Postgraduate Course: Clinical Education and Digital Culture (MEED11024)
|School||Edinburgh Medical School
||College||College of Medicine and Veterinary Medicine
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Not available to visiting students
|Summary||This course helps participants to gain critical awareness of technology's contribution to the learning, teaching, training and practice environment, and invites reflection and evaluation of what it means to be a clinical educator and practitioner within a highly digitalised culture.
The overarching approach will be to frame questions currently relevant within the general domain of study and invite critical engagement, reflection and considered response through tutorials, discussion boards and a blog. This dialogic approach is in keeping with a need to respond to emerging issues as well as aligning with and providing experience of recent developments in digital education. As such, tutorials will be expected to run as group discussions with debate around issues relevant to the lecture, rather than a Q & A session with the lecturer.
Please note that, as a second year course, this will involve greater self-direction than first year courses. Students will play a greater role in directing discussions and finding appropriate resources to make use of and discuss with peers.
Online environments are used for the teaching, learning and assessment of all courses on the programme. This includes Microsoft Teams for regular, synchronous conversations, a virtual learning environment with discussion forums for asynchronous dialogue, and other interactive visual, audio, textural and graphical modes of communication.
- Data (data capitalism, security, mobility).
- Digital professionalism (personal/professional boundaries, ownership, representation).
- Web 2.0 (social media, federated content, student-created learning environments, data ownership).
- The Open Web (Open source, open educational resources, OpenData, equality and accessibility).
- "Politics of technology" an introduction to some of the technology-related agendas that clinical educators deal with, such as service provision and commercialisation, issues of affordances and technological determinism.
- Media literacy - digital footprints, digital professionalism, data protection, appraisal of sources, information overload, digital natives discourse.
- The Virtual and the Real (simulation, virtual patients, what can and cannot, should and should not be mediated online).
- The Future (emerging technologies and trends, mobile technology, wearable technology, point of care assistance, eHealth, the memory prosthesis debate, student/patient expectations, rights and self-management).
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 8,
Seminar/Tutorial Hours 8,
Online Activities 65,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 1,
Summative Assessment Hours 30,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||1. Abstract for presentation of an identified "problem space" within an aspect of digital culture as it relates to healthcare education and practice.
2. Two video presentations, firstly defining the problem space and then, following tutor and peer feedback, and then proposing ways of approaching that problem space at an individual and collective level. This assignment includes a recorded presentation to peers and the facilitation of discussion around this.
||Feedback is generated on an ongoing basis through interactive live and asynchronous discussion. Tutors will also provide individual, detailed comments on the summative assignments.
|No Exam Information
On completion of this course, the student will be able to:
- Critically evaluate the potential implications of digital technology on workplace culture and education in clinical settings.
- Propose ideas for effective solutions to complex technological challenges in healthcare education.
- Use digital media to enhance their professional profile as a clinical educator.
|1. Shirky, C. Here comes everybody.|
2. Beer, D. (2016). Metric power.
3. Begg, M., et al. (2010). Logos and Mythos: the political dilemmas of web 2.0 in an accreditation-driven educational environment. Digital differences: perspectives on online education. R. Land and S. Bayne, Sense.
4. Erman and Shauf (1997). Computers, Ethics and Society
5. Janet Murray (1998). Hamlet on the Holodeck: The Future of Narrative in Cyberspace.
6. Fawns, T. (2019). Postdigital Education in Design and Practice. Postdigital Science and Education (2019) 1: 132-145.
7. Ryan, M-L. (2001). Narrative as Virtual Reality
8. Shield, R. (2003). The virtual.
|Graduate Attributes and Skills
||There are limited places to take this course as an outside elective and students not on the Clinical Education programme wishing to enrol, should first contact the Course Secretary to ascertain availability. Email: firstname.lastname@example.org
|Keywords||digital professionalism,social media,web 2.0,technology
|Course organiser||Dr Tim Fawns
Tel: 0131 242 6536
|Course secretary||Mrs Femke Morrison
Tel: (0131) 242 6385