At the end of this Course, participants should be able to:
- Explain the difference between ‘pedagogy’ and ‘androgogy’
- Explain the difference between a teacher-centred and a learner-centred paradigm (theoretical underpinnings, philosophy, etc.)
- Describe the various teaching, learning and assessment strategies considered as learner-centred (e.g. problem-based learning, portfolios, the one-minute preceptor, etc.)
- Discuss what is required of ‘teachers’ and ‘learners’ in the paradigm shift from ‘teacher-centred’ to ‘learner-centred’
- Critique (evaluate) this approach to learning and teaching (i.e. pros and cons)
- Articulate a personal philosophy of learning and teaching that reflects a learner-centred approach
This Course is intended for those involved in ‘teaching’ medical students who wish to develop an understanding of how we can improve learning through their ‘teaching’ practice. The Course will engage participants broadly about moving to a more learner-centred approach, hopefully challenging current conceptions and leading to improved practice. We will also consider practical examples.
Professor, Medical Education
Faculty of Health Sciences & Medicine
Bond University, Gold Coast, Australia
Michelle completed an undergraduate degree in Biological Sciences, followed by a Masters and PhD in plant and seed toxicology and mycology. She also obtained a Masters in Education. Her interest in medical education began in the late 1990s when she was invited to be part of the Curriculum Development Task Force responsible for implementing a problem-based learning curriculum (University of Natal, which later became the University of KwaZulu-Natal). After several years as Head, Division of Histology, she was offered a post in Medical Education at the United Arab Emirates University where she was largely involved in the first 4 years of the undergraduate medical program. After almost 6 years, she took up a position as Academic Lead (small group learning) at Bond University.
Her research has largely revolved around student experiences in different parts of their training (e.g. the transition to the clinical environment, role models, the impact of their gender, professional identity, etc.).