Principles of Supervision, Mentoring and Coaching
| Module title | Principles of Supervision, Mentoring and Coaching |
|---|---|
| Module code | HPDM142 |
| Academic year | 2022/3 |
| Credits | 15 |
| Module staff | Mrs Jane Rowe (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
| Number students taking module (anticipated) | 65 |
|---|
Module description
In this module you will consider the strengths and weaknesses of a number of approaches to supervising, mentoring and coaching learners. You will learn about Pendleton’s Rules, Agenda Led, Outcomes-based Analysis (ALOBA), Set-Go and have the opportunity to put your feedback skills into practice.
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 opportunities to reflect on their own performance. This module will equip you with the necessary knowledge and skills to give effective feedback, supervise learners, identify learners in difficulty 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, topics covered are likely to include:
- 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.
- Learners in difficulty; causes, recognition and remediation.
- The limitations of remediation.
- Providing feedback to colleagues.
- Receiving feedback from colleagues.
This module is normally delivered face-to-face. However, if circumstances change:
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 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 13 | Interactive lectures, breakout group activity and plenaries |
| Scheduled Learning & Teaching activities | 3 | Practical peer review session |
| Guided independent study | 34 | Online pre-course preparation, formative dicussion group activity and preparation of teaching material |
| Guided independent study | 100 | Online pre-course preparation, formative assessment and preparation of teaching material |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Pre-course online preparation and participation in discussion boards | 34 hours | 1-4 | Peer and tutor dialogue |
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 |
|---|---|---|---|---|
| Reflective essay on peer review activity | 100 | 2000 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 |
|---|---|---|---|
| Reflective essay on peer review activity (100%) | Reflective essay on peer review activity (2000 words) | 1-4 | Typically within six weeks of the result |
Re-assessment notes
Please 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
The following four titles are all good introductions to learning and teaching in the healthcare professions, and are available as e-books from the library.
- Cantillon, P. & Wood, D. (2017) ABC of Learning and Teaching in Medicine. Hoboken, NJ: Wiley Blackwell.
- Delaney, C., Molloy, E. (2009) Clinical Education in the Health Professions. Chatswood, NSW, Australia: Churchill Livingstone.
- Dent, J.A., Harden, R.M., Hunt, D. (2017) A Practical Guide for Medical Teachers. London: Churchill Livingstone.
- Swanwick, T., Forrest, K., O’Brien, B. (2019) Understanding Medical Education: Evidence, Theory and Practice. Chichester, West Sussex: Wiley Blackwell.
Wider reading – indicative
Archer, J. C. 2010. State of the science in health professional education: effective feedback. Medical Education, 44, pp.101-108.
Bachkirova, T., Jackson, P. and Clutterbuck, D. (eds.) 2011. Coaching and Mentoring Supervision: Theory and Practice. London: Open University Press.
Clutterbuck, D. (2004) Everyone Needs a Mentor (4th edition), London: Chartered Institute of Personnel Development.
Gopee, N. 2015. Mentoring and Supervision in Healthcare. London: SAGE Publications Ltd., pp.212-221.
Hattie, J., & Timperley, H. 2007. The power of feedback. Review of Educational Research 77(1), pp. 81-112.
Kurtz, S.M., Silverman, J.D. and Draper, J. 2004. Teaching and Learning Communication Skills in Medicine (2nd ed) Oxford: Radcliffe Medical Press.
Launer, J. 2016. Giving feedback to medical students and trainees: rules and realities. Postgraduate medical journal, 92, 627-628.
Malling, B., de Lasson, L., Just, E. & Stegeager, N. (2020) How group coaching contributes to organisational understanding among newly graduated doctors. BMC Medical Education 20, pp. 193-200.
Murdoch-Eaton, D. 2012. Feedback: the complexity of self-perception and the transition from 'transmit' to 'received and understood'. Medical Education 46(6), pp. 538-540.
Pendleton, D., Schofield, T., Tate, P. and Havelock, P. 2003. The consultation: an approach to learning and teaching. Oxford: Oxford University Press.
Ramani, S. and Krackov, S. K. 2012. Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher 34(10), pp. 787-791.
Sandars, J., Patel, R., Steele, H., McAreavey, M. and Association for Medical Education. 2014. Developmental student support in undergraduate medical education: AMEE Guide No. 92. Medical Teacher 36(12), pp. 1015-1026.
Silverman, J., Kurtz, S. and Draper, J. 1996. The Calgary-Cambridge approach to communication skills teaching I: Agenda-led outcome-based analysis of the consultation. Education for General Practice 7, pp. 288-299.
Silverman, J., Draper, J. and Kurtz, S. 1997. The Calgary-Cambridge approach to communication skills teaching II: the SET-GO method. Education for General Practice 8, pp.16-23.
Steinert Y. 2013. The "problem" learner: whose problem is it? Medical Teacher 35(4) e1035-45.
van de Ridder, J. M., McGaghie, W. C., Stokking, K. M. and ten Cate, O. T. 2015. Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review. Medical Education 49(7), pp. 658-673.
Watling, C. J. 2014. Unfulfilled promise, untapped potential: feedback at the crossroads. Medical Teacher 36(8), pp. 692-697.
Whitmore, J. (2017) Coaching for Performance: The Principles and Practice of Coaching and Leadership. Boston, MA: Nicholas Brealey Publishing.
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 | 01/02/16 |
| Last revision date | 21/06/2022 |
