For new students in 2019/20
MEDS4015 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. The module equips scholars to deliver theory-driven or evidence-based teaching effectively and critically reflect on the experience in order to demonstrate scholarship in their roles as teachers.
MEDS4018 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 Higher Education context. Students will explore the purpose of assessment for the learner, as well as some of the broader considerations from stakeholders such as patients, the public and the wider profession. The module also investigates the various targets of assessment such as knowledge, skills and behaviours in a medical or healthcare professions education context including some of the areas deserving of particular focus in the 21st century such as clinical reasoning and judgment in uncertain situations as well as professionalism and team-working. Key considerations involved in designing programmes of assessment, such as experts to test expert judgment, pass-fail standards that appropriately reflect developmental levels (with reference to core psychometric concepts as appropriate) and the provision of timely feedback and remediation are explored. Students will learn the fundamentals of psychometrics so they are better able to apply the concepts in practice, either at assessment or beyond the course, and given the importance of psychometrics for medical education more widely. There is also emphasis on the impact of assessment on learning and the role of feedback and formative assessment in the educational process.The educational theory and evidence base for feedback models will be explored with a specific focus on feedback receipt and learner engagement in order to facilitate a change in future learner behaviour and outcomes.
MEDS4014 Principles and Practice of Curriculum Design and the Educational Environment (20 credits)
This module introduces students to curriculum design principles and how they influence the educational philosophy and inform the delivery of education across the continuum of medical or healthcare professions education. It considers the influence of stakeholders such as the profession, the public and patients on curriculum design including the various drivers for change from a policy perspective and legislation such as the Equalities Act. Students will gain insight into the way in which curriculum design is a process of defining and organising content; teaching and learning strategies; assessment processes; and evaluation processes. The module will explore the ways in which educators can ensure that curriculum design and educational environments are inclusive, as well as how we define culture, diversity and inclusion as they relate to educators. Students will also learn ways in which the structure of the environment as well as institutional culture and norms influence the lived experiences of learners in the classroom or clinical workplace; investigate the influence of the learning environment on modifiable learner factors such as motivation and perception of relevance; and consider the way in which the environment of the classroom or clinical workplace can be structured to consolidate previous learning experiences and facilitate the learning strategies of individuals to create an optimum climate for learning.
MEDS4023 Introduction to Research Methods in Medical Education (20 credits)
This module prepares and supports students to begin the challenge of undertaking medical education research. The purpose of the module is to provide students with an introduction to the principles and practice of research design, methodology, quantitative and qualitative research methods. Likewise, the module also will also develop the knowledge required to plan data collection and analysis as well as develop the skills required to complete a research proposal and application for ethical approval to undertake research.
MEDS4017 Medical Education 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 to complete a piece of educational research as part of a dissertation project. There will be online content supported by face-to-face teaching.
The module will build on the knowledge and skills developed in the MEDS4023 module and further refine the understanding of scholars about quantitative and qualitative research methods, basic statistical techniques and qualitative data analysis. 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 participants should be in a position to undertake research guided by a research proposal and protocol designed 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 20,000-word dissertation. Supervisory contact is maintained by email, Skype or face to face meetings. Participants will produce a draft dissertation for appraisal by their supervisor prior to formal submission.
Students must take 40 credits from this group.
MEDS4011 Coaching, Mentoring, Supervision (20 credits)
This module develops the knowledge and understanding for scholars in this domain of medical education given the lack of conceptual clarity around coaching, mentoring and supervision across the various healthcare professions education literature and the lack of consistency in experience of learners receiving coaching, mentoring or supervision in practice. The module equips scholars with practical tools and techniques for asking skilled questions and demonstrate active listening during their conversations with learners so individuals receiving help are appropriately supported or challenged as appropriate.
MEDS4007 Learning in Complex and Uncertain Environments (20 credits)
This module examines the challenges for healthcare professions educators of delivering teaching or educational activities in clinical or workplace-based environments. The module draws on insights from the broader literature in education, leadership, management, psychology and sociology applied to a medical or healthcare professions education context. The module equips scholars with the knowledge and skills for designing or facilitating the learning of individuals in challenging or changing circumstances given the inherent uncertainty or complexity associated with healthcare delivery.
MEDS4016 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. The module equips scholars with the knowledge and skills to design effective problem-solving and decision-making skills among learners using a range of educational activities and across a variety of healthcare contexts.
MEDI4014 Principles and Practice of Applying Psychometrics in Assessment (20 credits)
Students will have the opportunity to learn about the post examination analysis of assessment items and OSCEs and its interpretation - an essential component of the examination cycle that provides valuable feedback for improving the quality of the curriculum and standards of teaching and assessment. The underpinning principles of Classical Test Theory (including Generalizability theory), Item Response Theory will be discussed and students will have the opportunity apply their learning to a variety of in-class practical exercises and in private study. In addition, students learn SPSS and Excel in order to run psychometric properties of assessment items. It is intended to be an introductory course for students who have a very limited background in statistics and mathematics.
MEDS4010 Technology Enhanced Education
This module explores the role and relationship of digital learning resources and simulation-based learning technologies in the education of healthcare professionals. The module draws on insights from the broader literature in business, computer-science, education and psychology and sociology applied to a medical or healthcare professions education context. The module equips scholars with the capability to design and develop digital learning resources or simulation-based learning technologies for developing the knowledge, skills, values and desirable behaviours of learners in their educational context.
MEDS4012 Underperformance and Performance Enhancement (20 credits)
This module provides an in-depth examination of the fundamental issues present in area of underperformance within a healthcare professions education context. The module draws on insights from the broader literature in education, psychology and sociology to make sense of learner and teacher experiences of underperformance. The module equips scholars to develop their diagnostic skills for making sense of the learner in difficulty but also design remediation for enhancing the performance of individuals on a given task or at assessment.
The above is a sample of the typical modules that we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Due to the passage of time between commencement of the course and subsequent years of the course, modules may change due to developments in the curriculum and information is provided for indicative purposes only.