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PRINCIPLES AND STRATEGIES OF TEACHING IN HEALTH EDUCATION

Teaching Strategies I: Teaching in Structured Settings
Guillano C. Lacsamana, RMT
College of Medical Technology
New Era University

Lecture: Reclaiming a Place in Pedagogy

Pedagogy – teaching children

Definition and Purposes

• Instructor-led, interactive experience that actively engages students in the process of
learning and can support diverse student learning (Cox and Rogers, 2005)
• Reasons why lectures still prevail despite students’ access to information
o Most current educators learned via lectures (teach what you are taught principle)
o Lectures are the safest and easiest teaching method, allowing the teacher most
control over the class

Advantages of Using Lectures

• Permits teachers maximum control of a classroom
• Creates minimal threat to students or teachers
• Clarifies and enlivens information that seems tedious in text
• Enables clarification of points immediately
• If teacher knows what has been presented, diminishes “I never heard that before”
comment by students
• Can become bases for publication and academic scholarship
• Helps students prepare for testing if provided with common core content
• Accommodates larger number of listeners in one setting
• Efficiency of time usage enables the teacher to present a lot of concepts
• Provides a venue to become known as an expert in a specific topic
• Encourages and allows deductive reasoning
• Can motivate students to learn more, especially if the teacher is enthusiastic
• Allows the addition of newest information
• Permits auditory learners to learn quickly
• Enables integration of pro and con aspects of the topic

Disadvantages of Using Lectures

• Teacher may cover too many topics in the time frame allotted
• Less effective when not accompanied by another strategy
• 80% of the lecture is forgotten one day later, and 80% of the remainder fades in one
month
• Presumes that all learners are auditory, and learn at the same rate

This material was developed for students enrolled in MT2141 Principles and Strategies of Teaching in Health
Education. College of Medical Technology, New Era University. May 2017. Obtain permission prior to use.
Guillano C. Lacsamana, RMT. gclacsamana@up.edu.ph
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• Not suited for higher levels of thinking, if this is the only strategy used
• Not conducive for personalized instruction
• Encourages passive learners
• Provides little feedback for learners
• Students’ attention wavers 30 minutes or less
• Not appropriate for children below the 4th grade level
• Consistent use inhibits development of inductive reasoning
• Poorly delivered lectures lead to non-learning
• Students sometimes think that the lecturer presents all that they need to know
• Affective learning seldom occurs in a lecture-only format

Preparing a Lecture: The Parts

1. Lecture Introduction
a. Outline the objectives, outcomes, and expectations of the participants
b. Make a statement that the participants can trust you to deliver the objectives and
outcomes in the time allotted
2. Body of the Lecture
a. Begin with a definition of concepts
b. Should contain the following elements
i. General themes that tie together related topics
ii. Topics that are difficult to understand
iii. Sufficient complexity to retain the learners’ interest
iv. Testimonies and exhibits relevant to the topic
3. Lecture Conclusion
a. Focus the learners’ attention to the last 5 minutes of the class
b. Objectives should be reiterated to make sure that the lecture is delivered
effectively
c. Offer points for application of the topic to other settings
d. Let the students make an evaluation of the lecture after it is conducted

Potential Problems
• Student boredom – due to the influence of technology, lectures might get boring
especially since the student has lots of access to information
• Institutional barriers – classes that are conducted too early or too late, bad faculty-to-
student ratio
• Negative press – negative comments from students about the lecturer may pre-empt their
attention and enthusiasm, especially if this is the only strategy used
• Knowledge retention – 80% of the lecture content is immediately forgotten the day after
it is conducted

This material was developed for students enrolled in MT2141 Principles and Strategies of Teaching in Health
Education. College of Medical Technology, New Era University. May 2017. Obtain permission prior to use.
Guillano C. Lacsamana, RMT. gclacsamana@up.edu.ph
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Problem-Based Learning (PBL)

Definition and Purposes

• Students are presented with a written problem
• There is a change in faculty role from imparter of information to facilitator of learning
• There is an emphasis on student responsibility and self-directed learning
• A written problem is the stimulus for learning since they learn and discuss content related
to it

