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Education Essentials

Module titleEducation Essentials
Module codeHPDM105
Academic year2023/4
Module staff

Mrs Sarah Bradley (Lecturer)

Duration: Term123
Duration: Weeks


Number students taking module (anticipated)


Description - summary of the module content

Module description

In this module we introduce you to the essential knowledge, skills and attitudes required of all professionals who educate - both in the workplace and in more formal situations such as lectures, tutorials and small groups.

You will examine your motivation to teach and your teaching preferences.  To do this, you will learn about the different models of teaching and learning.  Throughout this and other modules, we contrast ideas about teaching and learning with the practicalities of delivery in busy healthcare learning environments.

Module aims - intentions of the module

Teaching is a practical skill that uses increasingly complex ideas about how people learn.  As a teacher delivering clinical education, you will increasingly need to demonstrate appropriate knowledge of learning and skills in teaching.  This module will give you a thorough grounding in both and will prepare the ground for application for formally recognised accreditation from bodies such as AoME or HEA.

Your professional practice is changing, and the importance of working and learning as a multi-professional team is increasingly apparent.  We therefore welcome professionals from all clinical backgrounds.  To fit with your work-life balance, you can complete the module in a number of ways and choosing from a variety of different assessment structures to suit your stage of professional development as a teacher. 

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Describe and critically evaluate the principle theories of teaching and learning and how they apply to workplace learning. FA1, SA2
  • 2. Demonstrate and critically appraise the delivery of teaching concerning a practical skill. FA1, SA1

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 3. Demonstrate an independent ability to critical appraise, evaluate and synthesise the contemporary higher education evidence base. SA1, SA2

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 4. Demonstrate comprehensive understanding and practical application of professional standards of teaching and learning SA2

Syllabus plan

Syllabus plan

Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:

1. Scholarship (1) – Introduction to Masters-level study

  • Course aims and outcomes, Level 7 descriptors, critical appraisal, reflection, writing style.
  • Literature searching and reference management

2. Professional knowledge and practice  (1)

  • Knowledge, skills and attitudes
  • Theories of novice, competent and expert practitioners

3. Learning (1)

  • Behavioural theories of learning
  • Psychological theories of learning
    • Learning styles
    • Principles of adult learning
    • Reflective learning
    • Johari’s window

4. Teaching (1)

  • Teaching and learning knowledge – Bloom’s taxonomy
  • Teaching and learning skills
    • Teaching and learning practical skills – Miller’s pyramid, 4/5 step model (George and Doto/Peyton)
    • Teaching and learning communication skills – Calgary Cambridge model
    • Teaching and learning clinical reasoning – Script models, reflective models, dual process models
    • Teaching and learning attitudes
    • Motivation to teach and teaching styles
    • Formal teaching and learning; How to run a small group session, give a lecture (small group practice)
    • Informal teaching and learning; How to deliver teaching in clinical environments.
    • The one-minute preceptor

5. Leadership (1)

  • What is a professional teacher?  What are the motivations to teach?
  • Professional bodies and organisation of Higher Education teaching in UK
  • Introduction to portfolio of practice and its role in providing evidence for  professional accreditation

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled learning & teaching activities16 Lectures: 4 hours; Workshops: 4 hours; Group discussion: 4 hours; Teaching observation & feedback: 4 hours; For the duration of the Covid19 pandemic: - Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities. - Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board - Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum - Skills workshops involving practical skills acquisition demonstrations may be replaced by short pre-recorded videos as pre-learning; or workshop via Teams/Zoom.
Guided independent study34Online pre-course preparation, formative assessment and preparation of teaching material
Guided independent study100 Post- course assignment preparation


Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Completion of pre-course reading and test1-4Online feedback
Delivery and critical appraisal of teaching a practical skill.15 minute practical demonstration1-4Verbal and written feedback from peers supervised by module leads.

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Critical analysis of work-based teaching episode (delivered or observed) drawing on the teaching and learning literature. 1002000 words1,3-4Written feedback from module lead


Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Critical analysis of work-based teaching episode (delivered or observed) drawing on the teaching and learning literature (100%)Critical analysis of work-based teaching episode (delivered or observed) drawing on the teaching and learning literature (2000 words)1,3-4Typically within six weeks of the result


Indicative learning resources - Basic reading

Introduction to the general principles of teaching and learning

  1. Teaching in Further Education: An Outline of Principles and Practices by Curzon and Tummons (Bloomsbury).  An excellent introduction to the principles of teaching and learning for all professionals.

  2. Teaching, training and learning; a practical guide by Reece and Walker (Business Education Publishers Limited). Now out of print, but the 4th edition (2000) available on online book retailers very cheaply.  Remains probably the best practical introduction to teaching.


Application of teaching and learning to clinical professions:

  1. ABC of Learning and Teaching in Medicine by Peter Cantillon and Dianna Wood. (BMJ Publishing).  A good basic introduction.

  2. Understanding Medical Education; Evidence Theory and Practice. Edited by Tim Swanwick. (Wiley-Blackwell).  An excellent more detailed account with good references to further work.  Each chapter is written by leaders in their fields.

 These books constitute the core textbooks for this course.

 Further reading:

(Armstrong and Parsa-Parsi 2005, Illeris 2009)

Your Teaching Style (Mohana, Chambers and Wall) – Routledge publishers.

A good easy to read, practical guide to developing your teaching.

 53 interesting things to do in your seminars and tutorials (Habeshaw, Gibbs and Habeshaw) -  From the 53 series by Technical and Educational Services Publishers.

A useful series of practical tips for teaching).  Excellent practical guide to delivering lectures, tutorials and small groups.

 A practical guide for medical teachers (Dent and Harden) – Churchill-Livingstome Publishers.

Good chapters on practical approaches to work-based teaching in medicine.

 Developing professional knowledge and competence  (Michael Eraut) – Falmer publishers.  A Detailed examination of professional knowledge.

 Armstrong, E. and Parsa-Parsi, R. (2005) How can physicians' learning styles drive educational planning? Academic Medicine,80(7), pp. 680.

Illeris, K. (2009) Contemporary Theories of Learning, London:Routledge.  Chapters 1 and 2 have excellent summaries of learning theories.



Indicative learning resources - Web based and electronic resources


Module has an active ELE page

Key words search

Clinical learning, teaching, learning, professional knowledge

Credit value15
Module ECTS


Module pre-requisites


Module co-requisites


NQF level (module)


Available as distance learning?


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Last revision date