2018/19 Taught Postgraduate Module Catalogue

MEDS5111M Practical Skills for Medical Educators

15 creditsClass Size: 20

Module manager: Helen Bradbury
Email: h.m.bradbury@leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2018/19

Pre-requisites

MEDS5111M	Practical Skills for Medical Educators
MEDS5112M	Teaching, Learning and Assessment in Medical Education

Co-requisites

MEDS5114M

This module is mutually exclusive with

EDUC5320M	Education Management, Theories
MEDS5108M	Innovation and Change in Clinical Education

This module is not approved as an Elective

Module summary

This module is delivered as blended learning. A 4-day residential workshop in Leeds, which shares some teaching with the PG Certificate Clinical Education (MEDS 5106M), is supplemented with online distance learning utilising the VLE, e-mail and social media. The programme as a whole is designed around an Interactive Workbook available via the VLE. The Workbook is divided into sections, which will be released sequentially and provide the spine for the course. It includes a detailed timetable, showing self-directed, peer and tutor-led activities; clear guidance on preparatory and follow-up activities, with links to multi-media study resources; and guidance on completing formative and summative assessment. Students are allocated an academic tutor who they will meet in person at the residential workshop and who will support them throughout the programme via regular e-mail and skype contact.It provides an introduction to the programme, faculty, fellow students and key aspects of student support (library, IT Help Desk, skills for online learning and academic study) and orientates students to the technology that will be used for teaching and learning.The module content introduces key elements of learning and teaching medical and/or health professions education in the workplace and higher education institution, including the concept of reflective practice. Students will participate in workshops and seminars on the following topics:- Planning your teaching- Small group teaching- Lecturing for Learning- Simulation- Technology Enhanced Learning- The Reflective Practitioner Participants are invited to explore their own learning and teaching experiences throughout the module. We encourage students to integrate the skills and knowledge introduced during the module into their practice as educators and support their development as advocates for learning across, as well as within, their own clinical speciality.Teaching and Learning Methods: Method Lectures: face to face in Leeds 3 lectures of 1 hour each, giving 3 student hours, and 3 academic contact hoursSeminars: face to face in Leeds 3 seminars of 2 hours each, giving 6 student hours, and 6 academic contact hoursTutorials: face to face in Leeds 1 tutorial of 1 hour, giving 1 student hour, and 1 academic contact hourGroup learning: face to face in LeedsMicro-teaching 1 session of 1 hour, giving 1 student hour, and 1 academic contact hourTeaching with patients (topic) 1 session of 3 hours, giving 3 student contact hours, and 3 academic contact hoursSmall group teaching (Topic) 1 session of 3 hours, giving 3 student contact hours, and 3 academic contact hoursReflective Practioner (Topic) 1 session of 3 hours, giving 3 student contact hours, and 3 academic contact hoursAcademic Skills Development 2 sessions of 1.5 hours each, giving 3 student contact hours and 3 academic contact hours

Objectives

The module will provide medical and/or health professions education students with the intellectual abilities and skills to:
1a. critically analyse their own teaching and learning experience
1b demonstrate an in-depth understanding of teaching and learning strategies in the context of medical education
1c develop and apply teaching and learning methods appropriate to the clinical context in which they are delivered

Learning outcomes
On completion of the module, students should be able to
LO1 Systematically critique the design, delivery, assessment and evaluation of learning and teaching in the clinical setting and/or higher education;
LO2 Demonstrate independence in applying this knowledge in practice;
LO3 Take a proactive and self-reflective role as educators in the clinical setting and/or higher education to evaluate their own professional practice and that of others

Skills outcomes
The following skills are developed in this module:
- Insight into the essential skills for postgraduate level online distance study, including IT skills, literature searching, assignment planning, academic writing, critical reading and group working;
- Increased capacity to evaluate their own achievement and that of others;
- Demonstrate competence and skill in using a wide range of methods of teaching and learning in the clinical setting
- Develop facilitative skills applicable in the work situation
- Enhanced skills in learning and working in a digital age
- Enhanced written and verbal communication skills

Syllabus

Course philosophy.
Participants backgrounds, expectations, and areas of interest.
An introduction to online distance learning, including independent study
Design and Planning of a programme or learning event in the clinical setting.
Teaching and learning methods (lecturing, learning in small groups, one to one teaching, problem based learning, simulation, teaching with patients); peer review of teaching.
An introduction to the use of technology in education (e-learning, virtual libraries, discussion rooms, social media, mobile learning).
Teaching and learning strategies for the clinical setting and the impact of the clinical setting on learning and teaching - facilitation of learning.
The student as an individual.
The teacher as role model

The development of academic study skills – using literature/reading research papers and policy documents; referencing and plagiarism; time management and independent study skills; critical reflection; writing for study and academic writing; group work processes and presentation skills – are integrated throughout the curriculum.

Teaching methods

Delivery type	Number	Length hours	Student hours
Group Project	2	1.50	3.00
Group Project	4	3.00	12.00
Practicals	1	3.00	3.00
Lecture	3	1.00	3.00
Seminar	3	2.00	6.00
Tutorial	1	1.00	1.00
Independent online learning hours			77.00
Private study hours			45.00
Total Contact hours			28.00
Total hours (100hr per 10 credits)			150.00

Opportunities for Formative Feedback

Student progress is closely monitored throughout the programme with opportunities for formative feedback and pastoral support. Student participation, understanding and achievement is gauged by informal observation and monitoring of contributions to coursework activities and discussions, micro-teaching , formative assessment of the portfolio, draft assignments and the tutorial system. Group and/or individual tutorials will be provided during the residential workshop and on-going individual feedback, usually via e-mail or the VLE will be given on coursework activities and assignment drafts for all students. For students who have a declared disability or SLD there is additional consultation to ensure needs are met. Academic tutors are encouraged to raise any concerns they may have concerning student progress with the programme director.
The Postgraduate Clinical Education Core Team meet regularly to plan teaching units during the academic year in which they are delivered, which also provides an opportunity for an informal review of how the current student cohort is progressing. This feeds into the formal process of evaluation, which is conducted anonymously using Bristol Online Survey, and feeds into the regular module and programme review.
Additionally, all students, and their tutors, have access to academic skills development. This provision is a recognition that some students may have been out of formal education for some time; that the majority of students are challenged – at least initially - by the different disciplinary requirements of working in a social science, as opposed to a clinical science, context; that some students struggle to make the transition from a practitioner discourse to a more academic one; and that students for whom English is not their first language may need additional language and study support,. Consequently, academic writing development is integrated into the curriculum by a dedicated course team member with expertise in this area who provides group and individual support and guidance. This takes the form of individual consultations (where requested) and group sessions within each module on academic writing skills and critical analysis of the educational literature which offer students peer marking exercises, exemplars and group work activities to introduce and practice their skills.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Practical	Micro-teaching (formative)	0.00
Case Study	3,000 word based on teaching in practice	100.00
Total percentage (Assessment Coursework)		100.00

If students do not reach the module pass mark of 50 for the Teaching Case Study they can resubmit the assignment for a maximum mark of 50.

Reading list

The reading list is available from the Library website

Last updated: 30/04/2019

Disclaimer

Browse Other Catalogues

• Undergraduate module catalogue
• Taught Postgraduate module catalogue
• Undergraduate programme catalogue
• Taught Postgraduate programme catalogue

Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD