2022/23 Taught Postgraduate Module Catalogue

MEDS5110M Clinical Education Dissertation

60 creditsClass Size: 20

Module manager: Maureen Brennan
Email: m.p.brennan@leeds.ac.uk

Taught: 1 Oct to 30 Sep (12mth) View Timetable

Year running 2022/23

Pre-requisite qualifications

Meeting the criteria and qualifications established for acceptance onto the programme

Pre-requisites

MEDS5106M	Learning and Teaching in the Clinical Context
MEDS5107M	Assesmnt&Eval in Clin Contxt
MEDS5109M	Researching Clinical Education
MEDS5116M	Developing Educational Practice

This module is not approved as an Elective

Module summary

This module provides students with the opportunity to undertake and report on a small-scale clinical education research project which enables them to synthesise and apply learning from across the MEd programme.

Objectives

This module will provide clinical education students with the intellectual abilities and skills to:
- Undertake and complete a small-scale research project which demonstrates a fully informed, critical and analytical understanding of a significant issue in education related to healthcare
- Select, design, construct and apply a range of research tools which are appropriate for their research questions
- Show that they have undertaken their study in accordance with the university's ethical guidelines and, if required, sought and obtained approval from the relevant NHS Research and Development office
- Demonstrate the link between theory and methods in relation to the construction of research tools and the interpretation of their data; and apply appropriate forms of analysis to the primary and/or secondary data generated;
- Identify and discuss the limitations of their research
- Critically reflect on and discuss the role of the researcher;

Learning outcomes
On completion of this module, students should be able to:
1. Demonstrate a clear understanding of the steps required to undertake a small-scale empirical research project on a theme relevant to their practice as clinical educators research;
2. Demonstrate the capacity to select, design, construct and apply a range of research tools appropriate to their research methodology and research questions
3. Demonstrate a critical understanding of how to present and interpret research data
4. Produce a written report outlining their research project, findings and implications
5. Critique their own research and that of others
6. Reflect on and discuss the role of the researcher

Skills outcomes
- Skills necessary to undertake research at a higher level to prepare them for a future career as either a researcher or as an advocate of research-led work in clinical education
- Self direction and effective decision making in complex and unpredictable situations relating to clinical education research
- Independent learning and the ability to work in a way which ensures continuing professional development as a clinical educator

Syllabus

Research strategy and design: types of data, sampling, selection, design and construction of appropriate research tools; appropriate forms of analysis to work with primary and/or secondary data. This will include practical exercises in interviewing, conducting focus groups and analysis of data.
Writing up and presenting research, critical analysis of research findings, the impact of research on practice.

Teaching methods

Delivery type	Number	Length hours	Student hours
Supervision	6	4.00	24.00
Seminar	2	6.00	12.00
Tutorial	6	2.00	12.00
Independent online learning hours			48.00
Private study hours			504.00
Total Contact hours			48.00
Total hours (100hr per 10 credits)			600.00

Private study

504 hours of private study inclusive of:
- Literature search, seeking ethical and (where required ) NHS R&D approval, planning and carrying out fieldwork, data analysis and writing up
50 hours Standard online support to facilitate independent learning through the University VLE: additional reading, links to sources of research, guidelines on conducting ethical research and seeking NHS R&D approval for research; guidance on methods of generating and analysing data. They also use e-mail to communicate with their research supervisor to clarify and discuss issues linked to conducting the research and compiling the research dissertation.

Opportunities for Formative Feedback

There is a code of practice for research supervision which clearly sets out the process, rights and responsibilities of student and supervisor. This is discussed when research supervisors are allocated. Progress for individual students is monitored by their research supervisor and academic tutor, who may be the same person, and who have regular contact throughout the study period. The programme leader reviews progress at programme planning meetings, which take place every 4-6 weeks, and supervisors are encouraged to raise any concerns they have about student progress when they first arise. Seminars provide an opportunity for the module leader and tutor to review the progress of the cohort. Students are provided with materials to support their research, including examples of previous research dissertations, and supervisors are encouraged to comment on plans and drafts as the student writes up and reports their findings.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	Dissertation 12,000 words. One year duration	100.00
Total percentage (Assessment Coursework)		100.00

Students are required to pass this assignment in order to pass the module. If they fail, they can resubmit the assignment for a maximum mark of 50. They have 12 months to complete their research and submit the research dissertation. Students are allocated a supervisor and supervision includes regular tutorial with students and the provision of feedback on drafts. Group supervision is provided in research catch up days throughout the year.

Reading list

There is no reading list for this module

Last updated: 29/04/2022 15:42:39

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