NMHS43630 Enabling Effective Learning

Academic Year 2022/2023

Teachers of the health professions are required to teach and assess learning that is informed by evidence of teaching effectiveness that, in turn, requires an understanding of how students learn. Effective teaching, therefore, requires teachers to understand theories of learning and to recognise contextual factors that influence learning, such as the learning environment, students’ readiness to learn and the way that students assimilate, process, apply and, where appropriate, reproduce knowledge. Another key part of teaching and learning is the assessment of learning. The aim of this module is to provide students with a critical understanding of theories of learning and their application in healthcare education. The module also examines a range of teaching-learning strategies for small and large groups, including the modified lecture, seminars and small-group discussions, simulation and skills teaching, blended learning, e-learning and the use of social media. The module also examines the range of assessment strategies and methods and their application in healthcare education.

Show/hide contentOpenClose All

Curricular information is subject to change

Learning Outcomes:

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

Indicative Module Content:

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 Hours: 
Student Effort Type Hours
Specified Learning Activities

76

Small Group

8

Tutorial

8

Seminar (or Webinar)

8

Cont Professional Development

100

Total

200

Approaches to Teaching and Learning:
The module is delivered by blended learning, supported by 4 full-day workshops.
Pre-reading and completing short assignments in advance of each workshop, and active engagement in workshops, are key.
The focus is on student-centred approaches that facilitate effective, deep and significant learning, and and on your educational practice in online, small group, large group and clinical settings.
The applied and experiential nature of the module place a premium on student engagement and participation and students are expected to take a lead in discussions and presentations. The intention is to model student-centred approaches to teaching and learning to facilitate significant and deep learning. Students will act as role models for one another as they design and present ways of engaging students.
The focus is on assessment as and for learning, as well as of learning and a high degree of reflection is expected. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
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

30

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

30

No
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

40

No

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
Repeat Within Two Trimesters
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• 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

How will my Feedback be Delivered?

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.

Name Role
Dr Freda Browne Lecturer / Co-Lecturer
Dr Rita Smith Lecturer / Co-Lecturer
Dr Wayne Thompson Lecturer / Co-Lecturer