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OPT029: Clinical teaching, education and assessment

This module is aimed at practitioners who are currently engaged in clinical teaching or supervision at undergraduate or postgraduate level including pre-registration and specialist level.

It has a particular emphasis on developing new ways of teaching, collaborating with fellow clinical teachers, undergraduate and postgraduate education for clinical practitioners, and using feedback for on-going professional development. It is delivered and assessed online, giving students that opportunity to explore online methods of learning, assessment and interaction.

Students will explore the theory and application of teaching and assessment methods in the context of their own clinical profession. The module would therefore be of interest to clinical teaching practitioners across a range of clinical professions.

Start dateMarch
Duration20 contact hours over one academic term
Credits10 credits
PrerequisitesNone
Module tutorsAngela Whitaker
Marek Karas
Module codeOPT029

Learning objectives

On completion of the module you should be able to:

  • demonstrate your understanding of theory and research about how teachers learn
  • demonstrate your understanding of theory and research about how students learn
  • demonstrate your ability to use a range of teaching methods to support students learning clinical skills
  • demonstrate your understanding of how assessment facilitates learning in clinical practice
  • evaluate and monitor your teaching using a range of self, student and peer review method
  • demonstrate your commitment to learning from students and peers to improve their clinical teaching
  • demonstrate your ability to reflect on their own professional practice and plan their continuing professional development.

How the module will be delivered

This module is taught via 20 audio podcasts delivered via Learning Central, the University’s e-learning system, with supporting resources and references integral to the module.

The podcasts present bite-size teaching and learning theory linked to the supplied resources and references. You will select podcasts that are relevant to your professional teaching context and interests. It is expected that you will study between 10 and 15 podcasts plus associated resources during the module.

The coursework you will complete addresses many of the areas that an application for a qualification in teaching will require: theory of teaching, theory of assessment and evidence of teaching. Past students have used their work as the basis for such applications, an example being the Fellowship of the Higher Education Academy.

The pieces of coursework you complete will begin to form a portfolio of your study and application of teaching practice.

20 contact hours. 

This module takes one semester to complete.

How the module will be assessed

Formative
This work needs to be completed but does not carry a mark. You will be asked to compile a presentation on two methods of teaching that you use or would like to use along with a supporting evidenced based critique of your choice. This can be delivered to a group webinar or submitted in writing.

Summative
Written Coursework (50%): You will add to your reflective portfolio by undertaking a written assignment on assessment methods designed to allow focus on application of the module content to your own planned or actual clinical teaching.

Practical assessment (50%): You will demonstrate your practical skills via preparation and delivery of a short teaching session. You will initially submit a teaching plan for guidance and then record a teaching session using a smart phone or laptop camera using the university's recording software. Watching and feeding back on your fellow students is also a mandatory part of this module.

Skills that will be practised and developed

Academic skills

  • Reviewing the academic content of information resources.
  • Searching for academic theory and evidence to support learning and teaching.

Subject-specific skills

  • Theory of assessment of, and for, learning, including feedback.
  • Theory and development of teaching resources.
  • Improving/validating one’s own subject knowledge.
  • Development of a subject-specific teaching resource with related assessments.
  • Peer-review as an evidence resource on professional and clinical competence and quality.

Generic skills

  • Searching for relevant information.
  • Time management.
  • Working independently.
  • Problem solving and communication skills.
  • Collaborating with fellow professionals.