Theoretical Foundations of Health Professional Education
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- 24 Feb 2020
Established in 1991 after amalgamating four eastern Australian Catholic tertiary institutes, Australian Catholic University now has seven campuses, from Brisbane to Melbourne and welcomes students of all beliefs. Specialising in arts, business, education, health sciences, law, theology and philosophy, ACU encourages its students to think critically and ethically and bring change to their communities and offer this online through Open Universities Australia.
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On successful completion of this unit, students should be able to:
- Describe the main features of and theoretical approaches to contemporary health professional education
- Identify and analyse the ethical, moral and legal aspects of health professional education
- Critically evaluate one's own teaching and learning practice, activities or programs in the context of contemporary health professional education
- Context of contemporary health professional education
- Foundational theories and models of health professional education
- Contemporary approaches to health professional education
- Ethical, moral and legal issues in health professional education
- Becoming an inclusive educator
- Discussion forum/Discussion Board
- Web links
- Embedded Multimedia
- Overview Notes
- Online assignment submission
- Printable format materials
- Resources and Links
- Online Assessment
In order to enrol in this subject, you must be accepted into one of the following degrees:
No special requirements
Health professional education occurs in diverse and complex health settings. It is a requirement of the health professional educator to understand the context of contemporary health professional education, foundational theories and models, and contemporary approaches to health professional education in order to provide rich learning experiences. This subject helps you to learn about learner-centered approaches to facilitating health professional education in diverse settings. You will explore ethical, moral and legal issues impacting on health professional education, and critically analyse the concept inclusive education in relation to your practice.
To that end, you will first explore teaching approaches and models and theories of learning in the context of contemporary health professional education. You will then explore ethical, moral and legal issues as these relate to your practice as an educator of health professionals. This will include a critical evaluation of your own teaching and learning practice. Scholarly evidence will be combined with practical community wisdom as important sources of your learning.
The overall aim is therefore to provide you with a firm foundation of the theories, applications and priorities informing contemporary health professional education, and support you to relate and apply knowledge to your context.
minimum combined total grade of both assessment tasks of 50% is required to pass this unit. Students will be awarded a final grade result. The assessment strategy used aims to progressively develop your knowledge and skills to enable you to meet the learning outcomes for this unit; in other words, it supports your learning as well as providing a means for you to demonstrate your learning. In order to develop the knowledge, comprehension and skills required to achieve the learning outcomes and Graduate Attributes, you will: • demonstrate knowledge of learning theories through participation in online discussion forums with your peers, and consider the ethical, moral and legal issues relevant to different health professional education contexts in a written assessment; • demonstrate further understanding by critically examining your own beliefs, behaviours and teaching practices, to ensure the provision of a safe and inclusive learning environment, as part of the final assessment task. Each assessment task in this unit will be assessed according to criteria and standards that are simplified and summarised in the form of a rubric. The rationale for the use of rubrics in this unit is to provide you with a clear statement of the performance expectations for each assessment task, and to provide clarity around what you need to do to succeed. Further, the use of rubrics aims to provide you with helpful feedback about the quality of your work.
- Written Assignment (40%)
- Written Reflective Assignment (60%)
Check the learning management system (LMS) of your university for textbook details.