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Unit information: Leading in Education and Training (Unit 231) in 2018/19

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Unit name Leading in Education and Training (Unit 231)
Unit code MEEDM0015
Credit points 20
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Mr. Burnett
Open unit status Not open
Pre-requisites

PG Certificate in Teaching and Learning for Health Professionals (for students registered for the Postgraduate Diploma in Teaching and Learning for Health Professionals).

Co-requisites

None.

School/department Teaching and Learning for Health Professionals
Faculty Faculty of Health Sciences

Description

What does it mean to be a leader in education and training in the health professions? What skills do I need? How can I develop and influence educational strategies?

The unit will cover a range of topics relevant to the practice of leadership as specifically applied to leading educational activity in the health professions. The theory and practice of leadership in various contexts will be examined and applied to the settings of learners on the unit. Relevant contemporary issues include but are limited to: the management of teaching and learning, organisational behaviour and effectiveness, education policy, strategic leadership, building educational teams, leading change and innovation in education, decision-making, leadership skills and insights, vision and values in educational leadership, financial and resource management in educational contexts.

The unit aims to equip the learner with: knowledge and understanding of the theory, practice and policy context of educational leadership in the health professions; the ability to apply theory and research in educational leadership to their own situation; and the ability to play a part in the improvement of educational systems.

Purpose of the Unit: The unit will introduce the learner to current practice, theory and evidence in leadership relevant to the training of health professionals.

Unit Aims: • To equip the learner with knowledge and understanding of the theory, practice and policy content of educational leadership in the health professions. • The ability to apply theory and models of leadership to their own situation and identify areas for personal leadership development. • To apply this knowledge to the teaching of leadership skills to other healthcare professionals.

Intended learning outcomes

1. Discuss the roles of leaders in education and training in the health professions. 2. Explore their personal leadership style. 3. Analyse relevant leadership theory and its applicability to current practice. 4. Apply theoretical perspectives and knowledge to real scenarios. 5. Analyse leadership and management issues in relation to enhancing practice. 6. Evaluate models of leadership in relation to contemporary situations in the health professions.

Teaching details

The teaching methods will comprise a mix of pre-course reading, e-learning and face to face opportunities including discussion, seminar and small group activities.

Assessment Details

The assessments will together comprise 4,000 words or equivalent in other media.

Formative assessment: feedback on workshop tasks and other activities during the unit workshops and study time, preparing the learner to submit a… Summative assessment: project report based on the application of the content of the unit (100%). A small range of titles will be available that are applicable to the evolving field of leadership at the time, for example: reflecting on a current leadership role they have taken on in education and training, analysing leaders’ style and approaches; a negotiated title that reflects the learning outcomes for this module and that draws on relevant research.

Reading and References

Bligh J & Brice J (2010) Leadership in Medical Education BMJ 340:1044-5.

Briggs A, Coleman M (2007). Research Methods in Educational Leadership and Management. (2nd Ed). London: Sage.

Bush T (2003). Theories of Educational Leadership and Management. London: Sage.

Hogan, R., & Kaiser, R. B. (2005). What we know about leadership. Review of General Psychology, 9, 169-180.

Preedy M, Glatter R, Wise C (Eds.) (2002). Strategic Leadership and Educational Improvement. London: Sage (Published in association with The Open University).

Swanwick T, McKimm J (2010). ABC of Clinical Leadership (ABC Series). Oxford: Wiley-Blackwell.

West-Burnham J (2009). Rethinking Educational Leadership: From Improvement to Transformation. London: Network Continuum Education.

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