programme specification(2014-15): msc clinical …485609,en.pdf · programme...

Date of Revision New Tempalte 22.8.14

Date of Previous Revision

Programme Specification(2014-15): MSc Clinical Education

A programme specification is required for any programme on which a student may be registered.

All programmes of the University are subject to the University’s Quality Assurance and Enhancement

processes as set out in the DASA Policies and Procedures Manual.

Programme Title

MSc in Clinical Education Final Award (exit route if applicable for Postgraduate Taught Programmes)

Master of Science (Exit routes: PG Diploma and PG Certificate)

Programme Code

MED-MSC-CE UCAS Code NA JACS Code A900

Criteria for Admissions (Please see General Regulations) For current general University entry requirements for this pathway go to: http://www.qub.ac.uk/ado

Applicants for the Programme will be required to hold a medical or dental degree. Applicants must have completed Foundation 2 training or equivalent and must currently be employed in a health care setting or University. In exceptional circumstances consideration may be given to applicants who do not hold a primary degree. Such applicants will be required to demonstrate experience and commitment to the training of medical or dental professionals.

There is no direct entry to this pathway, candidates who meet the requirements for the award of the Postgraduate Diploma in Clinical Education may proceed to this award

Additional information for International Students

Satisfactory completion of the General Medical Council’s Professional and Linguistic Assessments Board (PLAB) examination or a minimum score of 7.0 in each section of IELTS or the General Dental Council’s equivalent.

Additional Relevant Information

This part-time course is based within the School of Medicine, Dentistry and Biomedical Sciences and is recognised by the Northern Ireland Medical and Dental Training Agency (NIMDTA). Participants will be required to attend a number of classes either at QUB or Altnagelvin Hospital. Participants will have access to on-line resources via the QUB virtual learning environment. Participants will be expected to have opportunities in the workplace to implement some of the educational methodologies covered during the programme. Work place mentors will be available as required to support this element of the programme.

Students will have an opportunity to develop the skills and knowledge required to lead educational initiatives and to undertake educational research and scholarly activities. Currently a large number of medical and dental practitioners in Northern Ireland contribute to undergraduate and postgraduate education. This course is designed to ensure that professionals contributing to healthcare education are trained in the use of contemporary educational approaches. Further impetus for the development of this programme include the increasing professionalization of education and the requirement of the General Medical Council (GMC) / General Dental Council (GDC) that medical/dental professionals involved in educational leadership roles undertake formal training in educational methodology. The importance of supporting course participants’ personal and professional development is a central component of the programme members of the course team will also act as mentors.

http://www.qub.ac.uk/ado

Students enrolling on this programme will be required to undertake a piece of educational research and submit a 20,000 word dissertation based on this research.

Participants will be allocated a supervisor who will arrange regular meetings to review progress. The “step-back” technique will be used to offer participants peer support.

The programme will be regulated by a Programme Management Committee which will have representatives from stakeholders – e.g. University staff, representatives from NIMDTA, supervisors and programme participants. The Committee will be responsible for monitoring and advising on standards, course organisation, content, delivery methods etc. Student views will also be elicited through teaching audits, their contribution to annual module and course reviews and participation in the Postgraduate Taught Board. A Board of Examiners will be responsible for regulation of assessment and evaluation of standards, both with regard to individual student progress and assessment protocols more generally. The internal examiners and the external examiner moderate marks awarded.

Additional Relevant Information: For further Information Refer to:

Queen’s University Belfast Postgraduate Prospectus

Programme handbook School of Medicine, Dentistry and Biomedical Sciences Postgraduate and Professional Development Health Sciences Building 97 Lisburn Road Belfast BT9 7BL www.qub.ac.uk/schools/mdbs/ Tel: +44 (0) 28 9097 2615 Email: [email protected]

Mode of Study (Full-time, Part-time, other) Part-time

Type of Programme

Master of Science Length of Programme

3 Years Total Credits for Programme

180

Awarding Institution/Body Queen’s University Belfast

Teaching Institution Queen’s University Belfast

School/Department School of Medicine, Dentistry and Biomedical Sciences

Framework for Higher Education Qualification Level http://www.qaa.ac.uk/publications/information-and-guidance

Level 7

QAA Benchmark Group

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

NA

Collaborative Organisation and form of Collaboration (if applicable)

NA

Accreditations (PSRB)

NA Date of next scheduled accreditation visit

NA

ATAS Clearance NA

http://www.qub.ac.uk/schools/mdbs/

mailto:[email protected]

http://www.qaa.ac.uk/publications/information-and-guidance

http://www.qaa.ac.uk/publications/information-and-guidance




External Examiner Name: External Examiner Institution/Organisation:

Dr Jonathan Fuller Barts and The London School of Medicine and Dentistry

Does the Programme have any approved exemptions from the University General Regulations (Please see General Regulations)

No (If yes, please state here any exemptions to regulations which have been approved for this programme)

Programme Specific Regulations

AWARDS, CREDITS AND PROGRESSION OF LEARNING OUTCOMES The following regulations should be read in conjunction with the General Regulations of the University.

