Pedagogy

In the lecture, students will acquaint themselves with the functioning of the functional specialist in a pedagogical context and will learn the basic principles of the student-centred approach using Cornell’s notes system and active learning methods. The link between the student-centred approach and patient-centred healthcare will be analysed, contributing to professional development and pedagogical thinking.

The lecture begins with a retrieval practice, after which students learn in depth the principles of student-centered learning and teaching through Cornell’s notes system and active learning methods. In reflection and evaluation activities, students analyse the lecture as learning experience and identify how the acquired knowledge can be transferred into their professional practice.

The lecture begins with a retrieval practice activity and activation of students’ prior knowledge, followed by an explanation and comparison of evidence-based teaching activities in healthcare. Through a practical demonstration and reflective activities, students analyse the teaching process and evaluate how these activities can be applied and transferred to their own professional practice.

The lecture begins with a retrieval practice activity and activation of students’ prior knowledge, followed by an explanation of feedback types used in learning (feed-up, feedback, feedforward). Through role-play and reflective activities, students practise using feedback in the learning process and analyse examples of good practice.

Pedagogical, andragogical, heutagogical approach. Demand and supply. Lifelong learning.

Development of adult non-formal education programme. Goals, objectives, achievable results. Competences and future skills in professional activity.

Methods for motivating oneself and the customer/patient. Types of motivation. Health literacy levels. Health behaviour and behavioural change.

Learning and perception characteristics at a certain age. The specifics of educational work in a professional environment when working with clients/patients of different generations.

During the class, students will identify ideas for the adult non-formal education program and shape its structure.

During the class, students will identify ideas for the adult non-formal education program and shape its structure.

During the lesson, the educational material is presented to course members simulating a conference poster examination period. Students will provide and receive feedback to improve the educational materials developed there.

During the lesson, the educational material is presented to course members simulating a conference poster examination period. Students will provide and receive feedback to improve the educational materials developed there.

Students will actively participate in an fishbowl discussion demonstrating the knowledge acquired during the study course.

Students will actively participate in an fishbowl discussion demonstrating the knowledge acquired during the study course.

Students present the developed draft education programme in the lesson, analysing and justifiably evaluating the teaching and learning methods acquired in the pedagogy course. Discussions and reflection emphasise the consistency of methods with professional practice and the possibilities for their transfer in the context of healthcare.

Students present the developed draft education programme in the lesson, analysing and justifiably evaluating the teaching and learning methods acquired in the pedagogy course. Discussions and reflection emphasise the consistency of methods with professional practice and the possibilities for their transfer in the context of healthcare.

The lecture begins with a retrieval practice, after which students learn in depth the principles of student-centered learning and teaching through Cornell’s notes system and active learning methods. In reflection and evaluation activities, students analyse the lecture as learning experience and identify how the acquired knowledge can be transferred into their professional practice.

During the class, students will identify ideas for the adult non-formal education program and shape its structure.

The lecture begins with a retrieval practice activity and activation of students’ prior knowledge, followed by an explanation of feedback types used in learning (feed-up, feedback, feedforward). Through role-play and reflective activities, students practise using feedback in the learning process and analyse examples of good practice.

During the class, students will identify ideas for the adult non-formal education program and shape its structure.

In the lecture, students will acquaint themselves with the functioning of the functional specialist in a pedagogical context and will learn the basic principles of the student-centred approach using Cornell’s notes system and active learning methods. The link between the student-centred approach and patient-centred healthcare will be analysed, contributing to professional development and pedagogical thinking.

Pedagogical, andragogical, heutagogical approach. Demand and supply. Lifelong learning.

The lecture begins with a retrieval practice activity and activation of students’ prior knowledge, followed by an explanation and comparison of evidence-based teaching activities in healthcare. Through a practical demonstration and reflective activities, students analyse the teaching process and evaluate how these activities can be applied and transferred to their own professional practice.

Development of adult non-formal education programme. Goals, objectives, achievable results. Competences and future skills in professional activity.

Methods for motivating oneself and the customer/patient. Types of motivation. Health literacy levels. Health behaviour and behavioural change.

Learning and perception characteristics at a certain age. The specifics of educational work in a professional environment when working with clients/patients of different generations.

During the lesson, the educational material is presented to course members simulating a conference poster examination period. Students will provide and receive feedback to improve the educational materials developed there.

Students present the developed draft education programme in the lesson, analysing and justifiably evaluating the teaching and learning methods acquired in the pedagogy course. Discussions and reflection emphasise the consistency of methods with professional practice and the possibilities for their transfer in the context of healthcare.

During the lesson, the educational material is presented to course members simulating a conference poster examination period. Students will provide and receive feedback to improve the educational materials developed there.

Students will actively participate in an fishbowl discussion demonstrating the knowledge acquired during the study course.

Students will actively participate in an fishbowl discussion demonstrating the knowledge acquired during the study course.

Students present the developed draft education programme in the lesson, analysing and justifiably evaluating the teaching and learning methods acquired in the pedagogy course. Discussions and reflection emphasise the consistency of methods with professional practice and the possibilities for their transfer in the context of healthcare.