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 is set to provide knowledge of the core principles of teaching and learning within clinical settings. Students will learn how to implement teaching successfully within a range of healthcare environments, and gain an appreciation of tools for assessment of learning. Students will also be encouraged to reflect on how they plan to use newly acquired skills and tools, in their own practice, to influence care outcomes.
The overall aim of the course is to promote high quality clinical education by helping learners to reflect and share insights about their own practice. Alongside peers, students will be guided in using learning technology to understand and apply educational theories and current evidence from clinical education literature. Students will not only master theory and best practice principles but will also gain new practical skills to support optimal patient care.
Using discursive activities and through online collaboration with peers, learners will be able to critique and apply educational theories and evidence from the literature to their own clinical practice. This online 10 week course will cover some, if not all of 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
Learning and teaching will be supported through an online weekly lecture, self-directed study and through a synchronous tutorial. Students will also be expected to carry out a teaching session at their own clinical setting and to capture feedback from participants. This experience and feedback will be used in tutorial discussions. Students will be expected to reflect on this experience in their formative assignment.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2015/16, 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
On completion of this course, the student will 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 learning 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 and 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
||The course is set to significantly contribute to the development of a range of attributes and skills including:
Applying knowledge, skills and understanding of core concepts to support their progress within a clinical education sphere.
The ability to critically review the applicability of clinical education literature and consider the application to own clinical settings;
The use and mastery of a range of ICT applications to enhance own learning and communications;
The ability to engage with peers and learners and carry out a structured teaching activity within a clinical setting.
|Course organiser||Mr Sharon Levy
Tel: (0131 6)51 5595
|Course secretary||Mrs Alison Grahamslaw
Tel: (0131 6)50 4277
© Copyright 2015 The University of Edinburgh - 18 January 2016 4:30 am