MSc/PG Cert Health and Medical Education

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. 

Typically, the content of this module may include theories of adult learning, planning lessons, evaluating learning and teaching, teaching and presentation tools, debriefing and using differentiation. However, the rapidly emerging evidence underpinning adult education may mean the alteration of module content to reflect current trends

Content

Includes the following:

• lesson planning and curriculum development

• Teaching tools & presentation skills

• Adult learning theories

• Clinical teaching

• Feedback & debriefing

• Research informed teaching

Using technology to enhance teaching

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.

Content: 

Includes the following:

• Understanding of the importance of evidence to inform practice and the impact of the hierarchy of evidence

• Efficient and 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

Note: no attendance at the University is required. This is an online module. You will need to have access to a computer from between 1230 and 1430 hrs GMT 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.

The module leader is Rebecca Penzer-Hick - r.penzer-hick@herts.ac.uk 

Madeleine Flanagan is Programme Lead for MSc Dermatology - m.flanagan@herts.ac.uk and Kathy Radley is Programme Lead for MSc Skin Lesion Management - k.radley@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 in order 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.

Key content is delivered face to face and online on 3 days teaching to guide you through this project. You will also be supported by an individual supervisor but as this project is the final module for the majority of students it represents a culmination of the knowledge and skills learnt during your postgraduate studies and is student led. Some sessions will be live to encourage participation and exchange of ideas but will be recorded so they can be viewed at a later date.     

This module has been designed to enable students to undertake this module as the final part of all Master’s programmes offered by the School of Postgraduate Medicine.

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.

Introduction to the Module Content

In 2009 the Chief Medical Officer (England) recommended that: “A skilled faculty of expert clinical facilitators should be developed to deliver high-quality simulation training” (CMO 2008, p55). In recent years simulation has become an increasingly more important, highly sought after and effective educational methodology.

The module content will focus on the contemporary evidence base to support high-quality delivery of simulation as an educational and training tool in order to enhance patient safety, improve care and improve patient outcomes.

The facilities within the Clinical Simulation Centre can accommodate scenarios based upon a wide range of situations and clinical settings. Students will be required to design, deliver and critically evaluate a simulation scenario tailored to the learning needs of their targeted participants.

The development of a range of critical skills is central to effective simulation-based medical education including de-briefing, enhancing teamwork and formative assessment of the knowledge and skills of their students. Students will also be required to consider the planning, resourcing and technical requirements necessary to the smooth running of a simulation facility.

This module aims student to:

1. Develop a critical awareness of the use of high and low fidelity simulation in the training and education of medical and healthcare professionals.
2. Select, design, deliver and evaluate appropriate tailored simulated scenarios across a range of situations encountered in medical and healthcare practice.

Module Aims:

The aims of this module are to enable students to locate, analyse and develop digital technologies to support learning and teaching in healthcare.

Module Content: 

This module is intended to develop and support students in the use of common technologies in medical education. 

Using, analysing and developing learning and teaching activities are integral to this module and therefore, to better prepare students for this potentially challenging aspect of this module, a significant amount of content will be delivered using a technology enhanced learning approach. This will be via a combination of e-learning and mobile learning and shared site communication. The virtual learning platform, Studynet, will feature heavily in this module. 

Further Details

Technology enhanced learning is a new and emerging innovative approach to learning and teaching in healthcare. The key healthcare recommendations, that centres around improving patient outcomes, safety and experience, are embedded throughout this module. This module will develop health and care professionals in their use of technologies in their learning and teaching strategies. 

Typical module content may include: Educational pedagogy an online mediated learning, common virtual learning platforms (such as StudyNet, Moodle, Blackboard), E (electronic) learning, M (mobile) learning, web site development, MOOC (Massive Open Online Courses), web sharing sites (such as YouTube and Vimeo), social networking sites (such as Twitter and Facebook), applications and electronic voting systems.

Teaching will be conducted over four on-line sessions supported by a group assessment tutorial and one-to-one tutorials.

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

• Clinical audit

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

This module, which is integral to the MSc/PGDiploma/PGCert in Medical and Healthcare Education. The focus of this module is supervision in a clinical setting.

Clinical supervision may be regarded as an essential part of clinical practice. However, there are many interpretations and models of clinical supervision. This module will assist medical and health and care practitioners to enhance their understanding of the theory and practice of clinical supervision and to develop their supervisory skills. 

Typically, the module content may include definitions and models of clinical supervision, the clinical supervisory relationship and boundary issues including ethico-legal and contractual consideration in clinical supervision. It may also typically contain issues such as risk and confidentiality and practical strategies for dealing with common trainee issues. However, emerging trends in the topic mean that the module content may alter as new evidence becomes available.

Content

Includes the following:

• Models of clinical supervision

• Teaching and mentoring

• The clinical supervisory relationship and boundary issues

• Transference and counter-transference

• Applying educational theories

• The supervision experience from the learner’s perspective

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. 

