MEE8504 : Understanding Programmes of Learning
- Offered for Year: 2024/25
- Module Leader(s): Dr Sonia Bussey
- Co-Module Leader: Dr Kye Mon Min Swe
- Lecturer: Dr Fiona Clarke, Dr David Thewlis, Dr Sophie Hill, Dr Heidi Bateman, Dr Bryan Burford, Ms Poongothai Shanmugaraja, Dr Emma Black, Dr Anusia Sivaratnam
- Deputy Module Leader: Dr Gwyndaf Roberts
- 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 introduce students to the principles, theories and practices of curriculum design
•To enhance their ability to design and plan sequential learning experiences
•To provide a framework for considering quality assurance and enhancement for educational interventions within different contexts
Summary:
The focus for this module is the principles, theories and practices around programme design. Within this module, rather than conceptualising teaching as units of activity (see ‘Teaching and Learning in the Classroom’), the focus is on planning sequenced educational interventions delivered over time. Students will be introduced to the essential elements of programme design and related curricula theory. Whilst formative evaluation and assessment are covered in ‘Teaching and Learning in the Classroom’, this module will focus on summative procedures, and accepted doctrine (such as competency-based assessment) will be critiqued.
Outline Of Syllabus
Theories and principles in programme and curricula design
Planning sequential learning experiences
Designing coherent and well-aligned programmes of study
A framework for considering quality assurance and enhancement
Skills audit and development of practice through continuing professional development
Overview of common assessment methods used in medical education
Strategies for increasing the reliability, validity, transparency, feasibility and educational impact of assessments.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 50:00 | 50:00 | Preparatory work on assessment |
| Guided Independent Study | Directed research and reading | 3 | 6:00 | 18:00 | Asynchronous activity delivered over 3 strands |
| Guided Independent Study | Directed research and reading | 1 | 20:00 | 20:00 | Preparatory work before strands |
| Guided Independent Study | Directed research and reading | 1 | 20:00 | 20:00 | Post strands |
| Guided Independent Study | Independent study | 1 | 78:15 | 78:15 | Supported by an online discussion forum |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 1 | 1:45 | 1:45 | Group tutorial to help prepare for assessment |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 3 | 2:00 | 6:00 | Small group discussion online and virtual classrooms. Prep required |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 3 | 2:00 | 6:00 | Sychronous activity delivered over 3 strands. |
| Total | 200:00 |
Teaching Rationale And Relationship
The pre-course reading, done prior to the strands, will introduce the students to key concepts, theories and principles of programme design. These concepts, theories and principles will be explored in the strands and provide the foundation for completing the assignments.
The strands will contain a mixture of facilitator input, informal feedback, student–led online group activity, learner synchronous presentations, structured workshop activities (e.g. sequencing learning experiences and mapping programmes), and critical reflection using a facilitated online discussion forum.
In the e-learning activities, and in order to complete the assignment, students will be required to read and engage with relevant literature. Once prepared, students will have online activities to offer the opportunity to revisit identified areas of difficulty and discuss their assignment. Following completion of their assignment students will receive feedback which will identify areas for development and they should use this to consider how learning from this module informs their role in developing programmes in the workplace.
Optional present-in-person study day (repeated and recorded online) will be offered. Although this is an online programme there may be an 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 | 100 | Written assignment (3000 words) |
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 |
|---|---|---|---|
| Performance | 2 | M | Informal formative assessment - Student participation online |
Assessment Rationale And Relationship
Achievement of the knowledge and skills outcomes will be assessed formatively via student participation online. The outcomes will be assessed summatively through a written submission.
The summative assessment has two versions that the students can choose from: the practical vs the theoretical version. This is to facilitate students to choose a relevant assessment to reflect their current educational practice.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MEE8504's Timetable