Introductory description

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Indicative outline syllabus (note that this may vary depending on staff availability). Day 1:

• Getting to know you: Welcome, introductions & overview of the module; Being a clinical educator; How to teach a practical skill; On the job teaching; Giving effective feedback and its role in learning.
  Day 2:
• Planning a teaching session; Strategies for active and interactive learning; Being a scholarly teacher: An introduction to research in clinical education; Facilitating learning in small groups.
  Day 3:
• Teaching and learning in large groups; Introduction to assessment in clinical education;
  Guidance on module assessment & working with the UKPSF; Evaluating teaching.
  Day 4:
• Professional development for teaching: The role of reflection and teaching observations; Individual presentations and feedback; Using technology to enhance learning; What next: Developing and evidencing teaching practice.
  Day 5:
• Additional assignment guidance tutorials & self-directed learning.

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate an understanding of key theories regarding how students learn with particular reference to clinical settings and the education and training needs of professionals within the NHS.
• Demonstrate an understanding of the role and professional values of the clinician educator.
• Demonstrate an understanding of the role of Information Technology to support learning.
• Demonstrate a critical, questioning and analytical approach to key theories and research.
• Demonstrate effective planning for, and use of, at least one of the following educational approaches with particular reference to their subject area and to the level of the target student audience.o Large group presentation.o Seminar/small group teaching.o One-to-one teaching - planned and opportunistic.
• Demonstrate the ability to assess and give feedback to students.
• Evaluate (describe, analyse and justify) their own practice as a clinical teacher and demonstrate the ability to respond effectively to evaluative criticism of teaching.
• Demonstrate personal development planning as a clinician educator.

Indicative reading list

Books: Some general guides to teaching and learning in clinical settings

• Association for the Study of Medical Education (2014) Understanding medical education: evidence, theory and practice. Second edition. Edited by T. Swanwick. Chichester, UK: Wiley Blackwell.
• Dent, J. A., Harden, R. M. and Hunt, D. (eds) (2017) A practical guide for medical teachers. Fifth edition. Edinburgh: Churchill Livingstone.
• Dornan, T. (2011) Medical education: theory and practice. Edinburgh: Churchill Livingstone/Elsevier.
• Cantillon, P., Wood, D. F. and Yardley, S. (eds) (2017) ABC of learning and teaching in medicine. Third edition. Chichester, West Sussex, UK: Wiley-Blackwell.
• Harden, R. M. and Laidlaw, J. M. (2012) Essential skills for a medical teacher: an introduction to teaching and learning in medicine. Edinburgh: Elsevier Churchill Livingstone.
• McKimm, J. and Swanwick, T. (2010) Clinical teaching made easy: a practical guide to teaching and learning in clinical settings. London: Quay Books.
• McIntosh, A., Gidman, J. and Mason-Whitehead, E. (2011) Key concepts in healthcare education. Los Angeles: SAGE.
• Mohanna, K. et al. (2011) Teaching made easy: a manual for health professionals. 3rd ed. Oxford: Radcliffe Pub.
  Critical thinking and reflective learning
• Aveyard, H., Sharp, P. and Woolliams, M. (2015) A beginner’s guide to critical thinking and writing in health and social care. Second edition. Maidenhead, Berkshire: Open University Press
• Sandars, J. (2009) ‘The use of reflection in medical education: AMEE Guide No. 44’, Medical Teacher. London: Update Pub., 31(8), pp. 685–695. doi: 10.1080/01421590903050374.
• Brockbank, A. and McGill, I. (2007) Facilitating reflective learning in higher education. 2nd ed. Maidenhead, England: Society for Research into Higher Education and Open University Press
  Journals
  A wide range of journals publish clinical education articles, including specialist clinical or medical education journals, profession/speciality journals and general education journals. Here are a few suggestions to get you started.
• Academic Medicine
• Advances in Health Sciences Education
• The Clinical Teacher
• Medical Education
• Medical Teacher

Subject specific skills

Sound understanding of subject
Critically evaluate
Reflection

Transferable skills

Numeracy
Thinking and problem solving
written communication
oral communication
Teamwork
Organisation & time management
Use of tools and technology
Commercial awareness
Independence and initiative
Adaptability/Flexibility