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Curricular information is subject to change
On completion of the module the student will be able to:
o Analyse and evaluate the principal theories of learning and their application in health professions education
o Discuss concepts associated with learning, including readiness to learn and learning styles
o Analyse the role of contextual factors that influence learning effectiveness, including the learning environment
o Analyse and discuss taxonomies of learning in the various domains of learning
o Discuss the principles of effective assessment, including validity, reliability and discrimination, and their application in planning assessments
o Compare and evaluate the principal approaches to assessment, including formative, summative, norm- and criterion-referenced
o Discuss assessment methods in common use in health professions education, including essays, objective tests, clinical assessments, and case studies
o Design assessment tasks based on learning outcomes, using a range of methods, including objective tests and course work
Classic and contemporary learning theories.
Principles and practice of delivering learning.
Clinical instruction and simulation.
Online, small group and large group pedagogies.
Universal design: principles and practice.
|Student Effort Type||Hours|
|Seminar (or Webinar)||
|Specified Learning Activities||
|Cont Professional Development||
Not applicable to this module.
|Description||Timing||Component Scale||% of Final Grade|
|Project: Presentation of a curriculum document accompanied by a reflective report on the theory and evidence that informed the methods of its delivery. A reflective component on key learning||Throughout the Trimester||n/a||Graded||No||
|Continuous Assessment: Four pre-workshop memos or assignments weighted at 5%, 7%, 8% and 10% in advance of each of the four workshops.||Throughout the Trimester||n/a||Graded||No||
|Attendance: Engagement in class discussion, activities, student-led presentations, seminars and teamwork weighted at 5%, 7%, 8%, 10% in each of the four workshops.||Throughout the Trimester||n/a||Other||No||
|Remediation Type||Remediation Timing|
|Repeat||Within Two Trimesters|
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities
Insofar as possible, students will receive feedback in advance of the next due assignment and workshop. Engagement and participation performance, and expectations, will be reviewed in class.
|Dr Freda Browne||Lecturer / Co-Lecturer|
|Dr Rita Smith||Lecturer / Co-Lecturer|
|Dr Wayne Thompson||Lecturer / Co-Lecturer|