Presentation Description
Jinlong Gao1
Delyse Leadbeatter1
1 University of Sydney
Delyse Leadbeatter1
1 University of Sydney
Background:
The delivery of person-centred healthcare is a key graduate requirement for health professional employability. However, ways to teach students to practice person-centred healthcare are less established. Liberal arts pedagogy is increasingly recognised as an approach in contemporary health professional curricula to enable students to embody person-centred healthcare.
The delivery of person-centred healthcare is a key graduate requirement for health professional employability. However, ways to teach students to practice person-centred healthcare are less established. Liberal arts pedagogy is increasingly recognised as an approach in contemporary health professional curricula to enable students to embody person-centred healthcare.
Summary of work:
We drew upon pedagogical features of liberal arts to design the programmatic assessment in a contemporary dentistry curriculum. We used Lewis’ (2018) work on liberal arts and medical education and our own work on student engagement and employability in health professional education to inform and evaluate the design.
We drew upon pedagogical features of liberal arts to design the programmatic assessment in a contemporary dentistry curriculum. We used Lewis’ (2018) work on liberal arts and medical education and our own work on student engagement and employability in health professional education to inform and evaluate the design.
Results:
Pedagogical features drawn from liberal arts, such as peer effect, artworks, artefacts and narratives, will be described. An example of using faculty narrative reflections on a nominated art piece to feature course content to facilitate connection between students, faculty and the course will be introduced and analysed.
Pedagogical features drawn from liberal arts, such as peer effect, artworks, artefacts and narratives, will be described. An example of using faculty narrative reflections on a nominated art piece to feature course content to facilitate connection between students, faculty and the course will be introduced and analysed.
Discussion:
The value of using liberal arts pedagogy to teach person-centred healthcare is not uniformly apparent. For faculty and novice students, it can be a challenge to appreciate the formation of a person-centred approach, and even more difficult to participate in the assessment activities. Students can be influenced by faculty involvement in the development of assessment exemplars.
The value of using liberal arts pedagogy to teach person-centred healthcare is not uniformly apparent. For faculty and novice students, it can be a challenge to appreciate the formation of a person-centred approach, and even more difficult to participate in the assessment activities. Students can be influenced by faculty involvement in the development of assessment exemplars.
Conclusions:
Programmatic assessment can serve as a scaffold to intentionally use pedagogical features of liberal arts to assist health professional students to build a repertoire of person- centred skills.
Programmatic assessment can serve as a scaffold to intentionally use pedagogical features of liberal arts to assist health professional students to build a repertoire of person- centred skills.
Take-home messages:
Linking student engagement and employability with liberal arts pedagogical features provides educators with agency to teach skills required for person-centred care
A programmatic assessment design is a versatile program structure to enable the realisation of integrating liberal arts pedagogy into a health professional curriculum
Faculty are not just the judgers but participants in the assessment culture
References (maximum three)
Lewis P. "Globalizing the liberal arts: Twenty-first-century education." Higher education in the era of the fourth industrial revolution (2018): 15-38.
Leadbeatter, D., & Gao, J. (2018). Engaging oral health students in learning basic science through assessment that weaves in personal experience. Journal of Dental Education, 82(4), 388-398.
Leadbeatter, Delyse, Shanika Nanayakkara, Xiaoyan Zhou, and Jinlong Gao. "Employability in health professional education: a scoping review." BMC Medical Education 23, no. 1 (2023): 1-11.