This document provides an overview of various clinical teaching and learning resources, including audiovisual aids and other materials. It defines audiovisual aids and discusses both projected aids like overhead projectors and non-projected aids such as charts, pictures, maps, and flashcards. It describes how to effectively use charts and the purposes and types of charts. The document also discusses other resources like posters, research articles, pictures, newspapers, field trips, models, microscopes, and puppets. It provides the definitions, classifications, advantages and disadvantages of each resource.

1. CLINICAL TEACHING LEARNING
RESOURCES
Supervised by: Presenter:
Associate Prof. Nirmala Pradhan Sushila Hamal (Shahi)
Dep. Psychiatric Nursing MSc. Nursing 1st year
BPKIHS BPKIHS

2. General Objective
• At the end of this session, the participant will be able to
explain about the Clinical teaching learning resources.

3. Specific Objectives
At the end of this session the participant will be able to:
• introduction of AV Aids
• define AV Aids
• list the classification of AV Aids
• describe the Non Projected AV Aids
• research Articles
• references

4. INTRODUCTON

5. Introduction Cont…
• Audio means that “hearing” and “visual” means seeing.
• Audio visual aids are technological media or learning devices.
• They are sensitive tools used in teaching that facilitates learning.
• They are multisensory materials which Motivate, clarify and
stimulate individuals towards learning.

6. Definition
• Audio-Visual Aids are those sensory objects or images which
initiate or stimulate and reinforce learning.
Burton
• Audio-Visual Aids are any device which can be used to make the
learning experience more concrete, more realistic and more dynamic.
Kinder s James

8. Some Projected Av Aids
• Over Head Projection
• Over Head Transparencies
• Opaque Projection
• Slide Projector
• Filmstrips
• Movies

9. Some Non- Projected AV Aids
• Charts
• Posters
• Pictures
• Maps
• Flash Cards
• Newspapers
• Fild trip
Three dimensional aids
• Models
• Microscope
• Puppets

10. How to learn people
• Test-3%
• Smell-3%
• Touch-6%
• Hearing-13%
• Sight-75%
• Combination of sight and hearing account for 88%
(Zhang Hui, 2017)

11. Chart
• Combination of graphic and pictorial material, designed for the
orderly and logical visualizing of relationship between key facts
and ideas.
• Shows relationship such as
comparisons, relative
amounts, development process,
classification and organization.

12. Purposes
• It is used to motivate the students.
• It depicts logical relationship between main idea and supporting facts.
• It is useful in showing points of comparisons, contrast between two or
more things.
• It is useful in learning situations for depicting organizational and
hierarchical structure.
• It is used for presenting abstract ideas in visual forms.

13. Types of charts
1. Narrative Charts
2. The cause and effect chart
3. The chain chart
4. Evolution chart
5. Flow chart
6. flip chart
7. pie chart

14. Types of charts Cont…
• Narrative charts:
Arrangement of facts, ideas, personal
experience and real life situation to
express the events in process of
development or improvement.

15. Types of charts Cont…
• The cause and effect chart: Used to illustrate the relationship
between any cause and its effect.
Population
Smoking
Lung
Cancer
No Lung
Cancer
Non-
smoking
Lung
Cancer
No Lung
Cancer
Causes
Effect

16. Types of charts Cont…
• The Chain Chart:
Arrangement of facts
and ideas to for
expressing a cycle

17. Types of charts Cont…
• Evolution chart:
Arrangement of facts and
idea to express the change
from beginning to future.

18. Types of charts Cont…
• Flow chart: Used to
show organizational
elements or functional
relationship using lines,
boxes, circles etc.

19. Types of charts Cont…
• Flip chart: A series of chart
on a topic tagged together on
a sporting stand. It conveys
a message in a sequence.

20. Types of charts Cont…
• Pie chart: A circle with
different sections having a key
mentioned with chart is used to
differentiate, compare or to
show any relationship between
different entries.

21. Effective use of chart
• Sufficiently large in size
• Explain only one concept
• Limited writing
• Neat appearance
• Provision for hanging the chart
• Use of pointer
• Proper storage, preservation and reuse
• 1-inch border, 1.5 inches' space in between lines
• Can be seen from 5 meters' distance

22. Advantages
• Charts are an effective tool for learning
• They arouse interest in the student
• They are prepared in a very low-cost and easily.
• They are portable and available for use and reuse
• They are used to explain, clarify, and simplify the
complicated subject matter.

