Underperformance and Performance Enhancement

Code

MEDS4012

School

School of Medicine

Level

4

Credits

20

Semesters

Autumn UK

Summary

This course examines the challenges of underperformance and performance enhancement for teachers in medical or healthcare professions education. The module draws on insights from the broader literature in education, leadership, psychology and sociology applied to a medical or healthcare professions education context. 

The course begins with an exposure of the values and beliefs held by students and teachers about individual student underperformance in a medical or healthcare professions education context. The experiences of teachers in supporting students who underperform are evaluated alongside the experiences of teachers supporting students who excel in order to critically examine the influence of teacher beliefs on the motivation for supporting individual learners. The course develops to examine the way in which the values, beliefs and held assumptions of teachers, influence the experience of students receiving support following underperformance at assessment across the continuum of a medical or healthcare professions education.  

Various issues associated with underperformance such as specific learning differences and protected characteristics that may influence the circumstances surrounding underperformance are also discussed with respect to best practice guidelines and management of these learners in practice. Likewise, the association between cultural factors and underperformance is discussed including an in-depth examination of the experience for medical students as well as healthcare professionals in practice. 

Models for investigating underperformance and planning performance enhancement are evaluated with specific attention on identifying factors associated with underperformance, triangulating observations about performance with information from interviews with learners, and supporting individuals to 'be ready to receive' feedback for working  with trainers or supervisors. Students explore the knowledge and skills required for diagnosing learner difficulties and devise an educational prescription based on observations, discussing their proposals with  peers.

Target Students

2.1 OR pass at MBBS • Degree is in a medical or allied healthcare professions discipline subject and/or sufficient associated work experience • Students on the MMedSci, PGDip and PGCert Medical Education courses. • PGCHE students • Students proposed as suitable by the Head of School of Medicine

Classes

• One 8-hour seminar each week for 3 weeks

Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester.

Assessment

• 40% Assignment 1: Reflection Assignment - 1,500 words.
• 60% Assignment 2: Practical Assignment 2,500 words

Assessed by end of designated period

Educational Aims

Learning Outcomes

In a medical or healthcare professions education context, students will gain knowledge and understanding of:
•    Underperformance and performance enhancement using insights from other disciplines such as education and psychology
•    The way in which underperformance presents across the continuum of medical or healthcare professions education
•    The way in which the values and beliefs held by teachers influence the nature of the ‘experience’ support following underperformance
•    The influence of constructs such as self-efficacy, motivation, self-assessment, entitlement, attribution, shame, adjustment on outcomes following underperformance
•    Self-regulated learning behaviours that are identifiable and modifiable as a target for intervention in remediation
•    The range of protected characteristics that may affect approaches for delivering remediation or support following underperformance
 

By the end of the course, students will be able to: 
•    Critically evaluate a range of learner difficulties among individuals who underperform in a medical or healthcare professions education context
•    Critically reflect on individual personal and professional development as a medical or healthcare professions educator in the expert roles of teacher 
 

Conveners

• Professor Nicola Cooper