EDM185-Teaching and learning in healthcare

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Prof Richard Harris
Email: r.j.harris@reading.ac.uk

Module Co-convenor: Prof Helen Bilton
Email: h.o.bilton@reading.ac.uk

Type of module:

Summary module description:

This module aims to provide healthcare practitioners with an overview of approaches to teaching that support effective learning. It explores what is meant by learning and provides an overview of learning theories that are necessary for underpinning approaches to teaching. In turn, this supports an understanding of how to deliberatively plan for learning, examines different cognitive and affective obstacles to learning, and how teaching, learning and assessment should align.

It intends to support the development of good educational practice in the workplace and to get students to reflect critically on their own and/or other’s educational practice.Ìý

Aims:

• To introduce key theories about learning and to relate these to practice


• To develop knowledge of a range of pedagogical approachesÌý


• To introduce the principles of effective planning and assessment


• To develop your practical skills as a healthcare educatorÌý


• To develop students as reflective practitioners, who are able to manage their professional development

Assessable learning outcomes:

On successful completion of the module, students will be able to:

• Identify key theories about learning and to relate these to practice


• Identify a range of pedagogical approaches and choose appropriate teaching approaches to support learningÌý


• Explain the principles of effective planning and to apply these in the design of sessions


• Implement and develop practical skills as a healthcare educatorÌý


• Recognise good practice in the assessment of learning and apply appropriate means of assessment


• Show a reflective approach to their professional development and identify targets to support their future developmentÌý

Additional outcomes:

Through the module students will develop a number of transferable skills including:

• Critical peer discussion and peer evaluationÌý


• Experience of collaborative learningÌý

Outline content:

• Theories of learning


• Exploring values, attitudes and beliefs in relation to learning


• Principles of planning


• Pedagogical approachesÌý


• Approaches to assessment


• Making learning inclusive, accessible and challenging


• An introduction to reflection on teaching and learning

Brief description of teaching and learning methods:

Contact time will be through threeÌýintensive days of teaching. Sessions will model good practice and will make appropriate use of lecture-style presentations, discussion and group work. Sessions will be based around social-constructivist principles of learning, and will utilise students’ own experiences of learning and teaching.Ìý

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

Portfolio consisting of a total of 4000 words plus a session plan (in an Appendix):Ìý



There are two elements:

1. 2 x 1000 word reflections on a teaching/learning experience (50%)


2. 1 x 2000 reflection/critical analysis for a session plan + session plan (in an appendix) (50%)

Formative assessment methods:

Opportunities for formative feedback are provided through group discussion and peer evaluation.

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy 􀀓Penalties for late submission for Postgraduate Flexible programmes􀀔, which can be found here: