| Unit name | Clinical and Workplace-Based Teaching |
|---|---|
| Unit code | MEEDM0005 |
| Credit points | 10 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Mrs. Annie Noble-Denny |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Theory and Practice of Teaching and Learning |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Teaching and Learning for Health Professionals |
| Faculty | Faculty of Health Sciences |
Aims: This unit aims to support the enhancement of teaching and learning in the workplace for health professionals.
It will also incorporate elements of the programme’s three vertical themes:
Description: This unit will focus on the challenges faced by teachers in the workplace environment. We will examine when and why learning can happen, and how teaching can be made more effective. We will consider the roles of professionalism and learning theory, as well as how teachers can plan for opportunistic learning.
By the end of this unit, learners should be able to:
1. Identify and exploit clinical teaching opportunities.
2. Discuss barriers to learning and explore ways of overcoming them in clinical and workplace settings.
3. Develop imaginative strategies for teaching in relevant clinical and workplace settings.
4. Be able to critique and incorporate relevant learning theory into their own practice.
Teaching methods will be drawn from a wide range of approaches including: small group styles, lecture, discussion, debate, presentations, case studies, role play, interactive whole-class teaching, tasks which apply new learning, video critique, distance and e-learning elements.
2000 words or equivalent in other media.
Summative:
Remember to reflect on the opportunities as a clinical teacher, in using workplace-based learning techniques.
Use the theoretical perspectives taught to analyse your teaching and to inform your ideas on improving this type of teaching.
These could be any of:
Formative: group and individual feedback plus online activities.
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. MEEDM0005).
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 University 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. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
