The document discusses teaching and learning processes in health professions. It describes traditional teaching processes which involve identifying content from a curriculum and developing lesson plans. It also describes innovative processes like problem-based learning (PBL) where the teacher acts as a facilitator and students engage in self-directed learning to solve problems in small tutorial groups. PBL involves various step-by-step tutorial processes to guide student learning. The document contrasts skills needed for traditional teaching, like microteaching skills, versus super skills needed for innovative education which emphasize facilitating rather than lecturing to students.

1. TEACHING AND LEARNING
PROCESSES IN THE HEALTH
PROFESSIONS

2. Teaching process
• Based on what you have learnt about the learners, the
learning environment and the factors that motivate people to
learn, you should be able to prepare the content of what you
want your learner to know, plus the accompanying skills and
attitudes.
• Before you begin to teach, you will have to identify the topic
and content.
• All this information is contained in the curriculum.
A curriculum is developed from the broad objectives of a
syllabus.

3. • In order for you to be able to go to a classroom, a laboratory,
a clinical setting or a field practical site to teach, it is
necessary for you to first of all identify the exact area to be
taught in a curriculum.
• You should define the subject matter or the topic you will
teach and the specific objectives and contents to be covered.

4. • Depending on the allocated time, you have to make a
lesson plan and implement it.
• This is the process that an effective teacher follows.

5. Lesson Plan
• After you identify your content and accompanying skills and
attitudes, you will develop a teaching plan.
• This plan is also referred to as a lesson plan.
• A lesson plan is a written description used in a teaching and
learning situation to guide the teacher to systematically
present the subject matter in a logical, interrelated and
integrated way such that learning is reinforced and
enhanced.

6. • Before you plan a lesson ask yourself the following
questions:
• Who are your learners?
• What is the learner’s entry behaviour? In other words, what is
their educational level?
What is their background? How is it related to what you plan to
teach?

7. • What shall you teach?
• What are your objectives for teaching this topic?
• Which teaching methods shall you choose?
• How best shall you motivate the learners in their own
learning?
• In what activities will you engage the learners in order for
them to understand the objectives and perform?
• What resources do you need?
• How shall you monitor the progress of your teaching?
• How shall you check that the lesson was a success?

8. Example of a Lesson Plan
The following is an outline of a simple lesson
plan
 Topic: HIV/AIDS
 Time: 9.00-11.00am
 Date: 10/01/06
 Venue: Lecture Theatre II
 Teaching and Learning Method: Lecture and Discussion
 Summary: By students

10. Micro Teaching Skills
• Effective implementation of a good lesson plan in traditional teaching
processes requires the teacher to apply special skills known as micro
teaching skills.
• This is done by developing specific teaching skills within a small group
of students as the audience in a simulated situation, instead of
suddenly being faced with a large number of students, which can be
threatening.
• Micro teaching involves self assessment and recognition of one’s
weaknesses and strengths.
• When used with peers, they act as both learners and evaluators of the
teacher’s performance.
• In all institutions of higher learning, there are six teaching skills
commonly taught. They are referred to as micro teaching skills.

11. Micro teaching skills consist of:
1. Set induction, which is the skill of appropriately introducing a topic
or starting a lesson and capturing the learner’s attention.
2. Stimulus variation, that is, the skill of varying focus movements,
speech and content delivery to retain the learner’s attention.
3. Reinforcement, which is the technique of rewarding students to
promote good behaviour and attention.
4. Questioning, that is, the technique of using questions to promote
interaction with learners to hold their attention.
5. Use of examples and explanations that promote learning.
6. Closure, that is, helping learners achieve ’mental’ closure of a
learning session in ways that help them to remember what they learn,
for example, by encouraging students to summaries what they
have learnt.

12. Innovative Teaching Processes
• In traditional teaching and learning processes, the emphasis is on
the teacher and how they facilitate learning for the students.
• In the innovative educational processes, the burden of learning
shifts to the learner.
• The teacher is transformed into a facilitator.

13. What is innovative education and how do innovative processes
differ from traditional teaching and learning approaches?
• In the innovative teaching and learning process, the teacher, like in
the traditional process, must identify the area to be taught, define
the subject and topic as well as the objectives and content to be
learnt from a curriculum.
• These aspects of the teaching and learning process are inescapable
for all teachers.

14. Problem Based Learning
• Problem-based learning (PBL) is a curriculum development and
delivery system that recognises the need to develop problem solving
skills as well as the necessity of helping students to acquire necessary
knowledge and skills (Stephen et al 1993).
• For innovative teaching learning methods such as Problem Based
Learning (PBL), the teacher must, therefore, develop tutorial problems
which will be used to guide the achievement of the objectives as stated
in the curriculum.
• The teacher will also produce a booklet, which contains those
problems, as they will be used in teaching the course. In addition, the
teacher will also develop a tutor guide to be used by the facilitator of
the course, which must contain the solutions and useful tips for
guiding the learner.

