The learning and teaching strategies of this creative and exciting healthcare course promote active student engagement. The Inclusion Toolkit is used to develop accessible, flexible and inclusive approaches that empower you to engage with self-directed learning. Blended and inclusive teaching and assessment occurs across all academic modules. The course is challenging and student-focused, utilising scenario-based and e-learning strategies, rooted in the real world of contemporary integrated care systems, allowing you to build knowledge, solve problems and make decisions as you become a reflective practitioner and leader.
You will learn through a combination of face-to-face taught sessions in lectures, on-line and in practical skills sessions, seminars and tutorials. Workshops, group projects, placement visits, work-related case studies, role playing, and a research project offer experiential learning opportunities including contributions from service users and providers providing authentic interactions. Further, needs analysis, problem-solving and decision making are key elements of the course.
Seminars enable rich discussion and development of understanding of topics covered in lectures, and practical sessions are focused on developing subject specific skills and applied individual and group project work. In addition, a strength of the course is that many modules are informed by staff whose research and professional practice are in specific areas such as Occupational Therapy, Physiotherapy, Paramedic Science, Nursing, Social work.
You are given detailed module outlines, which include planned teaching activity, attendance requirements, assessment brief, assessment criteria and reading lists. You will be expected to attend all taught sessions, some of which maybe online whilst others may be face-to-face. You are expected to complete all assessments unless mitigating circumstances prevail. Taught sessions will include activities that depend on your participation and collaboration. Work-related case studies, role play and discussion, for instance, depend on participants’ attendance and regard for the learning of others for their value as well as for your own learning. You will also be expected to read around the subject areas you are studying. In addition, meetings with Personal Academic Tutors (PATs) are scheduled on at least four occasions during the first year with an additional three occasions in the second and third years. As part of this course, you are required to complete a Personal Development Plan (PDP) to support their future employability.
The Blackboard Learning System, the University’s Virtual Learning Environment (VLE), is used to provide module-specific learning resources. These include, but are not limited to, module outlines and handouts, lecture material, videos, various documents, reading lists, formative assessments and feedback/feedforward on summative assessments.