MD5801 Fundamentals of Designing and Facilitating Learning

2023 to 2024 Semester 1

Curricular information may be subject to change

Further information on which modules are specific to your programme.

Key module information

SCOTCAT credits

The Scottish Credit Accumulation and Transfer (SCOTCAT) system allows credits gained in Scotland to be transferred between institutions. The number of credits associated with a module gives an indication of the amount of learning effort required by the learner. European Credit Transfer System (ECTS) credits are half the value of SCOTCAT credits.

SCQF level

SCQF level 11

The Scottish Credit and Qualifications Framework (SCQF) provides an indication of the complexity of award qualifications and associated learning and operates on an ascending numeric scale from Levels 1-12 with SCQF Level 10 equating to a Scottish undergraduate Honours degree.

Availability restrictions

Available to students on the Health Professions Education programme.

Planned timetable

Lectures/Seminars: Tues, Thurs, TBC Time: TBC Practical class days: Tues, Thurs, TBC Time: TBC

This information is given as indicative. Timetable may change at short notice depending on room availability.

Module coordinator

Dr V O'Carroll

This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module description

This module will introduce learners to the fundamentals and theoretical underpinning of designing and facilitating learning for health professions education. This module will be fully online with a mix of synchronous and asynchronous learning. This module will involve interprofessional learning, interdisciplinary learning, case-based learning, and self-directed study. Throughout the module students will be supported to reflect on their learning. By the end of the module students will be equipped to apply their critical understanding of learning to their own academic and/or health or social care environment. This module will be fully online with a mix of synchronous and asynchronous learning. Live synchronous teaching will be scheduled in GMT. Participants must have access to a device with internet connection, webcam, and a microphone.

Assessment pattern

100% Continuous Assessment - Reflective Portfolio

Re-assessment

100% Continuous Assessment - Reflective Portfolio

Learning and teaching methods and delivery

Weekly contact

A maximum of 4 hours weekly scheduled online attendance throughout the semester. The rest of the workload hours would consist of a range of activities, which can be undertaken in your own time during the semester.

Scheduled learning hours

The number of compulsory student:staff contact hours over the period of the module.

Guided independent study hours

272

The number of hours that students are expected to invest in independent study over the period of the module.

Intended learning outcomes

By the end of the module students will be able to demonstrate a critical understanding of the principal learning theories and their application, to both an academic and health care setting.
By the end of the module students will be able to use a wide range of educational methods as appropriate to develop their practice and that of others.
By the end of the module students will be able to critically reflect on a of range of methods of teaching, including the use and value of appropriate learning technologies.
By the end of the module students will be able to develop original and creative responses to problems and issues relating to supporting learning and education of healthcare professionals.