2019/20 Taught Postgraduate Module Catalogue

MEDS5106M Learning and Teaching in the Clinical Context

30 creditsClass Size: 45

Module manager: Barbara Macpherson
Email: b.e.macpherson@leeds.ac.uk

Taught: 1 Feb to 30 Jun, Semester 1 (Sep to Jan) View Timetable

Year running 2019/20

Pre-requisite qualifications

Meeting the criteria and qualifications established for acceptance onto the programme

This module is mutually exclusive with

EDUC5300M

Context, Design and Principles of Learning and Teaching in C

Module replaces

EDUC5300M Context, Design and Principles of Learning and Teaching in Clinical Settings

This module is not approved as an Elective

Module summary

The coding (1a, S1a etc.) maps the programme to the UK PSF and the NMC standards (See Appendix 1) This module adopts a practice-based and inter-professional approach to clinical education in the workplace and higher education institutions. We introduce the concept of learning and teaching as situated social practice and invite participants to explore their own learning and teaching experiences throughout the module. The content of the module includes analysis of various ways of designing sessions, courses or programme, the introduction and evaluation of a range of learning and teaching strategies, including discussion of the educational theories which underpin them 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 as educators, and support their development as advocates for learning across, as well as within, their own clinical profession.

Objectives

On completion of this module, students should be able to ...
The module will provide clinical education students with the intellectual abilities and skills to:
1a. critically analyse their own teaching and learning experience
1b. evaluate a selected range of educational theories and their relevance to learning and teaching in the clinical context
1c. demonstrate an in-depth understanding of teaching and learning strategies in the context of healthcare
1d. 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. Demonstrate a systematic and critical understanding of the design, delivery, assessment and evaluation of learning and teaching in the clinical setting and 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 higher education to evaluate their own professional practice and that of others;
LO4. Engage with the implications of teaching inter-professionally;
LO5. Evaluate current issues and research and their relevance to learning and
teaching in the clinical context.

Skills outcomes
The following skills are developed in this module:
• Insight into the essential skills for postgraduate level 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
• Increased capacity for inter-professional working, networking and learning
• Enhanced skills in learning and working in a digital age
• Enhanced written and verbal communication skills

Syllabus

S1a Course philosophy.
S1b Participants backgrounds, expectations, and areas of interest.
S1c Reflect on policies and developments which have impacted on teaching and learning within healthcare and how healthcare professionals develop (which will also include cultural awareness and legislation around data protection and disabilities).
S1d An introduction to inter-professional education - professional boundaries, exploration of how professionals work with each other in the healthcare community.
S1e An introduction to a selected range of educational theories which includes a critical examination of participants’ prior learning and teaching and the impact of the clinical environment on teaching and learning.
S1f Design and Planning of a programme or learning event in the clinical setting.
S1g Teaching and learning methods (lecturing, learning in small groups, one to one teaching, problem based learning, simulation, teaching with patients); peer review of teaching.
S1h An introduction to the use of technology in education (e-learning, virtual libraries, discussion rooms, social media, mobile learning, pedagogy for the digital age).
S1i The delivery of teaching and learning in the clinical setting and the impact of the clinical setting on learning and teaching - facilitation of learning.
S1j Development of effective learning environments and learner support systems.
S1k The student as an individual.
S1l 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 learning	9	13.50	21.00
Lecture	5	1.00	5.00
Seminar	7	2.00	14.00
Tutorial	4	1.00	4.00
Independent online learning hours			48.00
Private study hours			208.00
Total Contact hours			44.00
Total hours (100hr per 10 credits)			300.00

Opportunities for Formative Feedback

Student progress is closely monitored throughout the programme, both during and between the 2 taught units, and there are opportunities for formative assessment and pastoral support. Student participation, understanding and achievement is gauged by informal observation and monitoring of contributions to coursework activities and discussions, the observation of teaching in practice, draft assignments and the tutorial system. Group and/or individual tutorials and on-going individual feedback, usually via e-mail, on coursework assignment drafts are provided throughout the module 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.
Each unit is planned during the academic year in which it is delivered and this process involves an informal review of how the previous unit ran, and a more formal referencing back to the previous year’s student evaluations of the module. This meeting also provides an opportunity for an informal review of how the current student cohort is progressing.
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; and that some students struggle to make the transition from a practitioner discourse to a more academic one. 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 unit 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
Essay	3000 word	50.00
Case Study	3000 word based on teaching in practice observed in the workplace	50.00
Total percentage (Assessment Coursework)		100.00

If a student is referred on the observation of teaching in practice they receive detailed feedback which explains the decision and how to address the issues highlighted. A date for a 2nd observation of teaching in practice is arranged. Students are not required to pass each assignment in order to pass the module but if they fail an assignment and averaged marks do not reach the module pass mark they can resubmit the assignment for a maximum mark of 50. However, any piece of work that falls below 40 must be resubmitted.

Reading list

The reading list is available from the Library website

Last updated: 01/10/2019

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