Lifelong Learning Programme

This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Also available in:

Databases

Homepage > Databases > Best Practice

Best Practice

back to the list

Document Typology: University training course
Target groups: Health Workers,Caregivers
country Where It Took Place: Lithuania
Name of compiler: Aldona Droseikiene
name of institution: Lithuanian multiple sclerosis union
role: Project manager
language Of The Description: English
title: Teaching and learning of parental pedagogy in health care service
description Of The Best Practice:
Teaching is the health care student-centered, taking its cues from people’s interests, concerns, and questions. Making training courses-centered involves building on the natural curiosity in health service bring with them and asking students what they want to learn. Teachers help students list their own questions and goals, and then structure for them widening circles of experience and investigation of those topics. Teachers infuse into such care givers curricula all the skills, knowledge, and concepts that society mandates—
or that the state curriculum guide requires—though always in original
sequences and combinations. But student-centered learning does not
mean passive teachers who respond only to students’ explicit cues. Teachers also draw on their deep understanding of health care’s developmental needs and enthusiasms to design experiences that lead students into areas they enjoy and engage in deeply. Teachers
also bring their own interests into the small groups to share, demonstrating how a learner gets involved with ideas. Thus, student-centered education begins by cordially inviting patient’s relatives whole, real lives into the chat rooms; it solicits and listens to their questions; and it provides a balance between activities that follow relative’s lead and ones that lead patients.
Results:
Students learn most powerfully from doing, not just hearing about, any subject.This simple psychological fact has different implications in different subjects. In writing and reading, it means that students grow more by composing and reading whole, real texts, rather than doing worksheets and exercises. It means working real-work projects that involve collecting data, estimating, calculating, drawing conclusions,and making decisions in universities, or hospitals. For social and health care studies, students can conduct opinion surveys, prepare group reports that teach the rest of the group, and role-play famous events, conflicts, and debates. In all teaching groups the key is to help students think more deeply, to discover the detailed implications of ideas through direct or simulated immersion in them.
Quality indicators:
Use of means of parental pedagogy
Comment:
Learning in all subjects needs to be parental pedagogy.
While the teacher may find these subparts meaningful and may
know they add up to an eventual understanding of a subject, their purpose and significance aren’t always apparent to students. This part-to-whole approach undercuts motivation for learning parental pegagogy.
But parental pedagogy learning means that students gain these abilities most effectively by going from whole-to-part, when patients relatives read whole books, write whole stories, andogy because students only then perceive why they are doing this work.
Evaluation:
This teaching course's components and parental pedagogical foundations are applicable for the design and implementation of online courses in other disciplines with field‐based learning experiences.
Unique features of the model are also shared as well as findings from a formative evaluation study.

back to the list