Faculty of Medicine, Nursing and Health Sciences

Postgraduate - Unit

This unit entry is for students who completed this unit in 2012 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNotting Hill Term 2 2012 (Off-campus block of classes)
Coordinator(s)A/Prof Liz Molloy


This unit will provide participants with the opportunity to develop their knowledge and skills in the area of clinical teaching. Participants will explore the theories that have been developed to classify, explain and describe different approaches to clinical teaching and learning. In doing so, participants will be expected to draw upon experience from their own teaching evidence, from the approach of their own professional group and also information from other health professions.


On completion of this unit, participants will be able to:

  1. Describe recent and current trends in clinical teaching within health professional
education in terms of content, process, models and settings;
  1. Identify roles, responsibilities and attributes of the clinical teacher, exploring the notion of the 'good clinical teacher' and the evidence available of what 'good' might signify;
  2. Identify theories and models of psychomotor skills development and critically appraise their use in health care teaching and learning environments;
  3. Demonstrate effective planning, preparation and delivery of clinically focused teaching activities including effective communication and feedback to students and colleagues;
  4. Critically evaluate contemporary teaching methods used to bridge the theory to practice gap in clinical education;
  5. Explore the impact that gender and cultural diversity has on clinical teaching and learning experiences in the health professions;
  6. Examine professional boundaries in clinical education and develop a framework of
ethically appropriate teaching behaviours and policies;
  1. Identify and describe factors that influence 'fitness to practice' and develop strategies to deal with the underperforming student


Teaching plan and practical (30%)
Written assignment Analytical paper (2500-3000 words)(30%)
Critical incident analysis (30%)
Teaching portfolio (10%)

Chief examiner(s)

A/Prof Liz Molloy

Off-campus attendance requirements

Off-campus with compulsory study days