Postgraduate study

MMedSci Medical Education

This course aims to develop expert medical educators for the doctors and healthcare professionals of tomorrow
 
  
Duration
1 year full-time; 3 years part-time (with the opportunity to complete in a minimum of 2 years)
Entry requirements
2.1 OR pass at MBBS (and other medical degrees where no classification is awarded as standard)
IELTS
7.0 (no less than 6.0 in any element)

If these grades are not met, English preparatory courses may be available
Start date
September
UK/EU fees
£9,450 - Terms apply
International fees
£19,575 - Terms apply
Campus
Queen's Medical Centre
School/department
 

 

Overview

 

We support individuals with a background in medicine, dentistry, nursing, pharmacy, veterinary science and other healthcare professions to be the best medical educators they can be locally, regionally, nationally and internationally.

Course Mission
  • Develop the professional identity of individuals with a background in medicine, dentistry, nursing, midwifery, healthcare science, physiotherapy, occupational therapy, speech and language therapy, dietetics, and veterinary science in each of the expert roles of a teacher
  • Create and cultivate a community of practice of medical educators that also functions as a personal and professional learning network for each other as well as an effective alumni for future students on the course
 

 

What our students say

 

 

 

 

Full course details

Course director

Dr Rakesh Patel, School of Medicine

Structure

The MMEdSci course programme (starting 2017/18) consists of 10 modules designed to develop and prepare them to apply for professional recognition of their teaching or educational expertise from the Higher Education Academy or Academy of Medical Educators.

Students may enter or exit the programme at Certificate, Diploma or Masters level and all courses may be studied part- or full-time.

Each module comprises face-to-face contact days supported by online learning before and after contact days. Educational activities on a typical module include:

  • plenary presentations
  • small group teaching and discussion
  • online webinars
  • moderated self-directed study
  • action-learning sets
  • peer-peer learning
  • journal club
  • one-to-one supervision
  • observation
  • simulated educational encounters
  • personal and professional development
  • guided reading

Timetable

This is a copy of the timetable  for the 2017-18 academic year to give you an idea of the time commitment required.     

Assessment

Methods of assessment are tailored to the nature of module and include written assignments; learning resource development; peer-evaluations or personal reflections.

 
 

Modules

For new students in 2017/18: 

Core modules

A34PAF Principles and Practice of Assessment and Feedback (20 credits)

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.

A34PCD Principles and Practice of Curriculum Design and the Educational Environment (20 credits)

The aim of this module is to develop the knowledge, skills, values and desirable behaviours of students in the expert roles of a teacher – planner, information provider, assessor, facilitator and role model.

A35PTL Principles and Practice of Teaching and Learning (20 credits)

This module introduces students to the principles of teaching and learning described in the broader literature from education and psychology as applied to a medical or healthcare professions education context.The module 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 in a medical or healthcare professions education context.

A34RAD Research and Dissertation (60 credits)

The Research Methods Module is a compulsory module for Masters candidates on basic research methods in medical and health science education. It is designed to teach participants knowledge of research skills but also to prepare them for carrying out educational research as part of their dissertation project. There will be online content supported by face-to-face teaching.
The module will describe the characteristics of quantitative and qualitative research methods, basic statistical techniques and qualitative data analysis. Research design principles and dissertation structure will be described and discussed. At the end of this module participants should be in a position to begin the process of producing an appropriate research protocol in collaboration with their supervisor.
If appropriate ethical approval must be sought.
The Dissertation is a supervised research or literature based investigation using appropriate research or investigatory methodology into an aspect of clinical education. It leads to the production of a 20K dissertation. Supervisory contact is maintained by email, Skype or face to face meetings. Participants should produce a draft dissertation for appraisal by their supervisor prior to formal submission.

Elective modules

Students must take 60 credits from this group. 

A34CMS Coaching, Mentoring, Supervision (20 credits) 

The aim of this module is to consolidate the knowledge, skills, values and desirable behaviours of students in the expert roles of a teacher with a focus on facilitator and role model.

A34LCE Learning in Complex and Uncertain Environments (20 credits)

A34PBL Problem-based Learning, Case Based Learning and Clinical Diagnostic Decision-making (20 credits) 

This module investigates approaches such problem-based learning (PBL) and case-based learning (CBL) for developing clinical diagnostic decision-making skills among novices in a medical or healthcare professions education context. The module draws on insights from the broader literature in clinical reasoning, decision-making, education and psychology and sociology applied to a medical or healthcare professions education context.

A34PDP Professionalism, Diversity and Professional Identity Development (20 credits)

The aim of this module is to consolidate the knowledge, skills, values and desirable behaviours of students in the expert roles of a teacher with a focus on role model and leader.

A34TEE Technology-Enhanced Education

The aim of this module is to consolidate the knowledge, skills, values and desirable behaviours of students in the expert roles of a teacher with a focus on role model and leader.

 
A34UPE Underperformance and Performance Enhancement (20 credits)

The aim of this module is to consolidate the knowledge, skills, values and desirable behaviours of students in the expert roles of a teacher with a focus on assessor, facilitator and role model.

The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.

 
 

Funding

UK/EU Students

The Graduate School at the University of Nottingham provides more information on internal and external sources of postgraduate funding.

International Students

Opportunities for funding may be available to overseas students through the University's International Office.

 
 

Careers and professional development

Most UK graduates go on to work in the NHS, while some international graduates work for non-governmental organisations, for their Ministry of Health, or in a range of academic careers.

See where our students come from 

Average starting salary and career progression

In 2016, 94.5% of postgraduates from the school who were available for employment had secured work or further study within six months of graduation. The average starting salary was £34,871 with the highest being £76,000.*

* Known destinations of full-time home postgraduates, 2015/16. Salaries are calculated based on the median of those in full-time paid employment within the UK.

 

Career prospects and employability

The University of Nottingham is consistently named as one of the most targeted universities by Britain’s leading graduate employers* and can offer you a head-start when it comes to your career.

Our Careers and Employability Service offers a range of services including advice sessions, employer events, recruitment fairs and skills workshops – and once you have graduated, you will have access to the service for life.

* The Graduate Market 2013-2016, High Fliers Research

 
 

Related courses and downloads

Downloads and links

 

Related courses

No related courses
 
 
 

Disclaimer
This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

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Medical Education MMedSci
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Contact

Amanda Bamford
(Course Administrator)
School of Medicine
The University of Nottingham B83, Medical School, QMC
Nottingham, NG7 2UH
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