Clinical Education

The programme will offer learners a part-time, blended learning programme which has been designed with the needs of health care practitioners in mind. The programme offers a generous proportion of contact time, including direct observation of teaching in practice and regular opportunities for micro-teaching as part of the MEd. The programme offers a high level of support for academic and research skills development which is specifically tailored to practice-based adult learners. Academic leadership of the programme is informed by the wider strategy, values and standards of the University of Leeds which enables us to provide students with an inspirational experience of research-led teaching in and for practice which they, in turn, will seek to emulate in their own clinical education context. A key aspect of this experience is the influence that excellence in clinical education research and teaching exerts on public policy and practice, which the course team models throughout the programme for both students and the healthcare stakeholders supporting and benefitting from their studies.

The university’s values of community, inclusiveness, integrity and professionalism are, within our programme, also underpinned by and in dialogue with the values espoused by healthcare professionals. Patient safety, public protection and trust are revisited throughout the programme, where they provide a touchstone for debates about learning, teaching and assessment in practice. The capacity to develop and demonstrate this synergy between academic theory and professional practice is drawn partly from the wider university infrastructure, partly from the rich diversity of experience and collaborative approach which characterises the Programme Management Team and partly from the knowledge transfer and networking which results from the observation of teaching in the learners.

As students move through the programme, the emphasis shifts from their individual practice as clinical educators to a concern with their wider roles, as change agents and advocates for learning and teaching within a broader context. To support this, there is a critical engagement with evidence-based teaching and learning, and support in developing both the capacity to critique research and to design and conduct small-scale empirical research on issues and topics relevant to clinical education workplace. A distinctive feature of the programme, which will be enhanced by the move to School of Medicine, is the Clinical Education Alumni Network, which encourages and supports graduates to disseminate their research via conference presentations or scholarly journals and thus contributes to building research capacity. A further distinctive feature of the programme is the inter-professional and interdisciplinary nature of the course and programme teams which draws on expertise from a range of clinical professions and academic disciplines across the social and healthcare sciences and diverse teaching experience in clinical and non-clinical workplaces and tertiary institutions.

Course structure

These are typical modules/components studied and may change from time to time. Read more in our Terms and conditions.

Modules Year 1

Compulsory modules

• Innovation and Change in Clinical Education 30 credits
• Researching Clinical Education 30 credits

Year 2

Compulsory modules

• Clinical Education Dissertation 60 credits

For more information on typical modules, read Clinical Education MEd in the course catalogue

Learning and teaching

Demonstrating our philosophy of inter-professional education, you’ll be taught by expert academics and clinicians from the Faculty of Medicine and Health and practitioners from NHS Trusts.

Learning and teaching emphasises participative, learner-centred and active learning approaches and introduces students to a range of learning and teaching modes and strategies, in order that they can experience a variety of approaches to learning, some of which they may be using themselves in their professional lives and some with which they may be unfamiliar. These include: lectures, seminars, tutorials, teaching with patients, enquiry-based learning, peer learning and assessment, teaching with simulators, collaborative learning, peer and tutor assessed micro-teaching in the classroom and the clinical skills lab, and observed teaching in practice, practical skills workshops, problem-based learning, student presentations, peer observations, e-learning and blended learning. Throughout, the learning draws on, and makes connections with, the real-world experiences of the learners.

Dates for Taught Units 2018/19 Academic year

Module- MEDS5108M- Innovation and Change in Clinical Education

Unit 1- TBC January 2019

Unit 2- TBC March 2019

Module- MEDS5109M- Researching Clinical Education

Unit 1- TBC July 2019

Unit 2- TBC July 2019

Year 2

Module- MEDS5110M- Clinical Education Disseration

Research update day in May 2019 and September/October 2019 TBC

Please contact us if you have any issues regarding attendance before apply.

All dates will be held at an external venue in Leeds.

Assessment

Achievement for the Masters in Clinical Education will be assessed by a variety of methods in accordance with the learning outcomes of the programme and will involve the achievement of the students in:

• Demonstrating the ability to apply breath and/or depth of knowledge to the design, delivery, assessment, evaluation and appraisal of learning and teaching in the clinical setting and/or tertiary education context uni-, multi-or inter-professional contexts.
• Drawing on a range of perspectives on learning theory, learning in the workplace, clinical education and the design and delivery of learning, teaching and assessment in clinical education.
• Evaluating policy, current practice issues and research relevant to the clinical context and clinical education.
• Demonstrating a theoretically informed approach curriculum design, review and development.
• Demonstrating understanding of leadership and the management of change relation clinical education.
• Demonstrating the ability to apply breadth and depth of knowledge to the design and conduct of research.