Clayton First semester 2008 (Day)
This unit will provide participants with the opportunity to develop their knowledge and skills in the area of clinical teaching and supervision. Participants will explore the theories that have been developed to classify, explain and describe different approaches to clinical teaching and learning. In doing so, participants will be expected to draw upon experience from their own teaching evidence, from the approach of their own professional group and also information from other health professions.
On completion of this unit, participants will have be able to:
- Describe recent and current trends in clinical teaching within health professional education in terms of content, process, models and settings;
- Identify roles, responsibilities and attributes of the clinical teacher, exploring the notion of the 'good clinical teacher' and the evidence available of what 'good' might signify;
- Identify theories and models of psychomotor skills development and critically appraise their use in health care teaching and learning environments;
- Demonstrate effective planning, preparation and delivery of clinically focused teaching activities including effective communication and feedback to students and colleagues;
- Critically evaluate contemporary teaching methods used to bridge the theory to practice gap in clinical education;
- Explore the impact that gender and cultural diversity has on clinical teaching and learning experiences in the health professions;
- Examine professional boundaries in clinical education and develop a framework of ethically appropriate teaching behaviours and policies;
- Identify and describe factors that influence 'fitness to practice' and develop strategies to deal with the underperforming student;
- Define effective clinical supervision and discuss critically influencing factors in its provision.
Teaching plan and practical (30%)
Teaching portfolio (20%)
Written assignment - Analytical paper 2500-3000 wds (30%)
Critical incident analysis (20%).