MHSC104
Teaching Methods for Health and Social Care Education

ECTS Value: 4 ECTS

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 32

 

Overall Objectives and Outcomes

In the context of teacher education, a central issue is a definition of what are the skills that a teacher needs to know to teach (knowledge base). Thus, this module is intended to address different educational methodologies and resources for teaching in health and social care in order to develop teaching skills.

The development of the educational plan is the central activity of this module, in which participants are invited to: (1) Systematise teaching practice; (2) Plan and predict the situations in which the teaching and learning process will take place; (3) Indicate the methodologies and prepare the necessary materials and resources; (4) Organize the schedule of activities to be carried out; (5) Indicate the expected outcomes of the students; (6) Tackle methods for assessing students in the lesson plan, and (7) Ensure that the practices and content taught are in accordance with the course’s learning units.

The educational path presented in this module, based mainly on the theoretical foundations of learning processes and styles, design thinking and multiple intelligences[1], follows different approaches, such as: Problem-based learning; Active-based learning; and Evidence-based educational practice.

By the end of this module, the learner will be able to:

Competences

  • a)Develop and propose new teaching strategies which allow students  establish their highest level of achievement through vocational learning;
  • b)Produce different educational resources to cater for all the different learning abilities of students;
  • c)Plan and implement methods of teaching students referring to theoretical foundations of learning processes, styles and multiple intelligences;
  • d)Develop innovative skills and be creative in teaching Health and Social Care topics to students;
  • e)Conduct structured pedagogical research by critically synthesising research literature and linking theoretical foundations to teaching practice;
  • f)Implement AI informed teaching methodologies appropriate to Health and Social Care education.
  •  

Knowledge

  • a)Systematically understand the relationship between the educational methodologies chosen for a particular topic and the theories behind them;
  • b)Systematically understand through continuous evaluation the needs of students to be successful in their learning;
  • c)Critically analyse how artificial intelligence (AI) technologies are transforming teaching methodologies in Health and Social Care education, particularly in lesson planning, personalised learning and the selection on appropriate teaching strategies.
  •  

Skills

  • a)Plan adequate lesson plans for a specific Health and Social Care topic;
  • b)
    Use pre-determined controlled learning outcomes and develop corresponding educational methods using specific criteria;
  • c)Demonstrate critical awareness in relation to the different educational methods in relation to students’ abilities;
  • d)Select and justify AI informed teaching methodologies appropriate to Health and Social Care education;
  • e)Design and adapt lesson plans using AI supported educational tools to personalise learning and enhance student engagement in Health and Social Care education.
  •  

Assessment Methods

This module will be assessed through: Assignment and Portfolio

Suggested Readings

Core Reading List:

  1. Adepoju OE, Tipton ME, Gilbert LR. Innovation in Healthcare Education: Using “Shark Tank” Approaches to Educate Teams of Interprofessional Students in Health Equity. Med Sci Educ. 2024 May 2;34(4):747-751. doi: https://doi.org/10.1007/s40670-024-02042-8
  2. Giroux, H. A. (2020). Rethinking education as the practice of freedom: Paulo Freire and the promise of critical pedagogy (pp. 175–191). In H. A. Giroux, On critical pedagogy (2nd ed.). Bloomsbury Academic. Available from: On Critical Pedagogy (Bloomsbury Academic)
  3. Hajduk, I., Nordberg, A., Rainio, E. (2023). Design Thinking in Healthcare Education. In: Pakarinen, A., Lemström, T., Rainio, E., Siirala, E. (eds) Design Thinking in Healthcare. Springer, Cham. doi: https://doi.org/10.1007/978-3-031-24510-7_4
  4. Mccall, Andrei. (2024). The Intersection of Learning Styles and Multiple Intelligences: A Holistic Approach to Education. Available from: https://www.researchgate.net/publication/385695152_The_Intersection_of_Learning_Styles_and_Multiple_Intelligences_A_Holistic_Approach_to_Education
  5. Qadir, Ahmad & Yousuf, Muhammad & al Hussaini, Muzamil & Hussain, A & Campus, Sub & Khan, D. (2024). Impact of Teaching Methodologies on Student Learning Enhancement and Academic Achievement at the Secondary Level. Jahan-e-Tahqeeq, 7(1)168-183. Available from: https://www.researchgate.net/publication/378003254_Impact_of_Teaching_Methodologies_on_Student_Learning_Enhancement_and_Academic_Achievement_at_the_Secondary_Level
  6. Shearer B. (2018). Multiple Intelligences in Teaching and Education: Lessons Learned from Neuroscience. J Intell. 31;6(3):38. doi: https://doi.org/3390/jintelligence6030038
  7. Wood, P. (2020). Emotional Intelligence and Social and Emotional Learning: (Mis)Interpretation of Theory and Its Influence on Practice. Journal of Research in Childhood Education, 34(1), 153–166. doi: https://doi.org/10.1080/02568543.2019.1692104
  8. Blackwelder, A., & Cowley, J. (2023). Future-ready teaching with AI: Unlocking student potential in the age of artificial intelligence. SAGE Publishing.

Supplementary Reading List

  1. Hugo-van Dyk, L., & Jordaan, H. (2024). Some is not everything? Designing an instrument that measures the clinical learning environment holistically. International Journal of Practice-based Learning in Health and Social Care, 12(1), 1-23. https://doi.org/10.18552/ijpblhsc.v12i1Tellermo, E. S. (2024). Pedagogical and content knowledge (PCK) in problem solving of pre-service teachers. International Journal of Research and Innovation in Social Science, 2024, 130–137. https://dx.doi.org/10.47772/IJRISS.2024.81000011, Parker, M., Patton, K., & O’Sullivan, M. (2016) Signature Pedagogies in Support of Teachers’ Professional Learning Irish Educational Studies, Volume 35 Issue 2. .
  2. Bordbar, S., Hasannejad Mogadammorki, S., Atashbahar, O., Bahmaei, J., & Vejdani, M. (2025). The effect of emotional intelligence on academic performance with the mediating role of academic self-regulation. International Journal of Medical Education & Sciences, 2025.Meijer, M.J., Kuijpers, M., Boei, F., Vrieling, E., Geijsel, F. (2017). Professional development of teacher-educators towards transformative learning. Professional Development in Education, 43:5, 819-840. DOI: https://doi.org/1080/19415257.2016.1254107  
  3. Ye, S., Xue, L., Jenatabadi, H. S., Samsudin, N., Chunchun, K., & Ishak, Z. (2024). Emotional intelligence impact on academic achievement and psychological well-being among university students: The mediating role of positive psychological characteristics. BMC Psychology, 12(1), 389. https://doi.org/10.1186/s40359-024-01886-4
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