Evaluation and application of contemporary issues and models of teaching and learning in the healthcare setting

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Teaching & Learning Module

Assignment guide

Assignment briefing and mapping to Learning Outcomes (LO) and taught sessions

The student will demonstrate, critical analysis and reflective skills by producing a 6000-word portfolio. The completed document will provide evidence that the student has met ALL of the learning outcomes.

The following guidance is designed to aid with your assignment planning but is not exhaustive, you are able to include any information that will enhance the overall document and improve your learning.

The portfolio will comprise of 5 sections

Section 1You as a teacher and facilitator of learning – reflective account
LO1Evaluation and application of contemporary issues and models of teaching and learning in the healthcare setting using a critical reflective approach of their own practice.
Session 1Learning & teaching 1: How adults learn – key theory, perspectives, relevance to your role as a teacher. Scope and range of roles in learning and teaching – what knowledge and skills required
Session 2Learning & teaching 2: Educational theory and links to practice
Session 3Development and learning 1: Teaching and learning styles
OverviewThis section is a reflection of you as a teacher in your working environment. By using a critical reflective approach, you will be able to demonstrate how you apply and evaluate teaching and learning theory to improve the students educational experience.
Suggested evidenceEvidence of teaching packages, lesson plans, learning style approaches that you may have used may enhance your reflective account.
Section 2Patient education, patient and carer participation and involvement in teaching, learning and assessment.
LO2Evaluation of the impact of patient/carer education, involvement and engagement models on professional practice and education of healthcare staff.
Session 7Contemporary issues in education 2: Patient education, Patient involvement and engagement
OverviewThis section explores in depth the impact of including the patient and carers in healthcare education using current literature to argue the advantages and disadvantages. Reflection of your own experiences may also be used.   
Suggested evidenceA reflective account of your own experiences, involving patients and carers, Teaching resources, patient feedback sheets etc
Section 3Innovation and contemporary practice & development in teaching and learning (technology, simulation, games, experiential learning, distance, communities of practice, problem-based learning etc.)
LO3Selection and appropriate use of technology and innovation within education and learning, whilst critically evaluating their effectiveness.
Session 6Contemporary issues in education 1: Technology, innovation, interactive approaches (games, simulation, experiential learning)
Session 8Contemporary issues in education 3: Inter professional education and learning, Communities of Practice
OverviewYou are to explore ways of enhancing the student experience using innovative methods. Challenge the historical trends in education by critically evaluating if approaches discussed in sessions 6 and 8 are effective. What is the evidence?
Suggested evidenceReflective accounts of your own experiences using these methods, quality improvement (audits), Examples in practice, patient feedback etc
Section 4Learner development – role of feedback approaches and adjustments for learning needs/support.
LO 4Critical analysis and application of current theoretical and methodological approaches in learner assessment, feedback and support. 
Session 4Development and learning 2: Role of feedback (assessment, mentoring, coaching)
Session 10Contemporary issues in education 4: Quality monitoring & evaluation
OverviewExplore current methods of feedback, challenge the academic evidence and reflect on your own experiences of providing feedback. What are the views from a learner and educator viewpoint? How may these views affect the wider organisation?
Suggested evidenceReflective accounts of your own experiences using specific methods, quality improvement (audits), Examples in practice, patient feedback. Design your own feedback form and evaluate it
Section 5Identification of learning and development to meet business needs, programme design, quality management and evaluation and evidencing impact
LO 5Analysis of methodologies used for identification of education and learning interventions to meet business needs and evaluation of impact frameworks/methodologies.
Session 9Identifying learning and development needs/training needs analysis, evaluation and impact/outcome measurement
Session 10Contemporary issues in education 4: Quality monitoring & evaluation
OverviewHow do businesses identify education and learning needs? Explore evaluation strategies and how they may impact learning and teaching. What effect may this have on the learner and educator?
Suggested evidenceReflective accounts of your own experiences using specific methods, quality improvement (audits), Examples in practice, patient feedback. Workplace training needs analysis

Presentation

  1. Each section must be a minimum of 1,000 words, with the remaining 1,000 used as determined by the student.
  2. Uploaded submission to include (in this order):
  1. A front page and contents page
  2. Five sections as detailed above
  3. Supporting documentation/evidence included as appendices
  4. Reference List
  5. Work should be word-processed, double-spaced, Arial font size 12. Reference lists may be single-spaced, no attachments are permitted.

