Searching the World's top universities for courses with:

University of Auckland - Clinical Teaching

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance Simulation and Clinical Skills Teaching

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting. Theory and practice around the use of simulators in clinical education. Addresses underlying theory, research, course design, acquisition of clinical skills, scenario-based learning, scenario design, simulator programming, and feedback after simulated performance.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance Simulation and Clinical Skills Teaching Interprofessional Learning in the Health Professions

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting. Theory and practice around the use of simulators in clinical education. Addresses underlying theory, research, course design, acquisition of clinical skills, scenario-based learning, scenario design, simulator programming, and feedback after simulated performance. Explores and evaluates the evidence base on interprofessional learning in the health professions. Evaluates the role of interprofessional learning in building effective health care teams.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance Simulation and Clinical Skills Teaching Interprofessional Learning in the Health Professions Current Trends in Clinical Education

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting. Theory and practice around the use of simulators in clinical education. Addresses underlying theory, research, course design, acquisition of clinical skills, scenario-based learning, scenario design, simulator programming, and feedback after simulated performance. Explores and evaluates the evidence base on interprofessional learning in the health professions. Evaluates the role of interprofessional learning in building effective health care teams. Critically evaluates the current literature and emerging trends in clinical education and research.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance Simulation and Clinical Skills Teaching Interprofessional Learning in the Health Professions Current Trends in Clinical Education Research Project on Assessment of Health Professionals

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting. Theory and practice around the use of simulators in clinical education. Addresses underlying theory, research, course design, acquisition of clinical skills, scenario-based learning, scenario design, simulator programming, and feedback after simulated performance. Explores and evaluates the evidence base on interprofessional learning in the health professions. Evaluates the role of interprofessional learning in building effective health care teams. Critically evaluates the current literature and emerging trends in clinical education and research. Supervised research on an assessment topic approved by the Head of the Centre for Medical and Health Sciences Education.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance Simulation and Clinical Skills Teaching Interprofessional Learning in the Health Professions Current Trends in Clinical Education Research Project on Assessment of Health Professionals Research Project on Evaluation

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting. Theory and practice around the use of simulators in clinical education. Addresses underlying theory, research, course design, acquisition of clinical skills, scenario-based learning, scenario design, simulator programming, and feedback after simulated performance. Explores and evaluates the evidence base on interprofessional learning in the health professions. Evaluates the role of interprofessional learning in building effective health care teams. Critically evaluates the current literature and emerging trends in clinical education and research. Supervised research on an assessment topic approved by the Head of the Centre for Medical and Health Sciences Education. Supervised research on an evaluation topic approved by the Head of the Centre for Medical and Health Sciences Education.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance Simulation and Clinical Skills Teaching Interprofessional Learning in the Health Professions Current Trends in Clinical Education Research Project on Assessment of Health Professionals Research Project on Evaluation E-learning and Clinical Education

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting. Theory and practice around the use of simulators in clinical education. Addresses underlying theory, research, course design, acquisition of clinical skills, scenario-based learning, scenario design, simulator programming, and feedback after simulated performance. Explores and evaluates the evidence base on interprofessional learning in the health professions. Evaluates the role of interprofessional learning in building effective health care teams. Critically evaluates the current literature and emerging trends in clinical education and research. Supervised research on an assessment topic approved by the Head of the Centre for Medical and Health Sciences Education. Supervised research on an evaluation topic approved by the Head of the Centre for Medical and Health Sciences Education. Develops the knowledge and skills to critically evaluate e-learning in the clinical setting. Addresses underlying theoretical constructs, practical skills, sourcing and selection of learning objects, course design and assessment.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance Simulation and Clinical Skills Teaching Interprofessional Learning in the Health Professions Current Trends in Clinical Education Research Project on Assessment of Health Professionals Research Project on Evaluation E-learning and Clinical Education Curriculum and Course Design

