Why do we Teach like we Teach? Revealing Learning Theories at Work
Dr. Deborah Butler
Date: Tuesday, September 24, 2019
Time: 12:00pm to 1:30pm
Locations:
- LSC 1312 (host venue)
- DHCC 2262
- CWH SHY F414
- NHSC 9-374
- RJH CA 011
Remote Access: Additional access options are available. Please email ches.communications@ubc.ca to request remote access.
Evaluation form: If you attended this session, click here to complete the evaluation form.
Objectives
- Recognize how learning theories underlie pedagogical choices we make day-to-day
- Provide an overview of key learning theories that have been influencing pedagogical practice across the past century
- Identify learning theories that are gaining traction currently in research and practice, and explain why they are coming to the fore
- Surface theoretical perspectives that might be shaping their own assumptions about and approaches to teaching
- Imagine how they can build from learning theory to plan for teaching and learning activities in their contexts
Abstract
In this session participants will have an opportunity to identify key learning theories that have been influencing educational practice over time. They will be supported to: (a) recognize how theoretical lenses fundamentally shape the ways in which teaching and learning are conceptualized and constructed, (b) identify theoretical influences present in health professions education today, and (c) understand why particular kinds of learning theories are gaining traction in research and practice (e.g., attention to “active learning”; adding a focus on social and cultural dimensions of teaching and learning). Throughout the session, participants will be supported to reflect on how theoretical perspectives might be influencing their own assumptions and practices (more or less consciously), and to imagine how they could choose and then intentionally build from learning theor(ies) to plan for teaching and learning in their own context.
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 9 (1.5 per session) Mainpro+ Group Learning credits. Each physician should claim only those credits accrued through participation in the activity.
RCPSC Accreditation
Hot Topics in Health Professions Education is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada.