Veidlapa Nr. M-3 (8)
Study Course Description
Pedagogy in Health Care
Course Code
LSPA_619
Branch of Science
Educational sciences; University Pedagogy
ECTS
3.00
Target Audience
Business Management; Civil and Military Defense; Clinical Pharmacy; Communication Science; Dentistry; Health Management; Information and Communication Science; Juridical Science; Law; Management Science; Marketing and Advertising; Medical Services; Medical Technologies; Medicine; Nursing Science; Pedagogy; Person and Property Defence; Pharmacy; Political Science; Psychology; Public Health; Rehabilitation; Social Anthropology; Social Welfare and Social Work; Sociology; Sports Trainer
LQF
All Levels
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Aira Aija Krūmiņa
Structure Unit Manager
Uģis Ciematnieks
Structural Unit
Department of Sports Theory
Contacts
Riga, 5 J. Asara Street, vppk@rsu.lv, +37167061587
About Study Course
Objective
To improve students' understanding of the principles of pedagogy in health care and the ability to choose and use pedagogical approaches in educating patients or clients, as well as to solve problem situations related to learning and health promotion in an argumentative manner.
Preliminary Knowledge
Specific knowledge in pedagogy is not required. Basic understanding of the student's professional field, the ability to use scientific information sources and digital tools, as well as basic knowledge of professional communication and patient needs assessment is desirable.
Learning Outcomes
Knowledge
1.Describes the latest scientific knowledge and research in the chosen profession
Individual work and tests
Current developments in the specialty and science, self-improvement
2.Defines principles for effective learning at different ages
Individual work and tests
Mid-semester examination of content/acquisition of subjects 5 to 8
3.Explains the theoretical basics of learning and the modern patient-centered learning process
Individual work and tests
Mid-semester examination of content/acquisition of subjects 1 to 4
4.Evaluates the role of educational preventive work in maintaining health
Individual work and tests
Current developments in the specialty and science, self-improvement
Skills
1.Correctly use the terminology of pedagogy and patient education in oral and written professional communication.
Individual work and tests
Exam paper - EDUCATION PLAN for a patient/ group of patients
2.Analyzes professional information, structures the most important findings and presents them to the study group in an argumentative manner.
Individual work and tests
Current developments in the specialty and science, self-improvement • Mid-semester examination of content/acquisition of subjects 1 to 4 • Exam paper - EDUCATION PLAN for a patient/ group of patients
3.Select methods of pedagogy appropriate to the health of the client/patient, their study and professional needs in communication.
Individual work and tests
Mid-semester examination of content/acquisition of subjects 5 to 8
Competences
1.Develops and presents a solution to a health care problem in a reasoned manner, using digital technologies and AI responsibly and evaluating the reliability, limitations and ethical risks of the information obtained.
Individual work and tests
Solution to healthcare challenges with support from digital technologies and AI
2.Independently develop a didactically substantiated educational plan for an individual patient or group of patients.
Individual work and tests
Exam paper - EDUCATION PLAN for a patient/ group of patients
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
10.00% from total grade
|
10 points
|
|
Prepare for the classes independently and purposefully, including: • consolidate the material of the lectures, • read the additional sources of information indicated, • master and use professional terminology. Mandatory attendance at classes. All works submitted and defended in a timely manner. In the case of a delayed submission deadline, the assessment (number of points) is reduced by half. Providing constructive feedback on the study course by filling out its evaluation form. |
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|
2.
Solution to healthcare challenges with support from digital technologies and AI |
15.00% from total grade
|
10 points
|
|
Group work. During Lecture 2, prepare a presentation (8-10 slides; 8-10 min) on a topic relevant to healthcare. The presentation should include: 1) description of the problem; 2) possible solution with the support of digital technologies and AI; 3) limitations and ethical risks; 4) questions for discussion in the lecture theatre; 5) scientific information sources, correct references. |
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|
3.
