The general mode of delivery is via : Indicative hours

Active attendance at seminars and workshops 6

Independent learning:

Analysis of learner's own teaching practice 55
Directed reading 74
Preparation for the teaching sessions at seminars and workshops 15

Learning activities will include

1. A variety of teaching methods including seminar and plenary discussions, small group exercises and micro-teaching presentations will be used. Peer led discussions will be complemented by presentations and exercises with experienced clinical teachers.

2. Background reading and literature review.

3. Reflection on and in practice.

Appraisal , assessment and evaluation techniques will be explored, covering the purpose of each and the particular strategies each technique draws on to be effective. The role of appraisal as a formative process to direct continuing professional development in different professional groups and the link to revalidation or recertification for some will be considered. Assessment will be distinguished from appraisal and the features required to make an assessment valid and reliable will be explored. Kirckpatrick's hierarchy will be used to consider

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

Stuart C. Assessment , supervision and support in clinical practice. Churchill Livingstone 2003. ISBN 0-443-07065-2

An essay describing the way one of appraisal or assessment or evaluation influences learner achievement and guides teaching strategy and reflecting on how they have, or may in the future, apply these ideas in practice

For a PASS the student will produce an essay which addresses all the learning outcomes for the module, in which 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 critical analysis 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 clinical teaching. 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.