Peninsula Schools of Medicine & Dentistry

Programme Specification

Masters in Clinical Education (MClinEd)

Part – Time (4611)

September 2016

Revised June 2016

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Brief description of Programme The Masters in Clinical Education Programme (MClinEd) is designed primarily for clinicians and others involved in clinical education to develop their knowledge and skills as teachers, trainers, educational scholars, leaders and managers. Aimed at doctors, dentists and other healthcare professionals, the programme is also aimed at individuals teaching in formal university settings on medical, dental and other healthcare degree programmes. The first stage of the MClinEd, the Postgraduate Certificate in Clinical Education, provides an exploration of educational theory and its relationship to adult learning in Higher Education and work-based, clinical environments together with an exploration of current issues in clinical education. Subject to accreditation (application pending), successful completion of this stage will enable students to gain professional recognition at D2 (Fellowship) of the Higher Education Academy’s Professional Standards Framework, which is widely regarded by UK universities as a requirement for new lecturers in Higher Education. The second stage of the MClinEd, the Postgraduate Diploma in Clinical Education, is designed to build upon the knowledge, concepts and skills introduced in the Postgraduate Certificate and to prepare participants for their educational roles through the development and application of advanced analytical and research skills. Completion of a project design module prepares participants for undertaking a dissertation, which forms the final stage of the MClinEd programme. In order to progress to the dissertation stage, the student will need to:

1. Demonstrate an ability to ask a robust, meaningful and focused question, of relevance to their discipline/professional practice, to be addressed by the proposed project.

2. Develop a coherent and well argued case for the proposed project through the systematic, critical evaluation and synthesis of relevant evidence from a range of sources.

3. Demonstrate a practical understanding of the design, methodology and project management appropriate to the proposed project and justify chosen approach.

4. Demonstrate a comprehensive understanding of the process of translating knowledge/evidence within their discipline/area of practice and to identify the potential value of the project to end users.

5. Demonstrate a critical insight into own ability to successfully complete the proposed project and to identify specific learning and personal development needs required to do so.

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Distinctive features

- A well established and highly subscribed programme, reflecting the mission of Plymouth University Peninsula Schools of Medicine and Dentistry (PU PSMD) to foster excellence, innovation and across the healthcare professions

- Aligned to the strategic objectives of Plymouth University, Health Education England and the South West Local Education and Training Board (LETB) as well as the General Medical Council’s requirements for future clinical and educational supervisors

- Underpinned by a scholarly approach to teaching and learning, supported by the Collaboration for the Advancement of Medical Education Research and Assessment (CAMERA) and providing ongoing development for practising and aspiring educators and researchers in clinical education

- Linking to the strategic and professional aims of the Higher Education Academy (HEA), the Academy of Medical Educators (AoME), the Association for the Study of Medical Education (ASME), and the Association for Medical Education in Europe (AMEE)

- The first stage of this programme is accredited by the HEA, whose Professional Standards Framework is the basis for professional recognition of teaching in Higher Education. Fellowship of the HEA is widely regarded by UK universities as a requirement for new lecturers in Higher Education.

- Supports the Peninsula Academic Foundation Programme in Medical Education

- Dissertation supported by a member of the academic staff with additional support from staff with methodological expertise

Entry requirements

Normally a recognised first degree or equivalent will be required, along with opportunities to teach and/or support the learning of others. Entrants who have acquired experience through work or other means that enables staff responsible for admissions to be confident of the candidate’s ability to succeed in the programme may also be considered, in line with QAA guidance. Applicants whose first language is not English will be required to provide evidence of competence in English language. The minimum acceptable English language requirement for postgraduate courses is IELTS 6.5 overall, in both cases with minimum 5.5 across all four components (listening, reading, speaking, writing). Other acceptable tests and scores include: TOEFL iBT: 90, with minimum listening 17, reading 18, speaking 20, writing 21 and PTE Academic: 61, with minimum 51 across all four components (listening, reading, speaking, writing). Accreditation of prior certificated learning (APCL) and accreditation of prior experiential learning (APEL) refer to the process by which previous formal certificated learning and informal non-certificated learning can be awarded credit towards modules within the sphere of Higher Education. Credit for prior learning, whether certificated or experiential, may count towards the requirements for the named award. A student seeking credit (whether certificated or experiential) will normally be required to apply for such credit on receipt of an offer of a place on a programme.

