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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Introduction | |
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| Chapter Style | |
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| Interlinking and Interrelating Among Chapters | |
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| Photographs, Sidebars, Internet, CD-ROM | |
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| Chapter Format | |
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| An Overview of the Book | |
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| Intended Uses of This Book | |
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| Summary | |
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| Adult Learners and Their Characteristics | |
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| Andragogy and Pedagogy | |
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| Adult Learners and Grades | |
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| GNS and Adult Learners | |
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| Paradigm | |
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| Ego States: Transactional Analysis | |
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| Learning Styles | |
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| Who Are the Students? | |
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| The Class Mix | |
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| Assembling the Class Mix | |
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| Summary | |
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| Instructors and Their Characteristics | |
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| Instructional Motto | |
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| Instruction and Instructors | |
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| Motivation | |
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| Instructor Characteristics | |
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| Instructor Roles | |
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| Principles of Instruction | |
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| The Art of the Little Things | |
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| Summary | |
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| Theories and Concepts of Education | |
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| Behavioral Theories | |
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| Cognitive Theories | |
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| Facilitator Theories | |
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| Educational Philosophies | |
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| Overview of Philosophies | |
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| What Is Learning? | |
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| Summary | |
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| Behavioral Objectives, Lesson Plans, and Curriculum | |
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| Instructional Architecture 101 | |
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| Before Designing the Lesson | |
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| "The Blueprints": Behavioral Objectives | |
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| Behavioral Objective Rules | |
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| Lesson Plans | |
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| Lesson Plan Componets | |
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| Lesson Plan Format | |
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| Lecture Notes | |
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| Training Curriculums | |
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| Summary | |
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| Multimedia Systems and Educational Resources | |
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| Lesson Plan and Objectives | |
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| Planning the Educational Resources | |
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| Yesterday's, Today's, and Tomorrow's Resources | |
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| Using Multimedia Systems | |
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| Using Specialty Educational Resources | |
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| Summary | |
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| Facility and Classroom Setup | |
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| The Traditional Four-Wall Classroom | |
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| Outdoor Training Facilities | |
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| Room Setup | |
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| Room Etiquette | |
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| No Wall Classrooms | |
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| Summary | |
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| Teaching Strategies and Methods | |
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| Teaching Strategies | |
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| Teaching Methods | |
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| Oral Questions | |
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| Summary | |
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| Psychomotor Development | |
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| The Basics | |
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| The Skill Formula | |
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| Student Personality Traits | |
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| Preskill Setup | |
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| Skill Lesson Presentation | |
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| Over learning and Drill Paradox | |
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| Interpersonal Communication | |
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| Assistant Instructors | |
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| Learning Phases | |
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| Postlogistics | |
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| Summary | |
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| Evaluation Tools | |
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| Behavioral Objectives | |
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| Purpose of Evaluating | |
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| Evaluation Tools | |
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| Oral Questions | |
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| Practical Evaluations | |
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| The Written Examination | |
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| Teacher-Made Examinations Versus Standardized Tests | |
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| Preparing Students for an Examination: A Tale of Two Students | |
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| Test Anxiety | |
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| Test Administration | |
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| Alternative Forms of Evaluation | |
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| Summary | |
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| Program Evaluation | |
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| Accountability | |
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| Quality | |
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| The Objectives | |
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| The Strategy | |
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| Statistics for Examinations | |
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| Developing the Course Evaluation | |
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| Translation of the Results | |
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| Summary | |
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| Internet and Computer-Based Instruction | |
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| Computers: Pieces and Parts | |
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| The Internet and How to Use It | |
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| Computer-Assisted Instruction | |
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| Computerized Training Equipment | |
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| A Look at Advanced Technologies | |
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| Summary | |
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| Realism Concepts | |
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| Realism's Role | |
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| Simulation Facilities | |
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| Realism Tools | |
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| Patient Actors and the Surroundings | |
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| Additional Realism Concepts | |
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| Summary | |
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| Legal Aspects of Instruction | |
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| Liability | |
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| Standard of Care | |
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| Sexual Harassment | |
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| Laws and Regulations | |
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| Operational Regulations | |
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| Instructional Insurance | |
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| Summary | |
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| Program Administration | |
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| Program Administrative Procedures | |
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| Mission Statement | |
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| Institute Administration | |
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| Discipline and Performance Standards | |
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| Written Documentation | |
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| Financial/Accounting/Budgets/Funding | |
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| Program Advertisement | |
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| Extra Perks in a Course | |
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| Quality Assurance for Training Institutes | |
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| Training Institute Accreditation | |
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| Summary | |
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| Index | |