Year one

Hi,  I'm  Steve  Wright,  and  in  this  video, I'll  outline  the  principles  of  teaching and  learning  course  or  PTL, as  it  is  often  shortened  to. The  course  will  be  of  interest  to any  healthcare  professional  who's interested  in  supporting  learners. This  is the  foundational  course  of  our  programme. For  the  majority  of our  students,  it's  their  first  course. It  starts  every  year  in  September  and runs  for  ten  weeks  at the  beginning  of  the  academic  year. The  PTL  course  is  designed  to  support you  to  gain  foundational  skills in  teaching  and  learning. We  ask  you  to  reflect  on  and share  insights  from  your  educational  practise with  and  learn  from the  experiences  of your  clinical  education peers  on  the  programme. We  introduce  theories  of  learning  and education  and  discuss  how do  we  learn  effectively? However,  the  emphasis  is  very  much  on the  practical  application  of theory  to  your  educational  practise. Topics  you  can  expect  to  cover include  the  learner,  the  teacher, and  learning  environments, including  small  and  large  group  teaching, as  well  as  clinical and  online  learning  spaces. It's  an  opportunity  to  reflect  on your  educator  role  and  identify  how the  core  principles  of  teaching  and learning  can  be  used  to underpin  what  you  do as  a  clinical  educator  and how  so  you  can  better understand  and  enhance those  educational  practises. The  summative  assessment  for this  course  is  in  two  parts, exploring  and  connecting  theory to  your  educational  practise. The  details  of  the  assessment are  in  the  course  learn  space, and  you'll  have  an  opportunity  to  discuss your  ideas  with  your  learning mentor  and  the  course  lead. A  key  principle  in  all of  our  courses  is  developing self  efficacy  through  sharing formative  work  with  peers and  your  learning  mentor. And  through  this,  engaging  in comparative  assessment  of  your  work to  develop  and  refine  it. You'll  have  an  opportunity  to  share constructive  feedback  on  a  formative  piece of  work  before  taking  on  the  summative  tasks. We  use  different  modes  of assessment  to  explore  how  you connect  your  teaching  practise  with theory  and  how  to  effectively communicate  that  to  different  audiences and  to  reflect  on  those  connections. Active  engagement  with  your  peers is  a  core  element  of  learning. You  can  post  asynchronously via  the  discussion  boards, and  we  meet  synchronously via  live  conversations  each  week. We  have  extensive  resources, including  videos  and  readings, as  well  as  opportunities  to  connect  with your  learning  mentor  and  other  faculty. We  all  look  forward  to  engaging  with  you with  your  clinical  education  experiences  and supporting  your  development  as a  clinical  educator  through  this  course  and the  broader  programme.  Thank
 

Hi, I'm Steve Wright, and I'm the course lead for the 20 credit core course  "The Curriculum". So in this course, we zoom out from the concerns of the principles of teaching and learning course led by Veronica. We consider how the concerns of that course, the role of the teacher, the learner, the learning environment, and learning opportunities are all situated within the broader context of the 'curriculum'. We'll explore: who are the stakeholders involved in defining, designing, and enacting what learning is for, and how it connects with the professional and clinical environment. We'll be looking at and exploring different models, different ways of understanding what a curriculum is, and different approaches to the design of curriculum. So fundamental to this is a consideration of context, exploring how different ideas prioritise and favour different conceptualizations of learning. We're looking at some of the practical tasks associated with curriculum design. These include developing learning outcomes, constructive alignment, curriculum mapping, and instructional design. Now, a key area of exploration and critical consideration, and also reflection, is on your own experiences, your clinical education context. And how issues relating to power dynamics play out in that space. This draws on the concept of the hidden curriculum and considerations as well of equity, diversity, and inclusion. We'll be asking you to consider questions like whose voices and experiences are assumed, or prioritised? So, for example, how do aspirations for widening participation play out in practise for those who may look or sound different from their often more vocal, often more privileged peers. Now, the course assignment is designed to empower you to actively engage in designing your own piece of curriculum as an educational intervention. Depending on your current role and your local context, that could be for a course, it could be a workshop series, or a single teaching session. You'll focus on the stages of a design process, from setting a clear goal, the design choices you make, and the rationale for your learning outcomes. You'll be looking  at how teaching and learning activities align to those and your plans for giving and receiving feedback. You'll also be critically discussing the merits and the limitations of your intervention and what led to your design choices. So this draws on and links back to the key considerations such as learning theories that you engage with in the principles of teaching and learning course. The course is a core component of the first year and part of the PG certificate. You'll be exploring and understanding how this broader context shapes your teaching practise. How these are situated within and can shape and enact principles that you as an educator hold as important or really, really part of your beliefs and your ideas for education. We'll be helping you develop these core competencies, and it will also be really setting the context for how learning is evaluated and assessed. And those are the concerns of the final, following, third core module of year one. And my colleague Lynsey will be leading the course exploring assessment approaches, and you can watch her video as well.

Hi there. My name is Lynsey Campbell, and I'm course lead for our 20 credit course, Assessment, Examinations and Standard Setting or AESS. In this course, you will gain a critical understanding of the pedagogical impact of assessment design and effective feedback in the context of clinical education. We reflect upon the purpose of assessment and explore the frameworks and theory pertinent to good assessment design. We consider how we may evaluate the quality of assessments, including the methods which can be applied to design, to set standards, and communicate assessment criteria. We discuss factors which may enable or constrain these activities and are interested to hear about those factors which may influence assessment in your own context. As you move to applying learning to your own assessments, we also ask you to consider when assessment might represent an innovation or disruption and what the impact of this, either planned or reactive event, may be for those from different institutions, professions, cultures, and economic backgrounds. We'll also consider how we develop attitudes and skills to engage with feedback effectively as educators, learners, and peers, and you will have the opportunity to participate in feedback activities throughout the course. The course assignments have been designed to allow you to demonstrate your learning from the course in a variety of ways and are aligned to course learning outcomes. You will apply theoretical concepts and the literature to your own assessment design, synthesising a plan and explaining the rationale and context of your design before critically appraising your decisions. In completing the course assignments, you will have the opportunity to develop skills in assessment design, peer feedback, and critical appraisal. We also encourage you to take time to reflect upon your own learning and develop in this process and how insights gained throughout this course may influence your practise in the future. We encourage you to centre yourself in the process of learning throughout this course and ask you to reflect upon your own lived experiences and share these important perspectives, reflections, and questions with your peers, including faculty. We hope you find this course provides the opportunity and resources to develop and share practise within a community of fellow educators seeking to develop skills in clinical education assessment design. I really look forward to exploring assessment, examination, and standard setting with you all.