LEARNING AND TEACHING METHODS – IN GENERAL

SimE-courses aim to increase the ethical competence of health care students and professionals. The framework for learning and teaching in all SimE-courses is based on learning as a constructive and active process meaning that learners construct knowledge through interacting with other learners and that they are supported by teachers/mentors (Biggs and Tang 2011; Illeris 2009).
The SimE-courses consist of theoretical and applied knowledge of ethical theories, concepts, values, principles and norms. Learners will work with the learning material by reading, discussing and acting, both individually and in groups. Teachers/mentors are actively engaged in the courses. They support the learners by introducing the courses, leading the seminars, following the discussions and giving them feedback both written and orally. The focus in all courses is to link together ethical theories and concepts with clinical practice; what is ethics about and how it is applied in health care. One important aspect is to develop learners’ ethical awareness since ethical aspects are present in every situation. Learners need to recognize them and be able to act according to ethical principles and to provide ethically competitive care for patients.

All three SimE-courses are easily accessed through web-based platforms that offer a safe and effective learning environment. Courses one and two can be taken completely online whereas the course three simulation scenarios are to be performed face to face. We recommend taking all the courses since there is a progression concerning content and learning. The progression consists of first studying the ethical theories and concepts in theory, secondly applying and reflecting on them in clinical practice in authentic environments and finally discussing ethically complex situations using video scenarios and performing simulation scenarios. In simulation scenarios, learners practice not only their own ethical sensitivity and competence, but also giving feedback to their peers.

The following learning activities are used in the courses:

  • online lectures with knowledge quiz
  • web seminars
  • online group discussions where the participants are anonymous, and the discussion is based on written cases created both by the teachers and learners
  • group discussion on video cases
  • simulation scenarios with follow up reflection.

REFERENCES

Biggs, J; Tang, C. 2011. Teaching for Quality Learning at university. 4th ed. Maidenhed: SRHE and Open University Press.

Illeris, K. 2009. A comprehensive understanding of human learning. In K. Illeris (Ed.) Contemporary theories of learning. Learning theorists…in their own words. London: Routledge, pp.7-20.

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