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Module Overview

Using a combination of synchronous and asynchronous collaborative and individual activities, this module draws on participants’ own experiences and teaching contexts to apply theory and evidence-based education to various healthcare education settings.Ìý We focus specifically on planning, delivering and evaluating teaching in classroom, skills lab, clinical and virtual settings; working with groups of different sizes.

Aims

This module aims to enable you to recognise and develop the attributes of a good health professions teacher; gain knowledge of teaching and learning processes; plan effective teaching; develop practical skills and techniques to become a more effective educator; and maximise teaching opportunities in formal and informal settings.

Module Learning Outcomes

You will develop skills that enable you to:

• Plan and organise a teaching session in any setting,
• Formulate objectives appropriate to your own teaching setting,
• Use methods that help students become active participants in their learning,
• Apply these principles to timetabled and opportunistic clinical teaching,
• Adopt teaching practices that encourage clinical reasoning and critical thinking,
• Describe techniques for promoting interaction in both large and small groups,
• Select appropriate support materials for both large and small group teaching,
• Evaluate your own teaching and that of your peers.
• Reflect on and use feedback on your teaching skills to develop future practice.

Mode of Delivery

This module will be delivered through a mix of synchronous and asynchronous learning for each unit and opportunities for discussion with tutors via a question and answer forum or Microsoft Teams chat. This approach combines educational methods that encourage social learning, Ìýself-regulated learning, reflection on personal experience, critical analysis skills and practical application of evidence and theory-based learning.

Formative Assessment

Students receive formative feedback on weekly learning activities throughout the module.Ìý Feedback is provided by tutors and peers, following a faded scaffold model of support that sees tutor feedback reduced as peers are empowered to provide more feedback.Ìý This culminates in shared lesson plans and educational rationales for teaching choices, with written peer and tutor feedback, in preparation for the summative assignment.

Summative Assessment

Students will be required to submit a 2,000 word assignment relating your learning on the module to your own teaching practice.

Engagement Requirements

UCL expects students to attend all the scheduled learning events which appear on their timetable as this gives students the best chance of academic success. This includes all events set out in the Programme handbook or those provided to students during a module, including personal tutorials.

Students are expected to engage fully with their online learning, both synchronous sessions and self-directed study.Ìý Faculty require a minimum of 50% attendance of all teaching events. This minimum 50% includes all compulsory synchronous sessions on the module timetable.Ìý Synchronous sessions can only be missed in exceptional circumstances. ÌýStudents are required to notify PGME in advance if they cannot attend the compulsory sessions.