This unit is designed to provide health care professionals with a deeper understanding of the nature of evidence in health professional education, and the skills in analysing and synthesising this evidence to inform improvement in their own teaching and learning practices. Modules within this unit of study will focus on the scholarship of teaching in health and understanding and appraising qualitative and quantitative research.
By the end of this unit students will be able to: describe scholarship of teaching in health professional education; critique teaching and learning interventions and methods including qualitative and quantitative studies; synthesise evidence from the health professional education literature in the form of a literature review; develop information literacy skills to search the health professional education literature and use Endnote; and reflect on applying evidence to their own teaching and learning context.

This unit of study will focus on the purpose, design, implementation and evaluation of authentic assessment tasks and strategies that reflect what trainees and, practitioners do and what students will do in health professional practice. The unit of study will discuss the principles underpinning best assessment practice and the evidence for particular assessment strategies.
During this unit students will learn to: evaluate the purpose, reliability and validity of an existing assessment; design and construct a reliable, valid and acceptable assessment instrument; consider issues of standard setting and decision-making, develop strategies to facilitate the implementation of change in assessment practices; demonstrate the ability to engage in collaborative learning and demonstrate the ability to critically reflect on personal learning and teaching practices and future learning needs as they relate to assessment.

This unit of study is concerned with exploring current theory and best practice in teaching and supervision in clinical settings. Participants will be expected to develop a critical and research-informed understanding of the clinical setting as a highly complex and specialised context for student learning, and to investigate and argue for the application of teaching/learning strategies to a learning problem in their own clinical education contexts.

This unit of study is concerned with exploring theories, models and research of clinical reasoning and decision-making from the medical, nursing and allied health literature. You will be introduced to a range of strategies to facilitate the development of clinical reasoning, and have the opportunity to explore the research literature relevant to the teaching of clinical reasoning, and to plan the application of strategies to a learning problem your own clinical educational context.

The use of simulation (the process of mimicking reality in an environment that can be manipulated to reflect real clinical situations) is an educational tool that is becoming increasingly prevalent in health care practice and education. Simulation activities have strong relevance to a broad range of learner levels across health professions providing a safe and controlled learning environment. Simulation can be used in task or situational training areas in order to train clinicians to anticipate certain situations and develop capability to react appropriately. Additionally, simulation has the potential to create a dynamic interprofessional learning environment, facilitating the process of learning through assessment, decision making, evaluation and error prevention or correction within the healthcare team.
This unit of study will provide learners with the opportunity to critically examine the current literature related to the instructional use of simulation in health education and practice. They will become familiar with evolving theoretical frameworks associated with the use of simulation in education and explore concepts related to technical and non-technical skill development such as: participant consent and confidentiality, levels and types of fidelity, models of instruction/tuition, immersive and non-immersive scenarios, virtual reality simulation, debriefing, participant assessment and translation to practice. Students will be encouraged to further expand their clinical and theoretical repertoire by developing a simulated learning experience, based on best evidence, and linked to education outcomes.