Year three

Pathways for Year 3

The third year of the programme consists of three pathways shown in the diagram below.  You will be asked to choose one pathway prior to the start of the academic year in September.

Please note that the courses shown are indicative and may be subject to change.

 

Image of the Clinical Education Year 3 Diagram 2022-23

Critical Literature Review - an introductory video

Hi, my name is Steve Wright, and I'm the course lead for the 20 credit elective course, Critical Literature Reviewing. I'll be supported by Ruth Jenkins, our incredibly experienced and knowledgeable academic support librarian. In this course, we'll be developing your practical skills. We'll be identifying, searching for, and appraising literature. We'll be extracting relevant segments, using these to develop and support a critical analytic argument that is relevant to your context and your interests. Over the ten weeks, you'll develop the skills and the knowledge to develop a topic of interest. Explore it, and then critically analyse literature related to it. You'll develop a search question, search strategy, you'll identify and apply methods of literature review, you'll search appropriate databases, extract, appraise, and synthesise data from your selected literature. Ruth will be bringing her expertise on the search and appraisal, and I'll be bringing my extensive expertise in using qualitative data analysis software in the extraction and synthesis process. But the real focus here is not on the mechanics of searching, the rote application of critical appraisal tools. In fact, as we enter an age where large language models or generative AI can almost instantaneously summarise written sources and extrude synthetic text that claims to synthesise that literature, the concern here is about developing that truly and fundamentally human, thoughtful and reflexive consideration of what it is and why it matters. It's through a critical and reflexive engagement with research literature, really considering if, how and why it can support your argument, and furthermore, why that argument actually matters, that your critical skills will develop. So the assessment is the practical and critical application of these skills in a written, structured literature review of 3,000 words. There's a lot of opportunity for formative support and guidance to develop your assignment. It's intentionally limited in its scope. We ask you to critically review between 5 and 8 papers with a maximum of ten, which will be selected from your searches. So this means you'll need to be very clear and focused in your searches. You'll need to give a clear rationale for your criteria. You'll need to explain your search strategy, data extraction approach and the findings, and there will be a reflective component as well, where you'll explore a contemporary issue in relation to critical literature reviewing, reflect on what it means to you, your learning, what you've done through the course, and what you might do similarly or differently if you were to approach it again. So, this course will develop essential, practical and critical skills for future work with the literature and broader considerations in research, whether that's for a master's dissertation, grant applications, conference presentations, and you will also be reviewing and critiquing other students' work and research in medical education.

Adopting Quality Improvement Methodology Approaches to Clinical Education - an introductory video

Hello. My name is Veronica Davey, and I am a lecturer on the Clinical Education Master's programme at the University of Edinburgh. This video is an introduction to a course that is titled Adopting Quality Improvement Methodology Approaches to Clinical Education, or, as we like to call it, the Quality Improvement, or simply the QI course. If you are watching this video, you may either be thinking about enrolling on this course, or you may already have signed up to participate. And I want to take a minute or two to give you a sense of what you can expect if you choose to take part in the QI course. So, firstly, this course is an opportunity to analyse and critique the principles of quality improvement and the distinct methods and the tools that can be used to bring about sustainable improvements in the quality of clinical education. The QI course will also equip you with the knowledge and skills necessary to identify areas for improvement, design and implement change initiatives, and measure the impact of those changes. You'll learn how to engage other members of the multidisciplinary team and generate support for QI projects. And participation in this course should enable you to provide credible assistance and advice to your colleagues who are less familiar with QI methods and approaches. Ultimately, the goal of this QI course is to equip you with the ability to champion improvements in the quality of clinical education and contribute to a culture of continuous improvement. The summative  assignment will allow you to apply all that you have learned as you develop a detailed QI proposal that is meaningful to you and relevant to your clinical educator context. This is a 40 credit course. It runs for two terms or 20 weeks. For the first 10 weeks, we will use a format that you are familiar with. We have live conversations, discussion boards, and online resources, and as ever, we will draw on self directed and peer learning. The second half of the course is slightly different in that we pivot towards a co creation approach. When we say co creation, what we mean is that learners on the course will work collaboratively with educators to plan and design the content for weeks 11 to 20. The rationale for this co creation approach is that it is known to give learners more agency and ownership, and it will allow you, as a clinical educator to influence the pedagogical approaches that we use. You do not need experience in co creation to participate in the QI course, not at all. But we do ask that you bring your enthusiasm and curiosity and that we all work together to build an environment that invites critical thinking and constructive criticism as you plan and learn with and from each other. What I really enjoy about this course is the opportunities that it gives for learners and educators to explore how clinical educator expertise and know-how can be applied to real world clinical contexts. And we know from experience that the QI proposals that are developed by our students have the capacity to have a positive impact on quality of care and patient safety. This course is an excellent opportunity for anyone who wants to drive forward improvement. Please get in touch if you have any questions; clinicaleducation@ed.ac.uk We are looking forward to working with you. Thank you.

