There are four 20 credit modules available, of which you will study three: -
Teaching and Learning in the Classroom (Semester 1. Compulsory for all students)
This module is focused on teaching methods and strategies used in classroom delivery as well as the learning theories that underpin those methods. The module draws heavily from cognitivist and constructionist learning theories. In practical terms, the module will cover the different teaching methods used for group-based activities and lesson planning for structured sessions within a classroom environment.
Assessment in Medical Education (semester 2. Optional)
This module will focus in detail on the principles and practice of summative assessment in medical education. We will consider the purposes of summative assessment, and discuss validity, reliability and standard-setting. We will look at workplace-based assessment and competency. You will develop skills in critiquing assessment, and in designing your own assessments.
Teaching and Learning in the Workplace (semesters 1 and 2. Optional on part-time programme, and compulsory on full-time Masters)
This module is focused on the more complex educational arena of designing and delivering education in often unpredictable settings with competing agendas and multiple factors to take into account and manage. It also represents a conceptual shift from education as ‘group-based activities’ to individualised learning and designing education for unstructured or semi-structured sessions. This module will draw from different literature bases including socio-cultural perspective on learning theories but also theories that relate to work and practice. Assessments specifically designed for clinical work will be explored and critiqued.
The workplace contexts described in this module will relate predominantly to ward, theatre and clinical work. Laboratory work will not be covered formally in the sessions but students working in laboratories could relate / apply theories to that context.
Understanding Programmes of Learning (semester 2. Optional)
The focus for this module is the principles, theories and practices around programme design. Within this module, rather than conceptualising teaching as units of activity (see ‘Teaching and Learning in the Classroom’), the focus is on planning sequenced educational interventions delivered over time. Students will be introduced to the essential elements of programme design and related curricula theory. Whilst formative evaluation and assessment are covered in ‘Teaching and Learning in the Classroom’, this module will focus on summative procedures, and accepted doctrine (such as competency-based assessment) will be critiqued.