.
Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:8.00
Study Course Accepted:19.02.2024 16:12:46
| Study Course Information | |||||||||
| Course Code: | ZHAS_012 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; General Pedagogy | Target Audience: | Dentistry | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Anda Mironova | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Conservative Dentistry and Oral Health | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 20 Dzirciema Street, zhs rsu[pnkts]lv, +371 67455560 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 3 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 9 | ||||
| Total Contact Hours | 19 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 3 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 9 | ||||
| Total Contact Hours | 13 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not necessary. | ||||||||
| Objective: | To provide students with basic skills in pedagogy and health education, to give an overview of planning processes, understanding information, education strategies and methods ,conditions for creating teaching materials according to selected strategies and teaching methods, evaluation of the learning process. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to Pedagogy. | Lectures | 1.00 | E-Studies platform | |||||
| 2 | Theories of pedagogy. | Lectures | 1.00 | E-Studies platform | |||||
| 3 | Cognitive regularities at different ages: 1-3 y.o. | Lectures | 1.00 | E-Studies platform | |||||
| 4 | Cognitive regularities at different ages: 4-7 y.o. | Lectures | 1.00 | E-Studies platform | |||||
| 5 | Cognitive regularities at different ages: 7-11 y.o. Cognitive regularities at different ages: 12-18 y.o. | Lectures | 1.00 | E-Studies platform | |||||
| 6 | Older people training peculiarities. | Lectures | 1.00 | E-Studies platform | |||||
| 7 | Teaching methods. | Lectures | 1.00 | E-Studies platform | |||||
| 8 | Motivating interview. | Classes | 2.00 | auditorium | |||||
| 9 | Analysis of different situations. | Classes | 1.00 | auditorium | |||||
| 10 | Application of learning methods in the clinic. | Classes | 2.00 | clinical base | |||||
| 11 | Presentations of the pedagogical project. Exam. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Work with literature, group work, analysis of different situations, acquisition of e-study materials, independent work in assessing and educating patients. Within the framework of the course, presentations on a pedagogical topic are prepared. Completion of the course evaluation questionnaire. | ||||||||
| Assessment Criteria: | The student understands the importance of pedagogical processes, education and the importance of educational work to maintain the patient's health and living standards. The final assessment consists of 50% of the presentations and reports, and 50% the written exam on lecture topics. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Includes an understanding of the learning process as a whole (motivation, needs assessment, definition of learning goals and objectives, selection of strategies and teaching methods, assessment of the effectiveness of the learning process), approaches to health education, information transfer according to prevention levels (primary, secondary, tertiary), general communication and communication, traditions of different cultures, races and religious affiliations. | ||||||||
| Skills: | The student will have mastered the planning of the study process according to the needs assessment, select and apply the most appropriate teaching methods and implement them, create positive and respectful communication with patients of different ages, manage patient fears and anxieties, follow Latvian literary norms in business and business style. | ||||||||
| Competencies: | The student will be able to: develop and implement new educational programs and methodological tools, to apply the existing educational programs for different age groups of the population, to organize and conduct educational events for the promotion of oral health for various age and social groups of the population, to develop positive communication with patients of all ages, as well as patients with special needs, communicate with the patient, their families, relatives involved in the care of the dental patient, logically argue, discuss, present one's position, express an opinion and obtain the necessary information in communication with clients of different age and colleagues. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Fadels Čārlzs, Bialika Maja, Trilings Bērnijs. Četru dimensiju izglītība. 2017, Lielvārds | ||||||||
| 2 | Fišers Roberts. Mācīsim bērniem mācīties. RAKA, 2012 (akceptējams izdevums) | ||||||||
| 3 | Pedagoģijas terminu skaidrojošā vārdnīca R.: ZVAIGZNE ABC 2000. (Terminoloģija ir atbilstoša šī brīža vajadzībām) | ||||||||
| 4 | Purēns Vilnis. Kā attīstīt kompetenci. 2017, RaKa | ||||||||
| 5 | Šteinberga Airisa. Pedagoģiskā psiholoģija. RaKa, 2013 (akceptējams izdevums) | ||||||||
| 6 | Martinsone Kristīne. “Pieaugušo izglītība”. RAKA, 2012 (akceptējams izdevums) | ||||||||
| Additional Reading | |||||||||
| 1 | Ann Alder. “Pattern Making, Pattern Breaking: Using Past Experience and New Behaviour in Training, Education and Change Management”. Taylor & Francis Group, 2010 (akceptējams izdevums) | ||||||||
| 2 | David I. Mostofsky, Farida Fortune, Donald B. Giddon, and Farida Fortune. Behavioral Dentistry. 2013 (akceptējams izdevums) | ||||||||
| 3 | Gill Robins. “Praise, Motivation and the Child”. Taylor & Francis Group, 2012 (akceptējams izdevums) | ||||||||
| 4 | Susan Wallace. Motivating Unwilling Learners in Further Education: The Key to Improving Behaviour. 2017 | ||||||||
