Units

---

Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Research into learning processes has demonstrated that adults learn best, not by simply acquiring and memorising information, but by processing it at deeper levels. Quality learning is achieved by linking information to generalised concepts and applying those concepts within meaningful contexts such as workplace situations. Perhaps the most important thing about learning is that it is something that only the learner can do. Hence the emphasis in teaching and learning has moved from teaching to learning and, more particularly, the facilitation of learning in various contexts. The purpose of this unit is to introduce you to the principles and practices designed to facilitate learning in the clinical context.

Aims

The overall aim of this unit is to enable you to facilitate effective learning experiences within the clinical context.

Objectives

On the successful completion of this unit you should be able to:

1. Differentiate between clinical supervision and clinical education, and relate to this to your own field of practice;



2. Demonstrate knowledge and understanding of models/theories of clinical education and their application within your own field of practice;



3. Demonstrate knowledge and understanding of concepts and principles related to learning, teaching and assessment in the clinical context;



4. Apply concepts and principles related to clinical learning, teaching and assessment to your field of practice; and



5. Reflect critically on your learning in this unit and its implications for your future practice.

Successfully completing this unit will contribute to your attainment of the following postgraduate capabilities:

• Knowledge and skills in the area of clinical education;



• Critical thinking and effective problem-solving skills applied to clinical education;



• Advanced communication skills for the provision of clinical education; and



• Ability to work effectively within clinical education contexts.

Content

This unit provides an introduction to the principles and practices of learning and teaching in the clinical context. Key conceptual issues addressed in the unit include models and theories of learning as they apply to the clinical learning environments inherent within health; characteristics of effective clinical teachers; teaching and learning in clinical settings; clinical teaching skills; clinical assessment, provision of feedback on performance, establishing learning contracts, maintaining professional boundaries.

Approaches to Teaching and Learning

You will explore the theoretical concepts that underpin the key themes in this unit through a series of study modules. The content of each module will be presented online, and will be interspersed with audiovisual case studies to help reinforce and apply your learning. The online teaching site will be a focal point for your learning in this unit. While working through the learning activities, you will have the opportunity to collaborate with your peers through on-line discussion forums.

Assessment

There are 2 pieces of assessment in this unit.Feedback will occur with each assessment item.

Assessment name: Learning Critique
Description: : After leading an online discussion based on content from the unit modules, you will reflect on your management of the discussion. You will also critique the content chosen and the principles of peer-based learning applied in this exercise, with reference to current literature.
Relates to objectives: 1, 2, 3 & 5.
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Week 10

Assessment name: Lesson Plan & Analysis
Description: You are required to develop a lesson plan specific to a clinical teaching episode. You will then critically analyse the lesson plan you have developed to highlight insights you have gained into clinical teaching and learning after completing all the modules.
Relates to objectives: 2-5.
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: Exam wk 1

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

There is no required textbook for this unit. Resource materials will be included on the unit website.

Risk assessment statement

There are no out-of-the-ordinary risks associated with undertaking this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 17-Oct-2012