MSc/PG Cert Health and Medical Education

Module Aims:

The aims of this module are to enable students to increase self-awareness and ability to identify personal development challenges. Students will engage in work-based enquiry in order to solve problems or challenges in their workplace. 

Introduction to the Module Content:

This module will enable health professionals to focus their learning on their workplace activities – enhancing the skills and abilities of individuals and providing innovation and investment for work force or services in medical or health care sectors. The provision of healthcare in contemporary practice demands that health care professionals engage in inter-professional and work-based learning, undertaking research, development and consultancy which is the focus of this module. The majority of these topics will be covered through interactive technology – virtual classrooms. Students will work in learning groups to encourage peer debate and support. 

Delivery of the Module: Online based activity:

This module is delivered completely online and has online materials released throughout the semester. Topics covered will be as follows;

• Introduction to work-based learning
• Situational analysis
• The online sessions will be supported by on-line tutorials by mutual arrangement with the module tutor.

The online sessions will be supported by on-line tutorials by mutual arrangement with the module tutor.

This course will enable the student to understand the multi-faceted nature of leadership. It will encourage the practitioner to recognise their approach to leadership, how leadership us undertaken within their work setting and the multiple factors that shape prevailing leadership styles and the impact of this on colleagues, team working and for clients. Within the course, particular attention will be given to the practitioner as leadership within contemporary organisations. This course will equip the practitioner to recognise and develop their leadership potential so that they can develop new insights, new ways of working and promote change and sustained development within their work setting.

Students will be given the opportunity to attend lectures, discuss, debate and work in groups to present a series of seminars which address:

The Changing Context of Work: 

From hierarchy to new patterns of leadership and responsibility, to include: the changing nature of work; post modern thought; policy change and decentralisation of power and responsibilities; tribes and clans; patterns of working and organisations. 

Theories and Leadership:

Discussion of the distinction between leadership and management; how leadership is experienced within health and social care; the influences of gender, class, race and organisational power in the development of leadership; power and conflict.

Working as a Leader:

The leader as practitioner, team member; understanding personal leadership styles; ethical demands and issues facing the practitioner as leader; supervision and governance; management of stress, releasing talent; working smarter: emotional intelligence, transactional.

Assessment Details:

Coursework and an assignment (5000 words excluding appendencies and references).

Course Description:

The module aims to enable students to explore theories of learning relevant to the delivery of simulation based medical education. With an emphasis on evidence-based contemporary debriefing, students will be enabled to (further) develop these critical skills through real-time, practical facilitated simulation sessions within the excellent facilities at the University.

Students will be expected to design, deliver and evaluate a simulation session based on a scenario written according to the learning needs of their anticipated participants. This may involve neonatal, paediatric and adult subjects. Students will focus upon the use of structured debriefing to enhance both technical and non-technical skills learning. The utility of simulation in enhancing patient safety and its contribution to safer system design is also included in the curriculum.

The programme(s) this module can be linked to/contribute to:

PG Cert / MSc Health and Medical Simulation

Assessment Details:

Simulation Scenario (Practical)
Students will be required to design and direct a real-time simulation scenario, which will include a contemporary, evidence-based approach to structured debriefing. The scenario will be based on learning/training needs assessment of an appropriate participant.

(30% of final mark) 

Written Paper (Coursework)
Students will be required to submit a critical evaluation of the efficiency and effectiveness of the scenario, to include a critical reflection on their own role as a facilitator of simulation based healthcare education.

(70% of final mark)

Both parts of the assessment MUST be passed.

Word limit equivalent to 5000 words (excluding appendices and references).

Learning Outcomes:

Knowledge and Understanding

Successful students will typically:

• Critically review content and composition of scenarios and simulation sessions with particular emphasis on patient safety.
• Develop knowledge and a critical understanding of the principles of evaluation of simulation sessions.
• Critically compare and evaluate the utility and suitability of a range of simulation equipment to run particular scenarios, and critically evaluate the evidence base and related literature regarding simulation as an educational and training tool.
• Demonstrate a critical and comprehensive understanding of contemporary debriefing as an integral component of simulation-based education.

Intellectual, Practical and Transferable Skills

Successful students will typically:

• Demonstrate the ability to design, run and evaluate high and low fidelity simulation sessions according to the educational and training needs of participants.
• Demonstrate a critical understanding of the utility of simulation in enhancing the clinical practice of participants.
• Demonstrate the ability to lead group based discussions, reflections and feedback ensuring effective and efficient debriefing of participants.
  

Course Description:

Students will develop their understanding of learning through examination of some of the major theories of learning and related concepts. They will then apply this analysis to their own teaching and learning and draw upon this understanding to analyse a learning event in the student’s workplace. This module will allow the student to develop their critical analysis of the practical planning, delivery and evaluation of learning.

The programme(s) this module can be linked to/contribute towards:
PG Cert / MSc Health and Medical Education

Assessment Details:

5000 words written assessment.

Learning Outcomes:

Knowledge and Understanding

Successful students will typically:

• Critically analyse contemporary theories of learning and teaching, and consider their relevance to their work setting.
• Critically analyse the models and methods of planning lessons and developing curricula.
• Consider and evaluate the effect if individual and contextual factors upon learning and teaching in their work setting.
• Critically examine possibilities for differentiation in learning and teaching.
• Critically evaluate evidence regarding common methods of assessing learning and teaching.

