Principles and Strategies of Teaching Medical Laboratory Science - Finals PDF

PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE – FINALS trans: HLS DISTANCE LEARNING can usually quickly handle Distance learning is one of the instructional minor pr...

PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE – FINALS trans: HLS DISTANCE LEARNING can usually quickly handle Distance learning is one of the instructional minor problems methods that is use in teaching. It uses a Typical interactive television telecommunication approach by means of classroom contains a using video technology or through live teaching podium with a approach or taped messages from the controlnpanel for the instructor to the viewer. This instructional camera and monitors, technique has now become popular as microphone for teacher and instructional technique that is used for computed hook-up, academic setting. document camera and fax Interactive Because of demographic structural changes machine Television and globalization, it is now necessary to Teacher usually wears a Classes make education available for all and to tracking device so the motivate people to join wherein distance camera follow him or her learning can help for education to spread out. around the front of the room Used to deliver information ADVATAGES & DISADVATAGES OF DISTANCE to college students, nurse, LEARNING medtechs and patient ADVANTAGES DISADVANTAGES ITV classrooms can be used Increased Does not offer an in staff development accessibility in learning immediate feedback to Classes are delivered via and training assess student’s internet by means of a opportunity performance course network Increased Not acknowledge by Synchronous classes: opportunities for the community due to people interact in real updating, retraining lack of resources time electronically via Internet and personal It affects the students internet Classes enrichment negatively in their Asynchronous classes: Cost effective in verbal communication materials are located on educational resources skills a web page that can Supports quality of It affects mental be accessed at any time current educational health that the student at the learner’s structures may feel isolate or convenience Convenience by missed out the social- means of time and physical interactions space found in traditional PSYCHOMOTOR SKILLS Introverted students classroom setup These are used to provide patient care and also will often speak up to ensure the safety of the members of the team. when given an There are many ways to perform medically opportunity to interact acceptable skills behaviors. THINGS TO CONSIDER IN DISTANCE LEARNING FIVE LEVELS OF PSYCHOMOTOR SKILLS ✓ Instructor and student’s preparedness Student repeats what is ✓ Attitude needed for distance learning done by the instructor ✓ Knowledge in handling network technology “See one, do one” Avoid modeling wrong CLINICAL EDUCATION IN DISTANCE LEARNING behavior because the Imitation student will do It is desirable to practice by as you do using mail course materials to students before the class Some skills are learned or to make the materials entirely by observation, with readily available on a course no web site. need for formal instruction Logistics planning is required Using guidelines as a basis or for examinations foundation for the skill (skill Class Written examinations must sheets) Management be prepared in advance so Making mistakes and they can be mailed to the thinking through corrective remote sites, stored in a safe actions is a significant way to place and distributed during Manipulation learn the class Practice of a skill is not Proctor must be present at enough, students must all time at all sites perform the skill correctly Problems with technology The student begins to are inevitable, technicians develop his or her own style and techniques. Ensure PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE – FINALS trans: HLS students are performing WHOLE VERSUS PART LEARNING medically acceptable The part method should be used for skills that behaviors are extremely complex with many parts; the The student has practiced whole method should be used with skills of low sufficiently to perform skill complexity or where the parts are extremely without mistakes interrelated or organized Precision Student generally can only perform the skill in a limited setting CRITICAL THINKING The student is able to The ability to discern judgment based on integrate cognitive and standards. affective components with Critical thinking is the art of thinking about skill performance. thinking while thinking in order to make Understands why the thinking better. It involves three interwoven Articulation skill is done a certain way. phases: Knows when the skill is It analyzes thinking -By focusing on the indicated parts of thinking in any situation Performs skill proficiently It evaluates thinking - By figuring out its with style strengths and weaknesses Can perform skill in context It improves thinking - By building on its Mastery level skill strengths while reducing its weaknesses performance without Critical thinking, then, has three dimensions: cognition an analytic, an evaluative, and a creative Also called "muscle memory" component. Naturalization As critical thinkers, we analyze thinking in Ability to