2024/25 Taught Postgraduate Module Catalogue
MEDS5142M Assessment and Evaluation in the Clinical Context
30 creditsClass Size: 30
Module manager: Benjamin Eckles
Email: B.Eckles@leeds.ac.uk
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2024/25
Pre-requisites
| MEDS5141M | Teaching and Learning in the Clinical Context |
This module is mutually exclusive with
| MEDS5107M | Assessment and Evaluation in the Clinical Context |
Module replaces
NAThis module is not approved as an Elective
Module summary
This module adopts a practice-based and inter-professional approach to the assessment and evaluation of clinical 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 introducing the principles of good practice in assessment, the evaluation of a range of assessment strategies, critical analysis of current research into 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 practiceObjectives
The coding (2a, etc.) maps the programme to the UK Professional Standards Framework.This module is used to meet the requirements for Fellowship of the Higher Education Academy (Advance HE).
The module will provide clinical education students with the intellectual abilities and skills to:
2a Critically analyse methods of assessment used within healthcare education;
2b Design and implement appropriate assessment and feedback strategies;
2c Ensure effective learning experiences and opportunities to achieve learning outcomes through clinical supervision and provision of a learning environment;
2d Evaluate teaching and learning in the clinical setting;
2e Explain the relationship between evaluation and quality assurance frameworks.
Learning outcomes
On completion of the module, students should be able to
LO1. Demonstrate a systematic and critical understanding of the design, delivery, and quality assurance of assessment and evaluation methods and strategies 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 assessors in the clinical setting and higher education to evaluate their own professional practice and that of others;
LO4. Engage with the implications of conducting assessment and evaluation in inter-professional settings;
LO5. Evaluate current issues and research and their relevance to assessment and evaluation 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 learning and teaching skills and those of others as a healthcare practitioner;
• Increased capacity for inter-professional working, networking and learning
• Demonstrate competence and skill in using a wide range of assessment strategies in the clinical setting
• Enhanced skills in learning and working in a digital age
Enhanced written and verbal communication skills
Syllabus
1. Supporting students in the clinical environment (mentoring, coaching).
2. Personal development planning.
3. Clinical supervision.
4. Principles of assessment: what is assessment, why do we assess, when do we assess and how do we assess? Assessment of clinical competence.
5. The process and challenges of giving feedback.
6. Assessment methods (objective structured clinical examinations, simulation, multiple- choice questions, peer assessment, observation etc.).
7. Appraisal.
8. Evaluating teaching and learning.
9. Quality assurance in education and clinical teaching.
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 |
| Supervision | 4 | 1.00 | 4.00 |
| Teaching/Classroom Assisting | 1 | 3.00 | 3.00 |
| Work Based Learning | 1 | 3.00 | 3.00 |
| Practicals | 1 | 3.00 | 3.00 |
| Group learning | 2 | 3.00 | 6.00 |
| Lecture | 7 | 1.00 | 7.00 |
| Skills Day | 4 | 1.50 | 6.00 |
| Seminar | 2 | 6.00 | 12.00 |
| Independent online learning hours | 48.00 | ||
| Private study hours | 208.00 | ||
| Total Contact hours | 44.00 | ||
| Total hours (100hr per 10 credits) | 300.00 | ||
Private study
Teaching/Classroom Assisting = MicroteachingPracticals = Practice-based Assessment Activity
Assessing in the Workplace (Topic) = Work Based Learning
Academic skills development = Skills Day
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 | Essay or dissertation - 3,000 words | 50.00 |
| Teaching Skills | Planning and evaluation of a teaching session mapped to the UKPSF | 50.00 |
| Total percentage (Assessment Coursework) | 100.00 | |
No compensation is allowed between these assessments.
Reading list
The reading list is available from the Library websiteLast updated: 29/04/2024 16:18:11
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