This programme has been designed to meet the needs of those working in academic and practice settings to teach and support the learning of health care professional students. The programme has an applied focus, seeking to equip educators with both the knowledge and skills they need to perform their roles successfully.
The programme is delivered using a blended learning and teaching strategy to maximise access opportunities for those who have busy working lives. Face-to-face contact time will be mixed with online learning and tutor support.
The programme has been designed to meet the UK Professional Standards Framework and the Academy of Medical Educators Professional Standards to provide opportunities to gain both qualification and professional recognition.
The programme will cover the following areas;
- Designing and planning learning activities
- Methods of learning and teaching
- Inclusive teaching practice
- Supporting student learning
- Assessment for and of learning
- Giving feedback to students
- Evaluating learning and teaching practice
- Enhancing the student experience.
Course start date: 7 February 2018
Assessment and evaluation for learning (Core)
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This module will examine the principles and practice of assessment and feedback and encourage you to reflect on the assessment methods you use and how these might be developed to support learning. We will discuss the challenges of making judgements about student learning and practice competence and the techniques that can be used for both assessment and feedback in different learning environments.
As well as looking at how we assess student learning, this module will also explore ways we can assess and evaluate our own teaching practice. In addition to models of reflection, we will look at a range of sources of information and what these can tell us about teaching, learning and the student experience. Quality assurance and enhancement processes will be examined and we will discuss the ways in which these are used to ensure continual improvement in learning, teaching and assessment practice.
Developing learning and teaching practice (Core)
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This year long module has been designed to challenge and enable participants to develop their teaching and learning practice through reflection and evaluation. In addition, we will examine concepts of leadership in education, inter-professional working and explore how learning, teaching and assessment can be developed and facilitated in an online environment.
The module will adopt a blended learning strategy combining both face-to-face and online learning opportunities, this will be supplemented by teaching observations to encourage and develop reflective practice and individual tutorials throughout the year. Emphasis will be placed on autonomous learning and developing the skills for continuing professional development beyond the end of the programme.
Planning and facilitating learning (Core)
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This module has been designed to give you the opportunity to develop an in-depth yet practical understanding of how to plan and deliver effective and inclusive teaching sessions. We will examine the multitude of factors that influence our approach to planning in both academic and practice settings and apply the principles of constructive alignment and active learning to guide choices in relation to learning and teaching methods and assessment techniques.
You will be encouraged to evaluate a range of methods for supporting student learning, from strategies to meet individual need, to the Universal Design approach which aims to make learning accessible to all. There will be an emphasis throughout the module on reflecting on, and applying the evidence base to your own area of practice.
Assessment task one requires participants to design or re-design a learning and teaching activity and provide a written rationale, making use of the published literature, for the chosen design.
Assessment task two requires participants to reflect on an assessment strategy that they utilise, evaluate the strengths and weaknesses in relation to the core principles of assessment and develop an action plan for making changes to improve the student experience.
Assessment task three is a portfolio that will be developed across the duration of the programme. The portfolio will comprise four elements; (1) reflection on observed teaching sessions; (2) a case study about leadership in education; (3) a case study about the use of technology in education; and (4) a plan for continuing professional development.
In addition to the summative assessment requirements, there will be opportunities for formative assessment, self and peer assessment throughout the programme. These will be embedded into the learning and teaching activities.
|2017/18 Entry*2018/19 Entry*|
|Home/EU||£2,100 per year||£2,100 per year|
* Academic year September- July
For further information and for details about funding your study, scholarships and bursaries, please see our Postgraduate Fees & Funding pages [www.lincoln.ac.uk/home/studyatlincoln/postgraduateprogrammes/feesandfunding/].
For each course you may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on your course. With regards to text books, the University provides students who enrol with a comprehensive reading list and you will find that our extensive library holds either material or virtual versions of the core texts that you are required to read. However, you may prefer to purchase some of these for yourself and you will be responsible for this cost.
- A professionally relevant first degree or equivalent experience
- IELTS 7.0 (minimum score 6.5 in all components)
- Be working as a lecturer in a higher education setting or demonstrate relevant and appropriate role responsibilities in practice working with students undertaking recordable/registerable programmes of study.
Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may also be supported in their learning by other students.
For participants working in clinical practice this programme will support the development of their role as a clinical educator. It will also support the transition from teaching in clinical practice to teaching in higher education possible if this is a desired career path.
For participants working in higher education this programme aims to support the development of their role as a teacher and provide evidence to support an application for promotion from, for example, lecturer to senior lecturer.
The Sarah Swift Building is the home of the Schools of Health and Social Care and Psychology. The building houses specialist teaching and research spaces for both Schools, as well as general teaching and learning facilities for the wider University.
The University has spent £200 million on its award-winning campus, with further expenditure of £130 million planned over the next ten years. Based on the picturesque Brayford Pool marina, everything you need is either on campus or a short walk away.
Our library is open 24/7 for the majority of the academic year. Resources include more than 260,000 books and ebooks, approximately 50,000 print and electronic journals, databases, an online catalogue, specialist collections and audio and visual archives.