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Module

MEE8072 : Teaching and Learning in the Workplace

  • Offered for Year: 2021/22
  • Module Leader(s): Dr Sonia Bussey
  • Lecturer: Mr Michael Atkinson, Dr Sophie Hill, Dr Richard Price
  • Owning School: School of Medical Education
  • Teaching Location: Off Campus
Semesters
Semester 1 Credit Value: 10
Semester 2 Credit Value: 10
ECTS Credits: 10.0

Aims

•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 is focused on the more complex educational arena of designing and delivering education in often unpredictable settings with 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 ward, theatre and clinical work. Laboratory work will not be covered formally in the sessions but students working in laboratories could relate / apply theories to that context.

Outline Of Syllabus

In this module students will cover the following:
•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
•Giving effective one-to-one feedback
•Mentorship and supervision

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion150:0050:00Preparatory work on assessment.
Guided Independent StudyDirected research and reading82:4522:00Delivered online. 8 x weekly programmes comprising video presentations, online discussion, reading
Guided Independent StudyDirected research and reading125:0025:00Theory into practice in the workplace
Guided Independent StudyReflective learning activity120:0020:00Preparatory work before online study. Keeping a reflective journal
Guided Independent StudyIndependent study169:3069:30Supported by an online discussion forum
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time32:006:00Online classrooms to clarify and discuss content and its application
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time11:301:30Group tutorial to help prepare for assignment submission
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time61:006:00Scheduled information online group discussion to pick up themes from the discussion boards
Total200:00
Teaching Rationale And Relationship

The content will be delivered through 8 weekly topic sections. Each section will comprise;
-       Short video presentations by the module leader
-       A variety of interactive exercises to encourage students to think about the topic and to apply it to their own context
-       Links to core and further reading
-       On line discussion forums and synchronous on line classrooms

The 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

Methods of assessing learning needs will also be discussed in online group discussion and links made to the outcome – design and implement plans to identify and meet more junior colleagues’ learning needs. The e-learning materials will specifically address work place based assessment principles; this will include skills-based practice using virtual role play. This will address the outcome - Discuss the principles of assessment based in the workplace. A variety of feedback approaches will be covered and practised and formative feedback given. This will address the outcome - 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 outcome – Critically appraise theories of learning in relation to work based practice.

This is an online programme, however there may be an opportunity to attend optional on campus events. For any on campus opportunity an online equivalent session will also be offered.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Reflective log2A100Reflection on teaching opportunities: Applying theory, critiquing in relation to practice/own development (3000 words)
Formative Assessments
Description Semester When Set Comment
Prof skill assessmnt1MSkills practice. Present an aspects of work based teaching and/or assessment on study days/online sessions and receive feedback
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).

Candidates will be expected to describe two examples from their own clinical teaching opportunities. For each encounter students will be asked to:

Plan: taking into account the needs of the individuals they are teaching, the theory they are using to inform their teaching and how they have structured the teaching to ensure a learner centred approach. This maps to the outcomes; ‘ critically appraise 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’ and the design element of the outcome ‘design and implement plans to identify and meet more junior colleagues’ learning needs.’

Act: Recount how they took into account the ability of the learners, their previous knowledge, questioning etc., how they gave feedback. The student should make reference to how learning needs were assessed. This maps onto the learning outcomes ‘devise strategies to teach flexibly and adaptively in unpredictable learning environments’ and the implementation aspect of the outcome ‘design and implement plans to identify and meet more junior colleagues’ learning needs’

Evaluate: The students will be asked to reflect on their experiences and how their understanding of workplace learning has developed from their experiences /studies within the module. This maps to the outcome ‘evaluate the effectiveness of learner-centred strategies within specific contexts'.

Reading Lists

Timetable