Main Body
The main body outlines a structured teaching session on the use of SSRIs for managing depression, detailing learner characteristics, educational strategies, learning outcomes, and feedback approaches within a medical education context.
Teaching session
Topic of teaching session
The current teaching session is based on teaching the learner the use of Selective serotonin reuptake inhibitors for treating depression. This session aims to explain to medical students how they can assess and implement the use of SSRI for treating depression among people. Within the current working lifestyle, many people are suffering from the issue of depression, and this will assist the medical students in explaining how it can be managed with the help of SSRI.
Describing the learner
In the current case, the learners include the student present in the final year and dealing in the study of depression as the area of specialisation. The Dreyfus model of skill acquisition is a type of framework that has different levels of skill development stages (Cappuccio, 2023). It includes five different types of stages, and this starts with the novice stage, advanced beginner, the competent performer, proficient performer and the expert stage. In the current case of teaching ‘use of SSRI for treating the depression’, the students are currently at the Novice stage as they do not have knowledge relating to the use of the SSRI.
Describing the setting
In the current case, the teaching session is organised within the informal teaching session setting. Here, the simulated technology is used for explaining the student by providing them videos relating to the use of SSRI. Also, the reaction of the SSRI in the body for treating depression is explained well. Also, the recorded interviews were played where the patient shared their experience of taking SSRI and how it has assisted in recovering from the depression.
Education strategy
Completing chart
| Smart Learning Outcomes | Domain of Learning (Cognitive, Affective, or Psychomotor) | Level within the Domain of Learning | Content to be Covered by the Learning Outcome | Instructional Method(s) Utilized | Assessment Method(s) Utilized |
|---|---|---|---|---|---|
| Identifying the type of depression | Cognitive | Remember | Understanding the type of the depression | Using PowerPoint presentation to explain different types of depression | Taking a multiple-choice question test relating to types of depression |
| Understanding and deciding the dosage of SSRI | Affective | Responding | Dosage and usage of SSRI | Case-based discussion | Direct observation |
| Checking for alternative drug or non-pharmacological method | Cognitive | Evaluating | Alternative methods that can be used in place of SSRI | Demonstration by instructor and the group brainstorming | Direct observation |
Providing evidence-based justification
The constructive alignment is a term developed by John Biggs in 1999, and this is an approach relating to curriculum design. This is a technique which assists the tutor in focusing on the integration of the assessment and teaching strategies with the expected learning outcomes. This is an outcome-based approach which promotes the practice of making the learning outcome before the actual teaching takes place (Hailikari et al, 2022). For the treatment of depression by using the SSRI, the different types of learning outcomes have been planned, which will be taught in the teaching session. Thus, compliance with the constructive alignment is effectively followed in the current educational strategy.
The first learning outcome was established to understand and identify the various types of depression. This is necessary as there are many different types of depression which a person might face. Based on Bloom’s taxonomy, the domain for learning this is to remember (Nurmatova and Altun, 2023). This is necessary in case the student is not able to remember the different types of depression; then, they will not be in a position to differentiate in the treatment of different types of depression. Moreover, the instructional method will include the use of PowerPoint presentations to explain the various types of depression which people might face. At last, the learning of the student will be assessed with the help of multiple-choice questions about the various types of depression.
Another learning outcome included the development of the understanding among the children relating to deciding what amount of the SSRI needs to be provided to the patient so that accurate treatment is provided to the patient. For this, the domain of learning is based on affective and under this, the emphasis is made on responding (Middleton et al, 2024). It is because here the student has to respond that what quantity of SSRI need to be given in what type of the depression. For this, the instruction method includes the case-based discussion wherein the tutor will tell the students about different types of cases where SSRI is used. Also, the assessment method includes direct observation in which students will observe the video.
The last learning outcome relates to analysing and assessing the alternative method which can be used to treat the depression. The domain of learning included is cognitive, and within this, evaluation is used. This alternative method and its application will be evaluated, and the instruction method will include brainstorming where all the group members will be asked to participate. Also, the assessment method will be based on the observation within this after discussion the student will learn that what other methods can be used for assessing the alternative methods of treating depression.