Dissertation - an introductory video

Hi, my name is Magda Cerbin-Koczorowska and I am programme director forclinical education. I would like to give you a brief overview of the Dissertation60 credit course, which forms anexciting opportunity to design and launch your own researchproject with the support of a member of the clinicaleducation team. At the beginningof this journey, we encourage you toidentify a project that interests you or is relevant to yourprofessional development. This is a uniquechance to take ownership of a topic that matters to youand to develop research skills that will benefit yourfuture career. If you struggle with identifying aresearch question or lack access toappropriate data or research settings, we will alsoprovide a list of predefined topicsthat you can work on. As a part of yourdissertation, you will have theopportunity to design and carry out primarydata collection using either qualitative, quantitative, or mixedmethods approaches. Alternatively, you may conduct aliterature review if that better suits your interests orcircumstances. It is worth noting thatdissertation is just one of threepossible pathways to achieving yourmaster's award. If you want to learn more about thealternative options, we encourage you to visit the programmestructure web page or contact the clinicaleducation team. We look forwardto supporting you on yourresearch journey.

Pathway 1

Further information about the Semester 2 and 3 courses in Pathway 1 can be found on our Year two page.  Further information about the Critical Literature Review course is shown below.  Please note that this course is a core course (compulsory) for Semester 1.

Pathway 2

The two courses shown below will be taken together:

CourseCoreCredits

Critical Literature Review

This course affords students the opportunity to undertake and complete an in-depth critical review of literature pertaining to a ‘problem’ or chosen topic. Throughout the course, the critical literature review process is examined in order that students refine their research topic, while learning to systematically search for, collate, critically analyse, organise, and synthesise literature pertaining to it. To promote reflexivity, the assessment will also have a reflective component.  On completion of this course, you will be able to:

  • Investigate a problem through critical literature review.
  • Design and implement a systematic search following a methodological framework.
  • Organise and critically analyse retrieved research evidence.
  • Synthesise research evidence from disparate sources.
  • Critically reflect on learning in relation to critical literature review.
Core20

Adopting quality improvement methodology approaches to clinical education

This course offers students the opportunity to critically study and systematically examine the methods and factors that best work to facilitate quality improvement approaches.  Students will develop a QI project proposal to manage change in the most effective way within their own healthcare setting. The underlying research around QI principles, cultures, approaches, and methods are explored to help students to consider how best to improve quality of educational practice in their setting.  Please note this does not include the execution of the planned project.  On completion of this course, you will be able to:

  • Develop critical awareness of quality improvement principles, approaches, and application to healthcare education.
  • Identify and differentiate the most popular quality improvement approaches, frameworks, and methods along with the strengths and weaknesses of each.
  • Critically review the relationship between theories and workplace practice.
  • Appraise QI evaluation/measurement strategies applicable to healthcare settings.
  • Plan an improvement project to apply learning into practice including evaluation strategies, performance measures and key steps to manage the QI project.
Core40
Pathway 3

This consists of a 60 credit dissertation and the academic year runs from September to August.

You will be allocated a supervisor to support you in this work.  You can choose a topic related to your own clinical work, or contribute to ongoing programmes of research led by the programme team.  Literature based studies are also permissible.

You can choose to submit the dissertation as a 15,000 word document, or as a paper for publication with a supporting commentary.

Some examples of previous dissertation topics include:

  • Learning styles in medical education - a scoping review.
  • Exploring the motivation of adjunct nursing instructors: a theory of relational practice.
  • A qualitative study of the use and perceived value of workplace based tutorials during orthodontic therapy training.
  • Exploring the lived experiences of Relational Practice between supervisor and student during an online master's dissertation course.
  • Inter-professional education.  Hitting the "sweet spot", a quasi-experimental study of an inter-professional prescribing masterclass, featuring undergraduate medical students and non-medical graduate prescribing students.
  • The competencies desired of applicants to enter psychiatry specialty training.  A Delphi study.
  • Medical laboratory technology discovery training: an innovative approach.