Typically, the content of this module may include theories of adult learning, planning lessons, evaluating learning and teaching, teaching and presentation tools, debriefing and using differentiation. However, the rapidly emerging evidence underpinning adult education may mean the alteration of module content to reflect current trends

Content

Includes the following:

• lesson planning and curriculum development

• Teaching tools & presentation skills

• Adult learning theories

• Clinical teaching

• Feedback & debriefing

• Research informed teaching

Using technology to enhance teaching

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.

Content: 

Includes the following:

• Understanding of the importance of evidence to inform practice and the impact of the hierarchy of evidence

• Efficient and 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 rlevant and recent work experience

Note: no attendance at the University is required. This is an online module. You will need to have access to a computer from between 1230 and 1430 hrs GMT 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.

The module leader is Rebecca Penzer-Hick - r.penzer-hick@herts.ac.uk 

Madeleine Flanagan is Programme Lead for MSc Dermatology - m.flanagan@herts.ac.uk and Kathy Radley is Programme Lead for MSc Skin Lesion Management - k.radley@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 in order to undertake a comprehensive project plan, 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.

Key content is delivered online on 3 days teaching to guide you through this project. You will also be supported by an individual supervisor but as this project is the final module for the majority of students it represents a culmination of the knowledge and skills learnt during your postgraduate studies and is student led. Some sessions will be live to encourage participation and exchange of ideas but will be recorded so they can be viewed at a later date.     

This module has been designed to enable students to undertake this module as the final part of all Master’s programmes offered by the School of Postgraduate Medicine.

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.

Introduction to the Module Content

In 2009 the Chief Medical Officer (England) recommended that: “A skilled faculty of expert clinical facilitators should be developed to deliver high-quality simulation training” (CMO 2008, p55). In recent years simulation has become an increasingly more important, highly sought after and effective educational methodology.

The module content will focus on the contemporary evidence base to support high-quality delivery of simulation as an educational and training tool in order to enhance patient safety, improve care and improve patient outcomes.

The facilities within the Clinical Simulation Centre can accommodate scenarios based upon a wide range of situations and clinical settings. Students will be required to design, deliver and critically evaluate a simulation scenario tailored to the learning needs of their targeted participants.

The development of a range of critical skills is central to effective simulation-based medical education including de-briefing, enhancing teamwork and formative assessment of the knowledge and skills of their students. Students will also be required to consider the planning, resourcing and technical requirements necessary to the smooth running of a simulation facility.

This module aims student to:

1. Develop a critical awareness of the use of high and low fidelity simulation in the training and education of medical and healthcare professionals.
2. Select, design, deliver and evaluate appropriate tailored simulated scenarios across a range of situations encountered in medical and healthcare practice.

Module Aims:

The aims of this module are to enable students to locate, analyse and develop digital technologies to support learning and teaching in healthcare.

Module Content: 

This module is intended to develop and support students in the use of common technologies in medical education. 

Using, analysing and developing learning and teaching activities are integral to this module and therefore, to better prepare students for this potentially challenging aspect of this module, a significant amount of content will be delivered using a technology enhanced learning approach. This will be via a combination of e-learning and mobile learning and shared site communication. The virtual learning platform, Studynet, will feature heavily in this module. 

Further Details

Technology enhanced learning is a new and emerging innovative approach to learning and teaching in healthcare. The key healthcare recommendations, that centres around improving patient outcomes, safety and experience, are embedded throughout this module. This module will develop health and care professionals in their use of technologies in their learning and teaching strategies. 

Typical module content may include: Educational pedagogy an online mediated learning, common virtual learning platforms (such as StudyNet, Moodle, Blackboard), E (electronic) learning, M (mobile) learning, web site development, MOOC (Massive Open Online Courses), web sharing sites (such as YouTube and Vimeo), social networking sites (such as Twitter and Facebook), applications and electronic voting systems.

Teaching will be conducted over four on-line sessions supported by a group assessment tutorial and one-to-one tutorials.

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

• Clinical audit

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

This module, which is integral to the MSc/PGDiploma/PGCert in Medical and Healthcare Education. The focus of this module is supervision in a clinical setting.

Clinical supervision may be regarded as an essential part of clinical practice. However, there are many interpretations and models of clinical supervision. This module will assist medical and health and care practitioners to enhance their understanding of the theory and practice of clinical supervision and to develop their supervisory skills. 

Typically, the module content may include definitions and models of clinical supervision, the clinical supervisory relationship and boundary issues including ethico-legal and contractual consideration in clinical supervision. It may also typically contain issues such as risk and confidentiality and practical strategies for dealing with common trainee issues. However, emerging trends in the topic mean that the module content may alter as new evidence becomes available.

Content

Includes the following:

• Models of clinical supervision

• Teaching and mentoring

• The clinical supervisory relationship and boundary issues

• Transference and counter-transference

• Applying educational theories

• The supervision experience from the learner’s perspective