Overview

This module is full for March 2022. We will compile a waiting list and let you know as soon as possible if there is a cancellation.

This module enables students to examine and critique approaches to teaching and learning, and to further develop and critically reflect on teaching techniques. The module will also examine the role of learning support and learning resources in promoting teaching and learning. It will relate research on the effectiveness of various approaches and techniques to the actual experience of participants. Topics include approaches to and techniques used in teaching and learning facilitation, selecting appropriate approaches and techniques, supporting student learning and using learning resources.

Expanding on previous knowledge, application and experience of learning and teaching theory, and empirical research, participants also have the opportunity to focus in on three approaches or techniques in greater depth and to critically analyse the effectiveness of their chosen approaches/techniques in their own clinical context.

The broader higher education context is also considered in relation to supporting student learning, using learning resources, and harnessing the potential of C&IT in teaching and learning, thus ensuring that students are equipped to work in modern clinical and education settings.

For information on the impact of Covid19 on our teaching, please see our Covid19 Teaching Update page.

Who is this module for?

Prospective participants are expected to be experienced professionals in their speciality, with some responsibility for clinical education. This might include the supervision of students related to professional practice, clinical skill development or assessment processes. Teaching in clinical practice may involve formal or informal teaching methods. Level of student supervised may be undergraduate, postgraduate, junior or senior staff. Participants need to be working in practice for the duration of the module.

The required knowledge and skills would all be satisfactorily evidenced by completion of module CPD4454 (or its equivalent).

What are the key aims of the programme?

This module aims to:

• Critically review the range of teaching approaches, methods and techniques available to participants within the clinical context.
• Relate the available research on the effectiveness of various approaches, methods and techniques to the actual experience of participants.
• Examine the crucial role played by learning support, learning resources, and Communication & Information Technology in promoting teaching and learning.
• Provide opportunities for participants to reflect on their teaching skills.

How Will I Study?

This module is studied over three contact sessions either online or on campus and is blended with online learning and discussion.

What will I study?

The following is an indicative list of topics that will be addressed in this module:

• Approaches to teaching and learning facilitation (e.g. Problem-Based Learning; experiential learning; evidence-based learning, etc).
• Teaching and learning facilitation techniques.
• Mass-instruction techniques (e.g. lectures, presentations, electronic resources).
• Individualised-learning techniques (e.g. one-to-one teaching; directed study; self-directed study; individual assignments and projects).
• Group-learning techniques (e.g. class discussions, seminars, role play, simulation exercises; the synchronous and non-synchronous virtual classroom).
• Selecting appropriate approaches and techniques.
• Supporting student learning.
• Harnessing C&IT for teaching and learning.
• Using learning resources.

How will I be assessed?

Students will complete two written assessments.

Assessment 1:
This assessment demonstrates how theory is integrated into your teaching and learning practice. Drawing on the principles of patchwork text, the assignment is a portfolio of 3 Teaching & Learning sessions/activities developed using particular teaching approaches/methods/techniques/resources. The critical and reflective commentary will demonstrate, with reference to scholarly literature, how this design supports student learning, with consideration of student-centred learning.

Assessment 2:
Drawing on, and with reference to their experience of the online discussion board for this course, participants will produce a critical and constructive evaluation and reflection on the usefulness of online discussion as a teaching & learning methodology.

There is also an expectation that students will contribute to a minimum of 70% of the online discussion activities.

On successful completion you will:

1. Critically evaluate and determine the effectiveness of a range of teaching and learning facilitation techniques, with reference to achieving student-focused learning.
2. Critically evaluate research on teaching and learning to inform their professional teaching and learning facilitation practice.
3. Rationalise and critique how they support diverse learners and learning needs, and utilise learning resources.
4. Analyse and evaluate the use of Communication & Information Technology in the delivery of teaching and the facilitation of student-focused learning.

Further Information

Applications are now closed for March 2022 start date.

Module availability varies from year to year and will be subject to minimum student numbers being achieved. Places will be allocated on a first come first served basis. Due to the popularity of some modules it may be that the module is fully booked when your application is received. We will include your details on a waiting list and allocate you a place on the next available intake.

We encourage you to apply as early as possible to give you the best chance to obtain a place on your preferred cohort, module applications will close as soon as the module is full. Applications received within two weeks of the start date may have to be considered for a later cohort.

For details of how to apply, please visit the apply page.

If you have any other queries about studying with us, please see the FAQs page.

For details about module content please contact the module leader, Jill Cochrane via [email protected] or on 01695 584479.

Or you can contact the Medical School email on: [email protected].

Pathways

Three modules are required to achieve a PGCERT. Please see below for information about the potential pathway you may engage in for this programme:

• CPD 4454: Teaching & Learning in the clinical context - This is the first module of this programme. All PGCERT students need this module or an equivalent.
• CPD 4455: Assessing Learning and Evaluating Teaching - Optional module.
• CPD 4456: Delivering Teaching and Facilitating Learning Opportunities - All PGCERT students
• CPD 4707: Supporting the Postgraduate Learner in the Medical Workplace - This module is for: Consultants, G.Ps. Specialist Trainees who can choose CPD4707 rather than CPD4455.

For information about the PGCERT please email Dr Lesley Briscoe, Programme Leader: [email protected].

To apply for the PGCERT please access PG Cert Teaching & Learning in Clinical Practice.