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Further information
This module was written by Judy Mckimm, Visiting Professor of Healthcare Education and Leadership, Bedfordshire & Hertfordshire Postgraduate Medical School. The module relates to areas 1, 3, 4 and 5 of the Professional Development Framework for Supervisors in the London Deanery.
References
Brookfield S (1990) Using critical incidents to explore learners’ assumptions. In: Mezirow J (ed.) Fostering Critical Reflection in Adulthood, pp. 177–93. Jossey Bass, San Francisco, CA.
Felder RM and Silverman LK (1998, updated 2002) Learning and teaching styles in engineering education. Engineering Education. 78(7): 674–81. www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf (accessed 15 September 2007).
Garcarz W et al. (2003) Make Your Healthcare Organisation a Learning Organisation. Radcliffe Medical Press, Oxford.
General Medical Council (2006) Good Medical Practice. www.gmc-uk.org/guidance/good_medical_practice/GMC_GMP.pdf (accessed 10 September 2007).
Grow G (1991) Teaching learners to be self-directed. Adult Education Quarterly. 41: 125–49.
Harden RM and Crosby JR (2000) The Good Teacher is More Than a Lecturer: the twelve roles of the teacher. AMEE Education Guide No 20. Association for Medical Education in Europe, Dundee.
Henderson E, Berlin A, Freeman G and Fuller J (2002) Twelve tips for promoting significant incident analysis to enhance reflection in undergraduate medical students. Medical Teacher. 24: 121–4.
Hill F (2007) Feedback to enhance student learning: facilitating interactive feedback on clinical skills. International Journal of Clinical Skills. 1: 21–4.
Honey P and Mumford A (1982) The Manual of Learning Styles. Peter Honey, Maidenhead.
Kolb DA (1984) Experiential Learning: experience as the source of learning and development. Prentice Hall, Englewood-Cliffs, NJ.
Jennings SF (2007) Personal development plans and self-directed learning for healthcare professionals: are they evidence based? Postgraduate Medical Journal. 83: 518–24.
Launer J (2002) Narrative Based Primary Care: a practical guide. Radcliffe Medical Press, Oxford.
Pitts J (2007) Portfolios, Personal Development and Reflective Practice. Association for the Study of Medical Education, Edinburgh.
Proctor B (2001) Training for supervision attitude, skills and intention. In: Cutcliffe J, Butterworth T and Proctor B (eds) Fundamental Themes in Clinical Supervision. Routledge, London.
Sadler DR (1989) Formative assessment and the design of instructional systems. Instructional Science. 18: 119–44.
Spencer J (2003) ABC of learning and teaching in medicine: learning and teaching in the clinical environment. British Medical Journal. 326: 591–4. http://tinyurl.com/2po6xx (accessed 23 July 2007).
Solomon P (1992) Learning contracts in clinical education: evaluation by clinical supervisors. Medical Teacher. 14: 205–10.
Wood D (2007) Formative Assessment. Association for the Study of Medical Education, Edinburgh.
Further reading
Professional development in medical education
Challis M (1999) Portfolio-based learning and assessment in medical education. AMEE Medical Education Guide No 11 (revised). Medical Teacher. 21: 370–86.
Evans A, Ali S, Singleton C, Nolan P and Bahrami J (2002) The effectiveness of personal education plans in continuing professional development: an evaluation. Medical Teacher. 24: 79–84.
Launer J (2006) Supervision, Mentoring and Coaching: one-to-one learning encounters in medical education. Association for the Study of Medical Education, Edinburgh.
Newman P and Peile E (2002) Valuing learners’ experience and supporting further growth: educational models to help experienced adult learners in medicine. British Medical Journal. 325: 200–2.
Snadden D and Thomas M (1998) The use of portfolio learning in medical education. Medical Teacher. 20: 192–9.
Woodward H (1998) Reflective journals and portfolios: learning through assessment. Assessment and Evaluation in Higher Education. 23: 415–23.
General resources on learning needs, appraisal and professional development
Hesketh EA and Laidlaw JM (2004) Developing the teaching instinct: appraisal. Medical Teacher. 26: 106–9.
The Scottish NHS Virtual Learning Centre has a number of general resources about identifying learning needs and planning training and development; www.learningcentre.scot.nhs.uk/
The CIPD (Chartered Institute of Personnel Management) website contains a wide range of resources and fact sheets about personal and professional development, including: Identifying learning and training needs; Training; Learning and development; and Performance management and appraisal; www.cipd.co.uk/subjects
The Learning Needs Analysis toolkit developed by the Continuing Professional Development ad Begbroke Science Park at the University of Oxford; http://tall.conted.ox.ac.uk/lnat/
Course glossary
- Aim
- An aim in educational terms, is a brief statement of intent, indicating the scope and range of intended learning outcomes that the educational episode has been structured to address.
- Appraisal
- A positive and ongoing process to provide feedback on performance, review progress and plan action. The appraisal interview or discussion is a key part of the process where strengths and areas for improvement are summarized and agreed and a formal development plan is made.
- Assessment
- Assessment is the term used to indicate an appraisal of students' performance. Typical formal assessments in medicine include written examinations, Multiple choice questionnaires (MCQ), observations of clinical or communication skills, Objective Structured Clinical Examinations (OSCEs) and Multi-Source Feedback (MSF). Assessments may be summative (where the marks gained contribute to a formal grade or award) or formative (where the focus is on providing feedback for ongoing development).
- Career Advice
- Providing an immediate response to the needs of clients who present an enquiry or reveal a need that requires more than a straightforward information response. It is usually limited to helping with the interpretation of information and with meeting needs already clearly understood by the client and may include signposting to a guidance interview where a more in-depth respsonse can be provided.
- Class
- Class refers to hierarchical differences between individuals or groups in societies or cultures . Factors that determine class may vary widely from one society to another. However, economic disadvantage and barriers to access servces are major issues within class discrimination.
- Competences
- Competences are similar to objectives and outcomes in that they provide a means of specifying and detailing practical skills in relation to the ultimate intended performance that the competences underpin (Grant, 2007, p 21). The use of competences has been widespread in practical vocational subjects such as healthcare, management and engineering. Competence based curricula can be used as a basis for learning and teaching, for assessment and to help ensure professional accountability. Programmes for professions such as medicine usually include specific practical competences and the integration of more complex skills, knowledge and behaviours.
- Curriculum
- A detailed schedule of the teaching and learning opportunities that will be provided (GMC, 2004)
- Curriculum
- The GMC, 2004 described the curriculum as a detailed schedule of the teaching and learning opportunities that will be provided. A curriculum is a statement of the aims and intended learning outcomes of an educational programme. It states the rationale, content, organization, processes and methods of teaching, learning, assessment, supervision, and feedback.
- Learning Outcomes
- Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.
- Learning objectives
- Grant describes learning objectives as "the specific knowledge, skills and attitudes that the student will display at the end of (a) course" (p20, 2007). The earliest (and very pervasive) objectives models of education were linked to behaviourist theories and 'transmission' models of learning, emphasizing measurable, observable behavioural achievements that can be clearly and rigorously assessed. Later models considered problem solving or expressive outcomes as being more flexible than behavioral objectives.
- Learning outcomes
- Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.
- Lifelong learning
- Lifelong education is a form of learning that often takes place through distance learning, e-learning or continuing education. It also includes postgraduate programmes for those who want to improve their qualification, bring their skills up to date or retrain for a new line of work. The concept of lifelong learning is underpinned by the idea that scientific and technological change means that learning has to continue throughout life if people are to keep their knowledge current. It is also an approach to learning that emphasises that learning is something that continues throughout life, in many domains and is not simply related to work. (adapted from Wikipedia, http://en.wikipedia.org/wiki/Lifelong_learning)
- Supervision
- Usually a formal one-to-one relationship, focussed around professional conversations to help the supervisee develop reflective professional practice, learning and skills with the aim of improving patient care.