This module aims to provide students with insight and awareness of the nature, context and rationale underpinning learning in a clinical environment. The philosophical and theoretical fundamentals of epistemology and learning will be considered.
Students will be required to draw on their own knowledge, skills and experiences of learning and to reflect critically on their underlying assumptions and to critique the events which have informed their opinions

Theories of knowledge - rationalism and empiricism
Theories of Learning - behaviourism, constructivism
Piaget, Kolb, Dewey, Rogers, Maslow, Knowles
Learning styles
Experiential Learning, Log Books and Portfolios
Reflective Learning
Domains of learning and their hierarchies
Learning psychomotor skills

Each taught session will consist of a mixture of presentations, activities and structured discussions.
Students will spend time shadowing learners in a structured clinical environment

100% reflective essay: 3000 words focused on reflecting on learning in the participant's own clinical educational experience cross-referenced to contemporary educational theory and practice. Assesses all learning outcomes.

Students formative feedback will consist of a formative submission opportunity with feedback at a tutorial

CONTACT HOURS (30):
seminars - 30 hours

INDEPENDENT STUDY HOURS (120):
clinical hours - 50 hours
assessment preparation - 40 hours
background reading - 30 hours

Billings, D.,M., (2008). Developing your career as a nurse educator. The Importance of having (or being) a mentor. The Journal of Continuing Education in Nursing. 42 (39), p.11.
Butterworth, T., Faugier, J., & Burnard, P., (1998). Clinical supervision and mentoring in nursing, 2nd Edition. Cheltenham UK: Nelson Thornes Ltd.
Cossart, L,. & Fish, D., (2005). Cultivating a thinking surgeon, new perspectives on clinical teaching learning and assessment. Malta: Gutenburg Press Ltd.
Fish, D., & Coles, C., (2005). Medical education, developing a curriculum for practice. UK: Open University Press.

The key physical resource is the clinical environment provided by the College. The majority of teaching for clinical modules is delivered in the Osteopathic Teaching Clinic where there is access to all the necessary equipment and learning resources within an environment that meets standards specified and inspected by the General Osteopathic Council and Quality Assurance Agency for Higher Education.

Admission requirements for students are that they have enhanced disclosure clearance from the Criminal Records Bureau, that they have fulfilled the criteria set out in the Fitness To Practice form (updated and completed annually) and that they have completed the Clinic Induction which includes the issuing of clinic log books (with clinic procedures and the code of conduct) and clinic uniform. Students must have successfully completed Clinical Osteopathy 1-4 unless exemption has been agreed. Students will require an average result of 60% in modules in Levels 4, 5 and 6 in order to progress on to this and other Level 7 modules that contribute towards the M.Ost programme.