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W O R L D H E A L T H ORGANlZATlON

WORKSHOP ON

SCIENTIFLC APPROACH TO

CURRICULUM DESIGN

30 J u l y - 14 Aunust 1976

by

The Workshop Team

Regional Ollice tor the Eastern Mediterranean

DE LA S A N T ~

Bureau rLgional

pour Is Mediterrade orientale

ADEN, DEMOCRATIC REPUBLIC OF YEMEN

i'id3l.E UP CONTENTS

I INTRODUCTION

I1 THE PLANNING PROCESS

111 IMPLEMENTATION OF THE WORKSHOP

IV EVALUATION

V RECOMMENDATIONS

ACKNOWLEDGEMENTS

ANNEX I MESSAGE FROM DK A.H. TABA TO THE OPENING SESSION OF THE WORKSHOP ON SCIENTIFIC APPROACH TO CURRICULUM DESLGN

ANNEX I1 LIST OF PARTICIPANTS

ANNEX 111 OVERVIEW OF TtlE WOltKStiOP

. ANNEX IV SCHEDULE OF ACTIVITIES

ANNEX V ATTITUDINAL QUESTIONNAIRE

ANNEX VI PRINCIPLES OF LEARNING AS DERIVED BY THE PARTICIPANTS

ANNEX V1I FEEDBACK FOKM FROM THE PARTICIPANTS

ANNEX VIII REFERENCES

WHO EMKO

I INTRODUCTION

A Workshop on Scientific Approach to Curriculum Design,sponsored by the Eastern MedlEerranean Region of the World Health Organization in collaboration with the Minis- try of Health, Democratic Republic of Yemen, was held from 30 July to 14 August 1976 at the Institute of Health Manpower Development, Aden.

I1 THE PLANNING PROCESS

A. The Workshop team

The Workshop team was selected from the Region, keeping in mind the multi- disciplinary nature of the participants. The team consisted of:

1. Dr A.R. Chawhan, Ed.D. WHO Consultant Assistant Director Regional Teacher Training Centre Pahlavi University, Shiraz

2. Dr M.Y. Sukkar, M.B., B . S . , Ph.0. WHO Temporary Adviser Head, Department of Physiology Faculty of Medicine University of Khartoum, Khartoum

3. Dr O.M. Beleil, M.B.. B.S., F.R.C.S. WHO Temporary Adviser Professor of Surgery Faculty ot Medicine University of Khartoum, Khartoum

4. Dr Soheir Mokabel, Ph.D. WHO Temporary Adviser Director, Higher Institute of Nursing Alexandria

5. Dr Layla Kamel, Ph.0. WHO Temporary Adviser Lecturer, Higher Institute of Nursing Alexandria

6. Cynthia H. Amir Ebrahirri Administrative Assistant Chief Educational Technologist Regional Teacher Training Centre Pahlavi University, Shiraz

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B. Workshop objectives

At the end of the workshop each participant:

1. Becomes aware of the systems approach to educational planning.

(a) Understands the principles of learning in order to design learner-oriented units of instruction.

(b) Understands the process of group development in order to act as an effective group leader and a facilitator in achievement of group tasks . (c) Develops an awareness of the systems approach to educational planning in order to design'sound units of instruction.

(d) Selects an area of study to implement the systems approach in his own educational activities.

2. Acquires skills in development and use of effective evaluation and examination tools.

(a) Understands the relationship between objectives and evaluation.

(b) Develops certain expertise in construction, selection, adminis- tration and analysis of examination questions in the following forms:

(1) multiple choice questions (2) essay questions (3) rating scales and checklists

3. Can develop learner-oriented instructional methodology.

(a) Understands the relationship between objectives and instructional strategies.

(b) Develops certain expertise in planning and implementing instructional strategies such as demonstration, programmed lecture and assignment sheet of instructional strategies.

(c) Utilizesinstructional media in the implementation of instructional strategies.

4 . Designs a course of study to be implemented in the following semester.

C. Selection and preparation of Workshop participants

During a preparatory visit to the Institute of Health Manpower Development by Dr A.R. Chauhan, a list of participants was agreed upon by the authorities con- cerned, which included all full-time staff and WH0,personnel working in the Insti- tute. Considering the role of some part-time staff members it was thought

i l ec r s sa ry t.5) i n c i u d c s i x mernbccs i l l t!!e workshop t h e r e b y l i m i t i n g t h e t o t a l t o ' t h i r ty - two . ' i l~t . l i s r . was a p i i n r e v i s e d and p a r t - t i m e members were r e p l a c e d by r e p r e s e r ~ c a t i v r s tr(1rn hospitals and Pli: ~ s t r i e s o i Healt11 and Educa t iun . T h e r e v i s i o n was c:~iimutlicated t\j tlic worksi~up team a week b e f o r e t h e a c t u a l Workshop.

:lie new list 3nc. dropped out on t h e f i r s t day of t h e Workshop.

As chr pre-b:orkshdp preparatury 4.. t i v i t ~ e s , t h r e e b o o k l e t s were s e n t tci tile parti:ilwnLs as rt ladlng r n a t e r ~ a l s .

1. Puhl i f Hen! c!, Papers No 3 6 . "A K e v r e w . r f t h c Nature and Uses of E n a t t i -

na t loris r n Medicdl Educdt l i ~ n "

2 . Pub l i c Hen1 t!1 Papers Nu. .)2. "Uevelopment of E d u c a t i o n a l Programmes f o r t h e H e a l t h Prof~asinns"

3. P u b l i c Hea l th Pape r s No.61. "Educa t iona l S t r a t e g i e s f o r t h e Heal th Pro- t e s s i c n s "

They were a l s o asked t o p r e p a r e d d e t a i l e d c o n t e n t o u t l i n e of a c o u r s e t o be t augh t i n t h e fal l semes te r ; a complete l ist of l a b o r a t o r y expe r imen t s or f i e l d wark f o r tile aforement ioned c o u r s e ; and a l ist of s o f t w a r e ( aud io -v i sua l a i d s ) a v a i l a b l e a t t h e I n s t i t u t e f o r t h e i r c o u r s e s .

D. The Workshop s i t e

The l i b r a r y and an a d j a c e n t room i n t h e I n s t i t u t e were u t i l i z e d f o r the workshop a f t e r a i r c o n d i t i o n e r s were i n s t a l l e d .

E. Organ iza t ion af t h e Workshop

The Workshop was o rgan ized i n a manner which bo th encouraged t h e p a r t i c i p a n t s t u i n v o l v e themselves i n groups and c o l l e c t i v e l y i n a c t i v i t i e s t h a t were o r i e n t e d towards t h e achievement of t h e workshop g o a l s . T h i s a l s o a l lowed adequa te t ime t o purslre these goals further ~ n d e p e n d e n t l y .

Workshop s e s s i o n s g e n e r a l l y proceeded from s t r u c t u r a l e x p e r i e n c e d i r e c t e d from i n d i v i d u a l s and s h a r e d i n t h e group, t o d e r i v a t i o n of e d u c a t i o n a l concep t s t o a p p r o p r i a t e t a s k s i n c o r p o r a t e d in t h e work seeeions and to their i n d i v i d u a l p r o j e c t s . The team and p a r t i c i p a n t s r e g u l a r l y c r i t i c i z e d t h e s e a p p l i c a t i o n e f - f o r t s .

111 IMPLEMENTATION OF THE WORKSHOP

To a c h i e v e t h e s p e c i f i e d g o a l s of s e c t i o n 1 I . B . Workshop o b j e c t i v e s , t h e s t r a t e g y i s e x p l a i n e d below as day by day a c t i v i t i e s .

A. Opening s e s s i . . On t h e even ing of F r i d a y , 30 J u l y , a welcome r e c e p t i o n was hos t ed by t h e I n s t i t u t e authorities. A message by Dr A.H. Taba (Annex I ) , WHO Regional D i r e c t o r , a d d r e s s i n g t h e workshop p a r t i c i p a n t s , was r e a d by WHO P r o j e c t Manager. The workshop was f o r m a l l y i n a u g u r a t e d by Dr Abdul la Buke i r , Permanent

WHO EMRO

S e c r e t a r y , Min is t ry of Health. A work s e s s i o n followed i n which p a r t i c i p a n t s and t h e team introduced themselves t o promote group cohesion. Workshop objec- t i v e s were reviewed and a p r e t e s t form based on opinions and a t t i t u d e s about edu- c a t i o n a l processes was completed by t h e p a r t i c i p a n t s (Annex V ) . The fol lowing c o n s t i t u t e d t h e a c t i v i t i e s of t h i s workshop which a c t u a l l y began on Saturday, 31 J u l y . Considering t h e demands and genuine needs of rhe parc ic ipancs , che workshop time was changed t o 7:30 - 1:30.

