Teaching Practitioner
| Module title | Teaching Practitioner |
|---|---|
| Module code | HPDM103 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr Alex Harding (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
| Number students taking module (anticipated) | 65 |
|---|
Module description
This module builds on some of the theory and concepts introduced in Education Essentials, and enables you to further apply learning and teaching principles to a wider variety of practical situations such as lectures, tutorials and small group sessions.
You will extend your knowledge of work-based learning and apply contemporary ideas to practical work based situations.
You will be expected to reflect on how to improve your teaching and the teaching of others. Through this process you will learn about quality and management issues in teaching and learning.
Module aims - intentions of the module
This module aims to extend your teaching knowledge and skills and also introduces you to some principles of educational leadership and management. There is a strong emphasis on looking at how educational ideas are translated into practice. You will also be invited to reflect on and plan for your future development, including opportunities for professional recognition.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Explore in detail, with reference to relevant pedagogic theory and literature, theories of knowledge, related key concepts and their relationship to current clinical education practice.
- 2. Critically explore the potential for enhancing the quality of teaching, with reference to contemporary issues such as equality, diversity and inclusion. .
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate an understanding of educational scholarship and leadership, with ability to apply concepts in practice.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Identify specific and relevant teaching and learning-related actions to inform your future development as a clinical educator, drawing on the content of this and other modules included in your programme of study.
Syllabus plan
Whilst the module's precise content may vary from year to year, topics are likely to include
- Tacit and explicit knowledge
- Social theories of learning - Lave and Wenger
- Knowledge transfer in the workplace setting
- Approaches to delivery, including work-based teaching
- Scholarship and leadership in education
- Practical mapping exercise against professional standards frameworks
- Teaching practice, with peer feedback
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities | 16 | All student taught sessions Mixture of small group, practical and large group teaching |
| Guided independent study | 34 | Online pre-course preparation, formative assessment and preparation for practical assessment |
| Guided independent study | 100 | Post- course assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Delivery of small group teaching session, with feedback | 15-30 minute teaching delivery | 1-4 | Verbal and written feedback from teacher and peers |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Reflective essay on the relationship between a relevant theory / concept and own practice with professional development plan | 100 | 2,000 word account | 1-4 | Verbal and written feedback from teacher |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assessment (100%) | Written assessment | 1-4 | Typically within six weeks of the result |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Introduction to the general principles of teaching and learning
- Teaching in Further Education: An Outline of Principles and Practices by Curzon and Tummons (Bloomsbury). An excellent introduction to the principles of teaching and learning for all professionals.
- Teaching, training and learning; a practical guide by Reece and Walker (Business Education Publishers Limited). Now out of print, but the 4 th edition (2000) is still available via online book retailers.
Application of teaching and learning to clinical professions:
- ABC of Learning and Teaching in Medicine by Peter Cantillon and Dianna Wood. (BMJ Publishing). A good basic introduction.
- Understanding Medical Education; Evidence Theory and Practice. Edited by Tim Swanwick. (Wiley-Blackwell). An excellent more detailed account with good references to further work. Each chapter is written by leaders in their fields. Available in e-book form from the University library.
- A Practical Guide for Medical Teachers by John Dent, Ronald Harden and Dan Hunt (Churchill Livingstone). Available in e-book form from the University library.
These books constitute the core textbooks for this course.
Further reading:
Dornan et al. 2007, Eraut 2000, Illeris 2009, Irby 1995, Nonaka and Takeuchi 1995, Prideaux 2000, Rees 2004, ten Cate et al. 2004)
Dornan, T., Boshuizen, H., King, N. and Scherpbier, A. (2007) Experience based learning: a model linking the processes and outcomes of medical students' workplace learning. Medical Education,41(1), pp. 84-91.
Eraut, M. (2000) Non-formal learning and tacit knowledge in professional work. British journal of educational psychology,70(1), pp. 113-136.
Illeris, K. (2009) Contemporary Theories of Learning, London:Routledge.
Irby, D. M. (1995) Teaching and learning in ambulatory care settings: a thematic review of the literature. Academic medicine: journal of the Association of American Medical Colleges,70(10), pp. 898.
Nonaka, I. and Takeuchi, H. (1995) The knowledge-creating company. New York,1, pp. 995.
Prideaux, D. (2000) The emperor's new clothes: From objectives to outcomes. Medical Education,34(3), pp. 168.
Rees, C. E. (2004) The problem with outcomes-based curricula in medical education: insights from educational theory. Medical Education,38(6), pp. 593-598.
Ten Cate, O., Snell, L., Mann, K. and Vermunt, J. (2004) Orienting teaching toward the learning process. Academic medicine : journal of the Association of American Medical Colleges,79(3), pp. 219-28.
Relevant organisations for professional developmentThe Academy of Medical Educators (AoME): http://www.medicaleducators.org/
The Association for the Study of Medical Education (ASME): http://www.asme.org.uk/
AdvanceHE (for Higher Education Academy fellowships): https://www.advance-he.ac.uk/
Key words search
Work-based learning, Teaching, Learning, Clinical learning
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/02/2016 |
| Last revision date | 10/05/2024 |
