Tilford (2001) captures the extent to which the process of education is embedded in healthcare with the term "education for health".

Tones and Tilford (2001) argue that whether it be undergraduate, postgraduate or continuing education, general staff development, patient or health education, all these educational activities have a causal impact on achieving the common goal of health as illustrated in Figure A.

Figure A. Relationship between education and health (Tones & Tilford, 2001, p.4).

Relationship between learning and health outcomes

The centrality of education in health is evidenced by both the diversity of career niches within healthcare specifically designated for teaching and the sheer numbers of healthcare professionals with at least some responsibility for education within their service role(s). The undeniable nexus between the caring role and education in achieving health outcomes is well recognized.

Key themes covered in this module

Figure B identifies the key themes we will examine and sorts these into three broad themes: theory, planning and teaching.

Figure B. Key themes of this module.

Intended Learning Outcomes

My aims as the facilitator of this module are to:

• encourage you to "think like a teacher" when planning and facilitating the patient/client education process;
• use the specialized contexts of patient/client education to raise issues to do with the education process; and
• provide an opportunity for you to practice and reflect on some of the key micro-skills of teaching relevant to any learning context.

By the end this module, it is anticipated that you should be better able to:

• inform your teaching, in any context, with some basic learning theory and principles of good practice;
• write measurable specific learning objectives;
• apply the techniques of target analysis, task analysis and concept analysis to the selection of the content to be learned;
• use micro-skills of demonstration, feedback reinforcement, variation, questioning and group discussion to facilitate learning; and
• draw on a model of reflection as a means of understanding and improving your skills as a teacher.

No textbooks are prescribed. A set of learning materials will be provided.

Listed below are the resources drawn upon in this module.

Teaching in Health Settings

Gramet, P., Jacobs, K. Sopczyk, D, & Bastable, S. B. (2011). Health professional as educator: Principles of teaching and learning. Jones and Bartlett Publishers.

Jensen, G.M., & Mostrom, E. (eds.) (2012). Handbook of teaching and learning for physical therapists (3rd ed.). Elsevier/Butterworth-Heinemann.

Patient Education

Amerian Academy of Family Physicians. (2000). AAFP core educational guidelines: Patient education. American Family Physician, 62, 1712-1714. Retrieved from https://www.aafp.org/afp/2000/1001/p1712.html

Dreeben, O. (2010). Patient Education in Rehabilitation. Jones & Bartlett Learning.

Rankin, S. H., Stallings, K. D., & London, F. (2004). Patient education in health and illness. Wolters Kluwer Health.

Health Education

Tones, K., & Tilford, S. (2001). Health education: Effectiveness, efficiency and equity (2nd ed.). Nelson Thornes.

Websites

AMA Patient Educational Materials: http://www.ama-assn.org//ama/pub/physician-resources/patient-education-materials.page

JurongHealth campus Patient Education Library: https://www.juronghealthcampus.com.sg/Patient%20Education%20Library.aspx

Ng Teng Fong General Hospital Patient Education Videos: https://www.ntfgh.com.sg/Patients_and_Visitors/Patient-Education-Videos.aspx

SingHealth Patient Education-Healthy Living Series: https://www.singhealth.com.sg/patient-care/patient-education/healthy-living-series

SingHealth Polyclinics Patient Education Series: https://polyclinic.singhealth.com.sg/patient-care/your-clinic-visit/patient-education-series

Stanford Patient Education Research: http://patienteducation.stanford.edu/

There are two assessment components for this module.

1. On-line discussion/dialogue/exercises (20%)

There are basic rules to follow when involved in an online discussion. Please adhere to online/internet etiquette.

Discussions and interactions will facilitate active learning from each other. Each topic will have learning experiences and /or discussion questions associated with the topic. There may be exercises for you to do prior to entering the discussion group so that all can contribute to the discussion. As we will not be on-line all at the same time, you will want to visit the discussion (update) page frequently to keep up with the treads of the discussion. How frequently will you ask me? Well, if you post on day one, you might want to come back to the discussion site 3-4 days later and see if you can contribute further as well as next time you are ready to post for the subsequent lesson. There really are no rules… but this will help the dynamics of the discussion. Remember, to make the discussion interesting for others to read, we have to make our point as clearly and concisely as possible.

