| Unit name | Exploring contemporary issues in Health Care Professional Education |
|---|---|
| Unit code | MEEDM0029 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Sarah Mclaughlin |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
PG Certificate in TLHP or equivalent from other institution. |
| 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 |
Why is this unit important?
This unit explores current educational issues relating to healthcare professionals. It draws upon literature from the philosophy of education, sociology, and history to explore wider context. You will investigate an issue of particular interest and relevance to education in your own profession and contextualise it in a wider framework.
Examples include the impact of social class upon students’ sense of belonging in the dental school; the impact of discourses around mental health upon GPs in training; the impact of gendered professions upon student choice of electives
How does this unit fit into your programme of study?
This unit contributes to the TLHP programme’s overarching objectives:
It is also consistent with the programme’s philosophy of espousing learning as a social enterprise, enacted through an exchange of ideas between learners as well as learners and tutors. It promotes self-directed learning a ‘big picture’s well as peer review of work.
An overview of content
The aim of this unit is to encourage you to explore a contemporary issue in health professions’ education that is relevant to you and to examine it in the context of a bigger picture. This bigger-picture approach aims to learn from other disciplines and to contextualise issues that arise in professional education.
How will students, personally, be different as a result of the unit
As a result of engagement with this unit, you will learn to consider health professionals’ education and role, as well as the workplace environment from different perspectives, which may prompt you to ask questions and consider the micro, meso and macro environment. You will further develop your skills of critical thinking, reading and writing which will prepare you for higher level study. You will particularly develop your critical reading by considering papers where theorists present opposing views of the sameevidence and ask which you find more compelling and why.
Learning outcomes
By the end of this unit students will have demonstrated the ability to:
This unit requires independent, critical thinking and the ability to question everyday practices. To support this, the unit offers time and space for you to work through some content at your own pace and reflect upon it through engagement with peers and tutor. Throughout the module you are expected to read widely, using the reading list provided as a starting point.
Prior to study day 1:
You need to work though this asynchronous content and contribute to written discussions before joining study day one.
Study day one:
Formative assessment activities will help you to apply these models to your own, potential contemporary issues.
Between study days one and two you will continue to explore your chosen contemporary issue. You will also start work on your assignement and prepare to present your draft at study day two when you will recieve tutor and peer feedback to help you progress your assignment.
Study day two:
Following submission of your summative assessment your tutor's feedback will help you to identify areas of your academic work to develop going forward with other Diploma units.
Tasks which help you learn and prepare you for summative tasks (formative):
You will be formatively assessed through a variety of tasks which will check your understanding of each section of the unit. Some are written responses to activities, posted onto Teams for peer and tutor feedback; others occur during pair and group tasks which also receive peer and tutor feedback. These tasks help with your understanding of the various components of the unit:
An understanding of these elements is required for completion of the summative assessment.
Tasks which count towards your unit mark (summative):
You will deliver a 15-20 minute presentation of your chosen contemporary issue which includes a slide containing a 500 word abstract. (100%)
When assessment does not go to plan.
If you do not pass your summative assessment at first you may resubmit. This may depend on results of other Diploma units. In the event of a resubmission, you will be offered a one to one tutorial to support you and clarify what you need to do in order to meet the criteria with your resubmission.
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. MEEDM0029).
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.
