Evaluation The learning will be evaluated by asking the learners what they have learnt. The feedback is one of the most effective ways of knowing if the patient has gained or benefited from the learning. A requirement for the repeat demonstration will help the educator assess if the patient understood the concept taught. The reversal of the roles will involve the educator
Course Project: Diabetes Management 8 becoming the learner and the learner swapping the role to be the educator. If they teach the same way, it would mean that they have understood. The other step in the evaluation will involve asking open-ended questions regarding the condition. For instance, the educator can ask the learner to describe how insulin works in the body. If they are able to explain it well through recall, one can conclude that they have understood the lesson ("Diabetes: Teaching Patients Self-Care", n.d.).
Course Project: Diabetes Management 9 References Bloom's Taxonomy of Educational Objectives | The Center for Teaching and Learning | UNC Charlotte. Retrieved from - guides/course-design/blooms-educational-objectives Centers for Disease Control and Prevention. (2014). National diabetes statistics report: estimates of diabetes and its burden in the United States, 2014. Atlanta, GA: US Department of Health and Human Services , 2014 . Darbishire, P. L., Plake, K. S., Nash, C. L., & Shepler, B. M. (2009). Active-learning laboratory session to teach the four M's of diabetes care. American Journal of Pharmaceutical Education , 73 (2), 22. Diabetes: Teaching Patients Self-Care. Retrieved from - all/teaching-patients-about-diabetes-171
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