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Lund University

Perspectives on Program MedCUL : Course Information

Course information

Target group 
Teaching staff at the medical faculty who have completed at least five weeks of higher education pedagogical education and wish to carry out a pedagogical development project at the program level to achieve 10 weeks of qualifying higher education pedagogical education.

Admission requirements
Completion of the courses Perspectives on Learning and Perspectives on Course Design, or the equivalent that fullfil the objectives at the level of 1-5 weeks.

Aim 
The course participant develops the ability to carry out concrete program-wide development work through a project at the basic or advanced level.

Scope and Assessment
The course covers 200 hours of work on a higher education pedagogical development project, including peer review and group meetings. Written and oral presentation of the project is required for course certificate.

Content
The course consists of an educational development and evaluation project. The project is to be supported by literature in the area and reported on Teachers Connect and / or for colleagues at each workplace.

Instruction
The project is carried out by the course participant with the support of group supervision, peer review and relevant literature. The project plan must be approved before the development work can start.

Learning outcomes
In addition to the general objectives, Chapter 1, Section 9, the Higher Education Act for advanced level, participants shall, on completion of the course, be able to

  • initiate, implement and discuss development work in higher education in the health care field with the support of literature on learning in higher education
  • analyze and apply relevant medical pedagogical theoretical knowledge as a basis for the development of education in the health care field or the teaching role, based on the current state of knowledge
  • analyze and discuss how feedback and assessment for learning can be planned in a program perspective based on pedagogical theoretical knowledge and empiricism from the own subject area.
  • from a program perspective, systematically plan and analyze the implementation of teaching, strategies to follow student development and examination within a course and, on scientific grounds, carry out evaluation and analysis, and plan for appropriate measures
  • discuss, with substantiated arguments, the importance of learning environments for students' learning and contribute to the development and evaluation of such environments
  • plan for inclusive pedagogy and with the support of current regulations evaluate and plan for measures
  • describe the consequences of society's goals of higher education, and how national and local regulations affect course and professional practice as a teacher.

Criteria for the project report are that the content is consistent with the learning objectives of the course and

  • is well-anchored in the educational program with educational relevance and significance for own course / teaching as well as consequences for neighboring courses and education in general (How does your educational element come into the whole of the education? How is the connection to earlier and later parts of the education made visible (for student, teacher, program)?)
  • analyzes the competencies that are intended to be developed among the students and how the students' starting position and development are assessed / made visible / utilized
  • argues about how reconciliation opportunities for feedback, assessment and examination are planned (What needs do you see that students and teachers may have?)
  • focuses on the pedagogical form and the students' learning, taking into account the specific content of the course, and identifies the pedagogically generalizable (What educational literature are you based on?)
  • describes, with substantiated argumentation, what learning environments (physical, digital) education is conducted in and how these environments can be developed in an appropriate and sustainable way
  • describes what the change is expected to lead to and why this is desirable
  • describes how the project is to be evaluated.

When you look at your project; Do you think it meets the learning outcomes in terms of both depth and breadth?