Submit a 2,500-word in depth reflection (analysis) of the teaching activity and a personal development plan based on lessons learned including:
Assignment Coversheet
University of Warwick Student Number:
Assessment Title: Module 1 Summative Assignment
Word Count: 2,635
Declaration and Statement of Authorship:
I acknowledge that by submitting this assessment electronically via the iheed Online Learning Environment,
1. I have not impersonated or allowed myself to be impersonated by any person for the purposes of this assessment.
2.
This assessment is my original work and no part of it has been copied from any other source except where due
acknowledgement is made.
3. No part of this assessment has been written for me by any other person.
4. I have not previously submitted this work for this or any other course/module.
5.
I give permission for my assessment response to be reproduced, communicated, compared, and archived for
plagiarism detection, benchmarking, or educational purposes.
6.
I understand that: Plagiarism is the presentation of the work, idea, or creation of another person as though it is
your own. It is a form of cheating and is a very serious academic offence that may lead to exclusion from the University.
Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data
and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited.
7. I give permission for my assessment response to be reproduced, communicated, compared, and archived for
plagiarism detection, benchmarking, or educational purposes.
Teaching Philosophy
To deliver good quality teaching, I believe you need to be an effective teacher, an attribute I strive to achieve. I believe
an effective teacher is passionate, motivated, adaptable, and flexible in providing variety in their teaching methods.
An effective teacher should have a deep understanding of the different educational learning theories that influence
learning (Ahmed, 2018).
I believe planning is an essential part of all teaching and involves the development of effective learning outcomes and
the implementation of learning activities required to achieve them. I feel poor preparation is more likely to lead to
learner frustration and inconsistencies. With my teaching, I try to introduce and explain new concepts by building onto
existing knowledge learners already have, as well as including reflective practice. I feel this is due to an inspirational
teacher who I deeply respect and has influenced my teaching. I have since tried to acquire their skills. I always try to
create a supportive and relaxed environment to provide opportunities for learning and encourage learning
participation. I believe in social learning, learning together in groups, as I feel this allows for better engagement and
active involvement of all learners. Fundamentally, I believe feedback is the most important element of teaching, both
for the learner and the teacher. In my teaching practice I always distribute feedback forms after each session for my
personal development. I find giving feedback more challenging and want to develop this skill further.
Teaching Design
For my teaching I was given the topic ‘Discharge planning of the extremely preterm baby’ to teach twelve first year
paediatric trainees rotating through their neonatal placement. The teaching session was scheduled for forty-five
minutes. In my teaching design I included experiential, constructivist, and Bandura’s theories of learning.
I centred most of my teaching design around small group learning, a key strategy used in adult learning (Knowles,
1980) and Bandura’s theory, learning through peers. Bandura (1977) stressed that ‘learning is a function of the
interaction between the individual, other people, and the environment’. Thus, I felt working together in groups,
sharing prior knowledge and experience, would enhance understanding and learning. This aligned with my own
philosophy of teaching and therefore I thought it was important to incorporate it into the teaching design.
Experiential learning, specifically Kolb’s cycle of learning (Kolb, 1984) was another key theory used in my teaching
design. I chose this theory as I wanted to promote reflective practice and engagement, important factors I believe in
the delivery of effective teaching; as well as gaining more experience of using this model.
To facilitate higher levels of learning, I used the theory of constructivism, ‘proposing that meaning and understanding
are built up in a process that depends on the existing knowledge foundations and cognitive operations of each
individual and the learning activities they engage in’ (Dennick, 2012). I chose this theory as I thought it would be
appropriate in whole group discussions, as my teaching progressed. I also felt I already used this model in my teaching
style, making it easier to apply with confidence.
Learning Outcomes
Through my learning outcomes I hoped to achieve specific targets to enable the learners to achieve their learning
objective, ‘’To know the discharge planning process of extremely preterm babies from the neonatal intensive care unit
to home’’. This is important as discharge planning is part of the paediatric curriculum. It is also a day-to-day process
that junior trainees are expected to be involved in during their neonatal placement.
I found writing the learning outcomes challenging and a skill I would like to develop further. As my teaching was
knowledge learning (cognitive domain), I used the revised Bloom’s taxonomy (Anderson and Krathwohl, 2001) to write
my learning outcomes. I assumed my learners had limited knowledge as they were first year paediatric trainees, so
started at the lowest order of the six levels of intellectual behaviour in learning (remember), increasing to next level
learning (understand), as my teaching progressed. I was able to apply the SMART format to all the learning outcomes.