Marking criteria

Your work will be marked against the University Level 7 (Masters) marking grid (below). You are strongly advised to use this tool to develop your own work.

Structure & clarityMarks (maximum 15)
13-1510-127-94-60-3
Structure & organisation     Presentation               CoherenceExcellent organisation & structure   Presentation is of a high standard             Concise and well expressedWell-structured logical organisation   Presentation is legible, grammatically correct         Coherent & well expressedOrganisation & structure evident   Presentation is of an acceptable standard   some presentation errors   Generally good but some lapsesInadequate attention to organisation & structure   Presentational mistakes and room for considerable improvement         Vague, poorly expressedDisorganised major lapses in organisation & structure   Presentation is poor               Incoherent
Application  Marks (Maximum 30)
25-3019-2413-187-120-6
  Applied to practice             Reflection  Extensive literature, research and theoretical issues are directly related to practice   Contextualised and well-integrated personal reflectionRelates theory and research to practice in a focused manner         Contextualised personal reflectionA fair attempt to reconcile research findings and theory with practice     Reflection evident, lacks depthSome difficulty in relating research findings and theoretical concepts to patient/client care       Very little reflectionLittle or no attempt to relate material to patient/care           No reflection
EvaluationMarks (Maximum 30)
25-3019-2413-187-120-6
Level of analysis      Clear and focused arguments and demonstration of the ability to critically analyse and synthesise informationArguments are reasonably organised and demonstrates some critical analyse and synthesise informationSome valid arguments and evidence of limited critical analysis with some evidence of synthesisSome inconsistencies in arguments and some evidence of analysis and limited attempt at synthesisArguments are poorly constructed and no evidence of critical analysis and synthesis
Level of investigationMarks (Maximum 25)
20-2515-1911-145-100-4
Relevant research cited             Evaluation of literature cited     Appropriate references system usedEvidence of a breadth of reading which is critically debated and integrated in a creative manner   Critical evaluation of literature cited     Referencing, citation and overall presentation standard is high  Evidence of a breadth of reading with some critical debate       Evaluation with some criticality evident   Referencing, citation and overall presentation standard is good  Evidence of reading and understanding with limited critical debate       Limited evaluation   Referencing, citation and overall presentation standard is satisfactory Some minor errorsReading limited to course material and demonstrates understanding but no critical debate       No evaluation     Inconsistent use of referencing and citation techniques.  Presentation requires improvementLittle or no evidence of reading. No critical debate           Inadequate     Major referencing and citation errors.  Presentation not commensurate with level 6 writing

Submission of assignment

  1. All work must be uploaded together as one Word document ONLY (no attachments) onto Canvas assignment section.

The student will demonstrate, critical analysis and reflective skills by producing a 6000-word portfolio of evidence (+/- 10%). The portfolio will comprise of 5 sections, aligned to the learning outcomes and will include:

  1. You as a teacher and facilitator of learning – reflective account
  • Patient education, patient and carer participation and involvement in teaching, learning and assessment.
  • Innovation and contemporary practice & development in teaching and learning (technology, simulation, games, experiential learning, distance, communities of practice, problem-based learning etc.)
  • Learner development – role of feedback approaches and adjustments for learning needs/support.
  • Identification of learning and development to meet business needs, programme design, quality management and evaluation and evidencing impact.
  Module Learning Outcomes  
Upon successful completion of this module, students will have demonstrated:   Evaluation and application of contemporary issues and models of teaching and learning in the healthcare setting using a critical reflective approach of their own practice.   Evaluation of the impact of patient/carer education, involvement and engagement models on professional practice and education of healthcare staff.   Selection and appropriate use of technology and innovation within education and learning, whilst critically evaluating their effectiveness.   Critical analysis and application of current theoretical and methodological approaches in learner assessment, feedback and support.    Analysis of methodologies used for identification of education and learning interventions to meet business needs and evaluation of impact frameworks/methodologies.                            

Referencing

All work must be referenced using the Harvard Referencing System. Further advice is available at http://library.sunderland.ac.uk/find-resources/referencing/

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