The incorporation of Self-Directed Learning for English Second Language learners within postgraduate Clinical Health Sciences Immunology education

Abstract

Abstract The understanding of Immunological processes and mechanisms within postgraduate Clinical Health Sciences education is essential, particularly when considering pathological disease pathways. Ensuring proper learning is achieved by all students is of the utmost importance for teachers especially when considering English as Second Language (ESL) learners. Contemporary learning and teaching methods are becoming increasingly focused on student centered practices such as Self-Directed Learning (SDL) where a student determines their own learning aims and undertakes methods of their own choosing to achieve and assess their learning outcomes. To support effective learning using SDL, it is necessary students are familiar with SDL strategies. The purpose of this work was to support the adoption of SDL strategies by Nursing, Midwifery and Health ESL learners undertaking postgraduate Clinical Health Sciences Immunology education and identify their impact. Face-to-face Immunology teaching sessions for a postgraduate Pathophysiology course were delivered with the inclusion of SDL strategies to support and facilitate effective learning. These strategies were carefully presented to ensure communication was culturally appropriate for all, especially ESL learners. Positive in-class feedback regarding SDL strategy content was received from all students in addition to favorable formal evaluation comments and student satisfaction scores for the Immunology course content. Student assessment outcomes for ESL learners were encouraging. These finding support the incorporation of SDL learning strategies delivered to ensure cultural appropriateness and support effective learning for postgraduate Immunology education.