Browsing by Subject "Health sciences education"
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McMillan, Wendy; Parker, M.E. (Routledge, 2005)[more][less]
Abstract: This paper discusses quality evaluation of health sciences mentoring programmes. The discussion highlights the way in which perceptions of what constitutes quality shape evaluative purposes. Potential tensions between the evaluative purposes of various stakeholders are brought to the fore. To this end, the discussion explores the ways in which accountability shapes the evaluative purposes of funders and how the desire for programme knowledge and development frames the evaluative purposes of academics. Various approaches to programme evaluation are examined. The potential of reflective practice as a tool for examining quality for knowledge and development of programmes is considered. The paper concludes by presenting a framework for evaluating various aspects of quality in mentoring programmes. URI: http://hdl.handle.net/10566/85 Files in this item: 1
McMillan_Quality2005.pdf (300.2Kb) -
McMillan, Wendy (Routledge, 2007)[more][less]
Abstract: Background: Current literature calls for the explicit teaching to health-science educators of the skills, knowledge and dispositions that are required for successful teaching in higher education. Aims: This paper draws on evidence from an Oral Hygiene department at a South African university in order to illustrate these teaching-competency needs. Insights from the evidence are synthesised with current literature regarding best teaching practice, in support of an appropriate framework for the development of teaching competencies to health-science educators. Description: A qualitative approach, using a case study, was adopted. The cohort comprised fifteen students in the first-year Oral Hygiene cohort class and the ten educators who taught their programme. Data was collected through semistructured interviews and open-ended questionnaires. The topics that emerged from the combined analysis of the interviews and the questionnaires were organised into a grid so that common themes could be identified. Current literature regarding teaching and learning was used as a framework for interpreting the empirical evidence, from which three categories emerged. The first category included suggestions from students regarding what to do to teach better. A review of the literature indicates that these competencies can be effectively learnt from self-help guides. The second category included requests for skills development. Literature review suggests that these might effectively be learnt from single-event workshops facilitated by more able peers. Responses in the final category highlighted the need for an underpinning theory of teaching and learning, and signalled the need for a more theoretically grounded and detailed approach to teacher development. Conclusion: The framework developed from the empirical study and current literature makes it possible for individual clinical teachers, and staff developers, to construct teaching-competency development plans that are pertinent to individual teachers’ needs, relevant and practical, educationally sound, and cost-effective in terms of time and effort. URI: http://hdl.handle.net/10566/84 Files in this item: 1
McMillan_Guidelines2007-1.pdf (399.7Kb)
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