The document discusses demonstration and experiment as teaching methods. It defines demonstration as showing a process or activity, and experiment as a procedure to test a hypothesis under controlled conditions. It outlines the purposes, processes, guidelines, advantages and disadvantages of each method. Demonstration involves pre-planning, rehearsal, performance and follow up, while following ethical guidelines. Experiment involves defining objectives, required apparatus, procedures, observations, results and conclusions. Both aim to actively involve students, but demonstrations rely more on observation while experiments emphasize hands-on learning.
Prepared for my seminar EXHIBITION AND MUSEUM where EXHIBITION is an organised presentation while MUSEUM is an Institution where exhibits can be displayed.
GENERAL OBJECTIVE:
At the end of class, the students will acquire the knowledge regarding the METHODS OF
TEACHING and apply this knowledge in their practical skill training for the effective teaching and
learning.
SPECIFIC OBJECTIVES:
At the end of the class the students will be able to :
1. define methods of teaching
2. list down the teaching methods
3. discuss about Lecture, demonstration, group discussion, seminar
4. deliberate symposium, panel discussion
5. enumerate the, role play, project, field trip
6. explain the workshop, exhibition, programmed instruction
7. elaborate about computer assisted learning
8. detail about micro teaching, problem based learning, Self instructional
module and simulation etc.
INTRODUCTION
Good teaching is the main criterion of an effective teacher. Every individual is unique and so
different teachers adopt different methods and strategies of teaching.The main objective of teaching
is to be bring about desired changes in the attitude and behaviour of the learner.
The selection of the teaching methods depends upon the
Nature of a task
Learning objectives
Learner abilities
Student entering behaviour.
DEFINITION OF TEACHING MEHOD:
• Teaching method is the stimulation,guidance,direction and encouragement of learning.
-Burton
• The way or style of the presentation of content in a classroom is called teaching method.M.Varma
has presented a broad meaning of the term teaching method.
• According to him ,content matter is important for determining the teaching method.
TEACHING METHODS ARE CLASSIFIED 3 DOMAINS
• Telling methods(lecture,questioning,discussion)
• Showing methods(demonstration,excursion
• Doing method(project,role play,practical
TEACHING METHODS:
• Lecture, demonstration, group discussion, seminar symposium, panel discussion, role play, project,
field trip, workshop, exhibition, programmed instruction, computer assisted learning, micro teaching
problem based learning, Self instructional module and simulation etc.
• Clinical teaching methods: case method, nursing round & reports, bedside clinic, conference
(individual & group) process recording
LECTURE METHOD
DEMOSTRATION
GROUP DISCUSSION
DEFINITION
• Group discussion can be defined as three or more participants who have an agreed topic to discuss &
share their views in all the aspects & submit/present their views in the form of report to bigger
gathering.
DEFINITION
“Demonstration is method of teaching by exhibition and explanation combined to illustrate a
procedure experiments”.
-According to Gullibert
“Demonstration is a method of teaching by exhibition and explanation or experiments”.
DEFINE LECTURE METHOD..
Lecture method is the teaching procedure comprising the presentation of content, clarification of
doubts & explanation of facts, principles & relationships.
Prepared for my seminar EXHIBITION AND MUSEUM where EXHIBITION is an organised presentation while MUSEUM is an Institution where exhibits can be displayed.
GENERAL OBJECTIVE:
At the end of class, the students will acquire the knowledge regarding the METHODS OF
TEACHING and apply this knowledge in their practical skill training for the effective teaching and
learning.
SPECIFIC OBJECTIVES:
At the end of the class the students will be able to :
1. define methods of teaching
2. list down the teaching methods
3. discuss about Lecture, demonstration, group discussion, seminar
4. deliberate symposium, panel discussion
5. enumerate the, role play, project, field trip
6. explain the workshop, exhibition, programmed instruction
7. elaborate about computer assisted learning
8. detail about micro teaching, problem based learning, Self instructional
module and simulation etc.
INTRODUCTION
Good teaching is the main criterion of an effective teacher. Every individual is unique and so
different teachers adopt different methods and strategies of teaching.The main objective of teaching
is to be bring about desired changes in the attitude and behaviour of the learner.
The selection of the teaching methods depends upon the
Nature of a task
Learning objectives
Learner abilities
Student entering behaviour.
DEFINITION OF TEACHING MEHOD:
• Teaching method is the stimulation,guidance,direction and encouragement of learning.
-Burton
• The way or style of the presentation of content in a classroom is called teaching method.M.Varma
has presented a broad meaning of the term teaching method.
• According to him ,content matter is important for determining the teaching method.
