OBJECTIVE |
EXERCISE |
PAGE |
2 |
Identifying priority community health problems |
1.09 |
3 |
Causal analysis of health problems |
1.10 |
4 |
Identifying health policy orientations |
1.11 |
4 |
Identifying support systems and actors |
1.17 |
5 |
Identifying professional activities |
1.28 |
5 |
Defining the main functions of health personnel |
1.33,1.38 |
22, 26 |
Analysis of the relevance of a programme |
1.39 |
6 |
Breakdown of a function into professional activities (professional profile) |
1.45, 1.46 |
7 |
Identifying components of a professional task |
1.54 |
8 |
Selecting active verbs relating to a task |
1.59 |
10 |
Identifying the elements of a task |
1.63 |
10 |
Identifying the elements of an educational objective |
1.64 |
8 |
Drawing up specific educational objectives |
1.68 |
9 |
Drawing up contributing educational objectives |
1.69 |
10 |
Critical analysis of an educational objective |
1.70 |
1 to 11 |
Evaluation of knowledge about educational objectives |
1.73, 1.76 |
19 |
Statement of educational decisions |
2.09 |
14 |
Distinguishing between formative and certifying evaluation |
2.16, 2.18 |
15, 16, 18 |
Selecting a method of evaluation |
2.23 |
17, 18 |
Comparing several methods of evaluation |
2.38 |
19 |
Graphic representation of an evaluation system |
2.41, 2.42 |
20 |
Identifying obstacles to and strategies for applying an evaluation system |
2.43 |
12 to 20 |
Evaluation of knowledge about evaluation planning |
2.45, 2.47 |
21 |
Describing learning situations |
3.29 |
28 |
Describing the teacher/tutor's functions |
3.37-3.38, 3.57 |
25 |
Selecting a teaching method |
3.69 |
25 |
Comparing several teaching methods |
3.70 |
26 |
Constructing a feasibility study |
3.85 |
29 |
Constructing an organizational chart for programme implementation |
3.89 |
29 |
Identifying obstacles to and strategies for introducing a new programme |
3.90 |
21 to 29 |
Evaluation of knowledge about programme construction |
3.93-3.96 |
31 |
Evaluating learning materials |
4.15 |
31 |
Evaluating human resources |
4.19, 4.20 |
32 |
Listing advantages and limitations of evaluation by students |
4.27 |
33 |
Drawing up a practical test or project test |
4.30 |
33 |
Constructing an attitude table |
4.33, 4.34 |
34 |
Preparing an essay question |
4.37 |
34 |
Preparing short open-answer questions |
4.38 |
35 |
Preparing multiple-choice questions |
4.45, 4.46 |
36 |
Preparing a programmed test |
4.64 |
36 |
Completing a specification table for a test |
4.71 |
39 |
Calculating the acceptable pass level (APL) for an MCQ test |
4.75 |
40 |
Calculating the difficulty index and discrimination index for a question |
4.83 |
30 to 40 |
Evaluation of knowledge about test and measurement techniques |
4.87, 4.90 |
