It is often said that medicine and healthcare is both a science and an art. The final session will concentrate on methods to connect program evaluation to continuous quality improvement. The next two sessions will demonstrate how to perform post-hoc multiple choice item analysis using psychometric data and how to design effective essay questions that assess student knowledge. Session 2 will focus on how to use curriculum mapping to identify content gaps and undesired redundancy within programs. Session 1 will explore issues related to instructional design with emphasis on creating measurable learning objectives using Blooms Taxonomy, and utilizing a backwards design approach to course development. The IAMSE Spring Series will cover several key topics to help course directors design courses based on carefully planned objectives and expected student outcomes, assess student performance using several types of questions, and perform detailed program evaluation to help gauge course effectiveness and promote successful quality improvement. To meet this demand and provide quality education programs, faculty members must have a thorough understanding of course design. Faculty members face an ever-increasing demand to develop integrated courses that incorporate active learning and that are also matched to assessment and program evaluation criteria. Series DescriptionĬurriculum development and evaluation in the modern health sciences environment poses many challenges from the perspective of course developers. Challenging the appreciation of HAES using different communication models can be translated into diverse contexts of Health Education Practices.There is no cost to attend and registration is not required.ĭMU faculty and staff. These higher levels emerged when engaging with theoretical concepts and practical dilemmas relating to the HAES concepts of health promotion, body image, well-being, and self-worth. The student teachers succeeded in developing the HAES concepts further while demonstrating the higher domain levels across Bloom’s Taxonomy. Participants included Druze, Jewish, and Bedouin students at a teacher training program in northern Israel. It was also based upon reflection diaries recorded by participants using both models. The qualitative research tested a face-to-face verbal communication model and a Computer-Mediated Communication (CMC) module and its blog. This study examined introduction of the HAES paradigm to student teachers using different communication models while moving across the learning domains of Bloom’s Taxonomy. In contrast, the Health at Every Size (HAES) paradigm fosters improved health behaviors for people of all sizes by emphasizing natural diversity of body type and attention to social, emotional, and spiritual factors in addition to physical ones. Health at Every Size, Bloom’s Taxonomy, Communication, Health Promotion, Body Image, Well-Being and Self-Worth, Health Education PracticesĪBSTRACT: The majority of recent studies on prevention and control of childhood obesity focus on methods for achieving weight loss. David McKay, New York.Ĭommunicating Different and Higher across the Praxis of Bloom’s Taxonomy While Shifting toward Health at Every Size (HAES) (1956) Taxonomy of Educational Objectives, Handbook: The Cognitive Domain.
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