SHE Level 3
SCQF Credit Points 10.00
ECTS Credit Points 5.00
Module Code M3B925117
Module Leader Lee O'Brien
School School of Health and Life Sciences
Subject Paramedic Science
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

-9 This module will introduce the learner to pertinent adult learning theory as related to paramedic education and support in the practice-based learning environment. By engaging with adult and work-based learning theories the learners understanding of them will be broadened and deepened relating them directly to their context and environment. Learners on this module will critically examine the real-world problems of engaging adult learners in the challenging practice based learning environment. Participants will be encouraged to demonstrate leadership and professionalism in developing technical and non-technical skill education to support the growth of an organisational learning culture. Through demonstrating the principles of assessment and feedback students will show a learner-centric approach to paramedic practice based education.


-9 Adult Learning Theories: -360b7 Andragogy. -360b7 Contructivism, Behaviourism. b7 Socio-cognitive. b7 Socio-cultural (situated learning / communities of practice). Practice-Based Learning Strategies. -360b7 Clinical Supervision -360b7 Mentoring b7 Preceptorship b7 Coaching b7 The role of the practice based educator Promoting student engagement. -360b7 Communication and relationship building -360b7 Delivering feedback. b7 Assessment (Formative and summative).

Learning Outcomes

On completion of this module students should be able to:1. Critically discuss the role of the practice educator in the context of Paramedic practice2. Critically appraise the application of specific teaching and learning theories in the practice based learning envronment3. Critically reflect upon the application of the key feedback and assessment principles in Paramedic practice based learning environments

Teaching / Learning Strategy

An online approach to teaching encompassing keynote lectures, directed and supported study with group work. Online resources will incorporate downloadable podcasts, learning activities and suggested further reading. Peer interaction and support will be enhanced through the use of an online blog forum. Students will also be encouraged to participate formative activities in preparation for summative assessment.

Indicative Reading

Cantillon, P. (2003). ABC of learning and teaching in medicine: Teaching large groups. British medical journal. 325, 437-440 -9 Clarke, V., Fellows, B., Gregson, M., Lowery-Richardson, K., Keenan, C., Tune, R., Bates, P., Taylor, J., (2017) Practice Educators' Guidance. College of Paramedics: Class Publishing. Gopee, N. (2015). Mentoring and Supervision in Healthcare. Sage: London. Kaufman, D.M. & Mann, K.V. (2014). Teaching and learning in medical education: How theory can inform practice. In: T Swanick (Eds.), Understanding medical education: evidence, theory and practice (2 nd ed., pp.7-31). West Sussex: Wiley-Blackwell. Knowles, M. (1973). The adult learner: a neglected species. Houston: Gulf Publishing Company. Lefroy, J., Watling, C., Teunissen, W.P. & Brand, P. (2015). Guidelines: the do's, don'ts and don't knows of feedback for clinical education. Perspectives on medical education. 4 (6) 284 - 299. Morton-Cooper, A., Palmer, A. (2000) Mentoring, Preceptorship and Clinical Supervision. Blackwell Publishing: Oxford. McKimm, J. (2009). Clinical teaching made easy: Giving effective feedback. British journal of hospital medicine. 70 (3) 158 - 161 Neher, J. & Stevens, N. (2003) The one-minute preceptor: shaping the teaching conversation. Family medicine , 35, 391 - 393. Norton, J. (2003). Work based assessment. British medical journal . 326: 753 - 755 Stuart, C. (2013). Mentoring, Learning and Assessment in Clinical Practice. Churchill Livingstone: London.(2 nd ed., pp.317 - 327) West Sussex: Wiley-Blackwell. Wood, D.F. (2014). Formative assessment. In: T. Swanick (Eds.), Understanding medical education: evidence. Theory and practice. (2 nd ed., pp317-330) West Sussex: Wiley-Blackwell.

Transferrable Skills

-9 Communication and interpersonal skills Knowledge and understanding of education in healthcare Research Critical analysis Self awareness and reflection Use of information technology Evidence discussion Facilitating learning and assessment in clinical practice Decision making Problem solving

Module Structure

Activity Total Hours
Assessment (PT) 10.00
Lectures (PT) 20.00
Independent Learning (PT) 70.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 35% 2000 word reflective coursework