Guidelines for Training Traditional Health Practitioners in Primary Health Care
(1995; 86 pages) View the PDF document
Table of Contents
View the documentINTRODUCTION AND PURPOSE
Open this folder and view contentsSTEP I: PLANNING FOR THE TRAINING
Open this folder and view contentsSTEP II: DETERMINING THE CONTENT FOR TRAINING
Open this folder and view contentsSTEP III: DETERMINING THE TRAINING METHODS
Close this folderSTEP IV: SELECTING TRAINING MATERIALS
View the documentA. REVIEW THE NEEDS FOR AUDIO-VISUAL MATERIALS
View the documentB. SELECT AV MATERIALS THAT ALREADY EXIST
View the documentC. ADAPT EXISTING MATERIALS
View the documentD. PREPARE YOUR OWN MATERIALS
View the documentE. PRE-TEST MATERIALS BEFORE USING
View the documentF. USE AV MATERIALS EFFECTIVELY
Open this folder and view contentsSTEP V: TRAINING THE TRAINERS
Open this folder and view contentsSTEP VI: EVALUATING THE TRAINING
View the documentCONCLUSION
View the documentAPPENDICES
View the documentREFERENCES
 

F. USE AV MATERIALS EFFECTIVELY

Use AV materials to illustrate the main points in the lesson plans. Use a variety of materials such as diagrams, flip-charts and models. Some parts of a curriculum that involve processes, such as examining a pregnant woman or delivering a baby, may be better illustrated by moving pictures such as films or videos.

Make the visual aids interactive. Ask the trainees what they see or understand from the visuals and start a discussion on the subject. Visuals can be used in the classroom with a group of trainees or in small training groups.

An effective method is to have a student use a visual aid to demonstrate a point with other students. This will give students practice in using visual aids to do health education in the community.

See Reference 15 for further information on how to use visual aids.

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