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Educational Handbook for Health Personnel (WHO - OMS, 1998, ... TABLE OF CONTENTS (introduction...) Objectives of the Handbook Preface Acknowledgements For whom is this Educational Handbook intended? How to use the Handbook Identification of your needs as an educator List of educational objectives Theoretical background that will help you reach the ... Recapitulative table of exercises proposed in the Handbook Chapter 1: Priority health problems and educational ... (introduction...) The educational planning spiral The road to relevance System? The actors involved in activities related to health care Importance of defining professional tasks Selection of training goals1 Example of services provided by rural health units1 Types of educational objectives General objectives: professional functions Professional activities and intermediate objectives Building in relevance Professional tasks and specific educational objectives Identifying the components of a task Definition of specific educational objectives in relation ... Chapter 2: Evaluation planning (introduction...) What is evaluation? Continuous evaluation formative and certifying evaluation Aims of student evaluation1 Common methodology for student evaluation1 Comparison of advantages and disadvantages of different ... Evaluation in education qualities of a measuring instrument Evaluation is a matter for teamwork Chapter 3: The teaching-learning concept and programme ... (introduction...) Planning and conducting an educational programme The four c's of curriculum planning The purpose of teaching is to facilitate learning1 Teaching Teaching: a complex but challenging task Teaching techniques Why problem-based learning (PBL)? The action and concept tree Self-learning packages The concept of integrated teaching The concept of integrated learning Planning the changes required to bring about programme ... Feasibility study for the construction of an educational ... Specification tables Chapter 4: Test and measurement techniques (introduction...) Why evaluate? Guidelines for evaluating a health personnel training ... Points to consider in assessing the extent to which ... Guidelines for evaluating general and intermediate ... Evaluation of learning materials Evaluation of human resources1 Monitoring the process of implementation of the programme1 Evaluation by students of programmes, teaching techniques ... Evaluation of students' level of performance (introduction...) Assessment of professional skills Assessing attitudes by observational rating scale Long and short written questions The programmed examination1 Stages of assessment Test construction specification table (for intellectual ... Relative and absolute criteria tests Steps in item analysis (relative criteria tests) Chapter 5: How to organize an educational workshop Chapter 6: Index and glossary Chapter 7: Bibliography Back Cover
The revision of this Handbook has entailed much time-consuming and meticulous work over the last two years. Many people have offered advice and help, and supplied documents which we have been able to put to good use. The initial stimulus came from a study by A. Oshaug (Oslo) and D. Benbouzid (WHO), and from Dr P. Chastonay of the Institute of Social and Preventive Medicine (Geneva).
Many of the thousands of colleagues who have taken part in workshops with the author of the Handbook have helped by their questions and comments to make this revised edition more relevant to the needs of users. These contributors are too numerous to be mentioned by name.
