Postgraduate Course: Clinical Education in Practice (EDUA11455)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course aims to develop the educational knowledge, skills and attitudes of those teaching and assessing medical students and post-graduate doctors in training. Participants will reflect upon educational CPD gained through the Clinical Educator Programme and critique how this has informed their practice and or the learning experiences of those they teach. These reflections will be captured by blogging allowing participants to demonstrate how they evaluate and have develop their teaching in keeping with current evidence and values in medical education. While the content and structure of the blogs are open to exploring any variety of teaching methods, peer and tutor feedback will support them in being structured in such a way that meets Descriptor 1 (D1) of the UK Professional Standards Framework. |
| Course description |
There are three main elements to Clinical Education in Practice; informal CPD through workshop engagement with workshop preparation supported by a ¿flipped classroom¿ approach; formal engagement in small group, structured blogging; assessment and feedback - both formative and summative.
Through involvement in interactive workshops, online modules, structured reflection, teaching observation & feedback, all of which are mapped to the Academy of Medical Educators and General Medical Councils Framework Areas, participants will be introduced to educational concepts and theories. They will be encouraged to reflect on past experience and to hone their educational skills and creativity which will be evidenced through a supportive and iterative blogging process. Formative assessment and feedback is through peer and tutor feedback. Summative assessment is in the form of completed blogs, internal assessment and moderation and quality assured through Board of Examiners with an External Examiner.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2023/24, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Flexible |
| Course Start Date |
05/08/2023 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Online Activities 9,
Feedback/Feedforward Hours 18,
Formative Assessment Hours 6,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
163 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
100% coursework.
Assessment is in the form of 6 x blogs to a total of 4000 words where the culmination of CEP learning, reflection and practice is reflected upon. |
| Feedback |
Formative feedback for the CEP component is mainly provided through the teaching observation and on submission of structured reflection. Summative assessment consists of the 6 reflective blogs (4000 words). A large part of the assessment involves tutor and peer feedback. There are also optional drop-in support sessions during the assessment aspect. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate an appreciation for and an application of the PFS Domains relevant to their educational role.
- Critically appraise common approaches to undergraduate and/or postgraduate medical teaching, feedback and assessment.
- Critically analyse their own approaches to teaching, learning and assessment in the context of undergraduate medical education and /or postgraduate medical training
- Apply an evidence based approach to planning, designing, developing, facilitating and evaluating teaching and learning events.
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Reading List
Sargeant, J., Lockyer, J., Mann, K., Holmboe, E., Silver, I., Armson, H., Driessen, E., Macleod, T., Yen, W., Ross, K., & Power, M. (2015). Facilitated Reflective Performance Feedback: Developing an Evidence-and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2). Academic Medicine, 90(12), 1698¿1706. https://doi.org/10.1097/ACM.0000000000000809
General Medical Council. (2013 updated 2015). Supporting medical students with mental health conditions. [online] General Medical Council and Medical Schools Council Contents. [Available from https://www.gmc-uk.org/-/media/documents/Supporting_students_with_mental_health_conditions_0816.pdf_53047904.pdf]
Hurst, Y. K., & Prescott-Clements, L. (2018). Optimising workplace-based assessment (Vol. 7). https://doi.org/10.1111/tct.12730
Dornan, T., Conn, R., Monaghan, H., Kearney, G., Gillespie, H., & Bennett, D. (2019). Experience Based Learning (ExBL): Clinical teaching for the twenty-first century. Medical Teacher, 41(10), 1098¿1105. https://doi.org/10.1080/0142159X.2019.1630730
Edmunds, S., & Brown, G. (2010). Effective small group learning: AMEE Guide No. 48. Medical Teacher, 32(9), 715¿726. https://doi.org/10.3109/0142159X.2010.505454
Forrester, M. (2020). Reflection & Reflective Writing. [online]. University of Edinburgh. [available from https://www.clinicaleducator.org/en-gb/resource/735].
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Additional Information
| Graduate Attributes and Skills |
On completion of the course students will curiosity for learning that makes a positive difference in their clinical practice. They will also be critical and reflective thinkers who can communicate effectively with patients and stakeholders. |
| Keywords | Clinical education,learning,teaching,academic practice |
Contacts
| Course organiser | Mr Ian Lee
Tel:
Email: ilee@exseed.ed.ac.uk |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: Emily.Salvesen@ed.ac.uk |
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