Teaching assessment

The University of Lisbon has, since 1999, offered a 6-month non-residential course in pharmaceutical medicine taught every year from January till June. The course has 11 modules with two 2-day sessions per month, representing a total of 176 hours of teaching. Assessments are made at the end of each module, and only those students who have passed the 11 assessments and have attended 100% of the course are allowed to submit a dissertation of 20 000 words at the end of the course. Successful candidates receive a Diploma in Pharmaceutical Medicine recognized by the Portuguese National Board of Physicians, where the Pharmaceutical... 

Abdulwahed, M., Balid, W., Hasna, M. O., Pokharel, S. (2013). Skills of engineers in knowledge based economies A comprehensive literature review, andrrmdel development. Teaching, Assessment and Learning for Engineering (TALE), 2013 IEEE International Conference on (pp. 759-765). IEEE. 

The automotive electronics is of three aedits with 42 h of teaching. Assessment techniques involve the continuous internal evaluation (CIE) and semester-end evaluation (SEE). CIE involves minor exams and course project with weightages of 80 % and 20 %, respectively. The questions of minor/semester-end examinations have been framed to cater to the learning levels of Bloom s taxonomy. The course along with the delivery and evaluation methods addresses both the technical and professional outcomes of the program. 

The psychomotor domain involves learning physical skills (such as injection of insulin) or tasks (such as performing a dressing change). The nurse teaches a task or skill using a step-by-step method. The patient is allowed hands-on practice under die supervision of the nurse. The nurse assesses die patient mastery of the skill by having the patient or caregiver perform a return demonstration under the watchful eye of the nurse ... 

When developing a teaching plan die nurse assesses... 

Mr. York has been prescribed clofazimine daily to manage his leprosy. Discuss what preadministration assessments the nurse should make. Explain what information you would include in a teaching plan for Mr. York. 

Ms. Parker, age 72 years, is prescribed celecaxib for osteoarthritis. She is confused at times and has difficulty hearing. In developing a teaching plan for Ms. Parker, discuss what assessments would be important. Identify points to include in her teaching plan. 

Mr. Garcia wasprescribed labetalol (Normodyne) 100 mg orally twice daily for hypertension. The health care provider wants him to monitor his blood pressure once daily. Determine what assessments you would make. Develop a teaching plan for Mr. Garcia that would help him in monitoring his blood pressure and taking labetalol. 

A patient is prescribed tacrine (Cognex) for mild dementia related to AD. The nurse has a meeting with the patient and family. What patient assessments would you need to make before discussing the drug regimen with the patient What would you include in a teaching plan for the patient and family ... 

Judy Cowan, age 28 years, has been prescribed clomiphene to induce ovulation and pregnancy. Judy is very anxious and wants desperately to become pregnant. Her husband, Jim, has come to the clinic with her. Discuss assessments the nurse would consider important before initiating treatment with clomiphene. Discuss information the nurse would include in a teaching plan for Jim and Judy. 

Ms. Stone, age 76 years, has glaucoma and is prescribed timolol (Timoptic) eye drops. Your initial assessment reveals that she has severe arthritis and appears to have difficulty following instructions. Discuss any further investigations you feel are important to make before developing a teaching plan for this patient. 

Tan, K. C. D., Goh, N. K., Chia, L. S., Treagust, D. F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school students understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39(4), 283-301. 

Sub-micro representations are used extensively in teaching the mole concept, stoichiometiy, solubihty and chemical equilibrium at UCT. Having students draw and annotate chemical diagrams representing chemical phenomena at the sub-micro level can provide some insight into their understanding of chemistiy at the macro level. The following examples are typical of the questions used to probe links between the sub-micro and symbohc levels of representations as part of the assessment practice for this course. For example, students were asked to balance the equation shown in Fig. 8.7. 

This chapter draws attention to the role of multimedia in learning, teaching, and assessing chemical education. In particular, this chapter focuses on how multimedia can enhance chemistry learning of the relationship between the symbolic, macro, submicro levels of chemistiy and discusses theories and empirical studies from the following perspectives (1) multimedia as a representational modeling tool... 

New, interactive in silico teaching and educational tools will be available for doctors and the greater public. This will help to improve professional skills and general health awareness. Future health-related implications of an individual s behavioural patterns or of various treatment strategies can be assessed and compared on the basis of long-term case predictions. 

The answers that you uncover via these two sets of assessments will dictate what you should do with your client. If the skills are absent, then you teach the skills. If the skills are present but not being used appropriately in the situation being analyzed, you must train the client to understand how to use the already present skills under the conditions being analyzed. Perhaps your client misfires by not picking up on cues that suggest it is time to use these skills. In this case, you teach your client how to identify these cues. Perhaps the client misfires because he or she does not understand that this situation is similar to another that he or she would know automatically how to respond to effectively. Under these circumstances, show your client how this particular situation is similar to the other situation, so the client understands that she or he should respond in the same way. Perhaps your client misfires because risk is misperceived. In this instance, you must elevate the client s awareness of risk in this particular situation. 

The accurate assessment of binary chemical compatibility is an important part of the safe handling, transport and processing of industrial chemicals. The most common and convenient way to represent binary chemical incompatibility is by a simple two-dimensional chart or matrix. Binary compatibility charts are an extremely useful teaching tool for new and even veteran employees. 

In real Schools of the Soul (esoteric groups giving valid training in the Mysteries), the identities of their inner teachers—for there is an inner group behind the outer group—are not revealed to their apprentices in order to avoid this problem of projection and to encourage apprentices in the Mysteries to develop discrimination, to assess a teaching for themselves. In tarot, this is why the card of Reason (Key IV The Emperor) comes before the card of Intuition (Key V The Hierophant). 

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