Course information Postgraduate Certificate for Teachers in Primary Care Postgraduate Certificate 60 level-7 credits

Transcription

1 PROGRAMME SPECIFICATION SUMMARY Course information Name and level of award Awarding Body Location of Delivery Mode of Study UW Module Code UW Course Code JACS Code Postgraduate Certificate for Teachers in Primary Care Postgraduate Certificate 60 level-7 credits University of Westminster The London Deanery Part time BLDT701 this is the code that needs to appear on your written assignment PTPCPRM X150 Professional Body Accreditation Date of last revalidation April 2011 Approved by the London Deanery as a preparatory course for potential GP trainers, tutors and programme directors. Compliant with the Nursing and Midwifery Council s standards for learning and assessment in practice. Date of Programme Specification April 2011 Admission requirements General practitioners must have completed specialty training at least two and preferably three years before course entry and must have passed the MRCGP examination. They must have attended the London Deanery s two-day Introduction to Teaching in Primary Care before starting this course. Nurses must have either 1) a community nurse-related degree or 2) an active interest and involvement in teaching, with written evidence to support their ability to work at the expected level. They must have attended the London Deanery s two-day Introduction to Teaching in Primary Care before starting this course. Access to and the internet are standard requirements for all applicants. All GP & Nurse applicants have to be practising in the London Deanery area. All Public Health consultants will be accepted based on a recommendation from the London Deanery school of Public Health.

2 Aims of the course This course aims to meet the broad educational needs of all teachers in primary care: To analyse critically the applications of the principles and values of education To reflect critically on your experience of teaching and learning in a community of peers To apply educational skills effectively in professional practice in a community health setting Employment and further study opportunities More than 95% of previous students have developed educational roles within primary care following this programme. Graduates of the PG Certificate for Teachers in Primary Care (60 credits) may use their certificate as the basis for an application for accreditation of prior learning at a number of institutions, including the University of Westminster and the Institute of Education, allowing them to progress to Diploma and Masters awards. Please speak to your course tutor for the latest information about available options.

3 Learning outcomes Learning outcomes are statements on what successful students have achieved as the result of learning. To be able to: understand the elements of curriculum design analyse a range of educational methods and relate them to the principles of learning identify and critically evaluate a range of assessment methods relate educational theory to practice reflect on your learning and develop a critical enquiry approach to your educational practice critically evaluate educational materials critically evaluate your ability to provide learning support show an awareness of and sensitivity to the affective domain communicate effectively with those you are teaching and your peers assess the learning needs of those you are teaching adapt well to a variety of settings, including where these are complex, changing and uncertain demonstrate effective, flexible and creative methods of teaching evaluate your teaching 3 of 6

4 Key transferable skills Communication skills Students are expected to communicate effectively about teaching and learning in written and group work. Intellectual skills Students are able to analyse and critically evaluate different theoretical perspectives and explore the relationship between theory and practice. Teaching skills By the end of the course, students will be able to facilitate learning both in one-toone and group settings. Independent work and group work Students will be able to manage time effectively, interact effectively with their group and need minimal help in directing their own learning. They will be able to support each other, recognising and evaluating the different roles within a team, including reflecting on their own preferred roles, and collaborating across interprofessional boundaries. Self-evaluation Students are expected to evaluate their own strengths and weaknesses as teachers and as team members, applying their own judgments both confidently and sensitively. Students will be able to make effective use of reflective practice, including reflection on their effectiveness as educators. Teaching, learning and assessment methods Taught course days comprising teaching and learning in small and large groups, communication skills training and reflective inquiry into educational methods. Reading and reflection on the relationship between theory and practice in the professional workplace, recorded in a personal portfolio. Written formative assignments with feedback from your personal tutor. Final assignments 1) Educator development portfolio (comprising 3 components) 2) A case study (CS) 3) Teaching assignment (TA) 4 of 6

5 Course structure This section shows the core and option modules available as part of the course and their credit value. Module code BLDT701: A single integrated module worth 60 Level-7 credits. Twelve course days, held at approximately monthly intervals (Total 80 hours) Reflection on the course themes while at work as a practitioner, visits to other students workplaces, writing personal portfolio. (Total 320 hours) Minimal requirement of two days for reading, reflection and preparation of assignments for every taught course day (Total 24 days - approx 200 hours) Total time commitment is 600 hours (equivalent to 100 hours per 10 credits) Support for students The first two course days will introduce students to the staff responsible for the course. Students will be given this Handbook, which provides detailed information about the course. Students are allocated a personal tutor who can provide advice and guidance on academic matters. Learning support includes reference-only access to the University of Westminster Library. In addition there is a reference-only course library (available on site on course days) and you will be provided with a "Resource Folder" of articles relevant to the course. Methods of accessing on-line journals are described later in this course handbook At University level, Services for Students can provide additional advice and guidance on personal counselling, health and disability issues, careers and the chaplaincy providing multi-faith guidance. The University of Westminster Students' Union also provides a range of facilities to support all students. Reference points for the course Internally Becki Roberts, Course Administrator becki.roberts@londondeanery.ac.uk Nerys Cater Team Leader Nerys.cater@londondeanery.ac.uk Externally David Goosey, University of Westminster Liaison Tutor d.goosey@westminster.ac.uk 5 of 6

6 Quality management and enhancement Course Management The course is managed by the tutors with support from the Deanery admin team and Student feedback and the course committee Termly meetings with the University Liaison Tutor Annual review and external examiner s reports Course approval, monitoring and review The course was initially approved by a University Validation Panel in 1998 and most recently revalidated in The Panel included internal peers from the University and external subject specialists from other deaneries to ensure the comparability of the course to those offered in other Universities and the relevance to working as a teacher in primary care. Annual review helps to ensure that the curriculum is up-todate and that the skills gained on the course continue to be relevant. The course is monitored each year by the Business School to ensure it is running effectively and that issues which might affect the student experience have been appropriately addressed. Staff will consider evidence about the course, including the outcomes from each Course Committee, evidence of student progression and achievement and the reports from External Examiners, to evaluate the effectiveness of the course. The Annual Monitoring Sub-Committee considers the School action plans resulting from this process and the outcomes are reported to the Academic Council, which has overall responsibility for the maintenance of quality and standards in the University. Student involvement in Quality Assurance and Enhancement Student feedback is important to the University and student views are taken seriously. Student feedback is gathered in a variety of ways. The most formal mechanism for feedback on the course is the Course Committee. Student representatives will be elected to sit on the Committee to represent the views of their peer group in various discussions. All students are invited to complete a feedback questionnaire at the end of the course. The feedback from this will help highlight areas that could be enhanced. Student feedback from Course Committees is part of the School s quality assurance evidence base. Students meet with Revalidation Panels when the revalidation of the course is conducted to provide oral feedback on their experience on the course. Student feedback from Course Committees are part of the School s quality assurance evidence base. For more information about this course: please contact Becki Roberts becki.roberts@londondeanery.ac.uk Please note This programme specification provides a concise summary of the main features of the course and the learning outcomes that a student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. This specification should be read in conjunction with part 2 of the Course Handbook which provides more detailed information on the specific learning outcomes, content, teaching, learning and assessment methods of the course. 6 of 6