B. P r i n c i p l e s of l e a r n i n g . Based on t h e i r i n d i v i d u a l exper iences , t h e p a r t i c i - pants composed a list uf t h i r t y i tems (Annex VI) t h a t i n t h e i r judgement f a c i l i - t a t e d l e a r n i n g . These were d i scussed i n comparison wi th a handout. "Characte- r i s t i c s of Des i rab le Learning A c t i v i t i e s " (Ref.1).

G . Group Inceracr ion . I n t h e prucesu u l s e l e c t i n g which t h r e e a t t r i b u t e s were most d e s i r a b l e i n t h e i r s t u d e n t , t h e group was observed by t h e team and var ious s t a g e s of group development were pointed ou t with t h e a i d of two handouts (Ref. 2 , 3 ) .

D. D e f i n i t i o n of o b j e c t i v e s . Using a h y p o t h e t i c a l s t u d e n t , t h e p a r t i c i p a n t s o u t l i n e d what genera l a t t r i b u t e s they wished t o s e e i n him a t t h e time of h i s graduat ion.

E. S e l e c t i o n of i n s t r u c t i o n a l s t r a t e g i e s . P a r t i c i p a n t s i n groups were asked t o design a l e a r n i n g experience using t h e p r i n c i p l e s of l e a r n i n g (Ref.4) t o achieve a s p e c i f i e d goa l which was then d i scussed and processed by t h e whole group.

F. Systems approach t o educa t iona l planning. Using t h e model of t h e previous d a y ' s work of o b j e c t i v e s , s p e c i f i c observable behaviours , e v a l u a t i o n and ins t ruc- t i o n a l s t r a t e g y , t h e t o t a l group b u i l t up a sys temat ic approach o u t l i n i n g t h e sequence and d l s c u s s l n g t h e VarlOuS components of t h e c y c l e a s l l l u s r r a r e d i n a handout (Ref . 5 ) .

G. Establ ishment of educa t iona l needs. The d i f f e r e n t techniques f o r e s t a b l i s h - ing needs were d i scussed , and eventua l ly t a s k a n a l y s i s approach t o l d e n r l f y t h e needs was adopted. With t h e a i d of handout examples (Ref.6, 7) p a r t i c i p a n t s ap- p l i e d t h i s technique t o t h e i r p a r t i c u l a r courses .

H. C l a s s i f l c a t l o n and prepara t lon of in&truct lonal o b l e c t l v e s . I n t h e l a r g e group, p a r t i c i p a n t s d i scussed t h e var ious c a t e g o r i e s of o b j e c t i v e s (Ref.8) and l e v e l s i n each ca tegory which was followed by p a r t i c i p a n t s ' work on transforma- t i o n of t h e i r t a s k a n a l y s i s t o i n s t r u c t i o n a l o b j e c t i v e s . Handouts "Object ives of Tra in ing Programmes (Ref.9), " ~ e t ' s Wri te a n Object ive" (Ref.10). "Learning Examinations - Behavioural Object ives" ( R e f . l l ) , and " I l l u s t r a t i v e Verbs f o r S t a t i n g Behavioural Object ives" (Ref.12) were provided and d i scussed dur ing t h i s sess ion .

I. Oblec t ives vs . eva lua t ion . The p a r t i c i p a n t s were asked t o choose from a prepared list (Ref.13) i n con junc t ion wi th handout, " Check-l is t f o r S e l e c t i o n of Evaluat ion Techniques" (Ref.14) t h e type of examinations they NOW use t o measure each of six prev ious ly s e l e c t e d o b j e c t i v e s . They were then asked t o d i s c u s s t h e appropr ia teness of t h e i r s e l e c t i o n s . The d i s c u s s i o n was a ided by a paradigm d e s c r i b i n g r e l a t i o n s h i p s between o b j e c t i v e s and examination methods (Ref.15).

J . Uesi-~~ti~-nL Jdy~~t~_lrps-afi$-~_d~s~d_v~~c~~_esS -o_f_ va._igu_s_ examinati o?_"rnr thods . X h a n G t wirh the ~bdve name (Ref .lb) was discussed, taking care not to condemn or over- , .; * , . td ani one n ~ e L ! ~ d .

K. Mult iale iIlo~~;&.guest~on~

1. Pi~fdlls in construction of KC@: Problems in construction of MCQs were demonstrated and alscussed, using slides of defective questions in medicine. Ways of ~orrecting such defects were brought out (Krf.19). An ingenious paper (Kef .l7) ccins~stitrg of MCQs was well received. It was kcittea in entirely unintelligible language, yet the participants were expected to arrive at the correct answers.

2. Exercise on com-!!t;.ru[:tion of b1C:Qs: Given an objective, each participant wrote two MCQs measuring a higher taxonomy. The questions were refined in small groups of five or six using a checklisl (Ref.18). Each small group then presented two HCQs to the large gruup.

3. Introductioti to it? analysis: By means of hnndoucs (Kef.20) and a simulated exercise (Ref.21) the concepts of difficulty index, discrimination index and distractor analysis were discussed.

L. Criteria for student grading. The concepts of student norms and absolute standards were brought out. The participants were introduced to the concept of minimum pass level through a handout (Ref . 2 2 ) .

M. Putting a test together. Steps in building a test (Ref.24) including a table of specifications (Ref.25) and need for clear directions were considered. The latter area involved a illlmorous exercise in following directions in which all of the participants ignored the directions on the top of the page and were trapped (Ref.23).

N. Characteristics of a good examination. The complex areas of validity. reliability, objectivity and feasibility were apparently readily grasped by the participants (Ref.26).

0. Essay examinations. Types of objectives best measured by essay questions and difficulties faced in using essay questions were brought out. An exercise was performed whereby using an objective of their own selection, participants wrote essay questions directed at measuring higher learning outcomes. A scoring sheet was also prepared. The essays and scoring sheets were refined (Ref.27) in small groupfollowed by their presentation to the large group.

P. Checklist and rating scales. Types of objectives measured by checklists and rating scales, differences between the two and various types of each were discussed and examples presented (Ref.30). Using a psychomotor and an effective objective, participants designed a checklist and a rating scale for each respectively. Refinements were made using a guideline (Kef.28, 29) and the results presented to the entire group.

Q. Demonstration technique. Participants watched a demonstration followed by a discussion of a handout (Ref.32). Participants individually prepared a demonstration, adjourned tn the small groups for discussinn nf the demonstrations.

WHO EMRO

presented one to the large group and discussed it in view of the principles and steps illustrated in that handout.

R. Programmed lecture. A programmed lecture on evaluation (Ref.33) was presented to the group,. The uses and advantages of a programmed lecture along with steps in presenting a programmed lecture (Ref.35) were discussed. The participants in small groups prepared a programed lecture and presented it to the large group. Appropriate guidelines were provided (Ref.34).

S. Assignment sheet. A handout entitled, "Assignment Sheet" (Ref.36) which included steps in preparation and instruction of a prepared assignment sheet were discussed, followed by individual preparation of an assignment sheet. These were Literr diacuaued and mudlfied in small groups and presented for discussion and criticism to the large group.

w

T. Self instruction. Concepts relating to preparation and utilization of self- instructional projects were discussed with special emphasis on selection and utilization of audio-visual aids (Ref.37). For this purpose a comprehensive list of hardware and software available in the Institute was prepared beforehand for participantsv use in planning strategies for their courses.

U. Instructional methods. A specially requested session by the participants was organized on the improvement of presently used techniques such as lecture, tutorials, etc. Participants were asked to define the method and in a large group gave suggestions on how they utilize principles of learning to improve these particular methods.

IV EVALUATION

This workshop had a built-in provision for evaluation. The criteria used for evaluation of the workshop were:

A. Pre- and post-tests on educational attitudes

B. Material produced by participants during and at the end of the workshop

C. Daily oral feedback from participants

D. Final written feedback from the participants

A.1. Results of the attitudinal questionnaire. The "attitudinal questionnaire" (Annex V) consists of a series of statements relating to the basic educational issues dealt with during the workshop. Some of the statements are expressed with positive polarity, 1.e. "agreement"w1th the statement, while others are expressed with nega- tive polarity, i.e. "disagreement" with the statement corresponding to a desired attitude. The mixture of polarity increases the reliability of the scale.

