Postgraduate Course: Year 1 Engagement for Impact 1 (IMSE11001)
Course Outline
| School | Deanery of Clinical Sciences |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This is a SCQF Level 11, 20 credit course, designed for the PhD with Integrated Studies in Medical Sciences with Engagement. This course uses the Student-Led Individually Created Course (SLICC) university-wide framework for experiential learning. This well-developed framework will enable students to reflect throughout a course-defined selection of available practical Engagement for Impact experiences, by the development of an e-portfolio to provide evidence of their learning. The students will have an opportunity to experience a wide-range of science communication, public engagement, patient involvement and data design & informatics practices, while demonstrating their learning and academic achievement against defined learning outcomes.
Students will start to develop a portfolio of engagement for impact activities and reflection, which is cumulative over 4 years of the PhD, enabling the student to apply their learning (from taught courses) in engagement for impact skills.
This course will require students to demonstrate the development of Engagement for Impact skills, using critical analysis, application, reflection, recognising and developing skills and mindsets, and evaluation within a defined context of learning experiences.
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| Course description |
Application of the SLICC framework will enable students, to evidence how the learning outcomes of this course have been achieved.
The student will develop a portfolio of experiences, by observing and participating in opportunities from a range of existing science communication / public engagement / patient involvement / data design experiences. Initially participation will be as an observer / volunteer, taking increasing levels of responsibility for event design, delivery and evaluation, but within existing frameworks. These experiences will be drawn from available existing opportunities, for example Science Festivals (Edinburgh Science Festival, Midlothian Science Festival, Edinburgh Festival Fringe events), Easter Bush Outreach Centre workshops, Our Health community-driven projects, Data Design workshops, patient engagement interactions, web-based communication, school visits, policy workshops and public lectures. The students will have an initial introductory session explaining the concept and approach and provided with comprehensive online SLICC resources
By utilising the SLICC approach, the student will access appropriate tools and develop the ability to critically reflect on their experiential learning i.e. the student will develop an appreciation of the key factors in planning and delivering effective events / establishing effective resources, and in evaluation.
The students will learn to use the reflective framework and toolbox carefully developed for SLICCs. This has the advantage that it can be applied across a wide spectrum of experiential projects and opportunities, and is based around an e-portfolio of reflective blogs, evidence and reports. This also provides carefully developed, existing guidance for students on how to address their learning outcomes within their report, and use reflective practice and evidence within this.
Students will:
1) Participate in a defined selection of diverse Engagement for Impact opportunities within which to undertake the learning experience
2) Write a plan of activities to be approved by the course organiser
3) Self-direct and manage the learning opportunity and experience, with regular mentor meetings.
4) Actively and regularly reflect upon and document the learning experience with evidence and use that as a basis for writing a self-critical, Interim Reflective Report, then Final Reflective Report.
5) Formatively self-assess and submit a Final Reflective Report for summative assessment
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2020/21, Not available to visiting students (SS1)
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Quota: 4 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Dissertation/Project Supervision Hours 20,
Fieldwork Hours 70,
Formative Assessment Hours 25,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
81 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
1) Self-critical Final Reflective Report (100% weighting) - The reflective report is the key component of assessment. Students are expected to document and demonstrate active self-critical reflection and responses to experiential learning throughout the course. It is essential that the report is linked to and draws upon the e-portfolio of evidence. Maximum word limit is 3000 words.«br /»
The standard SLICC assessment criteria and graded marking will be utilised.«br /»
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2) E-portfolio of evidence - At the proposal approval stage, the student's course mentor will discuss and agree what outputs and information need to be created, collated and submitted in the portfolio. This e-portfolio will support and provide evidence for the learning and development of skills throughout this course, but will also be cumulative over the 4 years of the PhD. The portfolio will be constructed throughout the duration of the learning experience, demonstrating evolution, iteration and progress over-time. It must include a regular reflective blog diary. It may contain other evidence, which may take many forms including photographs, documents, reports, feedback, video, podcasts, etc. as appropriate.«br /»
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3) Formative Self-Assessment - An important component of the final submission, in addition to an ability to self-critically reflect on experiential learning, is to demonstrate an understanding of achievements through graded self-assessment. In this self-assessment students are required to demonstrate the alignment of the self-assessed grades for each learning outcome to the justification for these, and where this is evidenced within your portfolio. |
| Feedback |
Formative Feedback
Students will be given detailed formative feedback at:
(a) 6 mentored session with public engagement practitioners in this Year 1 course.
(b) the stage of planning and reflecting on the purpose and nature of the experiential learning components of project (to be completed in January), setting these effectively at the start is a key element to this course;
(c) on the Interim Reflective Report (to be completed in May). This permits students to reflect and act on this feedback before submission of the Final Reflective Report, but will also be at a time to gain deep insight into and beneficially influence the progress of the project. The Interim Reflective Report is in the same format as the Final Reflective Report, so formative feedback is directly aligned with the final summative assessment.
Students will also receive summative feedback on their Final Reflective Report.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- I am able to demonstrate how I have actively developed my critical understanding of the complexities, challenges and wider implications of the Principles and Practice in Science Communication and Public Engagement.
- Recognising the complexity and/or uncertainty of the setting of my SLICC, in the context of my experiences in application of Engagement for Impact, I am able to draw on and apply relevant skills and attributes (academic, professional and/or personal) in order to engage effectively and critically with my SLICC, identify where I need to improve these and/or develop new ones.
- I am able to demonstrate how I have used experiences during my SLICC to critically develop my specialist skills in the focussed area of Engagement for Impact, specifically including identification of key current and/or future stakeholders who may be impacted by the possible long term outcomes of my research topic (as possible engagement targets), and start to consider how to apply engagement for impact learning to my own research project.
- Recognising the new, advanced and/or complex setting of my SLICC, I am able to demonstrate how I have developed an ongoing, critical and integrated approach to using experiences during my SLICC in refining my mindset towards Engagement for Impact.
- Recognising the complexity and/or uncertainty of the setting of my SLICC, I am able to evaluate and critically reflect upon my approach, my learning, my development and my judgement throughout my SLICC and the critical nature of evaluation processes in Engagement for Impact
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Reading List
Student-Led, Individually-Created Courses (SLICCs) resource pack:
https://edin.ac/sliccs-resource-pack
These resources include guidance to students on: reflective learning and reflective models; generating focused learning outcomes from the generic learning outcomes; collecting and curating evidence of their learning using an e-portfolio; writing reflective reports on their learning; using either the PebblePad workbook, reflective blog and webfolio or LEARN based resource.
Reflection toolkit:
https://www.ed.ac.uk/reflection
Graduate Attributes Reflecting on your Experiences https://www.ed.ac.uk/employability/graduate-attributes/developing/reflecting
Other readings will be identified on a case by case basis as required due to the bespoke nature of individual student experience.
Mentoring support provided by experienced public engagement practitioners.
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Additional Information
| Graduate Attributes and Skills |
a) Ability to apply learning in a practical context
b) Self-direction
c) Communication skills
d) Evaluation skills
e) Creativity and design skills
f) Reflective practice
g) The ability to prioritise and utilise engagement for impact skills as a core part of medical research
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| Keywords | e-Portfolio,engagement,communication,data design,patient involvement,experiential,skills |
Contacts
| Course organiser | Dr Donald Davidson
Tel: 0131 242 6658
Email: donald.davidson@ed.ac.uk |
Course secretary | Mrs Alexandra Correia Pinto Moreira
Tel: (0131) 242 9484
Email: Alexandra.Moreira@ed.ac.uk |
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