detail

MSc (T) Clinical Education

Academic Year 2016/17

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

MSc (T) Clinical Education

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Master of Science

Programme Code

MED-MSC-CE

UCAS Code

JACS Code

A900 (DESCR) 100

Criteria for Admissions

For current general University entry requirements for this pathway go to:
http://www.qub.ac.uk/ado
Applicants for the Programme will be required to hold a medical or dental degree. Applicants must have completed Foundation 2 training or equivalent and must currently be employed in a health care setting or University.
There is no direct entry to this pathway, candidates who meet the requirements for the award of the Postgraduate Diploma in Clinical Education may proceed to this award
Additional information for International Students
Satisfactory completion of the General Medical Council’s Professional and Linguistic Assessments Board (PLAB) examination or a minimum score of 7.0 in each section of IELTS or the General Dental Council’s equivalent.

Additional Relevant Information
This part-time course is based within the School of Medicine, Dentistry and Biomedical Sciences and is recognised by the Northern Ireland Medical and Dental Training Agency (NIMDTA). Participants will be required to attend a number of classes at QUB. Participants will have access to on-line resources via the QUB virtual learning environment. Participants will be expected to have opportunities in the workplace to implement some of the educational methodologies covered during the programme.

Students will have an opportunity to develop the skills and knowledge required to lead educational initiatives and to undertake educational research and scholarly activities. Currently a large number of medical and dental practitioners in Northern Ireland contribute to undergraduate and postgraduate education. This course is designed to ensure that professionals contributing to healthcare education are trained in the use of contemporary educational approaches. Further impetus for the development of this programme include the increasing professionalization of education and the requirement of the General Medical Council (GMC) / General Dental Council (GDC) that medical/dental professionals involved in educational leadership roles undertake formal training in educational methodology. The importance of supporting course participants’ personal and professional development is a central component of the programme members of the course team will also act as mentors.

Students enrolling on this programme will be required to undertake a piece of educational research and submit a 20,000 word dissertation based on this research.

Participants will be allocated a supervisor who will arrange regular meetings to review progress. The “step-back” technique will be used to offer participants peer support.

The programme will be regulated by a Programme Management Committee which will have representatives from stakeholders – e.g. University staff, representatives from NIMDTA, supervisors and programme participants. The Committee will be responsible for monitoring and advising on standards, course organisation, content, delivery methods etc. Student views will also be elicited through teaching audits, their contribution to annual module and course reviews and participation in the Postgraduate Taught Board. A Board of Examiners will be responsible for regulation of assessment and evaluation of standards, both with regard to individual student progress and assessment protocols more generally. The internal examiners and the external examiner moderate marks awarded.

Additional Relevant Information:

For further Information Refer to:
Queen’s University Belfast Postgraduate Prospectus
Programme handbook

School of Medicine, Dentistry and Biomedical Sciences
Postgraduate and Professional Development
Whitla Medical Building
97 Lisburn Road
Belfast BT9 7BL
www.qub.ac.uk/schools/mdbs/
Tel: +44 (0) 28 9097 2615
Email: pgoffice.smdb@qub.ac.uk

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Part Time

Type of Programme

Postgraduate

Length of Programme

3 Academic Year(s)

Total Credits for Programme

180

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Medicine, Dentistry and Biomedical Sciences

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 7

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Accreditations (PSRB)

Date of most recent Accreditation Visit

External Examiner Name:

External Examiner Institution/Organisation

Dr Jonathan Fuller

Barts and The London School of Medicine and Dentistry

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

No

Programme Specific Regulations

AWARDS, CREDITS AND PROGRESSION OF LEARNING OUTCOMES

The following regulations should be read in conjunction with the General Regulations of the University.
Examinations
The programme is designed to be taken part time over three years. Students must normally complete the programme within four years

To be awarded an MSc, candidates must successfully obtain a mark of 50% or more on all modulesand obtain a mark of 50% or more for the dissertation.

Candidates who fail a module at the first attempt shall be permitted to retake that module for a maximum mark of 50%

Candidates who fail the dissertation will be permitted a resubmission for the maximum mark of 50%

Candidates who fail any module twice may not be permitted to progress and will normally be required to withdraw. All decisions on progress will be made by the Board of Examiners.

Candidates who fail to achieve a mark of at least 50% in the dissertation on resubmission, shall be eligible for the award of Postgraduate Diploma only.

Candidates who fail to submit a dissertation, shall be eligible for the award of Postgraduate Diploma only.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

To equip participants with the skills required to provide professional educational support for medical/dental students and doctors/dentists in training.

To promote the acquisition of skills required to facilitate effective workplace learning

To foster the acquisition of skills required to undertake assessments in the workplace and in simulated environments

To promote the core skills required to mentor and support learners

To promote the core skills required to undertake appraisal

To equip participants with the skills required to lead curriculum innovation

To promote the acquisition of skills required to facilitate effective team working and negotiating skills

To foster the acquisition of skills required to undertake educational research and scholarship

To promote the core skills required to lead educational research and scholarship activated in the clinical and academic environments

To promote research knowledge and skills which will enable the graduate to conduct and disseminate research and scholarship in medical/dental education

To foster the highest calibre of ethical practice in relation to research and scholarly activities in accordance with professional practice and statutory guidelines at national and regional level

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Lead teams and manage educational innovations

Teaching/Learning Methods and Strategies

Workshops, directed and self-directed reading, problem based and experiential learning exercises, , on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio

Communicate information about proposed change initiatives effectively to colleagues

Teaching/Learning Methods and Strategies

Workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, and reflective practice.