A.2. Table 1 summarizes the participants' responses to each of the twenty-eight items included in the pre-test and post-test and attempts to measure changes in participant attitudes. The larger the means are in Table 1, the closer the group is to reflecting

E M / H b l ~ / 3 6 6 page 7

tile d e s i r e d a c t i tudr 9 i l \!sit l v e s tatel::ent s have a r a t i n g of f i v e f o r " s t r o n g l y agree" , duwn to one ; ~ ) r "struni;ly dlrjacgret6; w h i l e n v g a t i v e i t ems a s s i g n a r a t i n g of f i v e t o r " s t r v n g i y d i s a g r e e " J , )w i l c o one i u r " s t r ~ ~ ~ g l y ag ree" . For example, p o s i t i v e p o l a r i t y i t e m 25 rece . ivrd an a v e r a g e r a t i n g of 3.13 on t h e p r e - t e s t , i n d i - c a t i n g n e i t h e r ag reed nor d i s a g r e e d wi th tile s t a t e m e n t . The ave rage p o s t - t e s t r a t i n g of 3.93 i n d i c a t e s a r e v i s e d a t t i c u d e ok g e n e r a l agreement w i t h t h e s t a t e m e n t . Tlie d i f f e r e n c e o f +.80 shuxs a c i e a r movement coward a d e s i r e d a t t i t u d e f o r an e d u c a t i o n a l l e a d e r , i . e . agreement w i t h t h e s t a t e m e n t t h a t "S tuden t s s e t h igh g o a l s f o r t l iemselves and work hard t o a c h i e v e them i f they a r e a l lowed t o work on t h e i r own".

Examination of the d i f f e r e n t v a l u e s i n Tab le 1 r e v e a l s t h e c l e a r e s t change i n a t t i t u d e towards t h e s t u d e n t s and t h c i r involvement i n t h e o v e r a l l e d u c a t i o n a l p r o c e s s and t e a c h e r ' s r o l e a s f a c i l i t a t o r o f l e a r n i n g r a t h e r than i m p a r t i n g in fo rma t ion . '1 change of a t t i t u d e s was e v i d e n t on t h e p o s t - t e s t i n i t ems 1, 4 , 5 , 14, 15 , 20, 24, 25 and 28. At t h e same t ime p a r t i c i p a n t s became more i n c l i n e d t o ackrlowledge and re- i n f o r c e t h e i r a t t i t u d e s a s e l l c i t e d i n i t ems , 2 , 3 , 6, 7 , 8, 9 , 11, 12, 13, 16 , 17, 19 , 21, 22, 23, 26 , 2 7 . I t ems 10 dnd 18 silowed a change i n t h e o p p o s i t e d i r e c t i o n .

Examination of t i le ave rage of t h e grvup on a l l twenty-e ight i t e m s a l s o r e v e a l e d a change of a t t i t u d e from 3.31 which i s c l o s e t o n e u t r a l i t y on t h e p r e - t e s t t o 3.71 which is e s s e n t i a l l y a g r e e i n g wi th t h e s t a t e m e n t i n g e n e r a l , an i n c r e a s e of + . 4 0 .

0 . M a t e r i a l produced by t h e p a r t i c i p a n t E v a l u a t i o n of t h e m a t e r i a l s produced by t h e p a r t i c i p a n t s was based on two f a c t o r s : (1) t h e q u a l i t y of m a t e r i a l produced d u r i n g each s e s s i o n which was e s s e n t i a l f o r t h e s a t i s f a c t i o n of t h e f a c i l i t a t i n g team; and ( 2 ) m a t e r i a l s produced a t t h e end of t h e workshop which c o n s i s t e d of i n i t i a t i n g a p r o j e c t compris ing a c o u r s e t o be t augh t i n tile f a l l s emes te r . T h i s p r o j e c t is t o be completed i n t h e second phase and implemented i n t h e t h i r d phase of implementat ion and e v a l u a t i o n ( s e e Overview of t h e Workshop, Annex 111). These p r o j e c t s were de- s igned t o u t i l i z e t h e s c i e n t i f i c approach r o p l a n n i n g c u r r i c u l u m f o r t h e 1 n s t i t u t e . l

C . D a i l y o r a l f eedback from t h e p a r t i c i p a n t s . At t h e end of t h e d a y ' s s e s s i o n each p a r t i c i p a n t was g i v e n a chance t o s t a t e h i s r e a c t i o n t o t h e d a y ' s a c t i v i t y and make s u g g e s t i o n s f o r improvement. A s e l e c t i o n of t h e s e comments d u r i n g t h e workshop and a t t h e end of t h e workshop f o l l o w s .

"I was d i s a p p o i n t e d when we ended b e f o r e 2 p.m."

"I admire t h e teamwork you do whi l e h e l p i n g u s . The o n l y d i f f e r e n c e i s t h e d i s - t a n c e from t h e board - some of u s canno t s e e "

"I enjoyed y e s t e r d a y ' s chaos and hope I w i l l be a b l e t r l implement some of t h e s e o b j e c t i v e s a f t e r t h e workshop"

"I a m t o o confused t o s a y any th ing"

"I t h i n k I have a t l a s t s e e n t h e l i g l ~ t "

"Learning is a c o n t i n u i n g p rogres s"

'copy of t h e p r o j e c t s may be o b t a i n e d from t h e a d m i n i s t r a t i v e a u t h o r i t i e s . Hea l th Man- power Development, M i n i s t r y of Hea l th , Aden.

WHO EMRO

"This is a t o p i c I f e e l is r e a l because i t p e r t a i n s t o our r e a l teaching"

"My whole time has become involved i n t h i s workshop. I t a l k o b j e c t i v e s here, I go home and t a l k o b j e c t i v e s , and I t h i n k I w i l l dream objec t ives"

"Our s t u d e n t s w i l l be more lucky than before"

"I f e e l I need more p r a c t i c e and myself t o be evaluated"

"I used t o t h i n k i t v e r y easy t o make exams. Now I f i n d I am planning next semes te r ' s exams from now"

". . Getting cured f ron all t r a d i t i u n a l teaching"

"I am s u r e my s t u d e n t s w i l l be happy i f I apply what I have learned"

"Today I am f e e l i n g sad because we a r e more than one-half way through t h e workshop and I f e e l we have s o much t o do. I am anxious t o g e t t o my s t u d e n t s and apply t h e s e ideas"

"I s e e t h a t t h e s e o b j e c t i v e s were not app l ied on us a s s t u d e n t s ; and I f e e l our s t u d e n t s a r e f o r t u n a t e t h a t we have t h i s i n s t r u c t i o n "

"'I used t o t h i n k teaching was an easy job, but now I do not"

"I f e e l I have been converted t o systems approach t o curr iculum design"

"When I f i r s t jo ined t h i s workshop I thought my l i f e would be a l o t e a s i e r t o design my curriculum, e r c . Bur i r seems I c h a s became more d l f f l c u l t , because t h e r e a r e s o many f a c t s i n designing t h e s e u n i t s . From t h e a d m i n i s t r a t i v e po in t of view t h i s workshop w i l l make my job more d i f f i c u l t . I f everybody a p p l i e s t h e s e p r i n c i p l e s of l e a r n i n g every day, we w i l l have many r e v i s i o n s and d i f f i c u l t y I n s a t l a t y i n g everyone 's needs"

"1 must s a y t h i s workshop has achieved many of its o b j e c t i v e s . But I would r a t h e r say i t has a f f e c t e d me very much. It h a s motivated m e t o l e a r n everything you have provided u s , and i t has mocivaced me r o g e t ou t Of a d m i n i s t r a t i o n and l n t o teaching. It has made me worried, how I can manage t o cope wi th t h e reques t s and whatever is being asked of me from a l l of you from now u n t i l t h e eva lua t ion s t a g e "

"At t h e beginning of t h i s workshop I thought t h e workshop was something huge: such a s a high mountain and a t t h e t o p I would g e t t h e l i g h t . I wondered how I could reach t h e top and now I f i n d I have reached t h e l i g h t . And before t h e workshop I thought myself a good teacher . Now I s e e I am a s tudent and f e e l we must a l l be s t u d e n t s throughout our l i v e s . I thank D r Aziz f o r l ead ing us t o t h e c o r r e c t p o s i t i o n of a good teacher"

"Ic Is r e a l l y our t a s k now t o fo l low up t h e methods and p r i n c i p l e s of l e a r n i n g , t a s k a n a l y s i s , GI0 and SOBS t o implement f o r t h e b e n e f i t s . The teacher w e s a i d is a f a c i l i t a t o r and t h e s tudent is t h e one who must l e a r n and know. These a r e our aims and now we know when we des ign a curr iculum of our own, we have t o p lan l c on t h e s e p r i n c l p l e s t o r t h e o b j e c t i v e s and c a r r y i t ou t"

