Year two

Hi, I'm Jane Hyslop, and I'm a senior lecturer in clinical education. And I just want to give you a brief overview of the research in clinicaleducation course. This is a fullyonline course which runs for ten weeksand is designed to introduce youto a range of research approaches seen withinclinical education. Through the course, you will go through the steps involved in developinga research proposal, and this will besomething that is potentially youcould take forward in your ownpractise or could form part of your finalyear dissertation. The course makes use of a learning platformwhere you'll find weekly resourcesand a workbook to support your learning as you go throughthe course. There'll be weekly synchronouslive conversations and an asynchronousdiscussion board. While we encourageyou to join the live conversationseach week, if you can, as you will find youget more from others on the course andconnecting with your peers andsharing your ideas, all the live conversationsare recorded, which will allow youto access materials at a time and placewhich suits you. There's a formativeassignment at the midpointof the course, and for yoursummative assignment, you'll be askedto develop a clinical educationresearch proposal. The course is suitable for anyone who hasan interest in exploring researchapproaches used withinclinical education, whether you hopeto undertake research yourself oras part of a team, or you may simply want to find more abouthow to gain a deeper understanding of research methodologiesand methods used withinclinical education.

Hi, I'm Jane Hislop, and I'm a senior lecturer in clinical education. And I wanted to give you a brief overview of the simulation methodology for clinical education. This is a fully online course which runs for nine weeks and is designed to introduce you to the essential components of simulation based education as a methodology within clinical education. We hope you will finish this course with an understanding of the why of simulation and how in which it can be implemented. The course will allow you to explore theories underpinning simulation, approaches to scenario design, as well as looking at debriefing and meta debriefing. The course makes use of a learning platform where you will find weekly resources, including articles, videos, podcasts, and web links. The course is run in collaboration with the NHS and involves globally recognised clinical educators in simulation based education. We're also grateful to have the support from an international experts from the simulation community as guest tutors. There will be weekly synchronous live conversations and an asynchronous discussion board. While we would encourage you to join the live conversation each week, if you can, as you will find you get more from the course connecting with your peers and sharing ideas, all the live conversations will be recorded, which will allow you the flexibility to access materials at a time and place that suits you. There's a formative assignment at the midpoint of the course, and the summative assignment is in two parts and will involve you designing a simulation activity and reflecting on a metadebrief. The course is suitable for any healthcare professional, regardless of experience, who has an interest in simulation based education approaches used within clinical education. Ideally, you'll either be currently working or have worked in a healthcare context where you can relate your learning around simulation based education to your own practise.

Hi, my name isJane Hislop and I'm a senior lecturerin clinical education. I just wanted to giveyou a brief overview of the policy leadershipand management course. This is a fullyonline course which runs over ten weeks. Through the course,we will explore areas such as policy thatimpacts on education, understandingorganisations and organisationalculture, leadership theories and approaches tochange management, as well as lookingat how you might go aboutevaluating change. You're supported inthe course through an onlinelearning platform with weekly resources. There are weekly synchronouslive conversations and asynchronousdiscussion boards, and there'salso a workbook which runs alongsidethe course. While we stronglyencourage you to join the liveconversations as you'll get more out of the course throughconnecting with peers and discussingthe weekly topics, all live conversations are recorded to allow you the flexibility toaccess materials at a time and placethat suits you. At the midpointof the course, you will have aformative assignment, and the summativeassignment involves a written pieceand a presentation where we willask you to think about a change thatyou would like to take forward inyour own context that will have aneducational impact. Through your assignment, you will alsocritically reflect on how you wouldgo about leading a change in your context. This course issuitable for those working in any level ofan organisation, whether you're in asenior leadership role or you are juststarting out, but want to thinkabout how you can influence change inyour organisation.

My name is Lynsey Campbell, and I am course lead for the 20 credit elective course, Interprofessional Education for Collaborative Practice, or IPECP. In this course, we hope you will gain an understanding of the role interprofessional education plays in promoting collaborative practice, quality health care values, and patient centred care. We contemplate the various definitions and underlying principles of IPE and identify strategies which may promote faculty development in this area. We look at tools for measuring and promoting IPE and collaborative practice and think about factors which may enable or constrain these activities within the clinical learning environment. We explore professional identity within interprofessional teams and how we can create ethical values based IPE for long term collaboration, staff development, and patient centred outcomes. The course assignment provides the opportunity to consider how principles of IPE are relevant to your own clinical education context and develop an intervention which you feel will improve collaborative practice, promote faculty development, or support interprofessional education. In completing the course assignments, you will have the opportunity to develop skills in peer feedback, reflective writing approaches, conference abstract preparation and presentation design. Formative assessment provides the opportunity for peer feedback of your abstract and proposed intervention, and the summative builds on this work. Reflection upon your context is key, and critical appraisal of IPECP, and your proposed intervention should allow you to further develop your skills in master's level work. Creating opportunities for staff to learn from, with, and about one another can be a rewarding experience for educators and result in enhanced teamworking and quality of care. We hope you find this course provides the skills and resources to explore IPE and its significance in collaborative healthcare settings. I look forward to exploring interprofessional education for collaborative practise with students and faculty alike, and hope to meet you on the course in the future. Thank you.

