External summary

This part-time flexible programme is delivered entirely online, and the majority of students continue to practise as full-time clinicians and clinical educators at the same time. It is modular, so students can study for one, two or three years for a Postgraduate Certificate, Postgraduate Diploma or Masters in Clinical Education respectively. The programme aims to provide a thorough grounding in education for those involved in the education of healthcare professionals at all levels, including undergraduate and postgraduate education and continuing professional development.  The programme is aimed at individuals involved in healthcare education such as doctors, nurses, physiotherapists, occupational therapists, pharmacists, dental practitioners, other allied health professionals, veterinary educators, and biomedical or social scientists who teach in medical, veterinary, dental or other healthcare education.

Educational aims of programme

The aim of the programme is to promote high quality clinical education by helping participants reflect upon and share insights about their practice, to understand and apply educational theories and evidence from the literature, and to help participants develop a good solid foundation in clinical education and educational research upon which they can continue to build their own academic career.

The programme will help participants learn sufficient knowledge and skills to deliver, develop and research high quality clinical education in their own discipline, and will encourage and support the development of collaborative and scholarly attitudes towards clinical education.

After completing the MSc in Clinical Education, graduates will understand how to:

• Plan, deliver and evaluate teaching for undergraduate and postgraduate students at the levels of programme, course and individual session;

• Teach individuals, small groups and large groups using a range of methods, in a wide variety of learning and teaching situations;

• Teach and learn in online and blended environments;

• Assess students formatively and summartively (including written, oral and electronic formats);

• Critically evaluate their own teaching practice and appraise others;

• Access and critically evaluate the educational literature

• Plan, conduct and critique a research project in clinical education.

Graduates will also be able to:

• Describe and discuss contemporary theories and issues in clinical education, at a national and international level (e.g. academic conferences);

• Recognise, evaluate and make an appropriate response to policy associated with clinical education.

• Critically appraise situations and circumstances pertaining to clinical education with reference to appropriate theories and literature.

• Recognise, reflect upon and respond to their own educational needs and the needs of others.

• Take a lead responsibility for clinical education within their professional area.

Programme outcomes: Knowledge and understanding

Every clinician has a responsibility to ensure they are competent and up to date and must therefore be an effective learner.  Almost all clinicians at different stages in their careers will be responsible for teaching others, so they must also be effective teachers.  There is a whole section on Teaching and Learning in the GMC document ‘Good Medical Practice’ aimed at all practicing doctors.  Similar themes can be found in policy documents and guidance for other allied health professions and veterinary medicine.

The clinical professions have a long tradition of apprenticeship learning and mentoring, with senior members of each profession being responsible for developing novice practitioners in training. Professionalism and professional self-regulation in Clinical Education has been recognised as fundamental to sustaining and developing the best professional practice.  In recent years, however, there is increasingly an expectation that those assuming particular responsibilities for teaching clinicians should have themselves undertaken formally-recognised training and accreditation in clinical education.  The once-common adage ‘See one, do one, teach one’ is losing ground – especially because of the potential risk of this approach to patient safety.  Clinical education is becoming increasingly complex, more informed by a considerable body of academic literature, and more of a scholarly vocation in its’ own right.  Clinical education is being scrutinised by politicians, the public and the media in a way in which it never was in the past.  Quality Assurance, accreditation, appraisal and governance are terms firmly established in the lexicon of clinical practice, and it is largely the clinical educators who must ensure that expectations in these areas are met; through:

• Valid and reliable appraisal, assessment and accreditation procedures, which are essential for public and professional confidence;
• Effective teaching methods that underpin the ethos of the clinical community and promote appropriate attitudes, skills, knowledge and professional values;
• Support for self-directed learning, which promotes a professional community where individuals are able to be self-sustaining in maintaining high standards of professional competence and performance;
• The Professionalisation of Education Management, which has enabled the development of high quality professional training and performance.

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

Throughout the programme, students are actively developing essential skills and abilities in research and enquiry. They engage with a range of sources, critically evaluate evidence, and explore different perspectives to deepen their understanding of complex issues. Through structured activities and guided exploration, they enhance their analytical thinking and problem-solving capabilities. This process strengthens their ability to assess information, form well-supported conclusions, and apply their insights effectively in both academic and professional contexts.

The ability to effectively engage with literature and critically assess the quality and relevance of the sources used is an essential marking criterion across courses. The purpose of all assignments is to enable the student to unite tacit and propositional aspects of a key concept of clinical education through a series of small-scale research activities, case study or reflective processes. Completing assignments will rehearse the skills required to present academic work for conferences or for publication and write a Dissertation.

The programme features three courses that focus on various dimensions of research and enquiry skills and capabilities:

Research in Clinical Education which must be completed by anyone continuing on to do the dissertation.  The learning outcomes for this course are:

• Define and undertake a systematic search of the clinical education literature;
• Critically appraise published clinical education literature and research;
• Compare and contrast different methodologies used in clinical education research;
• Apply understanding of ethical concepts, issues and processes in research in Clinical Education;

• Design a coherent research study, including defining a gap in the existing literature, formulating a research question, articulating the methodology and selecting appropriate research methods.

