Overview

Duration

The duration of the programme is 1 year full time or 2 years part time. Delivery is via a flexible mode of blended learning with face-to-face block components on-campus; off-campus components of self-study with weekly mediated interactive group sessions on our e-learning platform; unlimited interactive peer sessions; working on and submitting assignments; completing structured reflective tasks, and applying theory to authentic practice. The self-study component contains structured tasks relevant to each participant’s work context and submitted tasks receive formative feedback. These tasks form the basis of the summative assignment for each course or make up aspects of a summative teaching portfolio. Practical workplace experience consists of participants drawing on their present work situation and applying theory to their work situation. Assignments are based on actual work situations and on implementing change to current own practice.

Purpose of Qualification

The programme is based on adult learning principles. The educational methodology encourages critical engagement with relevant theories related to teaching, learning and assessment. The courses cover current thinking, practice and research in the field of health professional education. A strategic goal of the programme is to contextualise health professional education within the Primary Health Care Approach to inspire health professionals to participate in the transformation of the health system.

Delivery I: Available in this OER

Face-to-face:
2-Week Initial Block

Course 1:
Teaching and Learning Theories in Health Professional Education

The main objectives of this block are to:

introduce you to each other to start building a community of practice
familiarise you with the e-learning platform we will be using (VULA) and the various digital tools we will use to assist your learning journey
to give you an introduction to each course, the type of assessment you can expect, and use some of the course content to introduce you to the e-learning platform and digital learning tools we will be using
help you to locate yourselves, and your role as health professional educators, within a broader context (of the country’s health system and possibly globally as health professional educators).

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This course introduces students to teaching and learning theories applied to the broad clinical context within a higher education and authentic health service framework. This is achieved through critically examining their learning and teaching experience, and theories of learning and teaching relevant to the broad clinical and practice learning context. It includes critical appraisal of selected theories, e-learning, research evidence as well as the impact of organisational change on teaching and learning.

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Delivery II: NOT Available in this OER

Course 2: Learning and Teaching Practice	Course 3: Assessment in Health Professional Education	Course 4: Curriculum Development and Course Design
This course aims to critically review the range of teaching methods appropriate to teaching and facilitation of learning in the clinical context in Primary Health Care-led curricula and health services, and further develop skills in the various teaching methodologies. It includes teaching and learning methods; evidence of best practice; designing and structuring teaching and learning activities; integration of the Primary Health Care Approach into broad clinical teaching; providing feedback; group dynamics and effective facilitation in small and diverse groups and one-to-one learning.	In this course students will be exposed to an overview of various assessment approaches, purposes, methods and debates, focussing on changing trends in assessment. This includes concepts, approaches and debates associated with assessment; the selection, alignment and design of assessment; assessment blueprints; integrating the Primary Health Care approach in assessment; research methods and online assessment.	This course examines the relationship between course and curriculum design, implications of the various models for student learning and the complexities of health professional curriculum development. In addition, ways of improving the quality of teaching, learning and assessment are addressed. It includes educational theory; approaches to curriculum development; models and principles of course design; course evaluation instruments; the hidden curriculum; curriculum mapping and the relationship between health sciences curricula and health service provision.

Post Graduate Diploma in

Health Professional Education

Overview