RESOURCE

Resource the resource unit is the resource from which teachers may draw materials to
be used in unit plans for their particular learning groups.

Khlor resource unit defined in this study as carefully planned series of suggestions
centered in some broad problem, topic, or area of experience and organized to served
as a source of ideas, materials, and procedures to help a teacher in pre planning a
learning unit.

Heidgerken it is a compendium of suggested activities and materials, accompanied by

statement of significance, scope, objective educational resource materials, and
suggestions for everything used by the teachers in their preparations for the teacher-
student unit planning. In a way, resource units are refined editions of broad curriculum
guides and more detailed. Resource units are constructed by faculty groups than by
individual teachers.

Characteristic of resource unit

1. They offer innumerable suggestions but do not restricts; they provide plenty of
margin for teachers ingenuity.
2. They indicate the scope of a particular area of knowledge, thereby helping the
teacher to view it as a whole.
3. They contain behaviorally defined objectives which can serve as guides to the
teacher in goal-setting and evaluating.
4. They take into account the principle of individual differences by suggesting a
wide variety of activities geared to different levels of learning.
5. They are the work of a teacher representing the polled resources and the
strength of that group.
6. They contain an extensive annotated bibliography including books, pamphlets,
periodicals, community resources.

Content of resource unit

1. Significance of the topic area a paragraph or two explaining the central

problem, question, need, or interest around which the unit was or can be
developed.
2. Inventory of possible objectives a list of concept and specific attitudes
developed by or planned for the unit-developed in which detailed as appropriate
to the subject matter involved.
3. Content outline it is the expository outline of a subject matter or things to be
discussed.
4. Suggested activities list of specific aids actually used or definitely available
including:
a) printed aids-books, magazines, pamphlets
b) visual aids-films, slides
 c) community resources

5. Bibliography
6. Evaluation techniques a brief description of the means which could be used:
a) to determine whether the unit was successful and what changes might
be made another time.
b) to determine what progress was made by individual pupils.
 MODULE
it is a self contained package of learning activities designed to help the student
accomplish certain well defined objectives primarily thorough independent study.
It is self-instructional package (SIP) that tells the student:
1. What s/he expected to know or do by the end of the module.
2. How the competencies, knowledge, and skills required can be achieved.
3. How the knowledge and skills beyond that expected in the module can be
gained.
4. How the mastery of the objectives is to be demonstrated.
Modules pyramid when one wishes the learner to be able to gain depth in a subject.
Some students may require or desire to know more about the subject matters do
module more.
Module cluster when there is an objective or a group of objectives to be achieved, the
modules from cluster because each one contributes to meeting the objectives or part of
the objectives. The learner may select in order to achieve the objectives.
Modules are autonomous - when they stand completely alone. They can be taken
smorgasbord fashion by the learner. The learner practices a self-selection process.

Sequence of elements
1. Introduction it provides a first glimpse at the program and may strongly
influence the readers attitudes. It serves to interest the learner in what s/he
about to learn and to provide an orientation so that to learn with what s/he knows.
2. Objectives it should be a behavioral objective. It describes the desire outcome
which is expected to result upon successful completion of the module.
3. Recommendation preparations it is useful to include a brief statement at the
beginning of a program the pre-requisite skills or knowledge expected from the
learners. This can be recommended reading materials, glossary of terms or any
learning activity. If there is no recommended pre-requisites it must be stated to
inform the user.
4. Content the text portion of SIP should be logically organized to facilitate
learning. The content should not exceed the amount normally covered in a one or
two lecture. This serves two purposes: it allows for a greater focusing of attention
of the learner and thus, lightens comprehension and retention of information; and
it becomes a time saving mechanism or both instructor and student since
learning may be individually paced.
5. Content summary this should be highlight the most important points in the SIP.
The summary helps learners retrieve the things they have learned from the
different sections. Also it reinforces retention of contents of the program.
6. Reference and bibliography sources of information should be documented
properly.
7. Post-test question and answer these simulated at the end of the material. It
covers the content of the entire materials. Likewise, answer should be provided
for immediate feedback.
 8. Recommend follow-up it may be in the form of additional reading materials of
experiment. It maximized the learning experience by projecting it beyond the
immediate time period spent studying the material.

Teaching in Clinical Setting

Teaching in the clinical environment is a demanding, complex and often frustrating task,
a task many clinicians assume without adequate preparation or orientation.

General Teaching models: Two models of clinical teaching have been successfully
used in faculty development of clinical teachers. Both models are behaviour based and
can be adapted by clinical teachers to all clinical settings.

Stanford Model: Although it (the Stanford model) provides a categorical

framework for evaluation and analysis of teaching, the power of the model is most
effectively demonstrated in hands-on seminars in which faculty are enabled to
both understand and apply this method of analysis to their teaching.

Applying the Dundee model: It has been stated that the medical profession
needs to think more seriously about training their teachers and a framework for
developing excellence as a clinical educator is needed.

One minute preceptor: The Microskills of teaching, also called the one minute
preceptor because of the short time available for teaching in the clinical environment
provides a simple framework for daily teaching during patient care.