 | Educational Handbook for Health Personnel (WHO, 1998, 392 p.) |
 |  | (introduction...) |
| | Objectives of the Handbook |
| | Preface |
| | Acknowledgements |
| | For whom is this Educational Handbook intended? |
| | How to use the Handbook |
| | Identification of your needs as an educator |
| | List of educational objectives |
| | Theoretical background that will help you reach the educational objectives of the workshop |
| | Recapitulative table of exercises proposed in the Handbook |
|  | Chapter 1: Priority health problems and educational objectives |
| | (introduction...) |
| | The educational planning spiral |
| | The road to relevance |
| | System? |
| | The actors involved in activities related to health care |
| | Importance of defining professional tasks |
| | Selection of training goals1 |
| | Example of services provided by rural health units1 |
| | Types of educational objectives |
| | General objectives: professional functions |
| | Professional activities and intermediate objectives |
| | Building in relevance |
| | Professional tasks and specific educational objectives |
| | Identifying the components of a task |
| | Definition of specific educational objectives in relation to a task |
| | Chapter 2: Evaluation planning |
| | (introduction...) |
| | What is evaluation? |
| | Continuous evaluation formative and certifying evaluation |
| | Aims of student evaluation1 |
| | Common methodology for student evaluation1 |
| | Comparison of advantages and disadvantages of different types of test |
| | Evaluation in education qualities of a measuring instrument |
| | Evaluation is a matter for teamwork |
| | Chapter 3: The teaching-learning concept and programme construction |
| | (introduction...) |
| | Planning and conducting an educational programme |
| | The four c's of curriculum planning |
| | The purpose of teaching is to facilitate learning1 |
| | Teaching |
| | Teaching: a complex but challenging task |
| | Teaching techniques |
| | Why problem-based learning (PBL)? |
| | The action and concept tree |
| | Self-learning packages |
| | The concept of integrated teaching |
| | The concept of integrated learning |
| | Planning the changes required to bring about programme reform |
| | Feasibility study for the construction of an educational programme1 |
| | Specification tables |
| | Chapter 4: Test and measurement techniques |
| | (introduction...) |
| | Why evaluate? |
| | Guidelines for evaluating a health personnel training programme - summary description |
| | Points to consider in assessing the extent to which programme changes foster closer relationships between schools for health personnel and the wider society |
| | Guidelines for evaluating general and intermediate educational objectives |
| | Evaluation of learning materials |
| | Evaluation of human resources1 |
| | Monitoring the process of implementation of the programme1 |
| | Evaluation by students of programmes, teaching techniques and teachers1 |
| | Evaluation of students' level of performance |
| | (introduction...) |
| | Assessment of professional skills |
| | Assessing attitudes by observational rating scale |
| | Long and short written questions |
| | The programmed examination1 |
| | Stages of assessment |
| | Test construction specification table (for intellectual skills) |
| | Relative and absolute criteria tests |
| | Steps in item analysis (relative criteria tests) |
| | Chapter 5: How to organize an educational workshop |
| | Chapter 6: Index and glossary |
| | Chapter 7: Bibliography |
| | Back Cover |
|
|