Examinations

The programme is designed to be taken part time over three years. Students must normally complete the programme within four years

To be awarded an MSc, candidates must successfully obtain a mark of 50% or more on all modules as well as individual components of assessments within modules and obtain a mark of 50% or more for the dissertation.

Candidates who fail a module at the first attempt shall be permitted to retake that module for a maximum mark of 50%

Candidates who fail the dissertation will be permitted a resubmission for the maximum mark of 50%

Candidates who fail any module twice may not be permitted to progress and will normally be required to withdraw. All decisions on progress will be made by the Board of Examiners.

Candidates who fail to achieve a mark of at least 50% in the dissertation on resubmission, shall be eligible for the award of Postgraduate Diploma only.

Candidates who fail to submit a dissertation, shall be eligible for the award of Postgraduate Diploma only.

Students with protected characteristics

NA

Are students subject to Fitness to Practise Regulations (Please see General Regulations)

No Fitness to Practise programmes are those which permit students to enter a profession which is itself subject to Fitness to Practise rules

Length of Programme 3 Years PT

Educational Aims of Programme On completion of the programme the student will be able to:

To equip participants with the skills required to provide professional educational support for medical/dental students and doctors/dentists in training.

To promote the acquisition of skills required to facilitate effective workplace learning

To foster the acquisition of skills required to undertake assessments in the workplace and in simulated environments

To promote the core skills required to mentor and support learners

To promote the core skills required to undertake appraisal

To equip participants with the skills required to lead curriculum innovation

To promote the acquisition of skills required to facilitate effective team working and negotiating skills

To foster the acquisition of skills required to undertake educational research and scholarship

To promote the core skills required to lead educational research and scholarship activated in the clinical and academic environments

To promote research knowledge and skills which will enable the graduate to conduct and disseminate research and scholarship in medical/dental education

To foster the highest calibre of ethical practice in relation to research and scholarly activities in accordance with professional practice and statutory guidelines at

national and regional level

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Teaching/Learning Methods and Strategies Methods of Assessment

Lead teams and manage educational innovations Workshops, directed and self-directed reading, problem based and experiential learning exercises, , on-line learning resources, personal development plans and reflective practice, research activity and supervision

Summative assessment. Portfolio

Communicate information about proposed change initiatives effectively to colleagues

Workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, and reflective practice.

Summative assessment. Portfolio.

Identify appropriate research strategies for the design of educational research projects


Summative assessment. Design a research study and submit a dissertation.

Support colleagues undertaking educational research or scholarly activities

Workshops, directed and self-directed reading, problem based and experiential

Summative assessment. Portfolio. Design a research study and submit a dissertation.

learning exercises, on-line learning resources, and reflective practice.

Select and critically evaluate theories and research from the knowledge base of medical education.


Summative assessment. Portfolio. Design a research study and submit a dissertation.

Apply the synthesised outcome of this critical analysis to the design of a research study.

Workshops, directed and self-directed reading, problem based and experiential learning exercises, role play, on-line learning resources, and reflective practice.

Summative assessment. Dissertation

Think in a critically reflective way about personal and professional development and, in collaboration with a supervisor, formulate development plans as a consequence.


Summative assessment. Dissertation

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to: Teaching/Learning Methods and Strategies Methods of Assessment

Demonstrate effective use of ICT Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision.

Summative assessment. Portfolio and dissertation.

Demonstrate effective time management skills Lecture Timely submission of course work. .

Demonstrate good interpersonal skills and the capacity to work with others

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Formative assessment through participation in classroom based group activities.

Communication of the results of an educational research project to specialist and non-specialist audiences, in oral, written and electronic media.

Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, personal development plans and reflective practice, research activity and supervision

Summative assessments. Portfolio and Dissertation.

