The document provides information on educating healthcare providers including guiding principles, provider roles, core competencies, and challenges. The guiding principles state that education of healthcare providers must address priority health needs within a society, identify relevant national policies and standards, and define the expected role of providers. Provider roles include caregiver, decision-maker, communicator, community leader, and manager. Core competencies encompass essential knowledge, skills, values and behaviors that are common to all students in an academic program. Challenges in educating providers include information overload, limited opportunities for skills practice, poor monitoring of student progress, and lack of incentives for teachers to improve.

1. FoundationsofEducatingHealthcareProviders
Objectives
• Describe the guiding principles of educating healthcare
providers
• Define core competencies and their role in curriculum
development and design
• List the challenges in educating healthcare providers.

2. Guiding Principles
The education of healthcare providers must:
• Address the priority health needs and problems
within a society
• Identify national policies, guidelines, and
standards that are relevant to those needs and
problems
• Define the expected role of healthcare providers.

3. Provider Roles
Education should prepare providers to function as:
Caregivers
Decision-makers
Communicators
Community leaders
Managers

4. ProfessionalDevelopmentContinuum
• Begins with undergraduate education
• Continues throughout professional practice
• Includes in service training and/or continuing
education
• Providers should be life-long learners

5. AcademicProgram
• A series of courses that have both theoretical and
practical components and are designed to prepare
students as a specific category of healthcare
provider.
• Academic programs typically involve several years
of study, allowing time and opportunities for
students to develop essential competencies that
encompass essential knowledge, skills, values, and
behaviours.

6. Core Competencies
• Aspects of a subject or discipline that are common
to all students, essential to practice, and essential
to master in order to graduate from an academic
program and enter into practice.
• Each core competency for an academic program
will encompass cognitive (knowledge),
psychomotor (skills) and affective (values and
behaviours) domains that are observable and can
be appraised.

7. DefiningCoreCompetencies
• What is the job description for the position the
student may hold after graduation?
• What knowledge, skills, and attitudes are
experienced health professionals in that cadre
applying in the workplace?
• What are the licensing requirements in the related
field?

8. What are the challenges in educating
healthcare providers????

9. Thechallengesineducatinghealthcare providers
Information overload (adding KSA to the curriculum)
Large numbers of students and insufficient numbers of teaching
staff Limited opportunities to practice and master skills.
Poor monitoring of students’ progress, leading to limited
opportunities for providing feedback to students
Facilities used for clinical practice that are not always
representative of the facilities, such as outpatient clinics, where
graduates will work.
The need to develop competencies that are difficult to teach,
such as decision-making, problem solving, ethics, and values. The
difference between the ideal world, where all resources are
available, and the real world, where resources and technology
are scarce.

10. Thechallengesineducatinghealthcareproviders….
Poor quality materials and equipment, and limited access to
computers and up-to-date reference materials
Little coordination between different teaching units and
different levels of study, and between theoretical and practical
portions of academic programs
Practical experiences that are separated from, and do not
always reflect, the associated theoretical experiences
High turnover of teaching staff
Teachers who have no formal training in educational theories
or methodologies
Lack of incentives for teachers to improve their own
performance

11. Instructional Objectives For Learning
Learning Objectives
On completion of this, students will be able to:
Define the objectives
Discuss importance of writing objectives.
Describe components of Objectives
Explain Domains and Levels of Learning Objectives
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12. Brainstorming
• What is an Objective?
• Objectives to the Teacher?
• Objectives to the Learner?
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13. Definition
• Educational objective is a statement describing the
expected results of learning as they should manifest
themselves in the performance or behaviour of the learner.
• Educational objectives state what the learner should be
able to do at the end of the learning course.
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14. Objectives
• For the teacher perspective,
• On target
• Learner-centered
• Focused on content/behaviors
• Organized with regard to methods and materials
• For the learner’s perspective:
• Knowing what is expected of them/what they should learn
• Understanding what KAS they should have at the end of the
experience
• Guiding them in organizing their reading/studying
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15. Importance of stating objectives
 Stating objectives is very important b/c it provides
criteria for selecting content of the program, selecting
teaching strategies and a basis for evaluation
Assess
ment
(how
students'
achieveme
nt is
assessed)
Content
(what is
taught )
Methods
(how it is taught)
OBJECTIVES
GUIDE
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17. Course Objectives #1
• An objective—also known as a main objective,
primary objective, or course aim—that describes
in clear, measurable terms what students should
know and be able to do after completing the entire
course.
• A course may have one or several course
objectives.

18. Course Objectives #2
Course objectives often
encompass knowledge,
skill, and attitude areas
or domains, and should
relate to one or more
of the core
competencies for the
overall academic
program

19. Supporting Objectives
• An objective (also known as a secondary, specific,
instructional, or enabling objective) that supports the
main objective by describing the specific knowledge,
skills, and attitudes that students must master to
achieve the main objective.
• Course objectives relate directly to the core
competencies required for an academic program.
• A course objective is fairly broad and may encompass
knowledge, skill, and attitude components.

