Clinicians as Educators – Effective Teaching Skills

This module aims to support and promote the development of your role as a teacher and assessor in clinical practice. 

On successful completion of this module, you will:

• Be able to plan and organise teaching sessions for large and small groups.
• Have developed your teaching and presentation skills.
• Be able to identify and utilise appropriate teaching resources.
• Devise a teaching/lesson plan for an educational event.
• Devise an assessment strategy for an educational event.
• Devise an evaluation strategy for an educational event.

Syllabus

Completion of this module will result in your development and refinement of the following skills:

• Lesson planning.
• Practical teaching and presentation skills for small and large groups.
• How to be student centred.
• How to manage challenging behaviours.
• Peer assisted learning.
• Feedback skills development.
• How to be reflective and evaluate your teaching skills.
• How to write a teaching philosophy statement.
• How to start and structure your teaching portfolio.
• Professional identity as a teacher.
• Effective teaching skills.
• Student centered learning.
• Introduction to the process of learning.
• Adult learning theory – andragogy – basic assumptions.
• Learning theories.
• Teaching and learning strategies.
• Challenging behaviour management.
• Assessment as of and for learning.
• Reflection theories and models.
• Teaching philosophy statements.
• Lesson planning.
• Effective feedback skills.
• Feedback theories and models.
• Peer feedback skills.
• Microteaching skills and practice.

Delivery and design

This module will incorporate synchronous online classes with no in-person component.

The content is delivered online, typically for five days. Features include:

• Buddy system: buddies to make contact at least once between classes – face-to-face, web-based or via video call.
• Weekly discussions via discussion boards.
• Compilation of a teaching portfolio. 

Portfolio 

All students are required to maintain a reflective diary and discuss a teaching episode with peers in class and via discussion boards each week. A detailed written reflection on planning, delivering and evaluating a teaching session is required for the final summative assessment (3,000 words).

All classes online via Zoom, 09.00-16.00.

• Day 1, 25 March 2025: The Science of Teaching and Learning.
• Day 2, 2 April 2025: The Art of Teaching and Learning.
• Day 3, 10 April 2025: Effective Feedback Skills.
• Day 4, 22 April 2025: Micro-Teaching Assessments.
• Day 5, 23 April 2025: Micro-Teaching Assessments.

Assignment due by 5pm on 23 May 2025.

You will self-assess and have peer assessment in an informal, safe setting with feedback facilitated by experts.

Formative

Assessment will occur as follows:

(i) Assessment as learning: Following a microteaching session, you will self-assess and reflect on the activity, identify learning and discuss alternative approaches to the session.

(ii) Assessment for learning: Peers will formatively assess students during the microteaching session and provide verbal feedback within the peer group along with individual written feedback.

Summative

(iii) Assessment of learning: You will plan, deliver and evaluate an online micro-teaching session.

You will submit a 3,000-word teaching portfolio including lesson plans, written reflections on their microteaching session and their learning in the modules.