Catalogue of Modules, University of Nottingham

A34CMS Coaching, Mentoring, Supervision
(Last Updated:03 May 2017)

Year  17/18

Total Credits: 20

Level: Level 4

Target Students:  2.1 OR pass at MBBS • Degree is in a medical or allied healthcare professions discipline subject and/or sufficient associated work experience • Students on the MMEdSci, PGDip and PGCert Medical Education courses. • PGCHE students • Students proposed as suitable by the Head of School of Medicine

Taught Semesters:

SemesterAssessment
Autumn Assessed by end of Autumn Semester 

Prerequisites: None.

Corequisites:  None.

Summary of Content:  This module examines the concepts of coaching, mentoring and supervision in medical or healthcare professions education. The module draws on insights from the broader literature in business, education, leadership, management, organisational psychology and sociology applied to a medical or healthcare professions education context.

Method and Frequency of Class:

ActivityNumber Of WeeksNumber of sessionsDuration of a session
Seminar 2 weeks1 per week8 hours
Seminar 8 weeks1 per week8 hours
Practical 2 weeks1 per week8 hours
Practical 1 weeks1 per week8 hours

Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester

Further Activity Details:
Online learning 0.75 hr x 3 sessions Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester

Method of Assessment: 

Assessment TypeWeightRequirements
Practical 50 2500 words Undertake a coaching, mentoring or supervision conversation in the role of coach, mentor or supervisor and critically reflect on the feedback given from a peer relative to you ongoing development as a medical or healthcare professions educator. 
Assignment 50 1500 words: Synthesise information for giving as feedback to a peer following an observation of a coaching, mentoring or supervision conversation with a specific focus on demonstrable behaviours. 

Convenor: 
Dr R Patel

Education Aims:  The aim of this module is to consolidate the knowledge, skills, values and desirable behaviours of students in the expert roles of a teacher with a focus on facilitator and role model.

Learning Outcomes:  In a medical or healthcare professions education context, students will gain knowledge and understanding of:

  • Coaching, mentoring and supervision as defined in other disciplines such as business, education, leadership, management, organisational psychology and sociology
  • The way in which coaching, mentoring and supervision are delivered across the continuum of medical or healthcare professions education
  • The similarities and differences between coaching, mentoring or supervision across the various healthcare-related professions
  • The way in which the values and beliefs held by individuals influence the nature of the ‘experience’ for students in a coaching, mentoring or supervision relationship
  • The impact of constructs such as power, structure and agency on the nature of the coaching, mentoring or supervision relationship between teacher and student
  • The notion that individual coaching, mentoring or supervision relationships likely sit on a spectrum depending on the degree of directive or non-directive influence from each party and the degree to which the focus is on personal development or performance
  • The core skills (such as ‘active listening’ and ‘skilled questioning’) required for undertaking coaching, mentoring or supervision effectively By the end of the module, students will be able to:
  • Critically apply the principles of ‘skilled helping’ to a coaching, mentoring or supervision conversation within a medical or healthcare professions education context
  • Critically reflect on individual personal and professional development as a medical or healthcare professions educator in the expert roles of teacher • The similarities and differences between coaching, mentoring or supervision across the various healthcare-related professions • The way in which the values and beliefs held by individuals influence the nature of the ‘experience’ for students in a coaching, mentoring or supervision relationship

    Offering School:  Medicine


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