Postgraduate Course: Year 2 Engagement for Impact II (IMSE11002)
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 research-specific engagement based principally on existing engagement opportunities / frameworks, 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 produce a portfolio of engagement for impact outputs, assessed at the end of this course on the basis of Year 2 work, but also viewed cumulatively over the full PhD. These outputs will be in whatever form is most appropriate for the audience most relevant for the research project, and could include workshops, exhibits, patient information resources, lay targeted science resources, public debates/presentations, MP/policy-maker targeted information/events/lobbying, novel data design approaches, questionnaires, blogs, artwork, websites, animations, comics, videos, games, lesson plans, AR/VR visualisations. The portfolio will compromise the assessed resources / outputs themselves, and 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 enable the students to demonstrate their ability to apply their learning (from taught courses) to engage relevant publics with their research. Students will be mentored throughout the development, delivery and evaluation of their resources. There will be 8 mentored session per annum. In this course, a transition period is expected, likely initially participating through more established mechanisms that most lend themselves to the needs of the project, before starting to create de novo outputs.
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 2024/25, 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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| Additional Information (Assessment) |
Students will be assessed on the developing portfolio (50% of the mark attributed directly to assessment of the portfolio generated in this Year 2 course) and on a reflective narrative to supplement the items in the portfolio (50% of the mark).«br /»
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1) E-portfolio of Engagement for Impact Outputs and Evidence (50% weighting) - At the proposal approval stage for this course, 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, development and specific, evaluated outputs 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. Evidence may take many forms including photographs, documents, reports, feedback, video, podcasts, etc. as appropriate. It must also include a regular reflective blog diary. «br /»
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This component will be assessed using established assessment criteria from the Science Communication & Public Engagement MSc. Assessment criteria include: «br /»
«br /»
Evidence of ability to develop, deliver, evaluate and learn from engagements, relating specifically to their own research project, primarily utilising existing engagement frameworks/opportunities, incorporating: «br /»
a) Effective development of appropriate aims«br /»
b) Creativity and/or innovation«br /»
c) Feasibility«br /»
d) Accuracy of science«br /»
e) Suitability for audience«br /»
f) Delivery of practicalities involved in engagement«br /»
g) Appropriate evaluation methods «br /»
h) Future development plans«br /»
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2) Self-critical Final Reflective Report (50% weighting) - The reflective report is 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, draws upon and complements the assessed outputs in the e-portfolio of evidence. Maximum word limit is 3000 words.«br /»
The standard SLICC graded marking system will be utilised for this component.«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 justify these, and demonstrate where this is evidenced within the portfolio. «br /»
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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 ¿ 2 of the PhD.
- Students will demonstrate how they have used experiential learning 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, utilising existing engagement frameworks / opportunities.
- 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 within existing engagement frameworks/opportunities and identifying where they need to improve these and/or develop new ones.
- Students 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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