(2) Question: Is the presentation realistic as far as the level of the class is
concerned? Instruction beyond soldier comprehension is unrealistic. Relatively difficult
subject matter can be presented to classes of different levels if adapted to their specific
needs. Make instruction more realistic to the soldier by using such personal references
as "Here's what this means to you," or "You will use this in this way."
f. Learning Hooks. Learning is based on experience, and new experiences
are interpreted on the basis of past experience. A person seeing an airplane for the first
time may call it a "strange bird" because that describes the object in the light of things
familiar to him.
(1) Learning hooks and illustrations. An Army instructor can explain new
things by using illustrations that "hook into" the past experience of soldiers and relate
them to the new material. A description of arterial flow could be compared to the
current of a strong river, while venous flow is compared to a lazy current in a small
creek. This would be much better than the technical explanation that may not give
some of your students a satisfactory explanation.
(2) Selection/presentation of illustrations. Soldiers' past experiences vary.
They may not all attach exactly the same meaning to an explanation. Instructors must
select and present illustrations so that all soldiers will get the desired meanings. In
early stages of Army medical training, instructors must draw illustrations from common
civilian experiences. As training advances, more illustrations can be drawn from earlier
phases of the training program.
(3) Review of previous lesson. Instructors can apply this principle in the
introduction to a lesson by reviewing previous instruction. This helps soldiers recall
what they have previously learned and makes up their background for the lessons to be
GENERALIZATION FROM LEARNING
A major aim of Army medical training is to develop the ability to apply
knowledges and skills whenever these are appropriate. This ability is called
a. Student Generalization. When a student is able to take any skill learned in
the classroom and demonstrate his ability to apply it, under the right circumstances, in
field or clinical situations, that skill has "generalized." Chances are that you will never
be completely sure if the skill or knowledge has generalized because you cannot follow
the student around the rest of his life.