Training Methods in Health Education

Study Course Description

Course Description Statuss:Approved

Course Description Version:4.00

Study Course Accepted:20.10.2022 13:35:13

Study Course Information
Course Code:		SVUEK_001		LQF level:		Level 6
Credit Points:		2.00		ECTS:		3.00
Branch of Science:		Pedagogy; General Pedagogy		Target Audience:		Medicine; Clinical Pharmacy; Pharmacy; Sports Trainer; Nursing Science; Medical Services; Dentistry; Information and Communication Science; Public Health; Communication Science
Study Course Supervisor
Course Supervisor:		Anda Ķīvīte-Urtāne
Study Course Implementer
Structural Unit:		Department of Public Health and Epidemiology
The Head of Structural Unit:
Contacts:		Riga, 9 Kronvalda boulevard, svekrsu[pnkts]lv, +371 67338307
Study Course Planning
Full-Time - Semester No.1
Lectures (count)		6	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		12
Classes (count)		10	Class Length (academic hours)		2	Total Contact Hours of Classes		20
Total Contact Hours								32
Study course description
Preliminary Knowledge:
Basic knowledge of public health, health promotion.
Objective:
To promote knowledge and practical skills in the use of interactive learning methods in health education.
Topic Layout (Full-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Interactivity, learning styles			Lectures		1.00	auditorium
2	“Icebreaker”			Classes		1.00	auditorium
3	Lecture as a method			Classes		1.00	auditorium
4	Brainstorming method			Classes		1.00	auditorium
5	Group work as a method			Lectures		1.00	auditorium
6	Discussion as a method			Classes		1.00	auditorium
7	Game methods			Lectures		2.00	auditorium
8	Role plays			Classes		2.00	auditorium
9	Imitation plays			Classes		2.00	auditorium
10	Situation analysis method			Classes		2.00	auditorium
11	Project work method			Lectures		2.00	auditorium
Assessment
Unaided Work:
Searching and selecting the scientific literature and pedagogical methods required for the project, developing and presenting required materials. At the end of the course, students are invited to fill in a questionnaire and give constructive opinion on what they think was successful, as well as to formulate suggestions for improving the course.
Assessment Criteria:
Attendance of lectures and classes; participation in discussions during lectures and classes; independent project on a freely chosen health promotion or prevention topic developed and presented during the study course.
Final Examination (Full-Time):		Exam
Final Examination (Part-Time):
Learning Outcomes
Knowledge:		As a result of completing the study course, the student will know and be able to do the following: - explain the concepts of interactivity and learning styles; - describe the concept and nature of the icebreaker method; - describe the nature of the lecture method, its advantages and disadvantages; - describe the meaning and purpose of the brainstorming method; - name and describe the concept and nature of group work, the phases of the group process, the roles of group members; - explain the nature of the discussion method, the principles of its organisation, list and describe the different types of discussion; - explain the meaning and nature of game methods, list the different types of games; - describe the nature, purpose and principles of role-play; - explain the nature of imitation play, list the elements of its structure; - explain the purpose and nature of the situational analysis method; - list the phases of the project work method, explain the meaning and significance of the method.
Skills:		The student will be able to: - classify, distinguish and describe different learning styles; - compare different training methods, differentiate their effectiveness; - recognise the activities of the icebreaker method and apply them in practice; - discuss the advantages and disadvantages of the lecture method; put into practice a lecture with elements of interactivity; - purposefully direct and summarise the results of the brainstorming method using different technical aids in practice; - explain the group work process, differentiate the roles of the group members, organise the method in practice; - explain the principles of the discussion method, put into practice, guide, purposefully direct and summarise the discussion process, use different types of discussion; - differentiate and recognise different types of games, identify appropriate materials; - practice and manage role-playing games in a purposeful way, respecting the principles of role-playing in relation to the participants; - practice the methodology of imitation play in health education; - implement and purposefully manage situation analysis; - manage and coordinate different types of project work by the trainees.
Competencies:		The student will be able to: - discuss in a reasoned way the different learning styles of individuals and the need for and use of interactive methods in health education; - independently develop and implement examples of icebreaker activities and train others in their use; - independently develop lecture materials, incorporating as many different elements of interactivity as possible; - adapt and develop brainstorming subjects relevant to the public health sector; - react and work methodically with different group role-players, resolve conflicts within the group; - develop discussion questions on different health topics independently; control and facilitate discussion also in a conflict situation; - develop role-plays independently and creatively; - adapt existing and develop new imitation games on different health issues; - find and develop situations for analysis by the trainees; - create a project work structure, adapting it to different health topics.
Bibliography
No.	Reference
Required Reading
1	Naidoo J., Wills J. Developing Practice for Public Health and Health Promotion. UK and USA: Bailliere Tindall/Elsevier; 2011. (akceptējams izdevums)
2	Randall R. Cottrell, James T. Girvan, James F. McKenzie. Principles & Foundations of Health Promotion and Education. San Francisco: Pearson/Benjamin Cummings; 2012. (akceptējams izdevums)
Additional Reading
1	Engere I., Gleške L., Kvjatkovska I., Šulce D. Lomu spēles sociālā pedagoga darbībā. Sociālā darba un sociālās pedagoģijas augstskola „Attīstība”, 2003.
2	Miķelsone L. Mācību metodes sociālajās zinībās. RaKa, 2002.
3	Rubana I. M. Mācīties darot. Interaktīvas mācības. RaKa, 2004.
4	Whalen S., Splendorio D., Chiariello S. Tools for Teaching Health. USA: John Wiley & Sons; 2007.
Other Information Sources
1	Mark J., Minelli M. J. Beyond Beer Goggles: Interactive Teaching Methods for Alcohol, Other Drugs, and AIDS Prevention. USA: Stipes Publishing; 2010.
2	Watkinson A. Learning and Teaching: The Essential Guide for Higher Level Teaching Assistants. London: David Fulton Publishers; 2006.
3	Younie S., Capel S., Leask M. Supporting Teaching and Learning in Schools: A Handbook for Higher Level Teaching Assistants. USA and Canada: Routledge; 2009.