23. Disadvantages
• Charts can’t be used for large groups.
• They can’t be used for illiterate audience.

24. Posters
“One picture worth ten thousand words”
• An informational or educational tool with which many
people in different locations can be reached easily.
• Large paper sheet for the public display
• Gives a special message to a large mass.
• By rule, it contains the caption or title,
the picture to illustrate idea of the caption,
the message sent and identify the sender.
• Use Bold Letters (20'' X 30'')

25. Purpose
• To motivate the students to learn
• To convey specific information quickly and easily
• To create an immediate effect
• To serve as a part of teaching both in the classroom and
in the community

26. Advantages
• It is very attractive and convey the message more quickly.
• Posters promote student’s skill in creativity.
• Assessment of the student’s critical thinking abilities
• It can effectively communicate to the illiterate group of people
• The posters can be saved for its reuse in future.
• People at their leisure can come and view the message.

27. Disadvantages
• Posters are self-explanatory; sometimes it might give wrong
message to people.
• It can be frustrating to students who are not visual learners.
• Posters may not give enough information.
• It takes time to prepare and it is expensive to color print.
• It communicates one-way only when displayed in public places.

28. Research Articles
Title: Pre-Medical Students’ View Points on Integrated Poster
Presentations as a Tool for Learning Medical Science at Melaka-Manipal
Medical College (MMMC) in Malaysia
Published date: 28 Dec, 2018
Author: Rashmirekha Sahoo , Shahzaib Rehan , Soumendra Sahoo
Objectives
• This pilot projects aimed to analyze views of participants on the academic
benefits and learning of medical sciences via poster presentations.

29. Methods
• This cross-sectional study used the sequential exploratory
type of mixed methods design in which quantitative data
analysis was performed via survey-based questionnaires and
qualitative study performed via thematic analysis of semi-
structured interview questions that were administered to all
participants using the self-interview technique

30. Methods Cont…

31. Results
• A majority of students were of the opinion that the process of
making poster preparation acted as an opportunity to promote
deep learning. Moreover, a majority expressed that making
these presentations required teamwork, which gave them an
insight into collaborative learning.

32. Conclusion
• The study concluded that poster presentations, when used
effectively as an assignment, can facilitate a learner’s critical and
reflective thinking and promoting active learning. Previous
generic guidelines for making posters were found to be an
important step that led to a systematic scientific approach
amongst learners as well as for integrating basic science and
medical knowledge

33. Pictures
"Representations of beautiful dreams of reality".
• Pictures are the most interesting, easily
available and understandable as well as
interpretable graphic aids.
• They include photographs, paintings,
magazines, newsletters, calendars etc.

34. Points to be kept in mind while selecting and showing pictures:
• The colored pictures are more effective than black and white
• Sufficient time should be given to see the picture
• The pictures should fit into the cultural pattern of the learner
• The pictures should be labeled practice
• Pictures should not be confusing and It should be relevant
• Too many pictures should not be shown at a time
• Adequate lighting should be provided
• It should be removed after showing.

35. Advantages of Pictures
1. Easy to remember
2. Fosters visual learning
3. Suits all learning styles
4. Better clarity
5. Introduce New Concepts

36. Disadvantages of pictures
1. Diversion of attention
2. Lack of resources
3. Limited emphasis
4. Inappropriate for a large class
5. Quality of pictures

37. Maps
• "Graphic representations of the earth's surface".
• Graphic representations of the earth's surface or portions of it
are termed maps.
• Conveys the message by lines, symbols, words and colors.
• A map is an accurate representation of plain surface in the
form of a diagram

38. • Tourist maps
• Road maps
• Railway maps
• Physical maps
• Historical maps
• Distribution maps
• Geographical maps

39. Advantages of Maps
• Maps are cheaper than globes
• Maps show detail
• Maps can show themes and used for comparing things.
• Maps can be put into a book called an atlas
• Maps are portable

40. Disadvantages of Maps
• Maps are distorted because the earth is not flat.
• Maps can distort shape, size, area, direction and distance
• Can be expansive
• Can be confusing

41. Flash cards
• "Flash of cards for communication"
• Flash cards are a set of compact, pictured,
paper cards of the same size, that are flashed
one by one in a logical sequence.
• The size of the card for small group is 12 cm
x 17 cm, 24 cm x 28 cm for the medium size
group and 37 cm x 50 cm for large group.

