Abstract
The proposed project is designed and developed to be in line with the University’s Integrated framework for Curriculum Development and Review and in consideration of the conceptual framework on internationalization of curriculum. In this proposed project, the primary learning outcome is to enable gerontology students to embrace a global perspective in their course of study.
Using an outcome-based approach, learning outcomes under five main themes were identified and used to guide the development of the proposed teaching and learning activities. The five main themes are: (i) The Healthcare System; (ii) The Long-term Care System; (iii) Social Security Policies; (iv) Housing for older people; and (v) Gerontechnology Development.
Each theme will be hosted by a teaching partner with non-local background and be discussed under the partner’s expertise in his/her own country (London, US, Taiwan, Sweden, China). Each theme will be presented as a self-contained MicroModule, of which will last for approximately 20 mins each and contains a set of questions for reflective exercise.
The outcomes of this proposed project will be evaluated using a validated tool – The Global Learning Inventory (GPI) and students’ learning experience will be evaluated via focus-group interviews. With the support from this grant, the process of project development and the outcomes of the evaluation can be disseminated and shared among colleagues who are interested in bringing internationalization to their teaching practices.
Brief write-up
Project objectives
The project is aimed to develop micro-modules to enable gerontology students to embrace a global perspective in their course of study.
Activities, process and outcomes
Five main themes were identified and is hosted by a teaching partner with non-local background and be discussed under the partner’s expertise in his/her own country. The content is presented as a self-contained Micro-Module, of which lasts for approximately 20mins each and contains a set of questions for reflective exercise. Survey and focus-group interview has been conducted to explore students’ engagement over the project. Furthermore, the project has foster professional development of the teaching team with international collaborations.
Deliverables and evaluation
Deliverables were produced in accordance with the proposed timeline. Student’s experiences on global learning and development were collected and examined using the GPI inventory score. Descriptive statistics showed an increase of score at post-test.
Dissemination, diffusion, impact and sharing of good practices
The micro-modules produced were made available on the CUHK Blackboard. To disseminate the good practices, the project aims and overall implementation plan was presented at the Developing Excellence in Medical Education Conference 2021 with 1400 attendees.
Impact on teaching and learning
The favorable responses from preliminary evaluation suggested that the project stimulated students to embrace a global perspective when facing issues related to care of older people. Students also preferred this approach and enjoyed browsing the micro-modules. Similar approach may be further extended to other related courses.