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Plymouth University is committed to providing equality for all irrespective of age, disability, ethnicity (including race, colour and nationality), gender, gender reassignment, religion or belief, sexual orientation, marriage and civil partnership, pregnancy and maternity and will work to ensure that all students, employees and visitors, as well as those who apply or seek to apply to work or study at the University, are treated fairly and are not subjected to discrimination by the University on any of these grounds (University Equality and Diversity Policy, Revised April 2011). The Plymouth University Peninsula Schools of Medicine and Dentistry welcomes applications from people with disabilities who will be considered on the same academic grounds as other potential students. Considerations about individual needs arising from disability will be made separately, and we will strive to meet an individual disabled student's needs wherever possible.

Programme aims

The programme intends to: 1. Support participants in developing a critical knowledge and conceptual base

in the field of clinical educational practice 2. Facilitate participants critical reflection of their own educational practice 3. Enable participants to meet the requirements of the UK Professional

Standards Framework (Descriptor Level 2) 4. Prepare participants for critically analysing an evidence base 5. Enable participants to identify the rationale for, plan and facilitate, changes in

practice, with reference to educational principles 6. Prepare participants to conduct and evaluate a project in clinical education

Progression from the Postgraduate Diploma to a Masters in Clinical Education is recognised by the additional learning outcomes of problem solving, research and enquiry together with ethical awareness and application.

Programme Intended Learning Outcomes

The programme provides opportunities for participants to develop and demonstrate the general outcomes listed below. The learning outcomes are referenced to Level 7 descriptors (SEEC 2010). These will be contextualised within each participant’s coursework.

Setting: Operational Context

- Operates in complex and unpredictable and/or specialised contexts, requiring selection and application from a wide range of advanced techniques and information sources.

Autonomy and responsibility for actions

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- Acts with initiative in decision-making and accessing support, within professional or given guidelines, accepting full accountability for outcomes.

Knowledge and Understanding: Knowledge & Understanding

- Demonstrates a deep and systematic understanding of the nature of teaching, learning and assessment in clinical education and its relationship with other relevant disciplines

- Demonstrates an understanding of current theoretical and methodological approaches

Cognitive Skills: Conceptualisation and Critical Thinking

- Applies ideas at a high level of abstraction. - Develops critical responses to existing theoretical discourses, methodologies

or practices and suggests new concepts or approaches.

Problem Solving, Research & Enquiry - Designs and undertakes substantial investigations to address significant areas

of theory and/or practice. - Selects appropriate advanced methodological approaches and critically

evaluates their effectiveness. Synthesis and Creativity

- Flexibly and creatively applies knowledge in unfamiliar contexts, synthesises ideas or information in innovative ways, and generates transformative solutions.

Analysis and evaluation

- Undertakes analysis of complex, incomplete or contradictory evidence/data and judges the appropriateness of the enquiry methodologies used.

- Recognises and argues for alternative approaches. -

Performance and Practice: Adaptation to Context

- Autonomously adapts performance to multiple contexts.

Performance - Autonomously implements and evaluates improvements to performance

drawing on innovative or sectoral best practice.

Team and organisational working - Works effectively with multiple teams as leader or member. - Clarifies tasks and make appropriate use of the capacities of team members

resolving likely conflict situations before they arise.

Ethical awareness and application - Incorporates a critical ethical dimension to their practice, managing the

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implications of ethical dilemmas and works proactively with others to formulate solutions.

Personal and Enabling Skills: Personal evaluation and development

- Uses personal reflection to analyse self and own actions. - Makes connections between known and unknown areas, to allow for adaptation

and change.

Interpersonal and communication skills - Identifies, evaluates and maintains capabilities and qualities to support effective

communication in a range of complex and specialised contexts.

Teaching, learning and assessment strategies

The overall learning, teaching and assessment approaches employed within this programme have been developed in accordance with the educational strategy of the Plymouth University Peninsula Schools of Medicine and Dentistry. The overall aim is to improve health outcomes through enhanced educational practice and to facilitate real change in the quality of clinical care and health for individuals and the wider community, regionally, nationally and globally. Plymouth University Peninsula Schools of Medicine and Dentistry will support students with a range of formative and summative assessment approaches that will allow them to demonstrate their achievements in relation to the learning outcomes of the programme. Formative assessment will involve opportunities for discussion and feedback from peers and tutors. The summative assessment element for each module will provide students with the opportunity to demonstrate achievement of the intended learning outcomes.

