The general mode of delivery is via : Indicative hours (150)

Contact Hours: (12)
12 hours Active attendance at seminars and workshops

Independent Study Hours: (138)
95 hours Observation and reflection on learner's own teaching practice, in the form of 'professional conversations' and personal reflection
25 hours Directed reading
18 hours Preparation for the teaching sessions at seminars and workshops

Learning activities will include
1. A variety of teaching methods including seminar and plenary discussions, small group exercises and video review of teaching, will be used
2. Background reading and literature review
3. Your teaching in the clinical setting will provide the basis for reflection on practice for a summative assessment
4. One actual teaching session will be assessed by the module team for summative assessment

Access will be needed to the following:
Current clinical teaching practice
Library and Information resources
Personal computer and printer
Course handouts
Access to staff responsible via email at appropriate times
Blackboard

Bayley H, Chambers R and Donovan C (2004) The Good Mentoring Toolkit. Radcliffe Medical Press, Oxford
Cantillon, P; Hutchinson, L; Wood, D (2003) ABC of Learning and Teaching in Medicine BMJ Publishing Group
Carter Y; Jackson, N ((2008) Medical Education and Training; From Theory to Delivery Oxford University Press
Chambers R; Tavabie A; Mohanna K (2004). The Good Appraisal Toolkit. Radcliffe Medical Press, Oxford
Hays, R (2006) Teaching and learning in clinical settings. Radcliffe Publishing Ltd
Kirkpatrick DL; Kirkpatrick JD (2006) Evaluating Training Programs 3rd Ed. Berrett - Koehlar Publishers Inc
McEvoy P. (1998) Educating the Future GP. The Course Organisers Handbook Radcliffe Medical Press, Oxford.
Middleton P; Field S. (2001) The GP Trainers Handbook. Radcliffe Medical Press, Oxford
Mohanna K; Wall D; Chambers R (2004) Teaching Made Easy: a manual for health professionals 2nd Edition. Radcliffe Medical Press
Tamkin P; Yarnell J; Kerrin M (2002) Kirkpatrick and Beyond: A Review of Models of Training Evaluation. Institute for Employment Studies, UK

1. A 10 minute teaching session undertaken at the University assessed by two members of the module team (40% weighting) (contributes to meeting LO's 1 and 3)

2. A 2000 word critical self-appraisal of the process of teaching within your own professional practice with videotaped evidence from one teaching session (60% weighting) (contributes to meeting LO's 1,2 and 4)

Both elements of assessment must be passed; the final mark will be a combination of both

This module focuses on the quality of teaching and provides an opportunity for you to critically reflect on your own educational activities within a healthcare environment through consideration of various aspects of the teaching role:

Constructive alignment will be discussed and the importance of linking educational activities to the learning outcomes through comprehensive lesson plans will be considered. Various teaching techniques will be appraised.

How teaching is evaluated through presentation of a choice of models of evaluation will be explored.

The importance of building relationships between teacher and learner will be explored.

You will have the opportunity to focus on your learning requirements as a teacher and reflect on the process of your teaching to identify your own areas for development. Personal and professional development issues will be explored.

The issues surrounding the use of video recording to aid reflection and as an assessment tool such as confidentiality, safety and technical proficiency will be explored.