Module Descriptors
MANAGEMENT OF TRAINING AND LEARNING IN THE HEALTHCARE SCIENCE ENVIRONMENT
BIOL70415
Key Facts
School of Health, Science and Wellbeing
Level 7
15 credits
Contact
Leader: John Davies
Email: I.Davies@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 15
Independent Study Hours: 135
Total Learning Hours: 150
Assessment
- ASSIGNMENT weighted at 60%
- REFLECTIVE LOG weighted at 40%
Module Details
Module Additional Assessment Details
A written ASSIGNMENT (60% linked to learning outcomes 1, 2, 3 and 4) - This may be focused according to the participants own working field of Healthcare Science and should be underpinned by critical review of contemporary literature. 2500 words maximum. Full details will be given in the module handbook.
A REFLECTIVE LOG (40% linked to learning outcomes 1, 3 and 4) to include clear links between practice and concepts and theories delivered in workshops. Full details will be given in the module handbook. 2000 words maximum.
Participants will be clearly guided through assessment requirements in the first workshop session and will receive formative feedback on the assignment and reflective log, at an appropriate time within the module.
The reflective log represents the final assessment for this module.
A REFLECTIVE LOG (40% linked to learning outcomes 1, 3 and 4) to include clear links between practice and concepts and theories delivered in workshops. Full details will be given in the module handbook. 2000 words maximum.
Participants will be clearly guided through assessment requirements in the first workshop session and will receive formative feedback on the assignment and reflective log, at an appropriate time within the module.
The reflective log represents the final assessment for this module.
Module Indicative Content
The module will provide an introduction to the principles of teaching and learning with emphasis on the workplace, to enable practitioners to develop clinical supervisory skills and to become more effective practitioner teachers.
The module will begin by discussing theoretical models of adult learning and assessment and will develop these with specific reference to the clinical environment. This will form the framework for workshop 1 and provide the basis of the students' reflection on teaching and learning (both as a teacher and learner). Workshop 2 will examine the process of assessment within both the academic and clinical arenas and will focus on defining and assessing competence. During this session students will critically reflect upon current methods of competence assessment and use these reflections to devise and develop valid, reliably and feasible assessment tools for use in the clinical laboratory. Workshop 3 (online) will discuss curriculum planning and design together with the mapping of legislative and professional standards (for example Health Professions Council and Clinical Pathology Accreditation requirements). The workshops will conclude by contrasting the differing requirements needed of the clinical trainer across a range of settings.
Students will be encouraged to critically evaluate approaches to teaching and learning in the clinical environment and to discuss current and topical professional issues relevant to healthcare science training.
The module will begin by discussing theoretical models of adult learning and assessment and will develop these with specific reference to the clinical environment. This will form the framework for workshop 1 and provide the basis of the students' reflection on teaching and learning (both as a teacher and learner). Workshop 2 will examine the process of assessment within both the academic and clinical arenas and will focus on defining and assessing competence. During this session students will critically reflect upon current methods of competence assessment and use these reflections to devise and develop valid, reliably and feasible assessment tools for use in the clinical laboratory. Workshop 3 (online) will discuss curriculum planning and design together with the mapping of legislative and professional standards (for example Health Professions Council and Clinical Pathology Accreditation requirements). The workshops will conclude by contrasting the differing requirements needed of the clinical trainer across a range of settings.
Students will be encouraged to critically evaluate approaches to teaching and learning in the clinical environment and to discuss current and topical professional issues relevant to healthcare science training.
Module Learning Strategies
3 x 5 hour (15 hours) workshops.
Workshop 1 focuses on principles of adult learning and assessment.
Workshop 2 focuses on assessment of competence within the clinical setting.
Workshop 3 (delivered online) focuses on curriculum planning and evidence mapping to professional standards.
Delivery methods during workshops will be varied and involve participant active learning. Group work and discussion will be included together with lectures, seminars and case based learning in small groups.
4 hours of prior reading / preparation is required for each workshop together with approx. 5 hours post workshop review and reflection.
Additionally, guided independent study will occupy the remaining 108 hours assigned. Tutor support will be provided via the Blackboard course pages where participants will find resources and guided material to direct and inform their reading, reflection, assessment, information gathering and critical appraisal.
This module is fully supported by Blackboard course pages. The electronic support includes additional information about assessment, formative feedback and discussion groups, in addition to guided learning activities and guidance on independent study.
Participants will have access to tutors online at specified times, as outlined in module handbook.
Workshop 1 focuses on principles of adult learning and assessment.
Workshop 2 focuses on assessment of competence within the clinical setting.
Workshop 3 (delivered online) focuses on curriculum planning and evidence mapping to professional standards.
Delivery methods during workshops will be varied and involve participant active learning. Group work and discussion will be included together with lectures, seminars and case based learning in small groups.
4 hours of prior reading / preparation is required for each workshop together with approx. 5 hours post workshop review and reflection.
Additionally, guided independent study will occupy the remaining 108 hours assigned. Tutor support will be provided via the Blackboard course pages where participants will find resources and guided material to direct and inform their reading, reflection, assessment, information gathering and critical appraisal.
This module is fully supported by Blackboard course pages. The electronic support includes additional information about assessment, formative feedback and discussion groups, in addition to guided learning activities and guidance on independent study.
Participants will have access to tutors online at specified times, as outlined in module handbook.
Module Special Admissions Requirements
Working within healthcare science environment at a level suitable for progression to supervisory or managerial responsibilities.
Healthcare Science settings include both NHS and healthcare science or related labs in the private sector.
Healthcare Science settings include both NHS and healthcare science or related labs in the private sector.
Module Resources
Access to online resources for distance students.
Computer capable of accessing VLE.
Suitable accommodation for supporting workshops such as flat teaching rooms and break out rooms situated close by.
Specialist lecturers from healthcare science and related sectors.
Computer capable of accessing VLE.
Suitable accommodation for supporting workshops such as flat teaching rooms and break out rooms situated close by.
Specialist lecturers from healthcare science and related sectors.
Module Texts
Mohanna K; Wall D; Chambers R (2004) Teaching made easy - a guide for healthcare professionals Radcliffe Medical Press, Oxford, UK
Kember D; et al (2001) Reflective Teaching and Learning in the Health professions, Blackwell Science, Oxford, UK
Kember D; et al (2001) Reflective Teaching and Learning in the Health professions, Blackwell Science, Oxford, UK