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PA50272: Supporting education, training and development in a health context

Follow this link for further information on academic years Academic Year: 2015/6
Further information on owning departmentsOwning Department/School: Department of Pharmacy & Pharmacology
Further information on credits Credits: 12
Further information on unit levels Level: Masters UG & PG (FHEQ level 7)
Further information on teaching periods Period: Modular (no specific semester)
Further information on unit assessment Assessment Summary: CW 100%
Further information on unit assessment Assessment Detail:
  • Portfolio of Practice (CW 100% - Qualifying Mark: 40)
Further information on supplementary assessment Supplementary Assessment: Like-for-like reassessment (where allowed by programme regulations)
Further information on requisites Requisites:
Further information on descriptions Description: Aims:
To select and apply appropriate approaches to teaching and assessment for supporting learning in practice.

Learning Outcomes:
On successful completion of this unit participants will be able to:
1. Interpret and respond to national and local policies for workforce development (intellectual skill, practical skills, key skills; taught, facilitated and assessed)
2. Critically evaluate and select appropriate learning and teaching strategies to support learning in and from practice, including, facilitating, lecturing, etc, at a variety of levels and to meet a variety of needs (professional, practical, key and intellectual skill; taught, facilitated and assessed)
3. Critically evaluate and select appropriate strategies for assessing learning and teaching in practice (professional, practical, key and intellectual skill; taught, facilitated and assessed)
4. Demonstrate effective support of learning needs of others including mentoring, coaching, tutoring etc (professional, practical skill; taught and facilitated)
5. Identify support strategies for supporting learning in practice (professional, practical, key and intellectual skill; taught, facilitated and assessed)
6. Demonstrate effective role model behaviour and help in the development of this skill in others (professional, practical, key skill; taught and facilitated)
7. Critically discuss personal approaches to teaching and learning and reflect on their own practice as supporters of learning (professional and key skills; facilitated and assessed).

Skills:
See classification of learning outcomes above.

Content:

* National and local imperatives for workforce development;
* Learning design, domains of learning and skill development;
* Approaches to designing and delivering teaching activities, particularly those suitable for learning in and from practice;
* Strategies for assessing and giving feedback in a practice setting;
* Strategies for supporting learners and learning in practice;
* Reflecting on your teaching and learning practices.
Further information on programme availabilityProgramme availability:

PA50272 is Optional on the following programmes:

Department of Pharmacy & Pharmacology
  • TSPA-ADT16 : Modular Programme in Advanced and Specialist Practice
  • TSPA-ADM16 : MSc Advanced and Specialist Healthcare Practice
  • TSPA-ADM10 : MSc Clincal Pharmacy Practice (Primary Care)
  • TSPA-ADM07 : MSc Clincal Pharmacy Practice (Secondary Care)
  • TSPA-ADC16 : PG Cert Advanced and Specialist Healthcare Practice
  • TSPA-ADC09 : PG Cert Clincal Pharmacy Practice (Secondary Care)
  • TSPA-ADC12 : PG Cert Clinical Pharmacy Practice (Primary Care)
  • TSPA-ADL16 : PG Dip Advanced and Specialist Healthcare Practice
  • TSPA-ADL11 : PG Dip Clincal Pharmacy Practice (Primary Care)
  • TSPA-ADL08 : PG Dip Clincal Pharmacy Practice (Secondary Care)

Notes:
* This unit catalogue is applicable for the 2015/16 academic year only. Students continuing their studies into 2016/17 and beyond should not assume that this unit will be available in future years in the format displayed here for 2015/16.
* Programmes and units are subject to change at any time, in accordance with normal University procedures.
* Availability of units will be subject to constraints such as staff availability, minimum and maximum group sizes, and timetabling factors as well as a student's ability to meet any pre-requisite rules.