Teaching and Learning in the Clinical Context CPD4454

Overview

This module raises awareness of key concepts involved in teaching and learning in higher education and within the clinical context. It will help to explain underpinning theory about pedagogical and andragogical approaches to teaching and learning. Principles associated with personal teaching philosophies will be critically explored. This module serves as a base on which to build the Postgraduate Certificate in Teaching and Learning in Clinical Practice programme.

Module code:	CPD4454
Level:	7
Module credits:	20
Cost for new students:	£1000 for 2024/25 academic year

If you are an existing student who is undertaking this module as part of a programme, your fee will have been advised to you by email. You can also check your fees online. For any queries, please contact [email protected]

If your tuition fee is being paid by a sponsor or you are a sponsor paying a student’s fee, you are required to send a copy of a purchase order to [email protected].

For further guidance please visit: Sponsored students – Edge Hill University

Who is this module for?

Prospective participants are expected to be experienced professionals in their speciality, with some responsibility for clinical education. This might include the supervision of students related to professional practice, clinical skill development or assessment processes. Teaching in clinical practice may involve formal or informal teaching methods. Level of student supervised may be undergraduate, postgraduate, junior or senior staff. Participants need to be working in practice for the duration of the module.

What are the key aims of the module?

This module aims to support students to:

• Critically examine theories of teaching and learning to explore their relevance to teaching and learning in the clinical context.
• Critically reflect and articulate their evolving personal teaching philosophy to explore how students learn from their approach.

How will I study?

This module is studied over three contact sessions either online or on campus and is blended with online learning and discussion. The module overall takes 15 weeks.

What will I study?

• Changing context of teaching and learning in the clinical setting.
• Theories of teaching and learning.
• Using the clinical environment for teaching and facilitation of learning.
• Aligning learning, teaching and assessment.
• Creating a climate of ‘trust’ for learners.
• Understanding self as learner.
• Evidence-based practice.
• Reflective learning and a philosophy of teaching.
• Principles underpinning a personal teaching philosophy

How will I be assessed?

Complete two written assessments and contribute to a minimum of 70% online discussion activities.

Assessment 1:
A theoretical assignment negotiated around theories of teaching and learning which form the core of this module. Participants will be given the opportunity to negotiate their own title, linked to their areas of expertise and experience. The assignment will include a critical analysis of theories studied and provide a critical commentary about the application of the theories to the participant’s experience as a teacher to inform a critical perspective about how students’ learn.

Assessment 2:
Provide a critical reflection about their own evolving Personal Philosophy of Teaching. Participants will be expected to reflect critically, and make explicit their reasons for taking their specified personal approach, with reference to scholarly literature, and bearing in mind a student-focused approach to teaching and learning support.

On successful completion you will:

• Confidently articulate opportunities for student-focused teaching and facilitating learning which occur in the clinical context, in relation to extant theory and research.
• Demonstrate a critical understanding of major theories of learning and teaching in the wider context of higher education.
• Demonstrate knowledge & understanding of the principles underpinning the structuring of student-focused learning in the clinical context.
• Critically reflect on and analyse teaching and learning facilitation issues in their professional practice, with reference to achieving student-focused learning.

Study dates and venues

How to apply

Module availability varies from year to year and will be subject to minimum student numbers being achieved. Places will be allocated on a first come first served basis. Due to the popularity of some modules it may be that the module is fully booked when your application is received. We will include your details on a waiting list and allocate you a place on the next available intake.

For details of how to apply, please visit the apply page.

 

Contact us

For further information on module content, please contact the Medical School via email on [email protected].

Pathways

Three modules are required to achieve a PGCERT. Please see below for information about the potential pathway you may engage in for this programme:

• CPD 4454: Teaching & Learning in the clinical context – This is the first module of this programme. All PGCERT students need this module or an equivalent.
• CPD 4456: Delivering Teaching and Facilitating Learning Opportunities – All PGCERT students
• CPD 4455: Assessing Learning and Evaluating Teaching
• CPD 4707: Supporting the Postgraduate Learner in the Medical Workplace – This module is for: Consultants, G.Ps. Specialist Trainees who can choose CPD4707 rather than CPD4455.

For information about the PGCERT please email [email protected].

To apply for the PGCERT please access PG Cert Teaching & Learning in Clinical Practice.