Keele Badge

ANA-20009 - Module Specification
School of Medicine
Faculty of Medicine & Health Sciences

For academic year: 2026/27 Last Updated: 17 March 2026

ANA-20009 - Anatomy Education: Skills Required for Educational Practice
Coordinator: Luke Welsh Tel: +44 1782 7 33633
Lecture Time: See Timetable...
Level: Level 5
Credits: 30
Study Hours: 300
School Office: 01782 733928

Programme/Approved Electives for 2026/27

None

Available as a Free Standing Elective

No

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2026/27

In this module, you will explore what it means to become an effective educator through a range of teaching activities, including the design and delivery of teaching sessions and group seminars. You will delve into the theories that underpin education and develop the critical knowledge and skills required to deliver effective instruction.
In this module, you will refine your personal teaching philosophy and explore best practices in anatomy education, applying your theoretical knowledge to design inclusive and effective teaching sessions. Your ability to analyse and apply educational theories will be assessed through written assessment and the creation of a reflective educational portfolio.
This module will provide you with the fundamental skills necessary to deliver effective instruction to learners.

Aims
This module aims to introduce students to the key pedagogical principles that underpin effective teaching, learning, and assessment in higher education. It aims to provide students with a foundational knowledge of educational theories, developing their ability to design inclusive learning environments that support diverse learners and promote engagement and participation. The module aims to equip students with a variety of transferable skills, preparing them for success in a wide range of future academic and scientific roles.
The module aims to foster students’ ability to describe best practices in higher education and utilise educational technologies to enhance teaching and learning experiences in anatomy education. Students will apply their knowledge of educational theories to effectively design student-centred teaching activities, analysing current educational literature to summarise its implications on teaching practice. With reflective practice at its core, this module will develop the skills fundamental to a variety of professional careers.

Intended Learning Outcomes

Analyse key educational theories and their application in higher education settings, including constructivism, behaviourism, and social learning theory: 1
Analyse the effectiveness of various teaching methods used in higher education, demonstrating an ability to encourage critical thinking, problem-solving, and independent learning among higher education students.: 1
Defend best practices in assessment and evaluation, including formative and summative assessments, and outline the importance of effective feedback.: 1
Employ educational technologies and digital tools to enhance teaching and learning experiences in anatomy education.: 2
Apply knowledge of educational theories and pedagogical approaches to effectively design student-centred teaching activities and inclusive learning environments that support diverse learners and promote engagement and participation.: 2
Analyse current research and scholarship in anatomical education pedagogy and summarise its implications for teaching practice.: 1

Study hours

Active:
Tutorials: 10 hours
Seminars: 15 hours
Workshop: 10 hours
Demonstration: 5 hours
Independent: 260 hours:
- Researching/reading: 50
- Consolidation of workshop material: 40
- Consolidation of tutorial material: 40
- Consolidation of seminar material: 40
- Preparation for demonstrations: 20
- Assessments (including preparation): 70

School Rules

None

Description of Module Assessment

1: Essay weighted 50%
2000-word essay
Students will write a 2000-word (maximum) literature review focusing on best practices in anatomy education. Students will receive support and draft feedback from staff prior to submission. Assessment for this module (both this and assessment 2) will be prefaced by a formative assessment: Early in the module (ca. week 3), students will write a maximum 1000-word reflective essay on their personal teaching philosophy and submit it to Turnitin. Students will receive brief feedback from staff on basic academic writing skills (e.g. structure, narrative, referencing). In addition, students will engage with peer marking to develop their awareness of sound academic writing.

2: Portfolio weighted 50%
Teaching Reflection
Students will create a detailed plan for a teaching session, scaffolded using the provided template. The plan should include references to pedagogical theory and specific examples of activities. Students will then deliver this teaching session to peers and academic staff (unmarked) and reflect on the session in a two-page (maximum) reflective report. Students will be provided with the marking rubric prior to submission of the assessment.

The University undertakes a continuous review of its teaching and research provision to ensure programmes are of a high quality and changes may be made to modules where it is necessary and reasonable to do so. Please be aware that minor changes to modules, such as a change to an individual assessment, can occur up until enrolment, although we endeavour to give you as much notice as possible of any changes. Details about the circumstance in which changes are made to programmes can be found in the Student Agreement, available at: https://www.keele.ac.uk/legalgovernancecompliance/governance/actcharterstatutesordinancesandregulations/studenttermsconditions/

Last Updated: 17 March 2026