Lesson 1: Distance Learning

Definition
Distance learning is an instructional method using telecommunications, such as video technology, live sessions, or
recorded materials, to facilitate teaching. It is increasingly used in academic settings due to demographic changes and
globalization, making education accessible to a wider audience.

Advantages of Distance Learning

 Accessibility: Expands learning and training opportunities.
 Flexibility: Convenient in terms of time and space.
 Cost-effective: Optimizes educational resources.
 Inclusivity: Introverted students may participate more actively.
 Relevance: Enables updating, retraining, and personal enrichment.
Disadvantages of Distance Learning
 Limited Feedback: Delayed assessment of students' performance.
 Community Recognition: May lack acknowledgment due to resource limitations.
 Communication Skills: Can negatively impact verbal communication development.
 Mental Health: Students may feel isolated without traditional classroom interactions.
Key Considerations
1. Instructor and student preparedness.
2. Positive attitude toward distance learning.
3. Competency in handling network technology.

Clinical Education in Distance Learning

Class Management
 Distribute course materials beforehand or make them accessible online.
 Plan logistics for written exams and ensure secure handling.
 Proctors must oversee examinations at all sites.
 Technological issues are expected and manageable with technical support.
Interactive Television Classes
 Classroom setup includes cameras, microphones, computers, and other audiovisual tools.
 Teachers may use tracking devices for seamless camera focus.
 Interactive television is used for staff development and various professional training.
Internet Classes
 Synchronous: Real-time interaction via the internet.
 Asynchronous: Materials are accessible anytime on a web page.
Supporting Terms
 Technology: Application of scientific knowledge to achieve practical goals.
 Internet: Global network facilitating information and communication.
Lesson 2: Teaching Psychomotor Skills
Definition
Psychomotor skills involve the physical execution of tasks critical for patient care and team safety. Mastering these skills
requires understanding their steps, critical thinking, and deliberate practice.
Five Levels of Psychomotor Skills
1. Imitation:
o Students replicate instructors' actions.
o Example: "See one, do one" methodology.
o Avoid demonstrating incorrect behaviors.
2. Manipulation:
o Students follow guidelines and correct mistakes through reflection.
o Begin to develop personal techniques.
3. Precision:
o Perform tasks without errors in limited settings.
4. Articulation:
o Integrates cognitive understanding with skill execution.
o Proficient performance with contextual application.
5. Naturalization:
o Automatic, mastery-level execution.
o Ability to multitask effectively in real scenarios.

Phases of Skill Learning

1. Getting the Idea of the Movement:
o Goals are established to guide learning.
o • Regulatory Stimuli: External factors influencing performance.
o • Nonregulatory Stimuli: External factors that do not affect performance.
o Closed Skills: Performed under stable conditions.
o Open Skills: Performed under dynamic conditions.
o Motor Plan: Mental blueprint of required movements.
2. Fixation/Diversification:
o Fixation: Repeating a skill in the same manner for consistency.
o Diversification: Practicing a skill in varied contexts for adaptability.

Attention
 The Bottleneck Theory explains that individuals can process only a limited number of stimuli simultaneously.
 Coaching and practice help focus attention on relevant stimuli.
Feedback
 Intrinsic Feedback: Performance awareness from within the individual.
 Extrinsic Feedback: Provided by external sources like instructors.
 Knowledge of Results (KR): Verbal feedback on performance outcomes.
 Knowledge of Performance (KP): Feedback on the process of execution.

Practice Methods
1. Massed Practice: Continuous practice with minimal breaks.
2. Distributed Practice: Practice interspersed with rest periods.
3. Mental Practice: Visualizing and mentally rehearsing the task.
Whole vs. Part Learning
 Use part learning for complex, multi-step skills.
 Use whole learning for straightforward or highly integrated tasks.