Whilst writing my learning outcomes, I knew what cognitive level to target my teaching at, however I found it difficult
to write around it. During the first workshop, my Community of Practice (CoP) gave me guidance and offered advice
on how to develop my learning outcomes further. I felt relieved that I had approached the exercise correctly, but
slightly disheartened that improvements had been suggested. However, they reminded me that by selecting the
correct verb, I was easily able to direct my teaching to the appropriate level for the learner. I subsequently made
changes to reflect their input. I want to develop my skills for writing learning outcomes as I have learnt they are key in
providing effective teaching. I plan to get feedback from the educational lead for neonatal teaching prior to my next
teaching session.
Teaching Material
Whilst I am confident in my knowledge of discharge planning, I found it challenging incorporating the learning of the
course into the development of the teaching material. As part of my first stage planning, I reviewed current literature
and accessed the regional network guidance on discharge planning. This I found quite straightforward, as I regularly
collaborate information in my day to-day practice and was able to formulate my learning outcomes from this.
I centred the teaching material around a case study and chose a ‘real’ patient I had been involved with the discharge
planning of. Initially I thought this would be easy, however it proved quite difficult. I wanted the case to be relatively
simple, yet realistic and applicable to previous experiences on the neonatal unit to allow for experimental learning. I
soon became aware that I was not familiar with the curriculum. Although I knew the learners had not had prior
teaching on discharge planning, I did not know of their other learning competencies. This made me apprehensive
about the teaching session. Through discussion with the educational lead, I became more aware of their competency
level and identified a suitable case, appropriate for their level of learning. This process Marie
reminded
me of the importance
Andrades
2022-02-01 03:55:06
of being familiar with the curriculum. I hope to review this prior to my next teaching session.
——————————————-Good reflection
As part of developing my teaching material, I designed a PowerPoint presentation. As the teaching was held in a prearranged spacious lecture hall, I felt this was the best way for the learners to see the teaching material. However, I
did not want my teaching to be focused on material, solely developed through a PowerPoint presentation, but through
small group work. The content of the slides was therefore brief with relevant images included. It was only used for
opening and closing remarks, presenting the case study, summarising key learning points, and asking reflective
questions to promote audible engagement. I found this way of developing the PowerPoint material more challenging
due to lack of experience. My most recent teaching sessions have been held virtually, with learning centred around a
PowerPoint presentation with minimal social interaction and engagement. I hope to improve
and develop this skill and
Marie Andrades
will consider peer review in my next teaching session.
Teaching Delivery
2022-02-01 12:51:55
——————————————-based on the course what would you
diferent
for virtual teaching?
From this course, I have learnt that planning teaching delivery is essential in providing effective teaching. This can be
accomplished by using a lesson plan. I have learnt that a successful plan addresses and integrates objectives for student
learning, learning activities and strategies to assess student understanding (Milkova, no date). Prior to this course I
had not created a lesson plan. Being a visual learner, I found designing a lesson plan very useful, as it allowed me to
see all my thoughts and inspired further ideas of learning. From this I was able to construct a plan in a logically format
taking into consideration timings of opening and closing remarks and the learning activities. I shared my lesson plan
with my CoP in the second workshop. They provided guidance through the process and highlighted potential problems.
I was grateful for their input and took on board their comments and adjusted my lesson plan accordingly. I was then
more confident and determined to complete the teaching well. In the future I will continue to use lesson plans when
preparing teaching sessions.
Another teaching philosophy of mine is the importance of creating a supportive environment for learners to learn in,
and therefore planned for this in my teaching delivery. I designed the workspace for paired and small group learning
and allowed time for introductions from myself and each learner. I planned to conduct the teaching in a friendly and
motivated manner, in hope to create a supportive environment for learner engagement and retainment of knowledge.
An ‘Ice-Breaker’ was planned to establish prior knowledge on the subject; and to activate previous knowledge or
experiences for new concepts to be built upon, a strategy used in constructivism, a theory I have learnt from this
course.
