ERIC Number: EJ719967
Record Type: Journal
Publication Date: 2004
Reference Count: 16
Graduate-Level Course Design and Assessment in Epidemiology: A Learning-Centred Approach
Hubball, Harry; Levy, Adrian R.
Journal of Faculty Development, v20 n1 p10-20 2004
Despite a growing recognition of the need for learning-centered curricula in undergraduate education, very little has been documented about course design in a graduate studies context. This article provides a flexible framework and practical strategies for developing a learning-centered graduate course in Epidemiology. Concepts, principles and interactive strategies from learning-centered education were incorporated into course design and implemented in a graduate studies program at the University of British Columbia. This graduate-level course was designed to meet the needs and circumstances of the learning context. Course design had a significant impact on the quality of teaching and learning in this graduate program. Learners were actively engaged in critical thinking, problem-solving skills, and inter-professional collaboration. A learning-centered approach to graduate-level course design in Epidemiology takes into account context and integrates comprehensive planning, assessment, teaching and learning strategies. From this perspective, course design is viewed as an individual and social contextual process.
Descriptors: Graduate Study, Instructional Design, Teaching Methods, Epidemiology, Learning Strategies, Outcomes of Education, Course Objectives, Evaluation Methods, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada