新香港六合彩开奖结果

Aims

This module supports students to gain a basic understanding of how assessment is used in healthcare settings, including the fundamental principles of assessment and an exploration of different assessment modalities.

Intended learning outcomes

By the end of this module, we hope you will be able to:

• Understand the basic principles of assessment in the setting of Healthcare Professions Education
• Describe the practical steps necessary to design and set an examination in a healthcare setting.
• Explain the strengths and weaknesses of some of the types of assessment used in clinical education, in particular those relevant to your setting.
• Feel confident in discussing some of the issues relating to Assessment of Professionalism

Course content

The module is for any health care professional whose education practice includes assessment, or who would like to develop their expertise in this area for future practice in assessment.

This may include healthcare professionals who have responsibilities in setting and/ or delivering examinations; in undertaking Workplace Based Assessment; in supervisory roles, such as Nursing or Pharmacy Preceptors, or Clinical/ Educational Supervisors.

This module is also suitable for those who are not in supervisory or assessment roles, and who wish to learn the fundamentals of assessment as part of a broad foundation in Health Professions Education.

This module aims to support you to

• Gain a better understanding of assessments in clinical and medical education, from both theoretical and practical perspectives;
• Find out more about effective strategies for improving assessments in your clinical environment;
• Improve your existing skills to become a more effective clinical educator or supervisor.

Through interactive distance learning, this module will support you to develop an up to date knowledge of assessments. You will be introduced to the theoretical underpinnings of assessing students, trainees, and junior healthcare practitioners, drawing on clinical education research and the wider educational literature.

Learning on this module involves self-directed study at Master鈥檚 level, which includes proactively reading peer-reviewed journal articles, with a critical mindset.

Mode of delivery

This module will be delivered using both activities on Moodle, (UCL鈥檚 Virtual Learning Environment), and live 鈥榮ynchronous鈥� sessions on Zoom (including a Synchronous Day of study). The eight-week programme of study is structured in one- or two-week 鈥楿nits鈥� of study, which students undertake in a self-directed manner, using learning activities on Moodle, which are announced at the start of each week. Live tutorials give students the chance to explore key topics alongside their peers and tutors, to 鈥榗heck in鈥� regarding more challenging aspects of learning, and to receive feedback during assignment preparation.

This self-directed approach combines educational methods that encourage reflection on personal experience, critical thinking and access to extensive online resources. Using the Moodle platform will allow you to engage in collaborative learning with your peers, and to be in regular contact with module tutors for academic support. The teaching approach will vary depending on the type of learning activity. At times there will be close facilitation of online activities, and at others learning will be more self-directed, or involve peer feedback. Tutors are available for any queries via the 鈥淗elp鈥� forum on the Moodle page.

Formative Assessment

Students will be expected to engage with mandatory activities on Moodle every week. Study is divided into 1-4 week units, each with its own theme, course materials, reading list and learning activities. Each week you will work through course materials, which include recommended readings and other materials, and undertake learning activities in collaboration with peers. In order to allow peer discussion regarding the issues at the core of each unit鈥檚 learning, there will be a weekly or two-weekly deadline for completing the learning activities so that all students are posting in the forums during the same one or two week period.

Summative Assessment:

The module is assessed with submission of a 15 minute pre-recorded video presentation. You will be asked to draw on a relevant area of your learning from the module, to devise a novel assessment for use in a Health Professions Education setting of your choice, and present this in your pre-recorded video submission, supported with reference to the relevant literature.

Engagement Requirements

新香港六合彩开奖结果expects students to attend all the scheduled learning events which appear on their timetable as this gives students the best chance of academic success. This includes all events set out in the Programme handbook or those provided to students during a module, including personal tutorials.

Students are expected to engage fully with their online learning, both synchronous sessions and self-directed study.听 Faculty require a minimum of 50% attendance of all teaching events. This minimum 50% includes all compulsory synchronous sessions on the module timetable.听 Synchronous sessions can only be missed in exceptional circumstances. 听Students are required to notify PGME in advance if they cannot attend the compulsory sessions.

听