Effective Clinical Teaching

This subject has the following teaching availabilities in 2013:

120 hours

Nil

It is recommended that participants have some experience of teaching in healthcare settings and have
spent at least three years in clinical practice.

Nil

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject lays a firm foundation for further studies in the education of health professionals. The basics of teaching and learning theory are presented with clear linkages to the clinical workplace to ensure immediate relevance and applicability.

An engaging mix of day-long seminars, workshops, on-line learning and practical activities in the workplace meets the needs of clinicians who teach learners at any level, while an intensive option might appeal to those with limited availability.

In recognition of the occupational demands on busy clinicians, contact days will typically occur once per month at the Parkville campus during the semester with 4 hours devoted to this subject on each of the days.

Teaching will be split between lectures (1 hour), seminars or symposia (1 hour), and small group work (2 hours).

By completing this subject, participants should:

• develop a critical understanding of the principles of effective clinical teaching and learning;
• know the basis of the most salient research that underpins clinical teaching and the key debates in this field;
• be familiar with resources and techniques available to support clinical teachers in their workplace and know how to use them most effectively;
• develop a student-centred approach to clinical teaching and learning;
• understand the variety of teaching and learning spaces that exist within clinical health services and of how different teaching approaches can be used within them, in accordance with the University of Melbourne’s Nine Principles;
• demonstrate an analytical and reflective approach to their clinical teaching activities and recognition of their professional responsibilities in this area.

• Mid semester (20%): 15 minute individual oral presentation (1500 words equivalent).
• End semester (40%): Portfolio documenting outcomes from participation in seminars and workshops during the semester (2000 words).
• End semester (40%): A written assignment in the form of an issues or discussion paper on a topic relevant to the participant’s particular clinical teaching and learning context (1500 words) for submission by the end of semester.

None

This subject is not available as a breadth subject.

After completing this subject, participants should be able to:
• apply theories and principles to specific clinical teaching and learning contexts;
• access and use relevant research literature;
• identify best practice in clinical teaching;
• demonstrate understanding of the subject in concise oral and written formats.