"I s t i l i remember t h e d~ky 1 s a i d t h i s workshop i s so d i f f i c u l t . But now some t h i n g s a r e becornlng very c l ea r . I t is d i f f i c u l t t o be a teacher. You taugtrt 11s t h e r e a r e many tlrirrgs t o know and haw t o r e l a t e co s t u d e n t s . I l e a r n e d from t h e a r pr t , jeCts how t o r e l a t e t o my p a t i e n t s and ;ullragues"

"Wtlat 1 nave f e l t and s e e n is much d i f f e r e n t f rot11 what L expec ted . I f e e l they w i l l be a t r e n d for u s and we w i l l c o n t i n u e o u r gruup i n t e r a c t i o n and have r e ~ u l a r mee t ings . ! i n a l l y i nave t o ttrank Dr Aziz and h i s group f o r i n s t i l l i n g t h i s change of behavlutrr i n us"

"I f e e l t h a t I am ;.hanged. That even t h e terms of t h i s wurkshop have a f f e c t e d 11.)

l i f e w i t h my c o l l e a g u e s "

"hat makes a workshop d i s t i n c t i v e , s u c c e s s f u l Loth t h e e x p e r t s and t h e p a r t i r i - p a n t s w i t h t h e i r en thus ia sm. I t h i n k t h i s workshop h a s been ve ry s u c c e s s f u l i n t h a t much has been gained i n t a s k a n a l y s i s , GIO and SOB. r h i s w i l l n o t o n l y be of g r e a t v a l u e t o t h e p a r t i c i p a n t s but a l s o f o r t h e s t u d e n t s i n t h e f u t u r e "

"I s h a r e w i t h a l l my f r i e n d s t h e f e e l l n g t h a t we ga ined a l s r from t h i s workshop and have been conver t ed from t e a c h e r t o l e a r n e r "

"A g r e a t t hank you t o Dr Aziz and h i s team f o r g u i d i n g u s i n t h e s c i e n t i f i c way i n t h i s workstlop. I t h a s t a u g h t us t h e b e s t way i n g u i d i n g o t h e r s i n t h e l e a r n - i n g p rocess"

"I f e e l I am a s t u d e n t a g a i n and i t is a good f e e l i n g . I hope my s t u d e n t s have tire same f e e l i n g T was having i n t h i s workshop"

G. F i n a l w r i t t e n feedback from t h e .p_a r t i c ipan t s . The "Feedback f o r T r a i n e e s E v a l u a t i o n Form" (Annex VII) e l i c i t e d informat iur i from t h e p a r t i c i p a n t s r e g a r d i n g c o n t e n t and methods of t h e workshop, and t h e r e s u l t s showed t h e f o l l o w i n g .

The e v a l u a t i o n form c o n s i s t e d of a s e t of r a t i n g s c a l e s a p p l i e d t o each major workshop a c t i v i t y . The r a t i n g s c a l e s and t h e i r meaning appea r i n Table 2 . (Note t h a t t h e s c a l e s "Content", "Educa t iona l Methods" and "Relevance t o your I n t e r e s t 1 ' a r e l i n e a r w i t h l a r g e r number i n d i c a t i n g g r e a t e r v a l u e ; tire s c a l e s "Number of S e s s i o n s " and "Level of D i f f i c u l t y " have t h e mid-point v a l u e o f t h r e e as t h e i d e a l r a t i n g ) .

Table 3 shows t h e ave rage r a t i n g a s s i g n e d t o e a c h a c t i v i t y on each s c a l e . Exami- n a t i o n of Tab le 3 r e v e a l s t h a t t h e r a t i n g r e c e i v e d by t h e v a r i o u s a c t i v i t i e s was uni- formly i n t h e d i r e c t i o n of t h e i d e a l .

m/H1.11)/366 page 10

TABLE 1

SUMMARY OF KESPONSES TO ATTITUDE QUESTIONNAIRE

Item Number Pre-test Mean Post-test Mean Difference

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

2 1

22

23

24

25

2 6

27

28

Averages

EPliiPILI. ~ 6 b page 11

r------ ' .--4 .- . - . . . . . ' ---- Ci~aracr . er ib t i c s and F e a t u r e s

I - . . -- - -- - - -. - - - - -- - - - - - -- -- - -- - . - . - - - - --- -- - - - t - - - -- - - - - - - - - - - - I

Conterrt Nurnber I L e v e l o f h d u c e t i o n a l k c l e v a n c e d i f f i c u l t v methods t o vour own

5es si u n s i n t e r e s t -

Verv tligtll y Highly r ew d i f t i c u l t E f f e c t i v e R e l e v a n t

t a i r ~ v t a i r l y F a i r l y

- 0, G Oi sJNr About E t f e c t i v e LI

v a l u e Kigllt 3

h a r d 1 y H a r d l y Easy E f f e c t i v e

- -- --- -- -- F a r t o o F a r t o o N o t a t a l l Xany R e l e v a n t ---

TARLE 3

AL'EKAGI: KATLNL ASSIGNED TO EACH ACTIVITY

I Number o f L e v e l o f E d u c a t i o n a l L e a r n i n g E x p e r i e n c e C o n t e n t K e l e v a n c e

S e s s i o n s 1 D i f f i c u l t y / Pierhod> , -- - + - r+ ----- T-- --

P W I I I

P r i n c i p l e s o f L e a r n i n g 4 . 9 3 3 . 3 3 3 . 0 0 4.83

Group I n t e r a c t i o n 4 . 5 1 3.36 2 -90 4 . 5 3

S y s t e m s Approach 3 . 3 6 ' T a s k Analysis 4 . 8 0 3 . 1 3 1 O b j e c t i v e s I 2 . 9 3

M u l t i p l e C h o l c e Ques. 4 . 3 6

E s s a y Q u e s t i o n s

~ h e c k l l s t / R a t ~ n g S c a l e ' 4 . 4 0 I

D e m o n s t r a t i o n 1 4 . 5 3 I

Programmed L e r t u r e 1 h . L 3

Assignment Sheet 4 . 3 3

A u d l o / V i s u a l A i d s 1 3 . 5 3

r r o j e c c s I 4 . 6 5

3.20 '

3.20 1 , 3.36 1 3 . 1 6

\ I

3 . 4 6 1

3 . 3 7 ---- &---

EM/HMD/3$6 page 12

WHO EMRO

A. Follow-up

The fol lowing i n t e n t i o n s were expressed i n t h e course of t h e workshop:

1. H i s Excellency t h e Min is te r of Health has promised t o keep i n c l o s e c o n t a c t with the Institute tn implement the systematic approach discussed and agreed upnn dur ing t h e workshop.

WHO s t a f f i n t h e I n s t i t u t e of Health Manpower ~ e v e l o ~ m e n t i n Democratic Yemen under t h e l eadersh ip of D r O . I . H . Omer, t h e Pro jec t Manager. have agreed t o hold r e g u l a r meetings with t h e n a t i o n a l s t a f f , t o d i s c u s s t h e curriculum being prepared and enforced by each teacher i n t h e I n s t i t u t e . Both of the above i n t e n t i o n s should - be encouraged and supported t o t h e e x t e n t poss ib le .

2 . In e a r l y 1977, a f t e r theworkshop p a r t i c i p a n t s have completed t h e i r p r o j e c t s and conducted t h e i r courses according t o t h e new approach, one of t h e p resen t workshop s t a f f members o r a Regional Off ice s t a f f member during duty t r a v e l , should g e t toge ther wi th workshop p a r t i c i p a n t s , both i n t e r n a t i o n a l and n a t i o n a l , with t h e Eol- lowing i n view:

2.1 Reviewing problems during completion of t h e p r o j e c t s and c o n d u c t k n of t h e course.

2.2 Developing a working scheme t o r e v i s e and i n t e g r a t e t h e c u r r i c u l a of t h e I n s t i - t u t e f o r t h e coming years .

2.3 Discussing f u t u r e help needed by t h e p a r t i c i p a n t s .

2.4 I d e n t i f y i n g t h r e e o r four course u n i t s from t h e p a r t i c i p a n t s ' p r o j e c t s t o be d i s t r i b u t e d i n o t h e r l n s t i t u t e e of Heal th Manpower Dcvelopmcnt i n t h e Region.

2.5 I d e n t i f y i n g i n d i v i d u a l s with t h e p o t e n t i a l of becoming f a c i l i t a t o r s with a view t o a r ranging f u r t h e r t r a i n i n g i n educa t iona l planning a t RTTC o r elsewhere and t h e formation of a n a t i o n a l team, wi th in t h e I n s t i t u t e .

