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.

Syllabus

• 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

(Subject Benchmark Statement: Osteopathy: A, B, C, D, E, G, H, K, L, M, N)

100% reflective essay: 4000 words focused on reflecting on learning in the participant’s own clinical educational experience cross-referenced to contemporary educational theory and practice

Learning outcomes 1-5 are assessed by the coursework

Students will have a formative assessment opportunity with feedback.

Contact Hours (68)
Clinic hours – shadowing learners in a structured clinical environment – 50 hours
Lectures – 18 hours

Independent Study Hours ( 82)
Home study – 12 hours
Self-directed study – 70 hours

Fish, D., & Coles, C., (2005). Medical education, developing a curriculum for practice. UK: Open University Press.

Hays R (2006), Teaching and learning in Clinical Settings, Oxford, Radcliffe

Rose M, Best D, Higgs J (2005), Transforming Practice through Clinical Education, Edinburgh; Elsevier

Stuart C (2013) Mentoring, Learning and Assessment in Clinical Practice: A Guide for Nurses, Midwives and Other Health Professionals: Elsevier

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.

1. Give critical account of the cognitive, psychomotor and affective domains of learning and the development of appropriate communication skills (OPS: D3)
Analysis, Reflection

2. Evaluate the significance of styles of learning and their relevance to both patient and practitioner (OPS: A3)
Analysis, Enquiry

3. Initiate, promote and sustain an effective and professional learning community (OPS: D8, D9)
Communication, Problem Solving

4. Demonstrate techniques of research and enquiry into the nature of knowledge in order to generate and interpret new knowledge within the field of osteopathic clinical learning (OPS: B2, B4)
Knowledge & Understanding, Learning, Enquiry

5. Plan and implement continuing professional development activities based on critical reflection on the nature of osteopathic clinical learning (OPS: B1, B3)
Reflection, Enquiry, Application

Students have access and can borrow books from any other university library participating in the SCONUL scheme.