multitask effectively Can perform skill perfectly order to evaluate it. We evaluate it in order during scenario, simulation, to improve it or actual patient situation To analyze thinking: To assess thinking: Identify its: Check it for: PHASES OF SKILL LEARNING Purpose Clarity Question Accuracy The initial step in getting the Information Precision idea of the movement is Conclusion(s) Relevance having a goal; that is, the Assumptions Depth Stage One: learner is confronted with a Implications Breadth Getting the clear-cut need or problem. Main concept(s) Significance Idea of the Regulatory Stimuli Point of view Logic and Movement Nonregulatory Stimuli fairness Closed Skill Open Skill What would be the result of assessing and Motor Plan analyzing thinking? YOU BECOME A WELL CULTIVATED THINKER Fixation - Practicing the skill in the same way each time to fix a reproducible pattern in A WELL-CULTIVATED CRITICAL THINKER: memory I. Raises vital questions and problems, Stage Two: formulates them clearly and precisely Diversification - Practicing Fixation/ II. Gathers and assesses relevant information, the skill in a variety of ways so Diversification using abstract ideas to interpret it that it can be reproduced in a modified way to meet effectively changing environments at III. Comes to well-reasoned conclusions and any time solutions, testing them against relevant ATTENTION criteria and standards The Bottleneck Theory of attention proposes IV. Thinks open-mindedly within alternative that our information processing system can systems of thought, recognizing and handle a limited number of stimuli at one time. assessing, as need be, their assumptions, implications, and practical consequences PRACTICE V. Communicates effectively with others in Massed Practice - continuously repeated figuring out solutions to complex problems practice sessions with very short or no rest Critical thinking adds a second level of thinking to periods between trials. ordinary thinking. The second level analyzes, Distributed Practice - practice sessions assesses, and improves our ordinary thinking interspersed with rest periods that are Second-order thinking is first thinking equal to or greater than the practice time. raised to the level of conscious Mental Practice - a technique that has been realization (analyzed, assessed, and widely studied in movement science and reconstructed). applied in physical education. First-order of thinking is spontaneous and nonreflective. It contains insight, PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE – FINALS trans: HLS prejudice, truth and error, good and bad How do ideas/ presentations reasoning, indiscriminately combined. address the complexities of topic at hand Depth ELEMENTS OF THOUGHT IN CRITICAL THINKING: How do deal with significant Also called the parts of thinking or factors that must be the fundamental structures of thought addressed (i.e. lectures) These provide a general framework of The idea of using multiple thought points of view Breadth UNIVERSAL STRUCTURES OF THOUGHT Using other ways to look at and I. Purpose – whenever we think, we think solve problems for a purpose If the topic/ problem makes II. Point of View – within a point of view sense III. Assumptions – based on assumptions Logic If answers to question sets IV. Implications and Consequences – follow from given leading to implications and data/information consequences What the most significant V. Information – we use data, facts and information is needed to be experiences gathered (for students) or VI. Interpretation and Inference – to make Significance conveyed (for educators) inferences and judgements How important are the facts VII. Concepts – based on concepts and being presented with regards theories to the context of discussion VIII. Question at Issue – to answer a question If the thinking, assumptions or solve a problem and behaviors are justified Fairness If the concepts discussed are UNIVERSAL INTELLECTUAL STANDARDS IN being justifiably used or CRITICAL THINKING: discussed I. Clarity – understandable, the meaning can be grasped USE STUDENT PROFILES TO ASSESS YOUR II. Accuracy – free from errors PERFORMANCE III. Precision – exact to the necessary level In a class, there is thinking and learning in of detail different levels of quality: IV. Relevance – relating to the matter at A very high level, absorbing the material hand very effectively. V. Depth – contains complexities and Studying ineffectively (or not at all); or interrelationships Somewhere in between VI. Breadth – encompasses multiple Criteria of an “exemplary” student: viewpoints Often raises important questions and issues VII. Logic – no contradictions Analyzes key questions and problems clearly VIII. Significance – focuses on the most and precisely important Recognizes key questionable assumptions, IX. Fairness – justifiable; not self serving clarifies key concepts effectively The reader or listener can Uses language in keeping with educated understand what is being said usage “Gateway” standard to critical Frequently identifies relevant competing thinking points of view Clarity If a statement is unclear, we Demonstrates a commitment to reasoning cannot determine whether it is carefully from clearly stated premises in the accurate or relevant subject, This is essential for both