| Unit name | Clinical based Education (Online) |
|---|---|
| Unit code | MEEDM0042 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Revell |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| 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?
A large proportion of the teaching and learning that takes place within healthcare professions happens within clinical environments. This can present significant learning opportunities, but also significant challenges and barriers to learning. There is often tension between clinical demands and learning in the workplace.
Within this unit, you will learn about how learning occurs in clinical workplaces and the unique challenges that occur in these settings. We look at practical strategies to address barriers to learning and allow you to support your learners. We will look at how organisational factors such as the learning culture has an impact on learning. We will also consider collaborative practice and interprofessional learning.
We hope that this unit will give you a good understanding of the theory underlying these issues and help you support learning in challenging environments.
How does this unit fit into your programme of study?
This unit builds directly on from Theory and Practice (T&P, MEEDM0037) and Assessment and Evaluation (A&E, MEEDM0026). These units cover much fundamental learning and assessment theory. Clinical Based Education brings this theory into the context of the clinical workplace to consider its practical application in challenging environments. We build on this with a deeper look at theory around workplace learning and organisational learning. Following on from T&P and A&E, we continue to take a critical approach to the theory and literature.
There will be opportunities for students to analyse their educational remit in the workplace, to critically analyse their current practice and to review workplace learning using educational literature and theory.
An overview of content:
This is a practically focussed unit exploring and critiquing a range of workplace-based teaching methodologies across the health professions. There is a focus on the health professional as an educator as well as the student perspective on learning in the workplace. We look at strategies for coping with time pressures and workload to overcome barriers to learning. There is an exploration around the organisational environment as a learning culture and the potential for utilising patients as educators. Much discussion will also be focussed on the concept of collaborative practice and interprofessional learning.
How will students, personally, be different as a result of the unit:
Students will have a good understanding of clinical teaching methodologies and underpinning workplace social models and theoretical perspectives (including the impact of the organisation) on learning in the workplace. They will also have an understanding of strategies to support learners in clinical environments and overcome barriers to learning. We hope that they will be able to apply this knowledge to support their learners.
Learning outcomes:
Online mixed methods including synchronous tutorials, small group discussions, workshops and teamwork. Paired activities and presentations by participants with structured feedback.
Tasks which help you learn and prepare you for summative tasks (formative):
Formative assessment will include the production of varied texts and/or items in other media, contributing to an overarching, programme-level portfolio assessment, employing the concept of the ‘patchwork text’. Each unit will have required items and types of texts to be produced at stated times within the framework of the unit and others will stretch across the entire Certificate permitting learners to demonstrate how they are connecting key concepts and synthesising the material. This provides a more appropriate assessment for the development of understanding and skills in a course where reflection on progress parallels a critical approach to
theory.
This unit:
Formative assessment - self-assessment, peer observation and critique of students’ own teaching in their workplace including written reflective accounts.
Tasks which count towards your unit mark (summative):
Narrated presentation (duration 15 minutes) reflecting the below criteria;
Title: Provide a reflective and critical account of a student learning experience in the workplace in which you were involved:
Choose at least 3 of the theoretical concepts, models or frameworks taught on the study days to explore in-depth. One of them must be an organisational learning model. (ILO 2 and 3)
This assignment should be grounded in a critical review of educational literature, research, and theory (ILO 4)
When assessment does not go to plan:
In the event of your assignment not reaching a pass at first submission, you may be given the opportunity to resubmit depending on previous unit results. In the event of resubmission, you will be offered a one-to-one tutorial to support you. This will offer clarity on how best to meet the required criteria with your resubmission.
It should be noted that students following a 60-credit Certificate path of study are only able to re-submit in one of the three units undertaken.
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. MEEDM0042).
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.
