The intention of providing the training in this format is to make it more easily accessible in terms of reducing travel time and costs.   It has been designed to enable participants to complete it in smaller chunks and at their own pace, whilst retaining the varied content and teaching approaches.  The additional flexibility should ensure it fits around your day to day work schedule.

How it Works

The online training is comprised of four modules, all of which need to be completed in the order shown on the home page as each module builds on the previous one and feeds into the next.

An individual module should take 60-90 minutes to complete and there is some self-study/preparation you will need to do before moving on to the next module.

Three of the modules (2, 3 and 4) are interactive workshops that will take place via Microsoft Teams.  You will be able to book onto these sessions by contacting Vicki Walters (vwalters@marjon.ac.uk) and registering your place on each module (don’t forget that ideally you should complete them in order).  You will then receive a link to join each meeting.

Module 1: Introductions; Course Structure and Content

Aims:  to introduce you to the clinical education team; familiarise you with the course structure and content so that you understand which topics are taught when; and to provide information about the placement process from making an offer, to providing feedback on a student’s competence.

The first module is self-directed study, so you can complete this in your own time and at a pace that suits you.

Module 2: Getting Started.

Aims:  to consider what the first day of placement might look like; what sort of knowledge domains we work within; and how to design and implement scaffolded tasks for students.

(This is a Microsoft Teams session – contact Vicki Walters on vwalters@marjon.ac.uk to book a place.)

Module 3: Working with Competencies.

Aims:  to look in detail at the placement assessment process; to familiarise participants with the competency forms; and to develop observations skills to ensure assessment is evidence based.

(This is a Microsoft Teams session – contact Vicki Walters on vwalters@marjon.ac.uk to book a place.)

Module 4: Effective Feedback

Aims: to consider individual practice educator styles; to consider different ways of providing feedback to students; to focus on the language we use when we give feedback.

(This is a Microsoft Teams session – contact Vicki Walters on vwalters@marjon.ac.uk to book a place.)

The resources used during each session – and additional ones – are available on each module page to download or print.

You are now ready to start.  

 Go to the first section to begin module 1.

Recommended Reading

• Brumfitt, S. (2004) Innovations in Professional Education for Speech and Language Therapy. London: Wiley Publishers Ltd.
• Burns, K Focus on Solutions: A Health Professional’s Guide. London: Whurr
• HCPC (2017) Standards of Education and Training (SETS) Guidance.
• Higgs J., Jensen, GM., Loftus, S., Christensen, N. (2019) (4^thEd) Clinical Reasoning in the Health Professions. London: Elsevier.
• Higgs, J. & McAllister, L. (2007).  Educating clinical educators: using a model of the experience of being an clinical educator.  Medical Teacher 29: e51-e57. DOI: 10.1080/01421590601046088.
• Higgs J.,Jones M., Edwards I., & Beeston S. 2008 Clinical Reasoning and Practice Knowledge in Developing Practice Knowledge for Health Professionals. Higgs, J., Richardson, B. and Dahlgren, M.(eds). London: Elsevier.
• McAllister, L., Lincoln, M., McLeod, S. & Maloney, D. (1997) Facilitating Learning in Clinical Settings. Cheltenham: Stanley Thornes Ltd.
• McAllister, L. & Lincoln, M. (2004) Clinical Education in Speech-Language London: Wiley Publishers Ltd.
• Rose M. and Best D. (2005) Transforming Practice through Clinical Education, Professional Supervision and Mentoring. London: Elsevier.
• RCSLT (2017) Students – an essential part of your workforce.  [accessed 25June2019]
• RCSLT (2021) Practice-Based Learning Guidance. [accessed 25Feb2021]