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The Principles and Strategies of Teaching Medical Laboratory

Science
Medical Technology (Southwestern University PHINMA)

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Module 2
Role , Function and Characteristics of a Health
Professional in Education
Lesson 1
 Healthcare professionals play a key role in the
implementation of any public health program
or strategy.
 Healthcare provider must have an opportunity
to upgrade their knowledge, skills, and
attitude.
 This lesson gives emphasis on the roles,
functions, and characteristics of a health
professionals in education.
THE TEACHER/CLINICAL INSTRUCTOR
 A good teacher builds knowledge of the
subject, with clarity and understanding. Good
teachers work hard to make material relevant.
Interest is the mother of the attention.
CHARACTERISTICS OF A GOOD TEACHER
a. Effective goal setting: A good teacher sets clear and
achievable objectives for their students, guiding them
towards success and growth.
b. Clear communication: Good teachers communicate
information and instructions in a way that is easily
understandable, fostering an open and engaging
learning environment.
c. Acting as a role model: A good teacher
demonstrates positive values and behaviors, inspiring
students to emulate and develop their own sense of
character.
d. Adaptability and flexibility: A good teacher is
adaptable to different learning styles and situations,
tailoring their approach to meet the unique needs of
each student.
e. Preparation: A good teacher invests time and effort
in preparing well-structured lessons and materials,
ensuring that learning experiences are organized and
engaging for students.
f. Self-reflection: A good teacher regularly reflects on
their teaching practices, seeking ways to improve and
grow as an educator, and acknowledging areas for
development.
g. Lifelong learning: A good teacher demonstrates a
commitment to continuous professional development,
embracing new knowledge and skills to enhance their
teaching abilities.
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h. Promotion of a love of learning: A good teacher
fosters a passion for learning in their students,
cultivating curiosity and enthusiasm that extends
beyond the classroom, inspiring a lifelong love of
knowledge.
PROFESSIONAL COMPETENCE
 Is a competence related to the ability to
master knowledge.
 Teachers’ pedagogical competence is the
ability to manage learning, which includes
planning, implementation, and evaluation of
learning outcomes of learners.
INTERPERSONAL RELATIONSHIP
 Interpersonal interaction skills resolve around
the ability of the teacher to provide certain
core conditions which are essential in creating
a positive educational setting; these conditions
consist of warmth, empathy, respect, genuine,
concreteness, self-disclosure, immediacy, and
confrontation.
TEACHING EVALUATION PRACTICES
 Teaching evaluation is defined as a systematic
procedure for reviewing the performance of a
teacher in a classroom and analyzing the
review to provide constructive feedback for the
teacher’s professional growth.
The Role of the teacher in the teaching –learning
process can be categories as follows:
a. Traditional Role - teacher-centered: In this role, the
teacher assumes the central authority and control
over the learning process, directing and imparting
knowledge to the students.
b. Modern Role - facilitator (Student Centered): In
this role, the teacher acts as a facilitator, guiding and
supporting students in their learning journey,
encouraging active participation and critical thinking.
TEACHING AS A PROFESSION
 Teacher’s involvement of intellectual
competence , the ability to perform all their
skills which continued functioning of modern
society, thereby defining teaching as a
profession.
 Teaching Profession is related to teaching job.
 Teaching as a professional consist of teaching
skills, teaching ability and social
responsibility.
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THE ROLE OF A TEACHER to analyze specimens and ensuring that tests

are completed in a correct and timely manner.
 As an Instructional Expert
 Provides information for diagnosis treatment,
 As a manager
and prevention of disease by conducting
 As a counselor medical laboratory tests, and analysis.

 teacher play a significant role of model both Module 3

learner-centered and
learning process.
 as a facilitator
WHAT ARE EXPECTED TO EVERY TEACHER?
teacher-centered PRINCIPLES OF TEACHING AND LEARNING
 Principle is a comprehensive law or doctrine
from which an accepted or professed rule of
action or conduct is derived.