B. Planning

1. Although Khartoum was s e l e c t e d a s pre-workshop planning s i t e f o r t h e workshop f o r many good reasons , it is t h e opinion of t h i s team t h a t f o r f u t u r e workshops of t h i s n a t u r e f o u r o r f i v e days f o r planning and p r a c t i c e should be provided a t t h e s i t e of t h e workshop. This w i l l reduce t h e d i s t r a c t i o n s due t o t r a v e l arrangements and can be more e f f e c t i v e .

2. The Adminis t ra t ive A s s i s t a n t au thor ized by t h e Regional O f f i c e during planning and Implementation per iods f o r t h i s workshop proved t o be extremely h e l p f u l f it is recommended t h a t t h i e p r a c t i c e be continued f o r f u t u r e workshops.

WHO EMitU

ACKNOWLEDGEMENTS

EM/HMD/366 page 13

The team wan t s t o t a k e t h i s o p p o r t u n i t y t o ex tend t h e i r d e e p e s t a p p r e c i a t i o n t o His Excellency D r A b d e l A x i x L;1 Daly f o r i r i s p r r s u n d l i n t e r e s r shown d u r i n g and a f t e r t i le workshop and i t s outcomes. They a l s o e x p r e s s I . en rc - fe l t t hanks t o t h e a u t h o r i t i e s of Lhe I n s t i t u t e and WHO R e p r e s e n t a t i v e ' s O f f i c e f o r t h e i r h o s p i t a l i t y which made t h e s t a y i n Aden s o f r u i t f u l and e n j o y a b l e .

They f e e l d e e p l y i n d e b t e d t o D r A.H. Taba, Reg iona l Director-,and h i s O f f i c e f o r e n t r u s t i n g them w i t h such a v i t a l t a s k , and f o r t h e i r c o n t i n u o u s s u p p o r t d u r i n g plan- n i n g and implementat ion of t h i s workshop.

ANNEX L

M l S b ~ i l v E kK0Z.l I)h A . H . lAM.1

1)lKCLIUh

wHU t A S 1 CRi PltDiTEHRAhtAh KCLloh

TO THE

0Y~Nthc. 3ES5XUh OF THE

dOK. J H U P (JN SLI tNI ' IFI t lPPKOACti 10 CURRILULUM DES!LK

AUEN. JCI J U L TO 1$ XLICI,SI 1976

I t a k e p l e a s u r e i n s e n d i n g t l r i s m e s s a g e of g r e e t l n , : t o t h e a ~ ~ t h o r l t l e s o t t h e i l e d l t h Manpower I n s t i t u t e arid t o p a r t i c i p a n t s o n t h e occds ic ln of t h e o p e n i n g o t t h i s k o r k s h o p o n t h e S c i e n t i f i c Approach t o C u r r i c u l u m D e s i g n .

I t wab w i t h grea t s a t ~ s f a c t r o n t h a t I l e a r n e d last Uecember of t h e a g r e e m e n t of ,te Government and your 1 n s t r t u L i o n t o h o l d a wurkshop of t h i s k i n d l n Aden. The

O r g a n i z a t i o n as you know g i v e s h i g h p r i o r i t y to ~ t r e t r a l n i n g o f t e a c h e r s i n t h e h e a l t h s c i e n c e s a n d t h e r e f o r e i t l o o k s upon e d u c a t i o n a l a c t i v i t i e s s u c h a s t h i s workshop a s a m a j o r ~ o o l i n i t s e f f o r t s t o i n c r e a s e t h e e f t e c t i v e n r s s o f t e a c h e r s i n meeting t h e n r e d b of member countries t o t r a l n t h e r e q u i r e d t r e d l t h manpower.

Improvement i n t i re u n d e r s t a n d i n g b v t e a c h e x s o f how t h e i r s t u d e n t s l e a r n a n d how t h e y c a n d e s i g n more e f f e c t i v e c u r r i r u l d t o promure s t u d e n t l e a r n i n g 1s a s u b j e c t i n whic-h many q r r i d e s h a v e hepn made i n recent y e a r q . a n d w p i n the World H e a l t h O r e a n i - z a t i o n h a v e b e e n p r o m o t i n g new ways of a f l p i y i n g t h e f l n d i n g s of o u r c o l l e a g u e s i n t h e e d u c a t i o n a l s r l e n c e s t o t h e n e e d s oE h e a l t h p e r s o n n e l e d u c a t i o n . The u l t i m a t e g o a l o f t h e s e e n d e a v o u r s is t o improve t h e q u a l i t y o f h e a l t h t h r o u g h t h e p r o d u c t i o n o f i n c r e a s - i n e l y e f f e c t i v e a n d rnmpetent h e a l t h ' l t n r k ~ r s r a p a h l ~ * of m e e t i n g t h e h e a l t h n e e d s o f the p o p u l a t i o n .

The R e g i o n a l T e a c h e r T r a i n i n g C e n t r e set up w i t h t h e c o l i a b o r a t i o n o i t h e P a h l a v i U n i v e r s i t y , S h i r a z , whose Depar tment of M e d i c a l E d u c a t i n n was d e s i g n a c e d a s t h e C e n t r e , h a s as i ts o b j e c t i v e s " t o promote a n a w a r e n e s s o f s u b s e q u e n t a c c e p t a n c e o n t h e p a r t of a d m i n i s t r a t i o n , t e a c h e r s , a n d s t u d e n t s of e d u c a t i o n a l s c i e n c e a s a p p l i e d t o t h e e d u c a - d o n a n d t r a i n i n g o f h e a l t h p e r s o n n e l " i.e. t o t r a i n h e a l t h p r o f e s s i o n a l s who are com- p e t e n t i n d e f i n i n g e d u c a t i o r ~ a l o b j e c t i v e s a n d i n p l a n n i n g e d u c a t i o n a l programmes and s y s t e m s o f e v a l u a t i o n , a n d i n t h e u s e o f modern i n s t r u c t i o n a l m e d i a .

The C e n t r e h a s now b e e n i n o p e r a t i o n f o r j u s t o v e r f o u r y e a r s and a s e r i e s of work- s h o p s i n S h i r a z a n d i n o t h e r a r e a s i n t h e Region h a s r e s u l t e d i n t h e t r a i n i n g o f o v e r 600 i n d i v i d u a l s i n v a r i o u s a s p e c t s of e d u c a t i o n a l p l a n n i n g and t e c h n o l o g y . As you know, and as a r e s u l t o f t h e s e e f f o r t s , we h a v e w ~ t h u s t o d a y , v e t e r a n s of t h e s e w o r k s h o p s f rom Egypt and Sudan a s w e l l as t h e A s s i s t a n t D i r e c t o r of t h e S h i r a z C e n t r e i n t h e c o n d u c t of t h i s workshop.

Your I n s t i t u t e h a s b e e n c h o s e n a s t h e s i t e i irr t h e c o n d u c t of t h i s m u l t i - p r o f e s s i o n a l workshop b e c a u s e i t p r o v i d e s t h e i d e a l s e t t i n g w h e r e a l l t h e t e a c h e r s o f t h e h e a l t h team can be e x p o s e d t o c u r r e n t cenceptc- i n cducnti .hria1 p l a n n i n g a n d t e c h n o l o g y .

~ 1 / ~ ~ ~ / 3 6 6 Annex I page ii

WHO EMKO

Furthermore, I a m p leased t o s a y t h a t your i n s t i t u t e is g i v i n g s e r i o u s consider- a t i o n t o t h e whole i s s u e of "How do o u r s t u d e n t s l e a r n b e s t and how can w e b e s t h e l p them t o l e a r n more e f f e c t i v e l y and t o d e s i g n more e f f j c i e n t cu r r i cu la? ' ' Faced, a s o t h e r Hea l th Manpower I n s t i t u t e s i n our Region, w i t h t h e need f o r i n c r e a s i n g s t u d e n t numbers, expanding knowledge and r h e p r e s s u r e r o g radua te more h e a l r h workers as qu ick ly and as e x p e d i t i o u s l y a s p o s s i b l e , your I n s t i t u t e has a l r e a d y shown keen i n t e r e s t i n exp lo r ing t h e r e l a t i v e l y new o f f e r i n g s of e d u c a t i o n a l s c i e n c e t o h e l p you i n your t a s k .

AS t h e e d u c a t o r s themselves t e l l u s , che besr: p l a c e LO l e a r n Is i n r;he s e t c l n g where what we a r e l e a r n i n g about Is going t o be a p y l i e d .