42. Method of Presenting Flash Cards Preparation
• They are simple, attractive and colorful
• Bold lettering and illustration should be used on the cards
• The message conveyed should be brief and to the point.
• They should be numbered and arranged in a sequential manner.
• The number of cards should not be more than 15 or 20.
• The presenter should be thorough with the content of the flash cards.

43. Advantages
• They can be used easily for illiterate groups
• They attract attention and convey messages quickly.
• They are easy to prepare, portable, and economic
• They are dynamic and flexible and maintain continuity
• Very effective to convey messages in areas where people gather
• They can be used to introduce, present, and review a topic.

44. Disadvantages
• Way of presentation influences the effectiveness of flash cards
• Maintenance of the flashcards for a longer time may be difficult.
• They cannot be used for a bigger audience
• Viewers may lose interest when too many cards are used
• Literate and high class people may not be attracted by this method.

45. Newspapers
• Set of written messages and
news in local language which
can reach to the public easily.
• It is a combination of
information regarding different
categories which include sports
crime, politics, entertainment etc.

46. Types of Newspaper
• Daily
• Weekly
• National
• International
• Regional
• Online/E-paper

47. Field trip
Introduction:
• Direct experience with reality
provides an excellent opportunity
for sensory learning, field trip is a
first audio- visual aid to be
introduced in audio- visual media
for effective learning.

48. Definitions
• Field trip is defined as an educational procedure by which the
student studies first hand objectives and materials in the natural
environment. (Heidgerken)
• Field trip is defined as most concrete and the really best visual
techniques which bring the pupil into direct contact with the real
life situation.
(Bhatia)

49. Objectives
• To apply theory into practice.
• To evaluate the result of new practice
• To enrich the classroom instruction
• To develop observational skills
• To improve social interaction among the students
• To refresh students' knowledge
• To obtain baseline data
• To develop creativity skill among students

50. Purpose
1. It helps to furnish firsthand information
2. It helps to develop keenness and observational skills
3. Field trip provide opportunity to apply what is taught and
verify what is learned
4. Field trip provides actual source material for study
5. Field trip helps to develop aesthetic sense in students

51. TYPES OF FIELD TRIPS
1. Local school trip
2. Community trip
3.Tour or journey
4.Imaginary tour
5.Inter school visits or inter college visit
6. Individual trip

52. Responsibilities of teacher
1. Check the presence of all the students
2.Adequate information should be given to the students
3. Guide and supervise the students during the trip
4. Safety rules to be followed strictly throughout the trip
5.Teacher should encourage unity, discipline among the group
6.First aid box should be taken and kept in the vehicle for the trip

53. Responsibilities of student
1. Each student is personally responsible to know place of visit,
vehicle used for trip, time and place of getting on and off the vehicle
2. Student should be punctual and obey the instruction of the teacher
3. Student should wear suitable dress based on place of visit
4. Questions should be framed and kept ready
5. All luggage of the student should be labeled and should be ready
on time for departure

54. ADVANTAGES
1. Observation of active participation with reality
2. Opportunity for co-operative group work and sharing responsibilities
3. Enable the students to develop self confidence
4. Ensure close contacts with reality
5. It is good method for individual motivation
6. It gives relief from monotonous life of classroom

55. DISADVANTAGE
1. Costly in time and transport
2. Field trip possible for limited audience only
3. Requires careful planning for its effectiveness
4. Advance knowledge regarding the place should be known to teachers
5. Finding appropriate site may be difficult
6. Schedules are difficult to maintain

56. Three dimensional Models objects,
specimens and Models
• Object: as a real things which have
been removed as units from their natural
setting. E.g. patient care equipment that
are portable, coins and stamps etc.
• Specimen: as a typical object or part of
an object. E.g. specimen of fetus

57. • Model: are concrete objects, may be
replicas of the real object, which has
been ( same size) mostly three
dimensional or sectional to explain
clearly the structure or functions of the
original. E.g. Model of the human heart.