Please refer to the Regulatory Framework for Taught Postgraduate Awards, available at: https://www.plymouth.ac.uk/student-life/academic-regulations.

Management of Assessment

Assessments are managed through the Subject Assessment Panels and Award Assessment Board. External examiners have responsibility for reviewing and reporting on module assessments with reference to national standards. The Award Assessment Board (including external examiners) will be responsible for referral deadline setting and review of outcomes.

External examiners will have the opportunity to review a selection of (or all, in the case of referred assessment) student work submitted for summative assessment. External examiners are invited to attend the Subject Assessment Panels and Award Assessment Board and to provide verbal and written reports to which a formal response will be made by the Programme Lead.

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Decisions on professional recognition in the first stage of the programme (PGCert ClinEd) will be made by trained assessors, at least two of whom will be HEA Senior Fellows or above.

Assessment procedures, detailed marking guidance and assessment criteria are provided for each module on the Digital Learning Environment.

Support for students and their learning

In addition to the electronic library resources available to students via the Digital Learning Environment and library facilities at Plymouth University, students are also able to access the resources at the Discovery Library, Derriford Hospital. Books or articles not held by the University can normally be obtained via an inter-library loan. A wide selection of electronic resources ranging from specialist websites to key databases and electronic journals is available, via the Digital Learning Environment and the University library web pages. Students will have access to the open access IT suites at Plymouth University and the John Bull Building, Plymouth Science Park, Plymouth. Students on the programme will be supported by the Programme and Module Leads and will be designated a personal tutor in line with the Plymouth University policy on personal tutoring. The personal tutor will act as a sustained and first point of reference for students on personal, domestic or academic matters including signposting to student support services available via the University. Students may also request an Education Mentor with whom to discuss matters relating to their experience of learning and teaching, and to their future development. Learning resources and facilities for both individual and group electronic communications between students and between students and tutors are available through the Digital Learning Environment. Students are given a hands-on training session on the use of the Digital Learning Environment during a programme induction event. On-line tutorials are also available to students.

Plymouth University provides a wide range of student support services including:

Learning Development

Disability Assist Services

English Language Centre

Careers and Employability

Student Counselling Services

Health and Wellbeing

Student Union

International Student Advisory Service

Faith and Spiritual

Methods for evaluating and improving the quality and standard of teaching and learning

The programme will be monitored and reviewed through the School and Faculty Teaching, Learning and Quality Committees. The Teaching, Learning and Quality Committees will consider the educational provision, including the annual review of the programme which draws on feedback from such sources as external examiners’ reports, student evaluation, student achievement and progression data. In addition,

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subject areas are reviewed through a Periodic Subject Review.

The University details its procedures in the Academic Regulations and Notes for Guidance and Procedures for Taught Programmes, the specific Programme Handbook, and the Quality Assurance Handbook. The Programme Working Group will meet twice a year and report to the Postgraduate Programmes Committee, which in turn reports on quality monitoring and assurance to the Medical School Teaching, Learning and Quality Committee.

Mechanisms for review and evaluation of teaching and learning and curriculum outcomes:

Student feedback (collected by Module Leads following individual sessions and following the submission of the module assessment/s)

Annual programme review and action plan considered by the Postgraduate Programmes Committee and the School and Faculty Teaching, Learning and Quality Committees

Teaching observation

Standard testing and benchmarking of assessment activities

External Examiners’ reports

Student representation at Programme Working Groups

Staff Student Liaison Committees

Complaints procedure

Management

PU PSMD Faculty Teaching and Learning Committee

Medical School Teaching, Learning and Quality Committee

Subject Assessment Panels and Award Assessment Board

Postgraduate Programmes Committee

Clinical Education Programme Working Group

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Programme structure

Students will study on a part time basis with each stage of the programme normally completed within one year:

Postgraduate Certificate stage modules:

Postgraduate Diploma stage modules*:

Masters stage module:

Module choices at Diploma stage are subject to availability and change. Students wishing to progress to the Masters stage of the programme must undertake the Project Design, Development and Knowledge Transfer module. In accordance with Plymouth University ‘Regulatory Framework for Taught Postgraduate Awards’, the award of Postgraduate Diploma requires the successful accumulation by the candidate of a minimum of 120 credits. In order to complete the Postgraduate Diploma in Clinical Education students will need to satisfy the academic standards for the required modules as outlined below:

