Introductory description

The Essentials of Clinical Education module has been designed to equip learners with the knowledge and skills to meet the challenges which helping others to learn inevitably brings. It aims to enhance the professional development of educators in healthcare learning settings, as well as assisting educators in thinking about their own role as a learner and teacher through emphasis on self-direction and on the need to relate theory to professional practice. Teaching, learning and assessment methods enable learners to reflect critically on their own practice. As the introductory module of the Postgraduate Certificate, Diploma and Masters in Medical Education, Essentials of Clinical Education provides the foundations on which other modules build.

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 :
Welcome, introductions & overview of the module.
Being a clinical educator.
How to teach a practical skill.
On the job teaching in clinical settings.
Giving effective feedback and its role in learning.
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.
Teaching and learning in large groups.
Introduction to assessment in clinical education.
Guidance on module assessment.
Working with professional standards frameworks.
Evaluating teaching.
Professional development for teaching.
Using technology to enhance learning.
Developing and evidencing teaching practice.

Learning outcomes

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

• Demonstrate an understanding and application of key theories regarding how learning occurs with particular reference to healthcare learning settings.
• Critically reflect on the role and professional values of the educator.
• Understand and evaluate the role of technology enhanced learning.
• Critically analyse and appraise key theories and research.
• Demonstrate and apply effective approaches to planning, design and delivery of strategies to supporting learning in healthcare education settings.
• Demonstrate the ability to assess and give feedback to learners.
• Evaluate (describe, analyse and justify) their own practice as a teacher and demonstrate the ability to respond effectively to evaluative critique of teaching.
• Demonstrate personal development planning as an educator.

Indicative reading list

Books: Some general guides to teaching and learning in clinical settings:
Association for the Study of Medical Education (2019) Understanding medical education: evidence, theory and practice. Third edition. Edited by T. Swanwick. Chichester, UK: Wiley Blackwell.
Dent, J. A., Harden, R. M. and Hunt, D. (eds) (2021) A practical guide for medical teachers. Sixth 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.
Ronald M. Harden, Jennifer M. Laidlaw, David M. Irby (2021) Essential skills for a medical teacher: an introduction to teaching and learning in medicine.
McIntosh, A., Gidman, J. and Mason-Whitehead, E. (2011) Key concepts in healthcare education. Los Angeles: SAGE.

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.
Kate Williams, Mary Woolliams, Jane Spiro, 2020 - Reflective writing 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.
• Perspectives on medical education

View reading list on Talis Aspire

Subject specific skills

Sound understanding of subject.
Critical analysis and evaluation.
Reflection.
Application of theories of learning and associated models and frameworks.
Evaluation of teaching.
Providing feedback to enhance learning.
Planning a teaching session.
Understanding the role of different strategies for supporting learning.
Professional development planning.

Transferable skills

Numeracy.
Thinking and problem solving.
Written communication.
Oral communication.
Teamwork.
Organisation & time management.
Use of tools and technology.
Independence and initiative.
Adaptability/Flexibility.