   

Critical Literature Review:

The learning outcomes for this course are:

• Investigate a problem through critical literature review;
• Design and implement a systematic search following a methodological framework;
• Organise and critically analyse retrieved research evidence;
• Synthesise research evidence from disparate sources;
• Critically reflect on learning in relation to critical literature review.

Quantitative Research in Clinical Education:

The learning outcomes for this course are:

• Review and evaluate the factors that need to be taken into account before and during quantitative research;
• Critically examine the range of methods available and select appropriate tools depending on circumstances;
• Communicate key findings to non-specialists;
• Evaluate the real world impact of quantitative research;
• Develop the ability to run analyses using the statistics package R.

The programme will help participants learn sufficient knowledge and skills to deliver, develop and research high quality clinical education in their own discipline, and will encourage and support the development of collaborative and scholarly attitudes towards clinical education. The MSc, third year of the programme consists of either: three assessed courses, a quality improvement project, or a dissertation research project.  All assignments are designed to allow you to integrate your learning to your clinical practice. 

Programme outcomes: Graduate attributes - Skills and abilities in communication

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

Programme outcomes: Technical/practical skills

Programme structure and features

The MSc in Clinical Education is a distance learning programme of part time study that will run over 3 years.  The first two years of the programme consist of three, 10-week courses.  The Certificate year of the programme is made up of three courses that are compulsory; the Diploma year offers a range of options for the additional three courses. These options allow you to develop your interests in a particular aspect of clinical education. The MSc year consists of either: three assessed courses, a quality improvement project, or a dissertation research project.  All assignments are designed to allow you to integrate your learning to your clinical practice.

Progression

Candidates must gain the given number of credits required for a degree award.  Credits required are as set out in the Scottish Qualifications Framework and incorporated into University’s Curriculum Framework.
Passing courses and the academic year of study:

• Candidates must have been examined in and passed courses as prescribed in the Degree Programme Table for the relevant year of that programme;
• The minimum pass mark for each course (or assessment element which must be passed to show attainment of the learning outcomes) is 40%.  This is applicable to Postgraduate Certificate and Diploma level. 

Progression to the MSc final year:

• The minimum pass mark for each course (or assessment element which must be passed to show attainment of the learning outcomes) is 50%.  This is applicable to the Masters level.

   

Standard Progression (where students aim to exit with a Masters, for those on a full-time programme)

The main progression point is after taught elements of the programme have been assessed:

• pass at least 80 credits with a mark of at least 50% in each of the courses
  which make up these credits; and attain an average of at least 50% for the 120 credits of study examined at the point of decision for progression = progression to Masters;
• pass at least 40 credits with a mark of at least 40%; and attain an average of at least 40% for the 60 credits of study examined for the certificate = Certificate Award;
• pass at least 80 credits with a mark of at least 40%; and attain an average of at least 40% for the 120 credits of study examined for the diploma = Diploma award.

Incremental PGT Progression (where students can exit with an award at various stages, for those on a part-time programme):

The exit points for those on a 3 year part-time programme are listed below.

Year & credit gained

Year One, 60 credits

Attain 40% minimum - Certificate awarded (on basis of 60 credits at level 11) and option to progress to Diploma.

Attain 50% minimum - Certificate awarded and option to progress to Diploma.

Year Two, 60 credits

Attain 40% minimum - Diploma awarded (on basis on 120 credits, at level 11). 

Attain 50% minimum - Diploma awarded (on basis on 120 credits, at level 11). Providing the Certificate was passed at 50% or above the option exists toi progress to Masters.

Year Three, 60 credits

Attain 40% minimum but not 50% - Diploma awarded (on basis of credits at level 11).

Attain 50% minimum - Masters awarded (on basis of 180 credits at level 11).

Teaching and learning methods and strategies

Modes of Study

A range of teaching and learning approaches are adopted within the programme. These include: in-person ‘live conversations’, which are interactive sessions where students discuss with peers and tutors relevant topics, workbooks, one to one meetings with learning mentors, use of the virtual learning environment for asynchronous discussion board activities, group learning activities, peer and tutor feedback activities on formative work, access to teaching and learning resources including recordings of ‘live conversations’.
The programme has its own programme site on the VLE, and each course has its own VLE site.  
 
The majority of courses follow a dynamic weekly structure with assigned topics and context, with few more which lean more on co-creation, giving students the freedom to dive into subjects that resonate with them or spark their curiosity. Course content is available asynchronously. There are live conversations that students can join, or watch the recording back later. Students are encouraged to look at the available learning materials (self-directed learning) and contribute to the discussion boards where they share their thinking with other students.  

Assessment methods and strategies

At the beginning of each course, you will be given the details of an assignment, to be completed in your private study time. There are variety of assignments types that you may undertake over the three years; presentations, written assignments, and workbooks. Provisional marks (pending ratification by the Board of Examiners) and feedback from tutors on each assignment will be given confidentially to each student three weeks later.  Students may choose to make their assignment available for others to read if they wish after (not before!) they have received their provisional marks.  Please pay close attention to the University’s Plagiarism regulations in this regard.

Purpose
The purpose of the written assignments is to enable the student to unite tacit and propositional aspects of a key concept of clinical education through a series of small-scale research activities, case study or reflective processes.  Completing the assignments will rehearse the skills required to write the Dissertation and present academic work for conferences or for publication.