Module code: HCRM049

Module Overview

The module empowers students to explore the intricacies of creative educational design and development, within their specialist area, from implementation, delivery, and evaluation of learning. In addition to interprofessional learning, there will be opportunities for students from different professional disciplines to develop educational provision whilst reflecting upon and fostering a critical exploration of educational philosophy and pedagogic practices. Equipping them with the skills to design and assess innovative learning strategies aimed at enhancing the overall learning experience. In essence, students will gain a holistic perspective on education and develop the ability to create and evaluate novel approaches to facilitate effective learning journeys.

Module provider

School of Health Sciences

Module Leader

HARRINGTON Jordan (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

Workshop Hours: 10

Independent Learning Hours: 100

Lecture Hours: 5

Seminar Hours: 3

Tutorial Hours: 2

Practical/Performance Hours: 2

Guided Learning: 18

Captured Content: 10

Module Availability

Semester 2

Prerequisites / Co-requisites

Students must be a registered health or social care professional (NMC/HCPC/GMC/GPhC/SWE). It is necessary for the student to be working in an environment that allows them to meet the learning outcomes.

Module content

  • Curriculum philosophy, design, and models.

  • Social, economic, and political factors influencing the curriculum, including key national documentation.

  • The importance of the student experience and building on experience.

  • The learning journey through the curriculum with specific emphasis on the student's own area of practice.

  • The peer review process, in relation to evaluation and feedback.

  • Programme specifications including writing aims and outcomes.

  • Assessment strategies, including feedback and feedforward and effective communication.

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework Unit of Education document 75
Oral exam or presentation Formal presentation 25

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of educational design, development implementation and evaluation. There is an opportunity of presenting their unit of educational provision for academic and peer review. 

Summative assessment for this module is twofold with weighting of marks of 75% and subsequent 25% consisting of:

Part One is a formal outline documentation outlining the design and development of a unit of education through the selection of a current initiative or innovation in the student's field of practice. This submission will consider educational philosophy, factors influencing the design, including a model and educational strategies to enhance the student experience and ultimately their learning journey. This document is to be submitted via SurreyLearn. Word Count: 3,000 words. Mapped to Learning Outcomes; 1, 2, 3 & 4.

Part Two will be a formal presentation of the unit of education to their peer group and academic staff which will take the form of an internal programme review. Mapped to Learning Outcomes; 1, 2, 3 & 4.

Formative Assessment : A formative internal programme review will be held with academics, and this will be peer reviewed to enable students to reflect on the knowledge that they have gained to assist them in designing and developing their own specific education provision. A formative one-page essay plan submission via SurreyLearn.

Feedback: Students will receive feedback through a variety of methods, these include:

  • Written  formative feedback on a one-page plan through SurreyLearn

  •  Opportunities for academic verbal feedback and peer review feedback within timetabled programme review session

  • Group tutorials with verbal feedback

  • Written summative feedback on an outline documentation submitted through SurreyLearn

Module aims

  • Develop an appreciation of the various processes involved in educational design and development. This includes gaining insight into how educational programmes and materials are created and refined to meet specific learning objectives.
  • Engage in critical thinking and examination of educational philosophies and pedagogic practices. By doing so, they will be better equipped to assess the underlying principles that guide education and teaching methods.
  • Be empowered to design and assess innovative strategies aimed at enhancing the learning experience. They will have the opportunity to explore and create new approaches that can positively impact the journey of acquiring knowledge and skills.
  • By accomplishing these aims, students will be better prepared to contribute to the field of education and to make meaningful advancements in the way we design and deliver learning experiences.

Learning outcomes

Attributes Developed
001 Demonstrate an in-depth consideration by critically analysing a range of curriculum models making application to your practice which is underpinned by relevant pedagogical theories. KCPT
002 Be critically aware of the social, economic, and political factors which influence the design of education provision in clinical practice and higher education settings. KCPT
003 Analyse key elements, including national/key policy to inform approaches to educational design, delivery, and evaluation. KCPT
004 Develop the skills associated with creativity to generate innovative ways of delivery. KCPT
005 Develop skills of critical feedback which support your peers in enhancing their educational practice. KCPT

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:

  • Explore the complexities of a curriculum journey through design and developing a unit of education from planning to delivery.

  • Provide students with the opportunity to apply the current theoretical and methodological approaches to build a sound knowledge base for educational design.

  • Equip students to build on existing knowledge in relation to learning theories and application to curriculum design and development.

  • Analyse and critique the student experience, building upon knowledge to enhance the student journey

The learning and teaching methods include:

  • Lectures on curriculum models and design solutions.

  • Small group work and classroom discussion to explore how educational design is shaped by the current social, economic, political landscape.

  • Facilitated group presentations on educational provision to incorporate the student journey and experience.

  • Student led discussions and peer review, including feedback and evaluation on educational design.

  • Guided self-directed study on producing a unit of educational design.

  • Tutorials to aid developmental.

  • Independent study

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

Upon accessing the reading list, please search for the module using the module code: HCRM049

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: Employability: Students are registered healthcare professionals and will be developing skills and knowledge that can be applied to their educational role and will enhance their future career aspirations and employability. The assessment strategy is designed to support the development of education in a range of settings, so considering education delivery from a wider perspective than the standard HEI environment. Digital capabilities: Students will develop their digital capabilities by the critical use of information, problem solving and innovative approaches, such as technology enhanced learning, whilst identifying a need and the creation of designing a unit of educational provision. There is an opportunity to collaborate and participate in co-creating formative and summative educational designed unit of education, the latter will be submitted via SurreyLearn. These skills will be transferable to their educational professional role, whilst working in a teaching or curriculum team; designing learning opportunities; support and facilitate learning and being proactive in peer learning; design and adopt different modes of learning as appropriate to the educational provision that they have designed (e.g., self-directed, blended, hybrid, asynchronous/synchronous). 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. One of the areas explored in depth thought interprofessional experiential learning, is the backgrounds and education experiences of students on the module. This module attracts a high number of overseas healthcare practitioners, so this provides a wide perspective on global education practices for students to draw on. Sustainability: Students are encouraged to emphasise the need for sustainable educational design and development, through critical exploration and alignment of educational philosophy and pedagogic practices with sustainability principles. They learn to design and evaluate innovative educational strategies not only with the aim of enhancing the learning journey but also in consideration of their long-term ecological, social, and economic impacts, particularly relevant to those working with state or charity funded organisations within the health and social care sector. By embedding sustainability within educational processes, students contribute to a more sustainable future, where knowledge and skills are imparted in ways that align with environmental and societal well-being. Resourcefulness and Resilience: Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to ever changing needs of educational design to reflect the changing landscape 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.

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Education for Health Professionals PGCert 2 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.