Postgraduate Course: Year 3 Engagement for Impact III (IMSE11003)
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.
Students will advance to the next stage in developing a portfolio of engagement activities and reflection, developing and undertaking novel research-specific engagement, enabling the student to demonstrate their ability to apply their learning (from taught courses) to engage the appropriate publics with their research. This course will combine evaluation of the tangible Engagement for Impact outputs, with a complementary reflective process based on the Student-Led Individually Created Course (SLICC) framework learned by the students in the Year 1 Engagement for Impact I course (which all students taking this course will have already completed).
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| Course description |
Students, with mentor guidance, will propose, develop and manage a bespoke learning experience that will complement the taught courses on the PhD, and evidence how the learning outcomes of this course have been achieved.
The students will further develop and add to their engagement for impact portfolio, assessed at the end of this course on the basis of Year 3 work, but also viewed cumulatively over the full PhD. This will enable the student to demonstrate their ability to apply their learning (from taught courses) to engage relevant publics with their own PhD research. These outputs will be in whatever form is most appropriate for the audience most relevant for the research project. The portfolio will compromise the resources themselves (or resources created for events/activities), reflection, evaluation and future plans. Students will be mentored throughout the development, delivery and evaluation of their resources. There will be 8 mentored session per annum. In this course, we expect the students to be primarily creating, delivering and evaluating de novo assessed engagement outputs, accompanied by an assessed reflection (see below), incorporating evaluation and future plans with respect to their experiential projects and opportunities, based around an e-portfolio of reflective blogs, evidence and reports. The students will already be familiar with the SLICC framework and apply the same reflective skills and approaches to his course.
This course will combine formal assessment of outputs with reflective assessment. The latter will adopt SLICC reflective framework applied to experiential projects and opportunities, based around an e-portfolio of reflective blogs, evidence and reports. There will be 8 mentored session per annum. Of relevance to this training stage, students may not achieve everything they set out to do, but the SLICC reflective framework allows students to show how they have learnt from working on problems and even their mistakes, and demonstrating how they would work in the future.
Students will:
1) Agree suitable opportunities within which to undertake development of their experiential learning to generate tangible Engagement for Impact outputs.
2) Write a draft proposal, to be approved by the course mentor
3) Self-direct and manage the learning opportunity and experience, with regular mentor meetings.
4) 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 25,
Fieldwork Hours 70,
Formative Assessment Hours 25,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
76 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Feedback |
Formative Feedback
Students will be given detailed formative feedback at:
(a) 8 mentored session with public engagement practitioners in this course.
(b) the stage of planning and reflecting on the purpose and nature of the experiential learning / application components of project (to be completed in January) ¿ setting these effectively at the start is a key element of the course;
(c) 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:
- Students will demonstrate effective application of a critical understanding of complexities, challenges and wider implications of the knowledge and theory gained from their bespoke core and selected courses across years 1 ¿ 3 of the PhD.
- Students will demonstrate how they have used experiential learning from during their portfolio development to actively explore their mindset towards engagement for impact.
- Students will demonstrate the ability to apply engagement for impact learning in the context of their own research project through the initiation, development, delivery and evaluation of novel engagements with appropriate audiences.
- Students will demonstrate the ability to draw on and apply relevant skills and attributes (academic, professional and/or personal) in order to engage effectively in practice using novel engagements and identifying where they need to improve these and/or develop new ones.
- will demonstrate their ability to evaluate and critically reflect upon their approach, their learning, their development, and their Engagement for Impact outputs.
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Reading List
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 | portfolio,engagement,science communication,data design,patient involvement,experiential |
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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