STATISTINE METODE V EPIDEMIOLOGIJI

More documents

Recommendations

Info

• communication in usually one way, unless teacher stimulates students to ask questions; • it does not permit assessment of progress of students; • it does not permit individual tempo of learning; • experts are not always good teachers, etc. Lectures to be effective need clear introduction, content limit and summary. According to Krajnc (1), lectures could take different forms/types, like: • explication; • narration, story telling; • explanation; • interpretation; • description • argumentation, etc. Usually, two or more of them are combined at one lecture. Krajnc, Pavleković and Levine give some ideas for better effectiveness of lectures (1,26): • the lecture should be of maximum of 90 minutes of duration; • the lecture should be organized, planned ahead; • the content of the lecture should be logical in order of explanation; • objective of the lecture should be clear; • not too much information should be put in one lecture not to transgress the students’ threshold of information uptake; • periodic breaks that relax students by informally discussing the ideas that have been presented should be encountered; • for keeping students’ attention, examples, anecdotes, etc., should be included; • visuals – charts, slides, and similar should be used, to allow students to see what they have been told; • it is recommended to allow students for questions; • it is also recommended to provide opportunities for small group discussion if possible, etc. In adult learning, lectures could be only the introductory method, preparing students for more active work in small groups (discussion) or even individual (dialogue), which will be (some of them) discussed later on (1). Adults appreciate active involvement. 2. Demonstrations. By using this method, teacher shows how to perform a certain task (32). Demonstrations are usually classified into two forms/types (26,36): • method demonstration – illustrates how to do something in a step-by step procedure; • result demonstration – shows the results of some activity, practice or procedure through evidence that can be seen, heard, or felt. 12
Group methods of education Groups could be larger or smaller. Average large groups are as large as 20-25 students (1,35). This size of groups is regarded as being large and methods used are different than are used in small groups, which are on average large as 6-7 students (35). For using some teaching methods, even smaller groups are necessary. In larger groups different methods, usually of less active approach, are applied than in smaller groups (1,35) Working with large groups Methods used in large groups are very similar to that, used in mass adult education, being lectures and demonstrations (1). The only difference is that these methods, used in groups, even as large as 20-25 students, are more personal. Mass lectures, given for a mass of students as large as 150-200 students or even larger, are as effective as lectures given on television. The lecturer is far distant from the audience, almost anonymous. He/she has no personal contact with the audience, and they should be even supplied with loudspeakers (1). Working with small groups Teaching methods for small groups are much different than for large groups. They involve students actively. Teacher is in the role of coach and facilitator, giving students instructions how to work and what are the goals of their work (35). Classical method used in education of medial doctors are laboratory and clinical exercises, but there exist also many other techniques (26,35,39), which could be very useful in public health education process. On this place only some of them could be presented (Figure 6). Figure 6. Some small groups methods of education. 1. Text/document analysis (1). A key text/document on topic under discussion is given to students to be studied. Each group could study the text from a specific point of view. 13
Page 1 and 2: Title METHODS AND TOOLS IN PUBLIC H
Page 3 and 4: Knowledge is described/defined as:
Page 5 and 6: We will discuss some of differences
Page 7 and 8: Skills in principles and methods of
Page 9 and 10: We meet almost only with adult popu
Page 11: • informal methods of education -
Page 15 and 16: discuss a question set by a lecture
Page 17 and 18: • since students will tend to see
Page 19 and 20: Individual methods of education By
Page 21 and 22: From Figure 9 it is obvious that ac
Page 23 and 24: CASE STUDY 1: THE COURSE “ART OF
Page 25 and 26: Table 5. A typical daily programme
Page 27 and 28: 1. Trainers are not experts in peda
Page 29 and 30: classification, this target group i
Page 31 and 32: Others are the same for all working
Page 33 and 34: • they present the lecture to the
Page 35 and 36: REFERENCES 1. Krajnc A. Methods, fo
Page 37: 39. Jaques D. ABC of learning and t

STATISTINE METODE V EPIDEMIOLOGIJI

Create successful ePaper yourself

Delete template?

Save as template?