DTC4004 : Practice-based Learning for Dietitians
- Offered for Year: 2024/25
- Module Leader(s): Mrs Kim Hyde
- Lecturer: Dr David Thewlis
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City 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
This module aims to introduce students to theories and principles relevant to teaching and learning in the workplace and to allow students to explore different educational approaches relevant to their practice. Students’ ability to facilitate development of skills in the practice of on-the-job teaching will be developed. To develop participants ability to organize and manage workplace-based teaching.
Outline Of Syllabus
This module is focussed on the complex educational arena of designing and delivering education in the dietetic practice setting. This module will draw from different literature bases including socio-cultural perspectives on learning theories but also theories that relate to work and practice. Assessments specifically designed for clinical work will be explored and critiqued. The practice contexts described in this module will relate predominantly to ward, and clinic-based work.
In this module, students will cover the following:
• Educational theories linked to teaching and learning in the workplace
• Diagnosing learning needs in the workplace
• Individual and small group teaching in the workplace
• The difference between planned and opportunistic teaching and how different strategies may be employed to create teaching and learning opportunities in each
• Principles of assessment in the workplace
• Giving effective one-to-one feedback
• Mentorship and supervision
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 | 1 | 14:30 | 14:30 | Asynchronous online study material, lectures, reading and contribution to discussion boards |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 8:00 | 8:00 | Study day |
| Guided Independent Study | Reflective learning activity | 1 | 20:00 | 20:00 | Reflective journal |
| Scheduled Learning And Teaching Activities | Fieldwork | 10 | 3:00 | 30:00 | Theory into practice in the workplace or simulated practice settings |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 8 | 1:00 | 8:00 | Online Discussions on weekly content and to pick up themes from discussion forums |
| Guided Independent Study | Independent study | 1 | 65:00 | 65:00 | Supported by an online discussion forum |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 3 | 1:00 | 3:00 | Synchronous online module induction, summary and assignment. |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 1 | 1:30 | 1:30 | Group tutorial for assessment preparation |
| Total | 200:00 |
Teaching Rationale And Relationship
Study days will comprise of short presentations and small group discussion. The tutors will draw on participants’ own experiences as teachers and as learners to consider the issues of particular importance to learning in workplace environments. In the study days, the theories of learning that can be used to inform change and development will be discussed and how to impact upon the learning experience. Participants will be expected to apply their knowledge to their own situations and discuss this application. This will specifically address the following outcomes;
•Evaluate the effectiveness of learner-centred strategies within specific contexts
•Apply the principles of learner centred education to learning in the workplace
•Devise strategies to teach flexibly and adaptively in unpredictable learning environments
Methods of assessing learning needs will also be discussed in the study-days and links made to the outcome “design and implement plans to identify and meet more junior colleagues’ learning needs”. Study days will specifically address work place based assessment principles; this will include skills-based practice using role play. This will address the outcome “Discuss the principles of assessment based in the workplace”. A variety of feedback approaches will be covered and practised and formative feedback given. This will address the outcome “Demonstrate the ability to give effective feedback”.
Students will undertake independent study, which will involve reading, application of the knowledge and skills in their workplace and by engaging in critical reflection. This will consolidate the achievement of the outcomes discussed above.
Assessment preparation and completion will be designed to consolidate the above knowledge; in particular it will link to the outcome “Critically appraise theories of learning in relation to work based practice”.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Reflective log | 2 | M | 100 | Reflection on teaching opportunities: Applying theory, critiquing in relation to practice/own development (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 |
|---|---|---|---|
| Prof skill assessmnt | 2 | M | Skills practice. Present an aspects of work based teaching and/or assessment on study days and receive feedback |
Assessment Rationale And Relationship
The learning outcomes are predominantly demonstrated by the student’s ability to undertake educational planning within complex situations (skills outcomes) and critically appraise both the literature and their practice within this context (knowledge outcomes).
Students will draw on examples from their own clinical teaching opportunities and, supported by critical appraisal of learning theories used in practice based learning and discussion of the principles of workplace assessment, will reflect on their experiences of practice based learning activities.
MDiet candidates must obtain an overall mark of 50 or above to pass the module, however, if the module has more than one assessment students must also achieve a mark of at least 35 in each component of the assessment to pass the module.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- DTC4004's Timetable