Fundamentals of Teaching in the Health Sciences

This mixed-mode short course aims to provide public health and health science educators with proficiency in contemporary tertiary health science education design and delivery. It draws upon resources developed for current Monash public health and health sciences education staff to provide participants with a viable entry into a structured education program on health professions education, with a focus on practical examples and application

In this two-part course, participants complete a series of self-paced, online learning modules that comprise structured learning materials and content before attending an on-site active collaborative learning day.

Course outline

ONLINE MODULES

The following topics will be covered in the online learning materials, which will serve as a precursor for expanded active collaborative learning.

MODULE 1: INTRODUCTION

• Levels of learning
• Learning objectives

MODULE 2: CONTENT DELIVERY

• Active vs passive learning, learning theories
• Modes of delivery and engagement
• Constructive alignment

MODULE 3: ASSESSMENT

• Assessment literacy in health sciences
• Authentic assessment in health sciences
• Rubrics

MODULE 4: FEEDBACK

• Approaches to feedback and evaluation

Participants will retain access to the online modules for 6 months, and all links to resources and web applications for workshop activities can be used in their own teaching.

ACTIVE COLLABORATIVE LEARNING DAY

The face-to-face active collaborative learning day consolidates prior online learning through common teaching activities, including short, conventional lecture-style content delivery, interactive tutorial-style discussion and polling, demonstrations as well as group work and creative/synthesis activities.

The active learning component will be based on scenarios and case studies provided or chosen by course participants and, as such, contribute to a student-directed learning experience.

Learning objectives

After completing this course, participants will be able to:

• Design quality student-centred learning outcomes in accordance with relevant health-related professional association standards, and the appropriate qualification level
• Identify a range of teaching formats and compare the strengths and limitations of these with respect to health education content types and learner cohorts
• Understand the educational context of the selection and implementation of a range of learning activities and assessment types for health education
• Plan an educational program that constructively aligns learning outcomes to teaching and learning activities, and assessments
• Recommend an assessment regime and relevant feedback style for a specific health education program; its learning objectives, learner cohort, and remote delivery

Who should attend?

This short course is suitable for new and early career researchers and educators who are interested in building a career in health professions education. Those teaching in both the health sciences and non-clinical disciplines are welcome.

Course facilitators