masters in clinical education 16-17

King’s Learning Institute

Clinical Education Programme Student Handbook 2017–18

King’s Learning Institute: Clinical Education Programme 2017-18: Student Handbook

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Contents

Welcome to the postgraduate programme in Clinical Education ..................................................................................................................... 3

Communication and key contacts ............................................................................................................................................................................ 4

About the MA Clinical Education ................................................................................................................................................................................ 5

Project aims and objectives ............................................................................................................................................................ 5

The Higher Education Academy ...................................................................................................................................................... 5

Academy of Medical Educators accreditation ............................................................................................................................... 6

Nursing & Midwifery Council accreditation .................................................................................................................................... 7

Programme structure ..................................................................................................................................................................... 7

Postgraduate Certificate ................................................................................................................................................................. 7

Postgraduate Diploma .................................................................................................................................................................... 8

Masters in Clinical Education .......................................................................................................................................................... 8

Module information ......................................................................................................................................................................... 8

Progression through your programme .......................................................................................................................................... 8

Assessment boards ...................................................................................................................................................................................................... 9

Membership of Clinical Education programme assessment sub-boards ..................................................................................... 9

External (visiting) examiners ........................................................................................................................................................... 9

Assessment ................................................................................................................................................................................................................... 10

Assessment criteria ....................................................................................................................................................................... 10


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Welcome to the postgraduate programme in Clinical Education

On behalf of the team, I would like to extend my welcome to you. You have joined one of the largest and most highly-rated programmes of its kind in the UK, and we are glad that you have decided to work with us as a community of clinical educators.

In this handbook, we have tried to give you a clear and comprehensive guide to all of the policies and procedures that are associated with the programme. If you have any questions or concerns, please let us know.

We have designed the programme around you: we aim to help develop your skills and your capacity as a clinical educator, but also to provide a community where you can grow and change your ways of thinking about what it means to learn and to practice in your profession.

We look forward to working with you.

Dr Gabriel Reedy Programme Director, Director of Academic Programmes for King’s Learning Institute [email protected]


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Communication and key contacts

Programme office Mr Dave Busson (Programme Administrator) King’s Learning Institute 4.22 Waterloo Bridge Wing Franklin-Wilkins Building Waterloo Road London, SE1 9NH Tel: 020 7848 3119

Programme key contacts

Name Job title Email

Teaching staff

Dr Gabriel Reedy Programme Director [email protected]

Ms Sharon Markless Diploma Director and Module Leader [email protected]

Ms Hayley Allan Module Leader [email protected]

Dr Liz Anderson Module Leader [email protected]

Ms Julie Bliss Module Leader [email protected]

Ms Jayne Frisby Module Leader [email protected]

Dr Christopher Holland Module Leader [email protected]

Dr Anna Jones Module Leader [email protected]

Dr Ranjev Kainth Module Leader [email protected]

Dr Shuangyu Li Module Leader [email protected]

Dr Frederico Matos Module Leader [email protected]

Dr Bernadette O’Neill Module Leader bernadette.o’[email protected]

Dr Libby Thomas Module Leader [email protected]

Professor Paul Blackmore Module Teacher [email protected]

Dr Russell Hearn Module Teacher [email protected]

Dr Hina Pattani Module Teacher [email protected]

Programme office staff

Ms Lauren Cracknell Institute Manager [email protected]

Mr Dave Busson Programme Administrator [email protected]


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About the MA Clinical Education

Programme aims and objectives

Developed and delivered in conjunction with colleagues from dentistry, pharmacy, medicine, nursing, and the biomedical sciences, the Masters in Clinical Education programme is designed specifically to allow practicing healthcare professionals to inform and develop their work as educators in their professional settings. The programme combines opportunities for participants to explore their own teaching practice with a solid theoretical underpinning and a part-time, supported structure that allows participants to develop in their roles over time.

As a popular and competitive programme, the Masters in Clinical Education is one of the largest face-to-face programmes in the UK and the only one which has a triple accreditation*. It focuses on encouraging the development of educational and social science thinking in the context of work in the clinical professions, rather than on pushing clinicians to become social scientists. Participants rate the programme consistently highly, and external examiners praise the programme’s structure, content, learning experience, and feedback.

