Principles and Practice of Teaching and Learning

Code

MEDS4015

School

School of Medicine

Level

4

Credits

20

Semesters

Autumn UK

Summary

The module starts with examining the UK Higher Education (HE) context, introducing the UK Professional Standards Framework (UKPSF). The core knowledge, activities and professional values outlined in the UKPSF can be found at: http://www.heacademy.ac.uk/ukpsf.  

The module examines the principles of teaching and learning described in the broader literature from education and psychology as applied to medical and healthcare professions higher education. It develops by exploring individual values and beliefs about teaching and learning and investigates the way in which the values, beliefs and held assumptions of teachers, together with expectations from learners, influence the delivery of teaching and the learning experience of students.

We examine the unique features distinguishing teaching and learning contexts in medical and healthcare professions education, including some of the areas of contention and controversy. Participants will scrutinise the ‘art’ of teaching as well as the ‘science’ of teaching from different theoretical perspectives. Various methods of instruction for teaching knowledge, skills, values and behaviours are discussed and debated. 
As the module progress, the attention switches over to some of the emergent theories and thinking about learning in medical and healthcare professions education, with various educational theories being critically evaluated and discussed in relation to applicability to HE in this context at programme level or at the level of a given task.

Students will apply their learning by delivering at least one teaching session on a chosen area of expertise such as a clinical sub-specialty and gain feedback about their performance.
Towards the end of the module there is also a focus on some of the skills required for learning in the volatile, complex, uncertain and ambiguous environments which characterise medical or healthcare professions HE. Throughout the module participants will be expected to consider the nature of the students they teach and explore generic and subject-specific literature to inform their work
 

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 4 weeks
• One 8-hour practicum

Presentation and Observation - 1 x 8 hours 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

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

Assessed by end of designated period

Educational Aims

Learning Outcomes

Learning Objectives: 
In a higher or healthcare professions education context, students will gain knowledge and understanding of:
• The various perceptions, beliefs and assumptions held by individuals which likely influence the way in which teaching and learning takes place.

Learning Outcomes: 

By the end of the module, students will be able to:
• Identify and discuss key theories of learning and teaching in HE and how these influence practice. 

• Design and plan teaching and learning activities that take into account the diversity of students.

• Teach and/or support learning through appropriate approaches and environments.

• Critically reflect on approaches to supporting and guiding learners relevant to their context.

• Participate in peer review processes and professional dialogue to enhance practice.

Conveners

• Professor Nicola Cooper