Delivering Teaching and Facilitating Learning in Medical Education

MEDN67190 Delivering Teaching and Facilitating Learning in Medical Education 30 Full year Postgraduate Taught Level 7 Drew Tarmey Unit coordinator School of Medical Sciences 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 15.0 This unit focuses on delivering taught content that is specific to the design, delivery and assessment of learning in medical education. The unit will also allow students the opportunity to put into practice the knowledge and to refine the skills gained in the two pre-requisite units.Students will be expected to develop, deliver and evaluate some teaching of their own. The unit will enable participants to enhance student learning in relevant settings as part of a period of independent teaching practice. During this process, they will be required to apply the knowledge, understanding gained in the pre-requisite units 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 the Teaching Portfolio.This unit requires participants to demonstrate an ability to adopt a critical approach to developing, delivering and evaluating teaching sessions and assessment strategies as a reflective practitioner in the context of relevant GMC/GDC standards. Distance learning materials are supported by face-to-face teaching and formative exercises covering: <ul> <li> Reflection on educational standards and curriculum outcomes in medical education</li> <li> Delivering ‘small group’ and  ‘large group’ teaching in medical education</li> <li> Using real and simulated patients in the delivery of teaching</li> <li> Delivering educational and clinical supervision</li> <li> Educational media</li> <li> Establishing effective partnerships within a multidisciplinary team to facilitate delivery of teaching and provide support to students in the academic and clinical environments. Knowledge and experience required to facilitate learning through a range of modern methods including problem-based learning, action learning, flipped classrooms, simulation, gaming, role modelling, role play, critical reflection, e-learning)</li> <li> Assessment of student learning including mapping and blueprinting of assessment, setting reasonable objectives and application of robust and innovative assessment methods  (e.g. OSCE’s, peer assessment, simulated learning, written/oral assessment)</li> <li> Development and evaluation of feedback, marking and moderating processes. Principles of Quality Assessment/Evaluation and feedback in Quality Assurance. Self and peer appraisal. Designing opportunities for feedback from self, students, peers and supervisors</li> <li> Equality and diversity strategies for the inclusion of all students and the creation of diverse curricula.</li> <li> Evidence based practice Drawing on robust evidence based research to underpin and guide any learning opportunities . Devising and effectively utilising indicative learning outcomes that support and empower students to develop evidence based practice. Leadership in Application of leadership theories to practice (Transformational Leadership, Ethical Leadership & Role modelling)</li> </ul> This unit focuses on delivering taught content that is specific to the design, delivery and assessment of learning in medical education. The unit will also allow students the opportunity to put into practice the knowledge and to refine the skills gained in the two pre-requisite units.Students will be expected to develop, deliver and evaluate some teaching of their own. The unit will enable participants to enhance student learning in relevant settings as part of a period of independent teaching practice. During this process, they will be required to apply the knowledge, understanding gained in the pre-requisite units 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 the Teaching Portfolio.This unit requires participants to demonstrate an ability to adopt a critical approach to developing, delivering and evaluating teaching sessions and assessment strategies as a reflective practitioner in the context of relevant GMC/GDC standards. Distance learning materials are supported by face-to-face teaching and formative exercises covering: <ul> <li> Reflection on educational standards and curriculum outcomes in medical education</li> <li> Delivering ‘small group’ and  ‘large group’ teaching in medical education</li> <li> Using real and simulated patients in the delivery of teaching</li> <li> Delivering educational and clinical supervision</li> <li> Educational media</li> <li> Establishing effective partnerships within a multidisciplinary team to facilitate delivery of teaching and provide support to students in the academic and clinical environments. Knowledge and experience required to facilitate learning through a range of modern methods including problem-based learning, action learning, flipped classrooms, simulation, gaming, role modelling, role play, critical reflection, e-learning)</li> <li> Assessment of student learning including mapping and blueprinting of assessment, setting reasonable objectives and application of robust and innovative assessment methods  (e.g. OSCE’s, peer assessment, simulated learning, written/oral assessment)</li> <li> Development and evaluation of feedback, marking and moderating processes. Principles of Quality Assessment/Evaluation and feedback in Quality Assurance. Self and peer appraisal. Designing opportunities for feedback from self, students, peers and supervisors</li> <li> Equality and diversity strategies for the inclusion of all students and the creation of diverse curricula.</li> <li> Evidence based practice Drawing on robust evidence based research to underpin and guide any learning opportunities . Devising and effectively utilising indicative learning outcomes that support and empower students to develop evidence based practice. Leadership in Application of leadership theories to practice (Transformational Leadership, Ethical Leadership & Role modelling)</li> </ul> The unit aims to: <ul> <li> Enable students to develop the skills and strategies required for the delivery of effective face-to-face teaching and critically analyse their development as medical educators. </li> <li> Enable students to develop the skills necessary to support the teaching, learning and assessment of students as part of an effective, supportive and dynamic learning process.</li> <li> Empower students to critically analyse their role as teachers and assessors in theory and clinical practice. Develop creative, innovative approaches to supporting, assessing and managing the learning process.</li> </ul> Develop 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. Knowledge and Understanding <ul> <li> Demonstrate an awareness of a range of issues of in the delivery of medical curricula as all levels from the early university experience through to postgraduate training, including compliance with professional standards and associated guidance from the GMC (including an awareness of ‘outcomes for graduates’, ‘good medical practice’ guidance and postgraduate curricula)</li> <li> Recognise the diverse learning requirements of individual  students and make necessary adjustments 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> Intellectual skills <ul> <li> Critically evaluate the efficacy of selected teaching and learning strategies in a variety of academic and practice settings</li> <li> <span style="font-size: 10pt; font-family: "Microsoft Sans Serif", "sans-serif"; layout-grid-mode: line; color: black; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA">Critically reflect upon own teaching, assessment and evaluation practices utilising a range of available strategies to enhance own performance </li> </ul> Practical skills <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> Be able to incorporate elements of blended learning into medical education and develop strategies for the successful inclusion of patients and simulated patients into teaching as partners in the process</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> <span style="font-size: 10pt; font-family: "Microsoft Sans Serif", "sans-serif"; layout-grid-mode: line; color: black; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA">Transferable skills and personal qualities <ul> <li> Participate in self and peer evaluation, considering the impact this has on personal/professional development and the development of others</li> <li> Demonstrate enhanced skills in effective communication to a range of audiences in a variety of settings</li> </ul>    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. Learning and teaching processes utilise a mixed modality delivery aligned to intended learning outcomes: interactive workshops accompanied by online-guided reading, class exercises and 1-1 mentorship.Interactive workshops will be supported by on-line learning materials to deliver theory and core principles.To support independent study, learning materials including lecture slides and recommended reading will be provided on the unit’s online Blackboard learning environment prior to sessions.Participants will be allocated 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. Students will also be encouraged to engage with the LEAP programme if they wish to gain HEA fellowship. 2 Written assignment (inc essay) 100% A summative mark and detailed, individual qualitative feedback will be provided following the written assignment and the observed teaching practice.Verbal tutor feedback and comment will be provided directly to students during interactive workshops.Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.Formative feedback will be provided in response to the Teaching Evidence Log. PG Cert Medical Education PG Cert Medical Education PGDT Taught Component Mandatory N Project supervision 4 Tutorials 30 Work based learning 10 0 256