Supporting student learning
Facilitating learning
Basics
- Why "learning facilitation" instead of "teaching"?
- Course design - basic principles
- Constructive alignment
- Students' Approaches to Learning
- Educationally Effective Feedback
- Assessment - Faculty Guidelines are here.
- Assessment literacy
- Orienting practices for enhancing student learning in clinical settings
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.
- Problem-based learning
- Placement courses
- Laboratory settings
- Group work
- Fieldwork
- eLearning
- Distance learning
- Clinical teaching
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.
- UQ’s Study skills pages
- APA’s Study-Smart site
- A learning preferences quiz
- Procrastination and the “pomodoro technique”
- UQ Library’s Assignment Essentials pages
- UQ Library’s Digital Essentials site
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:
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 Strategic Plan 2018-2021
- UQ Disability Action Plan 2018-2021
- UQ Reconciliation Action Plan 2019-2022
- UQ Aboriginal & Torres Strait Islander Employment Strategy 2019-2022
- UQ Mental Health Strategy 2018-2020
- UQ Student Life Plan 2018-2021
- UQ Strategic Framework and Action Plan for Sexual Misconduct Prevention and Response
UQ Guides and Information:
- UQ Guide to Using Inclusive Language
- LGBTIAQ+ Inclusion at UQ
- Work and Caring Responsibilities at UQ
- Cultural and linguistic diversity at UQ
- SAGE Pilot of Athena SWAN
Other References:
- Universal Declaration on Cultural Diversity
- Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People
- Workplace Gender Equality Agency
- Women, Careers and Universities: Where to From Here?
- Health Equity - World Health Organization
- ISSR Widening University Participation Policy Brief
Students' Perspectives on Learning in Medicine
A student from UQ refelcts on the role of reflection in learning.
Click on the title to read this reflective piece: Using reflection to confront mistakes: Reframing failure for success, by UQ student Raquel McGill.