This module is designed to enable you to develop skills in all aspects of teaching, including self-reflection and evaluation. Content will include the construction and initiation of teaching plans, the use of recent developments in health psychology research to inform teaching content and preparation for, and teaching of small and large groups. Other relevant professional issues relating to teaching health psychology will be covered, including student and peer evaluations of teaching performance, issues concerning delivery of material, and the use of educational packages and virtual learning environments. Students will learn how to be reflective in their teaching practice, and how to build upon their experiences.

1) Case Study (Maximum 3,000 words), weighted at 50%. You will be required to write a detailed report which systematically describes how you have planned, designed and delivered a series of five teaching sessions in Health Psychology. You must describe in detail how you assessed training needs, identified training programme structure and content, and selected training materials, and how you assessed learning outcomes. You should include examples of materials used in the sessions and a teaching plan in the Appendix. Maps to learning Outcomes 1 - 5.

2) Evaluation (Maximum 3,000 words), weighted at 50%. You must evaluate the series of teaching sessions described in the Case Study, including examples of any student evaluation forms used and an observer's report (up to 500 words). You should identify aspects of the sessions that were successful and those that were less successful and describe how you have adjusted your teaching in the light of unforeseen circumstances. You should explore changes made as a result of your learning about your teaching and as a result of feedback and reflection. In addition, you should make suggestions for improvements for future teaching sessions. Maps to learning Outcome 6.

All units within the module will need to be passed.

There will be opportunities for formative feedback you are able to ask for comments on: (1) a detailed 3-page plan of the assessment given by the module leader and (2) a full draft of the assessment by your supervisor.

You will be required to deliver a series of teaching sessions to two different groups of students (one of whom must be health professionals). You will be supported to do this through teaching workshops (16 hours) which will introduce you to contemporary theory and research in learning and teaching as well as the practical skills required, additionally you will have tailored individual supervision sessions with your supervisor (4 hours) and the module leader (4 hours).

The remaining independent study (376 hours) will include extended reading, developing teaching plans, writing and delivering teaching sessions, and reflecting on teaching practice in addition to writing up the case study and evaluation.

1. Conceptualize, design, plan, deliver and assess a series of five teaching sessions for the generation of new knowledge, applications or understanding in health psychology at the forefront of the discipline and to communicate this clearly and effectively.
Knowledge & Understanding Analysis, Communication, Problem Solving

2. Effectively use oral and written skills relating to small and large group teaching/training (and including individual tutoring) and use different teaching approaches including face-to-face teaching such as lectures, seminars and discussion groups.
Communication, Application

3. Select teaching techniques appropriate to the characteristics of the person/group and the setting in which they are taught. This will include the use of educational packages and/or distance learning programmes, including booklets, electronic resources, and other written material designed to promote health behaviour change in patients, the general population and/or in health professionals.
Learning, Knowledge & Understanding, Application

4. Exercise largely autonomous initiative in complex and unpredictable situations within the teaching and training environment and demonstrate how to adjust your teaching plan in the light of unforeseen problems. Problem solving, Reflection

5. Communicate ideas and conclusions clearly, including providing a rationale behind decision-making based on a comprehensive understanding of theories/models of learning.
Knowledge & Understanding, Communication

6. Evaluate critically the teaching sessions which have been designed and delivered, and demonstrate a systematic acquisition and understanding of learning and teaching through the course of the five sessions. Knowledge & Understanding

Blackboard Virtual Learning Environment. Web-based databases to review current relevant literature in electronic database format. Internet access. Library, Resource rooms, supervision space.

AdvanceHE (2021) Navigating the equality, diversity and inclusion (EDI) landscape. https://www.advance-he.ac.uk/programmes-events/focus-on-edi

Dent, J. & Harden, R.M. (2021). A practical guide for medical teachers, 6th Edition. Elsevier.

Race, P. (2019). The lecturer’s toolkit: A practical guide to teaching, learning and assessment: Fourth edition. Routledge.

Fry, H., Ketteridge, S., & Marshall, S.A. (2019). A handbook for teaching and learning in higher education. Routledge.

Michie, S. & Abraham, C. (eds) (2004) Health psychology in practice. Wiley-Blackwell.

This module is designed to enable you to develop skills in all aspects of teaching, including self-reflection and evaluation. The interactive seminars will guide you through the process of teaching and evaluation, from the assessment of needs and construction of effective teaching plans, through to ensuring equality, diversity and inclusion within teaching, and finally the development of student and peer evaluations of teaching performance. You will learn how to be reflective in your teaching practice, and how to build upon your experiences.