Hi, my name is Magdalena Cerbin - Koczorowska. I am the clinical education programme director at the Edinburgh Medical School. I would like to warmly invite you to join the current issues in clinical education course, which is one of my personal favourites within our clinical education portfolio. This 20 credit course is designed to allow you to undertake an in-depth study into a topical area of your own choice within clinical education. You will not only have the opportunity to become more familiar with the latest evidence, frameworks, and perspectives relevant to your chosen topic, but you will also develop your research skills and engage in meaningful academic debate with both peers and tutors. As a part of your summative assignment, you will work on an evidence based position paper. For many of our students, this has provided a first step in sharing their perspectives with a broader audience, often through blog posts or published articles. The choice of topic is entirely yours. You may find yourself exploring areas such as interprofessional education, psychological safety, stakeholder engagement, the use of simulation methods, or other emerging trends that align with your interests. What makes the current issues course special is that we will shape its direction together across the ten weeks. Throughout, you'll have the support of experienced tutors and a vibrant peer group to help you gather diverse perspectives and engage in academic discussions. We will exchange resources, ideas, and support each other in deepening our understanding of current issues in clinical education. I am truly looking forward to learning with you. See you on the course.

Hi, I'm Steve Wright, and I'm course lead for the 20 credit optional course, Clinical Education and Digital culture. And I'll start with the learning outcomes and how this course aims to engage you directly in those. So the course will ask you to critically evaluate the potential implications of digital technology on your workplace culture and your educational practises in clinical settings. You'll be asked to explore approaches and then propose ideas for effective solutions to complex technological challenges in your chosen area of healthcare education. To do this, there's a real opportunity to use the module as a way to develop and use digital media to enhance your professional profile as a clinical educator. So we'll be exploring six core topics: the web,  eLearning, data,  and then innovation. We'll draw those together to see how they intersect with concepts of digital professionalism. And of course, all of this is being increasingly framed by the rapid development and bundling of diverse technologies for  automated decision making, classification, recommendation, translation, and the extrusion of synthetic text or images by a technology known as a transformer, trained on large language collections and put together and marketed as 'artificial intelligence'. But we'll be not only looking forward to how those things may change in the future, but also drawing on and exploring scholarship on the history of innovation, the social study of science, technology, innovation, and medicine. Now, unlike other courses on this programme, the content isn't designed to be linear. All the content is available from the start because there's such a high degree of crossover in the topics. It makes sense to allow you to absorb that content across the whole time frame of the course. Each of the topics contains various formats for you to digest. There's video resources and tutorials, and these will scaffold and support you to explore and demonstrate the use of different tools so you can design, develop, and rapidly prototype digital media resources for your presentations. That could be as a text based scenario to storyboard a simulation. It could be creating a podcast or using language models to kind of 'vibe code' a working web-based prototype. It could be using LLMs, large language models to summarise selected academic texts on a historic innovation, or you might want to create a podcast from a paper you select and then reflect on the limits, potentials and continuities. So as you'd expect, with a module on digital culture, the assignments are designed to assess your engagement with digital culture as a critical producer, as well as an informed user. So we ask you to outline an abstract as a formative component to make sure that your topic is in keeping with the requirements of the course and to enable feedback from faculty and peers. There's an initial stage where you'll outline an aspect of digital culture relevant to you and identify a problem area. You'll use an AI tool to help you develop this and provide a reflective commentary of around 300 words about your experience of using AI to assist you in producing your work. And that's all part of an initial presentation, which is worth 40% of the overall mark. The second presentation will then propose some form of pathway towards a resolution, or a containment, of the issue. Now, you're expected to show digital professionalism in all of your considerations. It's anticipated that your position, the validity of your proposals, the ideas you're exploring will be within the context of, and referencing, academic literature   So it's a really dynamic course. It's designed to enable you to be a producer, to do rapid prototyping, to try things out that you're interested in with digital cultures,  and develop an artefact that you can take with you, not only for the purposes of the module, for the assessment, but actually to develop your professional profile. So I'm really looking forward to leading this course, and I'm really excited to see how we will co-create these things together. So I look forward to seeing you on the course. Thanks.