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21 Mar Teaching Project Presentation The final presentation will be planned with your instructor once the outline is approved. Final Teaching projects will be presented to classma

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Teaching Project Presentation

The final presentation will be planned with your instructor once the outline is approved. Final Teaching projects will be presented to classmates and the instructor. The presentation site is preferably in the clinical setting. However, the instructor can hold it at the MDC Medical campus.

Each student will present a population-level, evidence-based practice teaching intervention. The presentation should be 15 to 20 minutes at maximum.

Information to include in the presentation consists of:

1. Title of the project.

2. Introduction (what is essential to learn about this issue). You may present statistics such as mortality, morbidity, incidence, and prevalence). 

3. Findings of your assessment: why do you believe the topic is essential for the audience? Please indicate the learning objectives. After the presentation, the participant will:

4. Include barriers and assets for your specific population. What can you teach to empower the population to take a proactive stand for wellness? 

5. The presentation should be age, cultural, and health literacy-appropriate. 

6. The health teaching presentation should provide accurate, evidence-based information to the participant. 

7. The teaching presentation should have examples of outcomes, what happens if I change…., if I don't.

8. The presentation should have examples of how to do the intended behavior.

8. The presentation should have time for participants to ask questions and make comments. 

9. The presentation should have a section that evaluates the audience's attainment of the education objectives. 

10. See Grading Rubric

See Grading Rubric

 

Rubric

Community Health Teaching Project Presentation

Community Health Teaching Project Presentation

Criteria

Ratings

Pts

Description of interest in community selected and identification of health evidence-based practice teaching intervention selected.

Student should be able to describe his active service of citizenship, community engagement and social responsibility within the community selected. Student also described the evidence-based practice teaching intervention which will be presented.

25 to >14.0 pts

Proficient

Student clearly articulates his/her ideas about active community engagement. Was able to communicate his topic based on community health needs.

14 to >10.0 pts

Developing Proficiency

Student did not demonstrate his engagement in the community. Was clear presenting his topic based on community health needs.

10 to >0 pts

Needs Improvement

Student was not able to communicate his engagement in the community. Was not able to clearly communicate his topic based on community health needs.

25 pts

Demonstrates Collaboration with Community Stakeholders

Demonstrate reciprocity and responsiveness in his communication with community leaders and organizations. Maintained awareness to community cultural, educational, and health literacy levels.

25 to >14.0 pts

Proficient

Student clearly articulates how his/her experience has been more than a one-way relationship. Student articulates how she/he was responsive to those served, and how she/he was affected or challenged, or changed by these relationships. Student was sensitive to the cultural needs, health literacy and educational levels.

14 to >10.0 pts

Developing Proficiency

Student showed lack of engagement and limited relationship with community members. Student was not able to assess properly the cultural needs, health literacy and educational levels of the community selected.

10 to >0 pts

Needs Improvement

Student showed minimal engagement in the community selected. Did not assess the cultural, educational or health literacy needs of the community selected.

25 pts

Application of evidenced based teaching intervention.

Student clearly demonstrates knowledge by applying evidenced-based information to the teaching intervention. Student utilizes evidence such as mortality, morbidity rates, and makes a critical analysis of the important social issues facing the population served. Teaching interventions shows depth and complexity of the healthcare needs of the community served.

25 to >15.0 pts

Proficient

Student applied accurate, evidence-based information to the participants. The project includes benchmarks of attainable outcomes. The teaching intervention was well planned and appropriate for the community served.

15 to >10.0 pts

Proficient

Student did not apply evidence-based information to the participants. The project includes benchmarks of attainable outcomes. The intervention was not well planned or relevant to the community served.

10 to >0 pts

Needs Improvement

Student did not apply evidence-based information to the participants. The intervention lacked planned outcomes to be achieved.

25 pts

Evaluation of teaching presentation to participants.

Teaching presentation contained introduction, learning objectives, findings and recommendations. Student was able to reflect on the barriers or limitations of the particular health project within the community.

25 to >14.0 pts

Proficient

Student adhered to allotted time 15-20 minutes. Presentation was clear, contained introduction, learning objectives, findings and recommendations. Audience had time for questions and clarification of material. The presentation utilized visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.

14 to >10.0 pts

Developing Proficiency

10 to >0 pts

Needs Improvement

Student did not adhere to allotted time 15-20 minutes. Presentation did not follow required format. Audience did not have time for questions and clarification of material. The presentation did not utilize visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.

25 pts

Total Points: 100

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