Further Guidance and Frequently Asked Questions

How do I know if this is the right pathway for me?

This is the pathway for you if …

  • You have an interest in the subject areas covered by the Year 2 courses and would like an opportunity to study those courses that you didn’t study in Year 2.
  • There is no requirement in your current or future roles to complete a dissertation.
  • Completing a dissertation research project would not be of benefit to you or your employer.
  • You would find it difficult to gather research data and undertake a research project in your current role, for whatever reason.
  • Rather than graduate with a Postgraduate Diploma, you can achieve the full MSc qualification by studying 3 taught courses.

What will my timetable look like?

  • The diagram on this page shows your timetable for the academic year and you would study from September to May.
  • The Critical Literature Review course is a core (compulsory) course and runs from September to mid-November.
  • You will choose one course in each of Semesters 2 and 3 that you did not study in Year 2.
  • You will study courses in Semesters 2 and 3 alongside the Year 2 students.
  • Please be aware that the order of the Semester 2 and 3 courses may change from those currently listed – but we will keep you updated.

What is the format of the assignments for these courses?

  • For the Critical Literature Review course, you will submit a short formative assignment mid-course which does not carry marks.  The summative assignment is a written, structured critical review of no more than 3,000 words.
  • For the other courses, the assignment will differ depending upon the courses you choose.
  • Please email us for specific information: clinicaleducation@ed.ac.uk

Are these taught courses still at Master’s Level?

Yes, the courses are at Level 11 (in Scotland) and are at the same level as the 60 credit Dissertation and the Pathway 2 courses.

For this Pathway, which does not result in a dissertation, will this be looked upon less favourably by a future employer?

All 3 pathways are equally weighted and have been through a due diligence process with the University’s senior management team.  The scholarship and personal development involved in each pathway is the same and the end qualification is at the same level for all 3 pathways. 

All pathways result in the same exit award and there is no mention of the courses studied on the degree certificate (only on the transcript).

The main difference between the pathways is that in Pathways 1 and 2 you will study a breadth of topics, but with Pathway 3 (the dissertation), you will study one topic in much more depth. 

If you think you will be undertaking educational research in your current or future role, then you may wish to choose the dissertation so that you have the benefit of working one-to-one with an experienced dissertation supervisor.

If you would like to discuss your individual circumstances with us, please email us: clinicaleducation@ed.ac.uk


How do I know if this is the right pathway for me?

This is the pathway for you if …

  • You are currently involved in, or will be involved in, work-based QI projects in your current or future role.
  • You wish to study and examine the methods and factors to facilitate QI approaches and to apply this practically to your own professional practice.
  • You wish to undertake an extended piece of scholarship which adds to the body of knowledge in the field of quality improvement.
  • Completing a dissertation research project would not be of benefit to you or your employer.
  • There is no requirement in your current or future roles to complete a dissertation.

What will my timetable look like?

  • The diagram on this page shows your timetable for the academic year and you would study from September to August.
  • The Critical Literature Review course is a core (compulsory) course and runs from September to mid-November.
  • You will start to plan your QI project prior to the start of the academic year (September), but won’t formally commence this 40 credit course until mid-November when you have completed the Critical Literature Review course.

Will I have a supervisor for the QI project proposal?

No, individuals won't have a supervisor in the same way you would if you studied the 60 dissertation research project.  All students will continue to have access to their Personal Tutor.

What is the format of the assignments for these courses?

  • For the Critical Literature Review course, you will submit a short formative assignment mid-course which does not carry marks.  The summative assignment is a written, structured critical review of no more than 3,000 words.
  • For the QI project proposal course (called Adopting quality improvement methodology approaches to clinical education) you will present your planned approach mid-course.  The summative assignment is in two parts: a presentation about your planned approach, and a comprehensive plan of your QI project (no more than 5,000) words.
  • Please note that this does not include the execution of the planned project.  You will learn the planning process, the strategies for and the tools and theories behind, undertaking a Quality Improvement Project in your workplace.  You will also learn the strategies of evaluating your project once carried out, and how to maintain and improve your project in your workplace.

 

For this Pathway, which does not result in a dissertation, will this be looked upon less favourably by a future employer?