Has a marked sensitivity to important educator and student implications and consequences Remember that a statement may Students, ask yourself this: Accuracy be clear but inaccurate -> Validate To what extent do I: Sources of information always raise important questions and issues in the Exactness and Specificity class? Giving exact amount of detail analyze key questions and problems clearly Precision that is required for a given and precisely? situation distinguish relevant from irrelevant, accurate How is this idea connected to from inaccurate information? the topic at hand recognize key assumptions? How to presented facts bare to clarify key concepts? Relevance the topic use language in keeping with educated How do ideas presented by usage? students relate to the ideas identify competing points of view? discussed reason carefully from clearly stated premises? PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE – FINALS trans: HLS note important implications and but also insightful and well- consequences? informed Student has internalized the ADDENDUM: STUDENT PROFILES basic intellectual standards Based on your self reflection on the previous appropriate to assessing his or slide, one can distinguish which “type” of her own work in a subject and student he/she is is highly skilled at self- As you assess yourself using these profiles, evaluation. figure out how you can use the performance criteria to improve your THE INTERRELATIONSHIP BETWEEN READING learning: AND WRITING: Exemplary Students Promoting and Assessing Critical Thinking High-Performing Students Close reading and substantive writing are Mixed-Quality Students symbiotic skills of disciplined thought they Low-Performing Students support and reinforce one another. Both require They frequently try to get that people think from multiple perspectives, and through courses by both require that we use the elements of memorizing things rather than reasoning well by understanding them. Often produce work that is unclear, imprecise, and INSTRUCTIONAL SETTINGS Low- poorly reasoned. An environment in which health education Performing May achieve competence in takes place to provide individuals with the Students reciting information and opportunity to engage in learning naming concepts, but they experiences for the purpose of improving often use terms and their health or reducing their risk for illness concepts incorrectly because Is conceptualized on the basis of what their understanding is relationship health education has to the superficial or mistaken primary function of the organization within Perform inconsistently in a which it occurs function of the organization subject, and therefore develop within which it occurs a limited body of knowledge. Is an entity whose fundamental mission is toto Often use memorization as a provide health care, to engage in activities substitute for understanding related to health care, or to be involved Learning at this level primarily in activities unrelated to health care demonstrates incomplete (education) Mixed- Types: comprehension of basic Quality Health Care Setting concepts and principles Students Health Care-Related Setting Internalized a few of the intellectual standards Non- Health Care Related Setting appropriate to the assessment One in which the delivery of of their own work in a Health Care health care is the primary or subject, but demonstrate Setting sole function of the institution, inconsistency in self- organization, or agency. evaluation. One in which healthcare- Health Care- Sound thinking within a subject related services are offered as Related Development of a range of a complementary function of a Setting knowledge acquired quasi-health agency. through the exercise of Non- Health One in which health care is an thinking skills and abilities. Care Related incidental or supportive Thinking is, clear, precise, and Setting function of an organization. High- Remember! well-reasoned, but sometimes Performing Health teaching can occur during any encounter lacks depth of insight Students between a healthcare professional— (especially into opposing points of view). in this case, the medical laboratory scientist in the Internalize the intellectual role of educator—and another person or standards relevant to the group seeking health-related information, subject and demonstrate regardless of the setting in which the information competence in self-evaluation is shared. Implies excellence in thinking within the subject Use their intellectual skills to FACTORS RELATED TO INSTRUCTIONAL Examplary SETTING develop a broad range of Students Organizational Factors knowledge. Exemplary work is clear, Environmental Factors precise, and well-reasoned, Clientele Factors PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE – FINALS trans: HLS ORGANIZATIONAL FACTORS e. Developmental Levels of the Client – language a. Administrative Perspective -- The attitude of skills, age, literacy levels, the administration about the disabilities, and cultural beliefs of the client. teaching of health information is of utmost f. Significance of Educational Content to Client - importance to the success of If what is being taught is viewed educational endeavors as important information that can be used to b. Time Allocated to Teaching - Time for help attain or maintain