You will be evaluated on the quality (evidence of critical evaluation of materials) of your 'homework' and of your contribution to the discussion.

2. Teaching ePortfolio (80%)

All of the Works for this module are to be assembled in a teaching ePortfolio.

All items must be submitted for a final grade to be allocated.

​DUE DATE: To be determined

For this work, there are two components:

• The Plan for DEMONSTRATION - you will submit this component as part of your teaching ePortfolio. You will need to complete this component before the actual DEMONSTRATION.
• Skill of DEMONSTRATION - you will demonstrate your skill to DEMONSTRATE 'something'.

Ideas for topic areas

You are expected to demonstrate (or teach) a (psychomotor) skill that is complex to learn. That is, there may be many steps or some steps may require considerable dexterity, cognitive processing or judgment, and decision-making before moving on. Your demonstration does not have to be related to patient education or work, but it should be something you are very familiar with. The examples below give some sense of the diversity of topics:

• Gloving, gowning & scrubbing
• CPR
• Stump bandaging
• Making sushi
• Dancing the cha cha cha
• Tying the Malay male wedding sarong
• Japanese tea ceremony
• Knitting
• Tying a tie/bowtie
• Wrapping the Indian sari

The Plan for DEMONSTRATION

You document a number of key components of the planning process. Most of these can be presented as tables. You must include a total of five tables in Work 1. You are expected to make comments about the data and analysis you make in each table. Do not give me a description of the phenomena, for example, don't tell me what a 'learner analysis' is, instead, tell me about what your analysis raises (or some other interesting dimension that is worthy of comment).

1. ANALYSES

1.1 Analysis of the Learner

The data presented in this analysis will be for your demonstration to be undertaken in our classroom. The intended 'learners' might be either the peers you are studying with (being themselves) or you might have asked your peers to be role-playing (pretend) to be a group that you specify. Your analysis will be for the intended learners:

1.2 Analysis of the Learning Environment

The data presented in this analysis will be for your demonstration to be undertaken in our classroom. 'Strategies' refers to what you will need to do in order to overcome obstacles to learning in this setting OR to harness the opportunities in this setting. Your analysis will be significantly influenced by what you will be demonstrating (so it will have different information to everyone else in the classroom).

Use scholarly works to help inform your analysis. In the discussion accompanying your analysis compare the classroom to the usual environment in which this skill might be learned. Consider how this might change your concerns and strategies. 

1.3. Task Analysis

Task analysis for the purpose of educational design is undertaken to inform content selection. Task analysis identifies the essential knowledge, skills, and attitudes required by someone to undertake a specific set of tasks relevant to a particular job function. Not all parts of your task analysis will necessarily refer only to your demonstration. Furthermore, depending on your target group, not all parts of the analysis will be new learning for them. Some of the information identified may actually be considered prerequisite knowledge.​

2. THE PLAN

2.1 Specific Learning Objectives

Please state the objectives using the usual genre conventions for writing specific learning objectives. 

You must then also include your analysis of the learning objectives using the four-part table we used in Topic 4 Writing Goals and Objectives.

Comment on the level at which you expect the learner to be able to perform the skill after your class.

2.2 Teaching Notes

Outline of the session should include:

1. Topics
2. Steps in the procedure
3. Steps that need explaining
4. Annotations of steps that are critical to safety and/or difficult to learn
5. Examples
6. Points at which summary might be useful
7. Useful spots to stop for questions
8. Points at which testing/assessment might take place
9. Particular dimensions/issues for emphasis
10. Directions for learners

2.3 Discussion regarding your demonstration

Identify and justify such things: your role as a model and how you acted on this; where and why you placed yourself in relation to the learner; ways in which you might have used memory devices or mental rehearsal. 

