Chapters 1–5 deal with understanding and governing the non-profit organization. Think of a non-profit organization you are familiar with. If you are not familiar with one, please become familiar with one in order to complete this assignment in a professional and informed manner. In terms of the chapters we covered, what do you consider to be the 3 most important concepts that the organization should consider? Include in your answer:
- The concepts
- Page numbers where the concepts may be located
- A brief definition of the concepts
- How the organization would benefit from considering the concepts you have chosen
- How the application of the topic reflects God’s purpose or design.
One to one teaching is one of the most powerful ways of “influencing students.” It promotes active learning in clinical settings while modelling desirable personal and professional attributes. Students can also discuss his or her personal and professional attitudes and values which may not be possible in a larger group (P Cantllon,2003) As suggested by Ausubel and colleagues (1978), the secret of education is to find out what the learner already knows and teach accordingly. With one-to one teaching we can — “customise” teaching as per learner’s needs. Learners value feedback highly, and valid feedback is based on observation. As observed by Cantllon (2003) learning opportunities are wasted if they are not accompanied by feedback from an observer and the learner cannot reflect honestly on his or her performance. One to one teaching is ideally suited to encouraging reflective practice, because you can model the way a reflective practitioner behaves. Two key skills are (a) “unpacking “your clinical reasoning and decision making processes and (b) describing and discussing the ethical values and beliefs that guide you in patient care. SESSION 2 – A lecture bedside clinical teaching Clinical teaching usually directly involving, patients and their problems, lies at the heart of medical education. Clinical teaching focuses on real problems in the context of professional practice and trainees are motivated through active participation. Professional thinking, behaviour, and attitudes are “modelled “by teachers. Clinical teaching not only allows trainee to improve their skills of history taking and physical examination but also test them on decision making and professionalism. Despite these potential strengths, clinical teaching has been much criticised for its variability, lack of intellectual challenge, and haphazard nature (Spencer.John,2008).>GET ANSWER