COURSE SYLLABUS FOR

PRINCIPLES OF TEACHING AND LEARNING IN HEALTHCARE SCIENCE

COURSE CODE: PTL 301

COURSE TITLE: Principles of teaching and learning in healthcare science

COURSE CREDIT: 3 Units ( 2 units Lecture, 1 unit Laboratory)

PRE REQUISITE: Introduction to Assessment and Treatment Planning; Principles
of Therapeutic Exercise and Functional Training

COURSE DESCRIPTION:

This course introduces the overview of learning and teaching principles involving the allied
health professional as an educator and his/her clients, caregivers, the community, allied health
students, or other health professionals as recipients and self-directed learners. It comprises
topics on learning processes, teaching strategies, and the instructional contexts at the tertiary,
secondary, and primary allied health care setting. This course provides fundamental
knowledge education in different settings.

COURSE OUTCOMES

Course Outcomes Student Learning Outcomes

At the end of this course, the students should be able to: A B C D E F G H I J K L M

Distinguish the learning theories, processes, and domains

✓ ✓
inherent to education in allied health care

Distinguish the teaching strategies and their scope to be

✓ ✓ ✓
delivered by the educator in allied health care

Describe learner assessment strategies, their indications, and

✓ ✓
guidelines in creation

Facilitate an appropriate instructional scenario for learners in

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
different allied health care contexts

Develop appropriate instructional materials for patients/clients in

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
primary, secondary, and tertiary allied health care contexts

Atlas Compound, Naga Road, Pulanglupa I, Las Piñas City, Philippines 1742
Telephone Numbers: (+632)5432663 Page 1 of 3
Email: albertzaratemd@gmail.com
 COURSE OUTLINE

Teaching –
Time Assessment
Course Outcomes Content / Topics Learning
Period Tools
Activities
Distinguish the learning ORIENTATION AND HOUSE RULES Indoctrination Written
theories, processes, and DURING THE COURSE Examination:
domains inherent to the Flipped  Reflection
patient/client in allied LEARNING THEORIES (Behaviorism, Classroom Journal
health care Cognitive Learning, Gestalt learning, Social  MCQ
Learning) Brainstorming  Essays
Develop appropriate WEEK 1- (Instructional
instructional materials for 5 INFORMATION PROCESSING THEORY Role Play Design Matrix:
patients/clients in (Perception, Attention, Short-Term Memory, Learning
primary, secondary, and Long-Term Memory, Response) Workshop Outcomes and
tertiary allied health care Content)
contexts LEARNING DOMAINS (Cognitive, Affective,
Psychomotor; Action verbs; ABCD of learning
outcomes writing)
WEEK 6 PRELIMINARY EXAMINATION

Teaching –
Time Assessment
Course Outcomes Content / Topics Learning
Period Tools
Activities
Distinguish the teaching INSTRUCTIONAL EVENTS Flipped Written
strategies and its scope Classroom Examination:
to be delivered by the LARGE GROUP TEACHING STRATEGIES  Reflection
educator in allied health (Lecture, demonstration, seminar, workshop, Brainstorming Journal
care indoctrination)  MCQ
Role Play  Essays
Facilitate an appropriate (Instructional
instructional scenario for ASSESSMENT OF LEARNING (Written Workshop Design Matrix:
patients/clients in Examinations, Practical Examinations, Teaching-
primary, secondary, and Feedback) Learning
tertiary allied health care WEEK 6- Activities and
contexts 12 Resources)

Develop appropriate Performance

instructional materials Evaluation
for patients/clients in  Large group
primary, secondary, and teaching
tertiary allied health care strategies
contexts  assessment
and feedback of
peers

WEEK
MIDTERM EXAMINATION
13

Atlas Compound, Naga Road, Pulanglupa I, Las Piñas City, Philippines 1742
Telephone Numbers: (+632)5432663 Page 2 of 3
Email: albertzaratemd@gmail.com
 Teaching –
Time Assessment
Course Outcomes Content / Topics Learning
Period Tools
Activities
Distinguish the teaching INSTRUCTIONAL EVENTS Flipped Written
strategies and its scope Classroom Examination:
to be delivered by the SMALL GROUP TEACHING STRATEGIES  Reflection
educator in allied health (brainstorming, buzz groups, crossover, Brainstorming Journal
care fishbowl, group discussion, role play)  MCQ
Role Play  Essays
Facilitate an appropriate ASSESSMENT OF LEARNING (Written (Instructional
instructional scenario Examinations, Performance Evaluation) Workshop Design Matrix:
for patients/clients in Assessment
primary, secondary, and PEDAGOGICAL vs ANDRAGOGICAL Methods)
WEEK
tertiary allied health APPROACH
14-17
care contexts Performance
Evaluation
Develop appropriate  Small group
instructional materials teaching
for patients/clients in strategies
primary, secondary, and  assessment
tertiary allied health and feedback
care contexts of peers

WEEK
FINAL EXAMINATION
18

References

Books
1. Sana, EA (editor, 2010). Teaching and Learning in the Health Sciences. Philippines: UP Press
2. Jensen, GM and Mostrom, E (3rd Edition, 2013). Handbook of Teaching and Learning in
Physical Therapy. Canada: Elsevier
3. Plack, M and Driscoll, M (2011). Teaching and Learning in Physical Therapy: From Classroom
to Clinic. New Jersey: Slack Incorporated
Websites
https://www.researchgate.net/publication/272620585_INTRODUCTION_TO_CONCEPTS_OF_TEACH
ING_AND_LEARNING

Atlas Compound, Naga Road, Pulanglupa I, Las Piñas City, Philippines 1742
Telephone Numbers: (+632)5432663 Page 3 of 3
Email: albertzaratemd@gmail.com