 The Teacher as a decision-maker  It has been adopted from Latin word princeps
which means the beginning or the end of all
 Commitment to the profession facts, circumstances, or state of affairs.
 Instructional responsibilities  This is also used to express the origin of
 Non-instructional responsibilities things and their fundamental laws and to bring
out the ultimate objectives (Zulueta, 2006).
IMPORTANT FUNCTION OF TEACHERS
PRINCIPLES OF TEACHING
A. Executive Functions –
 The basic principles of teaching relate to
 refers to the leadership roles. effective communication and reflects within a
 Motivating students lesson plan.
 Planning lessons and learning objectives
 Allocating time and space  They are guides to make teaching and learning
 Organizing for a productive learning effective, wholesome, and meaning.
environment  These principles have been intended as a
 Managing the classroom guideline for faculty members, students, and
 Evaluating learning outcomes administration to follow to improve teaching
B. The Interactive Functions and learning.

 refers to the methods and processes teachers TEACHING AS A PROCESS

utilize in causing and enduring among students  Teaching as a process or as a “ giving off
on a day-today-basis. process”
C. Organizational Functions  Teaching as a process involving more of the
 refers to the task’s teacher have to perform in learner than a teacher.
the community.  Teaching as a system of actions and
 developing good hardworking relations with interactions
co- teacher
 working with parents to enhance student’s  Teaching as an adjustive act
learning and achievement.  Teaching as providing the learner with the
 working with school administrators and other basic tools of learning
members of the school  Teaching as inherently a humane activity.
community in the achievements of the school’,  Teaching as a structuring the learning
mission, and goals. environment
THE ROLE OF MEDICAL TECHNOLOGIST IN THE  Teaching as an inquiry process
COMMUNITY  Teaching as a complex
 Teaching as a science and as an art
 A Medical Technologist is a highly skilled  Teaching applying the principles of other
health professionals who tests and analyzes significantly related disciplines.
blood, other body fluids, and tissue
community.
 Medical Technologist is responsible for Principles of Learning
opening and maintaining the equipment used
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 Learning principles are formulation that are
generally true and applicable to multiple
learning situations (Ormrod, 2016)
 Learning is an experience which occurs inside
the learner and is activated by the learner.
 Learning is a discovery of the personal
meaning and relevance of ideas.
 Learning (behavioral change) is a consequence
of experience.
 Learning is a cooperative and collaborative
process.
 Learning is an evolutionary process.
 One of the richest resources for learning is the
learner itself.
 The process of learning is emotional as well as
intellectual.
 The process of problem solving and learning
are highly unique and individual.
Module 4
 connectionism means learning by selecting and
connecting. He formulated three major laws
of learning :
A. LAW OF READINESS – readiness is a very important
conditioning in learning .
B. LAW OF EXERCISE – explain that any connection is
strengthen in proportion to the number of times it
occurs and in proportion to the average and duration
of the connection.
C. LAW OF EFFECT – when the organism’s response is
accompanied or followed by a satisfactory state, the
strength of the connection is increased.
3. BURRHUS SKINNER’S REINFORCEMENT AND
OPERANT CONDITIONING
- REINFORCEMENT was proven to be powerful tool
in shaping and controlling behavior, both in and out of
the classroom.

Learning Theories and Style - SKINNER emphasized that the environment had
much greater influence controlling behavior, both in
Theory is a way to explain some observed and out of the classroom.
phenomenon. Expresses as abstract thoughts or
general subject principles, theories help make sense of B. COGNITIVE LEARNING THEORIES
the world and research findings. (The Meriam- 1. Kurt Lewin’s field Theory
Webster Dictionary , 2016).
- Develop a system for diagramming how human
LEARNING THEORIES behavior is influence by positive and negative forces
A. BEHAVIORAL LEARNING THEORIES and by the direction of these forces.

