MClinEd Clinical Education

Key details

MCLINED CLINICAL EDUCATION

Start Year

2023

Attendance

Full Time

Award

Degree of Master of Clinical Education

Duration (years)

Studying for a Master’s in Clinical Education at UEA will set you apart as a leader and educator in your field. Designed for health and social care professionals, it’s a great way to develop your teaching, support and supervision skills, so that you can help others to learn, whether in clinical practice or higher education.

You can complete your MClinEd qualification in three years part-time, during which you’ll explore clinical education theory and practice, and apply your knowledge and skills to work-based projects. You’ll develop fresh insights and a new level of critical thinking, and you’ll also get to grips with research methodologies in preparation for your dissertation.

If you are an excellent communicator and have a desire and aptitude for teaching, our course will open new doors for you. You could become a full-time educator, a mentor, or a supervisor in a health care setting. Either way, you’ll graduate ready to train and inspire the healthcare workforce of the future.

About

Our course offers you the ideal opportunity to learn from experienced clinical educators in an inter-professional context. Our teaching combines workshops and distance learning. And our course activities are designed to facilitate critical thinking, collaboration, workplace-based reflection and learning, and professional development.

The course attracts students from a variety of professional backgrounds, across the fields of health and social care, including intercalating MBBS students. This rich mix of student knowledge, skills and experience is an incredible resource, challenging you to think about the different ways different people learn and helping you grow into an adaptable and creative teacher in the future.

Throughout the course, you’ll explore advances in both theory and practice in clinical education, and you’ll apply what you have learned to work-based projects. You will increase your knowledge and skills and broaden your perspective. You’ll also develop fresh insights and get motivated to bring about change and promote excellence in clinical education.

In addition to UK and EU students, our programme has been designed to meet the needs of international students who wish to study Clinical Education in a full-time capacity.

You’ll need to have access to teaching opportunities while you are on the course, to enable you to make concrete theory-practice links, and to facilitate work-based projects.

If you’re an international student or you don’t have access to such opportunities for teaching, your course director will endeavour to identify suitable teaching opportunities for you. However, you will need to notify us about this before commencing the course.

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

You will experience a variety of formative and summative assessments methods throughout the course. They include critical and reflective essays, oral presentations of work-based projects, and course tests.

You will also be asked to design realistic research proposals and to prepare detailed lesson plans. And you will submit a Masters’ dissertation.

Structure

You can complete your MClinEd degree by studying for three years part-time. During your time with us you will need to complete four compulsory modules:

Enhancing teaching, learning & assessment in clinical education (20 credits)
Leading teaching, learning & assessment in clinical education (40 credits)
Leading contemporary clinical education (20 credits)
Introduction to research methods (20 credits)

and one further research module (20 credits), which you will select from the following options:

Further quantitative research methods
Further qualitative research methods
Systematic reviews and research synthesis

Within your compulsory modules you will explore advances in both theory and practice in clinical education, and you’ll learn to apply your knowledge to the practical design and development of teaching and inquiry methods.

The clinical education modules are designed to help you reflect on your own learning in order to support learning in others. They will also help you develop the skills you need to design your own teaching programmes and techniques using contemporary methods, in a way that is relevant to your discipline and clinical area.

The research modules will reinforce your skills and understanding of research methods, critical appraisal of research evidence and theory, and application of research evidence to education practice.

You will also complete your Masters’ dissertation (60 credits), firstly identifying an appropriate research question on a clinical education topic, then addressing it through a quantitative or qualitative research study, or through a systematic review.

Each credit relates to about 10 hours of study.

Teaching and Learning

This programme is a collaborative initiative between the Norwich Medical School and the School of Health Sciences within the Faculty of Medicine and Health Sciences (FMH) at UEA. The Faculty has an excellent reputation, and this course offers you the ideal opportunity to learn from experienced clinical educators in an inter-professional context. Its blended approach combines workshops and distance learning, with activities designed to facilitate critical thinking, collaboration, workplace-based reflection and learning, and your professional development as an educator.

Face-to-face contact hours vary between modules, ranging from three full contact days to eight half-day sessions.

Independent study

As well as hours spent in the classroom, you will undertake pre- and post-class activities, independent study, and spend time preparing assignments.

Your independent study will be best exemplified by your Masters’ dissertation project.

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Open Days

FULL TIME: Students must gain 100 Credits through Taught Core Modules, successful completion of a 60 credit Research Dissertation and 20 credits gained with one Optional Module.

Assessment for Year 1

You will also be asked to design realistic research proposals and to prepare detailed lesson plans. And you will submit a Masters’ dissertation.

Compulsory Modules

ENHANCING TEACHING LEARNING AND ASSESSMENT IN CLINICAL EDUCATION

Code MED-7030D

Credits 20

This module will introduce students to the underpinning educational theory and practice required to enhance their clinical education role, particularly as a clinical supervisor, mentor, lecturer and practice educator. The module recognises the uniqueness of learning in clinical and practice settings and the importance of the role of the educator in facilitating learning which occurs in the context of client care. Learners develop skills and experience professional socialisation which cannot readily be acquired elsewhere. The overall aim of the module is to provide educators with a body of knowledge and principles to facilitate teaching, learning and assessment in practice-based settings. This will enable the educator to work effectively with learners who will become the workforce of the future and ultimately to improve services. This module is relevant to all health and social care professionals who supervise/mentor students, other clinicians, or teach in higher education, whether they are new to these roles or new to studying at masters level. The module is structured around 3 themes that will facilitate the knowledge and skills to support other adult learners. The 3 days are entitled; -Self development in clinical education -The learning environment in clinical education -Assessment and evaluation in clinical education. These days will be complimented with the requirement to engage with online distance learning.

