|Title||Teaching, Learning and Assessment|
This module introduces key theories of teaching, learning and assessment to underpin the role of the Consultant Clinical Scientist as a teacher/trainer/leader, according to the best contemporary clinical and educational standards. The Clinical Scientist in HSST will acquire an understanding of the theoretical basis of teaching, learning and assessment, and will be expected to demonstrate the practical application of these skills in the work base. The Clinical Scientist in HSST will be expected to apply their knowledge, skills and experience of teaching, learning and assessment in their specialist area and the wider healthcare setting.
Knowledge and understanding
By the end of this module the Clinical Scientist in HSST will be able to critically evaluate, analyse and synthesise their understanding of teaching, learning and assessment, and will be expected to apply their knowledge to plan, deliver and evaluate a range of teaching, learning and student support processes, including:
- contemporary theories and the evidence base underpinning student-centred adult learning;
- teaching, learning and assessment within the clinical and scientific work base to design, deliver and evaluate education and training programmes that meet the best clinical and educational standards;
- models of supervision, mentoring and coaching;
- the importance of feedback and methods of student-centred feedback.
Technical and clinical skills
By the end of this module the Clinical Scientist in HSST will be expected to critically reflect and apply in practice a range of teaching, learning and assessment skills. They will also be expected to supervise, mentor and coach colleagues using advanced communication skills and will:
- critically evaluate information to enable the provision of evidence-based teaching, learning and assessment in a healthcare setting;
- plan, deliver and evaluate teaching (individual sessions and/or a programme/module) using a range of teaching methods (including, where applicable, bedside teaching) and incorporating the principles of active learning, including lecture-based, small group teaching, practical skills teaching, problem-based learning, simulation, e-learning;
- develop and extend generic capabilities, including communication skills, giving and receiving feedback, questioning techniques and peer, student and personal review of teaching;
- critique a range of assessment methods;
- plan, deliver and evaluate a range of assessments appropriate to the learning outcomes in each of the domains of knowledge, skills and attitudes/behaviour;
- maintain a professional development portfolio to underpin individual personal development and life-long learning;
- provide mentorship to healthcare scientists earlier in their career;
- critically reflect and evaluate personal performance as part of a continuing professional development plan.
By the end of this module the Clinical Scientist in HSST will be expected to critically reflect and apply in practice a range of clinical and communication skills with respect to teaching, learning and assessment, and support colleagues and students in supervision, mentoring and coaching situations:
- plan, deliver and evaluate communication skills teaching;
- evaluate the use of portfolios in clinical education and methods of assessing portfolios;
- evaluate a range of methods for teaching and assessing critical reflection;
- master a range of techniques for giving and receiving meaningful feedback;
- master a range of communication skills, including listening, observing, motivating;
- identify personal conflict style and use that information to develop and demonstrate skills in negotiating and mediating in conflict situations;
- support team members using a range of tools, including coaching, mentoring and supervision;
- prioritise the safety of patients during clinical teaching.
Attitudes and behaviours
By the end of this module the Clinical Scientist in HSST will be expected to evaluate their own response to both normal and complex situations that arise during teaching, learning and assessment situations, demonstrating the professional attributes and insights required of a Consultant Clinical Scientist working within the limits of professional competence, referring as appropriate to senior staff, and will:
- prioritise the safety of the patient and learner in teaching, learning and assessment situations;
- recognise different types of learner and acknowledge that not all learners are made equal;
- recognise and reflect on the learning needs of a range of healthcare professionals;
- critically reflect on strategies to promote teaching, learning and assessment;
- critically reflect on personal progress and assess personal learning needs with support from a personal or work based mentor;
- communicate effectively in writing and orally, listening actively and using appropriate questioning techniques;
- support colleagues, students and trainees, etc., as required;
- solve problems, implications of findings referring to colleagues as required;
- maintain confidentiality appropriate to the range of teaching, learning and assessment situations encountered.