This course presents an approach to teaching rooted in the principles of Family Medicine and drawing from theories of education, the psychology of learning, principles of instructional design and educational measurement. The approach is eclectic and focuses on practical application of principles to teaching in one-to-one, small group, and lecture formats. Students are expected to have opportunities to apply methods of teaching in their own clinical setting.
This course reviews the relevant literature on the scientific and theoretical basis of Family Medicine. Topics include: medicine and science, technology, craft and art; theory of diagnosis; classification of disease; natural history of disease; concepts of aetiology; concepts of health and disease; and social influences of health and disease. Does family medicine represent a paradigm shift within medicine?
This course examines the four components of the Patient-Centered Clinical Method with the first term serving as the building blocks. The second term will draw upon developmental theory, systems theory, life cycle issues, and the contextual influences that impact on a patient's/family's experience of health, disease and illness. Attention will be given to understanding the importance of finding common ground in treatment/management and the enhancement of the patient-doctor relationship. The course will draw upon the students' clinical experience to integrate theory & practice.
This course introduces the four components of Patient-Centered Clinical Method. Drawing on developmental theory, systems theory and life cycle issues, the course will examine the contextual influences that impact on a patient’s experience of health, disease and illness. Attention will be given to understanding the whole person and enhancement of the patient-doctor relationship. The course will also examine the broad determinants of health in order to expand the student’s understanding of contextual influences.
This course is structured to offer interested students an in-depth look at pertinent issues facing the Canadian health care system, and some possible policy options that could be tried (or are being tried) in order to improve the system.
The Clinical/Teaching Practice Experience (CTPE) offers students an opportunity to enhance either their clinical or teaching skills through a supervised practicum. This may include enhancement of clinical skills (i.e. psychotherapy) or teaching skills (i.e. development, delivery and evaluation of a course(s)/workshop). As each student's situation is unique the CTPE is negotiated with the Graduate Studies Chair, and supervisors are assigned at both their home location and at Western.
Other optional courses can be selected from Master's programs around the world upon approval from the Chair of the Graduate Studies Program, School of Graduate and Postdoctoral Studies at Western, and provider university (Not to exceed 0.5 course credit).