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I have taught the Medical Terminology (AHP 105) course for Allied Health students in various programs; primarily Medical Assisting, and Medical Office Administrative in a CTE post-secondary school setting. The classroom is highly diverse with the adult learners' age ranging from 18 to over 55 year old.
This may be the first time some of the adult learners have been introduced to the language of medicine, or the learners may have experience in the medical field as para-professionals, for example Certified Nursing Assistants, Personal Care Assistants, Phlebotomist, etc. The education criteria for the Allied Health programs is a high school diploma or GED. Most students have a good command over the English language. As adult learners many of the students have to balance their responsibilities between home, school, and work. As a military area, we appreciate our members of the armed forces and we are here to support their educational journey as well, and that of their spouses. I believe it is very important for instructors to take the time to get to know and like your learners. The technology and teaching practices should be created and adapted with this in mind. My practices are based primarily on theory of andragogy because of the experiences and expectations my students have as adult learners, the type of learning is life-centered and it is often showed how what is learned is applicable in a "real world" setting. Document 3b presents thoughts regarding the course and the learners to keep in mind during the design process. Although I learned how to create a traditional and graphic syllabus, the one attached is an example of a standard syllabus I have used in the past when teaching medical terminology. |