Make decisions and behave in a way which is informed by ethical and Seminars, workshops, directed and self- Summative assessments. Portfolio and

professional codes of conduct. directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Dissertation

Conduct a critical appraisal of a given knowledge base. Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Summative assessments. Portfolio and dissertation.

Form research collaborations and show good project management skills.


Summative assessments. Dissertation.

Learning Outcomes: Knowledge and Understanding

On the completion of this course successful students will be

able to:


Discuss relevant educational theory underpinning on-the-job

clinical teaching and the teaching strategies required to

support effective learning

Seminars, workshops, directed and self-

directed reading, problem based and

experiential learning exercises, on-line

learning resources, personal development

plans and reflective practice, research activity

and supervision

Summative assessment. Portfolio and

peer teaching observation.

Demonstrate how to embed IT and e-learning resources in

course design and delivery

Seminar and on-line learning resources. Summative assessment. Portfolio.

Explain how to support and appraise undergraduate medical

and dental students and postgraduate trainees






and supervision


Explain how to implement educationally appropriate

simulated and work place assessments



experiential learning exercises, video analysis

and role play, on-line learning resources,

personal development plans and reflective

practice, research activity and supervision


Explain how to design sound knowledge based assessments Seminars, workshops, directed and self-






and supervision

Identify and apply appropriate leadership models in the

clinical and academic educational environment






and supervision


Demonstrate effective team working and team leadership

skills



experiential learning exercises, video analysis,

on-line learning resources, personal

development plans and reflective practice,

research activity and supervision


Identify own strengths and weaknesses as a leader Seminars, workshops. Summative assessment. Portfolio.

Differentiate between qualitative and quantitative research strategies


Summative assessment. Portfolio. .

Differentiate between scholarship and research Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision


Discuss the main ethical and governance issues involved in undertaking educational research and scholarship activities



Identify appropriate research strategies for educational research projects



Discuss ethical issues involved in undertaking educational research. How to design, implement and evaluate an educational research project.



Learning Outcomes: Subject Specific Skills On the completion of this course successful students will be able to


Identify appropriate strategies for designing and delivering learning opportunities in the areas of knowledge, skills and professionalism



Integrate e-learning resources in the design and delivery of learning opportunities

Seminars, workshops, directed and self-directed reading, problem based and experiential learning


exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision

Integrate the delivery of teaching and learning into routine service activities



Enhance on-the-job teaching by planning ahead and increasing the amount of time available for teaching



Implement psychometrically sound assessment strategies in the work place and the simulated environment



Make best use of opportunities for workplace assessments Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision


Design appropriate knowledge based assessments Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision


Provide timely and effective feedback Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision


Differentiate between assessment and appraisal Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal


development plans and reflective practice, research activity and supervision

Explain the roles of the appraiser and the appraise Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, personal development plans and reflective practice, research activity and supervision


Recognise the potential for students and trainees to get into difficulties



Lead teams effectively Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises video analysis, , on-line learning resources, personal development plans and reflective practice, research activity and supervision


Manage conflict appropriately Seminars, workshops, directed and self-directed reading, problem based and experiential learning exercises, on-line learning resources, video analysis, personal development plans and reflective practice, research activity and supervision


Initiate and support research and scholarly activities in the academic and clinical environments



Critically review and synthesise a body of educational knowledge related to their dissertation topic, design a research project, implement and evaluate the project including interpretation of qualitative and quantitative data.


Summative assessment. Dissertation.

Programme Requirements

Year 1: Students take the following compulsory module and one of the optional modules depending on their academic background.

Module Title Module Code

Level/ stage

Credits Availability Duration Pre-requisite Assessment

S1 S2 Core Option Coursework % Examination %

Supporting and Assessing Students and Trainees

MEU7016 30 √ √ 12 weeks None Portfolio 100%

Foundations of Clinical Teaching for Doctors


Foundations of Clinical Teaching for Dentists

MEU7017 30 √ 12 weeks Must have dental degree

Portfolio 100%

Year 2: Students must take the compulsory module and one of the optional modules.

Educational Leadership and Management


Educational Enquiry MEU8002 30 √ 12 weeks None Portfolio 100%

Technology and Education

MEU8004 30 √ 12 weeks None Portfolio 100%

Year 3: Students must take the dissertation module

Dissertation MEU8003 60 Full Year None Dissertation 100%

Approved by Director of Education:

Print Name: Professor Graham McGeown Signature: … Date: 1 September 2014

programme specification(2014-15): msc clinical …485609,en.pdf · programme...

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