Investigation of the Learning Objectives Achieved for the Classroom Teaching Component for Medical Education Course in Allied Health Sciences

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Published on International Journal of Health, Nursing, & Medicine
ISSN: 2193-3715, Volume 1, Issue 1, page 15 – 21
Publication Date: 26 September 2018

Farhana Sajid & Muhammad Arshad Dahar

Farhana Sajid
Research Scholar
Department of Education, PMAS – Arid Agriculture University
Rawalpindi, Pakistan

Muhammad Arshad Dahar
Asst. Professor, Department of Education, PMAS – Arid Agriculture University
Rawalpindi, Pakistan

Journal Full Text PDF: Investigation of the Learning Objectives Achieved for the Classroom Teaching Component for Medical Education Course in Allied Health Sciences.

Abstract
Health Sciences included a minor course of Medical Education at Graduate level in Allied Health Sciences Curriculum to fulfill this requirement of teaching component for health professionals. The aim of present study was investigate the achievement of learning objectives by the learners for component of classroom teaching, it was also analyze the problems and issues faced by the students during the study of this course. students of Allied Health Sciences department of medical technology and Physio Therapy of universities of Islamabad were the target population. Whole population was sample who studied this course in there curriculum. The tool of research was developed by the researcher under the supervision of experts and tested its validity and reliability, a pilot study, data was collected personally by the researcher and analyzed by using suitable statistical tool. A Survey reaserch was conducted and data was collected by the researcher personaly. Data analyzed by SPSS tool with the application of Chi-square to measure the Extent of learning objectives achievement . Study emphasized on the need and importance classroom teaching component and training. Its need of the hour that health sciences teacher, mentors, educators should equipped and trained with the latest tools and trends.Its expected that present study will be a helpful for the curriculum development Department of Health Sciences to indicate and improve the teaching skills in future mentors of health professionals and to launch Education course as a compulsory subject in all Health Sciences Departments to promote skilled and competent teachers in respective fields

Keywords: Curriculum, Medical Education, Health Sciences, Teaching, Learning, Supervision, Students.

1. Introduction
The “Medical Education Course” is a teacher training component included in Allied Health Sciences course outline with different names as “Teaching Methodology”, AHS Education or “Medical Education. Major concern of this course is to enhance classroom teaching skills and competencies in prospective health sciences educators.
All Health Sciences students at some stage of their career are responsible for the education of their juniors. Although medical students are supposed to develop their skills and competencies in their clinical practices, but it’s important fact to keep in mind that student should also expected to develop skills and abilities as a teacher. So that whenever in the life they get the responsibility to teach their juniors or peers they should be equipped with the teaching tools. Most Health professionals from as initial as their Substance Programme coaching, square measure concerned in educating and mentoring medicinal understudies and junior Health proffesionals to some degree.
Pedagogy is the discipline that deals with the theory and practice of teaching. Pedagogy informs teaching strategies, teacher actions, and teacher judgments and decisions by into consideration theories of learning, understandings of students and there needs, and the backgrounds and interests of individual students (Shulman, Lee 1987).
The role of health professionals as academics is more and more recognized as a core skilled activity that ought to not be non-heritable through likelihood, power or inclination alone. Teaching happens the least bit stages of medical career pathway, from formal class-room primarily based learning at college boy level through to informal coaching within the clinical atmosphere. There is, however, no formal demand pre-defined route by that professional person will become competent academics. For instance, clinical academics will typically find yourself in an exceedingly post through seniority and clinical expertise, rather by coaching and knowledge in teaching. In such a scenario, health professional’s area unit beneath tremendous pressure to satisfy targets for treating patients and administration, and therefore the responsibility to show puts another vital demand on their time …….

2. Literature Review
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include story telling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves (Dewey, John (1944).
Allied health professions are care fields includes nursing, medicine, and pharmacy, laboratory and technology. They work in health care teams to make the health care system functional by providing these services in, technical, diagnostic, therapeutic and physically care of patient also they support those critical services are critical to the other health professionals and colleagues and the patients they serve.
Some allied health professions are more specialized, and so must adhere to national training and education standards and there professional scope of practice. Often, they must prove their skills through degrees, diplomas, certified credentials, and continuing education. Other allied health professions require no special training or credentials and are trained for their work by their employer through on-the-job training ……..