This module assumes no prior knowledge of teaching but at the same time acknowledges that many teachers in the clinical setting have experience that can be shared and built on. The principle of learner centred learning and the concept of the educational cycle will underpin this module. By assuming the role of learner for this course you will experience the application of the principles of adult learning. Areas to be covered include: the domains of learning, learning styles, setting educational objectives, choosing and using educational strategies, giving effective feedback.

The general mode of delivery is via : Indicative hours

Active attendance at seminars and workshops 12

Independent learning:

Analysis of learner's own teaching practice 75
Directed reading 48
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, trio work, small group format, micro-teaching presentations and role play will be used. Peer led discussions will be complemented by presentations and exercises with experienced clinical teachers. These days may be taken in the form of a dedicated three day program or a Staffordshire University Teaching the Consultant Teachers, 'Springboard' or 'Scaling the Heights' course or the 'Modular Trainers Course'.

2. Background reading and literature review.

3. Your teaching in the clinical setting will provide the basis for reflection about the taught part of the course. You will carry out curriculum planning, teaching and evaluation, and your trainees' evaluation of the teaching process will be sought.

A reflective essay of 2,500 words evaluating your own teaching in the clinical setting.

For a PASS the student will produce an essay addressing all the learning outcomes which clearly evaluates the teaching process as applicable in the clinical setting, showing an appreciation of varied learning styles, 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 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.

Brookfield SD. Understanding and facilitating adult learning. OUP.1986 ISBN 0-335-15226-0
Chambers R, Wall D. Teaching Made Easy: a manual for health professionals Radcliffe Medical Press 1999.ISBN 1-85775-373-9
Dent J, Harden R. A Practical Guide for Medical Teachers. Churchill Livingstone 2001 ISBN 0-443-06273-0

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