Current developments in the specialty and science, self-improvement |
15.00% from total grade
|
10 points
|
|
Individual work. Keeping up with the latest developments in the chosen profession. Preparing a presentationconcerning a measure relating to professional development(seminar, conference, e.g. RSU Science Week, etc.)Impressions.Share impressions from at least 2 events (e.g., 1 oral presentation, 1 poster presentation), describing them and submitting in e-studies in the form of a PowerPoint presentation (6-7 slides).Lesson 63 min to present your findings to your group members. Evaluate the accuracy of the content, the depth of analysis, the relevance to the professional field, the use of sources, and the quality of the presentation. |
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Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Mid-semester examination of content/acquisition of subjects 1 to 4 |
20.00% from total grade
|
10 points
|
|
Multiple-choice knowledge test on the following topics: Pedagogy. Learning. Learning theories and methods. Professional knowledge, skills and competence. 20 questions, 20 min. at the end of Lesson 4. |
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|
2.
Mid-semester examination of content/acquisition of subjects 5 to 8 |
20.00% from total grade
|
10 points
|
|
Multiple-choice knowledge test on the following topics: Professional communication in the healthcare environment. Motivation. Models of the relationship between the specialist and the patient. Patient education. 20 questions, 20 minutesLesson 8Finally. |
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|
3.
Exam paper - EDUCATION PLAN for a patient/ group of patients |
30.00% from total grade
|
10 points
|
|
Educational plan for a patient or a group of patients (including several educational activities) with similar problems. E-study Word doc (3-4 pages) and PowerPoint presentation (5-7 slides). The plan should include: 1) characterization of the patient or group and assessment of needs; 2) specific learning outcomes; 3) justification of pedagogical methods; 4) appropriateness of content and materials; 5) assessment of potential outcomes (challenges, risks, benefits); 6) professional terminology, scientific sources of information, work design. Presented in the study group in the 7th lesson. |
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
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Location
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Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
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Topics
|
Basic principles of pedagogy in health care.
Description
Pedagogy in health care - trends and perspective. 21st century values in education and science - the context of knowledge, skills and competence. Basic ethical principles in pedagogy and health care. |
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
|
Topics
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Technology in healthcare and patient education.
Description
Diagnosing and solving healthcare issues with technology. Evaluating information. The science and art of patient education. |
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Theoretical foundations of learning and teaching in health care.
Description
Use of personalized learning strategies in healthcare. The importance of educational preventive work. Learning methods. |
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Patient-centred learning. Health literacy and health behaviour.
Description
Effective learning methods and principles. Health literacy levels. Critical thinking in patient/client education. Problem-based learning. |
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Developing a patient education plan.
Description
Characteristics of the patient and assessment of needs. Learning objectives and assessment of outcomes. Selection, justification and evaluation of teaching materials. |
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Professional communication and patient education.
Description
Individual work with the patient and work with groups of patients. Learning motivation. Emotions. Social-emotional learning. |
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
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Topics
|
Individual perception and developmental characteristics at different ages.
Description
Insight into the functioning of cognitive processes (sensation, perception, memory, imagination, thinking, speech, etc.). Age and personality characteristics. |
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Digital transformation of healthcare. Challenges for the future.
Description
Use of MI tools in patient education - benefits and losses, threats and risks. Verification of the reliability of information, risks of prejudice and errors, data protection, academic and professional ethics. |
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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The role of pedagogy in the personal growth, development and self-improvement of health care professionals and patients.
Description
Discussion: Ways and styles of learning. How do we learn? How does our patient learn? What? How? To whom? Why? When to learn/teach? How to check the results of learning? |
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Addressing health care challenges with digital technologies.
Description
Group work: Searching for scientific sources, evaluating quality and arguing practical relevance. Presentation and discussion of the work developed in groups. |
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
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Topics
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Pedagogical methods in action. Active learning strategies in health care.
