The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
This section includes items relevant to the teaching of Health disciplines, including Dentistry, Medical Studies, Nursing, Pharmacy, Rehabilitation Therapy, Veterinary Studies.
The idea for this online book of resources was to further intellectual discussion and debate about the scholarship of teaching and learning by showcasing research and scholarship on teaching and learning practice in the University of Sydney and demonstrating how such work had contributed to the improvement of teaching and student learning practice.
mathcentre is a UK on-line mathematics support centre which provides resources to help students make the transition from school-level to university-level mathematics. There are also resources and useful links for those who teach or support students.
Postgraduate education is seen as an essential component In the quest for professional status. Four strategies from the Ministry of Health, designed to facilitate changing nurse education, are discussed. The importance of Professional Development Recognition Programme is discussed along with the need for strong nursing leadership.
The Centre works with Departments and individuals who supports tudent learning in both academic and practice contexts in our subject areas. It is closely associated with the Subject Centre Network for Medicine, Dentistry and Veterinary Medicine through the  HEALTH Network Group (Higher Education Academy Learning & Teaching in Health).
The Subject Centres for Health Sciences & Practice and Medicine, Dentistry & Veterinary Medicine have been established as a single Advisory Board, which has steered the work of the two Centres since 2006, including the development of a common mission and strategic aims.
The e-Learning Guidelines project has produced case studies showing effective e-learning practice in the New Zealand tertiary sector. These case studies below are ones that are relevant to health education
Teaching profile from Dale Sheehan & David Jansen (A Kona - Bicultural and Collaborative Teaching and Learning on the Graduate Certificate in Clinical Teaching, Christchurch College of Education) - a Excellence in Innovation Award winner 2004
What is the reality for students and lecturers using online learning and teaching? Does this method of delivery enhance learning and what are the limitations of this medium? The two case study examples in this article describe undergraduate and postgraduate courses previously taught in the School of Nursing at Otago Polytechnic. The undergraduate case study illustrates some of the challenges associated with online teaching and learning at a time when there was limited infrastructure in the organisation for this mode. Whereas the other case study is about how online discussion and activities can fit a particular model of learning.
'Flexible delivery’ is sometimes mistakenly used only as a collective term for computer-based learning. Children’s picture books are flexible learning resources that stretch across learning styles and diverse experiences of tertiary students, resulting in individual learning, appreciation of difference, and recognition of previous learning outside the formal learning setting. This paper describes one way I use children’s picture books within an undergraduate nursing programme.
This doctoral thesis explores the professional socialisation of medical students through the preclinical to clinical transition of medical education. The research is based in a traditionally structured medical programme. Twenty-one students were interviewed in their third year and fourth year, before and after their shift into the clinical environment, and participant observation was also undertaken. The findings of this study are that in medical students’ preclinical years human dissection teaches students to manage their emotions, and that students are separating from the lay world. This thesis concludes that while the biomedical science shapes students’ early medical education, it is in the clinical environment that students learn to be doctors.