Personal Professional Development

MEDN71001 Personal Professional Development 15 Full year Postgraduate Taught Level 7 Leena Patel Unit coordinator Donald Bradley Unit coordinator Division of Medical Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 The course unit consists of the following areas of study: <ul> <li> Principles of adult learning</li> <li> What makes a good teacher?</li> <li> Becoming a reflective practitioner</li> <li> Developing your academic writing skills (including critiquing published literature)</li> </ul> These areas of study introduce programme participants to new theoretical concepts in teaching and learning and encourage them, through teaching practice, to apply the ideas to their own teaching and to reflect upon them. In addition to preparation for observed teaching sessions and post observation verbal and written reflection, programme participants will be engaged in directed study tasks, independent study and peer learning. The course unit consists of the following areas of study: <ul> <li> Principles of adult learning</li> <li> What makes a good teacher?</li> <li> Becoming a reflective practitioner</li> <li> Developing your academic writing skills (including critiquing published literature)</li> </ul> These areas of study introduce programme participants to new theoretical concepts in teaching and learning and encourage them, through teaching practice, to apply the ideas to their own teaching and to reflect upon them. In addition to preparation for observed teaching sessions and post observation verbal and written reflection, programme participants will be engaged in directed study tasks, independent study and peer learning. The course unit aims to enable programme participants to:  <ul> <li> Critically evaluate learning theories in relation to adults and apply to own teaching practice in a variety of formats and range of settings</li> <li> Understand the key part reflection plays in the learning cycle and how to reflect on personal and academic development for themselves and their students</li> </ul> Knowledge and Understanding<ul> <li> Critically evaluate relevant theories underpinning the education of adults.</li> <li> Demonstrate an in-depth understanding of theories of reflection.</li></ul>Intellectual Skills <ul> <li> Critically analyse and evaluate relevant adult education theory as applied to personal learning experiences and own teaching practice.</li> <li> Engage in systematic and critical reflection on personal practice and the practice of others in a variety of contexts.</li> <li> Critique a published paper.</li></ul>Practical Skills<ul> <li> Critically apply educational theory to own teaching practice in a variety of formats (e.g. small group, large group) and in a range of clinical settings (e.g. bedside, out-patient clinics).</li> <li> Demonstrate a learner-centred approach to teaching.</li></ul>Transferable Skills and Personal Qualities<ul> <li> Manage change effectively and respond to changing demands.</li> <li> Take responsibility for advancing one's own professional development and for planning own future professional needs.</li></ul>    Analytical skills Flexibly change priorities according to organisational and other needs. Innovation/creativity Adapt to a variety of new challenges in the work environment. Oral communication Develop positive working relationships with colleagues on the programme. Problem solving Take the initiative and demonstrate the ability to be resourceful, and to introduce a new course of action. Written communication Write in an academic manner, using appropriate conventions. Study Days: 2 study days for this course unit. This will include pre-attendance tasks, micro teaching sessions, seminars, plenary sessions, group work.Independent study: for study days and assignment preparation.Structured feedback: immediately after observation of teaching session and through written proforma.Reflective Learning Portfolio: Programme participants will meet with their peer mentor during semester one.  The tutor will encourage the programme participant to self-assess the Reflective Learning Portfolio. 8 Practical skills assessment 100% Summative: Two observations - structured feedback is provided immediately after the observation of each teaching session, as well as a written feedback report.Formative: Written assignment - comprehensive feedback is provided online, using Blackboard, giving marks and written comments. MSc Medical Education MSc Medical Education PGDT Taught Component Mandatory PG Dip Medical Education PG Dip Medical Education PGDT Taught Component Mandatory N The Postgraduate Certificate 'Medical Education' programme is accredited by both the Higher Education Academy (HEA) and Academy of Medical Educations (AoME).The HEA is a national and independent organisation, funded by the four UK HE funding bodies and by subscriptions and grants. Their mission is to use their expertise and resources to support the higher education community in order to enhance the quality and impact of learning and teaching. They do this by recognising and rewarding excellent teaching, bringing together people and resources to research and share best practice, and by helping to influence, shape and implement policy.AoME accreditation provides an independent validation of the quality of the PG Certificate Medical Education programme, judged against the AoME’s Professional Standards. Participants who successfully complete the PG Certificate are eligible to apply for full membership of the Academy of Medical Educators, without going through the individual assessment process.  Membership of the AoME allows the use of the postnominal letters MAcadMEd, and signifies that the participant has been judged to meet the AoME’s Professional Standards for Medical Educators at an appropriate level.  Seminars 14 0 136