Supporting student learning

Facilitating learning

Basics

Methods/Designs/Practices/Learning environments

Introduction to Clinical Education - link to self-enrol in a UQ course about Clinical Education (you can self-enrol; not a micro or short form credential); getting registered with Edge - go here for help.
Effective feedback practices (AMC resource)
Simulation
Bedside teaching
Grand rounds
Tutorial facilitation
Lecturing
CBL facilitation
Demonstration
Designing or using a digital learning resource
Workplace-based learning - see the work-based learning (WBL) course video
Facilitating learning in on-line settings
Randomised retrieval practice

(From the ITaLI pages) As a UQ tutor, you may find yourself working in or facilitating one or several of the following learning environments as part of teaching your course.

Professionalism and other topics

Professionalism - behaviour
About the "hidden curriculum"
Values in medicine
Diagnostic reasoning (on the diagnostic reasoining page link to: https://www.improvediagnosis.org/clinicalreasoning/)

Helping students become better learners

Introduction

Our students are typically already effective, as students, having successfully adapted to study and assessment regimes throughout their school years, or through other study experiences. Nevertheless, occasionally some may need some advice, guidance and assistance in expanding their study skills, dealing with procrastination or anxiety, or adjusting to new expectations, such as becoming more independent, self-directed learners, especially during the clinical years.

Learning literacy, agency, and independent learning

Students may not be aware that they can question, explore, and develop different learning strategies to help them become even more effective as students and as learners. Learning how to learn effectively in different settings and for different purposes, is a fundamental step towards being an independent learner as a student, and a lifelong learner as a professional. Developing personal learning agency is a vital skill as much as it is a central ability that supports professional learning during a career.

Assessment literacy

Assessment literacy is a sub-theme of learning literacy generally, and relates to students' understanding of the methods and purposes of assessment, and of the role of assessment in helping them to develop the ability to judge their own performance standards on an assessment task. This ability to judge performance standards in a learning context (a topic, a course), is fundamental to success as a professional. The concept of assessment literacy is dealt with in more detail here.

Click here to see a recording of a session on Assessment Literacy that was run during one of the Medical Dean Portfolio Quarterly Fora (16 October 2020).

Resources to share with students

The following is a listing of UQ and other websites with useful learning and study tips and resources for students.

Equity, diversity, inclusion

About you - relevant training for developing your equity awareness

The Faculty has a training page designed to make it easy for you to access training relevant to equity, diversity and inclusion among other things. Visit the site here.

ITaLI also has a comprehensive collection of resources and links for supporting "Inclusive Practice".

Universal design

When educators implement Universal Design for Learning, this minimises the need for individual adjustments because the course content and processes are accessible to most people.

Student support referral chart

The University provides a Student Support Referral Chart to guide you in supporting students through appropriate referral.

Indigenous curriculum

Cultural safety principles (PDF, 151.4 KB) from Best (2007).

Best, O. (2017). The cultural safety journey: An Aboriginal Australian nursing and midwifery context. In O. Best & B. Fredericks (Eds.), Yatdjuligin: Aboriginal and Torres Strait Islander Nursing and Midwifery Care (pp. 46-66). Cambridge: Cambridge University Press. doi:10.1017/9781108123754.005

Papers:

Pitama SG, Palmer SC, Huria T, Lacey C, Wilkinson T. Implementation and impact of indigenous health curricula: a systematic review. Med Educ. 2018 Jun 22. doi: 10.1111/medu.13613. PMID: 29932221.
Garvey G, Towney P, McPhee J R, Little M, Kerridge I H Is there an Aboriginal bioethic? J Med Ethics 2004; 30:570-575. URL: http://jme.bmj.com/content/30/6/570.full

Indigenous Education - Deadly Futures Podcast series

AIATSIS Training (Compuslory for UQ staff)

On the importance of brown skin in medical teaching.

Supporting LGBTQIA+ students

This section is being developed. More content will be added in due course.

Visit the UQ Ally page here.

Slides (PDF, 621.1 KB)from the Presentation at the Medical Dean Portfolio Quarterly Forum (Dec 2020) about a Student Staff Partnership Project dealing with representation of LGBTIQA+ in the curriculum (Gardiner et al.)

Medical conditions, mental health, and disability

There is a training course you can do in the staff training Bb site for DDI at this URL:

https://learn.uq.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_11416_1&content_id=_192816_1

Health and wellbeing referral site is here.

Faculty student support pages are here.

Download the Bullying, Sexual Harrassment, and Discrimination Information Pack.

Report an incident - yes this applies to any workplace health and safety incident including those related to psychologcal safety.

Links to relevant resources:

UQ Strategy and Planning Documents:

UQ Guides and Information:

Other References: