EDM186: The professional self and healthcare

Module code: EDM186

Module provider: Institute of Education

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1

Module convenor: Professor Helen Bilton, email: h.o.bilton@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module and its theoretical basis aims to challenge healthcare educators to consider their own behaviour and values within the context of the working environment.

The module aims:

• To develop a critical understanding of the issues concerning behaviour.
• To develop a critical understanding of how to impact ones’ own and others’ behaviour.
• To develop the skill to put the knowledge and reflective understanding gained into practice.
• To develop as reflective practitioners, who are able to manage their professional development.

The development of such understanding should inform the work all those who consider they work with and manage others and to thereby develop their abilities to know what they and others do, how they behave and why they do as they do, and to reflect upon this.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Know, understand and identify key theories about behaviour and to relate these to practice.
2. Know, understand and analyse and question their own experience and the literature about the nature of behaviour.
3. Know, understand and implement and develop practical skills concerning managing behaviour.
4. Know, understand and demonstrate a reflective approach to their professional development and identify targets to support their future development.

Module content

Throughout the module students investigate and critically analyse  three interlocking themes:

• Working within a framework of principles
• Knowing, understanding and reflecting on yourself
• High quality relationships

Session topics include:

• Creating an environment for teaching and learning
• Teaching episodes
• Action learning approach
• Gender
• Communication
• Identity
• Attachment styles
• Inclusive teaching

The online reading list for this module is available in the University library.

Structure

Teaching and learning methods

There are three taught days, made up of, usually, four sessions, led by a range of tutors.

The content of the modules is a mixture of practice-based and research-informed sessions run by in-house research specialists and those working front line with educational experience. All have vast experience of working with those who are also working at the same time as studying.  Students also learn from each other as well as from the tutors via regular experiential group sessions run during the taught days and interacting with the video materials.

Through this interdisciplinary approach to learning and flexible delivery of content, students are encouraged to evaluate their practice alongside the work they are doing on the programme, considering how this works in their world, and working with each other to improve their practice.

Their learning is scaffolded through the values-based approach of social sciences which is different to what the students are used to, being science based and used to a somewhat paternalistic teaching approach. This includes interactive sessions, group discussions, academic tutorials, teaching episodes, journal entries, reflective exercises and practice-based academic essays and reflections.

Study hours

At least 24 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

The purpose of formative assessment is to provide you with some feedback on your thinking and writing at a relatively early stage in the programme.

For this assessment you are required to write a 500 word report having watched the simulation and debrief videos and to critically analyse them by answering these two questions: What character traits does the educator need to ensure success for those involved in the simulation and when managing the debrief? What do the learners need to bring to the learning scenario for it to be successful? You need to consider the learning from the study day and videos about critical analysis and writing. You need to link this to the reading and your learning thus far.  Be cautious this is not about your opinion, this is a reflective piece, which has to be objective not subjective. Provide at least one reference.

Reassessment

Additional costs