| 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 | Mr. Atkinson |
| Open unit status | Not open |
| Pre-requisites |
Core Unit 1: Teaching, Learning and Assessing in the Health Professions. |
| Co-requisites |
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:
- learning technology in teaching & learning - evaluation of the effectiveness of teaching and of courses - respect for individual learners and equality of opportunity for learners
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.
1500-2000 words or equivalent in other media.
Summative: a study of learning in the workplace with recommendations for enhancement of the experience.
Formative: group and individual feedback plus online activities.
Argyris C and Schön D (1978). Organizational Learning: A Theory of Action Perspective, Reading, MA: Addison-Wesley.
Boud D and Garrick J (1999). ‘Understandings of workplace learning’, in Boud D and Garrick J (eds.) Understanding Learning at Work, London: Routledge.
Eraut M (2000). ‘Non-formal learning and tacit knowledge in professional work’, British Journal of Educational Psychology, 70:1, pp. 113-136.
Lave J and Wenger E (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press.
Senge P (1991). The Fifth Discipline: The Art and Practice of the Learning Organization, New York: Doubleday.
Stern DT (Ed.) (2006). Measuring Medical Professionalism. . Oxford, Oxford University Press.
