Adult Teaching Methods
Teaching people to learn and absorb topics of any size or scope may seem basic to many. However, the matter can be quite complex depending on what is being taught and who it is being taught to. The subject matters because some topics are easy and benign while others are complex and/or controversial. Who is being taught matters as well and there are a number of dimensions by which learning methods would matter and these include the generation in which the person is born, how old they are, where they live, how they were raised and even their cultural or ethnic background. Teaching of adults in particular is known as pedagogy and there is a whole school of thought and research that is dedicated to that subject along. This particular assignment asks the author to explain the methods and tactics that would or could be used to teach volunteers how to conduct training classes of their own. While teaching subjects like this is not overly complex and impossible, there are different methods that need to be picked between and wielded properly so as to convey and instill the values and tactics necessary to thus allow the students to become the teachers.
Analysis
The commonly perceived good thing about healthcare, especially when speaking of volunteers that are not working for a salary, is that the people involved are in the field to impart healing, compassion and care to patients and their families. Even so, the field is still complex and wide-ranging due to the intricacies and iterations that are prevalent in the field including what best practices really are, how to deal with religious differences and variances, how to deal with generational differences and variances and so on. Even so, there are still some commonly accepted ways to teach adults including those adults that will themselves be teaching others in turn. As it relates to teaching people about healthcare, there is a mindset and train of thought that dictates that people in the field have both cultural literacy as well as healthcare literacy. The commonly cited reason for this is because of health disparities that blatantly exist among racial and/or cultural lines. The downside to this approach is that some bristle at the mention of anything the least bit racial or controversial. This is countered vigorously by those that say that the disparities exist and that simply ignoring that fact does not change anything. The upside to recognizing and using this approach is that treating people of all religions and ethnic backgrounds the same with no variation is less than wise and is actually probably worse that getting too racial in some respects. For example, having a chaplain on hand for religious patients is a good idea but it is not something that should be foisted or forced on the patients. However, it is something that is good to have in mind for those patients that do want it. When speaking of racial minorities, very commonsense accommodations and preparations should include having bilingual nurses and other staffers. Another suggestion is to have people on hand that know and understand how to provide effective service and advice to those that are economically disadvantaged, which is something much more common with racial minorities than with non-minorities. The above naturally extends to what could and should be done when teaching volunteers to teach others. Where the people are teaching, the economic strata of those people and the real-world issues that those people face should all be taken into account when determining what is taught, how it is taught and why it is taught (Lie, Carter-Pokras, Braun & Coleman, 2012).
Another tactic that should be embraced, but with caution, is the idea that modern learners need to be approached in different and unique ways. The downside...
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