DEGREE OR EQUIVALENT

Chambers R, Wall D. Teaching Made Easy: a manual for health professionals Radcliffe Medical Press 1999.ISBN 1-85775-373-9
McEvoy P. Educating the Future GP. The course organisers Handbook Radcliffe Medical Press, Oxford. 1998 ISBN 1-85775-281-3
Middleton P, Field S. The GP Trainers Handbook. Radcliffe Medical Press, Oxford. 2001. ISBN 1-85775-481-6

Current teaching practice in health setting
Library and Information resources
Personal computer and printer
Course handouts
Access to staff responsible via email at appropriate times
Blackboard

A case history from your practice showing the complex roles of a teacher in a clinical setting commenting on your own role, responsibilities and relationships, problems arising and their resolution in respect of at least two teacher related roles (see Indicative content).
(2500 word limit + appendices)
For a PASS the student will produce an essay covering 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 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 teaching in a health setting. Discussion communicates ideas and arguments logically, concisely, clearly and effectively.

For a DISTINCTION the students 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.

Active attendance at seminars and workshops 12

Independent learning:

Analysis of learner?s own teaching practice85
Directed reading 48
Preparation for workshops 5

Learning activities will include

1. A variety of teaching methods including seminar and plenary discussions, trio work and small group exercises 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 in and on practice

This module focuses on the parallel roles of a teacher in an NHS setting. The course material will cover the contents and implications of varied roles of:

a career adviser guiding others to making informed and appropriate choices about their career pathway;
an appraiser of a colleague or other staff member;
an educational supervisor helping your students plan their learning in response to personal professional needs, guiding their learning so that it is relevant to service needs;
a clinical supervisor of a student or colleague
a teacher in your speciality area with particular clinical students for whom you have a personal longer-term responsibility and other groups of clinical students, doctors and other health professionals, managers and non-clinical support staff with whom you work as a team or within the same care setting;
a line manager (many of you will often be in this role which potentially conflicts with your other responsibilities for students);
a mentor to a colleague;
a teacher of your patients for whom you are their clinician.

Problems you may encounter and strategies for dealing with them will be covered.