Veidlapa Nr. M-3 (8)
Study Course Description
Pedagogy in Health Care
Course Code
VPUPK_241
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 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.
Preliminary Knowledge
According to the study programme.
Learning Outcomes
Knowledge
1.• 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
1.• 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.
Competences
1.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.
Assessment
Individual work
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Individual work |
-
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-
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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 its scientific justification" in the context of recent years (2020-2024) scientific research (5-7) on the selected topic and a description of specific (2-3) interactive pedagogical methods.
Second independent work assignment "Pedagogical solution of the problem and its didactic support" in the context of a demonstration of pedagogical methods in the group (e.g., online activity; advertising clip; infographic; role-playing game, etc.), their didactic goal - the development of specific skills - professional, cross-cutting, digital, etc., as well as the compliance of the developed solution with the UN Sustainable Development Goals and Strategy.
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Examination
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Examination |
-
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-
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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 - "An important problem in the field of biomedicine and its scientific justification” submitted in e-studies and presented in study group.
4) Second independent work - "Pedagogical solution to the problem and didactic support" (group members' rating received; presented self-reflection on the work done) submitted in e-studies and presented in study group.
The final score in points (1-10) consists of:
- involvement and activity in the study course - 10%
- 1. independent work - Presentation and scientific justification of the problem - 50%
- 2. independent work - Pedagogical solution of the problem and its didactic support (self-reflection and evaluation of group members) - 40%
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Study Course Theme Plan
FULL-TIME
Part 1
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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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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.
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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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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.
|
-
Lecture
|
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 fundamentals of learning. Historical development of didactic approaches. Principles of effective, person-centred 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
|
Theoretical fundamentals of learning. Historical development of didactic approaches. Principles of effective, person-centred education.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical methods and theories (teaching, behaviour, action, self-regulation, etc.) in health care.
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-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
Pedagogical methods and theories (teaching, behaviour, action, self-regulation, etc.) in health care.
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-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
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Topics
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Integration of pedagogical skills and biomedical knowledge in professional activity.
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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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Integration of pedagogical skills and biomedical knowledge in professional activity.
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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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Current trends in the biomedical sector. Pedagogical (theoretical and practical) solutions to the situation/problem.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Current trends in the biomedical sector. Pedagogical (theoretical and practical) solutions to the situation/problem.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
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2
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Topics
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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.
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-
Class/Seminar
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Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
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.
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Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam (Written)
Bibliography
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.