| Unit name | Theory and Practice of Teaching and Learning |
|---|---|
| Unit code | MEEDM0037 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Mr. Burnett |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
No prior certificate units are required. However, applicants must be practising health care professionals, who must also have some teaching responsibility during the duration of study. |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Bristol Medical School |
| Faculty | Faculty of Health Sciences |
Why is this unit important?
The NHS is one of the five largest employers on the planet. With over 1.7 million employees, it relies heavily on developing the capability of it’s people to deliver its healthcare mission. The ability to support learning, rather than just teach, is a foundation of this unit and the Certificate programme.
How does this unit fit into your programme of study?
This unit serves as an introduction to the HPE (TLHP) Certificate course. It aims to support learners in developing skills in planning, delivering and evaluating their own and others’ teaching based on a critical reading of theory and literature within the field. It also aims to introduce the learners to current issues in Teaching and Learning and to support and promote reflection and criticality in this area. Finally, it seeks to develop skills in academic writing within the discipline of Education.
An overview of content
The unit offers an introduction to the planning, delivery and self-evaluation of teaching. It includes practical activities that would enhance own teaching abilities. It introduces students to academic literature and theoretical frameworks at Master’s-level (L7) in the social sciences. There is an expectation that students will complete further work beyond the fixed study days/sessions, in addition to submitting a written summative assignment. Completion of the unit is often helpful in demonstrating capabilities to professional bodies during recruitment processes.
Learning outcomes
There will be a mixed method approach consistent with current best practice. This will include presentations by course tutors, large and small group discussions, workshops and teamwork, paired activities, presentations by participants with structured feedback and demonstrations.
Tasks which help you learn and prepare you for summative tasks (formative):
In this unit, formative assessment in the form of reflection on learning and teaching experiences will be recorded by students in a series of guided ‘patchworks’. Successful completion of this formative assessment is necessary to progress. Additional group-based activities during study events will seek to support understanding of educational concepts alongside the demonstration of teaching activities and processes as they align to educational theory. The critique of previously marked work submitted for the unit’s assignment and also a critical consideration of literature in health professions education will serve to support capability in readiness for the summative assignment submission.
Tasks which count towards your unit mark (summative):
Section A (1,000 words):
A reflection upon the student’s two previously completed reflective patchworks relating to the content of the unit (patchworks 1 and 2), and applying three cited academic frameworks in considering them.
Section B (1,000 words):
A critical analysis of one component of either the submitted microteach or a recent teaching session, where a single enhancement is identified and considered in alignment to the relevant academic literature on that topic.
When assessment does not go to plan
If you do not pass the unit, you will normally be given the opportunity to take a reassessment as per the Regulations and Code of Practice for Taught Programmes. Decisions on the award of reassessment will normally be taken after all taught units of the year have been completed. Reassessment will normally be in a similar format to the original assessment that has been failed.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MEEDM0037).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