Assessment in Clinical Education (CLI712)

or Simulation and Enhanced Learning (SIM711)

or Human Factors in Healthcare (SIM715)

or Organisation, Development and Culture

(HML712) or

Scholarship and Leadership for Innovation and Improvement in Practice (SLI711) - to be

phased out in 2017

(30 Credits)

Project Design, Development and Knowledge Transfer (PPD721)

or an alternative module from the modules listed below, for those students exiting at the Diploma

stage of the programme

(30 Credits)

Current Issues in Clinical Education CLI714

(30 Credits)

Clinical Education Practice: Theory, Evidence and Application

CLI713 (30 Credits)

Dissertation

(60 Credits)

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Clinical Education Practice: Theory, Evidence and Application (30 credits)

This module sets out to position modern educational practice in its historical, cultural and theoretical context. Students will explore the pedagogic principles of learning and teaching, critically reflect on how these play out in their own discipline/specialty and investigate an aspect of learning and teaching that is of relevance to their own clinical education practice.

Current Issues in Clinical Education (30 credits)

This module enables the exploration of current issues, drivers and challenges in undergraduate, postgraduate and continuing clinical education, drawing widely on contemporary research and scholarship. Participants will be encouraged to reflect on their roles as clinical educators, investigate the impact of culture and policy on education within their discipline/specialty and interrogate their practice in the context of professional standards and values.

Assessment in Clinical Education (30 credits)

This module is designed to advance knowledge and understanding of evidence based approaches in healthcare assessment theory and practice. This is to support practitioner personal development in assessment innovation and improvement.

Simulation and Enhanced Learning (30 credits)

An in-depth exploration of a range of simulation-based learning modalities that can improve patient safety and quality of care. The module will incorporate a critical study of the underpinning theory from education and expert practice, change management and innovation.

Human Factors in Healthcare (30 credits)

This module focuses on the physical and psychological links between organisations, employees and their work environment and how the concept of human factors influences the way we work in healthcare. The use of simulation for training and assessment of human factors will be integral to the module, which will feature some practical exploration of the subject area.

Organisation, Development and Culture (30 credits)

This module comprises an in-depth study of organisations in the 21st century, with a focus on health and care. Critical study of the structure, values and cultures of organisations will be incorporated along with the underpinning theory from established and contemporary organisation literature.

Scholarship and Leadership for Innovation and Improvement in Practice (30 credits)

This module is designed to advance knowledge and understanding of evidence based approaches to innovation and improvement in healthcare/education practice and to encourage the personal development of the practitioner in terms of the essential scholarship and leadership attributes required.

Project Design, Development and Knowledge Transfer (30 credits)

This module will provide students with the knowledge and skills associated with the project design, development and knowledge transfer process. Students will gain practical experience of multi-disciplinary team working through problem identification and problem solving to encourage innovation and creativity in project design, development and knowledge transfer. This module is mandatory if students wish to progress to the Dissertation stage of the Masters in Clinical Education programme.

Dissertation (60 credits)

The aim of the dissertation is to enable students to demonstrate their ability to design, conduct,

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evaluate and write up a project on a topic that is of relevance to the title and aim of their award and in doing so, to demonstrate self-direction, originality and an ability to act autonomously in the planning and implementation of project skills at an advanced professional level.

Exceptions/ special academic regulations

Final award title Masters Clinical Education (MClinEd) Masters Clinical Education (MClinEd) (with Merit) Masters Clinical Education (MClinEd) (with Distinction)

Level 7

Intermediate award title(s) Postgraduate Certificate Clinical Education: completion of 60 credits Postgraduate Diploma Clinical Education: completion of 120 credits

Level 7

Awarding institution Plymouth University

Teaching institution Plymouth University

Accrediting body Higher Education Academy for Certificate Stage modules only

Appropriate benchmark(s)

UCAS code N/A

JACS code A900

Date of production: 23/06/16

Appendix I

Programme Intended Learning Outcomes Map Postgraduate Diploma in Clinical Education

Masters (M) Level 7

SEEC 2010 Level 7

Core Programme Intended Learning Outcomes Aim Related Core Modules

Setting

Operational Context Operates in complex and specialised contexts requiring selection and application from a wide range of advanced techniques and information sources

1, 2, 3

1, 2, 4, 5

4, 5 6

Clinical Education Practice: Theory, Evidence and Application Current Issues in Clinical Education Assessment in Clinical Education Simulation and Enhanced Learning Human Factors in Healthcare Organisation, Development and Culture Scholarship and Leadership for Innovation and Improvement in Practice Project Design, Development and Knowledge Transfer Dissertation

