Postgraduate Diploma: Health Sciences Education

Purpose

The purpose of the qualification is to prepare health professionals for a teaching/education role in their specific health disciplines. This will mean that health professionals have an understanding of teaching and learning processes. They will be empowered to teach others, using appropriate methodologies. Thus the learners will be taught by professionals who have an understanding of educational processes and who have been prepared for the role.

Rationale

Health Sciences Education is a developing field of study that is receiving international attention. Developments in the education of health professionals, who are capable of responding to the changing needs of communities at both local and national levels, require that educators are prepared for teaching using innovative methods to prepare self-directed and life-long learners. This requires changes in teaching and assessment methods. Typical learners will come from the traditional health professions; the majority of these learners will already have a basic qualification in one of these professions and will have already been exposed to a teaching role. The qualification will enable them to improve their teaching role and so provide a better educator for those entering the various health disciplines.

It is assumed that learners should

• Be able to read and critically evaluate academic texts in English and communicate information and their own ideas orally and in written text that is grammatically correct, well structured, clear and concise, using accepted standards of scientific and academic writing, at NQF level 8.
• Be competent in the general theoretical, practical, professional and academic knowledge and understanding developed in learning at NQF level 8.

Recognition of Prior Learning (RPL)

RPL can be used to grant

• Access to learners who do not meet the admission requirements.
• Credits for modules.

RPL is subject to institutional policy.

Access to Qualification

Learners applying for this qualification are expected to possess at least one of the following

• A Bachelor of Medicine, Bachelor of Surgery.
• A Bachelor's Degree in Nursing.
• A Bachelor of Pharmacy.
• A Bachelor of Science in Occupational Therapy.
• A Bachelor of Science in Physiotherapy.
• A Bachelor of Dental Science.
• A Bachelor of Speech Pathology and Audiology.
• A Bachelor in Health Sciences (Honours).
• A Bachelor of Science Honours Degree in a Health Sciences' related field.

The qualification consists of the following four compulsory modules at NQF level 8, worth 30 credits each, totalling 120 credits:

• Theories of Teaching and Learning.
• Teaching Methodologies for Health Sciences Education.
• Essentials of Assessment in Health Science Education.
• Curriculum Development for Health Sciences Education.

1. Identify and discuss key theoretical perspectives of teaching and learning applicable in the field of Health Science Education.
2. Create an awareness of the different teaching methodologies, from the traditional didactic lecture method to small group teaching and teaching in the work place.
3. Apply advanced knowledge in understanding the essential elements of assessment; assessment options and the need for effective feedback.
4. Develop a Health Science curriculum, considering the factors which influence its design and implementation, such as professional body requirements/Regulations, societal needs, the subject being studied and learners' own needs.

Critical Cross-Field Outcomes

The qualification offers the opportunity to develop all the Critical Cross-Field Outcomes.

Associated Assessment Criteria for Exit Level Outcome 1

• Key concepts, principles and theories are identified and described.
• Relationships between key concepts and principles are explained and applied to teaching practice.
• The need and importance of an understanding of the theoretical constructs of teaching and learning is explained.
• The role of the socio-cultural environment in the development of models of learning and assessment is analysed.
• The historical context, role players and principles associated with several key pedagogical theories are described, with particular emphasis on adult learners and tertiary education.
• Additional and relevant literature is identified.
• The implications of learning theories on the effectiveness of web-based and blended learning are analysed.

Associated Assessment Criteria for Exit Level Outcome 2

• A range of teaching strategies are compared and contrasted.

> Range includes: The lecture method, small group teaching, bedside/chair side teaching, clinical teaching, group facilitation.

• Learning objectives are formulated for teaching in the domains of cognitive knowledge, psychomotor skills, affective behaviour and decision making skills.
• A teaching domain is selected and a teaching session is designed.
• Teaching sessions in the various teaching methodologies are conducted.
• Methods to improve student interaction in various settings and using various methodologies are appraised.

Associated Assessment Criteria for Exit Level Outcome 3

• Various assessment methods are compared and questions for each type, structured.
• The validity and reliability of a variety of assessment methods are appraised.
• Formative, summative and continuous assessment methods and the value of each are compared and distinguishing features of each are identified.
• Memoranda for marking a variety of assessments are prepared.
• Test results are analysed in terms of the success of the learning that occurred.
• Appropriate assessments of various types such as cognitive knowledge tests, multiple answer tests and essays are constructed for various types of learning environments, for example the workplace.

Associated Assessment Criteria for Exit Level Outcome 4

• The overt and the hidden curricula are distinguished from each other.
• Different curriculum styles such as the spiral curriculum, integrated curriculum, layered curriculum, are compared and differences identified.
• A curriculum type is selected, considering variables that may impact on delivery, such as human and physical resources.
• A curriculum for a specific Health Science discipline is designed.
• Teaching modalities for the various curricula designs are developed.
• A strategy for evaluating the curriculum for the chosen discipline is proposed.

Integrated Assessment

Integrated assessment will be achieved through a variety of strategies. These include written examinations, group and individual projects and assignments and practical examinations. Some of the criteria may be assessed through observation of the learners during their classes.

Integrated assessment will be both formative and summative.

Formative assessment will take place during seminar presentations, discussions and project sessions. Self and peer assessment will contribute to formative assessment.

Summative components of assessment include written and practical examinations.