Health education

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