PMMWBL: Work Based Learning

Module code: PMMWBL

Module provider: Pharmacy; School of Chemistry, Food and Pharmacy

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Triple Presentation: S1, S2, & Summer

Module convenor: Professor Jane Portlock, email: j.portlock2@reading.ac.uk

Module co-convenor: Professor Jane Portlock, email: j.portlock2@reading.ac.uk

Pre-requisite module(s): This module is only available to students who are healthcare professionals working at an approved practice site (Open)

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: No

Last updated: 21 May 2024

Overview

Module aims and purpose

This module aims to support practitioners to critically reflect on their experiences and learning in their workplace. Each practitioner will be assigned an academic tutor who will agree the focus and approach to assessment, in order to meet individual learning needs.

This module aims to support practitioners to document their learning during their day-to-day work. Work-based learning (WBL) has been promoted as particularly useful for professionals in full time employment because they are enabled to address issues arising during practice by investigating pertinent literature, devising potential learning solutions and implementing and evaluating them in practice. This module is aimed at working healthcare professionals who can underpin their workplace-based learning with a professional portfolio of evidence. The portfolio will support practitioners to reflect on their experiences and, as such, can be mapped to a competency 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. Note that work that has been submitted as part of another formal credit-bearing qualification may not be used towards this module, except in accordance with the University’s Policy and Procedure for the Recognition of Prior Learning.

Module learning outcomes

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

1. Evidence the application of relevant professional frameworks
2. Critically analyse the literature within the agreed field of practice
3. Critically reflect on knowledge, skills and behaviours in relation to practice
4. Evidence professional learning activities against an agreed learning contract with defined outcomes.

Module content

Each practitioner will be assigned an academic tutor who will agree the field of practice and approach to assessment to meet individual learning needs. Practitioners will be encouraged to identify appropriate training to meet their own professional needs, identified in their learning contract. Students will have tutorials at set intervals with their academic tutor to determine the focus, agree the learning contract and monitor progress prior to submission.

Examples of appropriate training that could be included:

• Non-credit bearing CPD courses
• CPD study days and/or conferences
• Work based training
• Workplace-based assessments
• Structured reading applied to the field of practice

Key documents which may be used as the basis for assessment are:

• The NHS Knowledge and Skills Framework (KSF)
• Relevant Professional Competency Frameworks
• Workplace-based assessments
• Written assignments

Structure

Teaching and learning methods

This module is largely self-directed by the practitioner to meet the learning objectives.  Practitioners will have tutorials at set intervals with their academic tutor to determine the focus, agree the learning contract and monitor progress prior to submission.  The module should be focused on workplace experiences and learning; the specific content of the work-based learning component may therefore vary between practitioners and the table below shows approximate hours for guidance.

As this module is an individualised learning experience and may be studied over two to six months, the distinction of hours by term is not possible.  The hours shown for semester 1 below are spread over the entire module.

This module is taught to three different cohorts of students - in Semester 1, Semester 2 and Summer Vacation. The 200 study hours are listed for the first iteration of teaching in Semester 1, and these same study hours are repeated for the second and third iteration of teaching in Semester 2 and Summer Vacation. 

Study hours

At least 4 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.

1. Feedback from academic supervisor
2. Feedback from peers in the work place
3. Feedback from workplace-based assessors
4. Optional formative feedback on draft reflective account

Reassessment

Additional costs