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Training Methods in Health Education
Study Course Description
Course Description Statuss:Approved
Course Description Version:5.00
Study Course Accepted:29.08.2024 11:14:11
| Study Course Information | |||||||||
| Course Code: | SVUEK_001 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; General Pedagogy | Target Audience: | Information and Communication Science; Dentistry; Public Health; Medicine; Medical Services; Clinical Pharmacy; Sports Trainer; Pharmacy; Communication Science; Nursing Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Anda Ķīvīte-Urtāne | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Institute of Public Health | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 9 Kronvalda boulevard, svek rsu[pnkts]lv, +371 67338307 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 10 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 20 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Basic knowledge of public health, health promotion. | ||||||||
| Objective: | To promote knowledge and practical skills in the use of interactive learning methods in health education. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Interactivity, learning styles | Lectures | 1.00 | auditorium | |||||
| 2 | “Icebreaker” | Classes | 1.00 | auditorium | |||||
| 3 | Lecture as a method | Classes | 1.00 | auditorium | |||||
| 4 | Brainstorming method | Classes | 1.00 | auditorium | |||||
| 5 | Group work as a method | Lectures | 1.00 | auditorium | |||||
| 6 | Discussion as a method | Classes | 1.00 | auditorium | |||||
| 7 | Game methods | Lectures | 2.00 | auditorium | |||||
| 8 | Role plays | Classes | 2.00 | auditorium | |||||
| 9 | Imitation plays | Classes | 2.00 | auditorium | |||||
| 10 | Situation analysis method | Classes | 2.00 | auditorium | |||||
| 11 | Project work method | Lectures | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Searching and selecting the scientific literature and pedagogical methods required for the project, developing and presenting required materials. At the end of the course, students are invited to fill in a questionnaire and give constructive opinion on what they think was successful, as well as to formulate suggestions for improving the course. | ||||||||
| Assessment Criteria: | Attendance of lectures and classes; participation in discussions during lectures and classes; independent project on a freely chosen health promotion or prevention topic developed and presented during the study course. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | As a result of completing the study course, the student will know and be able to do the following: - explain the concepts of interactivity and learning styles; - describe the concept and nature of the icebreaker method; - describe the nature of the lecture method, its advantages and disadvantages; - describe the meaning and purpose of the brainstorming method; - name and describe the concept and nature of group work, the phases of the group process, the roles of group members; - explain the nature of the discussion method, the principles of its organisation, list and describe the different types of discussion; - explain the meaning and nature of game methods, list the different types of games; - describe the nature, purpose and principles of role-play; - explain the nature of imitation play, list the elements of its structure; - explain the purpose and nature of the situational analysis method; - list the phases of the project work method, explain the meaning and significance of the method. | ||||||||
| Skills: | The student will be able to: - classify, distinguish and describe different learning styles; - compare different training methods, differentiate their effectiveness; - recognise the activities of the icebreaker method and apply them in practice; - discuss the advantages and disadvantages of the lecture method; put into practice a lecture with elements of interactivity; - purposefully direct and summarise the results of the brainstorming method using different technical aids in practice; - explain the group work process, differentiate the roles of the group members, organise the method in practice; - explain the principles of the discussion method, put into practice, guide, purposefully direct and summarise the discussion process, use different types of discussion; - differentiate and recognise different types of games, identify appropriate materials; - practice and manage role-playing games in a purposeful way, respecting the principles of role-playing in relation to the participants; - practice the methodology of imitation play in health education; - implement and purposefully manage situation analysis; - manage and coordinate different types of project work by the trainees. | ||||||||
| Competencies: | The student will be able to: - discuss in a reasoned way the different learning styles of individuals and the need for and use of interactive methods in health education; - independently develop and implement examples of icebreaker activities and train others in their use; - independently develop lecture materials, incorporating as many different elements of interactivity as possible; - adapt and develop brainstorming subjects relevant to the public health sector; - react and work methodically with different group role-players, resolve conflicts within the group; - develop discussion questions on different health topics independently; control and facilitate discussion also in a conflict situation; - develop role-plays independently and creatively; - adapt existing and develop new imitation games on different health issues; - find and develop situations for analysis by the trainees; - create a project work structure, adapting it to different health topics. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Naidoo J., Wills J. Developing Practice for Public Health and Health Promotion. UK and USA: Bailliere Tindall/Elsevier; 2011. (akceptējams izdevums) | ||||||||
| 2 | Randall R. Cottrell, James T. Girvan, James F. McKenzie. Principles & Foundations of Health Promotion and Education. San Francisco: Pearson/Benjamin Cummings; 2012. (akceptējams izdevums) | ||||||||
| Additional Reading | |||||||||
| 1 | Engere I., Gleške L., Kvjatkovska I., Šulce D. Lomu spēles sociālā pedagoga darbībā. Sociālā darba un sociālās pedagoģijas augstskola „Attīstība”, 2003. | ||||||||
| 2 | Miķelsone L. Mācību metodes sociālajās zinībās. RaKa, 2002. | ||||||||
| 3 | Rubana I. M. Mācīties darot. Interaktīvas mācības. RaKa, 2004. | ||||||||
| 4 | Whalen S., Splendorio D., Chiariello S. Tools for Teaching Health. USA: John Wiley & Sons; 2007. | ||||||||
| Other Information Sources | |||||||||
| 1 | Mark J., Minelli M. J. Beyond Beer Goggles: Interactive Teaching Methods for Alcohol, Other Drugs, and AIDS Prevention. USA: Stipes Publishing; 2010. | ||||||||
| 2 | Watkinson A. Learning and Teaching: The Essential Guide for Higher Level Teaching Assistants. London: David Fulton Publishers; 2006. | ||||||||
| 3 | Younie S., Capel S., Leask M. Supporting Teaching and Learning in Schools: A Handbook for Higher Level Teaching Assistants. USA and Canada: Routledge; 2009. | ||||||||
