Year one

Welcome. My name is Veronica Davey and I work as a lecturer on the Clinical Education master's programme. If you are watching this video, you are either enrolled on the Principles of Teaching and Learning course, or you are thinking about enrolling. This video is an opportunity to introduce you to the course. The Principles of Teaching and Learning course, or PTL, as it is known, is a 10 week course and it starts every year in September at the beginning of the academic year. The PTL course is designed to support you to gain foundational skills in teaching and learning. We introduce educational theory, and we discuss how we learn. But the emphasis is very much on the practical application of theory to your educator practise. Topics you can expect to cover include the learner, the teacher, and learning environments, including small and large group teaching, plus clinical and online learning environments. This course will be of interest to any healthcare professional who is interested in supporting learners. It is an opportunity to reflect on your educator role and identify how the core principles of teaching and learning can be used to underpin your practice. With this, it is hoped that you will then be able to defend and rationalise the teaching approaches that you choose. PTL is very much about theory into practise. The summative assessment for this course is in two parts. Firstly, you will submit a 2500 word written piece, which is based on a teaching experience that you have been involved in. You will be asked to reflect on the teaching experience and then connect your teaching practice to the wider educational literature. For the second part of the assignment, you will create a poster, and this will be an opportunity for you to choose a learning theory that is relevant to your teaching practice. Through the design of the poster, you will communicate how learning can be supported in the context of the learning theory that you have chosen to focus on. Thank you for taking the time to watch this video. As with all our courses, participation in PTL will give you access to a wide variety of learning resources and opportunities to connect with faculty and your fellow students. We are looking forward to working with you. Thank you.

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.

My name isLynsey Campbell, and I'm course leadfor the assessment, examination, andstandard setting course. In this course, we explore the complex area ofeducational assessment. To begin with, we contemplate the differentpurposes and goals of assessment andthe perspectives of differentstakeholders involved. We look at the variety of assessmentformats available, think about the strengths and limitations of each, and learn about howthese can be mapped across programmes ofclinical education. We consider howexamination standards are set and quality assured and reflect upon the use of feedbackin this context. Finally, we discusshow innovations and new challenges might shape the future of assessment in clinical education. The course assignment asks you to criticallyreflect upon the principles ofassessment design within your context andwider curriculum. Formative assessment provides theopportunity for peer feedbackof your design and the summativebuilds on this work. We ask you to designan assessment appropriate toyour context, providing details of what this will actuallylook like, the rationale foryour decisions, and how this aligns toyour learners' needs, educational activities,learning outcomes, and evidence withinthe wider literature. Reflection uponyour context is important andcritical appraisal of your designis expected. Whether you'redirectly involved in assessment or not, we would hope you findthis course provides a useful insight into the world of assessment, examination, andstandard setting. It provides theopportunity to critically appraise existing designs and receive feedbackfrom peers, which may aidfuture development of assessment inyour context. We hope it will alsohelp you discover that assessment is not simply a final taskto get through, but rather it's a key part of thelearning experience, which may be used tosupport and guide learners in order to enhance clinical practice.