Psychomotor Domain
 Focuses on skill, action, muscle movement, and manual manipulation.
LESSON 3: PROMOTING AND ASSESSING CRITICAL THINKING
CRITICAL THINKING
 Defined as the ability to make judgments based on standards.
 Involves three phases:
1. Analyzes thinking
2. Evaluates thinking
3. Improves thinking
Critical thinking has three dimensions:
1. Analytic
2. Evaluative
3. Creative
Characteristics of a Well-Cultivated Critical Thinker
1. Raises important questions and problems clearly.
2. Gathers and evaluates relevant information effectively.
3. Develops well-reasoned conclusions and tests them against standards.
4. Thinks open-mindedly, recognizing alternative viewpoints and implications.
5. Communicates solutions to complex problems effectively.
Elements of Thought in Critical Thinking
1. Point of View
2. Purpose
3. Question at Issue
4. Information
5. Interpretation and Inference
6. Concepts
7. Assumptions
8. Implications and Consequences
Universal Intellectual Standards
1. Clarity: Understandable and meaningful.
2. Accuracy: Free of errors.
3. Precision: Detailed and exact.
4. Relevance: Relates to the matter at hand.
5. Depth: Addresses complexities and interrelations.
6. Breadth: Includes multiple perspectives.
7. Logic: Free of contradictions.
8. Significance: Focuses on the important.
9. Fairness: Unbiased and justifiable.
Using Student Profiles for Assessment
 Criteria for exemplary students:
o Raises significant questions and issues.
o Analyzes and clarifies assumptions and concepts.
o Uses educated language and identifies diverse viewpoints.
o Demonstrates reasoning, implications, and outcomes.
 Self-assessment questions:
o Do I raise critical issues in class?
o Am I clear in analyzing problems?
o Do I distinguish relevant from irrelevant information?
o Am I open to alternative viewpoints?
Reading and Writing: Critical Thinking Skills
 Close Reading: Thinking from multiple perspectives.
 Substantive Writing: Reflecting disciplined thought.
 Interrelationship: Enhances critical reasoning through mutual reinforcement.
LESSON 4: CLINICAL TEACHING
INSTRUCTIONAL SETTINGS
1. Health Care Setting: Primary focus is health care delivery.
2. Health Care-Related Setting: Complementary to quasi-health agency services.
3. Non-Health Care Related Setting: Health care is incidental or supportive.
Factors Related to Instructional Settings
1. Organizational Factors
o Administrative support for health education.
o Time and resources allocated for education.
o Expertise of teaching staff.
2. Environmental Factors
o Availability of external resources.
o Structural characteristics influencing programs.
3. Clientele Factors
o Health status and developmental level of clients.
o Language, literacy, and cultural beliefs.
o Self-direction in seeking information.
STANDARD LABWORK
 Focuses on:
o Intended Learning Outcomes
o Task Design: Cognitive structure, student involvement, and practical context.
Evaluation Models
1. Process Evaluation: Adjustments during educational activities.
2. Content Evaluation: Measures knowledge or skills gained.
3. Outcome Evaluation: Determines the effect of teaching (summative).
4. Impact Evaluation: Assesses broader effects on community/institution.
5. Program Evaluation: Judges the worth of educational programs.
LESSON 5: ASSESSING AND EVALUATING LEARNERS
ASSESSMENT VS. EVALUATION
1. Assessment: Gathers data to decide actions.
2. Evaluation: Measures success of an action.
Designing Practical Assessments
 Effective design avoids:
o Vague or overly complex outcomes.
o Jargon or inappropriate expectations.
 Features of good assessments:
o Validity: Measures intended outcomes.
o Reliability: Consistent grading.
o Fairness: Equal opportunities.
o Motivation: Inspires engagement.
o Efficiency: Balanced workload and clear grading.
Comprehensive Parameters for Motivational Assessment
1. Cognitive Variables: Readiness and beliefs about learning.
2. Affective Variables: Positive emotional states and moderate anxiety.
3. Physiological Variables: Capacity for required behaviors.
4. Experiential Variables: Success in prior experiences.
5. Environmental Variables: Support systems and physical setting.
6. Educator-Learner Relationship: Positive and productive interaction.