Year two | MSc/Pg Dip/Pg Cert Clinical Education | College of Medicine and Vet Medicine

Courses for the Postgraduate Diploma

The second year of the programme involves greater self-direction than first year courses. Students will play a greater role in directing discussions and finding appropriate resources to make use of and discuss with peers.

The second year consists of 1 compulsory 20 credit course and a choice of any 2 electives from the list below. Please note that this list is indicative and may be subject to change. Each course has 10 weeks of content, with a reading week in the middle and some also have statutory holidays. The academic year runs from September to May.

Course	Core or Elective	Credits
Research in Clinical Education This course will address the conduct of research in clinical education. It will enable you to be an engaged consumer of research and prepare those students progressing to completion of a research project. On completion of this course, you will be able to: Define and undertake a systematic search of the clinical education literature. Critically appraise published clinical education literature and research. Compare and contrast different methodologies used in clinical education research. Apply understanding of ethical concepts, issues and processes in research in Clinical Education. Design a coherent research study, including defining a gap in the existing literature, formulating a research question, articulating the methodology and selecting appropriate research methods.	Core	20
Simulation Methodology for Clinical Education The aim of this course is to develop participants from a novice to a competent/proficient facilitator in utilising clinical simulation as a learning tool. On completion of this course, you will be able to: Critically engage with the relevant learning theories that inform simulation education as a methodology. Formulate a constructively aligned simulation programme. Demonstrate an effective debrief in the context of an immersive simulation scenario.
Teaching Online in a Professional Context This course introduces online key strategies for online teaching. It considers the development of approaches to teaching online and relates these to relevant educational theory. The course is designed to allow students to make explicit links to their own professional practice, conceptualising online learning as a socially meaningful, embodied experience. On completion of this course, you will be able to: Explore the challenges and complexity in developing online teaching in professional contexts. Develop strategies for creating an engaged learning community online. Critically analyse the use of learning analytics and approaches to the evaluation of teaching. Critically reflect on online feedback and assessment practices. Develop approaches to online teaching that consider equality and diversity of learners.
Personal and Professional Development for Practice This course aims to explore personal and professional development for clinicians/practitioners within clinical and educational contexts and roles. Participants will reflect on their own development and educational needs both as a clinician/practitioner and as an educator. They will consider the rationale for continuing professional development (CPD) and its impact upon their own career, colleagues, patients and students. Participants will contextualise CPD, examine the factors which might influence an individual's engagement with the process and consider support strategies. On completion of this course, you will be able to: Critically appraise the literature and theories underpinning personal professional development (PPD). Evaluate the processes and tools used to support PPD. Clarify the environmental factors which enable or constrain staff development. Design a PPD plan and reflect upon its potential to impact upon career, colleagues, patients and students. Explain the relationship between personal and professional development (PPD) and the organisational systems in which it takes place.
Policy, Leadership and Management This course will engage with some general concepts about policy, leadership and change management with a view to exploring their significance in determining the nature and quality of clinical education. On completion of this course, you will be able to: Adopt a critical and analytical approach to policy in clinical education. Relate a variety of models and principles of leadership and management to their own work context. Critically reflect on leadership and management approaches they have seen or used. Apply appropriate change management strategies. Critically review the relationship between clinical education and service improvement.	Elective	20
Interprofessional Education for Collaborative Practice This course is designed for experienced healthcare professionals who have an educational role. It aims to support clinicians in exploring interprofessional education (IPE) and understanding its contribution to a sustainable workforce, effective team collaboration, communication, and patient safety. On completion of this course, the learner will be able to: Demonstrate a comprehensive understanding of the principles and rationale behind interprofessional education (IPE) and its significance in healthcare settings. Evaluate the processes and tools that support Interprofessional education. Identify and explain the environmental factors that enable or constrain interprofessional education. Conduct an in-depth critical appraisal of the literature on a topical area in interprofessional education and communication. Explain the relationship between interprofessional education and the organizational systems in which it is implemented.	Elective	20
Quantitative Research in Clinical Education This course is designed to provide educators with the necessary skills to understand quantitative research and apply it in their host institutions. On completion of this course you will be able to: Review and evaluate the factors that need to be taken into account before and during quantitative research Critically examine the range of methods available and select appropriate tools depending on circumstances Communicate key findings to non-specialists Evaluate the real world impact of quantitative research Develop the ability to run analyses using the statistics package R	Elective	20
Current Issues in Clinical Education This course is aimed at experienced, practising healthcare professionals with an educational remit. The aim is to allow students to undertake an in-depth study into a topical area of their choice in clinical education, allowing them to develop their research skills, produce an informed, evidence-based position paper and engage in academic debate. On completion of this course, you will be able to: Identify a topical area in clinical education and undertake an in-depth period of independent study in the area of their choice. Critically engage with, and evaluate the literature in the area of choice. Synthesise information gathered, selection of relevant points and distillation to produce a short position paper. Lead an online seminar and communicate key findings to peer group. Actively engage in peer assessment.	Elective	20

Further information about electives

Depending on your choice of elective courses, you may choose to study two courses at once. The programme team will be happy to discuss this with you.

Please note that elective courses will run subject to demand. We shall notify you of this in advance to allow you to make an alternative choice.

The list above is indicative of courses we have run in the past and may be subject to change for the upcoming academic year. We are happy to clarify any queries.

Research in Clinical Education - an introductory video

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.

Policy, Leadership and Management - an introductory video

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.

This article was published on 2024-09-09