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close this bookEducational Handbook for Health Personnel (WHO - OMS, 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
Open this folder and view contentsChapter 1: Priority health problems and educational objectives
Open this folder and view contentsChapter 2: Evaluation planning
Open this folder and view contentsChapter 3: The teaching-learning concept and programme construction
Open this folder and view contentsChapter 4: Test and measurement techniques
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

Recapitulative table of exercises proposed in the Handbook

OBJECTIVE

EXERCISE

PAGE

2

Identifying priority community health problems

1.09

3

Causal analysis of health problems

1.10

4

Identifying health policy orientations

1.11

4

Identifying support systems and actors

1.17

5

Identifying professional activities

1.28

5

Defining the main functions of health personnel

1.33,1.38

22, 26

Analysis of the relevance of a programme

1.39

6

Breakdown of a function into professional activities (professional profile)

1.45, 1.46

7

Identifying components of a professional task

1.54

8

Selecting active verbs relating to a task

1.59

10

Identifying the elements of a task

1.63

10

Identifying the elements of an educational objective

1.64

8

Drawing up specific educational objectives

1.68

9

Drawing up contributing educational objectives

1.69

10

Critical analysis of an educational objective

1.70

1 to 11

Evaluation of knowledge about educational objectives

1.73, 1.76

19

Statement of educational decisions

2.09

14

Distinguishing between formative and certifying evaluation

2.16, 2.18

15, 16, 18

Selecting a method of evaluation

2.23

17, 18

Comparing several methods of evaluation

2.38

19

Graphic representation of an evaluation system

2.41, 2.42

20

Identifying obstacles to and strategies for applying an evaluation system

2.43

12 to 20

Evaluation of knowledge about evaluation planning

2.45, 2.47

21

Describing learning situations

3.29

28

Describing the teacher/tutor's functions

3.37-3.38, 3.57

25

Selecting a teaching method

3.69

25

Comparing several teaching methods

3.70

26

Constructing a feasibility study

3.85

29

Constructing an organizational chart for programme implementation

3.89

29

Identifying obstacles to and strategies for introducing a new programme

3.90

21 to 29

Evaluation of knowledge about programme construction

3.93-3.96

31

Evaluating learning materials

4.15

31

Evaluating human resources

4.19, 4.20

32

Listing advantages and limitations of evaluation by students

4.27

33

Drawing up a practical test or project test

4.30

33

Constructing an attitude table

4.33, 4.34

34

Preparing an essay question

4.37

34

Preparing short open-answer questions

4.38

35

Preparing multiple-choice questions

4.45, 4.46

36

Preparing a programmed test

4.64

36

Completing a specification table for a test

4.71

39

Calculating the acceptable pass level (APL) for an MCQ test

4.75

40

Calculating the difficulty index and discrimination index for a question

4.83

30 to 40

Evaluation of knowledge about test and measurement techniques

4.87, 4.90