Description
Discussion: Theoretical approaches in health care, learning taxonomies. Tasks for determining the levels of taxonomies. |
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
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Topics
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Patient profile analysis for assessing readiness to learn.
Description
Group work: Case study. Interim examination on the content/acquisition of topics 1-4. (Multiple-choice knowledge test on the topics: Pedagogy. Learning. Learning theories and methods. Professional knowledge, skills and competences). |
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Class/Seminar
|
Modality
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Location
|
Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
|
Topics
|
Analysis of specific patient education plans.
Description
Group work: Correct use of professional and pedagogical terminology. Tasks for the evaluation and improvement of teaching materials and learning outcomes. |
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
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Topics
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Specifics of teaching and learning individually and in groups.
Description
Discussion: Barriers in the communication between the specialist and the client. Ethical aspects of communication. Presentation of the independent work: "Topical issues in the specialty and science, self-improvement". |
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
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Topics
|
Healthcare situation simulation tasks.
Description
Group work: Simulation tasks of health care situations. Presentation of the Final Paper “Educational Plan for an Individual Patient or Group of Patients” Peer evaluation and self-reflection. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Topical issues in health care in the future science - trends, challenges.
Description
Discussion: Topical issues in future healthcare. Interim examination on the content/acquisition of topics 5-8. (Multiple-choice knowledge test on topics: Professional communication in the healthcare environment. Models of specialist-patient relationships. Patient education). Summary: Assessment of the student's involvement in the study course. |
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Špona, A. (2022). Pedagoģija: pārdomas, atziņas. Rīga: RaKa.
2.
Krūmiņa, A.A., Mihailovs, I.J., Mārtinsone, K. (2019). Pacientu izglītošana un izglītošanās. No: K.Mārtinsone, V.Sudraba (red.) Veselības psiholoģija (116.-127.), RSU
3.
Krūmiņa A.A., Mihailovs I.J. u.c. (2019) Komunikācija veselības aprūpes vidē. No: K.Mārtinsone, V.Sudraba (red.) Veselības psiholoģija (153.-177.), RSU
Additional Reading
1.
Bēta, G. (2017). Māsu profesionālā lietpratība pacientu izglītošanas procesā. Promocijas darbs, LiepU.
2.
Woods, L., Lyons, K., Van Der Vegt, A., Olsen, Q., Huang, W., Khor, J. S., Xu, N., & Sullivan, C. (2026). Assessing the effectiveness of artificial intelligence education and training for healthcare workers: A systematic review. BMC Medical Education, 26, 549.Suitable for English stream
3.
Stamer, T., Machinek, N., Steinhäuser, J., Goujard, M., & Flägel, K. (2026). The role of digital teaching methods in supporting practical skills training in the academic training of health professions: A scoping review. BMC Medical Education, 26, 361.Suitable for English stream
4.
Zaghloul, H., Fanous, K., Ahmed, L., Arabi, M., Varghese, S., Omar, S., Al-Najjar, Y., El-Khoury, R., Gray, J., Rakab, A., & Arayssi, T. (2025). Digital health literacy in patients with common chronic diseases: Systematic review and meta-analysis. Journal of Medical Internet Research, 27, e56231.Suitable for English stream
Other Information Sources
1.
Ministru kabinets. (2025). Par Mātes un bērna veselības uzlabošanas plānu 2025.–2027. gadam.
2.
Veselības ministrija. (2025). Veselības darbaspēka attīstības stratēģija no 2025. gada līdz 2029. gadam.
3.
Sabiedrības veselības pamatnostādnes 2021.−2027.gadam
4.
Veselības ministrijas gada publiskais pārskats (2025).
5.
Health and long-term care. (An official website of the European Union)
6.
Shersher, V., Haines, T. P., Sturgiss, L., Weller, C., & Williams, C. (2021). Definitions and use of the teach-back method in healthcare consultations with patients: A systematic review and thematic synthesis. Patient Education and Counseling, 104(1), 118–129.Suitable for English stream