TEACHING METHODS ARE CLASSIFIED 3 DOMAINS
• Telling methods(lecture,questioning,discussion)
• Showing methods(demonstration,excursion
• Doing method(project,role play,practical
TEACHING METHODS:
• Lecture, demonstration, group discussion, seminar symposium, panel discussion, role play, project,
field trip, workshop, exhibition, programmed instruction, computer assisted learning, micro teaching
problem based learning, Self instructional module and simulation etc.
• Clinical teaching methods: case method, nursing round & reports, bedside clinic, conference
(individual & group) process recording
LECTURE METHOD
DEMOSTRATION
GROUP DISCUSSION
DEFINITION
• Group discussion can be defined as three or more participants who have an agreed topic to discuss &
share their views in all the aspects & submit/present their views in the form of report to bigger
gathering.
DEFINITION
“Demonstration is method of teaching by exhibition and explanation combined to illustrate a
procedure experiments”.
-According to Gullibert
“Demonstration is a method of teaching by exhibition and explanation or experiments”.
DEFINE LECTURE METHOD..
Lecture method is the teaching procedure comprising the presentation of content, clarification of
doubts & explanation of facts, principles & relationships.
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
Demonstration is an teaching method for nurses in communication and education subject , How it help for nurses and student to understand the procedure and also help them to improve their Psychomotor skill .
Personality Disorders: A Comprehensive OverviewAmit Das
The term personality refers to
enduring qualities of an individual
that are shown in his ways of
behaving in a wide variety of
circumstances Personality
disorders result when personality
traits become abnormal,
i.e. Become inflexible and
maladaptive and cause significant
social or occupational impairment
or significant subjective distress
SUMMARY
Introduction
Communication
Example of one barrier of communication
Therapeutic communication introduction
Definition of therapeutic communication
Factor affecting therapeutic communication
Phases of therapeutic communication
Techniques of therapeutic communication
Requirements of therapeutic communication
Goals of therapeutic communication
Article
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?
demostration and experiment nursing seminar
1. TEERTHANKER MAHAVEER COLLEGE OF
NURSING
TEERTHANKER MAHAVEER UNIVERSITY
SEMINAR
ON
PROJECTED A.V AIDS
BY PSYCHIATRIC GROUP
MR AMIT DAS
MS HINA SINGH
HARIYAN BHARADWAJ
NIRMAL SINGH NEGI
9/15/2017 TMCON
3. OBJECTIVES:
• To preface topic
• To define demonstration
• To understand the purposes
• To outline process of demonstration
• To comprehend process of demonstration
• To discuss ethical guidelines
• To predict advantages
• To justify disadvantages
9/15/2017 TMCON
4. INTRODUCTION:
Demonstration is a process /activity to show and providing
evidence of process Or happening. In short it is a performance to
show a process or activity to others.
For example –
• How to throw shot pot.
• How to play music and instruments
• To show how to pronounce words
• How to perform CPR
9/15/2017 TMCON
5. DEFINITION:
“The act of exhibiting certain set of skills operations or use of a
device & process.
PURPOSES OF DEMONSTRATION:
• Demonstration method shows some fundamental purposes in
activity aids
• Teaching a skill concept or principle
• Delicate and dangerous experiments involving careful
manipulation
• Experiments involving difficult and complex operations
• To teach the patient a procedure or treatment
• Use of costly apparatus.
9/15/2017 TMCON
6. PROCESS OF
DEMONSTRATION:
Learning by watching a thing or process actually happening makes
students actively involved in the activity as demonstration is an
interesting performance .A demonstration will be effective if it
proceeds in the following stages:
• Pre planning
• Rehearsal
• Performance
• Follow up
9/15/2017 TMCON
7. • Preplanning: for a demonstration all requisites and piece of
equipment should be gathered.it is advisable to prepare a checklist of
all things required for the demonstration.
• Rehearsal: After having gathered all the material and pieces of
equipment for demonstration, the teachers must try out the
demonstration alone for his own sake and confidence.
•
9/15/2017 TMCON
8. CONTINUTION OF PROCESS
• Performance: during the class room instruction teachers
shows the demonstration at the appropriate point of the
lesson the demonstration should be slick to the point with
proper. Explanation.
• Follow up: after the demonstration over the teacher must ask
question and discuss was has been observed by students.
9/15/2017 TMCON
9. ETHICAL GUIDELINES FOR
DEMONSTRATION:
Demonstrator must be follow some fundamental instructions while
performing demonstration:
• The demonstrators must be well selected.
