HSCI 720 Principles and theories of Teaching in the Health Professions

This course introduces health science professionals to the fundamentals of education. Student will learn the principles of teaching and learning, while balancing theoretical perspectives with practical application. It will emphasize the learning process, the needs and characteristics of learners, and strategies for instruction and evaluation. This course includes instruction of strategic, assessment principles, and evidence-based practice.

Knowledge about teaching theory is valuable for understanding why some strategies promote learning more than others. Learning the theories of teaching and learning will allow course participants to understand how and why people learn. Equipped with this knowledge, course participants can make more informed decisions around design, development, and delivery of learning.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each discussion. Each thread must be at least 400-500 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 200–300 words. APA style formatting, in-text referencing with a minimum of 2 peer-reviewed resources is required on all posts and replies. 

Teaching Plan and Learning Assignments (4)

Developing a Teaching Plan Assignment

Students will use the template in Canvas to develop a teaching plan. Students will choose one from a series of topics to develop course objectives using Bloom’s taxonomy. Each course objectives should include 2-3 unit/module level objectives that support the course objectives.

Learning Objectives and Materials Assignment

The student will continue to build upon the previous assignment in creating a fictional course. Using the template, he/she will develop module/unit level objectives that align with the Course Objectives.  In the second table, the student will create teaching materials that align to the course objectives. In the module content table, he/she may select a real source or create the title of a fictitious source that aligns the module. The student will use feedback from the previous assignment to make any modifications.

Evaluation and Assessments Assignment

Using the given template/table, the student will include at least one assessment or evaluation for each Module unit objective. Using feedback from the prior assignment, he/she will develop module level objectives that align with the course level objectives. Then the student is asked to develop and assessment or evaluation for each module level objective. In the student’s description, he/she will describe the assessment or evaluation and then explain how the assessment or evaluation will help the learner meet the module level objectives come if they successfully complete the assessment or evaluation.

Final Teaching and Learning Plan Assignment

Using the feedback the student received on previous assignments, he/she will use the template to finish the syllabus/teaching plan.

Creating a teaching philosophy is a crucial step in the journey as a doctoral-level student in the health professions. A well-crafted teaching philosophy statement reflects the student’s core beliefs, values, and goals as an educator. He/she will write a 2-3 page paper sharing his/her teaching philosophy based on research and the biblical worldview. At least 3 resources should be provided, in addition to the Bible.

A recorded microteaching session can be an effective way to demonstrate the student’s teaching abilities and apply concepts learned throughout the course. The student will create a 3-5 minute video using the technology or platform that suits his/her  preferences and technical capabilities. The student will also submit a one page narrative briefly reflections on how he/she applied teaching and learning theories during the session.