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Understanding the Essentials of Education

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 you will 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. Your professional practice is changing, and the importance of working and learning as a multi-professional team is increasingly apparent.

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. (E)
• 2. Demonstrate and critically reflect on the delivery of teaching concerning a practical skill.(F)

ILO: Discipline-specific skills

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

• 3. Demonstrate the ability to critical appraise, evaluate and synthesise the contemporary higher education evidence base.(E)

ILO: Personal and key skills

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

• 4. Demonstrate understanding and application of professional standards in teaching and learning.(F;E)

Syllabus plan

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

• Scholarship – Critical appraisal, reflection, writing style, Literature searching and reference management
• Professional knowledge and practice – Knowledge, skills and attitudes. Theories of novice competent and expert practitioners.
• Learning - Behavioural and psychological theories of learning, learning styles, principles of adult learning, reflective learning, Johari’s window.
• Teaching - and learning knowledge – Blooms taxonomy, skills, and Miller’s pyramid, 4/5 step model (George and Doto/Peyton). Communication Skills –Calgary Cambridge model, Clinical Reasoning - script models, reflective models dual process models. Teaching and learning attitudes, Motivation to teach and teaching styles. Formal and teaching and learning, small group session, lecture. Informal teaching and learning – clinical environments. The one-minute preceptor.
• Leadership – What is a professional teacher? What are the motivations to teach? Professional bodies and Higher Education teaching in the UK. Introduction to portfolio of practice and its role in providing evidence for professional accreditation.

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

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

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

Re-assessment notes

All items of assessment must be passed

Indicative learning resources - Basic reading

Basic reading:

Dolan, B., Hinchcliff, S. (2017) The Practitioner as Teacher (4^th ed.) Elsevier (Nurses as educators) E Resource

Curzon, J., Tummons,  L.B.  (2013) Teaching in Further Education: An Outline of Principles and Practices Bloomsbury.  An excellent introduction to the principles of teaching and learning for all professionals. E Resource

Cantillon, P., Wood, D. (2017) ABC of Learning and Teaching in Medicine BMJ Publishing. E Resource

Swanwick, T. (201 9) (ed.) Understanding Medical Education; Evidence Theory and Practice, Wiley-Blackwell. E Resource

Further reading:

Eruat, M (1994) Developing professional knowledge and competence. Churchill Livingston E Resource

Habeshaw, S., Gibbs, G., Habeshaw, T. (1992) 53 interesting things to do in your seminars and tutorials, Bristol: technical and Educational service E Resource

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

Mohana, K., Chambers, R., Wall, D. (2008) Your teaching style: a practical guide to understanding, developing and improving. Routledge. E Resource

Indicative learning resources - Web based and electronic resources

ELE – College to provide hyperlink to appropriate pages

Key words search

Education