Assessment Criteria

Use the following rubric to guide you in writing your work:

Assessment Rubric for Work 1

Skill of DEMONSTRATION

You have 20 minutes in which to explain and demonstrate the topic you chose for the above planning component to your peers ('learners'). You may have to brief them about who they are (and where they are). You will probably need to bring various props and equipment or perhaps extra items if your 'learners' will be 'hands-on' experiencing the skill with you.

Time frame allocated for your individual demonstration of a skill:

• Preparation & role briefing of the group - 5 minutes
• Micro skill practice - 15 minutes
• Group feedback - 5 minutes

Following the completion of all 'demonstrations/presentations', spend 20-30 minutes together, discussing each of the questions below. This exercise will assist you with Work 3 of your ePortfolio.

• What did you find most difficult about this activity as a whole?
• What did you find difficult about the demonstration as a teaching skill?
• What sort of things did you think about during the demonstration?
• What sort of feelings did you have?
• What did you learn about yourself as a teacher?
• What did you learn about yourself as a learner?
• What did you learn about giving feedback?
• What did you learn about receiving feedback?
• What learning resources had a particular impact on you as a learner and why?

Explaining is a key skill of patient/client education.

In this part of the ePortfolio, you present evidence of your ability to plan for an explanation. Choose a topic from the area of patient education. DO NOT use the topic that you used for the demonstration. Preferably, choose a topic relevant to your practice or field of specialty; choose a concept to explain. This should be something that is a bit difficult to explain. Otherwise. you will find you do not have enough material to work with in this Work. When you document your explanation, DO NOT present it as script ready to be read. Key points are sufficient.

1. ANALYSES

As with Work 1, you complete a series of tables and include your comments about your findings.

1.1 Analysis of the Learner

1.2 Analysis of the Learning Environment

The data presented in this analysis will be for an explanation to you might undertake in the course of some patient education interaction. As with Work 1, you are asked to consider the most likely setting. It is essential that you make unique features of your immediate work setting apparent in your analysis.  

Use scholarly works to help inform your analysis. 

2. CONCEPT MAP

In the Appendix of your e-Portfolio, please include ALL the ORIGINALS of every draft brainstorm list and concept map you created to get to the final version. I want to see (and enjoy) the process of development you went through.

3. THE PLAN

3.1 Purpose of the explanation

Please state the purpose or aim of this explanation.

3.2 Specific Learning Objectives

Please state the objectives using the usual genre conventions for writing specific learning objectives.

You must then also include your analysis of the learning objectives using the same four-part table as before.

3.3 Teaching Notes for Explaining

Outline of the session should include:

1. Key questions
2. Examples
3. Connections
4. When and how you will monitor your learner(s) and feedback

3.4 Discussion regarding your EXPLANATION

Comment on the purpose of the explanation, nature of the 'lead in' you devised including how you intended to establish relevance with the learner, considerations for promoting clarity, particular dimensions/issues for emphasis, issues to do with matching the explanation to the learners' ability. 

Also, explain how this explanation would differ if you were teaching students or colleagues about the same topic.

Assessment Criteria

Use the following rubric to guide you in writing your work:

Assessment Rubric for Work 2

The primary intention of this Work is to give you the opportunity to reflect on your experiences of teaching.

The central questions are:

• 'What are my strengths and weaknesses as a teacher?'
• 'What are my personal attributes as a teacher that make me personally distinctive?'

To begin to think about yourself as a teacher, you will draw primarily on your experience in the micro-skill practice of DEMONSTRATION. In this Work, you are asked to:

1. return to your teaching experience, plans (Works 1 and 2) and/or practice; 
2. consider your feelings about teaching and review the experience again;
3. evaluate the strengths and weaknesses of your skills as you experience it;
4. evaluate the learning activity/activities you chose; 
5. determine what you might do differently 'next time'.

The focus of your experience as a teacher is your DEMONSTRATION. Sources of data for this Work will include:

• your notes and plan;
• your video-recording of your DEMONSTRATION;
• verbal feedback about your DEMONSTRATION given by your 'learners';
• written feedback from your 'learners'.

