This module emphasises the importance of creating a conducive learning environment, a physical and psychological ethos or climate for learning, as a pre-requisite to the achievement of any other learning objective.
It will examine the learner's relationships with:
Self - and the emotional and personal development aspects of an individual's learning with particular reference to the impact of the demanding nature of healthcare on the emotions of workers
Other learners and the elements that foster shared supportive learning between peers in a multi-professional setting
The teacher and the attitudinal qualities that influence this relationship and facilitate self-directed learning
The organisation and how a positive learning culture and atmosphere can be created

In addition you will consider the practical aspects of designing and creating instructional materials, reflect on the pros and cons of using different instructional media in a healthcare setting and design, evaluate and demonstrate materials relevant to your own workplace setting.

Previous degree or equivalent
Currently actively teaching in a healthcare setting
Successful completion of the postgraduate certificate in medical education

1. Mohanna K, Wall D, Chambers R. Teaching Made Easy; a manual for health professionals. Radcliffe Medical Press. 2004. ISBN 1-85775-871-4
2. Biggs J. Teaching for Quality Learning at University. Open University Press 1999. ISBN 0-335-20172-5
3. Brookfield SD. Understanding and facilitating adult learning. OUP. 1986. ISBN 0-335-15226-0
4. Knowles M. Self-directed learning. Cambridge Adult education. ISBN 0-8428-2215-1
5. Heron J. The Facilitators Handbook. Kogan Page. ISBN 0-74940-012-2
6. Rogers C. Freedom to Learn: a view of what education might become. Columbus. 1969.
7. Curzon LB. Teaching in Further Education: an outline of principles and practice. Continuum. 2004. ISBN 08264-7115-3
8. Dilts RB. Effective Presentation Skills. Meta Publications. 1994. ISBN 0-916990-31-1

Access will be needed to the following:

Library and Information resources
CD-ROM and databases for electronic literature searching
Personal computer and printer
Course handouts
Access to staff responsible via email at appropriate times
Healthcare workplace
Blackboard

Submission of a portfolio of evidence of attaining all learning outcomes via consideration of the following:

2500 word reflective essay on the challenge of creating and supporting a learning environment in your workplace setting, showing how you have identified and responded to such challenges, incorporating learner feedback and supported by a portfolio of evidence from practice (1,2,3,5,6)

A seminar presentation of instructional media that you have produced for use in your own workplace, to incorporate all aspects of choosing and using such media, match of materials and message, how problems were overcome and incorporating peer review or student evaluation of your materials. (4,6)



ADDITIONAL ASSESSMENT DETAILS:

Work will be assessed according to the University postgraduate assessment framework and must achieve a pass grade of 50% and demonstrate the appropriate learning outcomes.

For a PASS the student will produce an essay addressing all the learning outcomes which clearly demonstrates an understanding of the importance of learning environment and describes the application of that theory in teaching practice, being based on the principles of adult learning and incorporating trainee evaluation of the teaching. Arguments will be fluently presented, demonstrating knowledge of and application of the educational literature and originality in presentation. Evidence from the literature is used as the basis for problem solving and references will be cited completely and accurately.

For a MERIT the student will produce a piece of work that meets all the pass criteria and in addition presents arguments that have been underpinned by a thorough exploration of data and conceptual based evidence and may go beyond the boundaries of their current teaching practice. Discussion communicates ideas and arguments logically, concisely, clearly and effectively.

For a DISTINCTION the student will produce work that meets all the requirements of a merit and in addition demonstrates creative, innovative and novel solutions to those practical problems arising in clinical settings, which are based on substantial critique of the literature, challenge and original thought. New ideas are supported by synthesis of the evidence.

In this module you will need to relate theory and scholarship to your own practice through observation, investigation and reflection. The process will be developed and supported in four, tutor led, one-day workshops which will involve a combination of short briefings and active learning through individual and small group work. These workshops are designed to identify the key issues, problems and dilemmas at the heart of personal and professional practice.

Peer support will be encouraged through the use of buddy-pairs. Here you will exchange ideas and experiences, reflect on the key texts from suggested reading and help each other test out ideas.

Underpinning all the learning outcomes will be (a) the small group work on the study days with peers and tutors, and discussions with work place colleagues and (b) the evidence and data gathering which you will undertake for your assessed portfolio.

Project work will then allow learners to reflect on issues arising from practice and consider the implications of transferring theory into the workplace.

Active attendance at seminars and workshops 24

Independent learning:

Directed reading 84
Preparation for the teaching sessions at seminars and workshops 40
Development of assignment materials and collation of reflective portfolio152

Learning activities will include:

Tutor led discussions, small group work, learner presentations, independent study and workplace-based activity