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MEE8076 : Advancing Teaching and Learning

  • Offered for Year: 2022/23
  • Module Leader(s):
  • Owning School: School of Medical Education
  • Teaching Location: Off Campus
Semester 1 Credit Value: 20
ECTS Credits: 10.0


The overarching aim of this module is to deepen and extend students’ pedagogical knowledge and understanding. The specific aims of the module are:

•To help students explore the challenges of, and opportunities for, synthesising educational theory and practice
•To introduce students to the principles and methods of practitioner inquiry
•To provide students with a basis from which to systematically and critically investigate their own teaching practice.

This module provides students with an opportunity to build on the Certificate stage modules by allowing them to explore an area of special interest in relation to their role as educators. They will be introduced to key theoretical principles underpinning practitioner inquiry and synthesising theory with practice. The emphasis within this module is on developing education within curricula. Reflection will form a key part of the learning process in this module, as will the critical appraisal of teaching practice and any related literature.

Outline Of Syllabus

The focus of the students’ inquiry will be determined by their special interest and therefore the syllabus is partly flexible to accommodate their diverse needs. Students will be expected to develop their understanding of theoretical principles and practices related to this special interest. The syllabus will include:

•Review of basic pedagogical principles and theory .
•Introduction to the principles and methods of practitioner inquiry.
•Introduction to advanced pedagogical principles and teaching strategies.
•Identification of educational areas for practitioner inquiry.
•Introduction to the importance of and reasons for practitioner inquiry into pedagogy.
•Critical analysis of the application of pedagogical principles to educational practice.
•Exploration of the role of practitioner inquiry in curriculum change and development.
•Practising methods of practitioner inquiry.
•Reflection upon practice, both in order to identify a problem to address, and to evaluate the success of the intervention.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion150:0050:00Preparatory work for assessment
Guided Independent StudyDirected research and reading15:005:00
Guided Independent StudyDirected research and reading510:0050:00
Guided Independent StudyIndependent study149:0049:00Staff-supported online discussion forum
Guided Independent StudyIndependent study120:0020:00Analysis of workplace practice
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time38:0024:00Online contact and exercises.
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time12:002:00Online workshop.
Teaching Rationale And Relationship

The early weeks will equip the students with the generic knowledge, skills and understanding that they will require to start their project, including giving them the experience of presenting their work to other academics, and gaining valuable formative feedback on their ideas. The students will be expected to translate this knowledge to their own practice.

Throughout the module the students will be exposed to a range of teaching methods that will promote discussion, reflection and critical appraisal. These activities will be introduced within the online content. Students will be expected to develop their understanding of theoretical principles and practices by engaging in online tutorials, activities and discussion forums. Peer discussion, formative assessment and feedback will be core features of the module, to support students in their synthesis and development of ideas and practices, including:
•Reflection upon their own teaching.
•Exploration of literature surrounding learning theory and practitioner inquiry.
•Online discussion groups to share ideas, and stimulate critical debate/discussion.
•Private study with guided reading to enable students to develop a deeper
understanding of relevant debates.
•Online workshops will be offered to support students in the preparation
of their assignments.

The majority of this module is self-directed learning with online support from tutors continuing through two semesters. This approach is appropriate for the level of independence in learning as well as the exploration of a specific area of interest required by this module.

Optional present-in-person study day (repeated and recorded online) will be offered. Although this is an online programme, there may be additional opportunities 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

Description Length Semester When Set Percentage Comment
Oral Presentation101A60Presentation of proposal. Discussion and answering questions (10 minutes presentation & 10 minutes for discussion).
Other Assessment
Description Semester When Set Percentage Comment
Written exercise1A40Preparation a replica conference presentation proposal.
Formative Assessments
Description Semester When Set Comment
Oral Presentation1MInquiry proposal - Presentation online to tutor and peers, with feedback.
Assessment Rationale And Relationship

Students will be required to plan, conduct and present a small scale practitioner inquiry into an aspect of their teaching or practical educational issue in their workplace. They will be expected to complete Conference Presentation Proposala that summarises the inquiry and its findings. This proposal, and a presentation of the proposal, will form the assessment. To support this process students will be taught how to conduct practitioner inquiry and supported in choosing a suitable area, and, on the final face-to-face study day, they will give an interim presentation of their Practitioner Inquiry Proposal, followed by peer and tutor discussion and feedback. The proposal and presentation will also include the inquiry’s findings and reflection on and evaluation of this inquiry, including implications for the wider curriculum. The process of conducting the practitioner inquiry and preparing the proposal and presentation will be supported by online group discussion and individual online/telephone tutorials.

Participation in classroom-based discussion and completion of activities, the formatively assessed oral presentation of their proposal, the engagement with online discussion and support, and presentation of their summatively assessed proposal will enable students to develop and demonstrate their ability to design, conduct and evaluate an inquiry into their own educational work and its place within current professional knowledge and practice.

Reading Lists