Effective Teaching and Learning in Medical Education Assignment Sample

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1. Developing a teaching session

Description of the setting and description of learners

The setting for teaching session would be a conference room in the institution. The learners will be 5 health professionals such as; physicians, nurses, and allied health professionals. These medical professionals are at the advanced beginners’ level who are looking forward to attend the session based on importance of mentoring and coaching in Health Professional Education [HPE]. The Dreyfus Model is based on describing how an individual progresses via varied levels for undertaking the acquisition of skills (Dreyfus Model, 2023). Considering the Dreyfus model, it can be said that through this session learners will progress one stage ahead and acquire diverse set of skills. The learners participating in this session are looking forward to developing their skills related to mentoring and coaching as this enhances their professional development (Basu, 2020). Moreover, it makes them aware about the strategies of mentoring and coaching which can be used while providing quality services to patients.

Reference materials and samples are provided to clarify assignment structure and key learning outcomes. Through our assignment writing service UK, guidance is reflected while maintaining originality and ethical academic practice. The Effective Teaching and Learning in Medical Education Assignment Sample highlights instructional strategies, curriculum planning, and assessment methods to enhance learning outcomes in medical education. These resources are intended solely for study and reference purposes.

Educational strategy chart and SMART learning outcomes

The above-presented outcomes will assist in undertaking the session by covering each of the domain that is important for healthcare professionals. By following the LOs educational strategies would be formed and one by one topic will be covered that result in developing an in-depth understanding in healthcare professionals.

Effective Teaching and Learning in Medical Education Assignment Sample

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Evidence-based discussion of constructive alignment

Constructive alignment is delineated as the concept that brings alignment in the learning and teaching activities, pre-determined competencies and varied types of assessment methods (Loughlin et al, 2021). Hence, this framework entails with learning objective for ensuring that learners can achieve the desired results. In the current teaching session, learning objectives would be aligned with the assessment method. For LO1 the learners will be asked for identifying the varied types of mentoring and coaching approaches that contribute in professional development. Before starting the session, it is essential to become aware about the approaches so that in-depth understanding can be gained by each of the professionals. This LO contributes in intellectual and critical thinking skills and therefore it falls under cognitive domain of learning (Stamov et al, 2021). As my learner are at the beginner level thus, as per Dreyfus model the learners would be able to enhance their learning with relation to coaching & mentoring and it further contributes in the acquisition of skills (Buckley et al, 2021). In order to teach this content, I will be using instructional method such as lecture and discussion.

Quiz and group discussion has been selected as an assessment method, quiz and group discussion promotes immediate feedback and there is no workload faced by educator, henceforth, these are the best approaches (Gembarski, 2021). Miller's Pyramid proposed a framework for assessing and evaluating the clinical competence (Prasetyo et al, 2021). The selected educational strategy is comprised with this framework as LO2 is based on implication of coaching and mentoring skills while dealing with patient that directly contributes in improving the clinical competency of professionals.

For LO2, affective domain of learning would be achieved and this will be assessed through peer and self-assessment. Furthermore, feedback will be given to learners that enable professionals to know about their capabilities (Moreira et al, 2023). The learners will be given chance to demonstrate on their skills and this often helps in knowing the extent up-to which learners are self-aware. The role plays and case study analysis provides opportunity to learners in terms of implying their mentoring and coaching skills for enhancing patient outcomes (Romero et al, 2020). LO3 will be assessed by written report so that theoretical understanding of learners can be assessed. The differential diagnosis based on patient situation will be developed so that outcomes of mentoring and coaching can be analysed (Biggs and Tang, 2020). Group discussion and case study analysis proves to be appropriate methods for providing instruction to learners and this often provided them opportunity to provide their opinion and thoughts in study context.

Selection of instructional method

I will use Role-play as an instructional method during this teaching session. It stimulates the realistic scenarios that enables health professionals to apply their knowledge and skills (Kraiger and Ford, 2021). Justification- Role-paly assists in transforming learning into practices when similar situation has been faced at the clinical setting. Thus, this has been proven effectual instructional method that led to contribute in gaining significant outcomes. However, there is a foremost challenge that can be faced in this context, there might be possibility that learner will feel uncomfortable while practicing within simulated environment. Thus, it is important to focus on this challenge so that appropriate support can be assured to learners and their doubts can be solved. Therefore, I will emphasise on undertaking solution to overcome the challenge and consequently, I will provide guidance to learners with regards to preparing for role play activities. The guidance will consist of the instruction and tips through which learner can prepare themselves for the role play (Orsini et al, 2022). Moreover, I will suggest learners to practice role play in small group before engaging in session activities. This will result in boosting the confidence of learners and further enable them to develop in-depth understanding regarding mentoring and coaching for enhancing professional development and patient outcomes.

