Learning, Teaching and Assessment

For module start dates, view the 2023-24 Module Calendar (.docx)

This module enhances critical knowledge, skills and expertise of healthcare practitioners as educators, in both the facilitation and assessment of learning in practice and higher education settings.

You will learn about theories and philosophies of learning and explore contemporary thinking about assessment and feedback. You will consider how the critical and effective use of teaching, learning and assessment strategies enable learners engaged in professional development to gain the knowledge and skills required for professional practice.

This module fits well within our Medical and Clinical Education pathway at PG Certificate, PG Diploma or Masters level. 

Learning outcomes

After this module you will be able to:

1. Critically apply and reflect upon the strategies and methods used to facilitate learning experiences.
2. Critically evaluate learning theories, concepts and philosophies embedded in contemporary educational practices.
3. Critically apply and evaluate assessment processes that facilitate learning according to the principles of assessment.
4. Critically reflect on own experiences as an educator and critical evaluation of own educational practices and performance.

Accreditation and professional recognition

Participants who hold a higher education teaching contract with the University of Essex may be eligible to gain Fellowship of the Higher Education Academy (FHEA) on successful completion of this module.

Participants who successfully complete this module (as well as HS951) and are employed as a General Practitioner (GP) in a registered GP Training Practice can qualify as GP trainers.

Our expert staff

This module is designed and delivered by Dr Chris Green, senior lecturer and researcher in health professions education. He leads the MSc in Medical and Clinical Education (MaCE) and is a Senior Fellow of AdvanceHE. Chris has published work on interprofessional education, evidence synthesis of educational research, curriculum and pedagogy.

What our participants say

"Completing MaCE has hugely benefitted my personal and professional development; I feel all involved in delivering education in the healthcare setting would benefit from either completing some of the modules or the complete programme.  Each module complemented each other, personally I was more engaged and receptive to classroom based learning and interaction. HS950 was well designed with good teaching strategies." (nurse education facilitator)

"I feel more confident in designing and planning learning activities and teaching.  I believe I have a greater understanding of the principles that underpin the marking practice and giving students feedback on written work, which has improved my confidence in this area." (nurse lecturer)

"The MaCE course introduced me to educational theory and developed my skills in critically analysing papers and educational processes. I have applied this to my current practice and feel that this has had a positive impact." (GP)

"Having undertaken this course I feel I am much more receptive to the needs of the learners I interact with, maximising learning opportunities." (NHS education manager)

• Be working directly with learners within a clinical or higher education setting.
• Ideally have three years post-registration experience.
• Demonstrate an enthusiasm for facilitating learning and challenging own assumptions.

Module Outline

The module is delivered in over four to five timetabled days (usually 09.30 to 16.30) through the autumn term.

Participants engage in action learning sets, interactive seminars, peer supervision, and workshop activities in class and community activities and discussion online between delivered sessions. Participants may access face-to-face or telephone tutorials to discuss formative coursework and to receive supervision on their educational practices.

Topics covered include:

• Learning theories in context
• Critical assumptions embedded in contemporary learning and teaching
• Assumptions about teaching and learning strategies
• Constructive feedback on small group learning session
• Principles and forms of constructive feedback
• Planning and facilitating learning, feedback and assessment
• Purpose, principles, types and forms of authentic assessment
• Professional and ethical accountabilities of assessment.

We understand that deciding where and what to study is a very important decision for you. We’ll make all reasonable efforts to provide you with the courses, services and facilities as described on our website. However, if we need to make material changes, for example due to significant disruption, or in response to COVID-19, we’ll let our applicants and students know as soon as possible.

Assessment strategy

A 6000 word portfolio consisting of reflective logs of educational experiences, a critical reflection of a videoed teaching session, a critical reflective account of assessment of a learner or group of learners.

Our CPD Funding page has more information on fees for our modules and potential funding sources.

We have guidance on making your application and the forms to download on our how to apply page.