(Award available for year: Postgraduate Diploma)
Subject Specific Learning Outcomes:
LO 1. Educational Design and Practice: Demonstrate a critical understanding of educational design, delivery, and evaluation principles, and apply them to enhance teaching in clinical and higher education settings.
LO 2. Application of Theory and Research: Independently synthesize and apply educational theories and research to improve clinical education and address current issues in healthcare learning environments.
LO 3. Professional Reflection and Development: Engage in reflective practice to assess and develop personal and peer teaching practices, while promoting interprofessional collaboration within healthcare education
LO 4. Curriculum and Change Leadership: Lead curriculum development and manage educational change effectively, with an emphasis on integrating blended and e-learning methods.
LO 5. Research and Ethical Practice: Formulate and conduct research to inform clinical education, demonstrating expertise in research design, ethical considerations, and evidence-based analysis.
Competence Standards
CS1. Demonstrate the ability to critically evaluate recent developments in healthcare education.
CS2.Effectively demonstrate an understanding of principles involved in curriculum development.
CS3. Effectively evaluate key management concepts in healthcare education
CS4. Effectively appraise literature on healthcare education
CS5. Effectively identify and formulate a research question relevant to healthcare education.
CS6. Demonstrate the ability to integrate knowledge into planning and design.
CS7. Identify ethical issues in teaching, learning and research to submit an ethical approval
CS8. Identify and analyse issues in reviewing and redesigning curricula.
CS9. Effectively evaluate evidence to reflect on teaching and learning practices in healthcare education.
Skills Learning Outcomes
SLO1: Educational Design and Practice: Design, implement and evaluate evidence- informed clinical education strategies and assessments, using creative, inclusive and appropriate approaches to enhance learning across healthcare professions.
SLO2: Professional Reflection and Development: Demonstrate critical self-reflection and ongoing professional development through sustained engagement with academic feedback, peer learning and career-relevant skills in clinical and academic settings.
SLO3: Curriculum Innovation and Leadership for Change: Lead and collaborate in the design, implementation and evaluation of curriculum innovations, driving positive change in clinical education through interprofessional teamwork and informed decision making.
SLO4: Application of Educational Theory and Research: Critically apply educational theories, current research and digital innovations to analyse and improve teaching, learning and assessment practices in clinical education.
Achievement for Year 2 (Postgraduate Diploma) will be assessed by a variety of methods in accordance with the learning outcomes of the programme.
Approach to assessment
The MEDS5116M module models the principles of constructive alignment (Biggs, 1999) and assessment for learning (Boud and Falchikov, 2007; Rust et al., 2009), ensuring that the assessments support the achievement of key learning outcomes. By engaging students in collaborative group work, reflective practice, case study analysis, and presentations, the assessments encourage the development of both critical thinking and practical skills essential for clinical education. Each assessment is carefully designed to meet specific learning outcomes, fostering deep engagement with healthcare education concepts.
The research protocol assessment in MEDS5109M is designed to ensure that students can develop a structured and methodologically sound research plan that addresses a relevant issue in clinical education. This assessment reflects the key skills needed for research, including critical appraisal of literature, research design, and ethical considerations. By completing this task, students demonstrate their ability to integrate theoretical knowledge with practical research skills, ultimately contributing to improvements in teaching and learning within healthcare education.
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