Medical Education (MMedSci) – (M.Sc.)

Course Content

Masters students take two core modules ("Teaching and Learning: Core Theory and Practice" and "Effective Learning and Assessment"), and then choose a further two elective modules from a choice of five.

Once the taught components of the course have been completed, Masters students then undertake a research and dissertation module involving a relevant, original investigation or development in the field of medical education.



We recommend reading the Course Brochure for more detailed information.

Course Structure
The Masters in Medical Education can be completed in one year of full-time study or over two years part-time.
The course comprises 180 credits in total, split across 60 credits of core taught modules, 60 credits of elective modules and a 60-credit dissertation.
Each module is delivered in three two-day blocks during term-time, one month apart.
Modules are assessed by a variety of methods, including essays, reflective diaries, the production of an education website, and the creation of a teaching philosophy statement.

Postgraduate Diploma and Certificate

Diploma students study two core plus two elective modules (120 credits). Certificate students study the two core modules (60 credits).

Modules
Teaching and Learning: Core Theory and PracticeThis module has two components: * The skills and knowledge necessary to become an effective and responsive clinical teacher.

* The research, theory and practice of teaching and learning. o Each session will consist of a mixture of presentations, activities and structured discussions using active learning techniques. o Participants would be expected to draw on their own knowledge, skills and experiences of teaching and to reflect critically on their underlying assumptions. o Participants will be expected to evaluate their own teaching and that of others and to provide feedback. o Participants will be expected to maintain a diary in which they record reflections on a sequence of teaching episodes or supervisory work. They will be expected to discuss the contents of this diary with their tutor and to demonstrate reflective practice.
Effective Learning and AssessmentThis module will provide an introduction to and examination of concepts, purposes and approaches to assessment and measurement of professional performance. It will investigate these in the context of research on personal practical knowledge, reflective practice, organisational culture and current professional assessment policy, and the interplay between these. It will consider debates between individual and organisational needs and the development of quality enhancement techniques. Research and DissertationThis is primarily an investigative module. The student will first write a protocol that specifies: * matters to be investigated
* the proposed method (including statistical analysis, if appropriate)
* the relevant literature
* a time-table for completing the tasks involved.

(Evidence of ethics committee approval may be required.) The student will then carry out the field-work, and write a dissertation. (Artefacts such as computer-based materials, multi-media or audio-visual materials may be submitted with the dissertation.) Informatics in Clinical EducationThis Module explores the use of information technology and the related media techniques in Clinical Education. It covers the use in teaching and research of personal computers as well as personal data assistants, and networked teaching and assessment tools. Video conferencing and telemedicine will be experienced as will the use of the Worldwide Web as a tool in clinical education.
Note 1: It is essential for students to have access to a PC with multi-media facilities and access to the Internet.
Note 2: Students will have to purchase their own copy of Adobe Dreamweaver. [available directly from Adobe- - for £81.08 Education Price]Continuing Personal and Professional DevelopmentThis module will provide an introduction to and examination of concepts, purposes, and approaches to professional development. It will investigate these in the context of research on personal practical knowledge, reflective practice, organisational culture and educational policy, and the interplay between these. It will consider debates between individual and organisational development, professional responsibility and teaching quality enhancement. It also examines the interpersonal skills and understanding required by those involved in clinical education both as recipients and providers. The difficulties of personal and organisational change in relation to postgraduate clinical education will be explored. Course members will gain more confidence in using a range of interpersonal skills and will be able to use those skills effectively in their own self development, relationships with others and self awareness Action EnquiryThis module deals with the issues surrounding the planning of an enquiry, carrying it out and producing an account of the experience. The purpose is to prepare students to undertake practical investigations which will enable them to enhance research skills and to work as critical investigators in their own work place. The nature of quantitative and qualitative research at a philosophical level is looked at. By the end of the module you will have a greatly enhanced understanding of the strength and weakness of research based on each methodology - very useful in this era of evidence based care. Aims and Objectives: To critically evaluate the nature of evidence derived from quantitative and qualitative research methodologies To understand when it is most appropriate to use either methodologyProblem Based Learning in Medicine & Health SciencesStudents will explore the theory, practice and development of problem based learning. They will learn how to facilitate and run problem based learning sessions related to the health sciences. This will include observation and debriefing of actual sessions. There will be a relevant review of the scientific literature supporting the concept of problem based learning and a review of the research into its efficacy. The practical sessions will be undertaken in the Graduate Entry Medical School at Derby City General Hospital where there is extensive use of this methodology in the pre-clinical years of medical education. It is also employed in the clinical phase of the course. There will be an opportunity to examine the various methods used to evaluate PBL and the evidence for its claimed advantages over conventional methods of clinical education.Teaching practical clinical skills and using clinical simulatorsoThis module will build on the theory and practice of skills teaching and training introduced in the module Teaching and Learning: core theory and practice (A2DCE1). oParticipants will learn the theories underlying skills teaching plus additional frameworks used in elective situations such as physical examinations, surgery and investigational procedures. oParticipants will practice and evaluate a variety of skill teaching and testing techniques. oThe design, equipping and use of clinical skills teaching environments will be considered. oThe Trent Simulation & Clinical Skills Centre will be used to learn the techniques of using advanced clinical simulators oParticipants will learn how to deliver simulation training by designing, running and evaluating a simulation scenario.