Outline

Overview

Almost all healthcare professionals are involved in education and training throughout their careers. This unit of study provides a practical introduction to the theory and practice of teaching and learning in the health environment. The unit will cover three main areas: planning for and facilitating learning in the clinical environment; assessing performance and providing constructive feedback; and fostering the development of students as professionals. Each of these areas will be underpinned by best evidence from clinical education research and will address current challenges and opportunities in the learning environment from the perspective of both educators and learners. Participants in the course will gain a framework they can use to support their teaching, and will develop a portfolio of evidence to support their professional development as clinician educators.

Unit details and rules

Academic unit	General Practice
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Annette Burgess, annette.burgess@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Contribution	Module graded discussion boards Discussion contributions	10%	Multiple weeks	-	AI allowed
Outcomes assessed:
Written work	Personal learning plan Written task	15%	Week 05 Due date: 07 Sep 2025 at 23:59	-	AI allowed
Outcomes assessed:
Presentation	Oral presentation and peer review Recorded presentation, peer reviews	15%	Week 09 Due date: 12 Oct 2025 at 23:59	-	AI allowed
Outcomes assessed:
Portfolio or journal	Personal learning portfolio Portfolio	60%	Week 11 Due date: 26 Oct 2025 at 23:59	-	AI allowed
Outcomes assessed:

Assessment summary

Personal learning plan: The initial learning plan will be based on a provided template. It should include 1-2 clinical education topics/areas that are relevant to the student’s teaching context and interests or needs in relation to their own practice as a health professional educator.
Oral presentation and peer review: Powerpoint summary presentation of one learning objective. Students are to include PowerPoint slides and a voiceover recording as if being presented to a seminar. Students will also be required to review and provide feedback for 2 portfolio presentations from other students.
Personal learning portfolio: The portfolio is to consist of the following: a learning plan, a short literature review, a detailed plan of your teaching activity, and a reflection document.
Module graded discussion boards: for each board, students will be asked to provide comments or answer questions on course materials as well as reply to or comment on posts from their peers.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Module 1: introduction to best practice in healthcare education	Independent study (10 hr)
Week 02	Module 1: introduction to best practice in healthcare education	Independent study (10 hr)
Week 03	Module 2: Planning, preparing and structuring a small group teaching session	Independent study (10 hr)
Week 04	Module 3: delivering teaching	Independent study (10 hr)
Week 05	Module 3: delivering teaching	Independent study (10 hr)
Week 06	Module 4: teaching communication skills in the clinical context	Independent study (10 hr)
Week 07	Module 5: professional behaviour	Independent study (10 hr)
Week 08	Module 5: professional behaviour	Independent study (10 hr)
Week 09	Module 6: best practice in assessment of health professionals	Independent study (10 hr)
Week 10	Module 6: best practice in assessment of health professionals	Independent study (10 hr)
Week 11	Module 7: students in difficulty	Independent study (10 hr)
Week 12	Module 7: students in difficulty	Independent study (10 hr)
Week 13	Module 8: self and program evaluation	Independent study (10 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There is no prescribed textbook for this unit of study. We encourage you to investigate more deeply into topics of particular interest that will form part of your portfolio.

Recommended Journals available on-line through the University library website (not an exhaustive list!):

Medical Education (Blackwell)
Academic Medicine
Clinical Teacher
Assessment and Evaluation in Higher Education
BMC Medical Education on-line

Useful Web resources and forums:

AMEE: an international association for medical education: www.amee.org (Links to an external site.), and;
"MedEdWorld", a global medical education community (part of AMEE) www.mededworld.org (Links to an external site.)
ANZAHPE: Australian and New Zealand Association for Health Professional Educators: www.anzahpe.org (Links to an external site.)
ASME: Association for the study of medical education: www.asme.org.uk (Links to an external site.)

The Library has also compiled a set of useful resources including BMJ Best Practice and UpToDate, at Medicine for StudentsLinks to an external site.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate knowledge of adult learning theories relevant to the clinical education context
LO2. identify your own professional learning needs as a developing clinical educator, and implement a personal learning plan to fulfill these
LO3. demonstrate knowledge of practical clinical education strategies, including assessment and feedback, and apply these in the clinical teaching context
LO4. demonstrate non-clinical competencies of leadership, communication, teamwork and collaboration, scholarship and teaching, and the essentials of ethics and health law as they apply to the role of clinical educator
LO5. demonstrate an ability to retrieve, critically evaluate, and apply evidence in the performance of health education related activities
LO6. develop, plan and conduct a substantial research or professionally-focused project, submitted in the form of a portfolio of evidence.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We value your feedback about any aspect of the unit of study and your experience as a student of Sydney Medical School. To help ensure our courses meet your needs and maintain a high standard, we welcome your feedback at any time, and we ask you to complete the Mid-Semester Evaluation Survey and the Unit of Study Survey at the end of the semester. Your ratings and comments are anonymous and specifying what you liked and didn’t like about any of the learning materials, assessment items, discussion forums, feedback etc will help us to target our improvement efforts. Please note that your participation in this unit of study permits de-identified information about your learning experience and interaction with learning resources to be used for the purpose of improving the student learning experience.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

MEDF5002: Teaching in the Clinical Environment

Semester 2, 2025 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links