| Unit name | Clinical based Education |
|---|---|
| Unit code | MEEDM0025 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Mrs. Annie Noble-Denny |
| Open unit status | Not open |
| Pre-requisites |
Any health care professional with a remit for providing teaching and learning in their workplace should attend. They must have successfully completed Introduction to Learning and Teaching. |
| Co-requisites |
None |
| School/department | Teaching and Learning for Health Professionals |
| Faculty | Faculty of Health Sciences |
This practically focused module aims to support learners in exploring and critiquing a range of workplace based teaching methodologies across the health professions. There will be opportunities to analyse their educational remit in the workplace, to critically analyse their current practice and review using educational literature and theory.
There will be a mixed method approach consistent with current best practice. This will include presentations by course tutors, large and small group discussions, workshops and teamwork, paired activities, presentations by participants with structured feedback, demonstrations and work-based learning.
Assessment will entail the production of varied texts and/or items in other media, contributing to an overarching, programme-level portfolio assessment, employing the concept of the ‘patchwork text’.
Each unit will have required items and types of texts to be produced at stated times within the framework of the unit and others will stretch across the entire Certificate permitting learners to demonstrate how they are connecting key concepts and synthesising the material. This provides a more appropriate assessment for the development of understanding and skills in a course where reflection on progress parallels a critical approach to theory.
Formative assessment includes reflective writing that contributes to the student’s portfolio giving evidence of engagement with the HEA PSF.
This unit:
Formative assessment - self-assessment, peer observation and critique of students’ own teaching in their workplace including written reflective accounts.
Summative assessment – (3000 words or equivalent)
Billett, S. (2001). Learning in the Workplace: Strategies for Effective Practice. Allen & Unwin, PO Box 8500, St Leonards, 1590 NSW, Australia.
Bleakley, A. (2006). Broadening conceptions of learning in medical education: the message from teamworking. Medical Education, 40(2), 150-157.
Brown, J.S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41.
Curzon, B (1985): Teaching in Further Education, 3rd edn., London, Cassell Education
Fry, Ketteridge & Marshall eds. (2009) A Handbook for Teaching & Learning in Higher Education (3rd ed. 2009). London, Kogan Page.
Handley, K et al (2006) Within and Beyond Communities of Practice :Making Sense of Learning Through Participation, Identity and Practice. Journal of Management Studies 43:3
Morris, C (2010). Facilitating Learning in the Workplace. British Journal of Hospital Medicine, January 2010, Vol 71, No 1
Smith, M. K. (2003) Learning theory. Available at: www.infed.org/biblio/b-learn.htm Accessed 26 January 2013
Swanwick, T (2010) Understanding Medical Education; Evidence, Theory and Practice. Wiley-Blackwell, ASME
Swanwick, T (2006) Informal learning in postgraduate medical education: from cognitivism to ‘culturism. Medical Education 2005; 39: 859–865
Vygotsky, L (1978): Mind in Society: Development of Higher Psychological Processes. Harvard: Harvard University Press.
