EDUCATING HEALTH PROFESSIONALS - 2025/6
Module code: HCRM046
Module Overview
The module provides the students with a comprehensive understanding of how people learn in a learning environment with an emphasis on what constitutes an effective learning setting and how this is conducive for learning. Through a series of lectures and facilitated groupwork students will identify educational strategies that can be used to ensure that the student learning journey is meaningful. These concepts will be underpinned by learning theories which will help the students construct an understanding of how people learn in their own environments.
Module provider
School of Health Sciences
Module Leader
WARD Hayley (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 90
Lecture Hours: 10
Seminar Hours: 8
Tutorial Hours: 2
Guided Learning: 20
Captured Content: 20
Module Availability
Semester 1
Prerequisites / Co-requisites
N/A
Module content
The module provides the students with a comprehensive understanding of how people learn in a learning environment with an emphasis on what constitutes an effective learning setting and how this is conducive for learning. Through a series of lectures and facilitated groupwork students will identify educational strategies that can be used to ensure that the student learning journey is meaningful. These concepts will be underpinned by learning theories which will help the students construct an understanding of how people learn in their own environments.
Assessment pattern
| Assessment type | Unit of assessment | Weighting |
|---|---|---|
| Coursework | Essay | 100 |
Alternative Assessment
N/A
Assessment Strategy
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of how people learn and strategies to facilitate learning within their learning environment. Formative Assessment Is embedded within the teaching and learning for the module, with online tutorials conducted with verbal feedback/feedforward given. A draft essay plan following tutorials will be submitted; this will receive written feedback and guidance on development for the summative submission.
Thus, the summative assessment for this module consists of: A 3000-word academic essay that critically analyses and evaluates inclusive educational strategies that provide opportunities to facilitate learning. This in turn will inform proposals for developing educational practice. Mapped to Learning Outcomes; 1, 2, 3 & 4. Feedback Students will receive feedback and feedforward through a variety of methods:
- Written directive formative feedback on essay plan via Surrey Learn
- Tutorial with verbal feedback
- Written summative feedback on SurreyLearn
Module aims
- Gain a comprehensive understanding of learning theories, their practical applications and how these have an impact on the way learners learn, with a particular focus on workplace settings. Students will gain an insight into how these theories influence the learning process, fostering critical thinking in this context.
- Be proficient in critically evaluating the connections between theoretical principles and practical implementation, as well as exploring educational strategies for effective facilitation and assessment of learning.
- Develop the ability to generate and assess innovative learning opportunities while considering inclusive approaches to learning. This approach ensures that education is accessible and beneficial to a wide range of learners.
- Foster a deeper appreciation of the complex interplay between theory and practice in the realm of education and professional development. Students will gain the ability to bridge the gap between educational theory and real-world application, becoming more effective and insightful educators.
Learning outcomes
| Attributes Developed | ||
| 001 | Demonstrate an understanding of the learning environment in which you work, with consideration of the internal and external factors which influence your approach to inclusive education. | CKPT |
| 002 | Critically examine and evaluate an educational strategy used within practice-based education to optimise student centred learning and assessment. | CKPT |
| 003 | Explore a learning theory which underpins your education strategy and link the learning theory to the strategy in a critical manner. | CKPT |
| 004 | Synthesizes ideas and develops innovative proposals to enhance opportunities for learning. | CKPT |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to enable learners to: Consider their learning environment, whilst recognising internal and external factors which influence approaches to learning.
Explore a range of educational strategies to facilitate learning within the learning environment. Reflect and apply learning theory to their own practice whilst recognising the links to educational strategies.
The learning and teaching methods include:
Lectures on learning environments, learning theories and educational strategies.
Small group work and classroom discussion to explore how educational strategies are influenced by current practice and how this is linked to internal/external factors and learning theories.
Student led discussions and peer review, including feedback and evaluation on educational strategies, practice and learning theories.
Guided self-directed study on producing an academic essay. Tutorials to aid developmental.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list
https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: HCRM046
Other information
The school of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: Digital capabilities: Students will develop their digital capabilities by the critical use of information, this could include exploration of virtual learning environment or simulation as educational strategies. Within the assessment students could choose to focus on how this has an impact on a dynamic learning environment. These skills will be transferable to their educational professional role, whilst working in a teaching team; designing learning opportunities; support and facilitate learning whilst adopting different modes of learning as appropriate to the educational setting that they work within (e.g., self-directed, blended, hybrid, asynchronous/synchronous). Employability: Students are registered healthcare professionals and will be developing skills and knowledge that can be applied to their educational role, learning environment and learners. This will enhance and develop their professional skills and resilience whilst working within an ever-changing learning environment, all of which will enhance their future employability. Throughout the module students are encouraged to engage in peer reflective discussions and to review their own practices, strengths and weakness to develop self. Global and cultural capabilities: The module content incorporates perspectives and practices from a range of cultures, thus enabling students to diversify their knowledge and reflect on different experiences in a healthcare setting. Students will work together in groups and perform problem solving exercises to develop and deepen their understanding of the Inclusive approaches to education, with respect to the interests of neurodivergent learners, cultural groups, equity, and diversity. Many students on this module are nurses who were originally educated overseas, the use of experiential learning as a teaching and learning strategies enables these stories to be shared, to expand knowledge and understanding of cultural differences in educational practices. Resourcefulness and Resilience: The learning and teaching strategy is designed to enable students to develop the ability to engage, reflect, evaluate, adapt, and respond flexibly to the ever-changing needs of the learning environment to reflect internal and external factors in healthcare practice throughout the module. This pillar is fundamental to the development of safe and confident educators through problem solving, creativity whilst identifying and responding to the needs of learners, the organisation, and wider context of healthcare practice. Sustainability: This learning and teaching strategy promotes more equitable, inclusive, and adaptable educational practices that empower individuals to learn throughout their lives, while also considering broader social and environmental implications. It contributes to the sustainability of education systems, workplaces, and society at large by fostering a culture of continuous learning, responsiveness, and responsibility.
Programmes this module appears in
| Programme | Semester | Classification | Qualifying conditions |
|---|---|---|---|
| Advanced Clinical Practice MSc | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Education for Health Professionals PGCert | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Education for Health Professionals MA | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2025/6 academic year.