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.
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.