Learning in Health Professions MED5392
- Academic Session: 2021-22
- School: School of Medicine Dentistry and Nursing
- Credits: 20
- Level: Level 5 (SCQF level 11)
- Typically Offered: Semester 1
- Available to Visiting Students: Yes
- Available to Erasmus Students: No
- Taught Wholly by Distance Learning: Yes
In this course, students will identify and critique various theories of learning; they will apply these theories in the design of learning in a health professions context; and they will identify and apply ways to enhance learning, for themselves and for their students.
The course is made up of lectures and tutorials delivered throughout semester 1.
Requirements of Entry
Reflective written assignment (33.33%)
Group wiki (33.33%)
Set exercise to reflect contribution to online learning community (33.33%)
This course will give students the opportunity to:
1. Develop their knowledge and understanding of major theories of learning;
2. Apply theories of learning in the design and delivery of teaching and assessment in the health professions;
3. Develop their ability to enhance their students' learning;
4. Develop their ability to reflect on and regulate their own learning.
Intended Learning Outcomes of Course
By the end of this course students will be able to:
1. Critically discuss major theories of learning and the extent to which they are relevant to health professions contexts;
2. Apply core principles and current theories of learning to the design of a range of learning opportunities and assessment tasks, e.g. lectures, problem-based learning (PBL), case-based learning, simulation, supervision, online formative quizzes.
3. Identify factors that may influence learning and critique the evidence;
4. Critically discuss the role of reflective practice in facilitating learning;
5. Critically reflect on his/her learning practice and measures to enhance this.
Minimum Requirement for Award of Credits
Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.