Leading Teaching Learning and Assessment in Clinical Education

Code MED-7034H

Credits 40

This module is relevant to all health and social care professionals who supervise/mentor students; support others as educators and/or lead in educational activities in the clinical and or educational environment. The module aims to enhance participants’ teaching, learning and assessment roles and considers the changing healthcare context and challenges for those who lead on teaching, learning and assessment in their workplace. The module offers those with professional experience the opportunity to pursue postgraduate education relevant to their interests and requirements for those seeking to develop their educational leadership role. The module enables participants to explore work based opportunities with theoretical underpinning to enhance their academic practice as a result. The participants will gain a comprehensive understanding to manage the learning of others whilst developing a critical understanding of the application of theory and practice to inform and advance clinical education. The module is structured around 6 themed study days to facilitate the knowledge and skills to support leadership and supervision of others in an educational role. The 6 themed days are: Valuing reflection in self and others Advancing reflection to transform the workplace Enhancing the learning environment Assessment and feedback in clinical education Evaluation of learning and the changing curriculum Consolidation of learning and identification of future learning needs These days will be complimented with the requirement to engage with online distance learning.

INTRODUCTION TO RESEARCH METHODS

Code MED-7021D

Credits 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.

LEADING CONTEMPORARY CLINICAL EDUCATION

Code MED-7020F

Credits 20

By the end of this module, you will be able to: 1. Evaluate contemporary subject and pedagogic research and/or scholarship activities as part of evidence-based teaching and learning; 2. Critically analyse contemporary trends in methods for teaching and facilitating learning in medical/ clinical education; 3. Demonstrate the use of innovative technologies to enhance learning; 4. Demonstrate effective educational leadership capabilities applied to a range of knowledge and educational interventions and programmes. 5. Design an educational activity for a group of health care professionals using justified evidence-based methodology and an evaluation plan.

RESEARCH DISSERTATION

Code MED-7015X

Credits 60

This module will allow you to illustrate the depth of knowledge that you have developed through the whole of your Master of Clinical Education and give you practical experience in conducting research. You are encouraged to consider the dissertation work for publication, either through the University or in peer-reviewed academic journals. If you are registering for the dissertation module you will be obliged to conduct a study that directly relates to teaching and/or learning for the clinical practice setting. The research dissertation comprises a written submission of 15,000 words and it contributes 60 credits to the total of 180 required to obtain the Masters in Clinical Education.

Optional A Modules

(20 credits)

SYSTEMATIC REVIEWS AND RESEARCH SYNTHESIS

Code HSC-7057E

Credits 20

Findings from systematic reviews have been increasingly used by health policy makers, clinicians and patients for making decisions. A systematic review of available evidence is also often required for developing new research, and for interpreting findings from a primary study. The module will include the following contents: 1. Introduction, framing questions and inclusion/exclusion criteria 2. Sources of evidence and literature search strategy 3. Data extraction and validity assessment 4. Synthesizing evidence from qualitative studies 5. Synthesizing evidence from quantitative studies 6. Quality of systematic reviews and overview of reviews 7. Recent development in research synthesis methods 8. Systematic review protocol. The learning outcome will provide you with the skills and understanding to appraise and interpret published systematic reviews, to develop a protocol and undertake a systematic review. By the end of the module, you will be able to: • Frame questions appropriate for a systematic review • Design an appropriate literature search strategy • Assess the relevance and quality of primary studies • Qualitatively and quantitatively synthesize data from primary studies • Appropriately interpret findings of a systematic review and meta-analysis • Understand common pitfalls in systematic reviews and meta-analysis • Become familiar with recent method research relevant to systematic reviews.

FURTHER QUANTITATIVE RESEARCH METHODS

Code MED-7013E

Credits 20

This course builds on the quantitative methods covered in Introduction to Research Methods. It will add depth to the basic knowledge already acquired in that module on measurement, survey instruments, study designs and statistics. Students will also take part in practical sessions where they will apply the statistical knowledge gained to describe and analyse datasets.

FURTHER QUALITATIVE RESEARCH METHODS

Code MED-7014E

Credits 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.

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Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring and review of modules. Where this activity leads to significant change to a programme and modules, the University will endeavour to consult with affected students. 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. Availability of optional modules may be restricted owing to timetabling, lack of demand, or limited places. Where this is the case, you will be asked to make alternative module choices and you will be supported during this process.

Entry Requirements

Degree classification

Bachelors degree - 2.2 or equivalent

Degree subject

A Health Care profession

Additional entry requirements

The University will also consider applications from applicants with current registration as a health professional with an appropriate professional statutory regulatory body.

This course is also open to medical students wanting to intercalate after the 4th year of their MBBS/MBChB.

Students for whom english is a foreign language

We 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)
PTE: 76 (minimum 76 in all components)

All scores must be less than two years old.

Other tests, including Cambridge English exams and the Trinity Integrated Skills in English are also accepted by the university. The full list of accepted tests can be found here: Accepted English Language Tests

INTO UEA also run pre-sessional courses which can be taken prior to the start of your course. For further information and to see if you qualify please contact intopre-sessional@uea.ac.uk