Postgraduate Taught Degrees

PG Diploma Clinical Education

Duration:: 1 years
Attendance:: Full Time
Award:: Postgraduate Diploma
School of Study:: Allied Health Professions

Overview
Why Choose Us
Course Profile
Requirements
Fees and Funding
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In the report High Quality Care for All, Lord Darzi describes the need to provide high quality education and training for all NHS staff, in turn enabling them to be effective and responsive to the changing needs of patients. The postgraduate taught programmes in Clinical Education offer busy health and social care professionals an opportunity to prepare for their role as the educators/trainers of the future. The programmes provide a framework for the study of advances in Clinical Education and the application of these to education/training practice in the workplace.

Course Organiser:Mrs. Kelly Walker

Renowned for its unique and distinctive interprofessional and interdisciplinary pre- and post- registration provision in the education and training of health professions, the School of Allied Health Professions delivers research-led and problem-based teaching that ensures graduates are fit for practice in the modern health and social care sector.

Students’ experiences and their learning environment are central to our learning and teaching strategy. Teaching is housed within award winning accommodation in the heart of the campus, and programmes have high staff: student ratios, with personal advisors providing individual professional, academic and pastoral support. Learning opportunities in practice are diverse and extends across health, social care and education environments. We are very proud of our innovative teaching methods and the passion and dedication of our staff will inspire you to be the best you can be.

Students have told us our courses are dynamic and fascinating. That’s because our approach is based on problem-solving, evidence-based learning. The courses include the following elements:

Interprofessional Learning – You will meet up with students from other health-related disciplines to exchange knowledge, practice and ideas.

Research – The teaching staff are continually involved in research, which means you will benefit from their knowledge of the very latest practices and techniques.

Supportive Culture – Teaching groups are small, which encourages a close-knit student body and a supportive learning culture. You will be assigned your own personal mentor and qualified professional who will be there every step of the way to guide you through the course.

The University of East Anglia is a fantastic place to study and has a unique atmosphere. You will love being here, learning and making lasting friendships. Studying in the School of Allied Health Professions will ensure you fulfil your full potential.

Year 1

Students must complete 120 credits by successfully completing the Core and Compulsory modules, 20 credits from Option Range A and 20 credits from Option Range B

Compulsory Study (80 credits)

Students must study the following modules for 80 credits:

Name	Code	Credits
INTRODUCTION TO RESEARCH METHODS	MED-M31D	20
The purpose of this module is to provide students with a broad introduction to the methods used in Health Science Research. . The skills to be developed include being able to 1: recognise basic quantitative and qualitative research designs 2: recognise different data collection techniques 3: acquire a basic understanding of both statistical analysis and qualitative analysis; 4: critically appraise of the research literature.
PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT IN THE WORKPLACE	AHP-M30D	20
Continuing professional development has become a high priority for all health care professionals.The governments wider agenda of facilitating CPD and lifelong learning is central to the NHS agenda for allied health professionals,nurses and medics alike.This module provides a starting point to help students experience the processes and practice involved in life long learning.The aim is to facilitate students in the use of CPD in effecting change in their own and others practice and in the development of a portfolio of evidence of professional growth.
PRACTICE BASED TEACHING, LEARNING AND ASSESSMENT	AHP-M36F	20
By the end of this module, students will be able to: 1 Identify a key aspect of their clinical supervision/mentorship/assessment practice; 2 Analyse, critically, theoretical literature pertinent to identified developmental need; 3 Provide an evidence based learning contract; 4 Demonstrate the agreed strategy has been implemented; 5 Evaluate, critically, the success of that straategy; 6 Demonstrate effective and proficient mentorship and feedback skills.
TEACHING AND LEARNING AND ASSESSMENT IN HEALTH CARE SETTINGS	AHP-M25E	20
This module is designed for Health Care Professionals whose practice includes teaching and learning and who would like to develop their interest, skills and confidence in this subject. The focus of the module is on practice in the workplace. In order to examine their own learning, students will be required to draw on that experience permitting exploration of theory through active learning. Emphasis will be placed on student-centred learning.

