Clinical Education in Practice

This subject has the following teaching availabilities in 2016:

Participants may select either a standard or an intensive mode of study (contact hours are the same for both modes):

Standard mode

: teaching of semester subjects is spread across the semester.

Intensive mode

: teaching of semester subjects is offered in one intensive week.

Participants can also choose between a full-load or half-load study options:

Full-load option:

Participants will complete two subjects per semester, attending four full-day seminars (8.30 am - 5.00 pm) for each subject.

Half-load option:

Participants may apply to undertake just one subject per semester and thus complete the Graduate Certificate over two years.

170 hours per 12.5 credit point subject

To enrol in this subject, you must be admitted in GC-CLINTCH, GD-CLINED or MC-CLINED. This subject is not available for students admitted in any other courses.

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 requests for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, 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 course are encouraged to discuss this matter with the Student Equity and Disability Support Team: http://www.services.unimelb.edu.au/disability/

This subject brings together the two major threads from the first semester’s subjects and presents participants with opportunities to apply the principles in their own clinical workplaces. More difficult teaching situations and the strategies to resolve them will be explored. The emphasis is practical, with participants using the theories and concepts explored in the previous semester during their usual clinical teaching and supervision activities, then reflecting on the effectiveness of their work after receiving feedback from peers and students. A collaborative workshop at the beginning of the semester and another at the completion support this practical experience. An intensive option will appeal to clinicians requiring greater flexibility.

Teaching days are generally held at the Parkville campus once per month and are shared with the corequisite subject (‘Assessing Clinical Learners’). Apart from the workshops to prepare for and debrief from the peer review exercise (2 hours each), participants will engage in simulated teaching encounters (2 hours), small group sessions with tutors (4 hours), seminars (2 hours) and lecture-style presentations (4 hours).

By completing this subject, participants should:

• understand how to plan and prepare for clinical teaching to enhance student learning;
• be aware of their strengths and weaknesses as a clinical teacher and/or supervisor;
• know how to employ procedures and strategies that enhance effectiveness in various clinical teaching contexts;
• appreciate the importance of gaining feedback, support and assistance from colleagues;
• demonstrate skills in presenting, explaining, demonstrating, guiding and supporting the learning of clinical students.

• Mid semester (10%): Reciprocal peer review of observed clinical teaching (1500 words equivalent - low weighting due to peer assessment).
• End semester (40%): A teaching portfolio including teaching session plans and notes from the peer review sessions (2000 words).
• End semester (50% ): A written assignment in the form of an issues or discussion paper on a topic relevant to the participant’s particular clinical education context (1500 words).

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 education contexts;
• access and use relevant research literature;
• identify best practice in clinical education;
• demonstrate understanding of the subject in concise oral and written formats.