In order to explore your understanding of the micro skills, you should also draw on:

• your experience being a teacher in your practice, now or in the past; and
• your experience as a learner. Remember that you have experienced these skills as either a student being taught or a teacher teaching. Either perspective will usefully inform your view of yourself.

Work 3 Requirements

Word length: Approximately 2,000 words in length

Media: Include media such as images, diagrams, tables, embedded videos, weblinks, and other digital media. Be sure to source all material that is quoted or otherwise used.

References: Include at least five scholarly articles or books, plus any other necessary or relevant references, including websites and other media.

Assessment Criteria

Use the following rubric to guide you in writing your work:

Assessment Rubric for Work 3

Genre: Essay + Personal Pronoun

The genre for this Work is the essay format. This means you must use paragraphs and sentences. Useful variations would include some use of headings and sub-headings and point form. 

In this Work, you will be thinking and writing about yourself so it will be acceptable to use the word "I". For example, "I did...", "I discovered that...", or "next time I would probably... ".

You will need to draw on the scholarly works as evidence to support your argument.

How to Assemble and Present your ePortfolio

You will present the three Works in the form of an ePortfolio via the university's learning management system. The ePortfolio as used for assessment gives you the opportunity to present evidence of your work as a teacher.

Organizational features of your ePortfolio should include:

• Table of content
• Section (and sub-) headings to structure the content
• Reference list (use APA citation style)
• Appendices (including drafts of brainstorm ideas and/or concept maps, and photos of yourself teaching. Annotate these with your commentary about your experience). 

Labels and Meaning

Teachers have various names. The label used in a specific organization may have philosophical connotations, industrial implications or political consequences.

Thus, teachers may also be called educators, lecturers, faculty, academics, facilitators, clinical/feild work supervisors, tutors, trainers, learning designers and even counsellors. In this module, we will use the term 'teacher' interchangeably with 'facilitator'. The label 'facilitator' appeals to me because it suggests learner-centered action by teachers intended to enable and support learning. On the other hand, 'teacher', which can have didactic overtones associated with the knowledge 'telling' model of learning. 

Characteristics of Good Teachers (Jensen & Mostrom, 2012)

• Teachers must understand deeply the topics that they are teaching and ceaselessly engage in adding to their knowledge stores
• Teachers must know about the learners whom they are teaching
• Teachers must be acquainted with a number of different theoretical approaches and techniques (pedagogy) that can facilitate learning for richly diverse groups of learners.

Healthcare Professionals as Teachers 

The role of the healthcare professional as teacher is recognized as a core professional activity, that cannot be left to chance, aptitude or inclination (Gramet, Jacobs, Sopczyk & Bastable, 2011). Teaching or education is integral to the role of most healthcare professionals. Tones and Tilford (2001) captures the extent to which the process of education is embedded in healthcare with the term "education for health".

Tones and Tilford (2001) argue that whether it be undergraduate, postgraduate or continuing education, general staff development, patient or health education, all these educational activities have a causal impact on achieving the common goal of health as illustrated in Figure 1.1.

Figure 1.1. Relationship between education and health (Tones & Tilford, 2001, p.4).

The Importance of Patient Education

This video illustrates what our nursing colleagues have to say about the importance of educating their patients:

Healthwise (2016, June 22). Power of patient education [Video file]. Retrieved from https://youtu.be/GRzpXYBptJY?list=WL

Comment: In your field/specialty and practice, under what context are you engaged in teaching? Share with us your teaching activities.

Make an Update: Think about this phrase: "the best learning experience I ever had as a patient and what made it work so well?" Recall the factors that you attributed to the particular qualities of the teacher (your healthcare professional). How does (or might) this 'best learning approach' affect your own approach to teaching?

'Patients' or 'Clients'

Terms used to refer to the learner in the context of patient education vary. Sometimes the distinction is political or philosophical based on arguments to do with the individual's rights to joint decision-making. Otherwise, it may be the consequence of organizational thinking that is in vogue. The debate about what to call individuals who need to learn something in relation to their medical condition is confused by the similarity in approaches and philosophy between patient education and the related field of health promotion. Frequently, healthcare professionals work in both fields. In health promotion, the target group for intervention might be called 'participants' or even the 'community'. To further complicate the picture, terminology changes from time to time so patients might be called clients or consumers.