For many long y e a r s as you know, it was be l i eved t h a t i n o r d e r t o t each s u c c e s s f u l - l y we needed on ly t o be each of us a mas te r of h i s own d i s c i p l i n e .

I n r e c e n t y e a r s I myself have i n c r e a s i n g l y r e a l i z e d t h a t we were a l l wrong i n t h i s and t h a t i n a d d i t i o n t o knowing, say , our pharmacy, s a n i t a t i o n o r n u r s i n g t o t h e e x t e n t t h a t t e a c h e r s i n a g iven s u b j e c t a lways have, we need a l s o t o unders tand much more about t h e t e a c h i n g / l e a r n i n g p rocess i t s e l f which occup ies s o l a r g e a p o r t i o n of o u r p ro fes - s i o n a l t i m e . We need t o be a b l e t o set c l e a r o b j e c t i v e s f o r o u r prograrmnes; every t e a c h e r should a s k t h e ques t ion : "What do I expect t h e s t u d e n t t o be a b l e t o do as a r e s u l t of what he l e a r n e d from me?"

We need t o be a b l e t o make wise c h o i c e s as between t h e d i f f e r e n t k i n d s of l e a r n i n g a c t i v i t i e s which we o f f e r ; f o r example, 'When i s a l e c t u r e , d i s c u s s i o n group, p r a c t i c a l e x e r c i s e $r f i e l d a c t i v i t y t h e most a p p r o p r i a t e way of l e a r n i n g which type of s k i l l o r a t t i t u d e ?

And f i n a l l y we need t o t a k e a v e r y c l o s e look a t how we e v a l u a t e t h e outcome of t h e e f f o r t s of o u r s e l v e s and o u r s t u d e n t s : "What is t h e b e s t way of measuring whac l e a r n i n g h a s been acqu i red?" You here i n t h e coming two weeks w i l l have t h e o p p o r t u n i t y f o r a good d e a l of s t i m u l a t i n g and p rovoca t ive i n t r o d u c t o r y a c t i v i t i e s a s we l l a s d e d i c a t e d work on some of t h e new and worthwhile i d e a s which t h i s workshop team h a s t o o f f e r and, a most unusua l o p p o r t u n i t y t o to l low through and app ly t h e s e i d e a s whi le r e v i s i n g rhe cur r i cu lum of t h e I n s t i t u t e i n t h e coming y e a r .

I wish you a n en joyab le a s we l l a s a p r o f i t a b l e exper ience i n t h i s workshop.

E\l/HMD/36b Annex I1 page i

1. A b e d M. S h a b o o t t

2 . S a l e h K h a l i f a

3. Z a i ~ i a b Swuri

4 . h e r Bin S h u a i b

5. Abdu l l a A . Mohamed

6 . Fowzia H . Yousef

7 . Aida A . Aziz A. Rub

8. S a l e h F. S a l . l a n i

9 . T a l e b S . Abood

IC'INES 1 I

LIST OF PARTICIPANTS

LNbTITUTE Or' HEA1,SH MANPOWER UF.VELOPMEN1

10. Abubaker Abdu l l a Alawi

11. Mohamed T. Mukbil

Ahmed S . Abubaker

Atuned E. S i n Shamlan

T a l e b S . A l g a i d i

Gameel T. Ahmed

A.H. A.M. K u l a i b

A. A1 S h a i b a

M.A. K h a l i l

Mohamed S a l e h

Rasheed S . Masood

21 . Abdu l r azak Hasan A l i

22 . Anis A . Taya

23 . Hanem Abdul Habeeb

WHO PROJECT STAFF

24 . 0.I.H. Omer

25. F. B a r a k a t

26. I m t i a z T. Kamal

A c t i n g Dean

Chief P u b l i c H e a l t h I ~ l s p e c t o r

Supervisor, Midwi fe ry Cour se

Nur s ing I n s t r u c t o r

S u p e r v i s o r , P r a c t i c a l Nur s ing Cour se


Midwi f e ry I n s t r u c t o r

Supervisor , L a b o r a t o r y Technology C o u r s e s


S u p e r v i s o r , Med ica l A s s i s t a n t Cou r se s

Instructor

S u p e r v i s o r , Uepar tment of Pharmaceu t ics

S u p e r v i s o r , Depar tment of Rad iog raphy



A c t i n g N ~ ~ r s i n y , S ~ ~ p ~ r i n t e n d e n t

D i r e c t o r . M.C.H. S e r v i c e s

D i r e c t o r of H e a l t h S e r v i c e s , M i n i s t r y of H e a l t h

O b s t e t r i c i a n

I n s t r u c t o r , P h y s i c s Depar tment

I n s t r u c t o r , Chemis t ry Depar tment

I n s t r u c t o r . Depar tment of R e s e a r c h M i n i s t r y of E d u c a t i o n

Midwi f e ry I n s t r u c t o r

P r o j e c t Manager

S a n i t a r i a n E d u c a t o r

Nur se E d u c a t o r

m/HM~/366 Annex I1 page li

WHO PROJECT STAFF (Cont'd)

2 7 . Angelita T . Garcia

28. Khairia Sadiq

29. Neville Milner

30. Denix Havey

31. Jean C . Jack

WHO EEIRO

Nurse Educator

Nurse Educator

Pharmacist

Radiographer

Nurse Educator

hN/H?lDi 366 Annex 1 1 1

page 1

M N E X LJ f

UVLKVIEG! OF THE MURKSIIUP

WURKSHUP I'B.JECr!_V&S

A t t h e end of t h e workshop each p a r t i c i p a n t :

1. Becomes aware of t h e sys tems approach ru e d u c a t i o n a l p l ann ing .

( a ) Unders tands t h e p r i n c i p l e s of l e a r n i n g i n o r d e r t o d e s i g n l e a r n e r - o r i e n t e d u n i t s o t i n s t r u c t i o n .

( b ) Unders tands t h e p r o c e s s of group development i n o r d e r t o a c t a s an e f - f e c t i v e group l e a d e r and a f a c i l i t a t o r i n achievement of group t a s k s .

( c ) Develops a n awareness of t h e sys t ems approach t o e d u c a t i o n a l p l ann ing i n o r d e r t o d e s i g n sound u n i t s of i n s t r u c t i o n .

(d) S e l e c t s a n a r e a of s t u d y t o implement t h e sys t ems approach i n h i s own e d u c a t i o n a l a c t i v i t i e s .

2 . Acqu i re s s k i l l s i n development and u s e of e f f e c t i v e e v a l u a t i o n and examina- t i o n t o o l s .

( a ) Unders tands t h e r e l a t i o n s h i p between o b j e c t i v e s and e v a l u a t i o n .

( b ) Develops c e r t a i n e x p e r t i s e i n c o n s t r u c t i o n , s e l e c t i o n , a d m i n i s t r a t i o n and a n a l y s i s of examinat ion q u e s t i o n s i n t h e f o l l o w i n g forms:

(1) m u l t i p l e c h o i c e q u e s t i o n s

( 2 ) e s s a y q u e s t i o n s

(3) r a t i n g s c a l e s and c h e c k l i s t s

3. Can deve lop l e a r n e r - o r i e n t e d i n s t r u c t i o n a l methodology.

( a ) Unders tands t h e r e l a t i o n s h i p between o b j e c t i v e s and i n s t r u c t i o n a l s t r a t e g i e s .

(b) Develops c e r t a i n e x p e r t i s e i n p l ann ing and implementing i n s t r u c t i o n a l s t r a t e g i e s s u c h as d e m o n s t r a t i o n , programmed l e c t u r e and a s s ignmen t s h e e t of i n s t r u c t i o n a l s t r a t e g i e s .

(c) U t i l i z e s i n s t r u c t i o n a l media i n t h e implementat ion of i n s t r u c t i o n a l s t r a t e g i e s .

4 . Designs a c o u r s e of s t u d y t o be implemented i n t h e f o l l o w i n g semester.

~ b l / H M D / 3 6 6 Annex I11 page ii

WHO EMRO

WORKSHOP STRATEGY

i n o r d e r t o achieve t h e above o b j e c t i v e s , t h e workshop a c t i v i t i e s have been d i v i - ded i n t o t h r e e phases as descr ibed below. Act ive and t o t a l p a r t i c i p a t i o n throughout should r e s u l t i n your achievement of workshop o b j e c t i v e s .

Phase I: This phase encompasses t h e a c t i v i t i e s planned f o r t h e a c t u a l d u r a t i o n of the worknhnp. These a c t i v c t i e s s t r e s s basic concepts o f educat iona l p l a n n i n ~ which at tempt t o answer t h r e e important ques t ions :

1. What should t h e l e a r n e r know, b e l i e v e and be a b l e t o do a t t h e end of the period o f i n s t r u c t i o n ?

