Teaching Practitioner
| Module title | Teaching Practitioner |
|---|---|
| Module code | HPDM103 |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff | Dr Alex Harding (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module is for students who have completed Module 1 (HPDM105 Education Essentials)
You will now extend and further apply the principles of teaching and learning learned on Module 1 to a wider variety of practical situations such as lectures, tutorials and small group sessions.
You will extend your knowledge of work-based learning and apply contemporary ideas to practical work based situations.
You will be expected to reflect on how to improve your teaching and the teaching of others. Through this process you will learn about quality and management issues in teaching and learning.
Module aims - intentions of the module
Quality teaching is increasingly expected from all those who teach and it is essential that those with professional teaching qualifications justify the qualification through demonstrating teaching excellence.
This module aims to extend your teaching knowledge and skills and also introduces you to some principles of educational management. Like other modules – there is an emphasis on looking at how educational ideas are translated into practice. However, unlike other modules a significant part of this module is delivered by you the learner. This demonstrates your emerging role as a professional teacher.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Explain in detail, utilising an extensive evidence-base, the contemporary theories of knowledge, teaching and learning and their practical application to a healthcare context.
- 2. Critically appraise how educational delivery can be improved via a variety of different mechanisms.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate an understanding of and the practical application of educational scholarship and leadership.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Present a comprehensive portfolio of personal teaching practice that is capable of forming a body of evidence to submit for professional accreditation
Syllabus plan
Whilst the module's precise content may vary from year to year, an example of an overall structure is as follows:
Professional knowledge (2) - Professional knowledge (1) delivered in module 1
- Tacit and explicit knowledge
- Knowledge transfer between differing contexts
2. Learning theory (2) – Learning theory (1) delivered in module 1
- Social theories of learning – Lave and Wenger
- Contemporary work-based learning theories – Illeris, Evans.
3. Teaching (2) –Teaching (1) delivered in module 1
- Teaching delivery methods (for knowledge, skills, attitudes)
- Work-based teaching
4. Educational leadership (2) – Educational leadership (1) delivered in module 1
- Demonstrating educational excellence through portfolio
- Quality improvement and leadership (Masterclass)
5. Principles of educational scholarship (2) (Masterclass) – Principles of educational scholarship (1) delivered in module HPDM105 Education Essentials
- Posters, presentations, conferences and papers
- Relevant organisations
Please note the following during the covid outbreak :
Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities.
• Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board.
• Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum.
• Skills workshops involving practical skills acquisition demonstrations may be replaced by short pre-recorded videos as pre-learning; or workshop via Teams/Zoom.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities | 16 | All student taught sessions. Mixture of small group, practical and large group teaching |
| Guided independent study | 34 | Online pre-course preparation, formative assessment and preparation for practical assessment |
| Guided independent study | 100 | Post- course assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Practical; Delivery of teaching on course (small group teaching) | 15 minute teaching delivery | 1-3 | Verbal and written feedback from teacher |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written; drawing on the material and experience gained on your modules , critically reflect on how your teaching practice has developed. | 100 | 2,000 word account + portfolio submission | 1-4 | Verbal and written feedback from teacher |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assessment (100%) | Re-submission of written assessment | 1-4 | Typically within six weeks of the result |
Indicative learning resources - Basic reading
Introduction to the general principles of teaching and learning
- Teaching in Further Education: An Outline of Principles and Practices by Curzon and Tummons (Bloomsbury). An excellent introduction to the principles of teaching and learning for all professionals.
- Teaching, training and learning; a practical guide by Reece and Walker (Business Education Publishers Limited). Now out of print, but the 4th edition (2000) available on online book retailers very cheaply. Remains probably the best practical introduction to teaching.
Application of teaching and learning to clinical professions:
- ABC of Learning and Teaching in Medicine by Peter Cantillon and Dianna Wood. (BMJ Publishing). A good basic introduction.
- Understanding Medical Education; Evidence Theory and Practice. Edited by Tim Swanwick. (Wiley-Blackwell). An excellent more detailed account with good references to further work. Each chapter is written by leaders in their fields.
These books constitute the core textbooks for this course.
Further reading:
(Dornan et al. 2007, Eraut 2000, Illeris 2009, Irby 1995, Nonaka and Takeuchi 1995, Prideaux 2000, Rees 2004, ten Cate et al. 2004)
Dornan, T., Boshuizen, H., King, N. and Scherpbier, A. (2007) Experience based learning: a model linking the processes and outcomes of medical students' workplace learning. Medical Education,41(1), pp. 84-91.
Eraut, M. (2000) Non-formal learning and tacit knowledge in professional work. British journal of educational psychology,70(1), pp. 113-136.
Illeris, K. (2009) Contemporary Theories of Learning, London:Routledge.
Irby, D. M. (1995) Teaching and learning in ambulatory care settings: a thematic review of the literature. Academic medicine: journal of the Association of American Medical Colleges,70(10), pp. 898.
Nonaka, I. and Takeuchi, H. (1995) The knowledge-creating company. New York,1, pp. 995.
Prideaux, D. (2000) The emperor's new clothes: From objectives to outcomes. Medical Education,34(3), pp. 168.
Rees, C. E. (2004) The problem with outcomes based curricula in medical education: insights from educational theory. Medical Education,38(6), pp. 593-598.
Ten Cate, O., Snell, L., Mann, K. and Vermunt, J. (2004) Orienting teaching toward the learning process. Academic medicine : journal of the Association of American Medical Colleges,79(3), pp. 219-28.
Indicative learning resources - Web based and electronic resources
ELE – http://vle.exeter.ac.uk/
http://as.exeter.ac.uk/library/
http://www.medicaleducators.org/
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | HPDM105 |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/02/2016 |
| Last revision date | 28/07/2020 |