optimal educational activities is often a scarce in health then the clients’ attention will be healthcare agencies, where contact time with oriented to learning patients is being further limited by g. Available Resources to Assist Clients in organizational responses to external Achieving Educational Outcomes healthcare reforms c. Availability of Resources -- Adequate resources make possible the implementation of efficient and effective educational interventions Teaching time can be decreased by combining more standardized teaching materials with the sharing of resources among healthcare settings. d. Expertise of Staff in Teaching Role - In a healthcare environment, the informal reward system often recognizes physical care as more important than the STANDARD LABWORK teaching of self-care. Instructors build upon students' everyday e. Level of Support from Other Colleagues -- Good knowledge of the world around them – and communication and positive augment this by providing carefully designed relationships among colleagues are necessary activities in which students observe or to provide continuity of care, interact with real objects and materials. which includes patient education as one very These activities are usually carried out in important aspect of overall teaching laboratories or in the field. treatment. Labwork tasks are implemented to observe ENVIRONMENTAL FACTORS what the students actually do on the task, a. Availability of External Resources - The services and to assess what they actually learn. of other healthcare disciplines Both of these will be influenced by the must be available to complement the efforts by students' views of science and of learning, MLS educators in helping clients to and by the practical and institutional setting. acquire skills needed to attain or maintain Producing a Profile of a Labwork Task optimal wellness. One measure of effectiveness b. Structural Characteristics that Stimulate ('effectiveness I') is the extent to which the Education Programs students' actions match those that - Location, travel time, space availability, costs, the teacher intended. scheduling, and accessibility when A second, and rather stronger, measure of designing a new program or continuing an effectiveness ('effectiveness 2') is the existing one. extent to which the students' learning CLIENTELE FACTORS matches the learning objectives a. Health Status of Client (Student)- The client A. Overall structure of the profile who is well most likely has a low - The profile describes the following aspects or moderate state of anxiety and is therefore of a labwork task: likely to be receptive to teaching and A: the intended learning outcomes (or learning. learning objectives); b. Nature of the Contact Time of Client - Contact B: key elements of the task design, with the client is highly variable, including: depending on the situation. The opportunity B I: the cognitive structure of the task; for frequent contact may be more B II: the level and nature of student concentrated, over a week or just a few days or involvement; even hours concentrated, over a week or just a B III: the practical context of the task few days or even hours. c. Developmental Levels of the Client – language EVALUATION skills, age, literacy levels, A systematic process by which the worth or disabilities, and cultural beliefs of the client. value of something—in this case, d. Self-Directedness of the Client - internally teaching and learning—is judged. oriented individuals prefer to Determining the Focus of Evaluation maintain self-control and are likely to be health Evaluation focuses on five basic components: oriented and receptive to health ,audience, purpose, questions, scope, and teaching resources. PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE – FINALS trans: HLS To determine these components, ask the following an educational activity is questions: worth its cost For whom is the evaluation being “What is the effect of the conducted? (Audience) education program on Why is the evaluation being conducted? subsequent medtech staff (Purpose) turnover?” What questions will be asked in the is designed and conducted evaluation? (Questions) to assist an audience to What is the scope of the evaluation? judge and improve the worth (Scope) of some object, in this case What resources are available to conduct the educational program. the (Resources) evaluation? Program “How well did patient THE FIVE TYPES OF EVALUATION INCLUDE Evaluation education activities PROCESS, CONTENT, OUTCOME, IMPACT, AND implemented throughout the PROGRAM year meet annual goals is intended to adjust in an established for the educational activities as institution’s patient soon as they are needed. education program?” Adjustments may need to be made after one class or Process session before the next is ASSESSMENT AND EVALUATION Evaluation taught or even in the middle While assessment and evaluation are highly of a single learning interrelated and are often used experience interchangeably as terms, they are not “How can teaching be synonymous. improved to facilitate Assessment is to gather, summarize, interpret, learning?” and use data to decide a direction is intended to determine for action. whether learners have The process of evaluation is to gather, acquired the knowledge or