Access to the following will be needed:
University and workplace website, library and e-learning facilities
Blackboard
Personal computer
CD-ROM
Use of video camera or equivalent in workplace

Cantillon, P; Hutchinson, L; Wood, D (2010) ABC of Learning and Teaching in Medicine Wiley-Blackwell.
Carter Y; Jackson, N ((2008) Medical Education and Training; From Theory to Delivery Oxford University Press.
Rushton, I; Suter, M (2012) Reflective Practice for Teaching in Lifelong Learning Open University Press.

Scheduled Learning and Teaching Activities: (2 hours)
2 hours tutorial time

The primary learning strategy utilised within this module is independent learning. The foundation and direction for your learning will be through the virtual learning environment, Blackboard, where you will be directed to the main theoretical concepts that you need to study although you will be expected to progress your knowledge through independent reading and reflection on how the theory can be applied in your own teaching and learning practice.

A variety of teaching methods will be utilised to include lead lectures, delivered through podcasts, and self directed PowerPoint presentations as well as more interactive activities such as identification of your learning style, formative quizzes, article critique, and online discussion forums.

The practical experience of teaching in the healthcare setting that you bring will be the basis for reflection and discussion in the online discussion forums; you will be encouraged to reflect on your teaching strategies and student feedback.

Guided Independent Study: (148 hours)
36 hours for work based assessment on reflection of own teaching practice
18 hours preparation for the video of teaching practice
48 hours directed reading and Blackboard activity
46 hours assignment preparation

As a teacher within Health and Social Care our practice should strive to be exemplary as we act as a role model for learners within our area of expertise. This module provides an opportunity for you to critically reflect and evaluate your own educational activities within your workplace focusing on the quality of your teaching through peer evaluation and personal reflection. The module is practically orientated, with a peer assessed teaching session being undertaken followed by self and peer evaluation. Your teaching will be further scrutinised through the use of a video critique. You will have the opportunity to focus on your own learning requirements and will consider your own teaching style, teaching preferences and qualities that you possess as a teacher.

Personal and Professional development issues in relation to teaching will be explored and you will identify your own areas for development

A 2500 word Critical Reflection of your teaching qualities weighted at 100% based upon and supported by a Profile of Evidence

The assignment will demonstrate achievement of all learning outcomes for this module

The supporting profile of evidence must contain:
A critical evaluation of one teacing session undertaken in the workplace based on learner evaluations
A critical evaluation of one teaching session undertaken in the workplace based on peer observation
A peer evaluation of a micro teaching session submitted via Blackboard
A video critique on self as a teacher
An action plan for personal and professional development needs in relation to your teaching practice

Formative guidance will be provided on Blackboard forums, emails or telephone tutorials

Learning activities will include a variety of teaching methods including experiential, case study, and small group work. Peer led discussions will be encouraged in order to share experience, knowledge and understanding of teaching within the workplace whilst also assisting in the application of theory to the students' own teaching practice. A p






Independent directed learning will be presented on the theoretical perspectives of teaching practice