Principles of Supervision and Mentoring
| Module title | Principles of Supervision and Mentoring |
|---|---|
| Module code | HPDM106 |
| Academic year | 2022/3 |
| Credits | 15 |
| Module staff | Professor Mike Eaton (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
In this module you will consider the strengths and weaknesses of a number of approaches to supervising learners and mentoring. You will learn about Pendleton’s rules, the Set-Go method and Agenda Led, Outcomes-based feedback and the use of the ePortfolio.
Module aims - intentions of the module
Educators need to encourage all learners to improve and to identify those who need particular help. They also need feedback and mentoring on their own performance. This module builds on Module 1 (Education Essentials) and will equip you with the necessary knowledge and skills to give effective feedback, supervise learners, identify struggling learners and provide appropriate support to them. In a similar manner to other modules, there is an emphasis on developing both in-depth knowledge and practical experience.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a theoretical understanding and practical application of the utilisation of a range of different feedback methodologies in a variety of healthcare education contexts and situations.
- 2. Explain in detail how learning characteristics and issues can be identified in practice and how a variety of interventions and strategies can be employed to encourage learner remediation and improvement.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate a professional understanding of the roles and responsibilities of statutory and employing bodies in the provision and quality assurance of education in the health professions.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Critically appraise the importance of and own ability to provide constructive feedback to peers within the workplace and actively engage with feedback received on ones own professional practice.
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- Theories of feedback.
- Feedback frameworks; Pendleton, the Set-Go method and Agenda-led, Outcome-based.
- Learners understanding of and responses to feedback.
- Assessing prior learning and determining learning needs.
- The role of statutory regulatory bodies in ensuring standards.
- Other stakeholders’ role in defining standards.
- e failing learner; causes, recognition and remediation.
- The limitations of remediation.
- Providing feedback to colleagues.
- Receiving feedback from colleagues.
• 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.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities | 4 | 4 x 1 hour lectures |
| Scheduled Learning & Teaching activities | 8 | 4 x 2 hour seminars with student presentations |
| Scheduled Learning & Teaching activities | 4 | 4 hour practical peer review session |
| Guided independent study | 34 | Online pre-course preparation, formative assessment and preparation of teaching material |
| Guided independent study | 100 | Post- course assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Pre-course online preparation | 34 hours | 1-4 | Online feedback |
| Analysis of learning needs (contributes to portfolio of practice) | 1 hour | 1-4 | Tutor Oral |
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 |
|---|---|---|---|---|
| Online contribution to discussion boards | 40 | 500 words | 1-4 | Written |
| Peer review | 60 | 1500 words | 1, 3-4 | Written |
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 (100%) | Essay (2000 words) | 1-4 | Typically within six weeks of the result |
Re-assessment notes
In the event of being referred in the module, you will be required to write a 2000 word critical analysis essay which will be worth 100% of the module mark.
Please also refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
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.
- Teaching, training and learning; a practical guide by Reece and Walker (Business Education Publishers Limited). Now out of print, but the 4 th 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:
- 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.
Further reading:
Archer, J. C. (2010), State of the science in health professional education: effective feedback. Medical Education, 44: 101–108.
Bachkirova T, Jackson P, Clutterbuck D (eds) (2011), Coaching and Mentoring Supervision: Theory and Practice. Open University Press.
Chism, N.V.N. & Chism, G. W. (2007) Peer Review of Teaching: A Sourcebook (2 nd ed) London: John Wiley & Sons.
Curzon L.B & Tummons J. (2013). Teaching in Further Education.(7th ed) London: Bloomsbury Academia.
Dornan, T. Mann K, Scherpier A, Spencer J (Eds) (2010). Medical Education: Theory and Practice. London, Churchill Livingston.
Knowles, M.S. Holton III, E.F. Swanson, R.A. (2005) The Adult Learner (6 th ed) London: Elsevier Butterworth Heinemann.
Kurtz SM, Silverman JD, Draper J (2004). Teaching and learning Communication Skills in Medicine (2nd ed) Oxford: Radcliffe Medical Press.
Moon J. (2006) Learning Journals: a handbook for reflective practice and professional development . (2 nd ed) London: Routledge.
Steinert Y (2013). The "problem" learner: whose problem is it? Medical Teacher 35(4) e1035-45.
Waugh C.K & Gronlund NE. (2013). Assessment of student achievement. (10 th ed) New Jersey: Pearson Education.
Wright C, Richards SH, Hill JJ, Roberts MJ, Norman GF, Greco M, Taylor M, Campbell JL, (2012). Multisource feedback in evaluating the performance of doctors: the example of the UK general medical council patient and colleague questionnaires. Academic medicine. 87:12 p1668-1678.
ELE – http://vle.exeter.ac.uk/course/view.php?id=6307
Indicative learning resources - Web based and electronic resources
General Medical Council - www.gmc-uk.org/education/assuring_quality.asp
The Quality Assurance Agency for Higher Education - http://www.qaa.ac.uk/
University of Exeter intranet and VLE hyperlinks to additional resources.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/02/2016 |
| Last revision date | 11/03/2020 |
