Postgraduate Course: Clinical Education (NUST11085)
|School||School of Health in Social Science
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Available to all students
|Summary||This course will provide knowledge of the principles of teaching and learning within clinical settings. It will discuss theoretical knowledge (learning theories) and offer practical skills, relating to teaching styles and techniques.
Students will learn how to implement teaching successfully within a range of healthcare environments, and gain an appreciation of tools for assessment of learning.
They will be encouraged to reflect on how they will use these in their own practice, to influence care outcomes.
The course will cover the following topics:
Introduction to clinical learning and teaching
Assessment and feedback
Designing an assessment
Learning theories and contemporary issues in global clinical education
Student centred education and adopting appropriate teaching strategies
An introduction to curriculum design
Issues associated with eLearning and clinical education
Problem based learning and the way it enhances teaching
The political, regulatory and societal drivers of curriculum development.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Academic year 2014/15, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 8,
Seminar/Tutorial Hours 8,
Online Activities 34,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||A formative peer and staff assessed presentation on a relevant topic of the student's choice in week 4. This teaching session should demonstrate a learner centred approach.
Formal summative written assessment in week 10 will constitute 100% of the student's grade. This will be reflective paper of between 4,000 - 4,500 words. The paper may ask students to reflect on the process of becoming a member of the profession, in relation to literature covered in the course, and how they may apply lessons learned to own clinical education practice.
|No Exam Information
| At the completion of the course the student should be able to:
Critically review the planning and evaluation of a range of teaching and learning strategies appropriate to any given content, situation and learners.
Demonstrate a learner-centred approach to education and learning by considering own educational needs and the needs of others
Critically reflect on theories of leaning and their use in learning and teaching activities and curriculum development.
Demonstrate critical understanding of current key issues in assessment and academic feedback
Demonstrate an awareness of the process of planning implementing an assessment process in a clinical context
|Ramsden P (2003) Learning to teach in higher education Routledge, London|
Biggs J (and Tang C (2007) Teaching for quality learning at university. Open University Press Buckingham
Cohen, L., Manion, L. and Morrison, K. (2011, 7th ed.) Research Methods in Education. London: Routledge/Falmer.
Moon JA (1999) Reflection in learning and professional development Kogan Page London
Jarvis P., Holford J. and Griffin C. (2004) 2nd Ed The theory and practice of learning London Kogan Page
Swanwick T. (Ed).(2013) 2nd Ed Understanding medical education. Evidence, theory and practice Wiley-Blackwell
Bastable S (2014) 4th Ed Nurses as Educators: principles of Teaching and Learning for Nursing Practice Jones & Bartlett
|Graduate Attributes and Skills
|Course organiser||Mr Sharon Levy
Tel: (0131 6)51 5595
|Course secretary||Mrs Alison Grahamslaw
Tel: (0131 6)50 4277
© Copyright 2014 The University of Edinburgh - 12 January 2015 4:27 am