The programme is designed for working healthcare professionals, and is intended to be taken on a part-time basis. Depending on their intention and career trajectory, participants can choose from three exit points: Postgraduate Certificate, Postgraduate Diploma, or Masters. Depending on the qualification, the programme can be completed in a minimum of one year and a maximum of two years (Postgraduate Certificate); a minimum of two years and a maximum of four years (Postgraduate Diploma); or a minimum of three years and a maximum of six years (MA).

* Academy of Medical Educators (AoME) Higher Education Academy (HEA) Nursing & Midwifery Council (NMC)

The Higher Education Academy

All the learning outcomes for the postgraduate certificate are aligned with the UKPSF, which is a set of standards for teaching and learning that are nationally and internationally recognised. These are set at a level that equates to the descriptors for Fellowship status called descriptor 2 or D2 (Figure 1). You can find out more about these descriptors by visiting UKPSF webpage.

On successful completion of the certificate you will be added to the HEA Database as a Fellow of the Higher Education Academy. This means that you are an accredited educator, and will be entitled to the post-nominal letters FHEA. Many of the professional bodies recognise this as an indicator of teaching scholarship. There are a number of benefits to gaining recognition:

• It demonstrates that you are practicing as an educator within nationally and internationally recognised standards, and this can provide evidence of a commitment to professionalism in teaching and learning.

• It provides an indicator of a professional identity within an extensive community of health professions’ educators.

King’s Learning Institute covers the fee for this process on your behalf once you have successfully been awarded the Postgraduate

Certificate in Clinical Education.


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Figure 1: UK PSF Domains and D2 Criteria

Domains Criteria for Descriptor 2 (Fellow)

Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of: • Successful engagement across all five areas of activity. • Appropriate knowledge and understanding across all aspects of

Core Knowledge. • A commitment to all the Professional Values. • Successful engagement in appropriate teaching practices

related to the Areas of Activity. • Successful incorporation of subject and pedagogic research

and/or scholarship within the above activities, as part of an integrated approach to academic practice.

• VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices.

Academy of Medical Educators accreditation

On successful completion of the certificate, participants can also apply for membership of the Academy of Medical Educators. Membership recognises demonstrated commitment and achievement as a medical educator across all domains of the Professional Standards (Figure 2). These important educational role characterisations are now being used by the GMC for the accreditation of clinical trainers as part of the quality assurance of clinical and educational supervisors. Those role descriptions align with and are subordinate to these Academy Professional Standards. Membership entitles the individual to use the post-nominals MAcadMEd.

Figure 2: The Academy of Medical Educators’ Professional Standards are organized into these core values and practice domains.

The standards are similar to those of the UKPSF but have been enhanced to relate to teaching and learning in a clinical environment. You may choose to apply for this form of accreditation as well as or instead of the FHEA. The standards are available on the Academy’s website. Because King’s College London is a corporate sponsor of the Academy, a discount is available on membership. Membership rates are available on the Academy website: www.medicaleducators.org/index.cfm/membership/subscriptions/


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Nursing & Midwifery Council accreditation

Participants who successfully complete the Postgraduate Certificate Clinical Education with the NMC Teacher Compendium module will meet the requirements for the NMC Teacher qualification. Participants must have completed a minimum of three years in their area of practice prior to commencing the programme.

The NMC teacher standard is mandatory for those nurses and midwives based in higher education who support learning and assessment in practice settings for participants on NMC approved programmes. The award can also be undertaken by nurses and midwives working in clinical practice. The NMC (2008) Standards to Support Learning and Assessment in Practice set out learning outcomes and competencies across the following eight domains:

1) Establishing effective working relationships

2) Facilitation of learning

3) Assessment and accountability

4) Evaluation of learning

5) Creating an environment for learning

6) Context of practice

7) Evidence-based practice

8) Leadership

More information on these standards can be found at the below link: www.nmc.org.uk/standards/additional-standards/standards-to-support-learning-and-assessment-in-practice/

Programme structure

Detailed information on each module can be found within the Clinical Education webpages: www.kcl.ac.uk/macemodules

Credits Duration Structure

Postgraduate Certificate 60 credits 1-2 Years 1 x Core module 2 x Compulsory modules 1 x Optional module

Diploma 120 Credits 2-4 Years As above plus; 1 x Core module 3 x Optional modules OR 2 x Core modules 2 x Optional modules if progressing to MA

Masters 180 Credits 4-6 Years As above plus; Dissertation (60 Credits)

Participants cannot register for more than 60 credits per academic year.

