A Simple Solution

Introduction | What the slides are about | Who the slides are for
Arrangement of slides and script | How to use this slide set | Start the Slide Show

This slide set was created by UNICEF - WHO India


Thanks to Alard Thiery Fournier for converting the slides to images.

Introduction



What the slides are about
A programme to curb the effects of diarrhoea in infants and young children.



Who the slides are for
The set is intended mainly for community nurses, hospital nurses and all health workers in health centres, dispensaries and 'Primary Care' programmes. However, there is some new, technical and practical information that should be of interest to doctors concerned with Primary Care, especially hose involved in training different categories of health worker.

Although some of the slides date back quite a few years they are still useable because the subjects they cover have not changed.

When giving a lecture using slides you need to keep to the point and only talk about what is illustrated on the slide. It is a good idea to ask one student to be a pointer and to stand at the screen to show the rest of the audience to what the commentary refers. You need to give the audience plenty of time to study the slides and let them try to answer the questions. You should also be prepared to stop for discussion and clarification.

If you are reading the text to yourself cover the answer to the questions with a piece of paper, to stop your eye running on to the answer before you have time to think of it for yourself. You will remember more if you do this.

Arrangement of slides and script

Click here to start slide show

Slides 1-198

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How to use this slide set

Try different ways with different students.

1. Use individual slides to illustrate your own lecture-mix them up with slides from other sets.
   

2. Use the set as a complete lecture. You can just show the slides, and read the commentary, or sit back and listen to the tape straight through. That takes about one hour. But many students stop absorbing facts given in this way after about 20 minutes.
   

3. Divide the set (into at least two parts) and go through it more slowly, especially if the subject is new to the audience.
   

4. Stop for discussion and clarification, and to follow activities such as are suggested in Teacher's Notes. Many students find this much more interesting, and they remember more this way.
   

5. Let the audience try to answer the questions. Much of the script is written as questions and answers-especially where you can make an observation by looking at a slide, or might be able. to recall something which was said earlier. Choose the questions that are of most value to your audience, and give them a genuine chance to answer. You don't have to stop for all the questions-one per slide is a satisfactory average.
   

6. Get one student to be pointer. Ask him or her to stand at the screen and indicate what the commentary refers to. This helps you to see where students are having difficulty in following the commentary.
   

7. Review earlier slides. It is valuable to compare some slides with slides shown earlier in the set. (Slides to review are mentioned after each slide number). Have the early slide ready so you can show it again quickly when it is called for.
   

8. Check unfamiliar words. The vocabulary used in the main text is restricted in order that the material can be used by those for whom English is a second language. A glossary of words that may be unfamiliar is given at the end and the words are underlined (thus, --) the first time that they occur in the text. There are two lists - one of general and medical words that the audience is assumed to know, and one of technical terms relevant particularly to this subject, that students should learn from these slides. Check both lists before showing the set, and write words that your audience may find difficult on a blackboard near the screen, and explain them before you show the slide for which they are needed.
   

9. Private study-cover the answer. If you are reading this commentary to yourself, cover the answers to the questions with a piece of paper, to stop your eyes running on to the answer before you have had time to think of it for yourself. If you look at the answer, it may seem obvious-even boring-because you recognise it. But if you try to think of it without help, you may found that you can't recall it. You will remember much more if you make yourself try to work it out.

updated: 23 April, 2014