I prepared my teaching to incorporate paired and small group learning. I feel small group learning is effective as it
includes all the learners’ thoughts and experiences. This reflects my teaching philosophy of social learning and learning
together in groups. Although I have used some group work in previous teaching, this was the first session where group
work was the principal teaching strategy. I therefore felt quite anxious and uncertain as to how the session would
develop and progress.
I centred the teaching around a case study and an assumption that the learners had some experience of discharge
planning as it is a daily event on neonatal units. This allowed me to incorporate reflective practice into my teaching.
Through this course, I have learnt of several models of reflective practice, including the Kolb’s experiential learning
cycle, which provided me a structure to use. Although I think reflective learning is important and essential for effective
teaching, I was apprehensive about using this model, as I have found it difficult to adapt in previous teaching.
Reflection of Teaching Session
I felt my teaching session went quite well. I think I created a safe and supportive environment as I had positive
engagement from the learners most of the time. I felt I offered specific guidance for the desired outcomes at the start
of the learning activities and therefore felt these were achieved by the end of the teaching session. During the paired
and small group learning, I was relieved to hear the learners were reflecting on their experiences and were focused on
the task given. I felt I encouraged active participation and created interesting discussions with shared learning within
the larger group. I hope to develop my skills as a facilitator in group work, by further learning from this course and
having the opportunity for my teaching to be peer reviewed by a more senior educator.
There were some challenges during my teaching, mainly due to time management and some disengagement. My
teaching was centred around a case study. The learning outcomes were achieved through reflective practice in both
small and whole group discussions. As part of Kolb’s cycle of learning I have learnt that the learner should implement
new concepts from their reflection into a new situation, in this case, the case study. Due to time restraints, I was
unable to facilitate this, and was only able to share with the group what actually happened. I felt frustrated that I didn’t
allow enough time for the learners to apply their new learning to the case study and therefore complete the Kolb’s
cycle. In future teaching sessions, I will be more mindful of timekeeping and keeping within the time allocated on the
lesson plan. I am interested in developing my reflective skills further and plan to use other models, such as Gibb’s
reflective cycle (Gibbs, 1988) to do so. I also felt there was some disengagement from some of the learners during
whole group discussions towards the end of the teaching session. I felt I was unprepared for this and didn’t adapt my
methods sufficiently. From this experience, I now know I need to learn more about the different learning activities to
improve learner engagement.
Marie Andrades
2022-02-01 12:54:08
——————————————-Really good reflection. besides reading
Feedback
a
c
n
I feel that feedback is an essential part of the learning process, and the ability to give and
receive
feedback
is an integral
you
think of
other strategies
to fulfill this
learning need e.g. talking to your COP
component of professionalism (Jug, Jiang and Bean, 2019). From this course I have learnt that feedback is an important
component of adult learning theories. In the past, whilst receiving feedback in the clinical and classroom settings, I
feel I have been receptive, which has allowed me to identify areas of improvement. When giving feedback in the clinical
setting, I have used the Pendleton (Pendleton et al, 2003) and One-Minute Preceptor (Neher et al, 1992) feedback
models, as both begin with self-assessment and encourage reflection, key components of the feedback process. I have
always tried to deliver the feedback shortly after the experience in a private environment, being mindful that feedback
should focus on the action or behaviour rather than the person (Lefroy et al, 2015). I am aware that negative feedback
can have a harmful impact, an experience I unfortunately have encountered.
At the end of my teaching session, I distributed a paper feedback form to all the learners. I felt this was the most
appropriate and easiest way to receive feedback from a group setting as it allowed for anonymous information to be
shared between the leaner and me. During my teaching, most of the learners participated equally to groupdiscussions.
I did not observe any clinical skills or assessments of individual learners and therefore did not think it was appropriate
to give separate individualised feedback. On review of my feedback, only six out of the twelve learners completed the
feedback form. Scores were high in all areas questioned and no areas of improvements were
suggested. Although it was
Marie Andrades
2022-02-01 12:57:11
positive feedback, I felt frustrated with the outcome, as no recommendations for development were made.
——————————————–
Why do
you think
Consequently, my teaching approach has not changed based on the feedback received.
