2019/20 Taught Postgraduate Module Catalogue

MEDS5113M Managing and Leading in Medical Education

30 creditsClass Size: 20

Module manager: Rebecca O'Rourke
Email: medrko@leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2019/20

Pre-requisite qualifications

Meeting the criteria and qualifications established for acceptance onto the programme

This module is mutually exclusive with

EDUC5320M	Education Management, Theories
MEDS5108M	Innovation and Change in Clinical Education

This module is not approved as an Elective

Module summary

The module provides students with the intellectual abilities and skills to influence and lead change and manage innovation in medical and/or health professions education policy and practice within their work context. It provides an opportunity to review and contextualise change as a characteristic of medical and health professions education, inviting students to reflect on changes in their practice and responsibility as clinicians and educators before critically analysing drivers of that change within the wider clinical, and clinical education, environment. The comparative dimension of health systems and their forms of provision for education is highlighted.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, learning, leadership and management in medical and health professions education, with a particular focus on curriculum design and development, leadership and management and managing with and for the digital age. Delivery ModelThe module is designed around an Interactive Workbook, which provides the spine for the course and will be available via the VLE. The Workbook is divided into sections, which will be released sequentially. The Workbook includes a detailed timetable, showing self-directed, peer and tutor-led activities; clear guidance on preparatory and follow-up activities, with links to multi-media study resources; and guidance on completing formative and summative assessment. There are a number of scheduled tutor-led webinars (synchronous) which provide an opportunity to discuss pre-recorded lectures, which will be available via the VLE. These also provide an opportunity to discuss and de-brief after directed peer-led learning activities. Online learning in formal classes:Tutor-led Webinars (Synchronous) 15 webinars of 2 hours each, giving 12 student hours, and 12 academic contact hoursLectures: (Pre-recorded, 6 lectures of 2 hours each, giving 12 student hours, and 12 academic contact hoursasynchronous access within a settime-frame)Tutor-led Group Tutorials 2 groups of 1 hour each, giving 2 student hours, and 2 academic contact hours(synchronous)Tutor-facilitated Peer Learning:Curriculum Design Task 3 tasks of 2 hours each, giving 6 student hours, and 6 academic contact hoursLeadership Scenarios 4 scenarios of 3 hours each, giving 12 student hours, and 12 academic contact hoursAcademic Skills Development 3 sessions of 1 hour each, giving 3 student hours, and 3 academic contact hours

Objectives

The module will provide students with the intellectual skills and abilities to:
Critically review developments in medical and health professions education
Participate in curriculum review and redesign
Make independent and evidence-based judgments on the design of medical and/or health professions education programmes
Develop a comparative analysis of health care systems and their associated forms of education
Demonstrate a critical understanding of a broad range of theoretical approaches to teaching and learning in medical and/or health professions education
Plan and develop medical and/or health professions education programmes, drawing on theories of education management and leadership, 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 medical and/or health professions education and understand any implications for their own practice
2. Critique the principles and models of curriculum development in medical and/or health professions education
3. Identify, analyse and prioritise issues in reviewing and redesigning curricula, especially in relation to the development of blended and e-learning initiatives
4. Understand the role of professional and regulatory bodies in curriculum development for medical and/or health professional education
5. Identify and distinguish leadership from management in the context of medical and/or health professions education
6. Critique key concepts, methods and tools in relation to effective leadership and management in medical and/or health professions education
7. Critique the challenges of leading and managing medical and/or health professions education in and for diverse national and international cultural contexts
8. Analyse key management concepts, methods and tools and their effectiveness in relation to managing change in medical and/or health professions education
9. Critique leadership and management models and skills
10. Critique theoretical perspectives on teaching and learning in medical and/or health professions education
11. Use the evidence base to evaluate and reflect on their own teaching and learning and/or that of others.

Skills outcomes
The following skills are developed in this module:
- Insight into essential skills for postgraduate level online distance study, including IT and academic study skills
- Evaluate received opinion about established and new developments in medical and/or health professions education
- Personal skills in strategic thinking
- Personal skills in awareness of leadership capability
- Designing, reviewing, delivering and managing medical and health profession education programmes

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 curriculum redesign project
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. This will involve negotiating themes and issues within the cohort relevant to their local situation as well as selecting one or more of the following to explore in detail: inter-professional working and education; learning in a digital age; simulation; re-validation and continuing professional development.
Educational management – will include managing change, leadership skills, leadership / management models, supervision / coordination, monitoring and review of individual performance and teams, management of time, -conflict management, change management, team working, patient and public involvement, resource management, marketing.
The development of skills to support academic research – literature search; critical evaluation of research and policy; referencing and plagiarism; time management and independent study skills; academic writing; group work processes and presentation skills – are integrated throughout.

Teaching methods

Delivery type	Number	Length hours	Student hours
On-line Learning	21	2.00	42.00
Case Study	4	3.00	12.00
Problem Based Learning	3	2.00	6.00
Coursework Discussion Session	3	1.00	3.00
Tutorial	2	1.00	2.00
Independent online learning hours			75.00
Private study hours			160.00
Total Contact hours			65.00
Total hours (100hr per 10 credits)			300.00

Opportunities for Formative Feedback

Student progress is closely monitored throughout the programme with opportunities for formative assessment and pastoral support. Student participation, understanding and achievement are gauged by informal observation and monitoring of contributions to coursework activities and discussions, draft assignments and the tutorial system. Group and/or individual tutorials will be provided at regular intervals and students receive feedback, usually via e-mail or the VLE on coursework activities and assignment drafts. Students can contact tutors at any time. 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.
The Postgraduate Clinical Education Core Team meet regularly to plan teaching units during the academic year in which they are delivered, which also provides an opportunity for an informal review of how the current student cohort is progressing. This feeds into the formal process of evaluation, which is conducted anonymously using Bristol Online Survey, and feeds into the regular module and programme review.
Additionally, all students, and their tutors, have access to academic 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; that some students struggle to make the transition from a practitioner discourse to a more academic one; and that students for whom English is not their first language may need additional language and study support.. Consequently, academic writing 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 module on academic writing skills 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
Report	1,000 word, based on the curriculum design group task	20.00
Essay	3,000 word	50.00
Report	2,000 word	30.00
Total percentage (Assessment Coursework)		100.00

Students are not required to pass each assignment in order to pass the module provided the composite mark for all elements is 50 or above. If the student fails an element, ie obtains a mark below 40, this element will be resat for a maximum mark of 50, but provided the overall module mark is then above 50 the module will be deemed to have been passed at the first attempt. There is a coursework requirement to engage with the online learning environment through a series of tasks which will be reported and reflected upon in the structured portfolio and monitored via VLE data analytics.

Reading list

The reading list is available from the Library website

Last updated: 01/05/2019

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