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Unit information: Introduction to Learning and Teaching in 2018/19

Please note: you are viewing unit and programme information for a past academic year. Please see the current academic year for up to date information.

Unit name Introduction to Learning and Teaching
Unit code MEEDM0027
Credit points 20
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Ms. Tricia Thorpe
Open unit status Not open

Any health care professional who must be in a current teaching role.



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


This unit serves as an introduction to the TLHP Certificate course. It aims to support learners in developing skills in planning, delivering and evaluating their own and others’ teaching based on a critical reading of theory and literature within the field. It also aims to introduce the learners to current issues in Teaching and Learning and to support and promote reflection and criticality in this area. Finally, it seeks to develop skills in academic writing within the discipline of Education.

Intended learning outcomes

  • Design and plan teaching and learning for varied audiences and settings taking account of educational theory and literature
  • Deliver and/or support effective teaching and learning in diverse situations and reflect on the outcomes
  • Evaluate teaching and learning in the light of educational theory and reflect on teacher development to support their own and others’ practice
  • Demonstrate criticality towards educational literature and theory
  • Develop skills in writing within the academic discipline of Education

Teaching details

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 Details

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 – reflection on learning, teaching and micro-teach session. Successful completion of formative assessment is necessary to progress.

Summative – a written assessment of 2500 – 3000 words. This contributes 100% of final grade for this module.

Reading and References

  • Blakemore, S-J & Frith, U, (2005)The learning brain, Oxford, Blackwell
  • Bruner, J (2006) In search of pedagogy volume 1, Routledge, London & NY
  • Campbell, A. & Norton, L (eds) (2007): Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters
  • Cantillon, P : ABC of Learning in Large Groups, BMJ 2003 vol 326, pp 437-440
  • Cruess, R L & Cruess, S R (2006) Teaching Professionalism: general principles, Med Teach. 28(3):205-208
  • Curzon & Tummons, (2013) Teaching in Further Education, London, Bloomsbury Academic
  • Davis, M & Forrest, K (2008) How to Teach Continuing Medical Education. BMJ Books, Oxford, Wiley Blackwell
  • Dent, J. A. & Harden R.M (2001) A practical guide for medical teachers. London, Churchill Livingstone
  • Fry, Ketteridge & Marshall (editors) (2009, 3rd edn): Teaching and Learning in Higher Education, NY & Abingdon, Routledge.
  • Harden, R & Crosby, (2000) The good teacher is more than a lecturer – the twelve roles of the teacher, Medical Teacher, Vol. 22, No. 4
  • Kitchen, M: Facilitating small groups: how to encourage student learning, Clinical Teacher, 2012, 9: 3-8
  • Minton, D. (2005) Teaching Skills in Further & Adult Education. 3rd edn. London, Thomson Learning.
  • Petty, G (2009) Evidence Based Teaching, 2nd edn, Cheltenham, Nelson Thornes
  • Petty, G, (2014) Teaching Today, 5th edn, Oxford, OUP
  • Sotto, E (2nd edn. 2007): When Teaching Becomes Learning, London, Continuum International
  • Tennant, M (2006) Psychology and Adult Learning, Routledge, London & NY
  • Vaughn & Baker: Teaching in the Medical setting, Medical Teacher, 2001, Vol 23, 6, 610-612