1. Graduate-Level Course Design and Assessment in Epidemiology: A Learning-Centred Approach
- Author
-
Hubball, Harry and Levy, Adrian R.
- Abstract
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.
- Published
- 2004