Veidlapa Nr. M-3 (8)
Study Course Description
Pedagogical Strategies in Researcher Self-Development and Scientific Activity
Course Code
VPUPK_358
Branch of Science
Educational sciences; University Pedagogy
ECTS
3.00
Target Audience
Biology; Life Science
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Aira Aija Krūmiņa
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Health Psychology and Paedagogy
Contacts
J. Asara Street 5, vppk@rsu.lv, +37167061587
About Study Course
Objective
To deepen understanding of the importance of the management of learning/teaching strategies in the process of self-improvement and scientific activity of the researcher by integrating knowledge from different biomedical fields into practical activities, thereby contributing to scientific progress and making a creative contribution to the development of the sector.
Preliminary Knowledge
According to the study programme. Knowledge at bachelor level in biology.
Learning Outcomes
Knowledge
1.Define and understand the theoretical basics of scientific research.
Individual work and tests
Self-improvement. Current affairs in science and specialty.
2.Evaluates the possibilities for knowledge of modern learning strategies for self-improvement in science.
Individual work and tests
Presentation of a major biomedical problem and its scientific basis
3.Describes the dominant trends in natural science research and biomedical development.
Individual work and tests
Self-improvement. Current affairs in science and specialty.
Skills
1.Select and apply appropriate strategies for pedagogy, facilitating the translation of knowledge into practical action.
Individual work and tests
Pedagogical solution to the problem and didactic provision • Presentation
2.Identify and analyse a current problem situation in the sector, develop an innovative, scientifically based solution to it, reflect on progress.
Individual work and tests
Presentation of a major biomedical problem and its scientific basis
3.Respect the ethical aspects of research, justify the support provided by meaningfully used AI for the development of study papers and the conduct of research.
Individual work and tests
Presentation
Competences
1.Integrate knowledge of different biomedical fields into practice in the context of the choice of appropriate, innovative pedagogical strategies; by using state-of-the-art technologies, make a creative, sustainable contribution to addressing specific situations, achieving the goals set and self-improvement as a researcher.
Individual work and tests
Pedagogical solution to the problem and didactic provision
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Independent work |
-
|
-
|
|
Prepare independently and purposefully for classes, including: • secure lecture material; • Read additional information sources • acquire and use professional terminology; • Create a personal information/database on the topic you choose • self-reflection of your activity. |
||
|
2.
Self-improvement. Current affairs in science and specialty. |
10.00% from total grade
|
Test
|
|
Keep track of current developments in biomedical science. Engage in a discussion on the impact of a attended, educational event related to self-improvement and improvement of professional competence (e.g. seminar, scientific conference). |
||
|
3.
Presentation |
10.00% from total grade
|
Test
|
|
Pair work. Create a presentation on research in the natural sciences for the development of specific skills (professional, transversal, digital, research, etc.) in higher education, evaluating the compliance of the selected research with the UN Sustainable Development Goals and modern learning strategies. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Other |
-
|
-
|
|
Requirements for obtaining credit points: attendance and active participation of all practical classes, completion of all independent work, timely completion of the study course assessment questionnaire. |
||
|
2.
Presentation of a major biomedical problem and its scientific basis |
45.00% from total grade
|
10 points
|
|
Individual work. Submitted in e-studies and presented in the study group 1st independent work assignment: “Presentation of a major Biomedical problem and its Scientific justification” in the context of recent years (2022-2025) scientific research (5-7) on the chosen topic and a description of specific (2-3) interactive pedagogical strategies. |
||
|
3.
Pedagogical solution to the problem and didactic provision |
35.00% from total grade
|
10 points
|
|
Individual work. Submitted in e-studies and presented in the study group 2nd independent work assignment: “Pedagogical solution to the problem and its didactic provision” (assessment of group members received; self-reflection on progress submitted). |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Theoretical basics and diamics of learning/teaching (statement theories, models, taxonomies, levels of understanding).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Student-centered approaches to advancing the scientific excellence of prinicipi.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Highlights in living science. Technology. AI support and solutions.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Integration of pedagogical skills and biomedical knowledge into scientific research.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Discussion on topical issues in science in the context of biomedical and pedagogy. Self-ectivity in the assessment of the learning/study process.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Modern learning/teaching strategies, methods and techniques in the university education space in EU and the world.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Challenges in biomedicine today and in the future. Technology to learn and study.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Challenges in biomedicine today and in the future. Technology to learn and study.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Learning/teaching strategies for self-improvement. Researcher self-efficacy and meaningful use of pedagogical strategies.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Learning/teaching strategies for self-improvement. Presentation of the first independent work.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Learning/teaching strategies in scientific activity. Practical solutions to the situation/problem in biomedical medicine.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Learning/teaching strategies in scientific activity. Presentation of the second independent work.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Martinsone, K. sast. 2021. Pašpalīdzības un pašvadības iespēju arsenāls krīzes un transformāciju laikā, metodes ikvienam. RSU.
2.
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.Suitable for English stream
3.
Bartholomew, L.K., Eldredge L.K., Markham, K.M. et.al. 2016. Planning Health Promotion Programs: an Intervention Mapping Approach. (65-121; 145-193).Suitable for English stream
4.
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.
5.
Martinsone, K., Pipere, A. red. 2021. Zinātniskās darbības metodoloģija: starpdisciplināra perspektīva. RSU.
Additional Reading
1.
Connolly, M. 2020. Skills-Based Health Education. 2nd edition. Burlington, MA : Jones & Bartlett Learning.Suitable for English stream
2.
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.Suitable for English stream
3.
Zaidi, Z., Rosenberg, E.I., Beyth, R.J. 2019. Contemporary Challenges in Medical Education : From Theory to Practice. Gainesville: University of Florida Press.Suitable for English stream
4.
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.
RSU Pedagoģiskās izaugsmes centrs. (2023). Mācīšanās un mācīšanas metodes un paņēmieni. Kā veicināt aktīvu un pašregulētu mācīšanos studiju procesā?
2.
Digitālās transformācijas pamatnostādnes 2021.-2027.gadam (informatīvā daļa).
3.
Latvijas Nacionālais attīstības plāns 2021.–2027.gadam.
4.
Sabiedrības veselības pamatnostādnes 2021.−2027.gadam.
5.
OECD. 2020[3]. Skills to Shape a Better Future. Strengthening the Governance of Skills Systems: Lessons from Six OECD Countries.Suitable for English stream
6.
Tanwar, P. 2020. Big Data Analytics and Intelligence: A Perspective for Health Care. ed. by Emerald Publishing Limited.Suitable for English stream
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.Suitable for English stream
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.Suitable for English stream