Overview

This module is designed for healthcare professionals who are involved in the education and training of colleagues. It provides an introduction to key theories of learning and teaching to support participants in the development of their own practice as educators situated within the clinical and professional contexts of healthcare.

Through a structured and scaffolded approach to learning, participants will be introduced to a range of educational theories and approaches; and will be supported to explore how these can be applied meaningfully within their own workplace settings. They will explore their own philosophies, values, and experiences as educators, and examine how these shape their interactions with learners and influence outcomes. Central to the module is the development of reflective, critically informed practitioners who are able to examine and evolve their teaching practice

Aims

The module aims to provide participants with the opportunity to:

• Critically engage with educational theory and consider its relevance, application and implications within professional education contexts for a diverse range of learners.
• Critically examine teaching, learning and assessment in light of key concepts and theoretical models in education.
• Critically reflect on practice towards the development of a personal rationale and values-informed professional practice

Syllabus

• Philosophies of education, personal values and beliefs; and their implications for practice.
• Learning theories and learning design for adult and contextualised learning.
• Introduction to evidence informed approaches.
• Inclusive approaches for diverse learners, contexts and cultures.
• Assessment and feedback for learning in professional contexts.
• Critical reflection on theory, practice and values towards the development of a personal rationale and evidence informed practice

Teaching and Learning Methods

Teaching and learning methods will include a mix of synchronous and asynchronous activities including webinars, meetings, lectures, readings, tasks and activities alongside independent study and tutor support. Reflections and observations (where possible) of teaching with supporting evidence will provide further opportunities for enhancement of practice.

Learning will be collaborative and participatory, supported by course tutors and peer discussion. Participants will also be encouraged to share their professional and personal experiences of learning and teaching for mutual benefit and learning.
Participants will be supported to integrate theoretical concepts with their existing professional expertise, using reflective activities and practice-based tasks to bridge the gap between theory and practice.

Assessment

What are the assessment task(s)?

Participants will submit a portfolio for summative assessment (5000 words equivalent), including tasks which will require participants to critically reflect on their educational practice and demonstrate critical engagement with relevant research, professional learning or other evidence-informed approaches.

The portfolio will include:

• A presentation of a critical reflection on teaching, integrating experiences and theory on a chosen theme relevant to a healthcare teaching context.
• A written exploration of a personal educational philosophy and rationale with related pedagogies for healthcare teaching contexts.

Learning Outcomes

• Articulate a critical engagement with educational theory and pedagogical approaches and their implications for practice.
• Reflect on and critically analyse practice in light of educational theory as a basis to develop evidence informed approaches
• Evaluate personal values, beliefs and experiences and consider the implications of these for ongoing professional practice