MClinEd Clinical Education

Key details

MCLINED CLINICAL EDUCATION

Start Year

2021

Attendance

Full Time

Award

Degree of Master of Clinical Education

Duration (years)

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.

About

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 one year full-time or over 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.

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.

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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 4000-word 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 Master’s dissertation.

Structure

You can complete your MClinEd degree by studying for three years part-time or one year full-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, 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 Master’s 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.

Teaching and Learning

Teaching

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 Master’s dissertation project.

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FULL TIME: Students must gain 120 credits through Taught Modules: 40 credits gained with the Core Modules; 60 credits gained with the Compulsory Modules; 20 credits gained with one Optional Module; and 60 credits gained through the successful completion of a Research Dissertation

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 Master’s dissertation.

Compulsory Modules

RESEARCH DISSERTATION

Code HSC-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 Master of Clinical Education. You will have three options to choose from: systematic literature review, research using qualitative methods or research using quantitative methods. The topic has to have a teaching and learning focus.

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.

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 Teaching Learning and Assessment in Clinical Education

Code HSC-7066H

Credits 40

This module will support you to advance your skills as educators and develop your knowledge in leadership in education and supporting other educators. This module is relevant to all health and social care professionals who supervise/mentor students and or educators/mentors/supervisors, other clinicians, or who teach in higher education, whether you are new to these roles or new to studying at masters level.

LEADING TEACHING LEARNING AND ASSESSMENT IN CLINICAL EDUCATION

Code HSC-7166H

Credits 40

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, review and update of modules. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, the University will endeavour to consult with 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. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will inform students.

Entry Requirements

Degree classification

Bachelors degree - 2.2 or equivalent

Degree subject

A Health Care profession

Additional entry requirements

Acceptance of those who do not possess the formal qualifications normally required will depend on their general educational qualifications, professional experience and demonstrated capacity to benefit from the course. In practice, this means that candidates should have a minimum of two years’ working experience in a health care setting, and evidence of continuing professional development, and two supportive references attesting to their suitability for the course, including at least one academic reference.

Candidates who cannot provide an academic reference may be asked to attend a short academic skills course and will be asked to write a 1,000 word essay on a topic to be determined by the Course Directors. Such candidates may also be asked to attend for an interview.

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: 65 (minimum 65 in all components)

All scores must be less than two years old.

Intakes

This course is open to UK, EU and International applicants. The annual intake for this course is in September each year.

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Course Reference Number: 1543897

MClinEd CLINICAL EDUCATION