2. Evidence-based reflection

In my previous experience, I have emphasised on providing feedback to learners. However, things did not go well as I planned them, the learners were not able to resist the change. Often, they were not ready to take constructive feedback. I have undertaken face to face interaction for providing feedback and it was clearly visible on the students face that they are not able to take feedback on a positive note. Due to which many of the learners got dissatisfied and this impacted their ability as well. Here I got to know that everyone does not have the capability to take feedback on positive note and this can impact their working abilities as well. The learners were at the beginner level of learning and due to which they do not had the resilience capabilities to accept the feedback. I have used a feedback model “Pendleton Rules”, in accordance with this model educator is guided to provide balanced feedback to trainee (Pendleton Model, 2020). The focus needs to be implied on providing positive feedback to learners and then the areas of improvement has been discussed with them. I have done the same however, learners got dissatisfied when I discussed about the areas of improvement. From this experience, I have learned one thing; it is important to motivate learners so they are able to accept the feedback, they like to hear about positive points however, when it comes to discuss about areas of improvement, then learners get dissatisfied. Therefore, it is important to communicate with them so they can be motivated.

This experience has changed my professional identity and I started to believe in developing resilience capabilities. Learners often sees feedback as a negative element nevertheless, it has the ability to enhance learning outcomes and practices. Henceforth, it is essential to discuss about the importance of feedback with learners. Also, I believe in dual side feedback which means students are open to provide feedback if they think that I am not doing well or I should make a change in my strategy. This results in developing sense of belongingness in the learners and further improves the interaction between learners and educators. Considering this experience, I have changed my perception regarding feedback and I will use it in current teaching session. I will ask learners to provide feedback on my teaching strategies and afterwards, I will provide them feedback based on their performance. This is how I will be able to implement effectual interaction with the learners. I will use R2C2 feedback model; it is an evidence-based reflective model and it is consisting of four stages; building relationship, exploring reaction to feedback, exploring feedback content and coaching for undertaking performance change (R2C2, 2022). Hence, I will focus on developing relationship with learners so that I can develop resilience capabilities in them. Afterwards, I will observe the reaction of learners on feedback and I will analyse the importance of feedback. Moreover, I will guide them about the ways in which feedback can be implied and their practices can be improved.

3. Analysing the challenges posed by health professions education in learning environment

The one learning environment in which health profession education takes place is the classroom in clinical setting. The setting can develop challenge for learners due to dynamic nature of the clinical practices (Kotcher et al, 2021). There might be possibility that learners find it difficult to integrate new knowledge, creativity and skills in their practice as a result of limited resource, competing priorities and dynamic nature of setting. This can lead to develop dissatisfaction in the learners and impacts their learning efficacy as well. Therefore, it is important to solve this challenge so significant support can be ensured to learners. Thus, in order to solve this challenge, I will focus on using evidence-based strategies. I will use the approach of simulation-based education; it is considered as that form of experimental learning which provide opportunities to learner in terms of developing their knowledge, skills and practices within simulated environment (Kotcher et al, 2021). The artificial teaching environment needs to be developed at the setting along with allocating mandatory resources so that learners does not feel dissatisfied. This further supports in meeting diverse needs of learners and effective interaction with them can be developed which ultimately lead to enhance the satisfaction of the learners. The consistent communication is the part of simulation education and this promotes communication among learner and educator through which further challenges can be identified and solve.

4. Goal of professional development

My goal with regards to professional development aligns with improving my competence in providing feedback to learners. The previous experience in this area led to change my thought procedure regarding feedbacks. However, feedbacks are for enhancing the efficacy of learners but there is need to adopt specific approach for providing feedback to learners so their proficiency can be enhanced to greater note (Burgess et al, 2020). I will focus on achieving this goal by preparing a plan that would be associated with evidenced based strategies and my core focus will be on behaviour change feedback. In this area, individual feedback has been considered as the powerful tool that led to encourage behavioural change. Domain two “Assessment of learning” is an important aspect as it is based on assessing the learning efficacy and feedback supports in undertaking assessment procedure. Considering this domain, I want to develop significant approach for giving feedback to learners.

