Module 1: Teaching and Learning for Health Professionals (Module Code: 11 19851)
From the perspective of both teacher and learner, this module explores theories of education and themes of professional values and practice within clinical education. Approaches to teaching, including planning, expectations, targets and strategies, are explored.
Module tutors
Professor David Wall, Deputy Regional Postgraduate Dean, West Midlands Workforce Deanery.
Dr Graham Butt, Director of Academic Planning, School of Education, University of Birmingham.
Learning outcomes
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Demonstrate an appreciation of the role and function of education within a medical setting.
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Demonstrate how to compare and contrast learning theories in the context of medical education.
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Provide evidence of a critical awareness of concepts of achievement and of ways in which learning can be maximised, from the perspectives of teachers and learners.
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Structure appropriate teaching and learning objectives and plan learning activities, taking account of assessment requirements and of the needs of the learner.
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Demonstrate an ability to critically reflect on the success, or otherwise, of their teaching.
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Organise and manage teaching/learning time, space, resources, etc to meet planned learning objectives.
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Demonstrate how to build successful educational relationships, set high expectations and establish purposeful learning environments in medical education.
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Develop a critical awareness of the varying interests, experiences and achievements of the learner and the need to differentiate teaching strategies to accommodate these.
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Understand the entitlement of the learner, from the perspective of both the teacher and the learner. Appreciate the influence of educational climate, the use of constructive feedback and the role of mentors.
Assessment
A 4,000 word assignment, comprising of two parts (1 and 2). In part 1 you have an option:
i) Either a portfolio of teaching plans in medical education, or a structured ‘learner’s log’.
This must show evidence of critical evaluation and reflection.
ii) A 360º assessment of your skills and abilities as a teacher
Module 2: Assessment for Health Professionals (Module Code: 11 19881)
In this module the purposes of assessment and methods of assessment are examined using examples from both the health and school education sectors. Relationships between different learning theories and approaches to assessment are examined. The concepts of validity, reliability and practical application are considered in relation to different purposes and methods of
assessment.
Module tutors
Dr Mike Clapham, Consultant in intensive care medicine and Associate Dean, West Midlands Postgraduate Deanery.
Mr Paul Weeden, Lecturer, School of Education, University of Birmingham.
Learning outcomes
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Demonstrate an in-depth knowledge and ability to critically appraise the different purposes and uses of assessment in the health sector.
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Provide evidence of a critical understanding of different learning theories, their epistemological roots and their relationship with different methods of assessment.
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Critically analyse the choice of assessment methods for specific contexts and purposes.
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Understand key concepts and processes such as validity, reliability, standard setting and blue printing.
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Apply this knowledge and understanding to specific applications of assessment in the health sector.
Assessment
A 4,000 word assignment or portfolio showing evidence of critical evaluation, reflection of selected
assessment methods and worked examples of assessment instruments.
Module 3: Developing and Sustaining a Curriculum for Health Professionals (Module Code: 11 19854)
In this module, principles of curriculum design and ways of undertaking needs analysis are examined. The implications for curriculum design of developments such as interprofessional working are considered. Curricular approaches, such as SPICES, PRISMS, spiral, outcome-based and competency-based models are appraised.
Module tutors
Dr Mike Deighan, Head of the Postgraduate School of General Practice, West Midlands Workforce Deanery.
Mr Paul Weeden, Lecturer, School of Education, University of Birmingham.
Learning outcomes
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Demonstrate in-depth knowledge of key theories, principles and approaches to curriculum design and be able to critically appraise them and the possible mismatch between learning theories, educational purposes and curriculum design.
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Assess the implications for curriculum design and implementation of policies of professional learning and development in the health sector.
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Critically appraise specific approaches to curriculum design, such as SPICES and PRISMS and apply their knowledge to develop an illustrative example of a curriculum unit in their area of professional expertise.
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Be aware of the influence of the 'hidden curriculum' on what is learnt.
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Understand and appraise the impact of the curriculum on what is taught and learnt through concepts of curriculum control.
Assessment
A 4000 word assignment or a critical review of a curriculum project in which they have been involved.
PGDip Programme Modules
Module 1: Reviewing Education for Health Professionals – What’s out there?
Structure
5 days teaching; approximately 6 hours per day.
Overview
There is no point in re-inventing the wheel. There is an overwhelming quantity of published research and many sources of data relevant to education for health professionals. This module helps you find the information you require.
Aims
To gain practical knowledge of how to retrieve relevant literature and data. To be able to use Reference management software to organised your literature and for writing papers. To be able to undertake different types of literature review.
Learning Outcomes
By the end of the module students should be able to:
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Use search terms to find literature using a variety of databases
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Be aware of PROMS
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Have an understanding of Reference management software
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Be aware of data held in their place of work and how they can be accessed
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Understand the pros and cons of narrative, structured and systematic reviews
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Be aware of the steps required to undertake a systematic review
Assessment
A protocol for a systematic review adhering to the PRISMA statement http://www.prisma-statement.org/ (4,000 words). This should describe: the rationale for the review; the objectives; the methods that would be used to locate, select, and critically appraise studies; and, the plan to collect and analyse data from the included studies.
Module 2: Researching Education for Health Professionals
This module will focus on recent changes in medical education and will explore models of change and leadership.
Structure
5 days of teaching; approximately 6 hours per day.
Overview
This module introduces the nature of evidence in education and also examines a variety of research methods together with modes of analysis, interpretation and reporting.
Aims
To introduce approaches to conducting and appraising educational research including the nature of evidence in education, project planning and research design.
Learning Outcomes
By the end of the module students should be able to:
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Demonstrate a critical knowledge and understanding of different theoretical perspectives and research methodologies.
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Show a critical understanding of the nature of evidence in education.
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Assess the relationship between research methodologies and decisions on research methods or techniques.
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Critically appraise the strengths and weaknesses of different approaches to undertaking field research.
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Show an understanding of key principles of research design and their application to a selected project in educational for health professionals.
Module 3: Project in Education for Health Professionals
This module will involve students undertaking their own research project into education for health professionals.
Structure
1-1 tutorial and email support provided by research supervisor
Overview
This module provides an opportunity to undertake a small scale research project focusing on a topical issue in education.
Aims
To provide an opportunity to conduct and appraise educational research that will allow consolidation of topics introduced in Module 1 including: the nature of evidence in education, project planning, research design and methodology.
Learning Outcomes
By the end of the module students should be able to:
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Show a critical understanding of the nature of evidence in education.
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Demonstrate an ability to explain the reasons for selecting a particular research method to explore a selected research problem.
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Complete a small scale research project.
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Critically analyse the design and conduct of a small scale empirical project.
Masters Programme Modules
All students will be required to complete a dissertation in ‘Education for Health Professionals’
Structure
This module will be delivered on campus and by distance e-based support through a one-day introductory teaching seminar and subsequent tutorials. Each student will be allocated a supervisor who will support their work and provide guidance through distance e-based support and one-to-one tutorials. The seminar and tutorials will be supported by self study that will include extensive reading beyond the recommended texts; accessing web-based materials; conduct of literature review; critical appraisal and reflection on research activity undertaken.
Overview
This module will enable students to extend their understanding of research methods by applying their skills to an empirical problem related to education in the NHS or other health related sectors of the economy.
Learning Outcomes
By the end of the module students should be able to:
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Apply a suitable research methodology to a specific empirical problem.
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Show a critical understanding of the research design used in the dissertation.
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Demonstrate a suitable choice of research methodology to the specific areas of the selected enquiry.
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Critically appraise the limitations of the work.
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Demonstrate well developed analytical writing skills.