PATIENT education or CLIENT education

Some people prefer the term 'client' because 'patient' carries the connotation of the learner having a passive presence. On the other hand, rather than 'patient', does 'client' (or 'customer') reflects the relationship adequately? Certainly, a discussion of these differences in meaning reflects a different role for the learner context as shown below:

Despite these differences, if you do a literature search about the field, you will need to use the term "patient education".

Patient-centered Education and Patient Empowerment

Tones and Tilford (2001) separates medico-centered education from that which is patient-centered. History shows hospital-based teaching has been condition-specific with patients as passive recipients of the information. The language of 'patient-centered' comes from the humanist philosophy that recognized the learner as the pivot of concern. In this view, at the very best, patients should be actively involved as the basis of effective decision-making.

The core business of patient education is enabling learning, not transitory short-term recall, but learning that empowers patients or individuals to grow and change. The well-informed or educated patient is better empowered to advocate for his/her health and make better decisions collaboratively with his/her healthcare team regarding his/her care. The video below highlights how patients can be empowered to advocate for themselves.

Darthmouth-HItchcock (2012, December 20). Self-advocacy: The empowered patient [Video file]. Retrieved from https://youtu.be/v-atcvhHIqU?list=WL

Patient Teaching and Behavioral Change

Our particular interest in this module is on patient teaching in one-to-one and small group situations. Even at this level of interaction, a mix of educational theory and change theory must be brought to bear on the planning. 

Definitions: 'Patient Education'

Analyzing some definitions of patient education will help us identify different dimensions of patient/client education. Here is one definition, which this module has adopted:

Comment: What would you say is the role of patient/client education in your current clinical practice? Are there obstacles to patient education in practice?

Make an Update: Find another definition of patient education and analyze it based on the key concepts, issues raised (e.g. informed consent or compliance or advocacy or empowerment) and implications that the author(s) has/have intended. If possible, select a definition that nobody has addressed yet so we get a well-balanced view/perspective of how patient education is defined.

We explore some aspects of learning theories and instructional design.

Learning Theories

Harris (2014) provides a brief overview of four learning theories: Behaviorism, Cognitivism, Constructivism, and Connectivism:

Harris, J. (2014, February 24). A Brief Overview of 4 Learning Theories [Video file]. Retrieved from https://youtu.be/ACowHxGEAUg

Instructional Design

Montes (2015) discusses instructional Design, some key terms, and some aspects of instructional design models:

Montes, B. (2015, December 1). An introduction to instructional design [Video file]. Retrieved from https://youtu.be/4ayIoU0Bwxk

Comment: Recall the experiences you had as a patient or as a healthcare professional teaching your patient about something. Is there any learning theory that resonates in that/those patient education experience(s)? If so, how?

Make an Update: Is/are there other learning theory/theories that underpin patient education? Share one of them with us. Be sure to add links or other references, and images or other media to illustrate your share.

Cognitive behavioral change is an outcome of patient outcome. We'll need to consider some theoretical bases of change specifically that of behavioral change to better enable change in your patients.

Theory of Planned Behavior

QUT IFB101 (2015, March 8). Theory of planned behavior [Video file]. Retrieved from https://youtu.be/nZsxuD3gExE?list=WL

Trans-theoretical Model of Behavioral Change

Smith, N. (2013, November 1). Trans-theoretical model of behavioral change [Video file]. Retrieved from https://youtu.be/oO80XyBDrl0?list=WL

Comment: Are you planning to make changes in any aspect of your life? Or have you succeeded in making change(s)? Share with us how you plan to do so or how you did it. Does any of the change theories apply in your circumstance?

Make an Update: What other theories and models are relevant to patient and health education. Define the theory or model and illustrate how it applies to patient education. 