Role of the Faculty

• A combination of content and process expertise is required for faculty that will facilitate
this type of teaching strategy
• Steps of Skill Development (Irby, n.d.)
o Challenging assumptions and developing understanding of problem-based
learning
o Experiencing and valuing the tutorial process
o Acquiring general tutor skills
o Developing content-specific tutor knowledge and skills
o Acquiring advanced knowledge and skills
o Developing leadership and scholarship skills
o Creating organizational vitality

Using Problem-Based Learning Methods

• There is no one “best way” to implement PBL
• Students are first typically presented with a problem
• The students brainstorm about a problem in groups of six to eight
• The students then compile all learning issues, research about them, and return the next
day to present this to the faculty, who then tutors them to facilitate the learning process

Potential Problems
• Cost issues – there is a great number of faculty required to achieve this strategy
(delivering education to small groups)
• Effectivity – lack of evidence bases on the implementation of this strategy may lead
faculty to not use this strategy at all

Electronic Communication Strategies

Definition and Purposes

• Classrooms of today are expected to incorporate technology with them, enabling the use
of the term “smart classrooms”
• Incorporating electronic learning strategies that enhance learning in a learning-centered
environment
• Today’s evidence-based practice supports the incorporation of new technology in the
standards of teaching the health professions

This material was developed for students enrolled in MT2141 Principles and Strategies of Teaching in Health
Education. College of Medical Technology, New Era University. May 2017. Obtain permission prior to use.
Guillano C. Lacsamana, RMT. gclacsamana@up.edu.ph
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Conditions for Learning

• Rely on trust and a safe environment for disclosure
• Faculty should assume a facilitator role to frame reflective questions and monitor the
collegiality of the discussions
• There is also a need to maintain the confidentiality of the discussions

Using Electronic Communication Strategies

• Depends on the expected learning outcomes
• All teaching strategies can be developed with these included
• Advantages of the usage of electronic communication strategies
o More objective grading scheme for the faculty
o More time to be with students means students perceive that there is more
interaction happening between them and their faculty
o Allows freedom of expression, and students can reflect before they answer

Potential Problems
• Diverse methods of learning – not all types of students can benefit from these learning
schemes (such as graduate students, primarily those aged 40 and above)
• Academic misconduct – students may commit plagiarism when answering questions
online
• Faculty perceptions – older faculty may not readily appreciate this teaching strategy

Debate as a Teaching Strategy

Definition and Purposes

• To consider and discuss issues from opposing positions and arguments
• A systematic contest of speakers in which two points of view of a proposition are
advanced with proof (Barnhart, 1966)
• Provides students with ways to analyze an issue in depth to reach an informed, unbiased
conclusion or resolution
• Especially useful for students who need to cultivate analytical thought processes

Conditions for Learning

• Students need to be introduced to key issues in the course and have to be able to identify
controversial points suitable for debate
• Students need to be familiar with one another to form working groups
• Students need knowledge of existing resources to use in formulating debate

Using the Debate

• Faculty members define broad areas from the course and identify an advisor for each area
• Students choose the area they are interested in and form groups of four to five members
• Each group must meet with the faculty advisor and organize the presentation, gain
insights about the topic, and receive assistance from the resources

This material was developed for students enrolled in MT2141 Principles and Strategies of Teaching in Health
Education. College of Medical Technology, New Era University. May 2017. Obtain permission prior to use.
Guillano C. Lacsamana, RMT. gclacsamana@up.edu.ph
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• Students must be assigned the following roles: two for the affirmative, two for the
negative, and one moderator
• Debate formats can be discussed by the faculty and students, but usually, the process has
the following steps:
o Affirmative and negative presentations
o Rebuttals
o Summary of points discussed
• Students may write a formal paper after the debate to reinforce learning

Potential Problems
• Lack of preparation may lead to lack of understanding of the topic
• Since many topics can have no definite conclusions or answers, debates may impose false
dualism on these topics
• Nervousness and fear of public speaking can be a concern
• The confrontational nature of a debate may bring about anxiety

REFERENCE:
Bradshaw, M., & Lowenstein, A. (2011). Innovative Teaching Strategies in Nursing and Related
Health Professions (5th ed.). Sudbury, Massachusetts, USA: Jones and Bartlett Publishers.

This material was developed for students enrolled in MT2141 Principles and Strategies of Teaching in Health
Education. College of Medical Technology, New Era University. May 2017. Obtain permission prior to use.
Guillano C. Lacsamana, RMT. gclacsamana@up.edu.ph