Providing feedback to learners
Indicating feedback model
After the session, the proper feedback must be provided to the learners so that they can assess whether they have learnt well within the teaching session or not (Angel, 2021). In the current case of teaching use of SSRI to treat depression, the use of the EEC feedback model was implemented. This model is an acronym for the Example, Effect and Change.
Application of feedback model
This model is assistive to the educator as with the application of this, the detailed feedback can be provided. This model is simply applied by the tutor in the following way-
- Example: this is the stage within which the tutor will be providing the feedback by explaining with the help of different examples relating to the certain behaviour. It is necessary as it will assist in explaining clearly to the learner what areas they are lacking while working on making use of SSRI to treat depression.
- Effect: within this stage, the learner will be provided with complete knowledge of what this issue will result in. It simply means that in case the learner will follow the same mistakes again, then what effects will be developed. If the appropriate type of change is not made, then it will affect the learning.
- Continue/Change: This is the final stage of the feedback within which the tutor will be telling the learner whether they need to change the working or need to continue with the working (Martin et al, 2021). This is necessary because the feedback can be both positive and negative. Thus, in case the negative feedback is present, then it needs to be changed, and in case positive feedback is provided, then this practice needs to be continued by
Evidence-based justification for feedback model
The rationale for selecting the EEC model of feedback is that it will assist the learner in deeply understanding the areas where they are lacking (10 powerful feedback models to use at work, 2025). It is due to the reason that this feedback method not only focuses on the past activities but also guides the learner to improve the things in the future. Moreover, Angel, (2021) stated that another benefit of using this model for proving the feedback is that it focuses on providing both positive and negative feedback. Thus, it helps the learner to understand which activity they are doing well in and in which they need some improvements.
Gathering feedback from learners
Just providing the feedback to the learner is not enough; rather, it is necessary for the tutor they also try to collect the feedback relating to the training session. It is needed to be collected for the reason that while teaching the learners, there can be mistakes done by the tutor as well. Also, there may be many different types of things which the learner might not like relating to the teaching session (Houssaini et al, 2024). Thus, to understand all this, effective feedback must be gathered from the learners as well so that future training sessions can be improved. For taking the feedback, compliance with the digital session evaluation form is made. An evaluation form including the different qualitative and quantitative questions will be provided to the learner so that their views can be included in the training sessions organised in future.
Evidence-based justification for a method for gathering feedback
With the analysis of the views of Edward et al, (2024), it was seen that this method of collecting feedback from learners is effective. The reason underlying the fact is that this method will be including the closed-ended questions based on the Likert scale and will also be having the open-ended question as well where the learner can share their views for improving the working of the training session in the future. Hence, with this method of sharing feedback, the learner can effectively share suggestions to the tutor on how they can effectively try to improve the work in the future. Also, according to the Kirkpatrick model for training evaluation, level 1 is related to the reaction of the learners. This is necessary because when the reaction of the learner is recorded, then it is assistive in improving the training session better in future.
Strategies for improvement
Based on the module, there are many different types of learning which assist in managing the work better. With the help of the feedback session and the learning from the module, it was determined that many changes need to be made. The two most important things that will be done differently in the future training session include the following-
- Investing more time in face-to-face interviews- This is a strategy which will include a shifting of the session evaluation form to personal interviews of face-to-face interactive sessions. This is a strategy in which more time will be invested as when the personal session will be conducted with the learner then they will be in a better position share their thought as compared to in the written format. Also, when the learner has to suggest verbally for the improvement, then they will have more of the ideas relating to the improvement in a training session. Hence, Fields et al, (2021) supports that when verbal face-to-face communication is implemented, it motivates the learner to provide more appropriate suggestions, and it will help the tutor in improving future training sessions. The learner can also not write much in the session evaluation form, which they can speak well. Tobiason, (2024) also supported that verbally the person can express well and then the feedback will be gathered with the help of interactive session then better suggestion will be provided and its implementation will help the tutor in organising better solution.
