Health Professional Education
HS 9610 – Health Professional Education: Current Topics, Perspectives and Research Issues
This course investigates current topics in health professional education. This seminar course is reading intensive and aims to be interactive and dialogic. Faculty members from across the field join the course to facilitate discussions on special topics and discuss current research in the field. Topics may include but are not limited to: principles of adult and lifelong learning, clinical reasoning, critical thinking, reflective practice, client/family centred practice, communities of practice, applied ethics, evidence-based practice, relational learning and mentorship, collaboration and teamwork, critical perspectives in professional education, humanities in health professional education, leadership, and learning organizations.
HS 9710 – Epistemologies of Practice in Professional Education: Interdisciplinary Perspectives
Reflective practice is perhaps the most popular theory influencing professional education in the last 20 years. This course critically examines the historical and contemporary discourses surrounding the theory of reflective practice and the implications for professional education. The course also investigates the broader notion of epistemologies of practice and considers the ways in which reflection, critical reflection, reflective practice, and dialogue shape the cultivation of professional knowledge in health and human service professions. Reflection in this course is examined along a continuum that includes narrative and aesthetic modes of reflection, intentional cognitive reflection, embodied or tacit reflection and critical reflexivity as they relate to professional knowledge. Attention is drawn to epistemologies of practice in light of traditional divides between theory and practice, and to the role of dialogue in knowledge exchange within communities of practice.
HS9711– Critical and Transdisciplinary Studies in Health Professional Education
This course provides a critical examination of issues and research affecting the education of health professionals across the disciplines. The interdisciplinary and client-centred focus generates thought about pedagogical and curricular issues embedded within topics such as illness and marginality, the politics of health care policy, transcultural health care, disability culture, gender and the politics of care. The course will interest graduate students in health science and education programs who are interested in the health professions.
Health Professional Education Comprehensive Exam (PhD Requirement)
All Candidates in the PhD program are required to pass a comprehensive examination. The examination includes both an oral and written component. In the oral examination, students will be expected to demonstrate a breadth of knowledge about classic and contemporary theories in professional education, and to situate their proposed work in the broader field. The written examination requires two essays: one framed around the methodological approach adopted in the study and the other framed around theoretical bodies of literature relevant to the proposed study.
The following are options for elective courses:
HS 9612 – Research Ethics in the Health Sciences
This course exists to address three emergent trends:
1.) The growth in the market for health science research
2.) The lack of research ethics instruction for future researchers
3.) The expansion of powers assumed by research ethics boards
To confront these phenomena, students in this course will familiarize themselves with the Tricouncil Policy Statement (AKA Tricouncil Code) while simultaneously exploring ethical issues and thought well beyond the policy level. Some of the ethical questions include the appropriateness of paying research subjects, determining what a vulnerable population is and if you should recruit from such a population, as well as unique issues posed by the Tricouncil Code faced by quantitative researchers of health.
N 9619 The Context of Health Care
Economic, political, social, and legislative factors at a provincial, national, and international level influence our health care system, and, in turn, each health profession. These contextual factors create leadership opportunities and responsibilities for all of us. As leaders in our respective professions, we can influence health policy, health services delivery, and ultimately, the quality of health care and the evolution of our professions within the health care system. This course provides all participants with an opportunity to explore indepth, the critical leadership challenges arising from the context of health care. As well, participants will have the opportunity to identify leadership strategies and cultivate leadership skills for rising to these challenges.
N 9668 Interprofessional Health Education: New Trends in Delivery of Learning
This course focuses on examination of the philosophical basis and implementation strategies for the education of future health professionals. Content includes: philosophy of higher education, current issues related to health professional curricular development, historical approaches to clinical teaching, teaching strategies for stimulating critical thinking, evaluation of learning and legal aspect related to health professional education. It provides course participants with opportunity to reflect on their views towards health professional education and compare these with current interprofessional, health professional and educational research. The course is composed of eight sections: philosophical theories related to learning in adults, and in health professional education; factors influencing a learning environment; health professional and interprofessional education curricula; strategies for support of learning; strategies for assessment of learning; legal and ethical issues in health professional and interprofessional education; a practicum; and finally reflection on learning and the role of the facilitator in learning.
All course participants will be provided with the opportunity to apply their course learning in a self-identified practicum where they will work with a group of adult learners on a topic of interest to the adults and evaluated by them. Course participants will also provide a seminar to their classmates on an education topic of interest to them and then complete a scholarly paper on the same topic. Finally course participants will complete a self-assessment of their course participation.
GS 9500 – The Theory and Practice of University Teaching
This course is an interdisciplinary graduate credit course on the theory and practice of university teaching. The goals of the course are: (1) to familiarize students with background research and theory relevant to university teaching, and (2) to provide the opportunity for practice and feedback on basic teaching skills. Students are expected to actively participate in class meetings through discussions and other learning activities and through their involvement in mandatory microteaching sessions.
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Dr. Pamela E. Houghton
Room 1011b, Elborn College
The University of Western Ontario
London, ON N6G 1H1
Phone: (519) 661-2111 Ext. 80310
Mrs. Nancy Inchley
Room 1011c, Elborn College
The University of Western Ontario
London, ON N6G 1H1
Phone: (519) 850-2453
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