MEDN67090
Delivering Teaching and Facilitating Learning in Medical and Health Education
30
Full year
Postgraduate Taught
Level 7
Dianne Burns
Unit coordinator
School of Medical Sciences
Division of Nursing, Midwifery and Social Work
1
FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 '
European Credit Transfer & Accumulation System Rating : 15.0
<p>This practice-based unit focuses on equipping students with an opportunity to put into practice the knowledge and skills they have gained in two other pre-requisite units, Reflective Teaching and Learning Practice and Assessment and Feedback.</p><p>Participants will be expected to develop, deliver and evaluate a range of teaching and learning processes/events/sessions that can be used to enhance student learning in both academic and practice settings as part of a period of supervised and independent teaching practice. During this process, they will be required to apply their knowledge and understanding to create and sustain an environment conducive to learning. They will be expected to formulate and apply appropriate assessment strategies that effectively contribute to the formative and summative assessment of student learning in a variety of settings. Participants will be encouraged to become self-directed learners and develop problem-solving skills in relation to their emerging educational practice via a Teaching and Learning Record.</p>
<div>
<p>This practice-based unit focuses on equipping students with an opportunity to put into practice the knowledge and skills they have gained in two other pre-requisite units, Reflective Teaching and Learning Practice and Assessment and Feedback.</p><p>Participants will be expected to develop, deliver and evaluate a range of teaching and learning processes/events/sessions that can be used to enhance student learning in both academic and practice settings as part of a period of supervised and independent teaching practice. During this process, they will be required to apply their knowledge and understanding to create and sustain an environment conducive to learning. They will be expected to formulate and apply appropriate assessment strategies that effectively contribute to the formative and summative assessment of student learning in a variety of settings. Participants will be encouraged to become self-directed learners and develop problem-solving skills in relation to their emerging educational practice via a Teaching and Learning Record.</p></div>
<p> </p>
<p>• Support participants to develop the skills necessary to support the teaching learning and assessment of students (nurses/midwives, medical students or those undertaking education within the allied health and social care professions) as part of an effective, supportive and dynamic learning process.</p><p>• Encourage participants to critically analyse their role as teachers and assessors of students (nursing, midwifery, medicine, allied health and social care professions) in theory and clinical practice and develop creative, innovative approaches to supporting, assessing and managing the learning process.</p><p style="margin-left: -3pt">• Enable participants to develop as critically reflective educators able to deliver effective, robust, innovative and dynamic educational events, units of learning and educational curricula as part of a period of educational teaching practice.</p>
<p>Knowledge and Understanding</p>
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<ul>
<li>
Recognise the diverse learning requirements of individual students and the need to make necessary adjustments in order to accommodate a range of student needs in both academic and practice settings. </li>
<li>
Recognise personal implications and professional accountability in relation to the assessment of students who have/have not attained the required educational standard.</li>
</ul>
<p> Intellectual skills</p>
<ul>
<li>
Critically evaluate the efficacy of selected teaching and learning strategies in a variety of academic and practice settings.</li>
<li>
Critically reflect upon own teaching, assessment and evaluation practices utilising a range of available strategies to enhance own performance.</li>
</ul>
<p>Practical skills</p>
<ul>
<li>
Effectively deliver a variety of evidence-based teaching and learning activities so that students are able to realise their full potential.</li>
<li>
Empower students to become reflective learners by developing dynamic learning and educational opportunities.</li>
<li>
Apply robust, innovative and evidence-based assessment strategies which enable students to demonstrate attainment of required learning outcomes.</li>
<li>
Provide constructive feedback to students assisting them in recognising future learning needs and actions.</li>
<li>
Demonstrate professional accountability in managing struggling students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future.</li>
</ul>
<p> Transferable skills and personal qualities</p>
<ul>
<li>
Participate in self and peer evaluation, considering the impact this has on personal/professional development and the development of others.</li>
<li>
Act as a practice expert to support development of knowledge and skills for practice.</li>
<li>
Demonstrate enhanced skills in effective communication to a range of audiences in a variety of settings.</li>
</ul>
</div>
<p> </p>
Analytical skills
Critically reflect and review one's own teaching practice and that of others. Work collaboratively with others, be a team member, take on responsibilities and contribute ideas.
Innovation/creativity
Be innovative in relation to ideas - to generate solutions, make improvements and think creatively, and enterprisingly, to produce an effective outcome.
Leadership
Inspire and engage with others to carry out tasks and achieve goals by displaying a clear sense of direction and values.
Problem solving
Demonstrate the ability to analyse a problem, research the options, weigh up the pros and cons, and reach a logical conclusion.
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<p>Learning and teaching processes utilise a mixed modality delivery aligned to intended learning outcomes. To support independent study, on-line learning materials will be provided on the unit’s Blackboard learning environment to be completed prior to the timetabled interactive workshop sessions. Participants will also be required to identify a Teaching and Learning Mentor * for the duration of the programme who will meet with them on a regular basis to provide feedback and help support their professional development.</p><p>There will be an opportunity for participants to engage with the LEAP programme if they wish to gain HEA fellowship.</p></div>
<p> </p>
2
Written assignment (inc essay)
100%
<p>Teaching and Learning Record (Pass/Fail)</p>
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Participants will be encouraged to access a variety of formative feedback opportunities through the collation of a Teaching and Learning Record and the submission of a draft written assignment.</div>
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<p>A summative mark and detailed, individual qualitative feedback will be provided following the submission of a written assignment (case study) and one observed teaching session.</p><p>Verbal tutor feedback and comment will be provided directly to students during interactive workshops.</p><p>Throughout the unit, participants will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.</p></div>
</div>
<p> </p>
PGCert Med & Health Education
PGCert Med&Health Education
PGDT Taught Component
Mandatory
PGCert Med&Health Education
PGCert Med&Health Education
PGDT Taught Component
Mandatory
N
Project supervision
8
Tutorials
20
Work based learning
80
0
192