PROGRAMME SPECIFICATION FOR AN AWARD OF THE UNIVERSITY OF EAST ANGLIA

Transcription

1 MClinEd ProgrammeSpecification_2016_17 LEARNING & TEACHING SERVICE PROGRAMME SPECIFICATION FOR AN AWARD OF THE UNIVERSITY OF EAST ANGLIA Course name Course code note PS Year Masters, Postgraduate Diploma and Postgraduate Certificate in Clinical Education T1B9X9101; T2B9X9301; T1B9X9101PD; T2B9X9201PD; T2B9X9101PC NOTE: Whilst the University will make every effort to offer the modules listed, changes may sometimes have to be made for reasons outside the University s control (e.g. illness of a member of staff) or because of low enrolment or sabbatical leave. Programme Specification Page 1 of 16

2 COURSE SUMMARY MClinEd ProgrammeSpecification_2016_17 S1 a SCHOOL(S) OF STUDY HSC b FACULTY or FACULTIES FMH note S1c S2 c d e a b JOINT COURSE? (ie owned/taught by more than one School) NAME OF COURSE DIRECTOR (Home School) NAME OF DEPUTY COURSE DIRECTOR (partner School, for Joint Courses only) COURSE TITLE COURSE CODE YES NO Dr Veena Rodrigues - Masters, Postgraduate Diploma and Postgraduate Certificate in Clinical Education T1B9X9101; T2B9X9301; T1B9X9101PD; T2B9X9201PD; T2B9X9101PC note S2c & S2d c AWARD MClinEd, PGDipClinEd or PGCertClinEd d EXIT AWARD(S) AND TITLE(S) MClinEd, PGDipClinEd or PGCertClinEd e FULL/PART-TIME (please specify) Full time 1 year; Part time 3 years f LOCATION (UEA Norwich, Distance Learning) UEA g AVAILABLE FROM: September 2016 S3 note S3a note S3b S4a note S4a S4b note S4b a PROFESSIONAL AWARD (if any) - b LEVEL ACCREDITING/VALIDATING BODY (if relevant) Website (URL) Date when accreditation/ validation may take place Sub-degree (e.g. Cert. Dip.) FHEQ STATEMENT Undergraduate - Integrated Masters - Masters Other postgraduate (please specify) Please detail how the programme meets the relevant qualification descriptor from the Framework for Higher Education Qualifications (FHEQ) Higher Education Academy Already accredited PGDipClinEd or PGCertClinEd Yes - Level 7: Masters degree; Postgraduate Certificate; Postgraduate Diploma. Programme Specification Page 2 of 16

3 S5 note S5a note S5b MClinEd ProgrammeSpecification_2016_17 a DURATION (years or months) Full time: 1 year; part time: 3 years b MODE OF ATTENDANCE (fulltime, part-time, distance, other) Full time/ part time: 3 years S6 note S6 PLACEMENT(S)/WORK-BASED LEARNING REQUIRED YES - NO If YES, does this conform with the UEA's code of practice on placements? S7 note S7 RELEVANT SUBJECT BENCHMARK STATEMENT(S) and details of how the Programme Specification aligns with these The learning outcomes for the PGCert ClinEd have been mapped against the Higher Education Academy s UKPSF for teaching and supporting learning in higher education and the Academy of Medical Educators professional standards framework. S8 note S8 ENTRY REQUIREMENTS Degree Subject: A health care profession Degree Classification: 2.2 or equivalent Alternative Qualifications: Open to medical students wanting to intercalate after the 3 rd year of their MBBS/MBChB. Special Entry Requirements: Must have current registration as a health professional with an appropriate professional statutory regulatory body S9 S10 S11 note S11 S12 JACS Subject Level Code(s) Consult Planning Office UCAS ADMISSION CODE / COURSE CODE Consult Planning Office FURTHER INFORMATION (web link to further information) e/taught-degree/detail/mce-clinicaleducation COURSE HIGHLIGHTS (for publication in University Prospectus / Website /HEAR) Include succinct comments about employability, key skills and learning outcomes Programme Specification Page 3 of 16