Postgraduate Certificate

The heart of the Masters in Clinical Education programme is the Postgraduate Certificate in Clinical Education. As a recognised teaching qualification in higher education, the programme is the only one of its kind that has been accredited by three different bodies. Successful completion of the programme awards participants Fellowship of the Higher Education Academy, Membership of the Academy of Medical Educators via the expedited accredited application route, and, for participants from a nursing and midwifery background, registered Teacher status from the Nursing and Midwifery Council. As a 60-credit Level 7 award, the Certificate is comprised of three 15-credit core modules that encourage grounding in pedagogic thinking and practice, and a one 15-credit option module of the participant’s choice. (Participants pursuing NMC Teacher registration must take the NMC Teacher Compendium as their option.)


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Postgraduate Diploma

Upon successful completion of the Postgraduate Certificate, and agreement from the programme team, participants can continue their study into the Diploma level. Participants at this level by pursue one further core module and three option modules from a range of interdisciplinary and discipline specific options. The core of the Diploma is the module Using Research in Clinical Education. This module offers participants an insight and understanding into the methodologies and methods used to conduct enquiry in clinical education settings, and an opportunity to develop their ability to systematically analyse the existing research in order to understand more about pedagogical issues in day-to-day clinical practice. The second module at this level, Researching Clinical Education, which is required to continue onto the Masters level but is otherwise optional at the Diploma level, takes this a step further by encouraging participants to develop their own plan for designing and conducting an appropriate enquiry in their own settings. Colleagues with an existing Postgraduate Certificate in Clinical Education, or a similar award, from another institution, may apply for admission at this level by requesting an Accreditation of Prior Learning (APL).

Masters in Clinical Education

Once participants have advanced through the Postgraduate Certificate and Diploma stages of the Programme successfully, and by agreement from the programme team, they can register on the Dissertation Module to complete the Masters in Clinical Education. The dissertation, which consists of an extended piece of written work of between 10,000 and 15,000 words, enables participants to demonstrate their ability to plan, carry out and evaluate a piece of research into an aspect of their academic practice. It will be an original piece of work, although original in this context does not mean ground-breaking or something not previously considered. The dissertation might, for example, present new evidence on a familiar aspect of teaching and learning; apply established leadership models/theories to a new context; or present an independent critique of an existing body of theory.

Module information

For details on all modules offered on the Clinical Education programme please click on the below link.

www.kcl.ac.uk/macemodules

Progression through your programme

Participants can choose to exit the Programme at one of three exit points: the Postgraduate Certificate, the Postgraduate Diploma, or the Masters. Progression from one of these levels to the next is only possible with agreement from the programme team on the completion of the previous level.

Participants must initiate the process of advancing from one level to the next by scheduling a meeting with their personal tutor, who will in turn meet with the programme team to decide on progression. Decisions about progression are based on participant engagement with the programme; evidence of progress within the current level of study; successful assessment of modules at current level, and a clear commitment to the demands of further study. All progression decisions are made by the programme team but final decisions are at the sole discretion of the Programme Director. The general guidelines for participants on advancing are below:

For progression from PG Certificate to PG Diploma: • Full completion of the Postgraduate Certificate. • No more than two resubmission attempts on modules completed during the Postgraduate Certificate.• No condoned fails on any modules completed during the Postgraduate Certificate.• On time submissions for all modules during the Postgraduate Certificate (where extensions due to extenuating circumstances

have been agreed submission on the revised submission date will be considered as ‘on time’.). • An average mark of no less than 55.


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Assessment boards

Membership of Clinical Education programme assessment sub-boards

Chair Dr Frederico Matos

Deputy Chair Sharon Markless

Internal examiners Professor Paul Blackmore Dr Gabriel Reedy

Assessors Ms Hayley Allan Dr Elizabeth Anderson Ms Julie Bliss Dr Jayne Frisby Dr Russell Hearn Dr Christopher Holland Dr Anna Jones Dr Ranjev Kainth Dr Shuangyu Li Dr Bernadette O'Neill Dr Libby Thomas Dr Thushari Welikala

External (visiting) examiner Dr H M Bradbury (University of Leeds)

Terms of reference 1. To ensure that assessment procedures are fair and consistent and that the award conferred is both appropriate to both

programme and student performance.

2. To ensure that marked components are clear and unambiguous and comprise a fair and appropriate reflection of the programme itself.