15. • Innovative learning processes are best described after the tutorial
booklet and tutor guides have been developed.
• After these have been developed, a tutor can then provide a copy
of the booklet to each student and have a copy of the booklet and
tutor guide
for themselves.
• Innovative processes are, therefore, more difficult during
preparation but easier during tutorials and actual course delivery.
Once in the tutorial room, the tutor can follow any one of the
following processes to conduct the tutorial with the students.

16. The Three Step PBL Tutorial (ABC) Process
In the three step PBL tutorial process, students have to go through the
following three steps with the guidance of a tutor.
Tutorial 1
Read through the problem, define terms, clarify concept, analyse
problem and set learning objectives. Solve any problem (if possible at
this point), for example, on a Monday. Students identify their own
learning objectives (SOLO).

17. Self Directed Learning (SDL)
Self Directed Learning (SDL) means that the students study and look for information
on their own. They may do this on Tuesday, Wednesday and Thursday in preparation
for the tutorial session on Friday.
Tutorial 2
This is the second tutorial during which students do the presentation of gathered
information, solution of problems and synthesis. This might, for example, take place on
a Friday.

18. The Seven Step PBL Tutorial Process
In the seven steps PBL tutorial process, students follow these steps.
Step One
Clarify terms and concepts not readily comprehensible
Step Two
Define the problem
Step Three
Analyse the problem
Step Four
Draw a systematic inventory of the explanations inferred in step three

19. Step Five
Formulate learning objectives
Step Six
Collect additional information outside the group (SDL)
Step Seven
Synthesise and test the newly acquired information

20. The Ten Step PBL Tutorial Process
• There is also a ten step PBL process.
• Sometimes, it is not possible to conclude a tutorial in the three or
the seven steps. In such cases, students may have to follow the ten
step PBL tutorial process, which consists of the following steps:

21. Step One Clarify terms and concepts not readily comprehensible
Step Two Define the problem
Step Three Analyse the problem
Step Four Draw a systematic inventory of the explanations
inferred in step three
Step Five Formulate learning objectives
Step Six Collect additional information outside the group (SDL)
Step Seven Synthesise and test the newly acquired information
Step Eight Draw inventory of unresolved issues in groups
Step Nine Second self directed learning (SDL)
Step Ten Meet again and synthesise the newly acquired
information

22. The Fifteen Step PBL Process
The fifteen step PBL process was developed and used at the Moi
University, faculty of health sciences. It is organised in the following
manner:

23. First Tutorial
Step 1 Group organisation : Introductions.
: Selection of chairman.
: Selection of scribe.
Step 2 Reading through the problem (aloud).
Step 3 Identifying the problem.
Step 4 Defining the problem.
Step 5 Raising learning issues.
Step 6 Resolving issues based on prior knowledge.
Step 7 Organisation of the unresolved issues.
Step 8 Developing learning objectives from the organised,
unresolved issues.

24. First Self Directed Learning (SDL)
Step 9 Information gathering from all available resources.
Step 10 Students meeting alone, under their chairman, to
collate information and identify the objectives
based on information that is so far not available.
Second Tutorial
Step 11 Discussion of available information to check for
correctness and completeness.
Step 12 Identification of objectives so far not addressed,
with a view to identifying the resources from which
to obtain information.

25. Second SDL Period
Step 13 Information gathering on difficult objectives.
Step 14 Final collation of information and solving of the
problem (students meeting alone under their
chairman).
Step 15 Identifying areas that are difficult to understand
and seeking help, for example, overview (if
necessary) or seminar.

26. • Of all these various processes, the major steps are encompassed in
the three step process.
• This simply presents a problem to the learner, gives them time to do
self directed study and enables them to discover and present their
solutions.
• All of this is done with the help of the tutor.

27. Super Skills of Innovative Education
• Do you remember the six micro teaching skills covered
earlier in relation to traditional teaching?
• You will now cover modern innovative teaching and
learning skills.
• They are commonly referred to as super skills and are most
appropriate for adult learners.
• Super skills, which bear the acronym FAGIPW, emphasise
that a tutor ought to:

29. • Thus, the tutor should not simply stand up and lecture their
students for hours.
• They should enable the students to study and, during tutorials,
should freely participate in the students’ learning under
their tutorship.
• The traditional and innovative teaching and learning processes thus
call for the use of different skills. An effective teacher should be
aware
of them.