Option A Study (20 credits)

Students will select 20 credits from the following modules:

Name	Code	Credits
LEADERSHIP AND MANAGEMENT IN PRACTICE	AHP-M45F	20
Overview The learning outcomes for the course have been developed to enable the students to extend and integrate their knowledge and practical skills of leadership within the heath care sector to an advance level. The learning outcomes are mapped against the Leadership framework within the NHS Knowledge and Skills framework (October 2004) which is used by NHS staff to review and develop their career progression and the national Leadership Qualities Framework (LQF). Objectives • To provide education on leadership and management skills for health professionals who are involved in the care of patients during their rehabilitation phase. • To encourage interdisciplinary learning and provide a multidisciplinary educational programme. • To enable clinicians to critically analyse complex problems and issues within practice related to policy, planning and leadership. • To develop personal leadership skills including problem solving and the development of service improvement packages through evidence based practice. Learning outcomes At the end of the module the student will be able to; • Demonstrate the ability to critically evaluate and discuss complex leadership, management and organisational issues in healthcare relevant to their own organisation and the influence of these on quality and performance to employees, service users and stakeholders. • Critically appraise their leadership and management qualities and capability and develop these skills required for professional success within the healthcare sector. • Respond to changing situations using appropriate and effective personal leadership styles to manage risk, protect staff, service users and stakeholders. • Critically examine the underlying theories, concepts, nature and approaches to team work and apply knowledge of relevant team work skills to work situations. • Critically examine the meaning, nature and source of organisational development, culture, conflict and change. • Develop appropriate strategies for managing organisational conflict and change that improves quality in practice performance related to employees, service users and stakeholders. • Apply critical evaluation skills to assess risk associated with aspects of management and leadership related to change. • Develop, articulate and disseminate a service improvement plan of new and innovative methods and practices which improves quality of healthcare though evidence based practice.
SELF-DIRECTED LITERATURE REVIEW	AHP-M15E	20
The purpose of this module is to provide an opportunity for students to select an area of professional relevance and interest in order to explore the contemporary (or historical) literature involved. Students are able to use this module to undertake self-directed and self-determined study within the taught MSc programme. The skills to be developed include being able to 1: undertake a review and critical analysis of literature; 2: independently study an area of self-chosen content or subject material 3: demonstrate how the study informs the student's particular professional practice It should be noted that this module is NOT designed to teach critical analysis of literature.

Option B Study (20 credits)

Students will select 20 credits from the following modules:

Name	Code	Credits
FURTHER QUALITATIVE RESEARCH METHODS	MED-M33E	20
The purpose of this module is to build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: gain further knowledge of the conduct of qualitative studies 2: negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study.
FURTHER QUANTITATIVE RESEARCH METHODS	MED-M32E	20
The purpose of this module is to build on the coverage of quantitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: add depth to the basic knowledge already acquired in that module on measurement, survey instruments, trial design and statistics, 2: begin to acquire a basic understand of the concept of systematic reviews and meta analysis.

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Entry Requirements

Degree Subject:: A health care profession
Degree Classification:: 2.2 or equivalent
Alternative Qualifications:: The University will also consider applications from applicants with current registration as a health professional with an appropriate professional statutory regulatory body

Entry Requirement

Applicants should normally have a good first degree from a recognised higher education institution.

Students for whom English is a Foreign language

e welcome applications from students whose first language is not English or those whose degree was not taught in English. To ensure such students benefit fully from postgraduate study, we require evidence of proficiency in English. We also will require a certain standard to be achieved on the written element of the test. Our usual entry requirements are as follows:

IELTS: 7.0 (minimum 7.0 in all component)
TOEFL: Internet-based score of 98 (minimum 22 in all components and 23 in speaking)
PTE: 70 (minimum 70 in all components)

All scores must be less than two years old.

Fees and Funding

Fees for the academic year 2013/14 will be:

UK/EU Students: £4,356

For those applying under the SHA contract, contract prices will apply.

Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.

You can apply online, or by downloading the application form.

Further Information

To request further information & to be kept up to date with news & events please use our online enquiry form.

If you would like to discuss your individual circumstances prior to applying please do contact us:

Postgraduate Admissions Office
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

International candidates are also encouraged to access the International Students section of our website.