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
 

STEP IV: SELECTING TRAINING MATERIALS

Training materials, such as posters, flash cards, videos, films, models and other audio-visual aids, can effectively communicate ideas and information to trainees. Carefully chosen or prepared drawings or diagrams can usually communicate concepts and ideas better than words alone. People remember pictures they see better than words they hear. If people hear words and see pictures at the same time, they will remember even better.

Training materials are often available locally and sometimes can be prepared from materials that are close at hand. Materials must be selected carefully to ensure that they are appropriate for the training group.

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