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Module

DEC8000 : Teaching and Learning in the Dental Workplace

  • Offered for Year: 2023/24
  • Module Leader(s): Dr Heidi Bateman
  • Lecturer: Dr Sarah Rolland, Professor Giles McCracken
  • Owning School: Dental Sciences
  • Teaching Location: Newcastle City Campus
Semesters

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 10
Semester 2 Credit Value: 10
ECTS Credits: 10.0
European Credit Transfer System

Aims

The aims of this module are:
•       To introduce students to theories and principles relevant to teaching and learning in the workplace
•       To allow students to explore different educational approaches relevant to their practice
•       To develop participants’ ability to organise and manage workplace-based teaching
•       To facilitate development of skills in the practice of on-the-job teaching

Summary:
This module focuses on designing and delivering education in the dental workplace. In this setting there may be unpredictable situations and opportunities, competing agendas and multiple factors to take into account and manage. It also represents a conceptual shift from education as ‘group-based activities’ to individualised learning and designing education for unstructured or semi-structured sessions. This module will draw from different literature bases including socio-cultural perspective on learning theories but also theories that relate to work and practice. Assessments specifically designed for clinical work will be explored and critiqued.
The workplace contexts described in this module will relate predominantly to the dental surgery and clinical skills environment.

Study day learning objectives:
• Discuss application of learning theory into practice
• To demonstrate skills in using the rapid teaching technique models in a simulated clinical teaching scenario
• To explore the challenges of leading difficult conversations with students

Outline Of Syllabus

The module considers the following areas, through a series of interactive face-to-face workshops, encouragement of reflective practice and directed self-study:

•       Educational theories linked to teaching and learning in the workplace
•       Diagnosing learning needs in the workplace
•       Individual and small group teaching in the workplace
•       The difference between planned and opportunistic teaching and how different strategies may be employed
to create teaching and learning opportunities in each
•       Principles of assessment in the workplace
•       Provision of effective one-to-one feedback
•       Introduction of the concept/use of mentoring

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion150:0050:00Preparatory work on assignment.
Scheduled Learning And Teaching ActivitiesWorkshops38:0024:00Present in person study days
Guided Independent StudyReflective learning activity14:004:00Preparatory work before study days
Scheduled Learning And Teaching ActivitiesFieldwork125:0025:00Participant taking opportunities to apply theory into practice in own workplace.
Scheduled Learning And Teaching ActivitiesDrop-in/surgery11:451:45Synchronous online. Includes 60 minutes prep time for students.
Guided Independent StudyIndependent study195:1595:15Supported by online discussion forum.
Total200:00
Teaching Rationale And Relationship

Study days will comprise of short presentations and small group discussion. Tutors will draw on participants’ own experiences as teachers and as learners to consider the issues of particular importance to learning in workplace environments. In the study days, the theories of learning that can be used to inform change and development will be discussed and how to impact upon the learning experience. Participants will be expected to apply their knowledge to their own situations and discuss this application.

This will specifically address the following outcomes:
•       Evaluate the effectiveness of learner-centred strategies within specific contexts
•       Apply the principles of learner centred education to learning in the workplace
•       Devise strategies to teach flexibly and adaptively in unpredictable learning environments
•       Apply evidence-based practice to their pedagogic approach

Methods of assessing learning needs will also be discussed in the study-days and links made to the outcome – design and implement plans to identify and meet more junior colleagues’ learning needs. Study days will specifically address workplace-based assessment principles; this will include skills-based practice using role play. This will address the outcome:
•       Discuss the principles of assessment based in the workplace in line with regulatory requirements

A variety of feedback approaches will be covered and practised and formative feedback given. This will address the following outcomes:
•       Discuss the principles of provision of feedback in the clinical workplace
•       Demonstrate the ability to give effective feedback

Students will undertake independent study, which will involve reading, application of the knowledge and skills in their workplace and by engaging in critical reflection. This will consolidate the achievement of the outcomes discussed above.

Assessment preparation and completion will be designed to consolidate the above knowledge; in particular it will link to the outcomes:
•       Critically evaluate theories of learning in relation to work based practice.
•       Teach and support learners through varied approaches within varied environments.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Reflective log2M100Reflection on teaching opportunities: Applying theory, critiquing in relation to practice/own development (3000 words)
Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Description Semester When Set Comment
Prof skill assessmnt1MSkills practice. Discussion of and presenting ideas of aspects of work-based teaching and/or assessment on study days with feedback
Prof skill assessmnt1MSkills practice. Role-play based scenarios on giving effective feedback. Small group discussion and feedback following scenarios.
Assessment Rationale And Relationship

The learning outcomes are predominantly demonstrated by the student’s ability to undertake educational planning within complex situations (skills outcomes) and critically appraise both the literature and their practice within this context (knowledge outcomes).

In the assessment, students will be expected to provide critical reflections of their experience of teaching and learning in workplace environments. They are asked to highlight how they use evidence-informed approaches as a basis for effective practice and should provide critical evaluation within their arguments. They are asked to draw on examples from their own practice to ground the reflection in reality.

The reflection will include taking into account the needs and ability of the individuals they are teaching, the theory they are using to inform their teaching and how they have structured the teaching and provided feedback to guide and support learners ensuring a learner centred approach.

This maps to the outcomes; ‘Apply evidence-based practice to their pedagogic approach’, ‘critically evaluate theories of learning in relation to work based practice’, ‘apply the principles of learner centred education to learning in the workplace’, ‘discuss the principles of assessment based in the workplace in line with regulatory requirements’, ‘design and implement plans to identify and meet more junior colleagues’ learning needs’, ‘devise strategies to teach flexibly and adaptively in unpredictable learning environments’, and demonstration of the applied rationale of the outcomes ‘Discuss the principles of provision of feedback in the workplace’ and ‘Demonstrate the ability to give effective feedback’. Also, the rationale of the outcome ‘Teach and support learners through varied approaches within varied environments’ and application of ‘evaluate the effectiveness of learner-centred strategies within specific contexts'.

The formative skills-based practice / assessments and subsequent discussion provide opportunities to apply principles and demonstrate the ability to constructively deliver effective feedback. This maps to the outcomes: ‘Demonstrate the ability to give effective feedback’ and ‘Discuss the principles of provision of feedback in the workplace’.

Reading Lists

Timetable