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Module Overview

This is a module aimed at any Health Care Professional who is keen to develop their skills in supervising junior colleagues, students or trainees. It is suitable for those who currently have supervision responsibilities but also those who would like to develop their skills and theoretical understanding of supervision in order to prepare them for future supervisory practice.

Aims of the module

This module aims to explore and critically engage with the contemporary issues in clinical and educational supervision, through a range of theoretical and practical lenses. This will enable students to develop a deeper understanding of the theoretical and evidence frameworks underpinning supervisory relationships. In particular, it allows students to relate their learning to their own supervisory experience (as teacher or learner) in the clinical workplace.

The module aims to support students to gain insight into areas relevant to the process of supervision, including:

• Models of/ Approaches to supervision
• Identifying educational needs
• Reflecting effectively and supporting effective reflection for supervisees
• Differential Attainment in the clinical workplace learning environment
• Undertaking supervisory conversations
• Supporting supervisees encountering difficulty

The module also aims to support exploration of the relevant aspect of the educational environment and requirements of the supervisee, for example

• Workplace learning
• Assessment in clinical settings
• Interprofessional learning
• Reflective practice

Module learning outcomes

On this module, you will develop knowledge, skills and understanding that will enable you to:

• Review theories of supervision and apply them to your practice (or potential practice) as an educator and supervisor in clinical settings.
• Undertake in-depth reflection on your own practice, informed by an understanding of the theoretical basis of reflective practice
• Support supervisees in the development of their own ability to reflect effectively
• Critically assess the different approaches used in supervisory practice and apply them to your own setting

• Reflect on individual skills required for effective supervision, self-reflection and promoting self-awareness.
• Feel confident in undertaking reflective practice
• Feel confident in supporting supervisees to undertake reflective practice and improve the effectiveness of their reflective practice
• Develop awareness of different approaches used to manage performance for professional development in the clinical context

Mode of Delivery

This module will be delivered over 8 weeks, via weekly self-directed (asynchronous) learning activities on Moodle, (Ïã¸ÛÁùºÏ²Ê’s Virtual Learning Environment), and 5 x live (synchronous) sessions on Zoom. The programme of study is structured in one- or two-week ‘Units’ of study, which students undertake in a self-directed manner, using Learning Activities on Moodle, which are announced at the start of each week. The Zoom tutorials throughout the module offer students the chance to explore key topics alongside their peers and tutors, including small group teaching, to ‘check in’ regarding more challenging aspects of learning, and to receive feedback during assignment preparation.

During Learning Activities, you will engage with learning materials provided on Moodle, which offer signposts to appropriate literature, and exercises to challenge and develop your understanding. It is important to remember that the module has a self-directed approach, which places you as the student in the role of proactive learner, responsible for your own learning journey. We therefore encourage you take a proactive approach to immersing in the relevant literature, by browsing the reading list, and searching for additional journals within your area of interest. Module tutors will be happy to discuss new articles that you have found in terms of their relevance to the module. The teaching approach for the weekly asynchronous Learning Activities will vary depending on the type of learning activity. At times there will be close facilitation of online activities, and at others learning will be more self-directed, or involve peer feedback.

Formative assessment

Early in the second half of the module, you will take part in a developmental exercise aimed at supporting you to draw on relevant pedagogic theory to achieve meaningful reflection on your own practice, and evolve this skillset to support meaningful reflection in others. This includes a peer learning activity, involving exchanging a short piece of reflective work with another student, to give and receive feedback. This is to support your learning, in conjunction with relevant literature, regarding Reflecting Effectively and Supporting Reflection in Others. You will also receive formative feedback from tutors to guide your development in this area.

Summative Assessment:

The module is assessed with a 3,500 word assignment, comprising an academic piece of writing based on one of the areas addressed in the module, that you feel is relevant to your own supervisory practice. The assignment invites you to identify a goal or challenge in relation to your supervision practice, and draw on the relevant literature to critically consider how theory and evidence can inform this goal or challenge.

Engagement Requirements

Ïã¸ÛÁùºÏ²Ê expects students to attend all the scheduled learning events which appear on their timetable as this gives students the best chance of academic success. This includes all events set out in the Programme handbook or those provided to students during a module, including personal tutorials.

Students are expected to engage fully with their online learning, both synchronous sessions and self-directed study.Ìý Faculty require a minimum of 50% attendance of all teaching events. This minimum 50% includes all compulsory synchronous sessions on the module timetable.Ìý Synchronous sessions can only be missed in exceptional circumstances. ÌýStudents are required to notify PGME in advance if they cannot attend the compulsory sessions.