PG Cert/PG Dip/MSc Medical and Healthcare Education

WelcomeHilary Engward

MSc Medical and Healthcare Education

Post graduate Certificate Medical and Healthcare Education

Core Concepts in Learning & TeachingCompletion enables:

GP Associate Trainer Status

Higher Education Academy: Registered Associate Practitioner.**

Curricular & Structural Concepts in Learning & Teaching Completion enables:

NMC Practice Teacher: Stage 3*

GP Trainer Status

Higher Education Academy: Registered Practitioner.*

Postgraduate Diploma Medical and Healthcare Education

Educational Practice for Professional Learning for NMC registrants: NMC Teacher Stage 4 Or Optional Module

Research Studies

MSc Medical and Healthcare Education

Major Project

*In conjunction with MOD003730 Practice teacher Consolidated practice module

** In conjunction with Higher Education Academy self evidence documentation (see MG appendices)

Purpose, Philosophy, Values and Practice

Purpose: To develop future leaders of educational practices in health contexts.

Philosophy: To facilitate transferability between the theoretical, empirical and contextual educational practices

Values:• Inter professional• Reflexive

Practice:• ‘Ground up’ learning between us all: Interprofessional Reflexive Learning• Interprofessional action learning for course team

Aims of Postgraduate Certificate:• To provide underpinning knowledge and practical skills to teaching, learning and assessment

skills in the practice context. • To understand how adults learn• To demonstrate an awareness/use of differing learning methods• To demonstrate an awareness/use of differing teaching methods• To demonstrate a learner centred approach to learning and teaching• To recognise the relationship the above and locate as central to the future development of

the health professions• To engage with, encourage and motivate teaching and learning in the practice context

Assessment: PG Cert AKA the next 6 months of your life

Module 1: Core Concepts:Part 1:

Knowledge and understanding

1. Critically evaluate theories of learning, teaching and assessment and their relationship within professional education and practice.

2. Critically evaluate educational needs of learners.

3. Develop, produce and critically analyse a plan to meet personal and professional educational goals necessary for sustaining and promoting lifelong learning.

Intellectual, practical, affective and transferable skills

1. Implement a range of and critically engage in professional conversations in relevant educational contexts.

2. Critically reflect on personal and educational learning and development.

3. Critically reflect on personal and educational learning and development.

A written critique of two different learning and teaching episodes in their professional educational practice. The critique must use contemporary literature and educational research to inform the content, and must address Learning Outcomes 1, 2, 4 and 5. The word count for this part of the assignment is a maximum of 5,000 words.

Knowledge and understanding

1. Critically evaluate theories of learning, teaching and assessment and their relationship within professional education and practice.

2. Critically evaluate educational needs of learners.

3. Develop, produce and critically analyse a plan to meet personal and professional educational goals necessary for sustaining and promoting lifelong learning.

Intellectual, practical, affective and transferable skills

1. Plan, deliver and reflect critically on a range of teaching sessions.

2. Implement a range of and critically engage in professional conversations in relevant educational contexts.

3. Critically reflect on personal and educational learning and development.

Part 2.

Students must write a reflective account of their role as a developing educationalist in light of new learning and experience. The content will provide an account of the students learning and personal development across the module. The purpose of this part is to evaluate your role as a facilitator of learning in your context in relation to new learning you have gained across the module. Note the purpose of this is not evaluate the module, but is to enable you to critically reflect of your personal learning as an educator, new knowledge gained and how new learning might be useful in your educational context. This part must address learning outcomes 3 and 6. The maximum word count for this reflection is 1500 words.

Core Concepts submission date:• Please see module guide.

Place of submission: Electronic Submission via Grademark

2pm (1400)(see module guide)

Result release date: 20 days post submission date via Turnitin.

Module Code: MOD001868 Title: Core Concepts

Example – please refer to module guide.Date 10 - 12 1-2 2-3 3-54TH FEB(East Rd)

Welcome and Introduction

Dr Hilary Engward

Room No: Please check e vision timetable for each session.

