Cover Image
close this bookEducational Handbook for Health Personnel (WHO, 1998, 392 p.)
View the document(introduction...)
View the documentObjectives of the Handbook
View the documentPreface
View the documentAcknowledgements
View the documentFor whom is this Educational Handbook intended?
View the documentHow to use the Handbook
View the documentIdentification of your needs as an educator
View the documentList of educational objectives
View the documentTheoretical background that will help you reach the educational objectives of the workshop
View the documentRecapitulative table of exercises proposed in the Handbook
close this folderChapter 1: Priority health problems and educational objectives
View the document(introduction...)
View the documentThe educational planning spiral
View the documentThe road to relevance
View the documentSystem?
View the documentThe actors involved in activities related to health care
View the documentImportance of defining professional tasks
View the documentSelection of training goals1
View the documentExample of services provided by rural health units1
View the documentTypes of educational objectives
View the documentGeneral objectives: professional functions
View the documentProfessional activities and intermediate objectives
View the documentBuilding in relevance
View the documentProfessional tasks and specific educational objectives
View the documentIdentifying the components of a task
View the documentDefinition of specific educational objectives in relation to a task
close this folderChapter 2: Evaluation planning
View the document(introduction...)
View the documentWhat is evaluation?
View the documentContinuous evaluation formative and certifying evaluation
View the documentAims of student evaluation1
View the documentCommon methodology for student evaluation1
View the documentComparison of advantages and disadvantages of different types of test
View the documentEvaluation in education qualities of a measuring instrument
View the documentEvaluation is a matter for teamwork
close this folderChapter 3: The teaching-learning concept and programme construction
View the document(introduction...)
View the documentPlanning and conducting an educational programme
View the documentThe four c's of curriculum planning
View the documentThe purpose of teaching is to facilitate learning1
View the documentTeaching
View the documentTeaching: a complex but challenging task
View the documentTeaching techniques
View the documentWhy problem-based learning (PBL)?
View the documentThe action and concept tree
View the documentSelf-learning packages
View the documentThe concept of integrated teaching
View the documentThe concept of integrated learning
View the documentPlanning the changes required to bring about programme reform
View the documentFeasibility study for the construction of an educational programme1
View the documentSpecification tables
close this folderChapter 4: Test and measurement techniques
View the document(introduction...)
View the documentWhy evaluate?
View the documentGuidelines for evaluating a health personnel training programme - summary description
View the documentPoints to consider in assessing the extent to which programme changes foster closer relationships between schools for health personnel and the wider society
View the documentGuidelines for evaluating general and intermediate educational objectives
View the documentEvaluation of learning materials
View the documentEvaluation of human resources1
View the documentMonitoring the process of implementation of the programme1
View the documentEvaluation by students of programmes, teaching techniques and teachers1
close this folderEvaluation of students' level of performance
View the document(introduction...)
View the documentAssessment of professional skills
View the documentAssessing attitudes by observational rating scale
View the documentLong and short written questions
View the documentThe programmed examination1
View the documentStages of assessment
View the documentTest construction specification table (for intellectual skills)
View the documentRelative and absolute criteria tests
View the documentSteps in item analysis (relative criteria tests)
View the documentChapter 5: How to organize an educational workshop
View the documentChapter 6: Index and glossary
View the documentChapter 7: Bibliography
View the documentBack Cover


Sixth Edition

J.-J. Guilbert

How to help educators to increase their skills so as to make learning easier for the students

World Health Organization, Geneva

Revised and updated 1998

WHO Offset Publication No. 35
Reprinted with revisions 1992, 1998, 2000

WHO offset publications are intended to make generally available material that for economic, technical, or other reasons cannot be included in WHO's regular publications programme and would otherwise receive only limited distribution. They are usually reproduced by photo-offset from typescript, rather than by letterpress, and do not necessarily receive editorial revision.

Ce livre est publin frans par l'OMS sous le titre: Guide pgogique pour les personnels de sant/B>

Information concerning Arabic, Bulgarian, Czech, Farsi, Ferman, Hungarian, Indonesian, Italian, Polish, Portuguese, Romanian, Russian, Serbo-Croat, and Spanish editions is available from WHO, Geneva (attention IMD).

ISBN 92 4 170635 X
ISSN 0303-7878
© World Health Organization 1987

Reproduction and translation authorized for nonprofit educational activities, provided that WHO origin is mentioned and that copies containing reproduced material are sent to: Coordinator, Office of Publications, World Health Organization, 1211 Geneva 27, Switzerland.

The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.

The author alone is responsible for the views expressed in this publication.


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