PMMET2-Introduction to Clinical Education

Module Provider: Pharmacy
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites: Pre-requisites: Completed PM3ET1 or able to provide evidence of commensurate experience. Healthcare professional working at an approved practice site.
Co-requisites:
Modules excluded:
Current from: 2019/0

Email: k.a.hall@reading.ac.uk

Type of module:

Summary module description:

This module builds on the introduction to workplace-based education (PM3ET1) to support practising healthcare professionals who have roles in supporting education and training in the workplace or who are interested in furthering their knowledge of clinical education.  The portfolio will support practitioners to reflect on their experiences, which can be mapped to a professional framework of their choice.

The module can be studied stand-alone or as part of the MSc in Advancing Healthcare Practice.  A significant proportion of the module is workplace-based learning and practitioners are required to be working at an approved workplace which allows them the opportunities to document their progress.

Aims:

To support practitioners to critically reflect on their experiences in teaching, learning and assessment in the workplace.

Assessable learning outcomes:

Knowledge:

1. Explain the role of education in the clinical environment to develop and support individuals and organisations to provide safe and effective services


2. Demonstrate appropriate approaches to the design of teaching sessions related to clinical education


3. Acknowledge the impact of the learning environment on students’ learning experience, in relation to ensuring effective learning opportunities whilst protecting students, staff and patients.

Skills

1. Critically reflect on the principles of feedback to ensure effective student support


2. Critically evaluate approaches to teaching related to relevant educational theory


3. Critically reflect on own knowledge, skills and behaviours


4. Critically appraise relevant literature to support approaches to clinical education


5. Identify and prioritise current and future learning needs of others

Behaviours

1. Continually advance own knowledge, skills and behaviours through continuing professional development and life-long learning


2. Demonstrate the required competencies in the chosen field

Additional outcomes:

Outline content:

This module will focus on supporting practitioners to demonstrate an understanding of the role of clinical education focusing on teaching, learning and assessment in the workplace.  It will include an introduction to educational theory, planning teaching sessions, and critiquing the practitioners’ roles in teaching.

Global context:

This module is offered to UK practising healthcare professionals and is focused on the UK healthcare system.  Practitioners can choose to map their learning to a national or international professional framework to support their practice and/or revalidation.

Brief description of teaching and learning methods:

This module will use a range of teaching and learning methods.  The University teaching is based around four face to face workshops using a mixture of presentations and problem-based/case-based learning, facilitated by the programme team, specialist practitioners and other healthcare professionals.  The workshops are underpinned by directed learning via Blackboard and self-directed learning where practitioners are required to use a range of sources to gain information to support developing their knowledge and skills.

Students are encouraged to complement their study through workplace-based learning where practitioners will undertake activities to develop their knowledge, skills and behaviours.  This will be guided by the professional portfolio of learning.

This module is studied over two to six months, and there may be more than one cohort per year, therefore the distinction of hours by term is not possible.  The hours shown for autumn term below are spread over the entire module.

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

1. Professional portfolio of learning
   
   
   
   • Portfolio contents review
   
   
   
   


2. Set exercise: Lesson plan
   
   
   
   • Using the set template
   
   
   • Justification for design - approximately 1,000 words in length
   
   
   
   


3. Reflective account
   
   
   
   • Written report of approximately 2,500 words
   
   
   
   

Formative assessment methods:

1. Feedback from peers and facilitators in the workshops


2. Feedback from peers in the workplace


3. Feedback from workplace-based assessors


4. Optional formative feedback on draft lesson plan

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:

1. The professional portfolio of learning must be passed at 50% and contain all mandatory content


2. The lesson plan must be passed at 50% with all essential criteria met


3. The reflective account must be passed at 50%

Reassessment arrangements:

Reassessment will usually be arranged within a three-month period.  Where required, and determined to be achievable, it will be arranged promptly to not delay any further study.  Individualised timings may be required depending on the specific requirements for reassessment.

Additional Costs (specified where applicable):

1. Printing and binding Students can submit most of their portfolio online.  Currently library costs for printing are 5p a sheet for black and white. A simple ring binder can be purchased from stationers for around £3.

Last updated: 19 September 2019