3. To ensure comparability of standards with similar postgraduate programmes.

4. To recommend final degree classification to the Faculty Assessment Board.

5. To report recommendations of the External Examiners to the Programme Committee.

External (visiting) examiners

The main functions of External Examiners are to ensure that the programmes offered at the College and the Institute, and the grades of degrees awarded, are of a standard comparable with those at other universities in the UK, and that the examination system is fair and equitably run. They also act as adjudicators in individual cases. External Examiners are therefore experts in particular fields of study and are drawn from other higher education institutions in the UK. Essentially, their duties are to:

• Comment on and approve draft examination papers and advise upon other modes of assessment appropriate to the subject;

• Sample examination answer scripts and other assessed material including coursework to ensure an appropriate standard of marking, and to act as adjudicators on borderline pass/fail cases;

• Interview students as permitted by College and programme regulations;

• Approve pass lists;

• Report formally on the degree programme and its method of assessment so that the Programme Assessment Sub-Boards and the Faculty Assessment Board can modify their procedures if necessary.

• Please note: students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments. Other mechanisms are available, such as an appeal or a complaint. Please refer to relevant sections later on in this handbook.


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Assessment

Assessment criteria

For participants who started the programme during the 2014-15 academic year, all forms of assessment are marked under a PASS/FAIL scheme and will not receive a numerical mark. For participants who started on the programme from the 2015-16 academic year, or during previous academic years, the full 0-100 range of marks will be used.

Regardless of the mark scheme that applies, the College Generic Taught Postgraduate Marking Criteria apply to all assessments on the programme. For both schemes, the PASS mark is 50.

The generic criteria should be read in conjunction with the programme-specific marking criteria set out below. While the College generic criteria provide guidance on the overall standards expected at different grade bands, the programme-specific criteria below ensure that marking decisions are consistent, fair and transparent to both staff and participants.

www.kcl.ac.uk/governancezone/Assessment/Assessment-External-Examiners.aspx

A Level 7 Assignment will:

Understanding Depth of Knowledge Structure General

Pass/distinction ≥ 70: An exceptional answer that reflects an outstanding integration of scholarship, research and professional development with learning and teaching support in clinical or academic settings. Publishable quality.

Provide an authoritative, original and evidenced analysis of effective educational processes within complex clinical teaching and research environments for the purpose of enhancing the student or trainee experience and improving patient care

Show evidence of insight through the independent and critical evaluation of clinical and pedagogic research and/or scholarship as part of an integrated approach to professional practice

Demonstrate the ability to develop coherent and compelling arguments using evidence drawn from a range of sources that identify implications for clinical educational practice and continuing professional development

Demonstrate a critical understanding of the problematic nature of learning, teaching and assessment in the context of clinical care and of higher education institutions, and a critical reflection on the professional values of clinical educators

Pass/Merit 60-69: A coherent and logical answer which shows critical analysis and a deep understanding of key concepts of learning and teaching in clinical and academic settings

Provide a critical evaluation of effective educational processes in relation to clinical practice, the student or trainee experience, and patient care, using evidence

Show evidence of a deep understanding of clinical and pedagogic research in relation to professional practice

Demonstrate the ability to develop coherent arguments using evidence drawn from a range of sources

Demonstrate the ability to reflect critically upon the problematic nature of learning, teaching and assessment in the context of clinical care and of higher education institutions, and the ability to reflect critically upon the professional values of clinical educators

Pass/50-59: A coherent and logical answer which shows understanding of basic concepts of learning and teaching in clinical and academic settings

Provide a basic evaluation of effective educational processes in relation to clinical practice, the student or trainee experience, and patient care, using some evidence

Show evidence of a basic understanding of clinical and pedagogic research in relation to professional practice

Demonstrate some ability to develop an argument using evidence drawn from a range of sources

Demonstrate some ability to reflect upon the problematic nature of learning, teaching and assessment in the context of clinical care and of higher education institutions, and the ability to reflect upon the professional values

Fail/0-40: A superficial answer with little or no evidence of knowledge of key concepts of learning and teaching in clinical and academic settings, and little or no critical reflection on professional practice

Provide superficial knowledge of effective educational processes with little or no acknowledgement of clinical practice, the student or trainee experience, and patient care, and little or no reference to evidence

Fail to show evidence of knowledge or understanding of clinical or pedagogic research

Fail to demonstrate the ability to develop arguments with little or no use of evidence

Demonstrate superficial understanding of the problematic nature of learning, teaching and assessment in the context of clinical care and the institution

masters in clinical education 16-17

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