Education Essentials
| Module title | Education Essentials |
|---|---|
| Module code | HPDM105 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Professor Sarah Bradley (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
In this module we introduce you to the essential knowledge, skills and attitudes required of all healthcare professionals who educate - both in the workplace and in more formal situations such as lectures, tutorials and small groups. Through critical appraisal of learning theories and models of delivery, the module explores the practicalities of delivering high quality education in busy healthcare environments.
Module aims - intentions of the module
Teaching is a practical skill that uses complex ideas about how people learn. As a clinical educator, you will increasingly need to demonstrate appropriate knowledge and application of learning and skills in teaching.
In the module, you will explore how to apply educational theory and teaching models to develop your teaching and support learners in the workplace. Through observed teaching, and evaluation of a session that you deliver in your workplace, you will design an evidence-based action plan for improving your practice as a clinical educator.
Teaching observations, peer review, and other activities such as the microteaching you’ll be expected to undertake as part of this module, provide evidence to draw upon should you decide to apply for professional recognition with Advance HE, the Academy of Medical Educators, or other relevant organisations.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe and critically evaluate theories of teaching and learning and how they apply to workplace learning. FA1, SA2
- 2. Demonstrate an independent ability to critical appraise, evaluate and synthesise the contemporary higher education evidence base, including issues relating to equality, diversity and inclusivity. SA1, SA2
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Evaluate personal teaching practice in relation to health professions education literature and feedback and create an action plan for improving future practice
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Demonstrate comprehensive understanding and practical application of professional standards of teaching and learning SA2
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
1. Scholarship (1) – Introduction to Masters-level study
- Course aims and outcomes, Level 7 descriptors, critical appraisal, reflection, writing style.
- Literature searching and reference management
2. Professional knowledge and practice (1)
- Knowledge, skills and attitudes
- Theories of novice, competent and expert practitioners
3. Learning (1)
- Behavioural theories of learning
- Psychological theories of learning
- Adult learning
- Reflective learning
4. Teaching (1)
Teaching and learning knowledge – Bloom’s taxonomy
Teaching and learning skills
Teaching and learning practical skills – Miller’s pyramid, 4/5 step model (George and Doto/Peyton)
Teaching and learning communication skills – Calgary Cambridge model
Teaching and learning clinical reasoning – Script models, reflective models, dual process models
Teaching and learning attitudes
Reasonable adjustments
Equality, diversity and inclusivity in education practice
Formal teaching and learning; How to run a small group session, give a lecture (small group practice)
Informal teaching and learning; How to deliver teaching in clinical environments.
The one-minute preceptor
5. Leadership (1)
What is a professional teacher? What are the motivations to teach?
Professional bodies and organisation of Higher Education teaching in UK
Introduction to portfolio of practice and its role in providing evidence for professional accreditation
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 | Lectures: 4 hours Workshops: 4 hours Group discussion: 4 hours Teaching observation & feedback: 4 hours |
| Guided independent study | 34 | Online pre-course preparation, formative assessment and preparation of teaching material |
| Guided independent study | 100 | Post- course assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Completion of pre-course reading and test | 1-4 | Online feedback & discussion on contact days | |
| Delivery of a lecture or teaching a practical skill. | 15 minute practical demonstration | 1-4 | Verbal and written feedback from peers supervised by module leads. |
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 |
|---|---|---|---|---|
| Critical analysis of work-based teaching episode (delivered or observed) drawing on the teaching and learning literature. | 100 | 2000 words | 1-4 | Written feedback from module lead |
| 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 |
|---|---|---|---|
| Critical analysis of work-based teaching episode (delivered or observed) drawing on the teaching and learning literature (100%) | Critical analysis of work-based teaching episode (delivered or observed) drawing on the teaching and learning literature (2000 words) | 1,3-4 | Typically within six weeks of the result |
Indicative learning resources - Basic reading
Core texts:
(You are not expected to read all of these. You will be signposted to specific chapters and may find other chapters useful as you prepare your assignment)
Cantillon, P., Wood, D. & Yardley, S. (Ed.). (2017). ABC of learning and teaching in medicine (3rd ed.). Hoboken, NJ : Wiley Blackwell.
Dent, J., Harden, R.M., Hunt, D. (2021). A practical guide for medical teachers (J. Dent, Harden, R.M., Hunt, D., Ed. 6th ed.). Elsevier.
Marshall, S. (Ed.). (2020). A handbook for teaching and learning in higher education: enhancing academic practice (5th ed.). Routledge.
Swanwick, T., Forrest, K. & O'Brien, B.C. (Ed.). (2019). Understanding Medical Education: Evidence, Theory and Practice. (3rd ed.). Hoboken, NJ : Wiley-Blackwell.
Further reading:
Eraut, M. (2002). Developing professional knowledge and competence. Taylor & Francis ebooks.
Illeris, K. (Ed.). (2018). Contemporary Theories of Learning: Learning Theorists... In Their Own Words (2nd ed.). Milton: Routledge.
Kurtz, S., Silverman, J., Draper, J. (2005). Teaching and learning Communication Skills in Medicine. Oxford, Radcliffe Publishing.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/02/2016 |
| Last revision date | 18/04/2024 |
