Education Essentials

Module title	Education Essentials
Module code	HPDM105Z
Academic year	2023/4
Credits	15
Module staff	Mrs Sarah Bradley (Lecturer)

Duration: Term	1	2	3
Duration: Weeks		8

Number students taking module (anticipated)	20

Description - summary of the module content

Module description

In this module we introduce you to the essential knowledge, skills and attitudes required of all healthcare professionals who educate - both in the workplace and in more formal situations such as lectures, tutorials and small groups. Models and theories of teaching and learning are critically appraised and applied to the different contexts in which healthcare professionals educate.

This module is delivered by distance learning via our online platform. Teaching will draw on a range of high-quality recorded lectures, interspersed with consolidation sessions. Optional live remote seminars and practical teaching experience will also be offered. A blended version of this module is also offered (HPDM105).

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

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 Activities	Guided independent study	Placement / study abroad
3	147	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Guided independent study	47	Online resources including pre-recorded masterclasses; readings; discussion forums; reflective logs.
Scheduled Learning and Teaching	3	Interactive small group webinars. Eg Teaching observation & feedback; small group discussion (Optional)
Guided independent study	100	Assignment preparation

Assessment

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Delivery and critical appraisal of mini-lecture	minute mini-lecture	1-4	Verbal and written feedback from peers supervised by module leads.

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
100	0	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Critical analysis of work-based teaching episode (delivered or observed) drawing on the teaching and learning literature.	100	2000 words	1,3-4	Written feedback from module lead
	0
	0
	0
	0
	0

Re-assessment

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

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale 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)	1,3-4	Typically within six weeks of the result

Resources

Indicative learning resources - Basic reading

Introduction to the general principles of teaching and learning

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.

Application of teaching and learning to clinical professions:

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

Indicative learning resources - Web based and electronic resources

ELE - http://vle.exeter.ac.uk/course/view.php?id=6306

http://as.exeter.ac.uk/library/

http://www.medicaleducators.org/

http://www.asme.org.uk/

Module has an active ELE page

Key words search

Clinical learning, teaching, learning, professional knowledge

Credit value	15
Module ECTS	7.5
Module pre-requisites	None
Module co-requisites	None
NQF level (module)	7
Available as distance learning?	Yes
Origin date	23/02/2022
Last revision date	23/02/2022