My SMART action item is to provide feedback to at least five learners by incorporating R2C2 model in next eight weeks. Further, I will reflect upon my feedback experience so that I can become aware about the areas of improvement which are needed to be undertaken. Thus, by focusing on this area, I can adopt effective approach to providing feedback, foremost aspect is to develop relationship with learners as a part of R2C2 model. This enables me to develop resilience abilities in the learners and promotes behavioural change in them so they can take feedback as a guidance rather than taking it as a disappointment (Burgess et al, 2020). In this manner, I will able to take certain action that are important for developing significant interaction among learners and educator in the setting. Hence, my goal is to become an effective educator who can provide balanced feedback to learners that promotes the ability and efficacy of professionals.

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References

• Basu, A., 2020. How to be an expert in practically anything using heuristics, Bloom's taxonomy, Dreyfus model, and building rubrics for mastery: case of epidemiology and mountain bike riding. Qeios.
• Biggs, J. and Tang, C., 2020. Constructive alignment: an outcomes-based approach to teaching anatomy. In Teaching anatomy: A practical guide (pp. 23-30). Cham: Springer International Publishing.
• Buckley, J., Seery, N., Gumaelius, L., Canty, D., Doyle, A. and Pears, A., 2021. Framing the constructive alignment of design within technology subjects in general education. International Journal of Technology and Design Education, 31, pp.867-883.
• Burgess, A., van Diggele, C., Roberts, C. and Mellis, C., 2020. Feedback in the clinical setting. BMC medical education, 20, pp.1-5.
• Gembarski, P.C., 2021. CONSTRUCTIVE ALIGNMENT OF A FLIPPED DESIGN AUTOMATION LECTURE. In DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (E&PDE 2021), VIA Design, VIA University in Herning, Denmark. 9th-10th September 2021.
• Kotcher, J., Maibach, E., Miller, J., Campbell, E., Alqodmani, L., Maiero, M. and Wyns, A., 2021. Views of health professionals on climate change and health: a multinational survey study. The Lancet Planetary Health, 5(5), pp.e316-e323.
• Kraiger, K. and Ford, J.K., 2021. The science of workplace instruction: Learning and development applied to work. Annual Review of Organizational Psychology and Organizational Behavior, 8(1), pp.45-72.
• Lockyer, J., Armson, H., Könings, K.D., Lee-Krueger, R.C., des Ordons, A.R., Ramani, S., Trier, J., Zetkulic, M.G. and Sargeant, J., 2020. In-the-moment feedback and coaching: improving R2C2 for a new context. Journal of graduate medical education, 12(1), pp.27-35.
• Loughlin, C., Lygo-Baker, S. and Lindberg-Sand, Å., 2021. Reclaiming constructive alignment. European Journal of Higher Education, 11(2), pp.119-136.
• Michaelsen, L.K., Parmelee, D.X., Levine, R.E. and McMahon, K.K. eds., 2023. Team-based learning for health professions education: A guide to using small groups for improving learning. Taylor & Francis.
• Moreira, J., Ugulino, W., MACHADO, M. and FERREIA PIRES, L., 2023. Challenge-Based Learning And Constructive Alignment: A Challenge For Information Systems’ Educators.
• Orsini, C., Rodrigues, V., Tricio, J. and Rosel, M., 2022. Common models and approaches for the clinical educator to plan effective feedback encounters. Journal of Educational Evaluation for Health Professions, 19.
• Prasetyo, T., Rachmadtullah, R., Samsudin, A. and Aliyyah, R.R., 2021. General Teachers' Experience of the Brain's Natural Learning Systems-Based Instructional Approach in Inclusive Classroom. International Journal of Instruction, 14(3), pp.95-116.
• Romero, M. and Kalmpourtzis, G., 2020. Constructive alignment in game design for learning activities in higher education. Information, 11(3), p.126.
• Stamov Roßnagel, C., Fitzallen, N. and Lo Baido, K., 2021. Constructive alignment and the learning experience: relationships with student motivation and perceived learning demands. Higher Education Research & Development, 40(4), pp.838-851.
• Yeung, J.K., Ladak, A.R., Bruchet, N. and Pachev, G., 2023. Assessing student performance using a novel rubric based on the Dreyfus model of skill acquisition. American Journal of Pharmaceutical Education, 87(6), p.100060.

Online

• Dreyfus Model, 2023. Online. Available through: < https://www.mindtools.com/atdbxer/the-dreyfus-model-of-skill-acquisition >
• Pendleton Model, 2020. Online. Available through: < https://www.exult.co.nz/articles/giving-feedback/>