Self assessment Peer assessment Summary (?)

1. Self assessmentPeer assessmentSummary (?) part ni reg 

2. Intro slides Naglagay din ako ng mga magagamit na slides bukod sa part ko. Pwede dagdagan mga ‘to, or compiled with the rest. 

3. The Declaration of Alma Ata • Primary health care: • Includes at least: education concerning prevailing health problems and the methods of preventing and controlling them; promotion of food supply and proper nutrition; an adequate supply of safe water and basic sanitation; maternal and child health care, including family planning; immunization against the major infectious diseases; prevention and control of locally endemic diseases; appropriate treatment of common diseases and injuries; and provision of essential drugs • Relies, at local and referral levels, on health workers, including physicians, nurses, midwives, auxiliaries and community workers as applicable, as well as traditional practitioners as needed, suitably trained - socially and technically - to work as a health team and to respond to the expressed health needs of the community.

4. 50% decrease in morbidity in Children (0-12years) due to infectious diseases (pneumonia, diarrhea, URTI, pediculosis), dental caries, impacted cerumen, disabilities and malnutrition at the end of 5 years Improved nutritional status Improved Personal Hygiene Accessible health services Good Environmental Sanitation Access to SanitaryToilets Sufficient water resource (access & quality) Good Waste mgt Improved dental health Well maintained H20 System Better access to food Well developed H20 sys Proper diet & food intake Sufficient H20 source in all areas Healthy practices Improved Access to health care Increase in govt funds Increased family income Available medicines, efficient referral system Increase in knowledge on health Improved attitude More livelihood opportunities Better access to the health care system 5-year program in San Juan, Batangas:Objectives tree

5. 5-year program in San Juan, Batangas:Program Components • Community (for children 0-5 years old) • Training of barangay health workers in the Integrated Management of Childhood Illnesses (WHO guidelines) • Municipal-wide information campaign in the proper care of children’s health (primarily led by the barangay health workers) • Elementary School (for children 6-12 years old) • Training of teachers in the physical examination of their students • Child to Child Program (Training of Grades 5 and 6 students to become teachers and models of younger children in the school) • Dental Program • Municipal Nutrition Program • Municipal Rehabilitation Program for the Disabled • Municipal Herbal Program • Diabetes Study • Health • Livelihood Program • Environment • Administration

6. BHW training in IMCI module • Vital signs training • Danger signs training • Cough module training • Diarrhea module training ? Application

7. Assessment • Assessment is needed to keep track of the BHWs’ application of their training • DAGDAGAN pa ito depending on the content of our report regarding assessment, i.e., importance of assessment, ways of assessment

8. Part ko na talaga! Self assessment, peer assessment, summary (?)

9. Self-assessment • Students assess their own performance. • They may not be responsible enough or do not know enough at the beginning of the course. • BHWswill be working with very little supervision after they have qualified. So in the job they must assess themselves. • It is a good idea to give the students some experience of self-assessment whilst they are still being trained. • It will help to save time and will give students a greater sense of responsibility.

10. Self-assessment • In Cluster 12, especially in Laiya Aplaya, the number of patient consults deters appropriate and thorough assessment of BHWs on application of their training. • Interns’ assessment may not be enough. • Issues may arise regarding presumption of BHW incompetence.

11. Self-assessment JOURNAL APPLICATION Given 10 sample cases: Assess if each patient has danger signs. Fill in IMCI forms with correct assessment and classification depending on trainings attended. Suggest plan of management according to patient’s classification. Compare with actual accomplished IMCI form. • In self-assessment, the students need clear guidance about what standards are required. They must also be given a very clear idea of the task. • The student can compare his own work with a "correct answer" and so learn whether his work is satisfactory. • Notice that cheating is not a problem, because the purpose of self-assessment is to learn – not to score points in an exam.

12. Self-assessment • This may be viewed as an exam; an open-book (open-module) type is encouraged. • Open-book tests place value on looking things up when in doubt, rather than trying to rely purely on memory. This can help health workers develop a careful approach to looking for answers to problems in their communities. • This results in fewer mistakes and better health education, and helps take some of the magic out of modern medicine.

13. Self-assessment • Self-assessment focuses more on a BHW’s knowledge and problem solving skills. • It is important that each health worker develop an attitude of self-criticism.

14. Peer-assessment • Students assess each other, as an alternative to self-assessment. • This can be encouraged and guided by the teacher. • Peer-assessment can help to make field experience much more meaningful and purposeful. Instead of vaguely trying to do a job as well as possible, each student will be supervised by a fellow student who is there to watch and advise.

15. Peer-assessment • In Cluster 12, both in Laiya Aplaya and Hugom, there are several BHWs. • This is conducive to peer-assessment. • BHWs have undergone more or less the same training, such that they can assess each other’s performance. • As an alternative, midwives may also supervise the BHWs.

16. Peer-assessment JOURNAL APPLICATION A BHW can serve as a “practice patient.” Based on their red book on vital signs taking: One BHW assesses another BHW per step of vital signs taking. He/she writes down the patient’s vital signs. They switch roles, then compare the resulting vital signs. • Students can be given written instructions for doing a job. Then one of the students attempts to do the job while the other one watches and comments. At the end the students change over and the second student does the job watched by the first one. • The teacher must of course provide the written instructions or check-lists. These can be prepared either from the teacher’s own experience or from a manual.

17. Peer-assessment • Peer-assessment can focus on a BHW’s manual skills and communication skills. • It is important that each health worker develop an ability to accept friendly criticism from others.