Skip to main content

Unit information: Supporting Learners with Difficulties in 2015/16

Please note: you are viewing unit and programme information for a past academic year. Please see the current academic year for up to date information.

Unit name Supporting Learners with Difficulties
Unit code MEEDM0006
Credit points 10
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Dr. Liz Anderson
Open unit status Not open

Core Unit 1: Teaching, Learning and Assessing in the Health Professions.



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

Description including Unit Aims

Aims: This unit will enhance learners’ ability to support students/ learners with problems, be they academic or in other areas.

It will also incorporate elements of the programme’s three vertical themes:

-  learning  technology in teaching & learning

-  evaluation of the effectiveness of teaching and of courses 

-  respect for equality and diversity

Description: In this unit you will examine how educators plan for and respond to learners in difficulty. We will examine a number of approaches to supporting learners, ranging from pastoral to teaching and learning interventions. We will discuss and evaluate the options available to the educator in managing challenging situations in both individual and group contextsa and in a variety of learning environments.

Intended Learning Outcomes

By the end of this unit, learners should be able to:

1. Draw on the relevant literature and theoretical frameworks to critically explain the reasons why students may experience difficulty and how this might present in different learning environments.

2. Identify the key indicators of the struggling student being aware of the range of difficulties faced and the ways in which these may be present.

3. Use the relevant literature and theoretical frameworks to devise strategies for educators that address student need.

Teaching Information

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.

Assessment Information

1500-2000 words or equivalent in other media.

Summative: reflective analysis of a difficulty encountered and strategies for addressing it, drawing on the relevant evidence base.

Formative: group and individual feedback plus online activities.

Reading and References

Culley S and Bond T (2004). Integrative counselling skills in action. London: Sage.

Egan G (2010). The Skilled Helper - A problem-management and opportunity-development approach to helping 9th edn, Belmont CA: Brooks/Cole.

Isba,R. and Boor,K. (2011) Creating a Learning Environment in: Dornan, T.,Mann,K.,Scherpbier,A. and Spencer,J. (eds) Medical Education Theory and Practice.London; Churchill Livingstone

Jaques D (2000). Learning in groups. 3rd ed. London: Kogan Page.

Mohanna K, Cottrell E, Wall D and Chambers R (2011). Teaching made easy: a manual for health professionals, 3rd edn. Abingdon: Radcliffe Publishing.

Wlodkowski RJ (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults, 3rd edn. San Francisco: Jossey Bass.