STATISTINE METODE V EPIDEMIOLOGIJI

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learning. One of important features of this method is providing learning activities specifically formed to the needs, interests, and abilities of an individual student. In comparison to consultations, instructions are one way communication. An instructor explicates the topic while student listens. 3. Tutorials (26,36). A tutorial educational method is performed when a single student needs specific help. The focus is usually the specific problems or concerns of the student. 4. Mentorship (1). In academic sphere, special method of education called “mentorship” or “mentoring” is applied for the most focused postgraduate study. In this educational relationship, a teacher is called “a mentor”, and a student “a mentee”. A mentor in this educational process is a trusted teacher who advise and guide his/her protege/protegee, how to learn and gain skills. Mentorship is to the certain extent similar to consultations, but between both methods there are huge differences. If consultation is a single educational episode, mentorship in opposite is a continuous process. It is a series of interrelated educational episodes, all directed to attain the educational objective. Mentorship is inevitably supplemented by intensive self-study of a mentee. How effective are different teaching methods Before planning which didactical methods out of mass, group or individual methods of education would be used in educational process, and when, it would be useful to know how effective are these methods. This effectiveness is visualized by learning pyramid of the US National Training Laboratories, Bethel, Maine (43) (Figure 8). Figure 9. Learning pyramid with average learning retention rates (adapted from National Training Laboratories, Bethel, Maine) (43). 20
From Figure 9 it is obvious that active methods of education, what mean the methods by which students learn with experience, have much higher retention rate than passive methods, especially those by which abstract learning is required. The far lowest retention rate is achieved at lectures. This traditional educational method is in Croatia and Slovenia still the basic method of education at academic level (37). The situation is very similar in other countries of South Eastern Europe. All this is true also for the public health education in these countries. In conclusion, it could be worthwhile to summarize basic educational methods. The summary is presented in Table 3. Table 3. Summary of basic educational methods. Lecture Exercise Seminar Group work Practical work Reading Content Characteristics Carrying out Knowledge, important Brief transfer of information, connection information, limited to the theory effects Showing and practicing skills and procedure training Description and analysis of case, setting down and solving the problems Analysis of case, solving the problems, „difficult“ situations Real professional life „Active“ reading or content overview „Arteficial circumstancea“, „out of common sense“, often too simple Interesting, very often too much abstract, carry out as lectures Learning from and support by peers, close interaction with teachers Very useful learning, but not always systematic, can easily be superficial Need for „critical“ reading At the first look easy to carry out Organosational difficulties, equipement Well prepared students and very restrained teachers Well prepared cases and problems as an impulse, clearly defined tasks, expensive Teachers as „role model“ and leader, learning from experience First impulse and evaluation are important Adult education process characteristics Previously we summarized some differences between adults versus children in the educational process (Table 1), but also the process itself has different characteristics in andragogy versus pedagogy. At the beginning of this module we emphasized maybe the most important distinction between them: andragogic approach is a student-centred approach, while pedagogic approach is teacher-centred (11,13,14) (Figure 2). In andragogical process teacher is not a teacher in a classical sense anymore. In adult education, he/she is more a guide, a “lighthouse”, a facilitator, a supervisor, than a “teacher” (1,13,22). Some other differences are presented in Table 4. 21
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 and 12: • informal methods of education -
Page 13 and 14: Group methods of education Groups c
Page 15 and 16: discuss a question set by a lecture
Page 17 and 18: • since students will tend to see
Page 19: Individual methods of education By
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

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