All 3 pathways are equally weighted and have been through a due diligence process with the University’s senior management team.  The scholarship and personal development involved in each pathway is the same and the end qualification is at the same level for all 3 pathways. 

All pathways result in the same exit award and there is no mention of the courses studied on the degree certificate (only on the transcript).

The main difference between the pathways is that in Pathways 1 and 2 you will study a breadth of topics, but with Pathway 3 (the dissertation), you will study one topic in much more depth. 

If you think you will be undertaking educational research in your current or future role, then you may wish to choose the dissertation so that you have the benefit of working one-to-one with an experienced dissertation supervisor.

If you would like to discuss your individual circumstances with us, please email us: clinicaleducation@ed.ac.uk


Your dissertation can either be empirical work collecting or generating new quantitative or qualitative data as a way of approaching your research.  Or a literature-based (sometimes called desk based) dissertation.  Or you may wish to submit your dissertation as a paper for publication with a supporting commentary.

How do I know if this is the right pathway for me?

This is the pathway for you if …

  • You wish to study, in depth, a topic which has high personal and professional interest to you.
  • You wish to undertake an extended piece of scholarship which adds to the body of knowledge in the field of clinical education.
  • You are involved in, or wish to be involved in, educational research and wish to undertake a piece of work in greater depth which demonstrates your skills of investigation, analysis and research methodology.

What will my timetable look like?

You will start to plan for your dissertation prior to the start of the academic year (September) and will be asked to complete a dissertation proposal in July, and join some live conversations in the summer.

You will complete your dissertation between September and the end of July, working with your dissertation supervisor.  You will also be invited to join regular live conversations with your fellow dissertation students.

What is the format of the dissertation?

  • A dissertation of maximum 15,000 words; or
  • A paper for publication with supporting commentary (totalling a maximum of 15,000 words).

Will I have a supervisor?

Yes. An academic supervisor will be allocated for you if you choose the dissertation pathway. Although you are responsible for guiding your own learning through the dissertation, your supervisor will support you through this process.  All students will continue to have access to their Personal Tutor.

What about ethical approval for my research project?

We would ask you to speak with your dissertation supervisor as early as possible.  They will advise you on the process.


When will I need to decide?

We will email you in late April/early May to ask you to make an initial decision if you can.  We will run a live online Q & A session and will be happy to answer individual queries. 

You can discuss your options with us and make a final decision by the end of August.

Can I change my mind and move to another pathway?

Yes, it’s possible to do so if you give us some time to make alternative arrangements for you.  We would prefer your final decision by the end of August, but if there are exceptional circumstances, we can discuss these with you.  It will not be possible to change pathways once the academic year has started, so please take time to make the right decision for you.

What if I have other commitments and/or professional exams during Year 3?  What would you advise?

We would ask you to consider your other commitments during the academic year when making your decision.  For example, is it better to have more structure in your timetable, so will Pathway 1 or 2 be the best choice?  Or is it better to be more self-directed, if so Pathway 3 may be the best choice?  Ultimately, you need to decide what would suit you best based on your own learning style and your other commitments.  Talk to your family and friends, talk to your supervisor and talk to your Personal Tutor on the programme before you make your decision.

If I wish to study the dissertation pathway, can I also take individual courses from pathway 1 alongside it?

This would be very intensive and we not recommend this unless you have protected study time or are taking a sabbatical.  Please email us if you wish to discuss your situation: clinicaleducation@ed.ac.uk

Is it possible to pay for a 4th year and do the dissertation first, then study Pathway 1?

Yes, this is possible.  Please email us to discuss this further: clinicaleducation@ed.ac.uk

For Pathways 1 and 2, which do not result in a dissertation, will these be looked upon less favourably by a future employer?

All 3 pathways are equally weighted and have been through a due diligence process with the University’s senior management team.  The scholarship and personal development involved in each pathway is the same and the end qualification is at the same level for all 3 pathways. 

All pathways result in the same exit award and there is no mention of the courses studied on the degree certificate (only on the transcript).

The main difference between the pathways is that in Pathways 1 and 2 you will study a breadth of topics, but with Pathway 3 (the dissertation), you will study one topic in much more depth. 

If you think you will be undertaking educational research in your current or future role, then you may wish to choose the dissertation so that you have the benefit of working one-to-one with an experienced dissertation supervisor.

If you would like to discuss your individual circumstances with us, please email us: clinicaleducation@ed.ac.uk


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