Module descriptor template: updated Aug 2014

MODULE SPECIFICATION TEMPLATE

MODULE DETAILS

Module title Pedagogical Practice in Medical Education

Module code MDM140

Credit value 20 credits

Level

Mark the box to the right of

the appropriate level with

an ‘X’

Level 4 Level 5 Level 6 Level 7 X Level 8

Level 0 (for modules at foundation

level)

Entry criteria for registration on this module

Pre-requisites

Specify in terms of module

codes or equivalent

Academic ability to study at level 7.

Co-requisite modules

Specify in terms of module

codes or equivalent

N/A

Module delivery

Mode of delivery Taught X Distance Placement Online

Other

Pattern of delivery Weekly Block Other X

When module is delivered Semester 1 X Semester 2 Throughout year

Other

Brief description of

module content and/ or

aims

Overview (max 80 words)

The module will enable the participants to reflect upon their

teaching and learning, and to explore and apply educational

theories and new skills proactively in their current and future

teaching and professional practice.

An evidenced reflective portfolio based on a Personal

Development Plan will support their progress in medical teaching.

Inter-professional, peer and patient involvement in this teaching

process will normally be evident.

Module team/ author/

coordinator(s)

Dr. Jim Price, & John Anderson, Principal Lecturers in Medical

Education & Research, BSMS

School Department of Medical Education, BSMS

Site/ campus where

delivered

Falmer

Course(s) for which module is appropriate and status on that course

Course Status (mandatory/ compulsory/

optional)

Module descriptor template: updated Aug 2014

PGCert Medical Education Mandatory

iMSc Medical Education Mandatory

PGDip / MSc Clinical Education Optional

MODULE AIMS, ASSESSMENT AND SUPPORT

Aims The module aims to ensure the teacher is also a learner by

enabling the participants to:

1. facilitate learning in both academic and practice settings;

2. develop and enhance their teaching skills in medical

education.

3. gain an awareness and familiarity in enhanced technology in

medical and health education

4. facilitate medical education bridging the boundaries between

undergraduate and postgraduate provision, primary and

secondary care, and other groups of health professionals;

Learning outcomes By the end of the module the participants should have:

1. Critically reflected on their facilitative and other teaching

styles and be able to analyse their professional

interaction in one-to-one, small and large group contexts.

2. Demonstrated appropriate skills for facilitating learning

and supporting an effective learning environment

3. Become more critically aware of developments nationally

and internationally in medical education, including

technology enhanced learning

4. Identified their own strengths and weaknesses as

teachers, and have begun planning for further

development as medical educators

5. Developed the habit of documenting and reflecting upon

their professional practice as an educator

Content Positive and negative experiences of learning and teaching

Learning from current professional practice

Applying educational theories to current practice

Exploring current professional skills in the context of learning

and teaching

Developing and managing the learning and teaching

environment

Module descriptor template: updated Aug 2014

Tools and techniques used in teaching

Micro-teaching to peers

Critical use and appraisal of feedback models

Learning support Students will be expected to access the considerable stock of

journals held by University and Hospital Libraries. They may also

use the University Computer Centre to access information on the

Internet. Reading for the assignment will be covered in specialist

journals related to the students’ fields of study as well as texts

relating to research methods, all available on TALIS Aspire as

‘core, recommended or wider reading’ texts.

Individual tutorial support will be provided by members of the

module team when circumstances arise.

Teaching and learning activities

Details of teaching and

learning activities

Experiential learning utilising reflection, videos, simulation and

structured exercises

Reflection on teaching

Small group discussions / impact groups

Lectures

One to one teaching

Online learning activities

Allocation of study hours (indicative)

Where 10 credits = 100 learning hours

Study

hours

SCHEDULED

This is an indication of the number of hours

students can expect to spend in scheduled

teaching activities including lectures, seminars,

tutorials, project supervision, demonstrations,

practical classes and workshops, supervised time

in workshops/ studios, fieldwork, and external

visits.

30

GUIDED INDEPENDENT

STUDY

All students are expected to undertake guided

independent study which includes wider reading/

practice, follow-up work, the completion of

assessment tasks, and revisions.

170

PLACEMENT

The placement is a specific type of learning away

from the University. It includes work-based

learning and study that occurs overseas.

n/a

TOTAL STUDY HOURS 200

Module descriptor template: updated Aug 2014

Assessment tasks

Details of assessment

on this module

An Educational Portfolio of 5000 words (max), based on an educational professional standards framework, normally that of either the Academy of Medical Educators, or the Health Education Academy UKPSF. This will include evidence of participants’ assessment of their own teaching practice through self-evaluation, reflective writing, video analysis, peer observation and other forms of feedback, with specific evidence for claims of achievement & excellence.

Types of assessment task1

Indicative list of summative assessment tasks which lead to the award of credit

or which are required for progression.

%

weighting

(or indicate

if

component

is pass/fail)

WRITTEN

Written exam N/a

COURSEWORK

Written assignment/ essay, report, dissertation,

portfolio, project output, set exercise

100%

PRACTICAL

Oral assessment and presentation, practical skills

assessment, set exercise

N/a

EXAMINATION INFORMATION

Area examination board PG Exam Board, BSMS

Refer to University for guidance in completing the following sections

External examiners

Name Position and institution Date appointed Date

tenure

ends

Dr Gabrielle Finn Hull York Medical School September 15 September

19

1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included

under the type of assessment most appropriate to the particular task.

Module descriptor template: updated Aug 2014

QUALITY ASSURANCE

Date of first approval

Only complete where this

is not the first version

2010

Date of last revision

Only complete where this

is not the first version

June 2015

Date of approval for this

version

Dec 2016

Version number 7

Modules replaced

Specify codes of modules

for which this is a

replacement

n/a

Available as free-standing module? Yes X No