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close this bookTeaching for Better Learning (WHO, 1992, 197 p.)
View the document(introduction...)
View the documentAbout this book
View the documentForeword
View the documentAcknowledgements
close this folderPart 0: Introduction to this book
View the documentCHAPTER 1: Introduction
close this folderPart 1: What should your students learn?
View the documentCHAPTER 2: An overview of the problem
View the documentCHAPTER 3: Situation analysis
View the documentCHAPTER 4: Task analysis
View the documentCHAPTER 5: Curriculum design
close this folderPart 2: How you can help your students learn
View the documentCHAPTER 6: Introduction to teaching methods
View the documentCHAPTER 7: How to teach attitudes
View the documentCHAPTER 8: How to teach skills
View the documentCHAPTER 9: How to teach knowledge
View the documentCHAPTER 10: Planning a teaching session
close this folderPart 3: Finding out how much your students have learned
View the documentCHAPTER 11: General issues in assessment
View the documentCHAPTER 12: Assessment methods
close this folderPart 4: Preparing teaching materials
View the documentCHAPTER 13: Initial planning
View the documentCHAPTER 14: Writing and evaluating the teaching material
View the documentCHAPTER 15: Layout and illustration
View the documentCHAPTER 16: Production and distribution of teaching materials and manuals
View the documentExplanation of terms used in this book

Acknowledgements

This manual is the result of cooperation between many people. I would like to thank all those who have contributed in any way to its preparation, in particular, the members of the working group which met in Dundee, Scotland in November, 1978 and established the main guidelines for the first edition. I would also like to acknowledge the comments and advice given on the manual by the following people: participants in workshops at the African Medical and Research Foundation in Nairobi, Kenya, and at the College of Allied Health Sciences in Madang, Papua New Guinea; staff at the Centre for Medical Education, University of Dundee; students and staff in the Department of International Community Health, Liverpool School of Tropical Medicine, England; the teachers who read the draft versions; the people who commented on the first edition; and staff in the Division of Development of Human Resources for Health of the World Health Organization, Geneva, Switzerland. Thanks are also due to Dr G. N. Conacher, Centre for Medical Education, University of Dundee, for preparing the original cartoon illustrations. To all these people far too numerous to mention individually - my sincere thanks.

F. R. Abbatt