Introductory description

Module web page

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.

1. Development and critique of published frameworks and models of 'effective' and `excellent' teaching.
2. Key concepts and processes in curriculum design.
3. Models of interprofessional education and their evidence base.
4. Generic capabilities relating to teaching expertise (emotional intelligence, teamworking, communication)
5. Processes and methods of reflective practice.
6. Applications of educational technology in medical education contexts.

Learning outcomes

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

• Undertake a self-evaluation of your development as a teacher through a systematic and critical application of established frameworks describing the features of the 'effective' and 'excellent' educator.
• Demonstrate a critical understanding of key principles and methods of curriculum planning and design through application to particular clinical settings and educational contexts (including interprofessional education).
• Analyse the key features of the learning environment in particular clinical settings relevant to your professional practice and identify the teaching skills required to support successful education in these settings.
• Demonstrate a critical awareness of how educational technologies can support the learning process and of the potential of specific applications relevant to your professional practice.
• Demonstrate development in generic capabilities (such as communication skills and emotional intelligence) relevant to a range of teaching roles.
• Support fellow professionals in their development as educators through critical application of professional developmentprocesses (such as mentoring, peer review, teamwork and action learning).
• Plan and maintain your own continuing development as an educator through critical application of professional development processes (such as reflective practice, peer review, and scholarship of teaching).

Indicative reading list

Hesketh, E.A. et al. (2001) A framework for developing excellence as a clinical educator. Medical Education. 35: 6, 555-564.
Cox, S. S. & M. S. Swanson (2002) Identification of teaching excellence in operating room and clinic settings. American Journal of Surgery. 183: 3, 251-255.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002) A critical review of evaluations of interprofessional education. London: Learning and Teaching Support Network for Health Sciences and Practice.
Pope, C. & Y. Coldicott (2002) No-one Forgets a bad teacher. Medical Education. 36: 1, 5-6.
Stone, S. et al (2002) Identifying oneself as a teacher: the perceptions of preceptors. Medical Education. 36:2, 180-5.
Dent, J.A. & Harden, R., M. (eds) (2005) A practical guide for medical teachers, 2nd edn, Elsevier Churchill Livingstone, Edinburgh.
Mohanna, K. et al. (2004) Teaching made easy. 2nd edition. Radcliffe Medical Press, Oxford.
Rodney Peyton, J.W. (ed) (1998) Teaching and learning in medical practice, Manticore Europe, Rickmansworth.

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