Florida National University Teaching Activity and Personal Development Plan Reflection

Submit a 2,500-word in depth reflection (analysis) of the teaching activity and a personal development plan based on lessons learned including:

  • the educational theories underpinning your teaching session
  • reflection on the teaching activities (portfolio) created as part of your formative assignments, including the teaching evaluation
  • development of a personal action plan for professional growth as a health professions educator
  • 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.
    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.
    I give permission for my assessment response to be reproduced, communicated, compared, and archived for
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    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
    me of the importance
    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
    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
    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
    I feel that feedback is an essential part of the learning process, and the ability to give and
    is an integral
    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.
    I did this
    not happened
    think my ? Can
    feedback was very helpful, it did prompt me to think of different ways of receivingget
    a better for
    strategies e.g. form being given by an
    situations, such as a peer review by another educator. I hope to identify opportunitiesperson
    I can
    this in
    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
    to development
    as an
    I feel I have engaged well in this course as I have participated regularly in the weekly workshops,
    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.
    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),
    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.
    5 minutes
    • 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
    • PowerPoint presentation for case study/theoretical
    • Paired/small group work
    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


    To cover learning outcome 3 whole group discussions
    o Discussion with whole group
    o Summaries the learning using PowerPoint
    Reflect/ learning using case study
    Review learning outcomes & evaluate if not met.
    Questions & answers
    Feedback from students
    Reflection on teaching into eportfolio.
    35 minutes
    5 minutes
    Appendix 2: Feedback form
    Name of presenter/ teacher:
    Session topic or title:
    Q1: Were the learning objective & learning outcomes of the session identified and met?
    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.
    Mustafa Alward, MD
    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
    • 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
    1- Translation
    2- Angulation
    3- Shortening
    4- Rotation
    Upper Limb Trauma
    • Clavicle
    • Acromioclavicular
    • Glenohumeral
    • Humerus
    • Elbow
    • Radius & Ulna
    • Wrist
    • Hand
    Glenohumeral Joint
    • https://www.radiologymasterclass.co.uk
    • https://www.startradiology.com/index.html
    Masters in Medical Education
    Module 1 – 3 Rubric
    May 2022

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