PGCert Simulation Based Clinical Education

Our students are expert health professionals from a range of disciplines bringing a wealth of experience, knowledge and practical examples to the programme.  You can be part of this international community, engaging in online discussions on current issues in clinical education.  Broaden your expertise through collaborative study and interaction with colleagues.  

Student Experiences

Read quotes below from our students  about how the programme has positively impacted their educational practice.

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Jess O' Keefe is a ICU Nurse

Q: What was your overall impression of the course?

Put simply, I really enjoyed the course. The latter two modules in particular (simulation methodology and current issues in simulation based clinical education). 

Q: How did you find the assignments/assessments involved? 

Each module is assessed differently. The first module is part of the MSc in clinical education and is a generic principles of teaching module. This was assessed by means of a reflective essay. The second module was simulation focussed, and assessed by creation of your own simulation scenario and a debrief of an immersive simulation. The final module was self-directed, and you could chose a topic of choice and generate a position paper based on your stance. None of the assignments were more than 3000 words. 

 Q: How did you find the workload – and was this difficult to balance alongside working a full-time job in the NHS?

I found the workload entirely manageable. There was so no requirement to attend any of the sessions in live time- they were all recorded and available to access at any point. This meant it was entirely accessible and I didn’t feel disadvantaged for not attending the tutorials in live time. Everyone on the course was working full time and the faculty are aware of that. 

 Q: How did you find completing the Simulation Course in the online setting?  Understandably, it would seem difficult to be able to deliver simulation based education online – but do you think that this was delivered effectively within the online course?

The online format was totally appropriate. A lot of the learning was around principles of designing and delivering simulation- we watched videos, discussed case studies and shared ideas through the online format. I don’t feel disadvantaged by the online nature, in fact I wouldn’t have been able to complete it in the time frame if it were face to face. 

 Q: Do you think that the course is targeted at a wide range of clinical education MDT members?  I would be completing this course as a qualified pharmacist – do you think that there would be any issue with this?  Or is the course targeted very specifically towards medical doctors?

The course is absolutely accessible to MDT members. In our cohort, we had nurses, physios, university lecturers, medics and even a veterinary nurse! The teaching team are MDT too which helps to foster a shared understanding of different roles and responsibilities. 

Dr Juan Mejia, Medical Professional teaching and assistant to the Simulation Hospital Director at the San Francisco University of Quito (USFQ) 

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The Postgraduate Certificate in Simulation-based Clinical Education was incredibly beneficial in providing me with a comprehensive understanding of this teaching methodology. The course is well-structured, beginning with a module focused on general learning and teaching theories that have significantly influenced the way I deliver my lectures. The subsequent modules on simulation methodology covered various aspects such as the experiential learning cycle, scenario creation and delivery, and conducting effective debriefings. These concepts were easy to comprehend and apply to my daily simulation teaching practices.

I can confidently say that much of the knowledge I gained during the course has been readily applicable and has equipped me with a wide array of tools to enhance my teaching based on evidence-based practices. Additionally, the opportunity to develop a simulation project was invaluable, as it allowed me to learn how to select a topic, conduct a literature review, and develop a position informed by the available research. I have already utilized this project to assist the medical school in which I work in redesigning the anatomy curriculum using simulation-based education.

Overall, this program fosters professional development in teaching by preparing participants not only to create and deliver effective simulation-based lectures but also by providing them with essential skills to critically analyse the literature and explore their creativity, both of which are crucial for initiating new projects. The program also facilitates networking opportunities with professionals in the simulation field across various healthcare disciplines, including veterinarians, nurses, and doctors. Furthermore, engaging in extra activities like the attending to the Scottish Simulation Journal Club sessions has been particularly valuable in staying updated on the latest studies and advances in simulation.

As a healthcare professional working in Ecuador, understanding how to efficiently deliver simulation scenarios is essential for creating a significant impact in teaching, particularly in low-resource settings where training can help improve patient outcomes. One of my future goals is to contribute to delivering effective simulation to enhance patient safety and ensure high-quality education for all healthcare professionals, regardless of their place of training. This course has opened my eyes to the importance of teaching as a strategy for changing clinical outcomes and improving patient safety, which should be the ultimate goal in education.

Rachael Bacon, Veterinary Nurse

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As a newcomer to simulation, I wasn't sure what to expect, however the Postgraduate Certificate in Simulation Based Clinical Education has been instrumental within my own career development. Through its undertaking I have had questions answered that I didn't even know I had. The weekly lectures have been enjoyable broadening my understanding of simulation within clinical teaching. Group discussions with people from differing professions and disciplines has been insightful, providing me with ideas that I can apply within my own setting. I would highly recommend this programme to anyone with an interest in this diverse topic.