2 . Bow does one ach ieve t h e s e i n s t r u c t i o n a l goa ls?

3 . How does one know t h e s e g o a l s a r e achieved?

An e x e r c i s e on p r i n c i p l e s of l e a r n i n g w i l l l ead of f t h e a c t i v i t i e s of t h i s phase. This e x e r c i s e a s wel l a s most of the o t h e r planning a c t i v i t i e s of t h e workshop w i l l f e a t u r e " e x p e r i e n t i a l learning", t h a t is lea rn ing from o n e ' s own exper iences and lea rn ing by doing. P r i n c i p l e s of group dynamics a r e s t r e s - sed .

We w i l l t ake a c l o s e r look and work i n t h e a r e a of eva lua t ion , w i t h s p e c i f i c emphasis on cons t ruc t ion of r e l i a b l e and v a l i d tests.

We w i l l a l s o be working on methods of improving t h e presen t i n s t r u c t i o n - a l techniques and become f a m i l i a r w i t h newer ones i n o rder t o d e a l wi th problems of i n s t r u c t i o n .

Phase 11: This is t h e completion phase of t h e workshop p r o j e c t s . I t w i l l begin during t h e l a s t s e s s i o n of t h e workshop and cont inue f o r s i x weeks. It is hoped that by t h e end of t h i s phaso each p a r t i c i p a n t w i l l have completed a p r o j e c t invo lv - ing a course design o r a u n i t of i n s t r u c t i o n of h i s choice t h a t would b e implemented i n t h e coming semester . The des ign should inc lude a s e t o f o b j e c t i v e s and a n eva lua t ion plan.

Phase 1II :This is t h e implementation phase of t h e workshop. By t h e end of t h i s phase, l a s t i n g one semester , t h e p a r t i c i p a n t s a r e expected t o have implemented and evaluated t h e i r p r o j e c t s i n t h e course of t h e i r teaching.

During t h i s phase p r o v i s i o n s w i l l be made f o r continued support and con- s u l t a t i o n dur ing t h e completion and implementation of t h e workshop p r o j e c t s . A t t h e end of t h e completion phase, t h e e n t i r e group, inc lud ing members of t h e p resen t s t a f f , w i l l meet, p resen t and d i s c u s s t h e r e s u l t of t h e i r work.

CONCLUDING REMARKS: We hope t h a t t h i s overview has g iven you some sense of what i s t o t a k e p lace . We r e a l i z e t h a t such a s ta tement , no mat te r how d e t a i l e d , cannot f u l l y d e s c r i b e what is i n s t o r e f o r you; p a s t exper ience has shown us t h a t whatever uncerrain- t y o r a n x i e t y you might have about t h e workshop w i l l soon d i s s o l v e i n t o memorable experi- ences of mutual s a t i s f a c t i o n .

Thank you.

tM/H?ib/366 Annex IV Page i

t 9 , L - 3 0 J U L I

S e s s i o n 1

" t ~ l d _ s ? l ; . ~ ~ J u l y S e s s i o n 2

S e s s i o n 3

Sunday, 1 pugus L

S e s s i o n 4

S e s s i o n 5

Monday, 2 August -- Sess ion 6

Sess ion 7

Tuesday. 3 A u n u s S e s s i o n 8

S e s s i o n 9

Wednesday. 4 August S e s s i o n 1 0

S e s s i o n 11

Thursday. 5 August S e s s i o n 1 2

ANNbX LV

SCIiE1)ULE OF ACTIVITIES

Opening S e s s l o n L n t r o d u c t i m Opinion Quest i a r ~ n a i r e Workshop 0vt.rview Uiscuss ion

P r i n c i p l e s of Learning

l n t r o d u c t i o ~ i t o Educa t iona l Planning Group I u t e r a c t i o n

D e f i n i t i o n of O b j e c t i v e s v i a Observable Behaviour

Systems Approach t o Educat ional P lann ing A p p l i c a b i l i t y

E s t a b l i s i ~ m e n t of Edt icat ional Needs Techniques

I n t r o d u c t i o n t o P r o j e c t s Task A n a l y s i s

C l a s s i f i c a t i o n of O b j e c t i v e s P r e p a r i n g I n s t r u c t i o n a l O b j e c t i v e s

P r o j e c t Work

O b j e c t i v e s v s . E v a l u a t i o n Types of E v a l u a t i o n

1. M u l t i p l e Choice Questions a . D e f e c t i v e Ques t ions b. C o n s t r u c t i o n of MCQs

c . C o n s t r u c t i o n ( c o n t ' d ) d . I tem A n a l y s i s

S t u d e n t Grading S t e p s i n b u i l d i n g t h e e n t i r e test C h a r a c t e r i s t i c s of a good test

EMIHMDi366 Annex IV page ii

WHO UlKO

Sess ion 13

S a t u r d a ~ , ~ 7 August Sess ion 14

Sess ion 15

Sunday, 8 August S e s s i o n 1 6

Sess ion 17

Monday, 9 August Sess ion 1 8

Sess ion 1 9

Tuesday, 1 0 August Sess ion 20

Sess ion 21

Wednesday, 1 l .Augus t - ---- Sess ion 22

Sess ion 23

Thursday, 1 2 August Sess ion 24

Sess ion 25

Saturday, 1 4 August Sess ion 26

S e s s i o n 27

2 . Essay Quest ions a . Advantages and Disadvantages b. Cons t ruc t ion of Essay Quest ions c . Scoring

- P r o j e c t Work

3. Rat ing S c a l e s / ~ h e c k l i s t s a . Uses b. Cons t ruc t i o n

P r o j e c t Work

I n s t r u c t i o n a l Techniques 1. Demonstration Method

2. The Progranuned Lec tu re

3. The Assignment Sheet Media and I n s t r u c e i o n

P r o j e c t Work

P r o j e c t Completion




I n s t r u c t i o n a l Methods P r o j e c t Completion


P r o j e c t P r e s e n t a t i o n

P r o j e c t P r e s e n t a t i o n Ques t ionna i re Feedback Closure

E: , : / iC;~ /36 t Annex 'i'

page I

Dear P a r t i c i p a n t :

1.w accompanyiu): q e t ~ s t i o n n a i r e b d s beer1 dcsignt,d to explore t h e f e e l i n g s , b e l i e f s and attrtudes Ln the tleld of educdtion.

I t sllould be s t r o n g l y emphasized L ~ I ~ L t h e r e a r e no "cor rec t answers" and no p a r t i - c u l a r p a t t e r n i s d e s i r a b l e o r undes i rab le . I t is requested t h a t everyone answer each Item according t o his own honest personal opinion ( p r e f e r a b l y t i r s t impressions) . I t is only i n t h i s way t h a t a t r u e p i c t u r e of the group ' s opinions may emerge. -

Please answer each s tatement by c i r c l i n g t h e codes as fol lows:

C i r c l e SA f o r S t rongly Agree

C i r c l e A f o r Agree

C i r c l e N f o r n e i t h e r Agree nor Disagree

C i r c l e D f o r Disagree

C i r c l e SD f o r S t rongly Disagree

We a r e extremely g r a t e f u l t o you f o r rhe time and e i i o r t spen t i n f i l l i n g o u t t h i s ques t ionna i re .

Department of Medical Education Pahlavi Medical School

and WHO Kegional Teacher Training Centre

M / H M D / ~ ~ ~ Annex V page ii

WHO EMRO

Name. . . . . . . . . . . . . . . . Data. . . . . . . . . . . . . . . .

EDUCATIONAL OPINION FESTIONNAIRE -- C i r c l e SA f o r Strongly Agree

C i r c l e A f o r Agree

C i r c l e N f o r n e i t h e r Agree nor Disagree

C i r c l e D f o r Disagree

C i r c l e SD f o r Strongly Disagree

"A t eacher is born no t made".

Most t e a c h e r s i n our schools do a good job of f a c i l i t a t i n g s tudent l e a r n i n g .

I n genera l , s t u d e n t s w i l l l e a r n most from t e a c h e r s who o f f e r a l a r g e body of information.

The primary func t ion of a t eacher is t o impart knowledge.

S tudents genera l ly cannot be r e l i e d upon t o study on t h e i r own.

It i s a r a r e s tudent who w i l l work hard during a period of e l e c t i v e s .

The p u b l i c a t l a r g e should have a r o l e i n determining what t h e o b j e c t i v e s of Heal th Science educat ion should be.

Good research s c h o l a r s g e n e r a l l y make good t e a c h e r s because they have a v a s t fund of knowledge.