We will examine planning for learning at the level of planning for a learning activity, such as demonstration or group discussion. Planning a series of sessions is beyond the scope of this module. However, many of the considerations, concerns, and variables that must be accounted for in larger scale planning apply to this microcosm, for example, you must still analyze the learner in order to work out how your teaching and learning plan may need to be structured or altered to accommodate their abilities as learners.

Learner Analysis

For the purpose of planning for change, the intended learners are called the target group. Analysis of the target group enables a more effective match between then proposed learning program and the needs of the learner, thus increasing the likelihood of learner achievement. 

In traditional instructional design, the learner is thought of collectively as a group. The learning plans are then designed to be generally applied to the group. There is some economy in this, particularly if it is then understood that standardized material can be adapted for individuals. 

The terms 'target group' and 'learners' are used interchangeably to refer to your potential participants.

Generally, the variables of concern in learner analysis include:

• Demographic factors (number, age, gender, disabilities, occupations, mode or location for studying)
• Motivation (relevance, hopes, fears)
• Learning factors (learning myths, learning skills, consideration of literacies)
• Subject background (pre-existing knowledge and skills, relevant experience)
• Resources (access to media, technical support).

Bruce Monte (2015) discusses learner analysis in learning design in the following video:

Montes, B. (2015, December 25). Analysis - Learners [Video file]. Retrieved from https://youtu.be/EV9s62hDKV0?list=WL

Setting Analysis

Setting refers to the place where learning will be facilitated or pursued. This might be within the clinical setting, in a hospital ward, in a community health center, in a community hall, at home, or via social media or online communication platforms. 

Ths purpose of the analysis is to understand the learning constraints and opportunities in these immediate places and use this information to make final decisions about the learning process and learning plans (in particular, learning resources and learning activities) that will be feasible and practical. 

Content Analysis

Content is synonymous with 'subject matter'. Content refers to 'what' you propose will be learned. Content consists of knowledge, skills and attitudes and is frequently referred to as 'topics'/ 

We will examine two techniques for selecting the content of what will be learned: 

• Concept mapping 
• Task analysis

Concept Mapping

Concept maps are creative and schematic devices for firstly selecting the conceptual basis of what might be taught and then structuring this knowledge into a graphic form. Concepts and sub-concepts are identified, lines are drawn to show each concept relates to the next and then the relationship is stated on each line in a few succinct words.

Lucidchart (2018, May 31). How to make a concept map [Video file]. Retrieved from https://youtu.be/8XGQGhli0I0

Task Analysis

Another useful technique for determining learning content is task analysis. The range of tasks the learner will be undertaking for a particular activity are specified. Then, each of these is analyzed in terms of the knowledge, skills, and attitudes needed in order to perform each task satisfactorily. 

Some definitions:

• Activity - this might be some complex self-care regimen undertaken by a patient, e.g. self-management of diabetes; or might be a self-help / behavioral change project undertaken by an individual, e.g. weight reduction.
• Tasks - these are the chief jobs that make up the activity. These might include procedures, e.g. the patient with diabetes might need to self-administer insulin injections.
• Knowledge - this is made up of the facts and reasons of the subject and includes the use of those facts to think and solve problems. For example, the piece of information 'you must look after your feet' is useless to an individual with diabetes without the reason, which is poor circulation resulting from diabetes may result in poor recovery from foot wounds leading to gangrene and amputation.
• Skills - these are performance-related skills that are learned through practice. Obviously, they are driven by knowledge. In most cases, these will be manual skills or things which are done with the hands, eg. 'drawing up' for injection or 'feeling a pulse'. Note, some skills might be considered essential prerequisites for learning, such as numeracy for calculating the dose, literacy for reading and recording. Significance of these in your analysis may vary according to who the learner is and the level of risk and criticality of the skill required.
• Affect or Attitude - this includes feelings, beliefs, values, morals and ethics, which influence the way the learner behaves. Certain attitudes may be desirable for the appropriate and effective use of knowledge and skills. For example, a patient might need to be thorough, accurate, concerned for personal safety... and so forth.

