Introductory description

Before taking this module, students should have successfully completed the following modules:
Essentials of Clinical Education
Assessment & Evaluation
Becoming an Effective Teacher
These modules comprise the Postgraduate Certificate in Medical Education. Students who have already completed an M level postgraduate certificate in education at another institution and/or achieved Fellowship of the Higher Education Academy may also be permitted to take the module.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Key issues in the use of learning technologies to enhance healthcare education
including but not limited to curriculum integration, staff development and
sustainability
A review of the most appropriate learning technologies relevant to healthcare
education
Needs analysis and selection of learning technology approaches
Creating content using learning technologies for healthcare education
Review of current issues surrounding the sharing of learning resources
Review of social networking and collaborative learning
Review of issues surrounding patient consent and intellectual property rights in
healthcare education
Project management in educational development
Evaluation techniques particularly relevant to learning technologies
E-tutoring and presentation skills
Reflective practice

Learning outcomes

By the end of the module, students should be able to:

• Conduct a review of the use of learning technologies, showing an awareness of current debates and issues surrounding the use of learning technologies in healthcare education.
• Critically analyse opportunities and constraints when using learning technologies, showing understanding of the educational theory and evidence when selecting approaches.
• Plan and develop a learning technology resource and/or activity to support a clearly defined healthcare learning need.
• Critically review the appropriate use of social networking and online collaborative activities in the healthcare education domain
• Demonstrate appropriate understanding of patient consent and IPR issues when using and sharing learning resources and activities.
• Demonstrate appropriate evaluation skills to assess the effectiveness of a learning technologies approach
• Show clear and effective communication skills in written and online media

Indicative reading list

Bates, AW, (2005) Technology, e-learning and distance education. (Routledge)
Davies, D, (2005) eLearning. In A Practical Guide for Medical Teachers (2nd Ed) Edited by John A Dent & Ronald M Harden.
Effective Practice in a Digital Age, JISC. 2009.
Harden, RM. Myths and e-learning. Medical Teacher 24(5): 2002; 469-472.
Laurillard, D. (2002) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed). (Routledge)
McKendree, J. (2006) eLearning, ASME Understanding Medical Education Series.
Redmond P, Lock JV. A flexible framework for online collaborative learning. Internet and Higher Ed. 2006; 9: 267-276.
Rosenberg, MJ. (2006) Beyond E-Learning: Approaches and Technologies to Enhance Organizational Knowledge, Learning and Performance. (Jossey Bass)
Salmon. G. (2000) E-Moderating: The Key to Teaching and Learning Online. (Kogan Page)
Joliffe, A., Ritter, J. and Stevens, D. (2001). The online learning handbook: developing and using web-based learning. (Kogan Page).
Mason, R., Rennie, F. (2008). E-Learning and Social Networking Handbook: Resources for Higher Education. (Routledge)

Subject specific skills

Sound understanding of subject
Critically evaluate
Reflection

Transferable skills

Numeracy
Thinking and problem solving
written communication
oral communication
Teamwork
Organisation & time management
Use of tools and technology
Commercial awareness
Independence and initiative
Adaptability/Flexibility