Students a r e g e n e r a l l y not capable of d i scern ing what should or should not be taught i n school .

Facul ty should ask s t u d e n t s t o e v a l u a t e t h e i r courses .

The s t u d e n t s should be t o l d a t t h e beginning of each course what i s expected of them a t t h e end.

I n g e n e r a l , s t u d e n t s cannot be expected t o provide respons ib le and o b j e c t i v e e v a l u a t i o n of t h e q u a l i t y of teaching they rece ive .

i;bl;iiblUi366 Annex V page iii

13. I f a p r o f e s s o r wi shes to be e t f e c t i v e i n 111s t e a c h i n g , he shou ld m a i n t a i n a good d e a l of f o r m a l i t y dnd decoruro between himself and t h e students.

14 . S t u d e n t s shou ld be c o n s u l t e d a s t o what t h e t e a c h e r should t each .

15. S t u d e n t s shou ld be r e p r e s e n t e d i n cu r r i cu lum c o m n i t t e e s .

16. If examinations were adminiatered by a sour*= o t h e r than t h e a c t u a l t e a c h e r , s t u d e n t s would g e n e r a l l y no t be mot iva ted t o a t t e n d t h e t e a c h e r s c l a s s e s .

1 7 . S t u d e n t s g e n e r a l l y l e a r n b e s t i f t hey f a c e t h e p r o s p e c t of examina t ion .

18. If s t u d e n t s do poor ly i n s c h o o l i t is c h i e f l y because they a r e i n t e l l e c t u a l l y i l l - e q u i p p e d t o beg in w i t h .

19. " C e r t i f y i n g examinat ions" , i . e . , t h o s e g iven f o r c r e d i t and promotion shou ld be made and a d m i n i s t e r e d by a school-wide committee r a t h e r t h a n by i n d i v i d u a l t e a c h e r .

20. A good t e a c h e r c o n c e n t r a t e s on t e a c h i n g t h e l a t e s t d i s c o v e r i e s i n t h e f o r e f r o n t of knowledge, r a t h e r than d w e l l i n g on b a s i c and ~ s n e r a l compctcncies.

21. S t u d e n t s do t h e i r b e s t work when they a r e t o l d what t o do a t e v e r y s t e p . -

22. S t u d e n t s shou ld be r e q u i r e d t o a t t e n d c lassroom l e c t u r e s r i g h t up t q g r a d u a t i o n

23. There is m e r i t i n a d m i n i s t e r i n g examina t ions t h a t a r e p u r e l y " d i a g n o s t i c " , i .e., g i v e n f o r t h e purpose o f f eedback t o bo th s t u d e n t s and t e a c h e r s and n o t t o r c r e d i t .

24 . Our s t u d e n t s a r e mature enough t o s e t t h e i r own g o a l s .

25. Students set high goals f u r t hemse lves and work ha rd t o a c h i e v e them i f t hey a r e a l lowed t o work on t h e i r own.

EM/UID/ 366 Annex V page i v

2 6 . Most s t u d e n t s look upon e l e c t i v e s a s a good oppor tun i ty t o l e s s e n t h e i r s tudy l o a d .

2 7 . S tudent s do t h e i r b e s t work when they assume i n d i v i d u a l r e s p o n s i b i l i t y f o r t h e i r own l e a r n i n g .

2 8 . Student s should be c o n s u l t e d a s to the o b j e c t l v e s o f t h e l r curriculum.

WHO FMRO

EPI/'Wil)/366 Annex V i

ANNEX V I

Was a sense oi dcnlevement

Bas a s e n s e of d r t e r r n i n a t i o n

is e m o t i o n a l l y i nvo lved

1s f aced wl th a c h a l l e n g e

Ls rewarded

is a c t i v e l v p a r t i c i p a t i n g

Is p e r s o n a l l y invo lved

Is i n t e r e s t e d

F i n d s i t u s e f u l and h e l p f u l

Is mot iva ted

Is r e s p o n s i b l e

Is a b l e t o a p p l y what h e has l e a r n e d

Ga ins from t h e e x p e r i e n c e

1s a b l e t o a b s o r b

Is hopefu l of b e t t e r r e s u l t s

Knows h i s p r o g r e s s

Knows whar Is expec ted ot h i m

Can d i r e c t h imse l f

Has a model

Has a chance t o p l a n h i s a c t i v i t i e s

Needs are s a t i s f i e d

Is encouraged

T o l e r a t e s f a i l u r e

Is a t t r a c t e d t o i t

Is r e l a x e d

Is recogn ized

Is exposed t o new t h i n g s

Has a chance t o d i r e c t o t h e r s

Keceives f eedback from t h e e x p e r i e n c e

Has a chance of self study

Ve i u u l d appreciate your eva lua t ion of the d i f f e r e n t k ~ n d s ot l ea rn ing experi- ences encountered durint: t JIG programme rn t e r m s uf f Lvr d l t i c.rt-nt chorar t r r i a ~ ic a a ~ l d f e a t u r e s : con ten t , number, d i f f i c u l t y , e d u c a t ~ c n a l methods and relevance t o vuur own I n t e r e s t s .

A f i v e point sraie i c p r n v l d r d and virort plrrases are f i ivcn b c l o w to ~ u i d c you i n your r a t i n g s . Please cumplere t h i s p a r t of tlre feedback tonn at tile end of each phase of the prograntme. Lime w i l l be s e t a s i d e f o r t h i s purpose. We w i l l c c l l e c t - your r a t i n g s a t t h e end o i t h e programme.

C h a r a c t e r i s t i c s and Fea tures -- - -- - -- - -- - -. -

---- -- --- --

Content Number Level of Education- Relevance 7----7.- --

of d i f f i - a1 t o your I Sess ions c u l t y Methods i n t e r e s t

- - - . - - - .- - - - - -- - ----- -

Highly f a r too very highly highly d i f f i c u l t e f f e c t i v e r e l e v a n t

F a i r l y too some f a i r l y f a i r l y

4

3

of t oo f a i r l y hard ly hardly l i t t l e many easy e f f e c t i v e re levan t va lue

~

of no f a r too f a r too q u i t e in- not a t a l l va lue many easy e f f e c t i v e r e l e v a n t

--------c ---- I .

valu- a b l e

-- -- of some va lue

-----

few

-- -- -

d i f f i- c u l t y

--- - -

e f f e c t i v e

- - --- about r i g h t

re levan t

e f f e c t i v e t o some ex ten t

about r i g h t

----

some relevance

------.

m/HMD/366 Annex VII page ii

Recordyouwuaatings below according to d irect ions -- on page two

WHO EMRO

WHO EMPO EMJMMU/3b6 Annex VII i page i

ANNEX VX11

REFERENCES

1.

2 .

3 .

4 .

5.

6 .

7 ,

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

LY.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

Chdrarteristics of D~sirable Learning A s t i v l t i r s

Group Dynamics, Verbal lntrractron Data Record

r i v e btages v t Lroup L l f e

Checklist on Principles of Learning

Syscen~v Approach

Nursing Management of the Burnt Patient (Task Andlysls)

Analysis of the ~ursr's Duties in the Intensive Care Unit

Classification of Educational Objectives

Objectives of Training Programmes

~et's Write an Objective

Learning Examinations - Belravioural Objectives Illustrative Verbs for Stating Behavioural Objectives

Objectives and Domains

Checklist for Selecting Evaluation Techniques

Relationship of Evaluation co Objectives

n ~ s c r i p t i n n of Advantages and Disadvantages of E n m ~ i r ~ a ~ i u n Techniques

"Testmansl~ip" (Non-Sense Exam)

Checklist for Multiple Choice Items

Conanon Pitfalls in Construction of Multiple Choice Questions

Item Analysis of Multiple Choice Questions

Exercise for Item Analysis

Minimum Pass Level

Can You Follow Directions?

Steps in Development of Examination

Table of Specifications

Characteristics of a Good Examination

Guidelines for Construction of Essay-Type of Examination Questions

Steps for Construction of Checklist/Rating Scale for Performance Tests (1)

Steps for Construction of Checklist/Rating Scale for Performance Tests (2 )

Observation on Patient Encounter/History Taking

A Checklist

Demonetration Technique

EM/l(EID/366 Annex VIlI page i i

3 3 . A Programmed Lecture on Certain Aspects of Evaluation

34. Guidelines for Preparing the Programmed Lecture

3 5 . Steps i n Presenting tile Programmed Lecture

36. Assignment Sheet

3 7 . Self Instruction

38 . Educational Planning Checklist

\S43

WHO EMRO

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