Knowledge and Understanding Demonstrates a deep and systematic understanding of the nature of teaching, learning and assessment in clinical education and its relationship with other relevant disciplines Demonstrates an understanding of current theoretical and methodological approaches

1, 2, 3

1, 2, 4, 5

4, 5

6

Clinical Education Practice: Theory, Evidence and Application Current Issues in Clinical Education

Assessment in Clinical Education Simulation and Enhanced Learning Human Factors in Healthcare Organisation, Development and Culture Scholarship and Leadership for Innovation and Improvement in Practice Project Design, Development and Knowledge Transfer Dissertation

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Cognitive Skills Conceptualisation and Critical Thinking Applies ideas at a high level of abstraction Develops critical responses to existing theoretical discourses, methodologies and practices and suggests new concepts or approaches Synthesis & Creativity Flexibly and creatively applies knowledge in unfamiliar contexts Analysis & Evaluation Undertakes analysis of complex evidence and judges the appropriateness of the methodologies used Recognises and argues for alternative approaches

1, 2, 3

1, 2, 4, 5

4 6

Clinical Education Practice: Theory, Evidence and Application Current Issues in Clinical Education Assessment in Clinical Education Simulation and Enhanced Learning Human Factors in Healthcare Organisation, Development and Culture Scholarship and Leadership for Innovation and Improvement in Practice Project Design, Development and Knowledge Transfer Dissertation

Performance and Practice Adaptation to Context Automonously adapts performance to multiple contexts Performance Autonomously implements and evaluates improvements to performance drawing on best practice Team & Organisational working Works effectively as leader or member Clarifies tasks and makes appropriate use of the capacities of team members resolving likely conflict situations before they arise.

2, 3,

1, 2, 5

5 6

Clinical Education Practice: Theory, Evidence and Application Current Issues in Clinical Education Assessment in Clinical Education Simulation and Enhanced Learning Human Factors in Healthcare Organisation, Development and Culture Scholarship and Leadership for Innovation and Improvement in Practice Project Design, Development and Knowledge Transfer Dissertation

Personal and enabling skills Personal evaluation and development Uses personal reflection to analyse self and own actions Makes connections to allow for adaptation and change Interpersonal and communication skills Qualities to support effective communication in a range of contexts

2, 3

2, 5

5 6

Clinical Education Practice: Theory, Evidence and Application Current Issues in Clinical Education Assessment in Clinical Education Simulation and Enhanced Learning Human Factors in Healthcare Organisation, Development and Culture Scholarship and Leadership for Innovation and Improvement in Practice Project Design, Development and Knowledge Transfer Dissertation

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Appendix II Masters in Clinical Education – Modules mapped against Programme Learning Outcomes

Modules CLI 713 CLI 714 CLI712 SIM 711 SIM715 HML712 PDD 721 SLI711 DISS731

Setting

Operational Context Operates in complex and specialised contexts requiring selection and application from a wide range of advanced techniques and information sources

Knowledge and Understanding Has a deep and systematic understanding of the nature of teaching, learning and assessment in clinical education and its relationship with other relevant disciplines Demonstrates an understanding of current theoretical and methodological approaches

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Modules

CLI 713 CLI 714 CLI712 SIM 711 SIM715 HML712 PDD 721 SLI711 DIS731

Cognitive Skills Conceptualisation and Critical Thinking Uses ideas at a high level of abstraction Develops critical responses to existing theoretical discourses, methodologies and practices and suggests new concepts or approaches Synthesis & Creativity Flexibly and creatively applies knowledge in unfamiliar contexts Analysis & Evaluation Undertakes analysis of complex evidence and judges the appropriateness of the methodologies used Recognises and argues for alternative approaches

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Modules CLI 713 CLI 714 CLI712 SIM 711 SIM715 HML712 PDD 721 SLI711 DIS731 Performance and Practice Adaptation to Context Performance Autonomously implements and evaluates improvements to performance drawing on best practice Team & Organisational working Works effectively as leader or member Clarifies tasks and makes appropriate use of the capacities of team members resolving likely conflict situations before they arise.

Personal and enabling skills Personal evaluation and development Uses personal reflection to analyse self and own actions Makes connections to allow for adaptation and change Interpersonal & communication skills Qualities to support effective communication in a range of contexts