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Pedagogy in Health Care
Study Course Description
Course Description Statuss:Approved
Course Description Version:9.00
Study Course Accepted:15.08.2024 10:58:10
| Study Course Information | |||||||||
| Course Code: | VPUPK_241 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; University Pedagogy | Target Audience: | Life Science; Biology | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aira Aija Krūmiņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | J. Asara Street 5, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | According to the study programme. | ||||||||
| Objective: | To deepen the understanding of the categories of pedagogy in health care, to develop the ability to choose and apply pedagogical methods, integrating knowledge from various fields in biomedicine into practical and scientific activities, thus promoting scientific progress and making a creative contribution to the development of the field. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Basic principles of pedagogy in health care, development trends and perspective. Values in education and science in the 21st century. Skills and competences in the professional environment today and in the future. | Lectures | 2.00 | auditorium | |||||
| 2 | Theoretical fundamentals of learning. Historical development of didactic approaches. Principles of effective, person-centred education. | Lectures | 2.00 | auditorium | |||||
| 3 | Pedagogical methods and theories (teaching, behaviour, action, self-regulation, etc.) in health care. | Lectures | 2.00 | auditorium | |||||
| 4 | Integration of pedagogical skills and biomedical knowledge in professional activity. | Lectures | 2.00 | auditorium | |||||
| 5 | Current trends in the biomedical sector. Pedagogical (theoretical and practical) solutions to the situation/problem. | Classes | 2.00 | auditorium | |||||
| 6 | Discussion of current issues in science in the context of biomedicine and pedagogy. Innovation and creative solutions. Presentation of independent work. Self-efficacy in the assessment of learning/study process. | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Independently and purposefully prepare for the classes, including: • consolidate the lecture material, • read additionally the indicated sources of information, • master and use professional terminology, • get involved in discussions, the analysis of problem situations/cases, role-plays, etc., • follow the topicalities of the branch and specialty; First independent work assignment "Presentation of important problems in the field of biomedicine and their justification" (in the context of the selection of specific interactive pedagogic methods, their description and demonstration in the group - e.g. online activity; advertising clip; infographic; role play, etc.). Second independent work assignment "Scientific justification of the problem and the developed solution" (in the context of an overview of at least last 5-7 years (2020-2022) of scientific research on the chosen topic, the evaluation of pedagogic methods for the improvement of their didactic goal - specific skills - professional, transversal, digital, etc., the compliance of the developed solution with the UN sustainable development goals and strategy). | ||||||||
| Assessment Criteria: | Within the study course: 1) timely completed and submitted study course evaluation questionnaire; 2) active involvement in the course and discussions. Observations, conclusions, personal experience and vision, insights from seminars, conferences; 3) First independent work assignment "Presentation of important problems in the field of biomedicine and its justification” submitted in e-studies and presented in the group. 4) Second independent work assignment "Scientific basis of the problem and the developed solution" (group members' rating received; presented self-reflection on the work done) submitted in e-studies and presented in the group. The final score in points (1-10) consists of: - involvement and activity in the study course - 10% - First independent work assignment - Presentation and justification of the problem - 40% - Second independent work assignment - Scientific solution and analysis of the problem (self-reflection and evaluation of group members) - 50% | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | • describes the basic principles of effective learning and theoretical backgrounds of person-centred health care; • explains the importance of educational preventive work in own profession; • defines the theoretical aspects of scientific research. | ||||||||
| Skills: | • chooses and uses appropriate pedagogical methods, promoting the transformation of knowledge into practical activity; • raises and analyses current problem situation in the industry, develops an innovative, scientifically based solution to it; • observes the ethical aspects of research. | ||||||||
| Competencies: | Integrates knowledge of various biomedical fields into practice in the context of appropriate, innovative pedagogical choices; using modern technologies, makes a creative, sustainable contribution to the solution of specific situations and the achievement of set goals. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Dahlgren, M.A., Rysted, H., Felländer-Tsait, L., Nyström S. ed. 2019. Interprofessional Simulation in Health Care: materiality, embodiment, interaction. Cham, Switzerland: Springer: Professional and practice-based learning. volume 26. 17-211. | ||||||||
| 2 | Fisher, F., Opitz, A. ed. 2022. Learning to Diagnose with Simulations: Examples from Teacher Education and Medical Education. Springer International Publishing AG. Iegūts no: ProQuest Ebook Central. | ||||||||
| 3 | Upmane, A., Ozoliņa, Z., Krūmiņa, A.A., Mihailovs, I.J. 2019. Komunikācija veselības aprūpes vidē. No: Mārtinsone,K., Sudraba, V. red. Veselības psiholoģija, RSU: 153.-177. | ||||||||
| 4 | Bartholomew, L.K., Eldredge L.K., Markham, K.M. et.al. 2016. Planning Health Promotion Programs: an Intervention Mapping Approach. (65-121; 145-193). | ||||||||
| Additional Reading | |||||||||
| 1 | Connolly, M. 2020. Skills-Based Health Education. 2nd edition. Burlington, MA : Jones & Bartlett Learning. | ||||||||
| 2 | Haugan, G., Eriksson, M. ed. 2021. Health Promotion in Health Care - Vital Theories and Research. Springer International Publishing AG. Iegūts no: via ProQuest Ebook Central. | ||||||||
| 3 | Carter, T.J. 2019. Transformative Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities / – (Series: Adult Learning in Professional, Organizational, and Community Settings_.- Charlotte, NC: Information Age Publishing. | ||||||||
| 4 | Zaidi, Z., Rosenberg, E.I., Beyth, R.J. 2019. Contemporary Challenges in Medical Education : From Theory to Practice. Gainesville: University of Florida Press. | ||||||||
| 5 | Krūmiņa, A.A., Mihailovs, J.M. 2020. Metodes programmas īstenošanai. no: Izglītības organizācijas pamatjautājumi un izglītošanās iespējas Latvijā. Rīga: NordLynx. 155.-190. | ||||||||
| Other Information Sources | |||||||||
| 1 | Latvijas Nacionālais attīstības plāns 2021.–2027.gadam. | ||||||||
| 2 | Sabiedrības veselības pamatnostādnes 2021.−2027.gadam. | ||||||||
| 3 | Par Izglītības attīstības pamatnostādnēm 2021.-2027. gadam | ||||||||
| 4 | OECD. Skills Strategy 2019[2]. | ||||||||
| 5 | OECD. 2020[3]. Skills to Shape a Better Future. Strengthening the Governance of Skills Systems: Lessons from Six OECD Countries. | ||||||||
| 6 | Tanwar, P. 2020. Big Data Analytics and Intelligence: A Perspective for Health Care. ed. by Emerald Publishing Limited. | ||||||||
| 7 | Silén-Lipponen M., Suvi A. 2021.Cultural competence learning of the health care students using simulation pedagogy: An integrative review. Nurse Education in Practice. 52:103044. | ||||||||
| 8 | Best, S., Beech, C., Robbé, I,J., Williams, S. 2021. Interprofessional teamwork: The role of professional identity and signature pedagogy – a mixed methods study. Journal of Health Organization and Management. 35(5):561-578. | ||||||||