Comment:  Make a comment on what motivates you to learn, what factors affect your learning and how you like to learn?

Make an Update: Think about the type or groups of patients that may require additional attention from a planning perspective. State who this/these patient(s) is/are and why you think they are at risk and more consideration from you as a teacher.

Goals and objectives are measurable statements about what will be learned.

They identify knowledge, skills and attitudes that will be learned.

They are always written from the learner's perspective. 

Learning Objectives

They refer to an intended and pre-specified outcome for a planned program of teaching. This is expressed from the perspective of what the learner will have to learn, i.e. what it is anticipated that the learner should be able to do as a result of the learning opportunity.

Why do we write objectives?

• To target our teaching to the real needs of the learner
• To utilize our time effectively
• To monitor the progress of the learner
• To be accountable, i.e. be able to give measurable evidence that learning has taken place

Williams, G. (2012, February 17). Writing learning objectives [Video file]. Retrieved from https://youtu.be/7lGX8mndu5w

Make an Update: Think about the topic you have chosen for your DEMONSTRATION. Write ONE (1) learning objective for each of the domains:

• knowledge
• skills
• attitude

Then give your comments/feedback to your peers about the learning objectives they wrote.

The teaching process involved skills that have been effective in enabling productive learning.

Some of the teaching skills include:

• Getting and keeping attention and closure
• Variation
• Explaining
• Demonstration
• Reinforcement
• Questioning
• Giving and receiving feedback
• Humor and storytelling
• Listening and intervening

The teaching approach usually consists of a cycle in which the learner receives information about the value and purpose of the skill, explores the principles of underlying the skill and analyses of the components of the skill, and observes the skill being used, then practices of the skill and receives feedback. 

Campbell (2016) shares the teaching process and tools  in a teacher's toolbox in the following videos:

Campbell, J. (2016, October 8). Teaching skills 5, teaching process [Video file]. Retrieved from https://youtu.be/gKHHOlD1mCk?list=PLwp4F9YlR_suB9cC10GkPS4cQPeiysQMl

Campbell, J. (2018, May 27). Teaching skills 6, tools in your teachers' tool box [Video file]. Retrieved from https://youtu.be/3ZM8MhpkEZg?list=PLwp4F9YlR_suB9cC10GkPS4cQPeiysQMl

Comment: Recall a learning setting in which your teacher demonstrates a combination of effective teaching skills. Share with us how your teacher contributed to your learning with his/her teaching skills.

Make an Update: Take a look at the list of teaching skills presented above. Select one and share with your peers what that skill entails and give at least one example of how it is applied. If possible, select a skill that nobody has addressed yet so we get a well-balanced view/perspective of teaching skills. Be sure to add links or other references, and images or other media to illustrate your share.

Within the discourse of experiential learning, reflection has been identified as the key process that turns experience into learning.

Models of Reflection

This video illustrates 4 models of reflection:

AngieTrinity (2010, April 19). Reflection models [Video file]. Retrieved from https://youtu.be/Vt0-2nucCMI?list=WL 

Reflection in the Professions

A commonly used model of reflection in the health professions is Gibb's reflective cycle:

EPM (2019, May 3). Gibbs' reflective cycle explained [Video file]. Retrieved from https://youtu.be/-gbczr0lRf4

Written Reflection

Written reflection in the form of professional journalling is a common tool in university education, particularly for students during their clinical placements. Generally, students are not required to submit their journals for assessment but instead might produce a report in which they draw on material from their journal.

For our purpose in this module, you will be using written reflection to examine your experience of thinking like a teacher. I hope the experience of writing as a means of reflection offers you a useful tool both for 'thinking like a teacher' and your own development as a healthcare professional. The video introduces you to writing reflection essays:

Wehler, M. (2016, April 11). How to write a reflection essay [Video file]. Retrieved from https://youtu.be/Fk2GjRIRBIk

Comment: Which reflective model resonates with your reflection practice as a student or as a healthcare professional? How does it help you in your learning and professional development journey?