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 clinical
education course. This is a fully
online course which runs for ten weeks
and is designed to introduce you
to a range of research approaches seen within
clinical education. Through the course, you will go through the steps involved in developing
a research proposal, and this will be
something that is potentially you
could take forward in your own
practise or could form part of your final
year dissertation. The course makes use of a learning platform
where you'll find weekly resources
and a workbook to support your learning as you go through
the course. There'll be weekly synchronous
live conversations and an asynchronous
discussion board. While we encourage
you to join the live conversations
each week, if you can, as you will find you
get more from others on the course and
connecting with your peers and
sharing your ideas, all the live conversations
are recorded, which will allow you
to access materials at a time and place
which suits you. There's a formative
assignment at the midpoint
of the course, and for your
summative assignment, you'll be asked
to develop a clinical education
research proposal. The course is suitable for anyone who has
an interest in exploring research
approaches used within
clinical education, whether you hope
to undertake research yourself or
as part of a team, or you may simply want to find more about
how to gain a deeper understanding of research methodologies
and methods used within
clinical 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 is
Jane Hislop and I'm a senior lecturer
in clinical education. I just wanted to give
you a brief overview of the policy leadership
and management course. This is a fully
online course which runs over ten weeks. Through the course,
we will explore areas such as policy that
impacts on education, understanding
organisations and organisational
culture, leadership theories and approaches to
change management, as well as looking
at how you might go about
evaluating change. You're supported in
the course through an online
learning platform with weekly resources. There are weekly synchronous
live conversations and asynchronous
discussion boards, and there's
also a workbook which runs alongside
the course. While we strongly
encourage you to join the live
conversations as you'll get more out of the course through
connecting with peers and discussing
the weekly topics, all live conversations are recorded to allow you the flexibility to
access materials at a time and place
that suits you. At the midpoint
of the course, you will have a
formative assignment, and the summative
assignment involves a written piece
and a presentation where we will
ask you to think about a change that
you would like to take forward in
your own context that will have an
educational impact. Through your assignment, you will also
critically reflect on how you would
go about leading a change in your context. This course is
suitable for those working in any level of
an organisation, whether you're in a
senior leadership role or you are just
starting out, but want to think
about how you can influence change in
your 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. This  course  is  an  opportunity to  engage  with  and  critically analyse  or  create  digital  artefacts and  practises  in your  clinical  education  area. 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  propose  ideas  for effective  solutions  to complex  digital  technology  challenges within  your  chosen  area of  healthcare  education. The  course  is  designed to  support  and  give  you opportunities  to  use  digital  media  to enhance  your  professional  profile as  a  clinical  educator. One  of  the  approaches  we  use to  do  this  comes  from  science, technology  and  innovation  studies, the  idea  of  an  implosion. In  this,  you  select a  specific  object  or  vignette  from your  clinical  education  practise and  trace  how  it  came  to  be  in  your  practise, asking  what  the  labour, professional,  material, technological,  political  and  economic aspects  are,  how  they  came  together. You  can  explore  how  it's contextualised  and  situated, how  it's  integrated  into education  practises,  and  its  history. In  previous  years,  we've  had  people  explore digital  collars  of  cattle and  where  the  data  goes, how  ECG  interpretation  is taught  in  paediatric  settings, digital  legacies  in  palliative  care, and  tools  to  manage  drug  dosing. So,  as  well  as  using  learn  for assignment related  discussions  and  peer  reviewing, we  make  extensive  use  of  miro  boards, which  are  an  online  digital  scrapbook, a  collaborative  whiteboard  for you  to  share  ideas, curate  digital  artefacts,  and explore  your  chosen  area  with  peers, as  well  as  collaboratively engaging  with  and  annotating  course  readings. There  are  materials  to  support  you  across core  topics  of  the  web,  eLearning,  data, and  innovation,  and  how  all  of  these intersect  with  ideas of  digital  professionalism. Of  course,  all  of  these  are increasingly  being  framed  by systems  for  automated  decision  making, classification, recommendation,  translation, and  the  extrusion  of synthetic  text  or  images by  large  language  models. So  we'll  not  only  be critically  exploring  how  these  systems  are bundled  