Module manager: Amy Feather
Email: A.S.Feather@leeds.ac.uk
Taught: 1 Feb to 30 Jun View Timetable
Year running 2026/27
| MEDS5107M | Assessment and Evaluation in the Clinical Context |
NA
This module is not approved as an Elective
This module adopts a practice-based and inter-professional approach to the assessment and evaluation of clinical education in the workplace and higher education institutions. Participants are encouraged to draw on and present their own experience as learning opportunities throughout the module. The content of the module includes introducing the principles of good practice in assessment, the evaluation of a range of assessment strategies, critical analysis of current research into assessment and opportunities to apply this knowledge in practical exercises. We encourage students to integrate the skills and knowledge introduced during the module into their practice.
This module is designed to equip healthcare professionals with the knowledge and skills required to assess and evaluate learning effectively in clinical settings, aligned with the Advance HE Professional Standards Framework (2023). Students will critically analyse assessment methods, design and implement effective feedback strategies, and evaluate teaching and learning outcomes to drive improvements in clinical education. The module enhances understanding of clinical supervision, the creation of supportive and effective learning environments, and the relationship between evaluation and quality assurance frameworks. Delivered through a flexible online format, the module integrates synchronous and asynchronous scaffolded activities, enabling students to balance professional and educational commitments. Furthermore, it fosters collaboration and peer learning through the development of an online community of practice, promoting shared learning and support among participants.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
LO1. Demonstrate a systematic and critical understanding of the design, delivery, and quality assurance of assessment and evaluation methods and strategies in the clinical setting and higher education.
LO2. Demonstrate independence in applying knowledge on assessment and evaluation in practice.
LO3. Take a proactive and self-reflective role as assessors in the clinical setting and higher education to evaluate their own professional practice and that of others.
LO4. Engage with the implications of conducting assessment and evaluation in inter-professional settings.
LO5. Evaluate current issues and research and their relevance to assessment and evaluation in the clinical context.
The following skills are developed in this module. These are in keeping with the Leeds Skills Matrix:
SLO1: Educational Design and Practice: Design, implement and evaluate evidence- informed clinical education strategies and assessments, using creative, inclusive and appropriate approaches to enhance learning across healthcare professions.
SLO2: Professional Reflection and Development: Demonstrate critical self-reflection and ongoing professional development through sustained engagement with academic feedback, peer learning and career-relevant skills in clinical and academic settings.
This module explores key principles and practices in assessing and evaluating clinical competence within healthcare education. Topics include mentoring and coaching students in the clinical environment, personal development planning, and clinical supervision. It covers the fundamental aspects of assessment—why, when, and how to assess—focusing on methods such as OSCEs, simulations, MCQs, peer assessment, and observation. The process of delivering effective feedback, conducting appraisals, and evaluating teaching quality are also addressed. Additionally, the module emphasizes quality assurance in education and integrates academic study skills such as critical reflection, academic writing, and time management throughout the curriculum.
The PgCert Clinical Education programme is accredited by Advance HE and mapped to the professional standards framework (PSF) (2023). Students who successfully complete the programme are awarded an academic PgCert award. They are also eligible to register for fellowship of the Advance HE academy.
The Advance HE D2 descriptors to which students will map their submissions will have a focus on assessment and evaluation. This is in keeping with accreditation obtained for this programme of study by Advance HE
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Supervision | 4 | 1 | 4 |
| Group learning | 9 | 2.5 | 22.5 |
| Lecture | 7 | 1 | 7 |
| Seminar | 2 | 6 | 12 |
| Independent online learning hours | 46.5 | ||
| Private study hours | 208 | ||
| Total Contact hours | 45.5 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Teaching/Classroom Assisting = Microteaching
Practicals = Practice-based Assessment Activity
Assessing in the Workplace (Topic) = Work Based Learning
Academic skills development = Skills Day
Student progress is closely monitored throughout the programme, both during and between the 2 taught units, and there are opportunities for formative assessment and pastoral support. Student participation, understanding and achievement is gauged by informal observation and monitoring of contributions to coursework activities and discussions, the observation of teaching in practice, draft assignments and the tutorial system. Group and/or individual tutorials and on-going individual feedback, usually via e-mail, on coursework assignment drafts are provided throughout the module for all students. For students who have a declared disability or SLD there is additional consultation to ensure needs are met. Academic tutors are encouraged to raise any concerns they may have concerning student progress with the programme director.
Each unit is planned during the academic year in which it is delivered and this process involves an informal review of how the previous unit ran, and a more formal referencing back to the previous year’s student evaluations of the module. This meeting also provides an opportunity for an informal review of how the current student cohort is progressing.
Additionally, all students, and their tutors, have access to academic skills development. This provision is a recognition that some students may have been out of formal education for some time; that the majority of students are challenged – at least initially - by the different disciplinary requirements of working in a social science, as opposed to a clinical science, context; and that some students struggle to make the transition from a practitioner discourse to a more academic one. Consequently, academic writing development is integrated into the curriculum by a dedicated course team member with expertise in this area who provides group and individual support and guidance. This takes the form of individual consultations (where requested) and group sessions within each unit on academic writing skills and critical analysis of the educational literature which offer students peer marking exercises, exemplars and group work activities to introduce and practice their skills.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | Essay 2500 words | 50 |
| Assignment | A repository of either 3 (500 word) Blogs or 3 (10 minute) Vlogs corresponding to the D2 descriptors corresponding to the PSF (2023) | 50 |
| Total percentage (Assessment Coursework) | 100 | |
No compensation is allowed between these assessments.
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
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