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 |
Health Library © 2024 All Rights Reserved. MiracleworX Web Designers In Mumbai