BARRIERS TO TEACHING
PRINCIPLES OF GOOD TEACHING 1. Lack of time to teach
THE SEVEN (7) PRINCIPLES OF GOOD TEACHING PRACTICE
1. Encourage student-faculty contact
➢ There can be significant contact during class time.
➢ May be limited due to:
- heavy faculty and student workloads
increase in online learning
- lack of institutional reward for faculty who
spend extra time with students.
2. Encourage cooperation among students
➢ Refers to collaborative learning, group studies, and
group projects.
3. Encourage active learning
➢ Refers to enabling students to actively manipulate
the content they are learning
➢ It may include:
▪ Talking about the material
▪ Writing
▪ Outlining
▪ Applying
▪ Asking questions
▪ Acting it out
▪ Reflecting
4. Give prompt feedback
5. Emphasize time on task
➢ Ensuring that students know how much time they
should spend learning particular material.
➢ Encouraging them to take studying and practice
seriously
6. Communicate high expectations
➢ Learners should be told that they are expected to
work hard, and specific expectations should be
clearly stated.
7. Respect diverse talents and ways of learning
➢ Learners have different learning styles
➢ Teacher uses a variety of teaching strategies and
assignments to meet the needs of diverse learners.
➢ Early discharge from in-patient and out-patient
settings
➢ Schedules and responsibilities of health
professionals are very demanding
➢ Finding time to allocate to teaching is very
challenging in light of other work demands and
expectations.
2. Many health professionals admit that they do not feel
competent or confident with their teaching skills.
3. Personal characteristics of the health professional
educator play an important role in determining the
outcome of a teaching-learning interaction.
➢ Prime factors in determining success of any
educational endeavor:
1) Determination to teach
2) Skill in teaching
4. Low priority to patient and staff education.
➢ Budget allocations for educational programs
remain tight and can interfere with the adoption
of innovative and time-saving strategies and
techniques.
5. Environment where health professionals are expected to
teach is not always conducive to carrying out the
teaching-learning process.
➢ Lack of space
➢ Lack of privacy
➢ Noise
➢ Frequent interferences caused by client
treatment schedules and staff work demands
6. Absent of 3rd party reimbursement to support patient
education.
7. Some health professionals question whether patient
education is effective as a means to improve health
outcomes.
8. The type of documentation system used by healthcare
agencies has an effect on the quality and quantity of
patient teaching.
➢ Communication among healthcare providers
regarding what has been taught needs to be
coordinated and appropriately delegated so that
teaching can proceed in a timely, smooth,
organized, and thorough fashion.
PRINCIPLES OF GOOD TEACHING

PRINCIPLES OF LEARNING

1. Use several senses

➢ % of how much students will retain:
➢ Reading - - - - - - - - - - - - - - - - - - - - - - - -10%
➢ Hearing - - - - - - - - - - - - - - - - - - - - - - - - 20%
➢ Seeing - - - - - - - - - - - - - - - - - - - - - - - - - 30%
➢ Seeing & hearing - - - - - - - - - - - - - - - - - 50%
➢ What they say - - - - - - - - - - - - - - - - - - - 70%
➢ What they say as they do something - - 90%
2. Actively involve the learners in the learning process
• The more interactive the educational experience, the greater the likelihood of success.
• Use methods that engage the participants:
1) Discussion
2) Role-playing
3) Small group discussion
4) Question and answer
3. Provide an environment conducive to learning
➢ Learning takes place best when people are comfortable and extraneous interference is kept to a
minimum.
1) Good lighting & temperature control
2) Comfortable seating with enough space between seats
3) Free of unpleasant odors
4) Free from signs of deterioration
5) Should have a sound system
4. Assess the extent to which the learner is ready to learn
• Learner should be emotionally and physically ready.
5. Determine the perceived relevance of the information
• Adults are generally willing to learn if they perceive the information or skill being taught as
relevant to their lives in some way.
6. Repeat information
➢ Information can be repeated throughout the educational session by referring back to material that
was previously discussed.
7. Generalize information
➢ Information is more readily learned if it is applied to more than one situation.
8. Make learning a pleasant experience
➢ This can be accomplished through frequent encouragement and positive feedback.
9. Begin with what is known; move toward what is unknown
➢ Information should be presented in an organized fashion.
• Begin with the basics or general information that is known and move toward new information.
10. Present information at an appropriate rate
➢ The rate at which you should teach new information depends on:
1) Time frame available
2) Physical limitations of the learners
3) Education level
4) Prior experience or familiarity with the information