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MD8003 - Academic Rural and Remote Medicine: Medical Education

Credit points: 3
Year: 2014
Student Contribution Band: Band 3
Administered by: School of Medicine & Dentistry (pre 2015)

Primarily designed for rural medical practitioners, but relevant to any experienced rural health practitioner. Ideally, enrolling students should have a learner in their practice during part of the course.

This subject will focus on factors which influence learning and the creation of a positive learning environment. It will focus on specific strategies related to clinical teaching for busy medical practitioners. Topics include models of learning, planning teaching and learning, teaching procedural skills, teaching on the ward and in the clinic, cultural perspectives and how learning is facilitated through clinical practice and in different clinical contexts.

Learning Outcomes

  • Critique and apply educational theories to their own learning through an understanding of concepts, models and strategies for learning;
  • Demonstrate the processes involved in developing a successful lesson including writing a plan, learner background, resources and writing questions through proposal writing, reviewing the literature, budgeting, designing methodologies, project management, data analysis and write-up;
  • Describe the factors associated with evaluating teaching and learning opportunities and outcomes.

Availabilities

External, Study Period 1
Census Date 27-Mar-2014
Coord/Lect: Assoc. Professor Louise Young.
Workload expectations:
  • 10 hours tutorials
  • 20 hours practicals
  • 20 hours workshops/Seminars
Method of Delivery: Printed materials
Assessment: assignments (30%); lesson plan and analysis (40%); observation, analysis and critique of a teaching session (30%).

External, Study Period 2
Census Date 28-Aug-2014
Coord/Lect: Assoc. Professor Louise Young.
Workload expectations:
  • 10 hours tutorials
  • 20 hours practicals
  • 20 hours workshops/Seminars
Method of Delivery: Printed materials
Assessment: assignments (30%); lesson plan and analysis (40%); observation, analysis and critique of a teaching session (30%).

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.