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting. Theory and practice around the use of simulators in clinical education. Addresses underlying theory, research, course design, acquisition of clinical skills, scenario-based learning, scenario design, simulator programming, and feedback after simulated performance. Explores and evaluates the evidence base on interprofessional learning in the health professions. Evaluates the role of interprofessional learning in building effective health care teams. Critically evaluates the current literature and emerging trends in clinical education and research. Supervised research on an assessment topic approved by the Head of the Centre for Medical and Health Sciences Education. Supervised research on an evaluation topic approved by the Head of the Centre for Medical and Health Sciences Education. Develops the knowledge and skills to critically evaluate e-learning in the clinical setting. Addresses underlying theoretical constructs, practical skills, sourcing and selection of learning objects, course design and assessment. Theory, concepts, and processes that underlie curriculum development and the design of short courses for a clinical setting. Addresses outcome-based course design and the development of objectives, content, methods, materials, assessment and evaluation for a course or curriculum.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance Simulation and Clinical Skills Teaching Interprofessional Learning in the Health Professions Current Trends in Clinical Education Research Project on Assessment of Health Professionals Research Project on Evaluation E-learning and Clinical Education Curriculum and Course Design Research Portfolio

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting. Theory and practice around the use of simulators in clinical education. Addresses underlying theory, research, course design, acquisition of clinical skills, scenario-based learning, scenario design, simulator programming, and feedback after simulated performance. Explores and evaluates the evidence base on interprofessional learning in the health professions. Evaluates the role of interprofessional learning in building effective health care teams. Critically evaluates the current literature and emerging trends in clinical education and research. Supervised research on an assessment topic approved by the Head of the Centre for Medical and Health Sciences Education. Supervised research on an evaluation topic approved by the Head of the Centre for Medical and Health Sciences Education. Develops the knowledge and skills to critically evaluate e-learning in the clinical setting. Addresses underlying theoretical constructs, practical skills, sourcing and selection of learning objects, course design and assessment. Theory, concepts, and processes that underlie curriculum development and the design of short courses for a clinical setting. Addresses outcome-based course design and the development of objectives, content, methods, materials, assessment and evaluation for a course or curriculum. Supervised research that represents the personal scholarly work of a student based on a coherent area of inquiry. Culminates in a conclusive piece of work related to a specific area of specialisation or scope of practice.
Score: 12.578229 Details | Listing | Web page

University of Auckland - Clinical Teaching Learning in Small Groups Assessing Clinical Performance Simulation and Clinical Skills Teaching Interprofessional Learning in the Health Professions Current Trends in Clinical Education Research Project on Assessment of Health Professionals Research Project on Evaluation E-learning and Clinical Education Curriculum and Course Design Research Portfolio Research Portfolio

Conceptual framework for learning in a clinical setting. The course will explore learning theory as it relates to the clinical experience, programme design, learner preparation, practical skills in enhancing learning in the clinical setting, and translation of theoretical knowledge into clinical practice. Explores how clinicians operate as members and leaders of groups, and the conditions underlying effective group function both in education and the workplace. Examines the purpose, criteria, methods, scoring methods and examiner training for a range of assessments of health professionals, with a focus on ensuring competence to practice. This will include concepts of reliability and validity as well as standard setting. Theory and practice around the use of simulators in clinical education. Addresses underlying theory, research, course design, acquisition of clinical skills, scenario-based learning, scenario design, simulator programming, and feedback after simulated performance. Explores and evaluates the evidence base on interprofessional learning in the health professions. Evaluates the role of interprofessional learning in building effective health care teams. Critically evaluates the current literature and emerging trends in clinical education and research. Supervised research on an assessment topic approved by the Head of the Centre for Medical and Health Sciences Education. Supervised research on an evaluation topic approved by the Head of the Centre for Medical and Health Sciences Education. Develops the knowledge and skills to critically evaluate e-learning in the clinical setting. Addresses underlying theoretical constructs, practical skills, sourcing and selection of learning objects, course design and assessment. Theory, concepts, and processes that underlie curriculum development and the design of short courses for a clinical setting. Addresses outcome-based course design and the development of objectives, content, methods, materials, assessment and evaluation for a course or curriculum. Supervised research that represents the personal scholarly work of a student based on a coherent area of inquiry. Culminates in a conclusive piece of work related to a specific area of specialisation or scope of practice. Supervised research that represents the personal scholarly work of a student based on a coherent area of inquiry. Culminates in a conclusive piece of work related to a specific area of specialisation or scope of practice.
Score: 12.578229 Details | Listing | Web page

1 - 12