Principles of teaching medical laboratory science

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Reference no: EM133845924

Question

PRINCIPLES OF TEACHING MEDICAL LABORATORY SCIENCE

1. Which of the following factors should be crucially considered when planning to teach a particular topic to a group of learners to ensure acquisition of higher order thinking skills?

A. Activities B. Context C. Language D. Subject

2. What higher order thinking skill is demonstrated when a student consciously directs himself/herself via self-talking while solving a difficult word problem in biochemistry?

A. Creative thinking B. Discrimination C. Metacognition D. Reflective thinking

3. Determine which case from the given items illustrates higher order thinking skills.

A. Appropriate sequencing following set order of draw B. Correct identification of all venipuncture equipment C. Performance of routine venipuncture to one patient D. Successful troubleshooting of a failed venipuncture

4. Determine which case from the given items DOES NOT illustrate higher order thinking skills.

A. Conducting systematic literature search B. Evaluating the relevance of literatures C. Generating an appraisal paper of literatures D. Synthesizing key ideas from literatures

5. How will extrinsic motivation impede development and/or application of creative thinking?

A. Fear of getting negatively evaluated will influence the learner to strive to be the best. B. Limited choices will be available for the learner to express his/her creative thinking. C. Possible recognition will drive the learner to ensure that his/her output will stand out. D. The learner will tend to tailor his/her performance in favor of the extrinsic motivator.

6. Insight, as a higher order thinking concept, is best demonstrated by which of the following scenarios?

A. A student correctly solved several problems in Analytical Chemistry using the formula taught in class. B. A student scored perfectly in a writing task by carefully adhering to the criteria in a provided rubric. C. A student was able to navigate through a complex set of tasks by analyzing and following a pattern. D. A student was able to perform successfully several qualitative tests for proteins following a manual.

7. Which of the following is an example of a learner's disposition which is a prerequisite in the development of higher order thinking skills?

A. Organized manner of storing old and new learnings B. Persistence to learn a topic and/or acquire a skill C. Routine use of previously learner simple rules D. Verbal representations of ideas with classmates

8. Which pair of level and element of higher order thinking skills development is shown when students in Biostatistics and Epidemiology, under the topic Descriptive Statistics, are asked to create a concept map?

A. Level 1 - abilities B. Level 1 - content/context C. Level 2 - schemata D. Level 3 - outcomes

9. Which of the following test questions measures higher order thinking if the given learning objective is for the students to be able to rationalize the order of draw in venipuncture?

A. Under what conditions should a lavender tube be used? B. Which sequence of tubes is arranged following order of draw? C. Why should a tube be properly seated in the holder? D. Why should a yellow tube be prioritized over a red tube?

10. If the learning objective is for the students to be able to align a light microscope properly for histologic microscopy, which of the following is an appropriate performance task that measures higher order thinking?

A. Asking students to draw and label the parts of different types of microscopes in the histology laboratory B. Giving students images of histologic specimens and asking them to properly identify the specimens C. Providing a case to students and asking them to prepare a histologic microscopy flowchart to aid diagnosis D. Setting microscopes with images out of focus and asking students to make the necessary adjustments

Reference no: EM133845924

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