Topic outline

  • Part Two Standard 5: Teaching and Learning

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    The course provider demonstrates that contemporary, relevant and varied approaches to teaching and learning underpin the course and that the teaching and learning approaches provide Australian and international evidence based best practice perspectives on Sonography

    Teaching and Learning
    Criteria Linkages Suggested Evidence
    5.1 A course curriculum that ensures the achievement of the program goals and provides for a diverse range of learning and clinical experiences.  1.10, 2.3-2.6, 3.2-3.4, 4.8, 5.1-5.3, 6.2, 7.4, 7.5 1. Map or table showing alignment between the course content (including clinical experience) and the relevant graduate competency outcomes (M)
    2. Copy of course and subject outlines (M)
    3. The reasoning for the course content and organisation of units. 
    4. Course outcome data (M) (R)
    5.2 Specific learning outcomes for the educational component of the course must be defined and lead to the achievement of graduate competency outcomes.  1.10, 2.3-2.6, 3.2-3.4, 4.5, 5.1, 5.3-5.4, 6.1-6.3, 7.4-7.5 5. Copy of course and subject outlines (M)
    6. Course outcome data (M) (R)
    5.3 Specific performance objectives for the clinical experience components of the courses must be defined and lead to the achievement of the graduate competency outcomes.  4.5, 5.1-5.3, 6.1-6.3, 7.4-7.5 7. Copy of course and subject outlines (M)
    8. Course outocme data (M) (R)
    5.4 A correspondence between content, clinical application, competency achievement and teaching and learning strategies 4.5, 5.1-5.3, 6.1-6.3 9. Description and examples of how the varying components of the course and the chosen strategies for teaching and learning enable the achievement of the relevant graduate competency outcomes. 
    10. Course outcome data (M) (R)
    5.5 An understanding of current Australian and international best practice teaching and learning approaches taht are then reflected in the delivery of the course.  Nil 11. Benchmarking against selected examples of national and international best practice in teaching and learning 
    12. Demonstration of the adoption of best practice teaching and learning approaches in the course
    5.6 A committment to the development of graudates who are safe and competent for entry-level practice 1.7, 4.5, 4.9, 5.7 13. Employer satisfaction data (M)
    14. Statement/description and examples of how the course curriciulum develops graduates who are safe to practice 
    5.7 Learning in the clinical environment is supervised in order to ensure that acceptable standards of patient care are maintained including accurate and complete record keeping is undertaken.  1.7, 4.5, 4.9, 5.6, 6.3 15. Processes to ensure the effectiveness of clinical supervision
    16.Student satisfaction data (M)
    17. Employer satisfaction data (M)
    5.8 A commitment to the development of graduates who have the desire and capacity to continue to learn throughout their careers and understand their professional responsibility for their continuing competence.  Nil 18. Examples of staff engagement in professional development activities including those aimed at maintaining their competence
    19. Description and examples of course content related to maintaining competence. 
    5.9 Teaching and learning approaches that promote communication, collaboration, research and leadership skills expected of accredited sonographers Nil 20. Identification of content focused on/related to research and application of research across the course (M)
    21. Identification of content focused on/related to developing students wtih communication and collaboration skills. 
    22. Identification of content focused on/related to developing students wtih leadership skills
    5.10 That inter-professional learning and practice is encouraged Nil 23. Course content indicating interprofessional learning and teaching approaches
    24. Examples from curriculum of opportunities for interprofessional learning. 
    5.11 An appropriate use of evidence based simlated learning in relevant areas of the curricula Nil 25. Identification of all aspects of the course that use evidence based simulation for teaching or assessment. 
    26. Evidence that the use of simulation in the course is effective in developing the relevant graduate competency outcomes. 
    5.12 Varied and relevant learning experiences that accomodate differences in student learning styles.  Nil 27. Processes used to identify student-learning styles and provide appropraite learning strategies. 
    28. Description and examples of range of learning experiences used across the course. 


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