2018/19 Taught Postgraduate Module Catalogue

MEDS5112M Teaching, Learning and Assessment in Medical Education

45 creditsClass Size: 20

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

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2018/19

Pre-requisite qualifications

Meeting the criteria and qualifications established for acceptance onto the programme

This module is mutually exclusive with

EDUC5310M	Practice, Assessment & Eval.
MEDS5107M	Assesmnt&Eval in Clin Contxt

This module is not approved as an Elective

Module summary

This module adopts a practice-based approach to teaching, learning, assessing and evaluating medical education in the workplace and higher education institutions. Participants are encouraged to draw on and present their own experience as learning opportunities throughout the module. The content of the module includes exploring a selected range of educational theories and their relevance to learning and teaching in the clinical context, encouraging critical reflection on approaches to teaching and learning, especially in relation to workplace learning, introducing the principles of good practice in assessment, the evaluation of a range of assessment strategies, critical analysis of current research into learning, teaching and assessment and opportunities to apply this knowledge in practical exercises. We encourage students to integrate the skills and knowledge introduced during the module into their practice. Delivery ModelThe module is divided into three units, with formative and summative assessment included in each unit. The programme 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 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. Method Online learning in formal classes: 15 classes of 2 hours each, giving 30 student hours, and 30 academic contact hoursSynchronous Webinars Group Tutorials 6 tutorials of 1.5 hours each, giving 9 student hours, and 9 academic contact hoursModerated Asynchronous 2 sessions of 1.5 hours each, giving 3 student hours, and 3 academic contact hoursPractice-based Assessment ActivityAcademic Skills Development 6 sessions of 1.5 hours each, giving 9 student hours, and 9 academic contact hoursLectures (Podcast) 15 lectures of 1 hour each, giving 15 student hours, and 15 academic contact hours

Objectives

On completion of this module, students should be able to:

- Introduce and facilitate discussion of theoretical concepts relating to the design and delivery of teaching sessions, courses and programmes
- Critically analyse methods of teaching, learning and assessment used within medical education;
- Evaluate a selected range of educational theories and their relevance to learning and teaching in the clinical context
- Demonstrate an in-depth understanding of teaching and learning strategies in the context of healthcare
- Develop and apply teaching and learning methods appropriate to the clinical context in which they are delivered
- Critically analyse inter-professional approaches to teaching and learning
- Design and implement appropriate assessment and feedback strategies;
- Ensure effective learning experiences and opportunities to achieve learning outcomes through clinical supervision and provision of a learning environment;
- Evaluate teaching and learning in the clinical setting;
- Explain the relationship between evaluation and quality assurance frameworks.

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 higher education;
LO2. Take a proactive and self-reflective role as educators in the clinical setting and higher education to evaluate their own professional practice and that of others;
LO3. Engage with the implications of teaching inter-professionally;
LO4. Evaluate current issues and research and their relevance to learning and teaching in the clinical context
LO5. Systematically critique the design, delivery, and quality assurance of assessment and evaluation methods and strategies in the clinical setting and higher education;
LO6. Take a proactive and self-reflective role as assessors in the clinical setting and higher education to evaluate their own professional practice and that of others;
LO7. Engage with the implications of conducting assessment and evaluation in inter-professional settings;
LO8. Evaluate current issues and research and their relevance to assessment and evaluation in the clinical context.
LO9. Demonstrate independence in applying this knowledge in practice

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 as a medical practitioner and educator;
- Increased capacity for inter-professional working, networking and learning
- Demonstrate competence and skill in using a wide range of earning, teaching and assessment strategies in the clinical setting
- Enhanced skills in learning and working in a digital age
- Enhanced written and verbal communication skills

Syllabus

Unit 1

Comparative studies in medical and/or health professions education
Factors influencing teaching within the framework of the health system within which they work
The role of various teaching methods in learning and teaching
Inter-professional education
Teaching with patients
Simulation: learning, teaching and assessment
Workplace learning and teaching

Unit 2
.
Principles of assessment: what is assessment, why do we assess, when do we assess and how do we assess?
Assessment of knowledge and skills
Assessment of professionalism
Assessment of clinical competence
Workplace based assessment
Assessment methods (objective structured clinical examinations, simulation, multiple- choice questions, peer assessment, observation etc.)
The process and challenges of giving feedback.

Unit 3
Supporting students in the clinical environment (mentoring, coaching). Personal development planning
Clinical supervision, standard setting and quality assurance
Supervision
Appraisal
Evaluating teaching and learning: your own and others
Quality assurance in education and clinical teaching
Programme design and curriculum development
Continuing professional development

Cross-cutting
Identifying sources of evidence in relation to teaching, learning, assessment and evaluation

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
On-line Learning	15	2.00	2.00
Group learning	6	1.50	9.00
Lecture	24	1.00	24.00
Independent online learning hours			174.00
Private study hours			0.00
Total Contact hours			35.00
Total hours (100hr per 10 credits)			209.00

Private study

210 hours of private study
Directed reading and self-directed research in support of learning activities and discussions, as well as in preparation for assessments.

• 50 hours reading and other activities preparing for taught units;
• 90 hours post-unit follow up activities
• 44 hours researching and writing assessed course work (assignments);
• 26 hours group study and private reading.
174 hours Independent Online learning

• Non-facilitated directed learning. Students will work through a sequence of bespoke interactive learning resources and reflective activities in the VLE. This complements the moderated and directed synchronous and asynchronous online learning in formal sessions.

Opportunities for Formative Feedback

Student progress is closely monitored throughout the programme with opportunities for feedback and pastoral support. Student participation, understanding and achievement are gauged by informal observation and monitoring of contributions to coursework activities and discussions, formative assessment of the portfolio, draft assignments and the tutorial system. Group and/or individual tutorials will be provided at regular intervals and students receive feedback, usually via e-mail, on coursework activities and assignment drafts. Students can contact tutors at any time. 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
Portfolio	Structured portfolio formatively reviewed	0.00
Reflective log	2000 word Reflective narrative based on Portfolio	30.00
Critique	Comparative critique of assessment methods	20.00
Essay	Essay 1 - 2,500 words	25.00
Essay	Essay 2 - 2,500 words	25.00
Total percentage (Assessment Coursework)		100.00

Students are not required to pass each assignment in order to pass the module provided the composite mark for all elements is 50 or above. If the student fails an element, i.e. obtains a mark below 40, this element will be resat, but provided the overall mark is above 50 the module will be deemed to have been passed at the first attempt. There is a coursework requirement to engage with the online learning environment through a series of tasks which will be reported and reflected upon in the structured portfolio and monitored via VLE data analytics.

Reading list

The reading list is available from the Library website

Last updated: 30/04/2019

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