Education and values

Hilary Engward

Intro Education Theory

Hilary Engward

Introduction Critical Thinking:

Hilary

Introduction to Library

Karen Ready: Library

25TH FEB(East Rd)

Behaviourism

Hilary Engward

Cognitivist

Prof Arthur Hibble

Constructivism

Dr Paul MacIntosh

11TH MARCH(East Rd)

Large group teaching/PBL

Hilary Engward

Small group/1-1

Arthur Hibble

Using literature to inform writing

Arthur Hibble

25TH MARCH(East Rd)

Giving and receiving feedback - Arthur Hibble

Video reviews ( refer to module guide)

Hilary/Arthur/Paul/Jane

Fri 2ND MAY(East Rd)

Formative Assessment: theory/principles of

Hilary/Arthur

Formative reviewing and marking of peers work in progress assignments

Hilary/Arthur

Evaluation Core Concepts

Arthur

Module 2MOD001869

Curricular and Structural:An essay to critically inquire into the curricular structure/s in your sphere of educational practice that influences your teaching and learning strategies. This might include:

•Reflective practice as an educational strategy•The teacher/learner relationship•Assessment theory •Curriculum development •Values and ethics within the teaching and learning process•Lifelong and self-directed learning

•All content must be supported using theoretical and empirical literature.•Maximum word length for the essay is 6,500 words.

7. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:

Knowledge and understanding 1. Identify and critically evaluate a curriculum model appropriate to their learners.

2. Critically select, apply and evaluate assessment strategies appropriate to their learners needs.

3. Analyse the teacher/learner dynamics, including ethics, values and professional responsibilities.

Intellectual, practical,

affective and transferable

skills

4. Develop a syllabus from a relevant curriculum, implement and evaluate in relation their educational

practice.

5. Critically select and apply suitable assessment and evaluation techniques for appropriate use in

learning environments related to their target group/s.

6. Critically reflect on the ethics, values and professional responsibilities in the curriculum and lifelong

learning.

Curricular submission date:

• Please refer to module guide• Place of submission:

• Electronic Submission via Grademark (see module guide)• 2pm 1400

• Result release date: 20 days post submission date via Turnitin.

CurricularExample

Date 10-12 1-2 2-3 3-511THFEB27TH MAYCurriculum day

Introduction to module

Hilary Engward

Curriculum

Theory

Hilary

Uni professional application

Hilary/Arthur/Amanda

Group presentation prep time

4TH MARCH3RD JUNEAssessment day

Assessment theory

Arthur

Uni professional application theory

Hilary/Arthur/Amanda

Group presentation prep time

25TH MARCH2ND JULY

Interprofessional education

Paul MacIntosh

Leadership in education

Arthur

Reviewing and formative marking of peers work in progress assignments

Hilary/Arthur18TH MARCH17TH JUNESocio cultural theory – hidden curriculum

Hidden curriculum

Hilary

Curricular Concept evaluation Group Presentation Prep time

6TH MAY22ND JULYGroup presentation day

Group presentations PG Cert evaluation

Important stuff:

• Course Lead: hilary.engward@anglia.ac.uk• Course Admin: wendy.roberts@anglia.ac.uk• Student Anglia e mail account • VLE: central repository for information/documentation• Turnitin/Grademark: see module guide and e mails to Anglia e

mail • Extensions via Student Services/Student Advisor: See module

guide• Library: http://libweb.anglia.ac.uk/helpdesk/lisppet.htm • Reading list – electronic via VLE

Things to check ASAP (or things that will make your life extra hard if issues aren’t addressed

sooner rather than later).• Registration – are you on the right course? PGCert/PG Dip/MSC?• Do you need to do anything re professional affiliation (Trainer/Practice

teacher/HEA Fellowship)**• ID Card: essential for registration (I centre)• Accessing VLE: whole group communication via VLE• Add something to the VLE discussion board to introduce yourself• Accessing student email – all emails via this account only• Accessing and using library

• Accessing and using Turnitin/Grademark ( from week 3)

Attached Accreditations**

• NMC Stage 3 – e mail so we can attach you to the relevant module and VLE

• ARU staff and HEA accreditation – e mail me – we will need to set up a date to meet to discuss

And:

• Plan ahead• Put submission dates in diaries• Be familiar with your assessments – know what

you need to be doing• Plan ahead – class day requirements – day 4 visual

data review (see module guide)• Be strong with your study time• Plan, plan, plan• Ask for support when needed