Module 1: Teaching and Learning for Health Professionals (Module Code: 11 19851)

From the perspective of both teacher and learner, this module explores theories of education and themes of professional values and practice within clinical education. Approaches to teaching, including planning, expectations, targets and strategies, are explored.

Module tutors 
Dr Helen Goodyear, Head of the Postgraduate School of Paediatrics and Associate Postgraduate Dean for LTFT training, careers and professional support, West Midlands Workforce Deanery.

Dr Sandy Wilkinson, Lecturer in Science Education, School of Education, University of Birmingham.

Learning outcomes

• Demonstrate an appreciation of the role and function of education within a medical setting.
• Demonstrate how to compare and contrast learning theories in the context of medical education. 
• Provide evidence of a critical awareness of concepts of achievement and of ways in which learning can be maximised, from the perspectives of teachers and learners. 
• Structure appropriate teaching and learning objectives and plan learning activities, taking account of assessment requirements and of the needs of the learner. 
• Demonstrate an ability to critically reflect on the success, or otherwise, of their teaching.
• Organise and manage teaching/learning time, space, resources, etc to meet planned learning objectives. 
• Demonstrate how to build successful educational relationships, set high expectations and establish purposeful learning environments in medical education. 
• Develop a critical awareness of the varying interests, experiences and achievements of the learner and the need to differentiate teaching strategies to accommodate these. 
• Understand the entitlement of the learner, from the perspective of both the teacher and the learner. Appreciate the influence of educational climate, the use of constructive feedback and the role of mentors.

Assessment
A 4,000 word assignment, comprising of two parts (1 and 2). In part 1 you have an option:
i) Either a portfolio of teaching plans in medical education, or a structured ‘learner’s log’.
This must show evidence of critical evaluation and reflection.
ii) A 360º assessment of your skills and abilities as a teacher

Module 2: Assessment for Health Professionals (Module Code: 11 19881)

In this module the purposes of assessment and methods of assessment are examined using examples from both the health and school education sectors. Relationships between different learning theories and approaches to assessment are examined. The concepts of validity, reliability and practical application are considered in relation to different purposes and methods of assessment.

Module tutors
Dr Mike Clapham, Consultant in intensive care medicine and Associate Dean, West Midlands Postgraduate Deanery.
Dr Paul Weeden, Lecturer, Visiting Lecturer.

Learning outcomes

• Demonstrate an in-depth knowledge and ability to critically appraise the different purposes and uses of assessment in the health sector. 
• Provide evidence of a critical understanding of different learning theories, their epistemological roots and their relationship with different methods of assessment. 
• Critically analyse the choice of assessment methods for specific contexts and purposes. 
• Understand key concepts and processes such as validity, reliability, standard setting and blue printing. 
• Apply this knowledge and understanding to specific applications of assessment in the health sector.

Assessment 
Produce a portfolio of evidence that demonstrates knowledge and understanding of current assessment issues in the Health Professions and illustrates the learning achieved during this module. The portfolio will be equivalent to a 4000 word essay.

Module 3: Developing and Sustaining a Curriculum for Health Professionals (Module Code: 11 19854)

In this module, principles of curriculum design and ways of undertaking needs analysis are examined. The implications for curriculum design of developments such as interprofessional working are considered. Historical, educational, social and political influences on curriculum development will be discussed and curricular models (such as SPICES, spiral, outcome-based and competency-based) are appraised.

Module tutors
Dr Mike Deighan, Head of the Postgraduate School of General Practice, West Midlands Workforce Deanery.
Dr Paul Weeden, Visiting Lecturer.

Learning outcomes

• Demonstrate in-depth knowledge of key theories, principles and approaches to curriculum design and be able to critically appraise them and the possible mismatch between learning theories, educational purposes and curriculum design. 
• Assess the implications for curriculum design and implementation of policies of professional learning and development in the health sector.
• Critically appraise specific approaches to curriculum design, such as SPICES and PRISMS and apply their knowledge to develop an illustrative example of a curriculum unit in their area of professional expertise. 
• Be aware of the influence of the 'hidden curriculum' on what is learnt. 
• Understand and appraise the impact of the curriculum on what is taught and learnt through concepts of curriculum control.

Assessment
A 4000 word assignment or a critical review of a curriculum project in which they have been involved.