Clinical Education MSc

The module examines the principles of teaching and learning described in the broader literature from education and psychology as applied to medical and healthcare professions higher education. It develops by exploring individual values and beliefs about teaching and learning and investigates the way in which the values, beliefs and held assumptions of teachers, together with expectations from learners, influence the delivery of teaching and the learning experience of students.

Students will apply their learning by delivering at least one teaching session on a chosen area of expertise such as a clinical sub-specialty and gain feedback about their performance.

This module introduces students to the principles of assessment and feedback described in the broader literature from education and psychology as applied to a medical or healthcare professions education context. The course initially considers the philosophy and principles of assessment.

Thereafter, attention is given to the unique features of assessment including core methods used and areas of contention and controversy. The key considerations involved in designing programmes of assessment are discussed, such as constructive alignment of the curriculum and assessment, assessment validity, programmatic assessment and standard setting. 

The module explores individual values and beliefs about the curriculum and the educational environment. Students will investigate the way in which the values, beliefs and assumptions held by teachers, together with the expectations of learners, influence the design, development and delivery of the curriculum.

The module explores the key aspects of inclusive curriculum design, including the inclusive alignment of curriculum content, teaching practices, educational materials, learning activities, assessment and feedback. Thereafter, the way in which the curriculum provides a template for planning and evaluating learning is explored.

This is a compulsory module for MMedSci students. It is designed to enable you to implement research skills and also prepare for your piece of educational research as part of a dissertation project. 

The module will build on the knowledge and skills developed in the Introduction to Research Methods module and further refine the understanding of scholars about quantitative and qualitative research.

You'll be allocated a research supervisor who you'll work closely with over the course of the module in refining your study design. Research design principles and dissertation structure will be described and discussed so scholars are prepared to submit their work in a timely and effective manner. At the start of this module, you should be in a position to undertake research guided by a research proposal and protocol in collaboration with your supervisor. If appropriate ethical approval must be sought.

The module begins with a review of the literature around clinical reasoning to ensure students have shared understanding of the problem, key concepts and approaches used to teach clinical reasoning. Concepts such as the ‘what’ of clinical reasoning education, the ‘how’ and the ‘when’ are discussed along with key ideas such as dual process theory, script theory, situativity theory and human factors, cognitive biases, metacognition, and the different types of knowledge teachers need to foster for successful clinical reasoning ability.

There is critical evaluation of various teaching approaches employed to develop clinical reasoning skills, with a specific focus on case-based learning. Literature on expertise development and the master adaptive learner are explored with the aim of enhancing feedback to students around their development of clinical reasoning skills over time.

This module examines the challenges of underperformance and performance enhancement for teachers in medical or healthcare professions education. The module draws on insights from the broader literature in education, leadership, psychology and sociology applied to a medical or healthcare professions education context. Various issues associated with underperformance such as specific learning differences and protected characteristics that may influence the circumstances surrounding underperformance are also discussed with respect to best practice guidelines and management of these learners in practice. Likewise, the association between cultural factors and underperformance is discussed including an examination of the experience of medical students as well as healthcare professionals in practice. 

Models for investigating underperformance and planning performance enhancement are evaluated with specific attention on identifying factors associated with underperformance, triangulating observations about performance with information from interviews with learners, and supporting individuals to improve. 

This course is designed for those who want to explore leadership and management in the context of healthcare professions education. It is envisaged that key transferable knowledge and skills will be gained on this course.

Students will be introduced to leadership concepts, characteristics and capabilities. The art of effective management during periods of change and innovation will be considered and concepts of transformational and transactional leadership explored. Principles of being a good team player, effective team leader and empowerment of others will be explored. Decision making strategies and problem-solving tactics will be considered.

Students will also have the opportunity to explore and understand their own leadership style as determined by validated assessment instruments.

Finally, the course gives students time and space to critically discuss an improvement project relevant to their own professional context, and to reflect on a complex leadership challenge as part of their ongoing development in the various expert roles of a teacher.