Whilst
I did this
not happened
think my ? Can
your
feedback was very helpful, it did prompt me to think of different ways of receivingget
feedback
similarthrough
teaching
a better for
response
using
strategies e.g. form being given by an
situations, such as a peer review by another educator. I hope to identify opportunitiesperson
wherenot
I can
forother
this in
thearrange
teacher?
future group teaching.
methods? Perhaps this will give you a
better critical feedback that you are
looking for
Development of Personal Development Plan
From my feedback, no areas of improvement were identified. However, through self-assessment I recognised my
teaching delivery specifically time management and learner engagement were areas of development. Thus, my
learning needs for my personal development plan include 1) develop a more detailed lesson plan, allocating enough
time for each learning activity, 2) use different activities to increase engagement. To achieve these learning needs, I
will seek feedback from the educational lead on my lesson plan, research different learning activities, observe a
teaching session from a senior educator reviewing different methods of engagement, and request a peer review of my
next teaching with feedback. My lesson plan will be developed and reviewed at least two weeks prior to my next
teaching session to allow for changes to be made. I will observe a teaching session at the earliest opportunity. My plan
will be achieved by receiving positive feedback from my educational lead on my lesson plan, as well as positive
feedback from the learners and peer review at my next teaching session.
Marie Andrades
2022-02-01 13:01:49
——————————————-This could be expanded beyond the
Assignment
assignment
to development
as an
educator
I feel I have engaged well in this course as I have participated regularly in the weekly workshops,
worked
with
my CoPin the
next few months
and read the recommended reading material for the course. However, I found writing the summative assignment very
challenging and felt daunted about the whole experience. This surprised me, as I reflect regularly though my eportfolio
for my own development at work. Through more engagement with the formative assessments in the next module of
this course, I hope to gain further experience in this writing style.
References
Ahmed, M. (2018) Are good attributes of medical teachers more important than the learning style: a glimpse into the
future of medical education and learning. J Public Health Emerg, 2(18), pp1-6
Anderson, L.W., Krathwohl, D.R. (2001) A taxonomy for learning, teaching and assessing: a revision of Bloom’s
taxonomy of educational objectives. New York: Longman
Bandura, A. (1977) Social learning theory. Englewood Cliffs, NJ, USA: Prentice-Hall.
Dennick, R. (2012) Twelve tips for incorporating educational theory into teaching practices. Medical Teacher, 34(8),
pp618-624
Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford
Polytechnic: Oxford.
Jug, R., Jiang, X., Bean, S. (2019) Giving and Receiving Effective Feedback: A Review Article and How-To Guide. Arch
Pathol Lab Med, 143(2), pp244–250.
Knowles, M.S. (1980) What is andragogy? The Modern Practice of Adult Education: From Pedagogy. Cambridge, New
York, NY: Association Press, pp40-62
Kolb, D.A. (1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ,
USA: Prentice-Hall.
Lefroy, J., Watling, C., Teunissen, P.W, Brand, P. (2015) Guidelines: the do’s, don’ts and don’t knows of feedback for
clinical education. Perspectives on Medical Education, 4, pp284-299
Milkova, S. Strategies for Effective Lesson Planning. Available at https://crlt.umich.edu/gsis/p2_5 (downloaded on
January 17, 2022)
Neher, J.O., Gordon, K.C., Meyer, B., Stevens, N.A. (1992) Five-step “microskills” model of clinical teaching. J Am Board
Fam Pract, 5(4), pp419–424
Pendleton, D., Schofield, T., Tate, P., Havelock, P. (2003) The New Consultation: Developing Doctor–Patient
Communication. 2nd ed. Oxford, UK: Oxford University Press
Appendix 1: Lesson Plan
Topic: Discharge planning of the extreme preterm infant
Setting: Lecture theatre
Duration: 45 minutes
Level of student: Paediatric trainees (ST1) on neonatal rotation
Number of students: 12 (regional teaching)
Part of Session Content
INTRODUCTION Introduce myself
Trainees introduce themselves/ current workplace.
Resources
Timing
5 minutes
Motivation:
• Junior trainees expected to participate in the discharge
planning of babies born at extreme prematurity from the
neonatal unit to home on neonatal rotation.
• Complex process and often trainees have limited
experience or teaching
• On curriculum -> in postgraduate exams.
Mood: Supportive environment, encourage engagement
Learning objective
• To know the discharge planning of extreme preterm
babies from the NICU to home.
Learning outcomes
At the end of the session, the trainee will:
• Know when a baby is ready to be discharged
• List the discharge checklist
• Explain the role of a discharge planning meeting
(DPM).
PowerPoint
presentation
Content:
• PowerPoint presentation for case study/theoretical
aspect.