together  and marketed  as  artificial  intelligence, would  also  be  making  use of  the  tools  in  practise. We  have  incredible  opportunities here  at  Edinburgh  using  ELM, which  gives  you  free  access  to frontier  models  from  Open  AI, anthropic,  and  Google, as  well  as  the  option  to  use low  carbon,  locally  hosted, open  source  and  open  weight  LLMs, and  it's  all  via  secure, institutionally  managed  architecture. So  if  you've  never  used  AI, we'll  be  critically  exploring and  considering  the  hype, the  imagined  futures,  and comparing  them  to  the  real  world  effects. We'll  explore  not  only  educational  potential, but  also  resistance  to dominant  narratives  and totalizing  visions  being  sold  to  us. The  course  will  give  you an  opportunity  to  try  out  vibe  coding, where  you  use  a  chat  interface  to  build web  applications  without  needing to  know  how  to  code, to  make  use  of  new  technologies in  your  projects. For  example,  one  student  vibe  coded a  fully  functional  demo  E learning  system  for  teaching complex  clinical  skills  and clinical  reasoning  with  no  prior  experience of  web  application  development. They  applied  their  clinical  knowledge, their  educational  understanding developed  through  our  programme and  through  the  topics  within this  course  to  engage  in  design  thinking, exploring  and  creating a  working  example  that  showed the  possibilities  of  new  technologies to  support  effective  clinical  education. Now,  as  you'd  expect,  with a  course  on  digital  culture, the  assignments  are  designed  to assess  your  engagement  with digital  cultures  as  a  critical  producer, as  well  as  an  informed  user. So  we  ask  you  to  complete a  formative  component  where you  outline  your  topic. You  put  it  in  an  abstract  and  get feedback  from  peers  and  faculty. You  then  submit  two  short  presentations. The  first  outlines the  problem  space  you've  identified. You'll  get  feedback  on  that  recording  before submitting  your  second  presentation where  you  showcase  your  response, and  that  is  accompanied  by a  written  reflection  on  the  process. We've  had  incredibly creative  presentations  from implosion  case  studies  and  product demos  through  to digital  documentaries  and  podcasts. This  course  is  a  creative, collaborative,  and  really, really  cutting  edge  opportunity to  develop  digital  skills, to  showcase  them,  share  them,  get  feedback, and  critically  reflect  on your  development  as  a  clinical  educator  in a  digital  age  with peers  and  with  tutors and  with  expert  guidance.
 

Hi, I'm Avril Dewar, and I'm the course lead for quantitative research and clinical education. In this course, we move from the broad principles of educational scholarship and research into the practical world of quantitative methods. Building on the foundations you've developed in previous modules, we'll explore how to ask meaningful, answerable questions in clinical education and answer them using robust quantitative approaches. We place a strong emphasis on practical application. You will work with simulated real world clinical education datasets and learn to use R, a powerful open source statistical programming language to wrangle messy data, conduct appropriate statistical analysis, visualise results, and produce professional reproducible reports using R markdown. While the R learning curve can be steep at first, most students find it one of the most rewarding and empowering parts of the programme. By the end of the course, you'll be able to independently design, execute, and communicate quantitative research projects relevant to your clinical education context. We'll also develop your ability to critically evaluate existing quantitative research in the field. You'll learn to appraise study design, sampling, statistical methods, and the interpretation of findings so that you can confidently judge the quality and relevance of published work in clinical education. Throughout the course, we'll consider important contextual issues such as the strengths and limitations of quantitative approaches in education, questions of validity, reliability, and generalizability, and how quantitative evidence can best inform teaching practise, curriculum design, and educational policy in health care settings. The course assignment is designed to mirror real world educational research practise. You'll be given a realistic simulated data set that might be available in your own clinical education setting, together with a question posed as if by an educational committee and some relevant literature. You'll review the literature, apply quantitative methods and analytical techniques covered on the course, design and conduct an appropriate analysis in R, and report your findings and recommendations back to the committee in a professional format. You'll also critically reflect on your methodological choices, the strengths and limitations of your approach, and the implications for practise. This module is an optional component of the postgraduate programme in clinical education. The skills and confidence you've developed here will directly support your future educational scholarship and stand you in good stead if your dissertation project is best answered by quantitative research methods.