1. IVAN PAVLOV’S CLASSICAL CONDITIONING 2. Wolfgang Kohler’s Problem- solving theory

- term classical means “in the established - gaining insight is a gradual process of exploring,
manner” analyzing, and restructuring perception until a
solution is arrived at.
- In this process a new stimulus, previously a
neutral one, is substituted for the stimulus which C. SOCIAL COGNITIVE THEORIES
originally elicited the response. 1. Albert Bandura’s Social Cognitive Learning
- Bandura in his series of experiments concluded
that quite often learning takes place when one person
observers and then imitates the behavior of others.
Thus, he called the theory “observational Theory”.
HOW DOES LEARNING OCCUR?
 Learning occurs as the individual interacts with
his/her environment and incorporates and
applies new information or experience to what
he/ she already knows or has learned.
ENVIRONMENTAL FACTORS:
2. EDWARD THORNDLIKE’S CONNECTIONISM
a. society
 believed that all learning is explained by bonds
or connections that are formed between b. culture
the stimulus and response.
c. the structure or pattern of the stimuli

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d. the effectiveness or credibility of models and

reinforcements
e. feedback from correct and incorrect response.
f. and opportunities to process and apply learning to
new situation (Bastable, 2003)
THE LEARNING EXPERIENCE CORE
When dealing with the question of how people are
able to retain what has been learned, it has been
show that people retain. COGNITIVE LEARNING
a. 10% of what they read. A. Knowledge: Involves acquiring factual information
b. 20% of what they hear. and understanding basic concepts or facts.

c. 30% of what they see or watch. B. Comprehension: Demonstrates a deeper

understanding of the learned material by explaining,
d. 50 % of what they hear and see. interpreting, and summarizing it.
e. 70% of what they say. C. Application: The ability to apply the learned
f. 90% of what they say and do. knowledge and concepts to solve problems or
complete tasks in practical situations.
D. Synthesis: Involves combining different pieces of
information or concepts to create a new and coherent
whole, demonstrating creativity and critical thinking.
E. Evaluation: The highest level of cognitive learning,
which involves making judgments, assessing
information critically, and forming opinions based on
evidence and reasoning.
KIND OF LEARNING
a. Abstract Learning: Involves understanding
concepts, principles, or ideas without direct sensory
experiences, focusing on mental processing and
conceptualization.
b. Social Learning: Learning through observing,
DOMAINS OF LEARNING imitating, and interacting with others, especially
1. Cognitive Learning within social contexts, leading to the acquisition of
new behaviors and skills.
- this domain of learning is the acquisition of
facts, knowledge, understanding, concepts, reasoning, c. Direct and Indirect Learning: Direct learning occurs
formulas and like. through intentional instruction and explicit teaching,
while indirect learning takes place through incidental
2. Affective or Attitudinal Learning exposure and observation.
- this type of learning is the acquisition of good d. Congenital, Temporary, and Permanent Learning:
and acceptable attitudes, judgement, applications, Congenital learning refers to innate knowledge or
behavior, values, and the like. skills present at birth, temporary learning involves
3. Psychomotor learning short-term retention of information, and permanent
learning results in long-lasting and retained knowledge
- involves the use of muscles in bodily movements or skills.
e. Ideational Learning: Involves grasping abstract
ideas or concepts and integrating them into one's
cognitive framework for a deeper understanding.

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LEVELS OF LEARNING LEARNING STYLE