• The materials are easily available
• Present the information sequentially stressing the main ideas
• Let the demonstrator proceed smoothly without interruptions. Do
not drag a demonstration unnecessarily as students are likely to
loose interest then
9/15/2017 TMCON
10. 9/15/2017 TMCON
CONTINUTION OF GUIDELINES
Ask question from the students regarding what they have
observed.
If students have not understood certain ideas during the
demonstration then do it again.
Use other teaching aids to supplement your demonstration.
Check continually that your demonstration is going on the right
track and students are getting the intended ideas .
Summarize the main points after the demonstration.
11. CONTINUTION OF
GUIDELINES
• Have a friendly and warm behaviour during yours
demonstration
• Allow students to perform after the demonstration is over
• Give a handout or written material on the demonstration along
with key concepts emerging out of it
• Perform the demonstration from a place where from everyone
in the class can see it.
9/15/2017 TMCON
12. ADVANTAGES:
• It helps in involving various sense to make learning permanent
• It develops interest in the learners and motivates them for their
active participation
• It helps in achieving psychomotor objectives
• Any simple or complex sill becomes easy to understand.
• Though, teacher behavior is autocratic, he invites the
cooperation of pupils in teaching learning process.
9/15/2017 TMCON
13. DISADVANGES:
• Good Demonstrators are not easy to find. Considerable skills
are required to give good demonstration.
• The demonstration method is restricted to only certain kinds of
teaching situations. Some teachers try to use it where other
methods would be better.
• The “Result” type of demonstration may take considerable time
and be rather expensive.
9/15/2017 TMCON
14. CONTINUTION OF
DISADVANTAGES
• Demonstration may require a large amount of
preliminary preparation.
• There is a danger of students being dishonest when
teacher has to play the main role in the
demonstration of topic.
9/15/2017 TMCON
16. OBJECTIVES:
• To introduce experiment
• To state Definition
• To discuss guidelines
• To list out advantages and disadvantages
9/15/2017 TMCON
17. EXPERIMENT:
An experiment is a procedure or a learning activity in which
students collect interpret observations and carried out to support,
refute, validate a hypothesis experiments provide insight into
cause and effect by demonstrating what outcome occurs when a
particular factor is manipulated.
9/15/2017 TMCON
18. DEFINITION:
An operation or tentative procedure carried out under controlled
conditions in order to discover an unknown effect or law to test
or establish a hypothesis or to illustrate a known law.
9/15/2017 TMCON
19. GUIDELINES:
While giving a lesson on an experiment ,the teachers should
organize the instruction so as to make students aware of the
following steps of the experiments:
• Object of the experiment
• Apparatus required
• Procedure or methodology
• Observations of data
• Treatment of observations or data i.e computation to be used
9/15/2017 TMCON
20. CONTINUTION OF
GUIDELINES
• Results or conclusion
• Precautions
• Ideas for further work
• after having given the instructions regarding an experiment ,the
teacher must make all students to have hands on it.
• Teacher must ask the students to write report on it
• Result of the experiment should be based upon cause and effect
relationship and conclusions from the observation .
• In case of group experiments the teacher should go about the
room or laboratory to stimulate and guide students individually.
9/15/2017 TMCON
21. ADVANTAGES:
• The teacher can individually attend students while they are
performing an experiment.
• In group experiment, student learn to work with one another
and this results in the co-operation and co-ordination value.
9/15/2017 TMCON
22. CONTINUTIONOF
ADVANTAGES…
• With experiments the student learn by doing and hence
better learn.
• Experiment makes student patient, regular and punctual.
• Experiments builds scientific attitudes, observational power
and ability to draw conclusions.
9/15/2017 TMCON
23. DISADVANTAGES:
• can produce artificial results
• In peer experiment there is chances of human error.
• Some experiment required apparatus and equipment.
• Consume time hence it needs patience to draw conclusion.
• Person (human) error may leads to artificial or manipulated
results.
9/15/2017 TMCON
24. CONTINUTION OF
DISADVANGES
• Experiment required some sound ethical grounds.
• Experimenter effects - bias when experimenter's expectations
affect behaviour
• Artificial environment - low realism
9/15/2017 TMCON
25. SUMMARY:
FOLLOWING TOPICS ARE DISCUSSED:
• Introduction Of Demonstration And Experiment.
• Define Demonstration And Experiment
• Understand The Purposes
• Outline Process Of Demonstration
• Comprehend Process Of Demonstration
• Discuss Ethical Guidelines Of Demonstration And Experiment
• Predict Advantages Of Demonstration And Experiment
• To Justify Disadvantages Of Demonstration And Experiment.
9/15/2017 TMCON