Skip to main content

Unit information: Leading in Education and Training (DL) in 2021/22

Unit name Leading in Education and Training (DL)
Unit code MEEDM0044
Credit points 20
Level of study M/7
Teaching block(s) Teaching Block 2 (weeks 13 - 24)
Unit director Mr. Burnett
Open unit status Not open
Pre-requisites

None

Co-requisites

None

School/department Teaching and Learning for Health Professionals
Faculty Faculty of Health Sciences

Description including Unit Aims

What does it mean to be a leader in education and training in the health professions? What skills do I need? How can I develop and influence educational strategies?

The unit will cover a range of topics relevant to the practice of leadership as specifically applied to leading educational activity in the health professions. The theory and practice of leadership in various contexts will be examined and applied to the settings of learners on the unit. Relevant contemporary issues include but are limited to: the management of teaching and learning, organisational behaviour and effectiveness, education policy, strategic leadership, building educational teams, leading change and innovation in education, decision-making, leadership skills and insights, vision and values in educational leadership, financial and resource management in educational contexts.

The unit aims to equip the learner with: knowledge and understanding of the theory, practice and policy context of educational leadership in the health professions; the ability to apply theory and research in educational leadership to their own situation; and the ability to play a part in the improvement of educational systems.

Purpose of the Unit: The unit will introduce the learner to current practice, theory and evidence in leadership relevant to the training of health professionals.

Unit Aims:

  • To equip the learner with knowledge and understanding of the theory, practice and policy content of educational leadership in the health professions.
  • The ability to apply theory and models of leadership to their own situation and identify areas for personal leadership development.
  • To apply this knowledge to the teaching of leadership skills to other healthcare professionals.

Intended Learning Outcomes

  1. Discuss the roles of leaders in education and training in the health professions.
  2. Explore their personal leadership style.
  3. Analyse relevant leadership theory and its applicability to current practice.
  4. Apply theoretical perspectives and knowledge to real scenarios.
  5. Analyse leadership and management issues in relation to enhancing practice.
  6. Evaluate models of leadership in relation to contemporary situations in the health professions.

Teaching Information

Synchronous on-line group tutorials. Teaching will be based on best practice on-line interactive teaching/ learning, both synchronous and asynchronous and may include: Group work, Discussion, Presentations, Evaluation of case studies and Peer feedback

Assessment Information

The assessments will together comprise 3,000 words or equivalent in other media.

Formative assessment: feedback on workshop tasks and other activities during the unit workshops and study time, preparing the learner to submit a Summative assessment: project report based on the application of the content of the unit (100%). A small range of titles will be available that are applicable to the evolving field of leadership at the time, for example: reflecting on a current leadership role they have taken on in education and training, analysing leaders' style and approaches; a negotiated title that reflects the learning outcomes for this module and that draws on relevant research.

Resources

If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.

If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MEEDM0044).

How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours of study to complete. Your total learning time is made up of contact time, directed learning tasks, independent learning and assessment activity.

See the Faculty workload statement relating to this unit for more information.

Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit. The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates within the Regulations and Code of Practice for Taught Programmes.

Feedback