b. Encouraging Generalization. This ability is considered a high level product
of learning. As such, it cannot be taught directly. There is no way for an instructor to
teach every possible situation where a skill or knowledge could be used, nor is it a good
idea to try. As an instructor, you can encourage the generalization process by
presenting or having students present the more likely situations and by emphasizing
those indications (signs/symptoms) that should point toward the need for the skill you
2-10. INCIDENTAL LEARNING
a. Development of Correct Values and Attitudes. The military instructor must
concern himself with more than the teaching of skills and information that directly
contribute to his lesson objectives. He must also be alert to the development of correct
values and attitudes that determine how effectively the soldier will apply the knowledge
and abilities he has acquired in the training program. This principle emphasizes the fact
that the instructor's real, ultimate task is to train soldier medics, not merely perform as a
subject matter expert. Many Army training publications recognize the validity of this
principle when they call for such training results as aggressiveness, the will to fight,
initiative, resourcefulness, and the spirit of the offensive. Medical training generates a
desire to help others, encourages development of selflessness, and instills compassion.
These desirable ends are not taught directly. They are developed indirectly as a result
of three basic factors:
Instruction that recognizes these attributes is a by-product of good
(2) Good leadership that emphasizes and contributes to the ultimate
objectives of medical training.
(3) Carefully designed training programs that provide numerous realistic
situations in which these qualities have the opportunity to develop.
b. The Instructor, an Example. To apply this principle to his teaching, the
instructor must be alert to every facet of the soldier's development. He must recognize
that his students learn many things from his instruction, in addition to the material
presented. He must set a good example and employ a positive attitude toward his
instruction. Soldiers are quick to pattern their reactions to the attitude of the instructor.
The instructor must refrain from making incidental remarks and voicing personal
opinions that do not contribute to the desired soldier attitude. The instructor should give
advance thought to the desirable attitudes, values, interests, ideals, and habits of
conduct that may result from instruction, and try to contribute to their development.