Abstract
Health professions education recognises the importance of ensuring graduates are agents of their own learning in preparing them for academic success and a lifetime of learning within their profession. (Bok et al., 2013; Boud & Molloy, 2013; Heeneman et al., 2015; van der Vleuten et al., 2012)
This shift in educational pedagogy has led to changes from didactic (teacher-centred) learning to self-regulated (student-centred) learning. (Pintrich, 2000; Pintrich, Wolters, Baxter, 2000; Boud & Molloy, 2013; Heeneman et al., 2015) However, if left on their own to manage their learning, students may have a limited ability to optimally utilise their self-regulated learning capabilities (Mieke, Embo, Driessen, Valcke & van der Vleuten, 2010). Adjustments to the teaching and learning culture in health professions education can put students in the educational driver’s seat.
Programmatic Assessment for Learning is such a program which recognises the importance of students developing process skills, including self-regulated learning and professionalism (Heeneman et al., 2015; Schuwirth, van der Vleuten, 2011; van der Vleuten et al., 2012). This shift in health professions education encourages students to “make meaning” of their learning and develop sustainable learning strategies for their future practice.
The Learning Coach (LC) plays a critical role in the sustainability and success of this process (van der Vleuten et al., 2014; De Souza & Viney, 2014). The aim of this workshop is to describe the theoretical underpinning for the role of the LC and develop strategies of how the LC assists students to develop as professional and self-regulated learners. In this workshop attendees will be introduced to the concept and role of the LC and how they can coach students towards (i) better engagement with their learning [meaningful learning], (ii) identifying and responding to feedback in a way that leads to improved outcomes [self-regulated learning] and (iii) taking responsibility for their learning [professionalism].
Through the use of videos and case scenarios, participants will actively learn skills to coach learners to develop sustainable long-term learning strategies.
This shift in educational pedagogy has led to changes from didactic (teacher-centred) learning to self-regulated (student-centred) learning. (Pintrich, 2000; Pintrich, Wolters, Baxter, 2000; Boud & Molloy, 2013; Heeneman et al., 2015) However, if left on their own to manage their learning, students may have a limited ability to optimally utilise their self-regulated learning capabilities (Mieke, Embo, Driessen, Valcke & van der Vleuten, 2010). Adjustments to the teaching and learning culture in health professions education can put students in the educational driver’s seat.
Programmatic Assessment for Learning is such a program which recognises the importance of students developing process skills, including self-regulated learning and professionalism (Heeneman et al., 2015; Schuwirth, van der Vleuten, 2011; van der Vleuten et al., 2012). This shift in health professions education encourages students to “make meaning” of their learning and develop sustainable learning strategies for their future practice.
The Learning Coach (LC) plays a critical role in the sustainability and success of this process (van der Vleuten et al., 2014; De Souza & Viney, 2014). The aim of this workshop is to describe the theoretical underpinning for the role of the LC and develop strategies of how the LC assists students to develop as professional and self-regulated learners. In this workshop attendees will be introduced to the concept and role of the LC and how they can coach students towards (i) better engagement with their learning [meaningful learning], (ii) identifying and responding to feedback in a way that leads to improved outcomes [self-regulated learning] and (iii) taking responsibility for their learning [professionalism].
Through the use of videos and case scenarios, participants will actively learn skills to coach learners to develop sustainable long-term learning strategies.
| Original language | English |
|---|---|
| Pages | 45-45 |
| Number of pages | 1 |
| Publication status | Published - 24 Sept 2019 |
| Event | Higher Education Research Group Adelaide (HERGA) Conference 2019 - UniSA City East, Adelaide, Australia Duration: 25 Sept 2019 → 25 Sept 2019 http://www.herga.com.au/herga19.html (Conference overview) |
Conference
| Conference | Higher Education Research Group Adelaide (HERGA) Conference 2019 |
|---|---|
| Abbreviated title | HERGA 2019 |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 25/09/19 → 25/09/19 |
| Other | Although we are only 20 years into the 21st century, there has already been significant change to the way we teach and students learn. Work commitments, teaching specialists, new technologies, students as partners are all relatively new initiatives and they are having significant impact on the way we function in universities. At this conference we'll look at what has changed and how effective it is. We'll look at what is currently changing and how we are adapting and we'll try and take a peak into the next 20 years and see what it may bring. |
| Internet address |
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Keywords
- Learning Coach
- Self-regulated learning
- Student-centred