Reflection on Learning & Teaching Module in Medical Education ( PGCert)

I am writing here to reflect on my development as a teacher, which I think has followed a natural progression after attending the Learning and Teaching module in Medical Education. My practice has grown who I am, but to develop professionally, practice alone is not sufficient. I necessitate learning from those practices to grow more skilled at my teaching, so here I will use Gibb's reflective cycle, which is one of the compelling ways I can learn by reflecting on my experience, seeing what I would do differently or what went really well that I can do again, and then how I can translate that to a future learning journey.

 Description:

Throughout this module, I got an ample chance to explore the following learning and teaching techniques:

•  A range of conceptions of learning and teaching
• Understanding of different types of educational theories
•  Basic teaching methods used in clinical settings like Feedback and reflection that includes both reflections in action and reflection on action
• The importance of the effective and supportive educational environment
• Different types of learning approaches, including the deep, strategic, and surface apathetic approach
• Creating an effective lesson plan its key components, teaching attitudes and skills by designing instruction, and facilitating the specific learning outcomes by utilizing the full potential of different teaching methods
• The strengths and weaknesses of large and small group teaching
• Benefits of various tech tools in promoting medical education
• Simulation and its role in medical education
• Meaning and Importance of Workplace Learning & teaching in medical education 
• Role of a teaching mentor, the strengths and challenges of peer-evaluation, and Micro-teaching stages in developing a teacher (Course: CM50136 - Learning and Teaching in Medical Education (Jan 2021), n.d.)

Last but not least, the module's summative part allowed me to reflect on two educational theories and derived learning and teaching principles that fit my teaching practice. I had an opportunity to create a lesson plan that was mostly based on my selected theories and, finally, the reflective activity to improve my learning outcomes.

Feelings:

I have been really impressed by the ease of using the online learning Moodle platform, alongside the conducted Virtual Sessions on the blackboard, which in itself has actually been quite inspirational to me as a student and receiving feedback directly from the peers and tutors almost straight away was really quite enjoyable, it has improved the way of learning and really satisfying. The feedback received from the tutor on the formative assignment was a great help for me to meet the summative assignment's expectations.

 Evaluation:

During the learning journey, I found this module reflects on Prosser & Trigwell's relational teaching model and effective application of observational learning construct of social cognitive theory where my learning outcome depended on my characteristics, module design, and perception of context and finally, the motivation which I received from my fellow learners to complete the weekly tasks and the submission of formative and summative assignment.

Based on the educational theories discussed in this module, my understanding of Behaviourism is that the learners are passive and simply react based on the stimuli they receive from the environment; the development of behaviour is purely dependent on positive and negative reinforcement. The cognitive theory states that learners are rational beings who are actively involved in the learning process; here, their brain is just like an analytical device where they receive information, process and integrate them, and produce desired results. While in Constructivism, the learning is more meaningful to students where they can interact with a problem and help them shape their knowledge over time by adding knowledge to previously learned concepts; they are actively involved in trying and evolving new concepts in this way, every learner has unique learning experience. (Ertmer & Newby, 2013).

Based on my teaching practice and criteria among all learning approaches, I prefer a strategic approach by implementing problem-based learning and small group discussion. One of the best things I found in this module was a commitment to observational training to critically evaluate and think about how my own education style and method could be developed. As we all work at different speeds and time zones, I found timely engagement in feedback conversation with peers was difficult to manage sometimes. 

Analysis:

Due to various obvious reasons, I could not cover the whole reading list, including a few essential and mostly further reading topics, which I have plans to cover by the end of this month hopefully. Moreover, I had not been effectively engaged in all educational activities, which I understand is something that would have been played a significant role in improving my efficiency in my setting. However, I maintained the weekly reflective journal that helped me brainstorm adaptive tactics to utilize in my teaching practice. One of the best tactics now I am experiencing is the facilitator's role. I am using a constructivist approach to plan hands-on experiences and understand my learners' different biases and learning styles. I have also experienced peer evaluation very constructive as my review partner can discuss the strengths in my teaching practices and also those areas that may require improvement; once I have been given this feedback, I must take the time to consider how this information can help me to improve my teaching and then I can implement any changes and evaluate the benefits this may bring to student learning. In addition to this, the chance to engage in Workplace learning and informal teaching assisted me in improving my pedagogical application (“Pract. Assessment, Res. Eval. PARE.,” 1989).

 Conclusion & Action Plans:

After finishing this module, I am confident enough to find strategies to make a conceptual change in my student's knowledge and have been able to judge feedback on a deeper level, including what feedback should seem like, the feedback goals, and how to develop feedback effectiveness. I feel capable of delivering a practical teaching session based on chosen learning theories and derived principles. My action plan involves embracing critical reflection throughout my practice; through my teaching, using the frameworks, I have got to evaluate my teaching sessions and manage to improve them critically. To sum up, I am here to facilitate education. No matter how complex or painful scenarios are there to tackle, being an educator, I have a responsibility to sort matters out and promote effective teaching and portfolio activities by engaging learners in the process of learning.