58. Models
• Models are representation of an idea, object, event, process or system.
• Model is a very important teaching aid for science and geography
teaching.
• Model has a three-dimensional effect on the mind of the students.
Height
Width
Depth is felt as reality

59. Classifications of Model
• Scale models: In order to form a correct idea of an object, scale
models are used. For example, models of organs of human body.
• Simplified models: They are made of clay to give an idea of the
external form of the object. For e.g. gas exchange in the human lungs
• Working models: Such models are used to demonstrate in a simple
way, an operation or process, for example, the working model of a
human heart.
• Cross sectional model: Such models show the inside of an object.
For example cross sectional view of human kidney

60. Advantages of models
• Models helps in simulating a real situation
• The size can be adjusted as needed
• Distance and time do not become a limitation
• It gives the learner visual, tactic and oral stimuli which increases
the learning experience
• It can explain concepts, structures, and working of parts
• They stimulate interest and capture attention

61. Disadvantages of Models
• Models are quite costly
• Needs more storage space
• They are useful only for teaching small groups
• Requires skill and talent to prepare

62. Microscope
• It is an instrument for viewing
objects that are too small to be
seen by the naked or unaided eye.

63. Parts of Microscope
• Aperture Iris diaphragm
• Body Tube
• Coarse Adjustment Knob
• Condenser
• Condenser Focus Knob
• Eyepiece (ocular)
• Eyepiece Tube
• Fine Focus Knob
• Foot (Base)
• Limb (Arm)
• Mirror (Internal Lamp)
• Nosepiece (Objective
Changer)
• Objective lenses
• Stage Clips
• Stage

64. Types
• Optical microscopes
• Electron microscopes
• Scanning probe microscopes

65. Advantages
• Magnification
• Direct analysis
• Direct identification
• Some models work without power

66. Disadvantages
• Cannot store the result
• No self-interpretation
• Not suitable for large groups
• Handling and preservation is not easy

67. Puppets
"Education by entertainment."
• Puppet show is a form of
entertainment.
• It is the one of the audio visual
used in education not only the
students but also public.

69. Advantages of Puppets
• They provide an entertaining way of education
• The message what they convey is easy to remember
• They improve the creative skills of the students.
• They encourage observation, thinking and listening skills
• Discover the hidden talent of students.
• They are useful for health education in community and in clinical setting

70. Disadvantages of Puppets
• Time consuming
• Requires skill in preparation and presentation
• It cannot be used as an audio-visual aid for all types of teachings.
• It cannot be used for large group
• It requires coordination of voice of presenter and actions of puppet.
• Need to use more puppets as more characters

71. Research Articles
Title: Effectiveness of the Puppet Show and Storytelling
Methods on Children’s Behavioral Problems
Published date: Jan-Feb 2019
Author: Azadeh A, Zohreh G and Tayebeh M
Objectives
The aim of this study was to compare the effectiveness of
puppet show and storytelling methods on Behavior
problems among preschool children.

72. Materials and Method
• This quasi-experimental study was conducted on three groups (puppet
show and storytelling as test groups and a control group), in three
stages, using a pretest–posttest design. The study was conducted in
2014 on 75 children age 3–5 years selected from three kindergartens
in Isfahan, Iran. The subjects were selected using random clusters
sampling method. Questionnaire was used for data collection.

73. Results
• The results of the statistical tests including one-way analysis of variance (ANOVA)
and repeated measures ANOVA test showed that mean variation in both puppets show
and storytelling groups was significantly higher than the control group immediately
and 1 month after the intervention (p < 0.001). Variation was significantly higher in the
puppet show group compared to the storytelling group immediately (F = 222.5, p <
0.001) and 1 month (F = 235.5, p < 0.001) after the intervention.

74. Conclusions:
• The study concluded that compared to the storytelling
method, the puppet show method has a greater impact on
improving behavior problems among preschool children.

75. REFERENCES
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3. Shrestha R. A Textbook of Educational Science in Nursing.
2nded. Bhotahity, Kathmandu: Vidyarthi Pustak Bhandar;
2018: 117-153.

76. REFERENCES Cont…
4. Sahoo R, Rehan S, Sahoo S. Pre-Medical Students' View
Points on Integrated Poster Presentations as a Tool for
Learning Medical Science. Malays J Med Sci. 2018
Nov;25(6):121-126. doi: 10.21315/mjms2018.25.6.12. Epub
2018 Dec 28. PMID: 30914885; PMCID: PMC6422563.
5. Timilsina S, Bhusal P, Yadav RL, Sapkota NK, Islam MN.
Physiology general concepts course for first year
undergraduate medical students using team based learning: a
descriptive study. Journal of Chitwan Medical
College.2020;10(33):43-6.