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|Title:||A Study of Selected Teaching Techniques Described Within the Context of Three Interventional Paradigms|
|Author(s):||Ramaeker, Laverne M.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||In comparison with many professions, Allied Health is considered a relatively new field. In the early 1920s, when physicians could no longer meet the diagnostic and therapeutic needs of the patient, they started preparing selected individuals through on-the-job training to assist them. With the advancement of technology following World War II, it became evident that formal educational programs were needed to train the numbers required. This immediate need for instructors in the health professions left no time for formal preparation of individuals and, thus, clinicians assumed the teaching responsibilities.
Because the "health educator" is now a distinct entity from the practitioner, there is a need to examine six selected teaching techniques to see how they have been used as described in journal articles of six Allied Health disciplines. If these six teaching techniques can be ordered according to Zaccaria's (1981) Triaxial Typology, the possibility exists for expanding the repertoire of Allied Health educators by providing exemplars of how lecture, discussion, demonstration, simulation, case studies, and computer-assisted instruction might be used in a directive, collaborative, or facilitative manner. This could contribute to the improvement of classroom instruction in the Allied Health field.
A significant result of this study is that it pointed up the dearth of articles in professional journals which deals with education regarding the six teaching techniques. Some professions have very limited numbers, but none of those sampled abounded in helpful articles for the health educator. It would be of interest for another researcher to further this study by:(1) Determining to what extent does the teaching technique used by an instructor in Allied Health contribute to the socialization process of the students? (2) Is there a difference in learning outcomes where one paradigm (i.e., directive, collaborative, or facilitative) is used over the others? (3) Do teaching techniques differentially contribute to the attainment of the terminal objectives of Allied Health programs?
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1987.
|Date Available in IDEALS:||2014-12-15|