Medical Subject Didactics

Course objectives: Development of teacher competences for planning, organizing and carrying out teaching of medical subjects, and for monitoring and evaluating the effects of teaching and learning.

Course description: The specific characteristics of medical subjects and their place in the education system and as part of the vocational specialization. The aims and objectives of medical subjects teaching. Achievement/competency standards of the particular vocational specialization. Curricula and syllabi of medical subjects. The specific features of programming and class preparation for medical subjects – macroprogramming and microprogramming (global and operational plans, written class preparation). The specific characteristics of the teaching principles, learning spaces, teaching tools and resources, forms and methods of teaching medical subjects. Teaching/learning methods; method selection according to the aims, achievement standards and characteristics of the subject content. Teaching/learning in the classroom/laboratory and in a clinical setting. Teaching/learning of clinical skills and procedures. Relating core subjects and clinical subjects with a view to developing competencies. Didactic and methodological requirements for the selection and use of learning space and technologies in medical subject teaching. Using teaching tools, resources and ICT to develop competencies. Communicative and multimedia aspects of ICT. Principles of instructional design. Learner tasks and activities aimed at developing the competencies required by the particular vocational specialization. Activity indicators.

Learning Outcomes: Upon completion of this course, students will be able to: - independently plan the teaching of medical subjects in accordance with the curricula, syllabi and achievement/competency standards of the vocational specialization, and in accordance with learners' prior knowledge and abilities; select teaching/learning methods, use teaching tools, resources and ICT, perform continuous monitoring and evaluation of learners; critically evaluate the quality of their own work and improve it according to their findings; plan and conduct research and use the findings to improve their teaching practices;

Literature/Reading:

• P. Benner, M. Sutphen, V. Leonard and Lisa Day, Educating Nurses. Jossey-Bass/Carnegie Foundation for the Advancement of Teaching, 2010. ISBN 978-0-470-45796-2
• I. Ivić, A. Pešikan, S. Antić, Aktivno učenje 2, Institut za psihologiju, Beograd, 2001.
• Stanisavljević, J., Radonjić, S. (2009). Metodika nastave biologije. Biološki fakultet, BU, Beograd.
• Trivić, D: Metodika nastave hemije 1 (recenziran tekst udžbenika)
• Bajčetić, M., Lazarević B. (2007): Onlajn edukacija: nove nastavničke veštine. Savremene tendencije u nastavi jezika i književnost. Filološki fakultet, BU, Beograd