Principles of Supervision, Mentoring and Coaching
| Module title | Principles of Supervision, Mentoring and Coaching |
|---|---|
| Module code | HPDM142 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Mrs Jane Rowe (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
| Number students taking module (anticipated) | 65 |
|---|
Module description
In this module you will explore the important part supervision, mentoring and coaching plays in the learning process. You will learn about Pendleton’s Rules, Agenda Led, Outcomes-based Analysis (ALOBA), Set-Go and have the opportunity to put your feedback skills into practice.
Module aims - intentions of the module
Educators need to encourage all learners to improve and to identify those who need particular support and guidance. They also need feedback and opportunities to reflect on their own performance. This module will equip you with the necessary knowledge and skills to give effective feedback, supervise learners, identify learners in difficulty and explore this important aspect of your role as an educator based in a clinical/healthcare education setting. In a similar manner to other modules, there is an emphasis on developing both in-depth knowledge and practical experience.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Critically reflect on principles for effective feedback in the clinical/healthcare context, with reference to relevant education-focussed literature. .
- 2. Demonstrate an understanding of feedback models, techniques and associated opportunities and challenges in the workplace
- 3. Evaluate your own ability to transfer skills associated with mentoring/supervision/coaching to your own area of professional practice, identifying priorities/action points for further development
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Explain the importance of equality, diversity and inclusion when supporting learners, including those with specific learning needs.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Demonstrate a scholarly and practical approach to enhancing professional standards of teaching and learning in the healthcare sector.
Syllabus plan
Whilst the module’s precise content may vary from year to year, topics covered are likely to include:
- Definitions and theories of mentoring, supervision and coaching and the relationship to feedbacdk practice
- Feedback models/frameworks - eg Pendleton’s Rules, the Set-Go method and Agenda-led, Outcome-based Analysis.
- Learners understanding of and responses to feedback.
- Assessing prior learning and determining learning needs
- Professional standards in teaching and learning and the relationship to feedback and evaluation in practice.
- Learners in difficulty; causes, recognition and remediation.
- Providing feedback to colleagues.
- Receiving feedback from colleagues.
This module is normally delivered face-to-face and will include:
- Interactive lectures/workshops by experts in the field
- Plenary and small-group discussions in class
- Asynchronous online discussions as part of a ‘flipped classroom’ approach
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 13 | Interactive lectures, breakout group activity and plenaries |
| Scheduled Learning & Teaching activities | 3 | Practical peer review session |
| Guided independent study | 34 | Online pre-course preparation, formative dicussion group activity and preparation of teaching material |
| Guided independent study | 100 | Online pre-course preparation, formative assessment and preparation of teaching material |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Pre-course online preparation and participation in discussion boards | 34 hours | 1-5 | Peer and tutor dialogue |
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 peer review activity | 100 | 2000 words | 1-5 | Written |
| 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 |
|---|---|---|---|
| Reflective essay on peer review activity (100%) | Reflective essay on peer review activity (2000 words) | 1-5 | 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
The following four titles are all good introductions to learning and teaching in the healthcare professions, and are available as e-books from the library.
- Cantillon, P. & Wood, D. (2017) ABC of Learning and Teaching in Medicine. Hoboken, NJ: Wiley Blackwell.
- Delaney, C., Molloy, E. (2009) Clinical Education in the Health Professions. Chatswood, NSW, Australia: Churchill Livingstone.
- Dent, J.A., Harden, R.M., Hunt, D. (2017) A Practical Guide for Medical Teachers. London: Churchill Livingstone.
- Swanwick, T., Forrest, K., O’Brien, B. (2019) Understanding Medical Education: Evidence, Theory and Practice. Chichester, West Sussex: Wiley Blackwell.
Wider reading – indicative
Archer, J. C. 2010. State of the science in health professional education: effective feedback. Medical Education, 44, pp.101-108.
Bachkirova, T., Jackson, P. and Clutterbuck, D. (eds.) 2011. Coaching and Mentoring Supervision: Theory and Practice. London: Open University Press.
Clutterbuck, D. (2004) Everyone Needs a Mentor (4th edition), London: Chartered Institute of Personnel Development.
Gopee, N. 2015. Mentoring and Supervision in Healthcare. London: SAGE Publications Ltd., pp.212-221.
Hattie, J., & Timperley, H. 2007. The power of feedback. Review of Educational Research 77(1), pp. 81-112.
Kurtz, S.M., Silverman, J.D. and Draper, J. 2004. Teaching and Learning Communication Skills in Medicine (2nd ed) Oxford: Radcliffe Medical Press.
Launer, J. 2016. Giving feedback to medical students and trainees: rules and realities. Postgraduate medical journal, 92, 627-628.
Malling, B., de Lasson, L., Just, E. & Stegeager, N. (2020) How group coaching contributes to organisational understanding among newly graduated doctors. BMC Medical Education 20, pp. 193-200.
Murdoch-Eaton, D. 2012. Feedback: the complexity of self-perception and the transition from 'transmit' to 'received and understood'. Medical Education 46(6), pp. 538-540.
Pendleton, D., Schofield, T., Tate, P. and Havelock, P. 2003. The consultation: an approach to learning and teaching. Oxford: Oxford University Press.
Ramani, S. and Krackov, S. K. 2012. Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher 34(10), pp. 787-791.
Sandars, J., Patel, R., Steele, H., McAreavey, M. and Association for Medical Education. 2014. Developmental student support in undergraduate medical education: AMEE Guide No. 92. Medical Teacher 36(12), pp. 1015-1026.
Silverman, J., Kurtz, S. and Draper, J. 1996. The Calgary-Cambridge approach to communication skills teaching I: Agenda-led outcome-based analysis of the consultation. Education for General Practice 7, pp. 288-299.
Silverman, J., Draper, J. and Kurtz, S. 1997. The Calgary-Cambridge approach to communication skills teaching II: the SET-GO method. Education for General Practice 8, pp.16-23.
Steinert Y. 2013. The "problem" learner: whose problem is it? Medical Teacher 35(4) e1035-45.
van de Ridder, J. M., McGaghie, W. C., Stokking, K. M. and ten Cate, O. T. 2015. Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review. Medical Education 49(7), pp. 658-673.
Watling, C. J. 2014. Unfulfilled promise, untapped potential: feedback at the crossroads. Medical Teacher 36(8), pp. 692-697.
Whitmore, J. (2017) Coaching for Performance: The Principles and Practice of Coaching and Leadership. Boston, MA: Nicholas Brealey Publishing.
Key words search
Supervision, mentoring, coaching feedback, clinical learning
| 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 | 01/02/16 |
| Last revision date | 03/04/2024 |
