Semester 1 | ||
---|---|---|
Aim: Highlight similarities, differences, preunderstanding, and drivers in individual learning | ||
LA | - Interactive lecture about the concept of pedagogical encounters | |
- Individual student's previous learning experiences shared with peers | ||
- Reading and discussions about learning theories with peers and teachers | ||
- Interactive lecture about reflection as a tool to support the student's own learning | ||
Aim: Identify and deepen understanding of pedagogical concerns for patients in cancer care | ||
LA | - Clinical practice 1: Identification and observations of pedagogical encounters between cancer patients and health care staff | |
- Individual written assignment about the identification, observation, and analysis of pedagogical encounters in cancer care in clinical practice 1, assessed by the teachers* | ||
- Discussion with peers and teachers about the observed pedagogical encounters | ||
- Interactive lecture about patient learning | ||
- Reflections about the individual student's learning and feedback from teachers | ||
Semester 2 | ||
Aim: Deepen the understanding of one's own learning and patient learning | ||
LA | - Clinical practice 2: Performance of a pedagogical encounter with a patient in cancer care | |
- Practicing the model of 'critical friends' during pedagogical encounters | ||
- Individual written assignment about the planning, performance, and evaluation of the student's own pedagogical encounter with a patient with cancer in relation to theory and the experience of having and being a 'critical friend' in clinical practice, assessed by the teachers* | ||
Semester 3 | ||
Aim: Test one's own understanding of patient learning in an interprofessional context | ||
LA | - Interactive lecture about interprofessional learning and planning of a pedagogical encounter involving at least two different professions | |
- Planning and leading an interprofessional seminar about how to create a pedagogical encounter for patients relating to cancer prevention and self-care | ||
- Individual description of the planning, performance, and evaluation of the seminar discussed with a peer, general feedback from teachers in a seminar | ||
- Final assignment assessing the students' ability to create a cancer prevention intervention for patients with the support of learning theories |
*The LAs used in the data analysis
Int J Med Educ. 2022; 13:176-186; doi: 10.5116/ijme.62c2.b9c4