| Unit name | Clinical based Education |
|---|---|
| Unit code | MEEDM0025 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Maidment-Otlet |
| 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 healthcare 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?
A large proportion of the teaching and learning that takes place within healthcare professions happens within clinical environments. This can present significant learning opportunities, but also significant challenges and barriers to learning. There is often tension between clinical demands and learning in the workplace. Within this unit, you will learn about how learning occurs in clinical workplaces and the unique challenges that occur in these settings. We look at practical strategies to address barriers to learning and allow you to support your learners.
We will look at how organisational factors such as the learning culture has an impact on learning. We will also consider collaborative practice and interprofessional learning. We hope that this unit will give you a good understanding of the theory underlying these issues and help you support learning in challenging environments.
How does this unit fit into your programme of study?
This unit builds directly on both the Theory and Practice and Assessment and Evaluation units. These units cover much fundamental learning and assessment theory. Clinical Based Education builds on existing theory strategies and teaching tools and considers them and their application in the context of the clinical workplace. We introduce new concepts to support this including workplace-based learning, collaborative practice and we consider the organisational perspective. Following on from T&P and A&E, we continue to take a critical approach to the theory and literature.
An overview of content
The unit is delivered after the completion of the other PG Cert units. To provide flexibility, asynchronous online activities are set to be completed in your own time. These are supported by optional synchronous online tutorials. To complete the unit there is one residential face-to-face teaching day; several dates will be made available providing much greater choice and flexibility for you. Across each cohort group sizes will be kept small to facilitate in depth discussion leading to deeper learning. The residential teaching day will consist of a mixture of face-to-face teaching and group work where we will consider the health professional as an educator as well as the student perspective on learning in the workplace. The summative assessments provide the opportunity for learners to reflect on their developing practice over the course of the past few months and create a learning resource based on some of the core educational theories and methodologies and strategies.
How will students, personally, be different as a result of the unit:
Students will have a good understanding of clinical teaching methodologies and the underpinning workplace social models and theoretical perspectives (including the impact of the organisation) on learning in the workplace. They will also have an understanding of strategies and application of teaching tools to support learners in clinical environments and overcome barriers to learning. Students will be able to apply this knowledge to support their learners now and in the future.
Learning Outcomes
There will be a mixed method approach consistent with current best practice. This will include asynchronous work (done at your own pace) online activities, engaging with the discussion and commenting colleagues online work. Presentations by course tutors, large and small group discussions, workshops and teamwork, paired activities, presentations by participants supported with structured feedback, and demonstrations.
Tasks which help you learn and prepare you for summative tasks (formative):
Formative assessment will be completed through asynchronous work (done at your own pace) online. It will involve some independent reading, listening to narrated slides and completing activities which will be shared with peers on a discussion board with a tutor engaging with the discussion. You will be expected to read and comment on your colleagues’ posts. It will also include the production of varied texts and/or items in other media that will be presented and discussed on the face-to-face teaching day.
Tasks which count towards your unit mark (summative):
Summative assessment: The final summative assessment is divided into two formats, each will contribute to the final mark following appropriate weighing, as follows:
When assessment does not go to plan:
If you do not pass the unit, you may be given the opportunity to take a reassessment depending on the results you have achieved in the other taught units. Decisions on resits will normally be taken after all taught units have been completed. Reassessments for this unit will normally be in a similar format to the original assessment.
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. MEEDM0025).
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.
