The general mode of delivery is via : Indicative hours

Active attendance at seminars and workshops 12

Independent learning:

Observation and reflection on learner's own teaching practice, in the form
of 'professional conversations' and personal reflection 95
Directed reading 25
Preparation for the teaching sessions at seminars and workshops 18

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. Each student/teacher will have a co-tutee and an expert reviewer. The co-tutees will participate in peer review of teaching for the purposes of formative assessment and professional development. A supportive approach will be used to enable a joint assessment of the teaching and learning achieved, by the student and the observer. In the form of a professional conversation exchange of information and ideas and development of good teaching practice will be encouraged . Two actual teaching sessions will also be assessed by the expert reviewer for summative assessment.

This module will explore the importance of building relationships between teacher and learner and of planning for and reflecting on educational activities. Teaching in the clinical setting will be observed using a reflective developmental model. 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 discussed by fostering the exchange of ideas and understanding in the form of a professional conversation with other teachers.

The use of a reflective portfolio as an assessment tool will be discussed. 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

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

1. A portfolio description of two assessed teaching sessions. Ideally these would show different teaching strategies such as lecturer and a tutorial but will reflect the reality your situation as a teacher. Each description will include a record of planning, the assessment of your expert reviewer and your students' evaluation. (100% weighting)

2. A critical self-appraisal of the process of teaching with videotaped evidence from one teaching session. (0% weighting)

Chambers R et al Prescription for Learning. Radcliffe Medical press 2002 ISBN 1-85775-530-8
Fry H et al. A Handbook for Teaching and Learning in Higher Education. Kogan Page 1999. ISBN 0-7494-2948-8