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Module

DTC4004 : Practice-based Learning for Dietitians (Inactive)

  • Inactive for Year: 2020/21
  • Module Leader(s): Ms Susan Lennie
  • Owning School: Biomedical, Nutritional and Sports Scien
  • Teaching Location: Newcastle City Campus
Semesters
Semester 2 Credit Value: 20
ECTS Credits: 10.0

Aims

This module aims to introduce students to theories and principles relevant to teaching and learning in the workplace and to allow students to explore different educational approaches relevant to their practice. Students’ ability to facilitate development of skills in the practice of on-the-job teaching will be developed.

Outline Of Syllabus

This module is focussed on the complex educational arena of designing and delivering education in the dietetic practice setting. This module will draw from different literature bases including socio-cultural perspectives on learning theories but also theories that relate to work and practice. Assessments specifically designed for clinical work will be explored and critiqued. The practice contexts described in this module will relate predominantly to ward, and clinic-based work.

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

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

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 reading122:0022:00Preparatory work before study days and preparation of notes on own teaching experiences
Scheduled Learning And Teaching ActivitiesWorkshops38:0024:003 study days
Scheduled Learning And Teaching ActivitiesFieldwork162:0032:00Theory into practice in the workplace or simulated practice settings
Scheduled Learning And Teaching ActivitiesDrop-in/surgery12:002:00Includes 60 mins prep time for students
Guided Independent StudyIndependent study170:0070:00Supported by an online discussion forum
Total200:00
Teaching Rationale And Relationship

Study days will comprise of short presentations and small group discussion. 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 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 work place 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”. 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”.

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

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
Description Semester When Set Comment
Prof skill assessmnt2MSkills practice. Present an aspects of work based teaching and/or assessment on study days 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”.

MDiet candidates must obtain an overall mark of 50 or above and achieve at least 35 in each component of assessment to pass the module.

Reading Lists

Timetable