Susan van Schalkwyk from Stellenbosch University in South Africa is visiting us on the 9-10 July 2018 and she is presenting three different sessions (see below). There is also a more informal session with interested colleagues planned between 11.30am and 1.30pm on 10 July in Room A150 in the Medical School Building – if you would like to attend, please let me know – D.email@example.com. There is a little time in Susan’s programme to meet others as well, so please do let Debbi know if you would be interested to meet her privately.
Prof Susan van Schalkwyk
Susan van Schalkwyk is Professor in Health Professions Education and Director of the Centre for Health Professions Education (CHPE), Stellenbosch University in South Africa. Her work includes the supervision of Masters and PhD students, and enhancing the practice and stature of learning and teaching in the Faculty of Medicine and Health Sciences. Her research interests focus on health professionals' education, with a specific interest in postgraduate studies. She is a founding member of the Bellagio Global Health Education Initiative, an interdisciplinary, multinational effort to advance global health education worldwide, a member of the AMEE Research Committee, on the editorial board of MedEdPublish, and an associate editor for The Clinical Teacher. She has recently been appointed to the AMEE ASPIRE-to-Excellence International Board. She is a NRF C-rated researcher and has authored or co-authored more than 60 peer-reviewed articles and book chapters.
Transformative learning theory under the spotlight: learning that changes the way we see the world
Date: 9th July 2018
Venue: Collaboration Area, Teaching Grid, Floor 2, Main Library
Structure: 30-40 mins input with an open discussion thereafter. Coffee/Tea and biscuits to be served.
Transformative learning theory has been described as the ‘iconic education philosophy in the field’ (Taylor 2007) and over the last 10 years, has gained considerable traction in the medical and health professions education (HPE) literature. In this seminar, I will share some of the findings from an extensive scoping review in which we sought to understand how transformative learning is represented in the most recent HPE literature (2006 to date), and then explore what this means for our own learning and for that of our students. RSVP - WIHEA@warwick.ac.uk
Workshop: Writing for publication: taking intentional steps
Date: 9 July 2018
Structure: 3-hour workshop with comfort break approximately midway.
-To critically engage with our current practice and consider how we might take intentional steps towards publishing our research
- To explore writing as a practice
- To share some techniques and approaches that can contribute to success
Audience: Postgraduate students and early career researchers
(please bring along examples of your writing that you are working on)
Workshop: Being a reflective practitioner
Reflection has been described as an “essential attribute” for health care professionals encouraging deeper approaches to learning (Mann et al. 2009). This workshop unpacks this “essential attribute” both from a critical and practical perspective with a view to informing our teaching practice and our own professional learning going forward.
Date: 10 July 2018
Structure: 2 ½ hour workshop with comfort break approximately midway.
-To explore what reflection is and why it is important to be a reflective practitioner
- To consider how being reflective can enhance learning
- To engage with some of the dominant approaches to reflection
Audience: Anyone involved in teaching, including clinical educators
been appointed to the AMEE ASPIRE-to-Excellence International Board. She is a NRF C-rated researcher and has authored or co-authored more than 60 peer-reviewed articles and book chapters.