Methods of Assessment

Summative assessment. Portfolio

Identify appropriate research strategies for the design of educational research projects

Teaching/Learning Methods and Strategies

Workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, and reflective practice.

Methods of Assessment

Summative assessment. Design a research study and submit a dissertation.

Support colleagues undertaking educational research or scholarly activities

Teaching/Learning Methods and Strategies

Workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, and reflective practice.

Methods of Assessment

Summative assessment. Portfolio. Design a research study and submit a dissertation.

Select and critically evaluate theories and research from the knowledge base of medical education.

Teaching/Learning Methods and Strategies

Workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, and reflective practice.

Methods of Assessment

Summative assessment. Portfolio. Design a research study and submit a dissertation.

Apply the synthesised outcome of this critical analysis to the design of a research study.

Teaching/Learning Methods and Strategies

Workshops, directed and self-directed reading, problem based and experiential learning exercises, role play, on-line learning resources, and reflective practice.

Methods of Assessment

Summative assessment. Dissertation

Think in a critically reflective way about personal and professional development and, in collaboration with a supervisor, formulate development plans as a consequence.

Teaching/Learning Methods and Strategies

Workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, and reflective practice.

Methods of Assessment

Summative assessment. Dissertation

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Demonstrate effective use of ICT

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision.

Methods of Assessment

Summative assessment. Portfolio and dissertation.

Demonstrate effective time management skills

Teaching/Learning Methods and Strategies

Lecture

Methods of Assessment

Timely submission of course work

Demonstrate good interpersonal skills and the capacity to work with others

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Formative assessment through participation in classroom based group activities.

Communication of the results of an educational research project to specialist and non-specialist audiences, in oral, written and electronic media.

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessments. Portfolio and dissertation.

Make decisions and behave in a way which is informed by ethical and professional codes of conduct.

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessments. Portfolio and dissertation.

Conduct a critical appraisal of a given knowledge base.

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessments. Portfolio and dissertation.

Form research collaborations and show good project management skills.

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessments. Dissertation.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Discuss relevant educational theory underpinning on-the-job clinical teaching and the teaching strategies required to support effective learning

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio and peer teaching observation.

Demonstrate how to embed IT and e-learning resources in course design and delivery

Teaching/Learning Methods and Strategies

Seminar and on-line learning resources.

Methods of Assessment

Summative assessment. Portfolio.

Explain how to support and appraise undergraduate medical and dental students and postgraduate trainees

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Explain how to implement educationally appropriate simulated and work place assessments

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, video analysis and role play, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Explain hw to design sound knowledge based assessments

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Identify and apply appropriate leadership models in the clinical and academic educational environment

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Demonstrate effective team working and team leadership skills

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, video analysis, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Identify own strengths and weaknesses as a leader

Teaching/Learning Methods and Strategies

Seminars, workshops.

Methods of Assessment

Summative assessment. Portfolio.

Differentiate between qualitative and quantitative research strategies

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Differentiate between scholarship and research

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Discuss the main ethical and governance issues involved in undertaking educational research and scholarship activities

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Identify appropriate research strategies for educational research projects

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Discuss ethical issues involved in undertaking educational research. How to design, implement and evaluate an educational research project.

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Identify appropriate strategies for designing and delivering learning opportunities in the areas of knowledge, skills and professionalism

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Integrate e-learning resources in the design and delivery of learning opportunities

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Integrate the delivery of teaching and learning into routine service activities

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Enhance on-the-job teaching by planning ahead and increasing the amount of time available for teaching

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Implement psychometrically sound assessment strategies in the work place and the simulated environment

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Make best use of opportunities for workplace assessments

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Design appropriate knowledge based assessments

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Provide timely and effective feedback

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Differentiate between assessment and appraisal

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Explain the roles of the appraiser and the appraise

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Recognise the potential for students and trainees to get into difficulties

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Lead teams effectively

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises video analysis, , on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Manage conflict appropriately

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, video analysis, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Initiate and support research and scholarly activities in the academic and clinical environments

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Portfolio.

Critically review and synthesise a body of educational knowledge related to their dissertation topic, design a research project, implement and evaluate the project including interpretation of qualitative and quantitative data.

Teaching/Learning Methods and Strategies

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Methods of Assessment

Summative assessment. Dissertation.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Foundations of Clinical Teaching

MEU7015

7

30

12 weeks

N

YES

100%

0%

0%

Methods of Educational Enquiry

MEU8002

7

30

YES

12 weeks

N

YES

100%

0%

0%

Supporting and Assessing Students and Trainees

MEU7016

7

30

12 weeks

N

YES

100%

0%

0%

Dissertation

MEU8003

7

60

12 weeks

N

YES

100%

0%

0%

Educational Leadership and Management

MEU8001

7

30

YES

12 weeks

N

YES

100%

0%

0%

Technology and Education

MEU8004

7

30

YES

12 weeks

N

YES

100%

0%

0%

Notes

Year 1 Students must take MEU7015, and MEU7016 (60 CATS)
Year 2: Students must take the compulsory module MEU8002 (30 CATS) and one of the two optional modules MEU8001 and MEU8004 (30 CATS).
Year 3: Students must take the dissertation module (60 CATS)