Clinical Education - PgCert, PgDip, MSc, Hybrid Delivery

This course essential relates to the Hybrid (in-person and online delivery)

We give you a warm welcome to our interprofessional course. We are really looking forward to facilitating your learning on the course.

The course has been specifically designed for medical and health professionals how are involved in teaching, assessing, training, supervising, and guiding the learning of colleagues in clinical, professional, or academic settings. It aims to help health professionals develop and consolidate their learning as clinical educators and is suitable for individuals from a wide variety of interprofessional academic and clinical professional backgrounds.

The Master’s in Clinical Education programme is delivered by Kent and Medway Medical School and is accredited by Canterbury Christ Church University.

Our Interprofessional Clinical Education programmes are designed for doctors, nurses, midwives, dentists and allied health and social care professionals, and intercalating medical students from KMMS and other medical schools.

The course will include a mixture of in-person and online delivery of learning and teaching. The hybrid approach allows students to select different learning modalities which work well for them in terms of face-to-face delivery, online classroom which incorporate workplace learning and mentoring.

The PgCert regardless of you choosing the hybrid learning involving approximately 70% in-person with 30% online delivery or the distance learning online with blended workplace learning, is accredited with the Academy of Medical Educators and Advance HE. Students completing the PgCert will be eligible to apply for Membership of Academy of Medical Educators and Fellowship of Advance HE.

The course provides a flexible approach tailored for working professionals. You will develop essential theories and skills that are crucial for clinical educators. This includes gaining expertise in clinical teaching and facilitation, educational theories, learning and teaching methods, learning technologies, assessment modalities, curriculum design, as well as educational research and leadership, specifically within the context of clinical education.

Course Structure

PgCert/PgDip/MSc Hybrid Options:

Core PgCert Modules Hybrid delivery (70% in-person on campus & 30% Online):

• Principles of Teaching & Learning in Clinical Education (30 credits)
• Enhancing Professional Practice in Clinical Education (15 credits)
• Assessment in Clinical Education (15 credits)

Core Modules for MSc:

• Researching Clinical Education (15 credits) delivered online
• Research project (30 or 60 credits) delivered online via academic supervision

Optional Modules for PgDip/MSc:

• Simulation in Clinical Education (30 credits) delivered in-person on campus
• Principles of Curriculum Design and Evaluation (15 credits) delivered online
• Learning Technologies in Interprofessional Education (15 credits) delivered online
• Leading Education in Interprofessional Contexts (15 credits) delivered online

For MSc students need to have 180 credits which include Core PgCert modules (or equivalent if recognition of prior learning), Researching Clinical Education and Research project.

We would encourage you to review the course structure and module options via your course page before you arrive.

We wish you every success on the course. We are a friendly and supportive course team and we aim to support your development through the course. Please do not hesitate to reach out to any of the course team should you require any assistance or support.

Pre-course tasks:

Before the course begin take some time to familiarize yourself with the Academy of Medical Educators Professional Standards and the Advance HE Professional Standards Framework (PSF) 2023 and the PSF dimensions.

Finally, it would be useful if you have identified an education workplace mentor who can support you during the course. Ideally your mentor should have a teaching qualification, but we are aware this is not always possible. If this is not possible, your mentor should be someone who can provide you feedback on your teaching delivery and educational practice and will have to undertake our short online asynchronous mentor training.

Registration

Once you have completed the application process you will receive further information from us regarding how to complete your registration and how to set up your computing account.

Registration generally opens several weeks before the course start date. You can only register once you have received an email titled: "Invitation to online registration". You will not be able to register earlier, so please check your emails regularly.

If you are a non-UK national you will be invited, by e-mail, to book a right to study check with our compliance team as part of the registration process.

Please ensure that you action any emails as soon as you receive these - we recommend that you regularly check your junk folder as these emails may be directed there.

Without completing your registration and creating your computing account you will not be able to access our Virtual Learning Environment, Blackboard, which is essential to your participation in the course.

You will be eligible to receive your Student ID card once you have completed your online registration.

There is no expectation for students’ to purchase any of these books. These are online and library resources which will be available to you as a student which will allow access to these resources:

• Academy of Medical Educators (AoME), (2022) Professional Standards for medical, dental and veterinary educators. 4th Edition.
• Advanced HE, (2023) Professional Standards for teaching and supporting learning in higher education 2023.
• Bolton, G. (2010) Reflective Practice: Writing and Professional Development. Sage: London Thousand Oaks
• Cantillon, P., Wood, D., Yardley, S. (2017) ABC of Learning and Teaching in Medicine. Wiley Blackwell: London
• Cohen, L., Manion, L., Morrison, K. (2017) Research Methods in Education. 8th Edition. Routledge: London
• Cresswell J. W., Cresswell D.J., (2018) Research Design Qualitative, Quantitative and Mixed Methods Approaches. 5th Edition. Sage: London
• Delany, C. (2009) Clinical Education in the Health Professions: An educators guide. Churchill Livingstone: Australia
• Eraut, M. (1994) Developing professional knowledge and competence. Falmer Press: London
• Gopee, N. (2023) Supervision of Learning and Assessment in Healthcare. 5th Edition. Sage: London
• Marshall. S. (2019) A handbook for teaching and learning in higher education: Enhancing academic practice. 5th Edition. Routledge: London
• Rees, E., Ledger A., Walker, K. (2023) Starting Research in Clinical Education. Wiley Blackwell: London
• Rolfe G., Jasper M., Freshwater D., (2010) Critical Reflection in Practice: Generating Knowledge for Care. 2nd Edition. Red Globe Press: London.
• Rose, M. and Best, D. (2005) Transforming Practice Through Clinical Education, Professional Supervision and Mentoring. Churchill Livingstone: London
• Saks, M. and Allsop, J. (2019) Researching Health. Qualitative, Quantitative and Mixed Methods. 3rd Edition Sage: London.
• Scales, P. (2018) An Introduction to Learning and Teaching in Higher Education: Supporting Fellowship. Open University Press: London
• Swanwick, T., Forrest, K., O’Brien ,B. (2019) Understanding Medical Education: Evidence, theory and practice. 3rd Edition. Wiley Blackwell: London.
• Zlatkin-Tritschanskaia, O. (2018) Assessing student learning outcomes in higher education. London: Routledge