Principles and Strategies of Teaching in MedTech PDF 2024

PRINCIPLES AND STRATEGIES OF TEACHING IN MEDTECH BSMT Prof. Lopez | 1st Sem | 2024-2025 2024...

PRINCIPLES AND STRATEGIES OF TEACHING IN MEDTECH BSMT Prof. Lopez | 1st Sem | 2024-2025 2024 of whether they are susceptible to an identified threat and whether the threat is INTRODUCTION TO TEACHING severe; and whether the recommended ★ Teaching: engagement with learners to action can reduce that threat (i.e. enable their understanding and response efficacy) and whether they can application of knowledge, concepts, and successfully perform the recommended processes. action (i.e. self-efficacy) ★ Learning: gain or acquire knowledge of or skill in (something) by study, experience, The Transtheoretical Model Of Change or being taught ➔ Behaviour change is viewed as a ★ Philosophy: systemized study of general progression through a series of five fundamental questions, such as those stages: pre-contemplation, contemplation, about experience, reason, knowledge, preparation, action and maintenance. values, mind, and language. People have specific informational needs at each stage, and health educators can offer the most effective intervention MODELS AND THEORIES strategies based on the recipients’ stage The Rational Model of change. ➔ This model, also known as the “knowledge, altitudes, practices model” The Theory of Planned Behaviour (KAP), is based on the premise that ➔ The theory holds that intent is influenced increasing a person’s knowledge will not only by attitude towards behaviour prompt a behaviour change. but also the perception of social norms (the strength of others’ opinions on the The Health Belief Model behaviour and a person’s own motivation ➔ One of the earliest behaviour change to comply with those of significant others) models to explain human health and the degree of perceived behavioral decision-making and subsequent control. behaviour is based on the following six constructs: perceived susceptibility, The Activated Health Education Model severity, benefits and barriers, cues to ➔ This is a three-phase model that active;y action and self-efficacy. engages individuals in the assessment of their health (experiential phase); presents The Extended Parallel Process Model information and creates awareness of the ➔ Based on the health belief model, this target behavior (Awareness phase)l; and model proposes that people, when facilitates its identification and presented with a risk message, engage in clarification of personal health values and two appraisal processes: a determination develops a customized plan for behaviour change (responsibility phase). 1  PRINCIPLES AND STRATEGIES OF TEACHING IN MEDTECH BSMT Prof. Lopez | 1st Sem | 2024-2025 2024 Social Cognitive Model Participant Involvement ➔ According to this theory, three main Community members should be involved factors affect the likelihood that a person in all phases of a programme’s will change health behaviour: development: identifying community self-efficacy, goals and outcome needs, enlisting the aid of community expectancies. If individuals have a sense organizations, planning and implementing of self-efficacy, they can change programme activities, and evaluating behaviour even when faced with results. obstacles. Planning Communication Theory This involves identifying the health ➔ This theory holds that multilevel problems in the community that are strategies are necessary depending on preventable through community who is being targeted, such as tailored intervention formulating goals, identifying messages at the individual level, targeted target behaviour and environmental messages of the group level, social characteristics that will be the focus of the marketing at the community level, media intervention efforts, deciding how advocacy at the policy level and mass stakeholders will be involved, and building media campaigns at the population level. a cohesive planning group. Diffusion of Innovation Theory Needs and Resources Assessment ➔ This theory holds that there are five Prior to implementing a health education categories of people: innovators, early initiative, attention needs to be given to adopters, early majority adopters, late identifying the health needs and majority adopters and laggards; and the capacities of the community and the numbers in each category are distributed resources that are available. normally: the classic bell curve. By identifying the characteristics of people in A Comprehensive Programme each adopter category, health educators The programmes with the greatest can more effectively plan and implement promise are comprehensive, in that they strategies that are customized to their deal with multiple risk factors, use several needs. different channels of programme delivery, target several different levels (individuals, families, social networks, organizations, METHODS: COMPONENTS OF HEALTH the community as a whole) and are EDUCATION PROGRAMMES designed to change not only risk behaviour but also the factors and conditions that sustain this behaviour (e.g. motivation, social environment) 2  PRINCIPLES AND STRATEGIES OF TEACHING IN MEDTECH BSMT Prof. Lopez | 1st Sem | 2024-2025 2024 An Integrated Programme AS HEALTH EDUCATORS A programme should be integrated: each The major responsibilities for health educators component of the programme should are: reinforce the other components. Assessing individual and community Programmes should also be physically needs for health education integrated into the settings where people Planning effective health education live their lives (e.g. worksites) programmes Implementing health education Long-term Change programmes Health education programmes should be Evaluating the effectiveness of health designed to produce stable and lasting education programmes changes in health behaviour. This requires Communicating health and health longer-term funding of programmes and education needs, concerns and resources the development of a permanent health Coordinating the provision of health education infrastructure within the education services community Acting as resource people in health education Altering Community Norms In order to have a significant impact on an entire organization or community, a health education programme must be able to alter community or organizational norms and standards of behaviour. This requires that a substantial proportion of the community’s or organization’s members be exposed to programme messages or, preferably, be involved in programme activities in some way. Research and Evaluation A comprehensive evaluation and research process is necessary, not only to document programme outcomes and effects, but to describe its formation and process and its cost-effectiveness and benefits. 3