COURSE PROGRAMME AND LESSON PLAN DEVELOPMENT

Calibri 10 Powerpoint Calibri 10 Audio Recording

Grace H. Encelan-Brizuela MD, MSPH

Objectives At the end of the session, Third Year medical students should be able to: 1. Make a course programme 2. Write a lesson plan Planning a Course Programme Course refers to a distinct topic (a group of tasks) arranged by one teacher over a definite length of time. Programme refers to the when and where different tasks will be taught.

Fitted into the time: Ex. Do not give lectures from 8-5pm, because naglalaba pa sila, nag sasaing, nag aalaga ng bata, nagtitinda..etc

Grouping the Task list: Group tasks into areas of activity which are related. Group tasks together to makes sense out of learning, to make learning meaningful, to make it easier to understand, and for easier application. Grouping tasks that are related makes learning more meaningful and promotes easier application Convenience and relatedness are the main criteria Old-fashioned way (classroom lecture) of learning not useful to the PHC worker. Learning basic topics like anatomy, pathology, and microbiology is more meaningful and more easily applied when it is learned in relation to a task. When is a lecture/lesson become useful to BHW? When it is learned in relation to performance of a specific task. Ex: Like us students, we get interested in anatomy when lectures are clinical correlations (an ortho doctor showing radiographic slides) Arranging tasks in maternal care The tasks group themselves naturally: 1 caring for mothers in the antenatal period; 2 caring for mothers during delivery; 3 caring for mothers in the postnatal period; There is no one single correct way to group tasks. What is important is that the grouping makes sense to the students and follows a logical sequence. Logical: things that go together should be grouped together. COURSE PROGRAMME Knowledge and skills to be learned must be fitted into the time allowed for the course and arranged according to the facilities available for teaching Ex: In the community, do not teach using ppts, rather make real examples, like showing them how to make ORS. According to the facilities: Ex. Do not show them videos on how to make ORS, coz there are no facilities available.

Why plan a course programme? Planning ahead improves both teaching and learning cramming is avoided Structure is an important factor in learningtopics follow another in a logical sequence It is important in making a lesson plan (lesson plan is based on the course program, so you have to plan your course program) It helps a teacher arrange practicals/Field visits If the course program is planned, assessments are planned. Ex: Surgery department announced the topics for the exam, but during exams, wala yung topic! Assessments are also planned in advance. Ex: After exams then no grades were shown, nagagalit tayo, kasi theres no sense of progress. If the course program is given to the students they will experience a sense of progress as they learn. Sample Course Programme Table 1: Sample Course Programme (page 3) Lesson Plan Development Outline of lesson planning process: I. Review the context of the lesson What is its place in the course programme? Who are the students? Define your students. Know if bagong batch ba ng BHW, or pa-graduate na, know their level. Where will learning take place? How much time in the entire programme is allotted for the particular lesson? What resources are available? II. Define your objectives General rule: Objectives should be measurableshould be something that the students can demonstrate at the end of the learning process Instead of To know - To enumerate, to explain, to elaborate, to identify, etc. Remember: should be achievable in the allotted time if task that needs to be learned cover several lessons, divide task into several components Example: If BHW needs to learn how to treat a child with diarrhea with some dehydration: lesson on how to recognize s/sx of dehydration before lesson on treatment Plan the introduction Ask about previous lesson

III.

Ask about new experiences pertaining to learned lessons Bring about the objectives of the lesson at hand in some way Most important: stress the RELEVANCE of the lesson How? giving sample problems which the lesson may solve Fishing for previous experiences that will bring about relevance of lesson IV. Plan the learning strategies Remember: Teaching technique or learning experience needs to be suited to the skill to be learned If it is the skill (esp physical skill) that the BHW needs to learn, demonstration should be the technique A. Analyze the skills component in the lesson objective **Teaching method/learning experience will be chosen according to the skills needed. B. Select a teaching strategy suitable for the skill Evocative discussion Demo-return demo Group dynamics C. Think of the resources needed to support the strategy Visual aids Models Handouts D. Divide the activities Are all classroom activities? Can homework be assigned? Are field exposure needed? E. Write the Lesson Procedure in Sequence V. Plan the summary Ask the class to say what they have learned Review the main points Ask pertinent questions Summarize in a handout Put up a transparency or write on the board

VI.

Plan the follow-up Reading and learning the handout Looking up references in a manual or library Doing exercises/project work Practicing during clinics/field work Plan the Assessment A. Assessment during the lesson: Give exercises to be handed back Observe while practical work is being done Assess group work and discussions Ask a rapid series of questions B. Assessment later: A multiple choice question A short-answer question A checklist A project

VII.

Model Outline of a Lesson Plan Table 2: Model Outline of a Lesson Plan SUMMARY Course Programme: is a distinct topic (a group of tasks) arranged over a definite length of time in places and facilities available for teaching It is important to plan a course programme to avoid cramming to have structure in learning to be able to make the lesson plan to be able to arrange the practicals, field visits and assessments students have a sense of progress The parts of a lesson plan are the following: Objectives Introduction Content Summary Assessment Follow-up

References: Teaching Health Care Workers: A practical Guide by Fred Abbatt and Rosemary McMahon An Evaluation of a Training Program on Breast Cancer and Breast Self Examination Conducted Among Community Health Workers of Sitio Tanza, Antipolo City by Grace H. Encelan-Brizuela, MD

TIME ALLOTED Day 1 10:00 10:45

TOPIC

Table 1: SAMPLE COURSE PROGRAMME LEARNING OBJECTIVES TEACHING STRATEGIES Discussion of epidemiology of Breast Cancer Enumerate risk factors Describe the anatomy of the breast Lecture Group Discussion Lecture / Group Dynamics Lecture Lecture Discussion Lecture Lecture Group Discussion Demonstration

TEACHING MATERIALS /AIDS OHP/transparencies/handouts OHP/transparencies/manila paper/pentel pen/handouts OHP/transparencies/handouts OHP/transparencies/handouts OHP/transparencies/handouts OHP/transparencies/handouts OHP/transparencies/handouts OHP/transparencies/handouts Pentel pens/ manila paper/ breast model

ASSESSMENT METHODS Pretest (knowledge, attitude) Games PIN UP (ID of risk factors) Games PIN UP (Anatomy of the Breast)

Intro to breast Cancer (to highlight Susceptibility and Severity)

10:45 12:00

Facts about Breast Cancer (to highlight availability of Solution)

Discuss the natural history of Breast Cancer Describe the treatment modalities for Breast Cancer Recall facts learned about breast cancer Enumerate 3 screening tools for breast cancer Discuss what BSE is Effectiveness of BSE in detecting breast cancer Limitations of BSE Describe the technique of BSE Discuss proper timing/frequency of doing BSE Demonstrate BSE technique using a model demonstrate how to teach BSE utilizing Human Breast Model Demonstrate BSE Blitz class using each other as dummy

Day 2 9:00-9:15 9:15 9:25 9:25 12:00

Summary of past lesson Intro to breast cancer detection (to highlight Solution)

Question & Answer Question & Answer Pretest (Skills assessment) return demo

Breast self-examination (to develop Self-efficacy)

Day 3 9:00 12:00 BSE Blitz class Group Discussion Demo-return demo Materials for Blitz class attendees/Blitz flash cards/Blitz script/Blitz calendar Blitz calendar Post-test (knowledge and skills test) Return Demo

Course Summary Zambie! Thanks much..