BASIC PRINCIPLES OF TEACHING AND LEARNING AND THEIR APPLICATION TO HEALTH EDUCATION

EDUCATION PROCESS a systematic, sequential, planned course of action with teaching and
learning as its two major interdependent functions and the teacher and learner as the key
players involved.
Definition of Terms:
Teaching is a deliberate intervention involving the planning and implementation of
instructional activities and experiences to meet the intended learner outcomes based on
the teaching plan.
Instruction is just one aspect of teaching which involves communicating of information
about specific skill (cognitive, affective, or psychomotor). It is sometimes used
interchangeably with the word teaching.
Learning a change in behaviour (knowledge, skills and attitudes) that can occur at any
time or in any place as a result of exposure to environmental stimuli. It is also an action by
which knowledge, skills and attitudes are consciously or unconsciously acquired and
behaviour is altered which can be incorporated into their everyday lives.
Patient education a process if assisting people to learn health-related behaviors
(knowledge, skills, attitudes and values) which can be incorporated into their everyday
lives.
The focus should be on the learner learning. Hence, the HCP needs to know not only the
subject matter but also her role in the teaching-learning process and the nature of the learner.
Pillars of the Teaching-Learning Process
1. Teacher
2. Learner; and
3. Subject-matter
According to Wagner and Ash(1998), the roles of the educator is not primarily to teach, but to
promote learning and to provide for an environment conducive to learning to create
the teachable moment rather than just waiting for it to happen.
The Hallmarks of good or effective teaching (Jacobsen):
1. Professional competence as evidenced by:
a. Thorough knowledge of the subject matter and proper demonstration of skills; and
b. Reading, researching and undertaking Continuing Professional Education, and has
clinical practice and expertise
2. Possession of skilful interpersonal relationships with the learner, one must:
a. Take personal interest in the welfare of the learner
b. be sensitive to their feelings and problems
c. convey respect
d. allow learners to freely express themselves and ask questions
e. convey a sense of warmth
3. desirable personal characteristics includes charisma, enthusiasm, cheerfulness, selfcontrol, patience, flexibility, sense of humor, good speaking voice, self-confidence,
willingness to admit error and have a caring attitude.
4. Teaching practices
5. Evaluation practices
APPLYING THEORIES OF LEARNING TO THE HEALTH CARE PRACTICE
As the person grows and develops, two (2) major processes take place. These are learning and
maturation.
1. LEARNING any relatively permanent change in behaviour brought about through
experience

2. MATURATION includes bodily changes which are primarily a result of hereditary or the
traits that a person inherits from his parents which are genetically determined.
PERIODS OF LIFESPAN DEVELOPMENT:
Early Childhood
Begins from the end of infancy to about 5-6 years which is sometimes called the pre-school
years
1. Children become more self-sufficient and care for themselves
2. They develop school readiness skills like identifying letters and following instructions
3. They also spend many hours in play with peers
Middle and Late Childhood
School-age is the period from 6-11 years. This period is called elementary school year where:
1. The fundamental skills of reading, writing and arithmetic are mastered; and
2. When the child is formally exposed to the world & its culture, he/she becomes more
achievement-centered with increased self-control.
Adolescence
Adolescence marks the transition from the childhood to early adulthood; pubertal growth spurt
marked by rapid gains in height and weight, and changes in body contour.
Puberty is marked by the development of sexual characteristics, production of sex
hormones and physical capability of reproduction, onset of menarche or menstruation.
1. Pursuit of independence and an identity is prominent
2. Thoughts are more logical, abstract and idealistic
3. More time is spent outside the family
4. Early adolescence from 13 16/17 years old
5. Late adolescence from 16 to 18 up to 21 years old
Developmental taks of adolescents:
1. Developing independence in preparation for adulthood
2. Establishing a sense of identity
Physical aspect of development:
1. More marked internal than external development during the later adolescence
2. Spends more time with the physical looks and improving appearance
The role of significant others like parents and teachers can help a lot to cushion the impact of
the teenagers growing-up pains
Early Adulthood
Early adulthood begins in late teens or early twenties through the thirties. It is a period of:
1. Establishing personal and economic independence
2. Career development
3. Selecting a mate
4. Intimate relationships
5. Starting a family
Middle Adulthood
Middle adulthood begins from 35-45 years old up to 65 years old. It is characterized by:
1. Menopause for women
2. Climacteric or andropause for me
3. Time of expanding personal and social involvement and responsibility; of assisting next
generation in becoming competent
Late Adulthood
Late adulthood, or senescence, begins from 65 to 80 years of age and lasting until death.
1. Time of adjustment to decreasing strength & health
2. Life review
3. Retirement
4. Adjustment to new social roles
5. Affiliations with members of ones age group

** Do advanced reading for the FOUR THEORIES OF HUMAN DEVELOPMENT (handout to be given
this evening)