Intellectual, Practical and Transferable Skills

Successful students will typically:

• Demonstrate teaching, within the boundaries of a lesson plan (including the writing of aims and objectives) appropriate to the level required in their work setting.
• Critically analyse a teaching session that has taken place in a work setting.
• Gain critical awareness of appropriate strategies to support the learning of others.
  

Course Description:

Critically examine the concept and process of clinical supervision including supervisory relationship issues and various models and theories of clinical supervision. 

The programme(s) this module can be linked to/contribute towards:
PG Cert / MSc Health and Medical Education

Assessment Details:

5000 words written assessment.

Learning Outcomes:

Knowledge and Understanding

Successful students will typically:

• Critically examine the role of clinical supervision in medical and health settings focusing on the social, cultural and ethical implications in practice.
• Critically explore the various models of supervision, their evidence base and their impact on practice.
• Demonstrate a comprehensive understanding of the complexities inherent in the supervisory relationship, focusing particularly on confidentiality and risk management.
• Demonstrate a systematic knowledge and understanding of how research and enquiry are used to create and interpret knowledge and understanding of clinical supervision.
• Demonstrate a systematic knowledge and understanding of the social, cultural and ethical frameworks of supervisory frameworks.

Intellectual, Practical and Transferable Skills

Successful students will typically:

• Differentiate between effective communication strategies and consultation skills to be employed with those they supervise in a range of settings.
• Demonstrate leadership skills and model ethical and professional practice in relation to their roles as a clinical supervisor.
• Operate as an effective clinical supervisor.
• Able to clarify roles and responsibilities, handle conflicting agendas and opinions and reflect on, identify and solve intellectual and professional problems using the full range of learning and professional resources available.
• Provide insightful guidance to colleagues on professional issues in order to improve practice.
• Provide insightful guidance to colleagues on professional issues in order to improve the practice of clinical supervision.
  

This module covers skills in literature searching, information retrieval, and provides the opportunity to use electronic search databases and critical appraisal of evidence. You will be expected to challenge current practice by conducting a literature search and producing critique of a published study. These skills will inform your clinical decision making. This course is a compulsory module for all postgraduate medicine master’s degrees and postgraduate diplomas. 

Dates: (Semester A) 5 Online teaching sessions (2 hrs) on Thursday lunchtime (12.30 - 14.30 pm)

16th October 2025
23rd October 2025     
20th November 2025 
4th  December 2025 
11th December 2025

 Venue:

No attendance at the University is required. This is an online module. You will need to have access to a computer on each of the above dates to access live online taught sessions by academic staff. These sessions will be recorded for repeat viewing but it is better if you participate in person as there will be opportunity to ask questions. 

 Content:
Includes the following:

• Understanding of the importance of evidence to inform practice and the impact of the hierarchy of evidence.
• Efficient & systematic searching of appropriately identified databases.
• Retrieval of research evidence to answer an agreed research question relevant to the student’s programme of study.
• Development of critical appraisal skills
• Applying the evidence identified to the student’s own area of practice. 

Full time students should have had relevant and recent work experience.

 Study Route: This is a compulsory module for students studying a clinical master’s programme.

Assessment: 
Information Retrieval / Research Critique (5000 words). 100% Coursework.

Further information: 
Rebecca Penzer-Hick (Module & Programme Leader)  r.penzer-hick@herts.ac.uk
Madeleine Flanagan (Admissions)  m.flanagan@herts.ac.uk
 

This module has been designed to enable students to demonstrate an extensive, detailed and critical understanding of health care related project management from both academic and professional perspectives. It will enable you to engage in independent study to undertake a comprehensive project plan for the introduction of a change, which will be of value to your area of work. The project will be an analysis of an issue related to your professional discipline, which will require you to explore critically the relevant literature, developing new insights and perspectives. Ideally, this should be a proposal for a project you wish to implement in the future.

Dates:

Semester A (3 days)
24th September 2025 (09.00-16.00) (On campus)
5th Nov 2025 (09.00-15.00) (Online)
26th Nov 2025 (09.00-15.00) (Online)

OR

Semester C (3 days)

6th May 2026 (09.00-16.00) (On campus)

3rd June 2026 (09.00-15.00) (Online)

8th July 2026 (09.00-15.00) (Online)

Venue:

The 1st day is face to face at the University of Hertfordshire, College Lane Campus, Hatfield, Herts, AL10 9AB. The 2nd day is available hybrid (in class on campus & online), the 3rd day is taught online.

Content:
The key elements of this project are:

• Defining the project purpose and scope.
• Developing a clear project plan including an evaluation plan to monitor the success of the project.
• The application of change management theory to optimise successful project outcomes.
• Consideration of the implications of leadership attributes and team dynamics to ensure project effectiveness.
• Creation of a dissemination strategy to ensure widespread awareness of the project.

You will be expected to:

• Demonstrate critical appraisal skills including critical analysis, synthesis & application to practice.
• Refine academic writing skills including integrating text from a variety of sources and selecting and shaping information into a clearly written and well organised proposal.
• You will receive group or individual tutorials from an identified supervisor. 

Study Route:
This is a compulsory module for students studying a clinical master’s programme offered by the School of Postgraduate Medicine & Public Health. It is usually studied as the final module. All sessions are recorded but attendance in person on the 1st day & during live online teaching sessions is strongly recommended as this provides valuable interaction with lecturers. 

Assessment:

100% Coursework

Part 1: Project Proposal  60%                                                                       

Part 2: Critical analysis of change management 40%.   

Further information: 
Rebecca Penzer-Hick r.penzer-hick@herts.ac.uk (Module and Programme Leader)