2016/17 Taught Postgraduate Module Catalogue

MEDS5108M Innovation and Change in Clinical Education

30 creditsClass Size: 15

Module manager: Helen Bradbury
Email: h.m.bradbury@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2016/17

Pre-requisite qualifications

Meeting the criteria and qualifications established for acceptance onto the programme

This module is mutually exclusive with

EDUC5320M

Education Management, Theories

Module replaces

EDUC5320M Education Management, Theories of Teaching and Learning, Developments in Healthcare Education

This module is not approved as an Elective

Module summary

The module will provide clinical education students with the intellectual abilities and skills to influence and lead change in clinical education policy and practice within their work context. It provides an opportunity to review and contextualise change as a characteristic of clinical education, inviting students to reflect on changes in their practice and responsibility as clinical educators before critically analysing drivers of change within the wider clinical, and clinical education, environment. There is scope for students to negotiate aspects of the syllabus to reflect real-world issues of concern to them. In exploring the management of change, the importance of working across organisational structures and hierarchies to develop inter-professional and intra-professional learning in and for the workplace is emphasised. The content of the module critically evaluates a broad range of theoretical approaches to teaching and learning in clinical education, with a particular focus on curriculum design and development, leadership and management and pedagogy for the digital age

Objectives

On completion of this module, students should be able to ...
The module will provide students with the intellectual skills and abilities to:
Critically review developments in healthcare education
Participate in curriculum review and redesign
Make independent and evidence-based judgments on the design of clinical education programmes
Demonstrate a critical understanding of a broad range of theoretical approaches to teaching and learning in clinical education
Plan and develop clinical education programmes, drawing on theories of education management and theoretical approaches to teaching and learning as appropriate
Defend and communicate their ideas to others orally and in writing

Learning outcomes
On completion of the module, students should be able to:
1. Critically review developments in healthcare education and understand any implications for their own practice
2. Demonstrate a critical understanding of the principles and concepts of curriculum development in healthcare education
3. Analyse key management concepts, methods and tools and their effectiveness in relation to managing change in healthcare education
4. Demonstrate a critical understanding of theoretical perspectives on teaching and learning in clinical education
5. Identify, analyse and prioritise issues in reviewing and redesigning curricula, especially in relation to the development of blended and e-learning initiatives.
6. Use evidence to evaluate and reflect on teaching and learning

Skills outcomes
The following skills are developed in this module:
• Insight into essential skills for postgraduate level study, including IT skills, literature searching, assignment planning, academic writing, critical reading and group working;
• Evaluate received opinion about established and new developments in teaching and learning in healthcare and clinical education
• Demonstrate competence and skill in designing, reviewing, delivering and managing clinical education programmes
• Promote learning across and within healthcare and health-care related professions, e.g. pharmacist technicians and pharmacists; pharmacists, paramedics, nurses and doctors

Syllabus

Contextualising change in healthcare education – personal experience in its local and global context
Curriculum – principles of design and review, including alignment; issues and debates; outline and induction to group project: Curriculum redesign: E-Learning - Pedagogy for a digital age
Theories of teaching and learning – will include a range of theoretical approaches including Apprenticeship, Cognitive, Developmental, Nurturing, Social Reform , Sociocultural and Critical Reflexivity
Current trends, developments and policies in healthcare education e.g. exploration of inter-professional working and education; learning in a digital age; simulation; re-validation and continuing professional development.
Educational management – will include managing change, leadership, team working, patient and public involvement, resource management, marketing.
The development of skills to support academic research – literature search; critical evaluation of research papers and policy documents; referencing and plagiarism; time management and independent study skills; writing for study and academic writing; group work processes and presentation skills – are integrated throughout.

Teaching methods

Delivery type	Number	Length hours	Student hours
Group learning	5	4.00	10.00
Lecture	5	2.00	10.00
Practical	4	3.00	12.00
Seminar	5	2.00	10.00
Tutorial	2	1.00	2.00
Independent online learning hours			56.00
Private study hours			200.00
Total Contact hours			44.00
Total hours (100hr per 10 credits)			300.00

Opportunities for Formative Feedback

Student progress is closely monitored throughout the programme, both during and between the 2 taught units, and there are opportunities for formative assessment and pastoral support. Student participation, understanding and achievement is gauged by informal observation and monitoring of contributions to coursework activities and discussions, the observation of progress with the group activity (during taught sessions and the online activity period), draft assignments and the tutorial system. Each student has an academic support tutor from within the course team delivering the module. Group and/or individual tutorials and on-going individual feedback, usually via e-mail, on coursework assignment drafts are provided throughout the module for all students. For students who have a declared disability or SLD there is additional consultation to ensure needs are met. Academic tutors are encouraged to raise any concerns they may have concerning student progress with the programme director.
Each unit is planned during the academic year in which it is delivered and this process involves an informal review of how the previous unit ran, and a more formal referencing back to the previous year’s student evaluations of the module. This meeting also provides an opportunity for an informal review of how the current student cohort is progressing.
Additionally, all students, and their tutors, have access to academic and research skills development. This provision is a recognition that some students may have been out of formal education for some time; that the majority of students are challenged – at least initially - by the different disciplinary requirements of working in a social science, as opposed to a clinical science, context; and that some students struggle to make the transition from a practitioner discourse to a more academic one and, as they progress from the postgraduate certificate, they meet the new challenge of acquiring and applying academic research skills, which did not form part of undergraduate training for the majority of students . Consequently, academic writing and research skills development is integrated into the curriculum by a dedicated course team member with expertise in this area who provides group and individual support and guidance. This takes the form of individual consultations (where requested) and group sessions within each unit on academic writing and research which offer students peer marking exercises, exemplars and group work activities to introduce and practice their skills.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	3000 word	50.00
Case Study	3000 word	50.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 17/05/2017

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