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Unit information: Clinical and Workplace-Based Teaching in 2019/20

Please note: Due to alternative arrangements for teaching and assessment in place from 18 March 2020 to mitigate against the restrictions in place due to COVID-19, information shown for 2019/20 may not always be accurate.

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 Clinical and Workplace-Based Teaching
Unit code MEEDM0005
Credit points 10
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

Theory and Practice of Teaching and Learning

Co-requisites

None

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

Description

Aims: This unit aims to support the enhancement of teaching and learning in the workplace for health professionals.

It will also incorporate elements of the programme’s three vertical themes:

  • learning technology in teaching & learning
  • evaluation of the effectiveness of teaching and of courses
  • respect for individual learners and equality of opportunity for learners

Description: This unit will focus on the challenges faced by teachers in the workplace environment. We will examine when and why learning can happen, and how teaching can be made more effective. We will consider the roles of professionalism and learning theory, as well as how teachers can plan for opportunistic learning.

Intended learning outcomes

By the end of this unit, learners should be able to:

1. Identify and exploit clinical teaching opportunities.

2. Discuss barriers to learning and explore ways of overcoming them in clinical and workplace settings.

3. Develop imaginative strategies for teaching in relevant clinical and workplace settings.

4. Be able to critique and incorporate relevant learning theory into their own practice.

Teaching details

Teaching methods will be drawn from a wide range of approaches including: small group styles, lecture, discussion, debate, presentations, case studies, role play, interactive whole-class teaching, tasks which apply new learning, video critique, distance and e-learning elements.

Assessment Details

1500-2000 words or equivalent in other media.

Summative: a study of learning in the workplace with recommendations for enhancement of the experience.

Formative: group and individual feedback plus online activities.

Reading and References

  • Argyris C and Schön D (1978). Organizational Learning: A Theory of Action Perspective, Reading, MA: Addison-Wesley.
  • Boud D and Garrick J (1999). ‘Understandings of workplace learning’, in Boud D and Garrick J (eds.) Understanding Learning at Work, London: Routledge.
  • Eraut M (2000). ‘Non-formal learning and tacit knowledge in professional work’, British Journal of Educational Psychology, 70:1, pp. 113-136.
  • Lave J and Wenger E (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press.
  • Senge P (1991). The Fifth Discipline: The Art and Practice of the Learning Organization, New York: Doubleday.
  • Stern DT (Ed.) (2006). Measuring Medical Professionalism. . Oxford, Oxford University Press.

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