1. Signal Learning: The simplest form of learning,  Learning Styles are way in which an
where an individual responds to a single stimulus or individual processes information or different
signal. approaches or methods of learning. The
habitual manner in which learners receive and
2. Stimulus-Response Learning: Learning that involves
perceive information, process it , understand
forming associations between specific stimuli and
it ,value it, sort it, and recall it.
responses, often through repetition and
reinforcement. BASIC CONCEPTS OF COGNITIVE STYLE
3. Chaining: Learning complex behaviors by breaking Holistic vs Analytical Thinking
them down into smaller steps and mastering each step
 Holistic Thinker – look at the global or big
individually before combining them.
picture immediately and are interested in the
4. Verbal Association: Learning through verbal cues gist of things, the essence, or the general idea.
and associations, connecting words or phrases with
 Analytical Thinker- think logically and
specific meanings or actions.
objectively, looking into details.
5. Discrimination Learning: The ability to differentiate
VERBAL VS VISUAL REPRESENTATION
between similar stimuli and respond differently based
on the specific characteristics of each stimulus. - People with verbal approach represent in their
minds what they read, see, or hear as in terms of
6. Concept Learning: Acquiring knowledge of abstract
words or verbal associations.
categories or concepts and recognizing common
features among different stimuli. - people with visual approach experience in their
minds what they read, see, or hear as mental picture
7. Principle Learning/Rule Learning: Learning general
of images.
rules or principles that can be applied across various
situations and contexts. KOLB’S THEORY EXPERIENTIAL LEARNING
8. Problem-Solving: The ability to apply knowledge Kolb’s describe each learning style as a combination of
and skills to analyze and resolve challenges or issues, four basic models which are:
often involving critical thinking and decision-making.
A. Concrete Experience (CE) – abilities: Learning
TYPES OF LEARNING from actual experience
The VARK Model B. Reflective Observation (RO) – abilities: Learning
by observing others.
1. Visual Learners: Individuals who prefer to
learn through visual aids, such as diagrams, C. Abstract Conceptualization (AC) – abilities:
charts, and images. They grasp information Creating theories to explain what is seen.
better when presented in a visual format.
D. Active Experimentation (AE) – abilities : using
2. Auditory Learners: These learners prefer to theories to solve problems.
absorb information through auditory means,
KOLB’S LEARNING STYLE
such as listening to lectures, discussions, or
audio recordings. A. Converger – learns by Abstract Conceptualization
and Active Experimentation
3. Read and Writing Learners: Individuals who
learn best by reading and writing. They prefer Characteristics:
written materials, textbooks, and taking notes
a. good at decision-making
to process and retain information.
b. problem-solving
4. Kinesthetic Learners: These learners thrive c. prefers dealing with technical work
through hands-on experiences and physical than interpersonal relationship.
activities. They learn best by engaging in d. uses deductive reasoning to solve
practical tasks and movements. problems.
e. uses facts and data
The VARK model categorizes learners based on their
f. has skills for technology and specialist
dominant sensory preferences and provides valuable
careers
insights into tailoring teaching methods and materials
to accommodate diverse learning styles.

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Learning Abilities: 2. one-to-one instruction

1. Learns best through demonstration 3. self-instruction methods with ample
2. return-demonstration methods assisted handout, reading materials.
diagrams, charts, and illustration.
B. DIVERGER –stresses more on Concrete Experience
(CE) and Reflective Observation (RO)
Characteristics:
 a. people and feeling oriented.
 b. Likes to work in groups.
LEARNING METHODS
1. Learns best through group discussions and
brainstorming sessions.
2. Consider different perspective and point of view
when looking at a concrete situation or experience.
C. ACCOMODATOR –
relies heavenly Concrete Experience (CE) and Active
Experimentation (AE)
Characteristics:
A. risk-taker GREGORC COGNITIVE STYLES MODEL
B. often using trial-and error methods in solving
Has been identified four sets of dualities,
problems
concrete sequential, concrete random, abstract
C. acts on intuition
sequential and abstract random that consist of two
D. instinct or gut feelings rather than on logic
parts.
E. as achiever
a. PERCEPTION – the way one receives or grasp
LEARNING METHODS:
arranges or grasp incoming information or stimulus
1. enjoys role-playing, gaming and computer
b. ORDERING OF KNOWLEDGE – the way one arranges
simulation
and systematizes incoming stimuli.
2. these learners are the most challenging to
educators because they learn best through GARDNER’S MULTIPLE INTELLIGENCE
new and exciting learning experiences.
3. and are not afraid of taking risks which may  A theory specific to children’s learning styles.
sometimes endanger their safety.  Theory of multiple intelligence (Gardner) states
that there are various types of talent or nine
D. ASSIMILATOR – forms of intelligence which may all be fully
emphasizes Abstract Conceptualization (AC) and developed in a gifted child but on the average,
Reflective Observation (RO). about three to four types may be possessed or
developed by an individual or child.
Characteristics:
a. more concerned with abstract
ideas than people
b. very good in inductive reasoning
c. creating theoretical models
d. integrating ideas
e. actively applying them
f. uses logical thinking
LEARNING METHODS:
1. they learn best through lectures

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