2018/19 Taught Postgraduate Programme Catalogue

PGCert Clinical Education

Total credits: 60

Entry requirements:

Candidates will be professionals working in health care, such as medicine, pharmacy, nursing and midwifery, and the full range of allied health professions (with an entry on the appropriate register) or healthcare-related areas in practice or education; minimum experience three years full time (or equivalent part time) in practice; and involvement in education and training as part of their current role. The majority of candidates have gained an undergraduate degree, which is a pre-requisite for postgraduate study, as part of their initial training. However, there is a non-standard entry application route for candidates without a first degree.
The PG Certificate is validated by the Higher Education Academy and the Nursing and Midwifery Council. Students who intend to claim recognition from these bodies following successful completion of the PG Certificate in Clinical Education must meet additional requirements. These requirements are explained to them during the application process.
Candidate whose first language is not English must provide evidence that their English language is sufficient to meet the specific demands of their study. The Faculty of Medicine and Health minimum requirements in IELTS and TOEFL tests for PhD, MSc, MPhil, MD are:
- British Council IELTS - score of 7.0 overall, with no element less than 6.5
- TOEFL iBT - overall score of 92 with the listening and reading element no less than 21, writing element no less than 22 and the speaking element no less than 23.

School/Unit responsible for the parenting of students and programme:

School of Medicine, Postgraduate Programme Sub-Committee

Examination board through which the programme will be considered:

Postgraduate Taught Programmes Examination Board - School of Medicine

Programme specification:

The programme will: offer learners a part-time, blended learning programme which has been designed with the needs of health care practitioners in mind. The programme offers a generous proportion of contact time, including direct observation of teaching in practice and regular opportunities for micro-teaching as part of the PG Certificate, and opportunities for practical research skills sessions and peer review of research practice as part of the MEd. The programme offers a high level of support for academic and research skills development which is specifically tailored to practice-based adult learners. This not only enables students to fulfil their potential in relation to the PG certificate but can also encourage and support their further development and progression to masters’ level, and from the MEd. to doctoral study. The programme has 3 students currently registered for an EdD and a further student has graduated.
Academic leadership of the programme is informed by the wider strategy, values and standards of the University of Leeds which enables us to provide students with an inspirational experience of research-led teaching in and for practice which they, in turn, will seek to emulate in their own clinical education context. A key aspect of this experience is the influence that excellence in clinical education research and teaching exerts on public policy and practice, which the course team models throughout the programme for both students and the healthcare stakeholders supporting and benefitting from their studies. The university’s values of community, inclusiveness, integrity and professionalism are, within our programme, also underpinned by and in dialogue with the values espoused by healthcare professionals. Patient safety, public protection and trust are revisited throughout the programme, where they provide a touchstone for debates about learning, teaching and assessment in practice. The capacity to develop and demonstrate this synergy between academic theory and professional practice is drawn partly from the wider university infrastructure, partly from the rich diversity of experience and collaborative approach which characterises the Programme Management Team and partly from the knowledge transfer and networking which results from the observation of teaching in the learners’ workplaces.
As students move through the programme, the emphasis shifts from their individual practice as clinical educators to a concern with their wider roles, as change agents and advocates for learning and teaching within a broader context. To support this, there is a critical engagement with evidence-based teaching and learning, and support in developing both the capacity to critique research and to design and conduct small-scale empirical research on issues and topics relevant to clinical education workplace. A distinctive feature of the programme, which will be enhanced by the move to LIME, is the Clinical Education Alumni Network, which encourages and supports graduates to disseminate their research via conference presentations or scholarly journals and thus contributes to building research capacity.
A further distinctive feature of the programme is the inter-professional – and interdisciplinary nature – of the course and programme teams which draws on expertise from a range of clinical professions and academic disciplines across the social and healthcare sciences and diverse teaching experience in clinical and non-clinical workplaces and tertiary institutions.

Year1 - View timetable

[Learning Outcomes, Transferable (Key) Skills, Assessment]

Compulsory modules:

Candidates will be required to study the following compulsory modules;
MEDS5106M - Learning and Teaching in the Clinical Context
MEDS5107M - Assessment and Evaluation in the Clinical Context

Students who have already successfully studied HECS 5122M and HECS 5145M may be exempt from MEDS5107M

Last updated: 13/09/2018

Disclaimer

Browse Other Catalogues

• Undergraduate module catalogue
• Taught Postgraduate module catalogue
• Undergraduate programme catalogue
• Taught Postgraduate programme catalogue

Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD