Unit description
Explores a range of approaches to clinical teaching and supervision, reflective practice and planning for clinical education. Participants engage with relevant professional standards, the cultures within their professions and the inter-relationship with other health disciplines. Various techniques of assessment and providing constructive feedback for clinical learning are evaluated.
Unit content
- Theories of teaching and learning
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The clinical supervision relationship
- Recognising opportunities for learning and teaching in the clinical environment
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The learning environment
- Clinical reasoning – principles and practice
- Developing a culture of evidence based practice in a clinical environment
- Promoting cultural and personal safety in a clinical environment
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Teaching methods in clinical supervision
- Modifying teaching skills for the clinical context
- Guiding students through clinical decision making, patient/health assessment, diagnosis, planning and management phases
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Assessment and feedback methods
- Processes of assessment in the clinical environment
- Providing feedback on assessment activities
- Implementing formative and summative assessment in a clinical context
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Reflection and reconstructing learning
- Principles of reflective practice
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Feedback and challenging situations
- Managing and using critical incidents in a clinical environment
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Developing as a teacher
- Building confidence in clinical teaching
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | critically discuss theories of teaching and learning in clinical contexts | Intellectual rigour | Ethical practice | Knowledge of a discipline | Lifelong learning | Communication and social skills | ||
| 2 | reflect on supervision of learning within complex interdisciplinary clinical environments | Intellectual rigour | Ethical practice | Knowledge of a discipline | Lifelong learning | Communication and social skills | ||
| 3 | critically examine current professional principles of clinical supervision | Intellectual rigour | Ethical practice | Knowledge of a discipline | Lifelong learning | Communication and social skills | ||
| 4 | evaluate learning experiences and assessment methods that reflect current best practice in clinical supervision | Intellectual rigour | Ethical practice | Knowledge of a discipline | Lifelong learning | Communication and social skills | ||
| 5 | demonstrate principles required for teaching reflective practice within a clinical context | Intellectual rigour | Ethical practice | Knowledge of a discipline | Lifelong learning | Communication and social skills | ||
| 6 | demonstrate strategies for providing constructive feedback in a clinical teaching and supervision context. | Intellectual rigour | Ethical practice | Knowledge of a discipline | Lifelong learning | Communication and social skills | ||
Teaching and assessment
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees
International
Please check the international course and fee list to determine the relevant fees.