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Glossary of Primary Care - Second Draft

Library Documents

A. GENERAL TERMS
B. TERMS OF MEDICAL EDUCATION
C. TERMS OF THE EDUCATIONAL PROCESS
D. TERMS USED IN VOCATIONAL TRAINING
E. TERMS OF PERFORMANCE REVIEW AND CONTINUINE MEDICAL EDUCATION

C. TERMS OF THE EDUCATIONAL PROCESS
C.1.	JOB DESCRIPTION
	(Job definition)
	Leeuwenhorst 1974.
	SEQUENCE IN EDUCATIONAL TERMS
	Aims, Goals, Objectives. (THE FUTURE GF- 1972)
C.2.	AIMS
	(Syn. "Overall Aims" "General Aims", ' AusbiIdungsziele/Absicht')
	The purposes of an educational programme; the changes, particuIarly in the behaviour of the learner, which it is intended to achieve and which may be derived from the job definition. (MJB from THE FUTURE GP 1972)
C.3.	GOALS
	(Syn. "Broad Goals" "Lernziele")
	A subdivision of Aims, usually expressed in terms of behavioural changes; the components of the learning required. (MJB from THE FUTURE GP' 1972)
C.4.	OBJECTIVES
	(Syn. "Specific Objectives" 'Lernschritte')
	A sub division of Goals; the detailed items of learning to be required of the student, described in terms of changes in his behaviour, and which often indicate the manner in which they may be assessed. (MJB from THE FUTURE GP 1972)
	Explicit formulations of the ways in which students are expected to be changed by the educative process in their thinking, their feelings, and their actions. (TAXONOMY OF EDUCATIONAL OBJECTIVES ed .BLOOM)
	'To describe what performance is to be assessed, the standard required and the conditions under which the assessment will take place, is to describe an educational objective. "…" It is essential to define what knowledge, skills and attitudes are to be exhibited and assessed. They constitute the criteria by which a candidate will be judged." (FABB&MARSHALL)
	NOTE: These three terms are often used interchangeably. ''When the objective is a very broad one covering a. wide area of medicine ...the terms aim or goal are sometimes preferred. But the- terms of medical education are only flags of convenience. In this book we adopt the simple expedient of using the word 'objective' Throughout. " (MARINKER in TEACHING GENERAL PRACTICE)
C.5.	LEARNING NEEDS
	That which the student needs to learn as determined by initial assessment. (MJB:NLG)
C.6.	MOTIVATION
	That which provides the incentive to action; it may be INTRINSIC originating from within the student's own value system or the work being done; or it may be EXTRINSIC coming from outside the student in the form of inducements or sanctions. (MJB -from OED, FUNK&WAGNALLS)
C.7.	PROMOTION
	A form of extrinsic motivation which depends upon the active encouragement of an assumed intrinsic value system in the student. (MJB:NLG)
C.8.	SYLLABUS
	A summary o-f what should be learnt in an educational programme. (THE FUTURE GP 1972) "the topics which are to be learned...a. set of educational objectives. (MARINKER in TEACHING GENERAL F'RACTICE)
C.9.	CURRICULUM
	An ordered list of learning situations selected for the achievement of particular objectives. (THE FUTURE GP 1972)
	An INTEGRATED curriculum is one in which an attempt is made to consider many aspects of the learning situation simultaneously without the artificial divisions of specialist academic disciplines. (MJB:NLG)
C.10.	METHODS
	(Syn. " Teaching Methods").
	The ways in which the selected learning situations are used, choosing those which are most suitable -for achieving particular educational objectives within particular learning experiences. (THE FUTURE GP)
C.11.	LEARNING AND TEACHING
	Learning is acquiring knowledge, skills and attitudes. (MJB)
	Teaching is imparting knowledge, skills or attitudes. (MJB)
C.12.	DIDACTIC
	Having the character or manner of a teacher; characterised by giving instruction. (OED)
	Has come to refer to authoritative teaching in passive learning situations. (MJB
	"the so called didactic style, more crudely described as "telling and selling'. Here the teacher is authoritative, gives ^acts, expresses opinions and quotes sources." (MARINKER in TEACHING GENERAL PRACTICE)
C.15.	SOCRATIC
	A dialectic style of teaching using questions to lead the learner to correct conclusions as. determined by the teacher. (MJB)
	"more inclined to ask questions than to give answers. It is the learners who are invited to give answers or to look more closely at the nature o-f the questions which they are asking. " (MARINKER in TEACHING GENERAL PRACTICE)
C.14.	HEURISTIC
	A system of education under which the pupil is trained to find out things for himself. (UED)
C. 15.	PEDAGOGIC
	Pertaining to the art or science o-f teaching; intending to teach others how to teach. (FUNK&WAGNALLS)
C. 16.	INTERACTIVE
	Acting upon each other; in this context learning situations in which participants teach and learn at the same time. (MJB from OED)
C.17.	RESOURCE
	A source of expertise which can be drawn upon; a. person or service (e.g. a library) to whom one can refer.(MJB:OED)
C.18.	FEEDBACK
	The response of the learners to a completed learning situation; which is sought by, or directed to, the programme planner; and which may be POSITIVE or NEGATIVE. (MJB)
C.19.	SETTING
	The place in which learning may occur e.g. the practice, the patient's home, the library. (MARINKER in TEACHING GENERAL PRACTICE)
C.20.	KNOWLEDGE
	Information, which may be recalled, comprehended, applied. analysed, synthesised, and evaluated. The last four of these are sometimes called "cognitive skills" and classified as such.
	"does not only comprise the knowledge of 'facts' but also knowledge of working definitions, concepts, theories and methods useful in everyday practice," (Wright in Teaching General Practice.)
C.21.	SKILLS
	Practical knowledge in combination with ability. (QED) Activities expertly per-For fried: technical ability. ( FUNK^WAGNALLS )
C.22.	ATTITUDES
	Settled behaviour or manner of acting as representative of feeling or opinion. A habitual mode of regarding anything. (OED)
	States of readiness or predisposition; feelings, for or against something, which predispose to responses. They involve emotions (feelings) and knowledge (or beliefs) about the object and emanate in behaviour. They are not inherited but learned and, though relatively stable, are modifiable by education. (Wright in Teaching General Practice')
	'a mental and neural state of readiness...exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related". (GW Allport quoted by Wright in Teaching General Practice)
	'Attitude has almost as many meanings as there are people who use the word' (GE MILLER quoted by Wright in Teaching General Practice).
C.23.	LEARNER CENTRED
	(Syn. "Student centred ").
	Designed primarily to meet the needs of the learner. (MJB:OED)
C.24.	MAJOR DOMAINS OF BEHAVIOUR (BLOOM)
	i.cognitive: arranged in six classes
	Knowledge
	Comprehension
	Application
	Analysis
	Synthesis
	Evaluation
	This includes interpretive skill and problem solving skill.
	ii. affective: arranged in five categories
	Receiving (attending)
	Responding
	Valuing
	Organisation
	characterisation by a value or value complex. This includes the commonly used affective terms 'adjustment", "value'.. "attitudes', 'appreciation", "interest'. It also includes interpersonal and communication skills.
	ii. psychomotor
	This includes perceptual and manual skills.