- Integrating more technology led to learning- This is another strategy which will be emphasised more in the future training session. This is particularly because of the reason that in the current digitally advanced world many different technologies are being developed for promoting education well. Hence, for this, it is necessary that while organising the training in future, it is necessary to implement the use of technology like the simulation, virtual reality case studies and many other types of teaching technology. With the help of the simulation, the application of Selective serotonin reuptake inhibitors (SSRIs) for treating depression can be explained well to the learners within the session. This is crucial because when effective compliance with the technology will be made, then better training can be provided to the learners (Clay et al, 2022). This is crucial because when the effective type of the training will be provided based on technology, then the student will be able to relate it more and will be remembering it for a longer period. Also, video conferences can be made with the patients who were suffering from depression and were treated with the help of Selective serotonin reuptake inhibitors (SSRIs) and were living happily. This will assist the student in understanding the usage of SSRI and other medications for depression and how it can be optimally used for the better treatment of patients having depression.
Reference materials and sample papers are provided to clarify assignment structure, teaching frameworks, and intended learning outcomes. Through our Assignment Help UK, guidance is reflected while maintaining originality and ethical academic practice. The Essentials of Medical Education Assignment Sample illustrates the application of educational theories, instructional strategies, and feedback models within healthcare education.
References
- Angel, C.M., 2021. Assessing student achievement of learning outcomes through academic service-learning: A constructive alignment study. Journal of Higher Education Theory and Practice, 21(8), pp.166-194.
- Cappuccio, M.L., 2023. Dreyfus is right: knowledge-that limits your skill. Synthese, 202(3), p.85.
- Clay, A.S., Leiman, E.R., Theiling, B.J., Song, Y., Padilla, B.B.I., Hudak, N.M., Hartman, A.M., Hoder, J.M., Waite, K.A., Lee, H.J. and Buckley, E.G., 2022. Creating a win-win for the health system and health Profession’s education: a direct observation clinical experience with feedback iN real-time (DOCENT) for low acuity patients in the emergency department. BMC medical education, 22(1), p.66.
- Edward, K.L., Kruger, G., Irvine, S., Philip, S. and Tyler, D., 2024. Block learning: Evaluation of a new teaching approach for nursing and midwifery education. Nurse Education in Practice, 75, p.103905.
- Fields, L., Trostian, B., Moroney, T. and Dean, B.A., 2021. Active learning pedagogy transformation: A whole-of-school approach to person-centred teaching and nursing graduates. Nurse Education in Practice, 53, p.103051.
- Hailikari, T., Virtanen, V., Vesalainen, M. and Postareff, L., 2022. Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education, 23(3), pp.217-231.
- Houssaini, M.S., Aboutajeddine, A., Toughrai, I. and Ibrahimi, A., 2024. Development of a design course for medical curriculum: Using design thinking as an instructional design method empowered by constructive alignment and generative AI. Thinking Skills and Creativity, 52, p.101491.
- Martin, A., Weller, I., Amsalem, D., Duvivier, R., Jaarsma, D. and de Carvalho Filho, M.A., 2021. Co-constructive patient simulation: a learner-centered method to enhance communication and reflection skills. Simulation in Healthcare, 16(6), pp.e129-e135.
- Middleton, R., Lewer, K., Antoniou, C., Pratt, H., Bowdler, S., Jans, C. and Rolls, K., 2024. Understanding the processes, practices and influences of calibration on feedback literacy in higher education marking: A qualitative study. Nurse Education Today, 135, p.106106.
- Nurmatova, S. and Altun, M., 2023. A comprehensive review of Bloom’s taxonomy integration to enhancing novice EFL educators’ pedagogical impact. Arab World English Journals, 14(3).
- Tobiason, G., 2024. Going small, going carefully, with a friend: Helping faculty adopt lesson-level constructive alignment through non-evaluative peer observation. Active Learning in Higher Education, 25(1), pp.53-66.
Online
- 10 powerful feedback models to use at work. 2025. Online. Available through: <https://join.com/recruitment-hr-blog/feedback-models>