20. • The specific instructional objectives or learning
objectives describe what the student/learner is
expected to learn in the three familiar domains,
namely :
Knowledge (cognitive, or domain of the mind)
Practical (psychomotor, or domain of the hands)
Attitudes (affective or domain of the heart).

21. Sample Course Objectives
• After completing this course, the
student will be able to assess,
classify, and treat a sick child in
an effective and integrated
manner
• After completion of this course
the medical student will have the
capacity to evaluate, diagnose,
prognosticate, and provide
appropriate care with preventive
methods for medical problems in
adults & adolescents.

22. Components of objective
Each objective will contain four parts.
It’s as easy as ABCD!
 Audience
 Behavior
 Condition
 Degree
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23. 1.Audience/Performance (Who )
The course objective states the person who will
demonstrate competency.
This will usually be the student or trainee. This is the
heart of the course objective.
It describes what the learner will be able to do at the
end of instruction and be acceptable to the instructor as
a proof that learning has occurred.
 The statement should begin with an action verb.
Components of objective…….
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24. example
• after completing of maternal child health course the
student will be able to:
• Assist with a normal childbirth
• Assess and classify the sick child
• Administer the chosen family planning method
• Provide counseling and testing services for people
with HIV/AIDS.
Components of objective…….
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25. 2.Observable Behavior :
What will the learner be able to do as a result of learning?
Example: The learner will define math terms.
Never use verbs like “learn, understand, comprehend” because
they are hard to measure.
3.Conditions :
What are the conditions under which the learners must
demonstrate their mastery of the objective?
(assist, administer, insert)
Example: After completing this course, the student will be
able to assist with a normal birth according to the checklist
for normal childbirth. 8/21
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Components of objective…….

26. 4. Degree/Criteria of performance. (How)
 Quantitative or qualitative criteria against which learner's
performance will be measured to determine successful learning,
A criterion is a description of how well the performance must be
demonstrated, or the performance standard.
 Consider these examples of standards:
 According to the standards presented in the course materials
 According to the clinical protocol or checklist
 With at least 97% accuracy
• After completing this course, the student will be able to assist with a
normal birth according to the checklist for normal childbirth.
Components of objective…….
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27. Sample Course Objective
• At the end of the
course, the student will
be able to assess,
screen, diagnose, treat,
manage or refer
pregnant women with
pregnancy related
problems.
• See the “when” – the
“who” – and the
“what”?

28. Another Example
After completing this
course, the student will
be able to assist with a
normal birth according to
the checklist for normal
childbirth.

29. • At the end of the two-hour tutorial and using the
illustration, first year medical students will correctly
identify eight out of ten anatomical structures of the
heart.
First year medical students' is the audience
 Identify' is the measurable behaviour
 Using the illustration' is the condition
 Eight out of ten‘ anatomical structures of the heart is
the degree.
• This is also an example of educational objectives for
knowledge domain.

30. Activity
Providing preventive and curative care to the
individual and community, in health and in
sickness (Goals).
• Write course objectives
• Write supporting objectives

31. Domains and Levels of Learning Objectives
There are three types of learning domain
A. Cognitive Domain- what we know. it emphasizes intellectual
outcomes, such as knowledge, understanding, and thinking skills.
Levels in the cognitive Domain –Bloom’s taxonomy
1.Knowledge -recall of previously learned material
2.Comprehension - grasping the meaning of material
3.Application-ability to use learned material in new situations
4. Analysis- ability to break down material into its component parts
5. Synthesis - ability to put parts together to form new whole
6. Evaluation- ability to judge value of material for given purpose.
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33. B. Affective/Attitude Domain
 How we feel about what we know and do.
 Includes those objectives that emphasize feeling and
emotion
Levels in the Affective Domain
1. Receiving --Willingness to attend to particular phenomena or
stimuli
2. Responding-- active participation on the part of the student.
3. Valuing--the worth or value student attaches to a particular
object, phenomenon, or behavior
4.Commitment - building an internally consistent value system
and freely living by it.
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34. C. Psychomotor /skill Domain
What we do or perform.(Generally includes cognitive and
affective elements as well).
Levels in the psychomotor Domain
1.Imitation -refers to the ability to carry out the basic
essentials of a skill when given directions
2.Manipulation- refers to the ability to perform a skill
independently.
3.Precision- refers to the ability to perform an act accurately,
efficiently, and harmoniously
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36. Examples
• Label a diagram with the organs of the male and
female reproductive systems
• Describe how to counsel an adolescent about STIs
• Demonstrate how to put a condom on a penis
model
• Counsel patients about sexual risk reduction using
non-judgmental attitude

37. Organize Supporting Objectives
• Simple to complex
• Performance order
• Related objectives