This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
- Summary of teaching plan
- Epidemiological rationale for topic
- Evaluation of teaching experience
- Community response to teaching
- Areas of strengths and areas of improvement
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
1Unsatisfactory0.00%
2Less than Satisfactory75.00%
3Satisfactory83.00%
4Good94.00%
5Excellent100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
Summary of community teaching plan is not identified or missing.
Summary of community teaching plan is incomplete.
Summary of community teaching plan is offered but some elements are vague.
Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
Evaluation of teaching experience is omitted or incomplete.
Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed and/or vague; purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.
There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
5.0 %Format
2.0 %Paper Format
Template is not used appropriately or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.
In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 %Total Weightage
Expert Solution Preview
Introduction:
For this assignment, I have designed and conducted lectures, evaluated student performance, and provided feedback through examinations and assignments for medical college students. My role as a medical professor involves creating college assignments and answers, as well as guiding students through their educational journey. In this response, I will provide a comprehensive summary of my teaching plan with an epidemiological rationale for the chosen topic. Additionally, I will evaluate my teaching experience, discuss the community response to my teaching, and highlight areas of strengths and areas of improvement.
1. Summary of Teaching Plan:
The teaching plan focused on the topic of cardiovascular diseases, specifically hypertension. The plan included an overview of hypertension, its prevalence, risk factors, and complications. It also covered various diagnostic and treatment modalities, emphasizing the importance of lifestyle modifications, medication adherence, and regular check-ups for effective management. The teaching plan incorporated interactive lectures, case discussions, and practical demonstrations to engage students and enhance their understanding of the topic.
2. Epidemiological Rationale for Topic:
Hypertension was chosen as the topic for the teaching plan due to its high prevalence and significant impact on public health. According to epidemiological data, hypertension affects a large proportion of the population, leading to increased morbidity and mortality rates. Its association with cardiovascular diseases, such as heart attacks and strokes, further underscores the need to educate medical students about its prevention, diagnosis, and management. By addressing hypertension comprehensively, medical students can develop the necessary knowledge and skills to address this public health issue effectively in their future practice.
3. Evaluation of Teaching Experience:
The teaching experience was evaluated based on several factors, including student engagement, knowledge retention, and active participation during lectures and assignments. Students were continuously assessed through formative and summative assessments, such as quizzes and examinations, to gauge their understanding of the material. Additionally, I incorporated group discussions and case studies to promote critical thinking and apply the learned concepts to real-life scenarios. Feedback from students was also solicited through anonymous surveys to identify areas for improvement.
4. Community Response to Teaching:
The community response to the teaching was generally positive. Students expressed satisfaction with the teaching methods employed, highlighting the interactive nature of the lectures and the relevance of the topic to their future medical practice. They reported a deeper understanding of hypertension and its management, indicating that the teaching strategies effectively conveyed the necessary knowledge and skills. Furthermore, the community at large appreciated the emphasis on prevention and lifestyle modifications, which aligns with the current focus on promoting healthy behaviors.
5. Areas of Strengths and Areas of Improvement:
Areas of strengths in the teaching experience included engaging teaching methods, clear explanations, and a comprehensive coverage of the topic. The use of interactive lectures, case studies, and practical demonstrations enhanced student understanding and promoted active learning. Furthermore, the incorporation of feedback and continuous assessment allowed for ongoing improvement in teaching effectiveness.
Areas of improvement identified include the need for increased visual aids and multimedia resources to cater to diverse learning styles. Additionally, greater emphasis could be placed on incorporating real patient scenarios, either through guest speakers or clinical rotations, to bridge the gap between theory and practice. Furthermore, promoting more student-led discussions and group work could enhance collaborative learning and critical thinking skills.
In conclusion, the teaching experience focused on the topic of hypertension, aiming to educate medical college students about prevention, diagnosis, and management. The epidemiological rationale for choosing this topic was its high prevalence and impact on public health. The evaluation of the teaching experience indicated positive student engagement and knowledge retention. The community responded favorably, appreciating the relevance of the topic and the emphasis on prevention. Areas of strengths in the teaching experience included engaging teaching methods and comprehensive coverage. Areas of improvement identified included the incorporation of multimedia resources, real patient scenarios, and student-led discussions. By addressing these areas of improvement, future teaching experiences can be further enhanced to meet the needs of medical college students.