• Paired/small group work
MIDDLE
Use of ICE-BREAKER: Establish prior knowledge
• Use/case to set the scenario.
• To cover learning outcome 1& 2
o Present question/ in the context of reflecting on a
previous experience
o Use think/ pair & share strategies
o Each pair to report back to whole group
o Summaries learning on PowerPoint presentation
•
CONCLUSION
•
•
•
•
•
To cover learning outcome 3 whole group discussions
o Discussion with whole group
o Summaries the learning using PowerPoint
presentation
Reflect/ learning using case study
Review learning outcomes & evaluate if not met.
Questions & answers
Feedback from students
Reflection on teaching into eportfolio.
PowerPoint
presentation
35 minutes
PowerPoint
presentation
5 minutes
Appendix 2: Feedback form
Name of presenter/ teacher:
Session topic or title:
Date:
Q1: Were the learning objective & learning outcomes of the session identified and met?
Yes
No
Q2: How would you rate the mode of the teaching used? (or example lectures, group work)
1 – Very poor
2 – Poor
3 – Average
4 – Good
5 – Very Good
Please comment on aspects that were particularly good or that could be improved?
Q3: How would you rate the delivery of the session?
1 – Very poor
2 – Poor
3 – Average
4 – Good
5 – Very Good
Please comment on aspects that were particularly good or that could be improved?
Q4: How would you rate the content of the teaching?
1 – Very poor
2 – Poor
3 – Average
4 – Good
5 – Very Good
Please comment on aspects that were particularly good or that could be improved?
Q5: How helpful did you find the teaching session?
1 – Very poor
2 – Poor
3 – Average
4 – Good
5 – Very Good
Please comment on aspects that were particularly good or that could be improved?
Appendix 3: Personal Development Plan
What do I need to learn?
•
Learning needs:
1. Develop a more detailed lesson plan
2. Use different activities to increase engagement.
How will I achieve learning needs (strategy)?
•
Seek feedback from the educational lead on my lesson plan
•
Research different learning activities
•
Observe a teaching session from a senior educator reviewing different methods of engagement
•
Request a peer review of my next teaching with feedback.
What is the timeline?
•
At least two weeks prior to my next teaching session to allow for changes to be made.
•
Observe a teaching session at the earliest opportunity.
How will I know it is achieved?
•
Positive feedback from my educational lead on my lesson plan
•
Positive feedback from the learners and peer review at my next teaching session.
How does this link to past and future learning?
•
Group learning
•
Presenting skills.
Musculoskeletal
XRAY
SESSION
Mustafa Alward, MD
SQUH
Orthopaedics Unit
Key points
• Be systematic
• Look at all views available
• If available compare with old images
• Look for the unexpected
• Assess image quality and if clinically appropriate consider
requesting a repeat X-ray
Bone Anatomy
Joint Anatomy
Systematic approach
• Patient and image details
• Bone and joint alignment
• Joint spacing
• Cortical outline
• Soft tissues
Bone and joint alignment
Joint Space
Cortical Continuity
Soft Tissue
Viewing Principles
• 2 views are better than 1
• Check all available images
• Compare with the other side (if imaged)
• If available ALWAYS compare with old X-rays
2 views are better than 1
Compare with the other side (if imaged)
If available ALWAYS compare with old X-rays
Do not get distracted!
Look for the unexpected
Introduction to Trauma X-ray
• Use the correct anatomical terms for description of bone and joint
injuries
• X-rays are used to:
1- Diagnose fractures
2- Assesses fracture treatment
3- Check for fracture complications
Describe a Fracture
• Anatomical
• Comminution
• Displacement (Translation, angulation, shortening, rotation)
• Soft tissue
Fracture description – Anatomical
Comminution
Displacement
1- Translation
2- Angulation
3- Shortening
4- Rotation
Translation
Angulation
Shortening
Rotation
Upper Limb Trauma
• Clavicle
• Acromioclavicular
• Glenohumeral
• Humerus
• Elbow
• Radius & Ulna
• Wrist
• Hand
Clavicle
Shoulder
Glenohumeral Joint
Humerus
Elbow
Wrist
Hand
References
• https://www.radiologymasterclass.co.uk
• https://www.startradiology.com/index.html
Masters in Medical Education
Module 1 – 3 Rubric
May 2022