Teaching and Learning in the Health Sciences

Teaching and Learning in the Health Sciences
M.Cl.Sc. 501
Course Instructor - W.W. Weston MD

Objectives - References - Student Comments - Course Content

The BIG Picture

The design of the course reflects the Instructional Design Model. I have attempted to provide a model of good course design – starting with the basics and then focussing, in turn, on learning, teaching, student assessment, curriculum, course design and course evaluation.

Required Texts

Whitman N, Schwenk TL: The Physician as Teacher, 2nd edition. Whitman Associates, 3584 Kings Cove Way, Salt Lake City, Utah, 84121, USA. Fax (801) 944-1643 Email 73521.223@compuserve.com

Stewart MA, Brown JB, Weston WW, McWhinney IR, McWilliam CL, Freeman TR: Patient-Centered Medicine - Transforming the Clinical Method. Thousand Oaks, CA: Sage Publications, 1995.

In addition, approximately 1000 pages of readings from texts and journals will be provided in two binders.

Part I - On site

Getting to know each other
Overview of the course
Frameworks for instructional planning - to prepare students for the Microteach

Instructional Design Model
Set, Body, Closure

The "basic science" of learning

Chickering's meta-analysis
Information processing model of learning

"Basics" of effective teaching - also to prepare students for the Microteach

Microteaching

Overview of Network learning and plans for how we will learn together at a distance

Part II - On line

Learning Unit

Theories of learning
Self-directed learning
Principles of adult learning
Experiential learning
Learning to solve problems
Small group learning

Teaching Unit

Clinical teaching I- developmental issues
Clinical teaching II - difficult interactions, motivation
Teaching in an ambulatory setting
Teaching on the wards

Assessment Unit

Principles of student assessment
Clinical assessment

Curriculum Unit

Curriculum perspectives and teacher beliefs
Historical perspectives e.g. Flexner and GPEP

Planing and evaluating a professional curriculum

Course Planning Unit

Course and instructional planning (revisiting the Instructional Design Model)
Four self-planned sessions

Wrap up and course evaluation

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