summarize, interpret, and use data to skills taught during the determine the extent to which an action was learning experience. successful. Content Evaluation can be Example: considered as focusing on An educational activity is being planned. Content how the teaching–learning To begin, one must assess the needs of the Evaluation process affected immediate, students. short-term outcomes. Upon implementation of the activity, it is “Were specified objectives periodically being evaluated to know if the met as a result of teaching?” activity is proceeding as planned “To what degree did the learners learn what was imparted?” is intended to determine the effects or outcomes of teaching efforts. Also referred to as summative evaluation because its intent is to “sum” what happened as a result of education. Outcome Evaluation occurs after Evaluation teaching has been Evaluation Models completed or after a From the previous Course Unit, students program has been carried already determined the different models of out. evaluation; namely: “Was teaching appropriate?” Process Evaluation “Did the individual(s) learn?” Content Evaluation “Were behavioral objectives Outcome Evaluation met?” Impact Evaluation is intended to determine the Program Evaluation relative effects of education on the institution or the Impact community. Evaluation The purpose of impact evaluation is to obtain information that will help decide whether continuing PRINCIPLES AND STRATEGIES OF TEACHING MEDICAL LABORATORY SCIENCE – FINALS trans: HLS DESIGNING A PRACTICAL ASSESSMENT m. Enjoyable - for both instructor and “If you get the assessment right, you are likely to student direct students’ activities appropriately” n. Elegant in Simplicity (Boud 1988) o. Easy to Calculate – to avoid excessive use of manual calculation with Essential to all forms of assessment is clarity its inherent possibilities for human error p. Uncomplicated - avoiding (if possible) about criteria, and this is particularly the case excessive set-ups and actions and lots when the assessor is considering the extent to of individual assessor actions. which practical skills have been satisfactorily q. Time Saving - enabling multiple demonstrated. individual’s outputs to be assessed and I. In designing any practical assessment returned quickly instrument, it should be seeking answers to a r. Synoptic - bringing various components series of questions that can help to make the of a learning program together in a design of assignments systematic, coherent single task. and aligned with the instructors intentions. II. It is important to note that badly designed COMPREHENSIVE PARAMETERS FOR learning outcomes can be difficult to assess if MOTIVATIONAL ASSESSMENT OF THE LEARNER they are: I. Cognitive Variables a. Vague Capacity to Learn b. Far from what it is really intended that Readiness to learn students should achieve Expressed self-determination c. Multiple, so that the assessor is Constructive attitude confused by partial achievement; Expressed desire and curiosity d. Expressed in unnecessary jargon. Willingness to contract for behavioral e. Inappropriate in terms of level, scope or outcomes extent Facilitating beliefs III. Effective assessment of practical skills should The educator can pose several be any and all of the following: questions in terms of the learner, a. Valid -measures a close as intended such as those focusing on previous outcomes as possible attempts, curiosity, goal setting, “In other words, are we measuring self-care ability, stress factors, exactly what we intend to survival issues, and life situations measure?” II. Affective Variables b. Reliable - any assessor would come to the same grade if used Expressions of constructive emotional state c. Consistent - ensuring inter-tutor and Moderate level of anxiety intra-tutor consistency, however many III. Physiological Variables assignments an individual grader Capacity to perform required behavior tackles, the same standards of IV. Experiential Variables judgement will apply. Previous successful experiences d. Fair - all students must have equivalent chance of achievement In group skills presentations, e. Inclusive - ensures diversity in students students may find it difficult to hear can engage in assessment. The or understand what one another is assessment of practical skills may saying: it might be helpful require particular consideration. therefore to encourage them to f. Manageable - in terms of work required, provide outline notes, annotated submission dates and turnaround time. diagrams or handouts to aid Assessment should be realistic in terms mutual comprehension. of resources available. V. Environmental Variables g. Authentic - intended outcome is truly Appropriateness of physical environment representative of achievement. Social support systems h. Testing - required standards of Family achievement are maintained and are Group pitched at the right level for the stage of Work study. Community resources i. Beyond Dispute - transparent as to how VI. Educator–Learner Relationship System the mark was achieved Prediction of positive relationship j. Accompanied by developmental and informative feedback k. Motivating - engaging and inspiring to students l. Efficient - time spent in grading should be proportionate to importance of the work within the program