9-8
• Attitudes toward people in need. (Does the student feel respect, kindness,
and concern for sick persons, old persons, women, children, and very poor
persons? Is he eager to share his knowledge, or does he like to make people
think he has mysterious healing powers?)
• Relating to others as equals.
For evaluating these skills and attitudes, careful observation is more helpful than
written tests. Instructors and students can observe one another when attending
the sick, explaining things to mothers and children, or carrying out other activities.
Then they can discuss their observations in the weekly evaluation meetings (see
page 9-15). (When delicate or embarrassing issues arise, it is kinder to speak to the
persons concerned in private.)
It is important that each health worker develop an attitude of self-criticism, as
well as an ability to accept friendly criticism from others. These can be developed
through evaluation sessions, private discussions, and awareness-raising dialogues
(see Ch. 26). In the long run, the development of an open, questioning attitude can
contribute more to a health worker’s success than all his preventive and curative
abilities put together.
Written tests may show what a student knows.
But far more important is how well he can use his knowledge.
The best tests of a health worker’s learning are his actions in the community.
HE KNOWS
BUT CANNOT DO.
HE CAN DO
BUT DOES NOT KNOW.
HE KNOWS
AND HE CAN DO.
A health worker
who knows a lot
but cannot do
much with what
he knows, is
ineffective.
A health worker who does things
without knowing what he is
doing, is dangerous.
To be effective, a health
worker must be able
to turn knowledge into
action.