From Theory to Practice in Clinical Education

CPD courses are delivered at the Queen's Campus, Stockton through short 4-5 day intensive classroom teaching blocks.

Module Description:

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To teach to a high standard the fundamental principles and practical skills students need to teach medical students whether in a clinical or formal education setting.

Content

• Historical development of teaching approaches: from Hippocrates to Foucalt via Flexner and Osler
• Relationship of teaching to educational theory
• The attributes of the teacher
• Special features of clinical education as contrasted with other HE settings
• Large group teaching
• Small group teaching
• One to one teaching and mentoring
• Shadowing
• Promoting clinical reasoning
• Self Directed Learning
• Case Based Learning
• Problem base Learning
• Electronic and distance learning

Learning OutcomesSubject-specific Knowledge:

• By the end of module students will have developed:
• An advanced knowledge and critical understanding of teaching in a wide variety of settings and environments
• A practical appreciation of the development of clinical teaching methods
• Familiarity with the special nature of clinical teaching and learning

Subject-specific Skills:

• Students will have gained skills in:
• Clinical Teaching in large group sessions
• Clinical Teaching in small group sessions
• Clinical Teaching in one to one and mentoring environments
• Promoting good teaching practice in others

Key Skills:

• Key skills are:
• The ability to think critically and creatively and to argue coherently
• The capacity for sustained independent work and learning at an advanced level and the ability to learn through reflection on practice and experience.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lecturing - Explains basic principles in a way that allows learners to build their own understanding - Examines challenges in the literature, not readily resolvable but novices - Provides motivation to learners
• Tutorials and seminars - Allow students to work through concepts in more detail, providing both teacher and peer led input, promoting discussion and developing the interprofessional communication and working skills
• Structured reading - Allows students to pursue topics in greater detail enabling both familiarity with key texts and a deeper understanding of the subject knowledge generally
• Practical sessions - Provide practical guidance and experience in teaching design and development
• Independent study, research and analysis - Focuses student knowledge more deeply by pursuing aspects of the module that are of special interest to themselves and their particular teaching locale and content matter.
• The written assessment will enable students to demonstrate critical understanding at an advanced level regarding appropriate approaches to medical education in various contexts and to reflect on their observed teaching.

Lecture - 10 weekly @ 1 hr = 10hrs

Tutorial/seminar -10 weekly @ 1 hr = 10hrs

Structured Reading -10 sets weekly @ 3 hrs = 30hrs

Practical Exercises - 10 weekly @ 2 hrs = 20hrs

Library researching / Independent study - Student initiated / Student determined = 80hrs

Total Hours = 150

Summative Assignment: 3000 words = 100% weighting

Formative Assessment:

This will comprise written comments from an observer on each student's teaching practice. Verbal feedback will also be given on class room based activities.

¦ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University