MEE8078 : Current Educational Issues
- Offered for Year: 2024/25
- Module Leader(s): Dr Fiona Clarke
- Lecturer: Dr Sophie Hill, Ms Poongothai Shanmugaraja, Dr Kye Mon Min Swe, Dr Bryan Burford, Dr Anusia Sivaratnam, Dr Gwyndaf Roberts, Dr David Thewlis, Dr Sonia Bussey, Dr Heidi Bateman
- Deputy Module Leader: Dr Emma Black
- Owning School: School of Medical Education
- Teaching Location: Off Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
•To encourage students to explore socio-cultural, historical and political influences on health care education
•To generate critical awareness of current trends in clinical / medical education
Summary:
This module aims to raise students’ awareness of various influences (e.g. political, socio-cultural and historical factors) on current practices and trends in health care education. Students will develop their ability to question assumptions underlying such practices and initiatives. Students will have the opportunity to explore differing perspectives and draw conclusions for their own practice and the literature.
Outline Of Syllabus
‘Fashions’ and trends in health care education.
Academic argument
The wider educational context i.e. comparison with other professions and education generally.
Socio-cultural, political and historical influences on health care education illustrated with current examples.
Examples will be regularly updated and reflect current national and international interests for medical education.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 80:00 | 80:00 | Preparatory work for assessments |
| Guided Independent Study | Directed research and reading | 3 | 10:00 | 30:00 | Individual and group activities |
| Guided Independent Study | Reflective learning activity | 1 | 4:00 | 4:00 | Induction to the module |
| Guided Independent Study | Independent study | 1 | 10:00 | 10:00 | Preparation for online group tutorial |
| Guided Independent Study | Independent study | 1 | 50:00 | 50:00 | Staff-supported online discussion forum |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 1 | 2:00 | 2:00 | Online group tutorial |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 3 | 8:00 | 24:00 | Subject strands |
| Total | 200:00 |
Teaching Rationale And Relationship
The module content is delivered within three strands, where each strand introduces a core concept of the module. The strands will cover: academic argument, identifying educational dilemmas that are contemporary and utilising literature within social sciences.
Within the three strands, exercises will allow exploration of relevant influences and critical appraisal skills; online discussion and debate will allow consideration of different perspectives. Private study with guided reading should enable students to develop a deeper understanding of relevant issues, trends and influences. Online discussion groups will occur within each strand and provide further opportunities to test ideas and to debate varying perspectives. Attendance at selected conferences or symposia will be encouraged in order to allow students to explore up-to-date thinking and educational trends in areas of specific personal interest. Group tutorials will be offered to support students in the preparation of their assignments.
Optional present-in-person study day (repeated and recorded online) will be offered. Although this is an online programme, there may be additional opportunities to attend optional on campus events. For any on campus opportunity an online equivalent session will also be offered.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | A | 40 | Review and critique of current educational issue in the form of a 500 word abstract, including supporting evidence and references |
| Oral Examination | 2 | M | 60 | Pre-recorded 10-minute oral presentation on a current educational issue topic chosen by the student. Max 15 min Q and A session |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 2 | M | Students will gain formative feedback on the quality of their assignment idea and on their written proposal |
Assessment Rationale And Relationship
The assessment components will require a substantial period of preparation, as it will include a significant review of current literature, its historical roots and analysis of the findings before the assessment can be prepared. The provision of a succinct written abstract will allow further assessment of the scholarship on which the presentation is based (e.g. appropriate use of literature) and addressing the knowledge outcomes. These assessments model real-life demands on practitioners engaged in professional and academic debate.
The ability to identify contemporary issues within health care education and succinctly capture the various influences and dilemmas will be judged via the written document. The ability to present varying perspectives and implications for personal practice will be assessed via oral presentation, recorded on Panopto, and submitted at the same time as the written work. The ability to debate and respond to questioning as well as address the skills outcomes, will be assessed via the question and answer meeting.
The formative assessment will consist of small exercises that guide the students towards and prepare them for the summative assessment. The formative assessments will comprise of online discussion & short (no more than 200 words) written submissions where they will receive written and /or verbal feedback and more detailed feedback (verbal and written on their chosen ‘current educational issue’ within the group tutorial.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MEE8078's Timetable