4 note S12 MClinEd ProgrammeSpecification_2016_17 The Postgraduate Taught Programme in Clinical Education offers all health and social care professionals the opportunity to develop their skills in teaching, supervising and supporting the learning of others in clinical practice and/or higher education. The programme has been developed to suit the needs of qualified and trainee doctors, nurses, midwives, public health nurses and all allied health professionals, who wish to follow either a part time or full time programme of study. In addition, with line managers permission, the programme may also be used by employees of the UEA as an alternative to the MAHEP for developing teaching skills in preparation for confirmation of post. The Postgraduate Taught Programme in Clinical Education is a joint initiative, developed by the School of Health Sciences (HSC) and the Norwich Medical School (MED). The programme aims to build on the existing reputation of the Faculty of Medicine and Health Sciences for interprofessional teaching and learning, promoting learning that will equip healthcare professionals for their roles as educators in health and social care environments, where professional collaboration is increasingly essential. This learning experience is enhanced by the diversity of professionals who contribute to the teaching, and the students enrolled on the programme, which reinforces the culture of interprofessional practice. As well as being suitable for UK and EU students, the programme has been designed to meet the needs of international students, wishing to study Clinical Education in a full-time capacity. Students of the programme will explore advances in both theory and practice in clinical education and apply their knowledge through practical design and development of teaching and inquiry methods. The modules will encourage your reflection on your own learning in order to support learning in others, developing the skills to design teaching, which will be applied to your own discipline and clinical areas. From September 2015, there will be an alternative route for UEA GP Tutors attending GP tutor training days to achieve the PGCertClinEd. Through the programme, students can opt to undertake studies leading to: Postgraduate Certificate in Clinical Education (PGCertClinEd) 60 M-level credits which can be completed by undertaking 2 compulsory modules from the first year of the part time Master s programme. The successful completion of these modules meets the UK Professional Standards Framework for teaching and supporting learning in higher education (see below) and confers eligibility for Fellowship of the Higher Education Academy (HEA). OR Postgraduate Diploma in Clinical Education (PGDipClinEd) 120 M-level credits, which can be completed by undertaking modules from the first two years of the three year part time Masters programme; or alternatively by taking the same modules over the course of one year s full time study. NB. Completion of the Postgraduate Diploma in Clinical Education will involve students in completing the components of the Postgraduate Certificate in Education and so, will also confer eligibility for Fellowship of the HEA. OR Master of Clinical Education (MClinEd) 180 M-level credits, which can be completed through three years of part time study or through one year of full time study. NB. Completion of the Master of Clinical Education will involve Programme Specification Page 4 of 16

5 MClinEd ProgrammeSpecification_2016_17 students in completing the components of the Postgraduate Certificate in Education and so, will also confer eligibility for Fellowship of the HEA. For the award of PGCertClinEd, PGDipClinEd and MClinEd, each 20 credit module will involve approximately 200 effort hours and the 40 credit module will be 400 effort hours. This includes hours spent in the classroom, independent study and time required to prepare assignments. The face to face contact hours will vary between modules. ****Please copy and paste the above table for additional (related) courses**** Programme Specification Page 5 of 16

6 MClinEd ProgrammeSpecification_2016_17 AC1 COURSE MANAGEMENT INFORMATION AC1.1 REGULATORY FRAMEWORK Undergraduate Regulations (including Integrated Masters) - Postgraduate Taught Regulations Yes Graduate Diplomas - PGCE - AC1.2a Is the course as a whole assessed on a pass/fail basis? YES NO AC1.2b Are any modules assessed on a pass/fail basis? YES NO If so, how many modules and what is the credit volume for each module? AC1.2c PG Cert ClinEd: 2 modules (60 credits) Diploma: above + three 20 credit modules (5 modules; 120 credits) Degree: above + 60 credit dissertation module (6 modules; 180 credits) AC2 note AC2.1 Stage Note AC2.2 YEAR WEIGHTINGS AND PROGRESSION REQUIREMENTS (For undergraduate or integrated masters courses only) Please select only from the permitted options - see UG/PGT regulations Level Year of Weightings Progression Exit Award course requirement Stage 0 Level 3 Stage 1 Level 4 Stage 2 Level 5 Year Abroad / in Industry Stage 3 Level 6 Stage M Level 7 Note AC2.3 AC3 AC3.4 BOARD OF EXAMINERS EXTERNAL EXAMINERS (see web link below for names, positions and institutions of External Examiners) (For Admin use only to be added by LTS Web Administrator) Programme Specification Page 6 of 16

7 MClinEd ProgrammeSpecification_2016_17 PS1 COURSE PROFILE For updates to Programme Specifications, copy and paste course profile from evision note PS1 Programme Specification Page 7 of 16

8 MClinEd ProgrammeSpecification_2016_17 PS2 MAPPING LEARNING OUTCOMES note PS2 Mapping learning outcomes please list learning outcomes and enter module code against assessment type PG Certificate learning outcomes Assessment type Essay Lab report Course test Exam Project/ Dissertation/ Report Oral Presentation Workplace based Assessment Portfolio Other Design and plan learning activities appropriate to their workplace and role. Discuss and apply their knowledge and skills in teaching and/or supporting other adult learners. Create and implement assessment and the provision of feedback, which are appropriate to their workplace and role. Develop effective learning environments with support and guidance for other adult learners. Engage with continuing professional development in their professional discipline within a framework of reflection, incorporating research, scholarship and evaluation of professional practice. Research and appraise relevant subject material and educational theory in educational practice. Apply and critique methods of teaching, learning and assessment appropriate to their workplace and role. Explore own and other adult learners learning styles and preferences within their discipline. Use and discuss the value of a range of learning technologies. HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E HSC-M84E GP route GP route HSC-M84E GP route GP route HSC-M84E GP route GP route HSC-M84E GP route GP route HSC-M84E GP route GP route HSC-M84E GP route GP route HSC-M84E GP route GP route HSC-M84E GP route GP route HSC-M84E GP route GP route Programme Specification Page 8 of 16

9 Implement and review methods for evaluating the effectiveness of teaching and appreciate how session/course/curriculum evaluation informs future planning and delivery Consider the implications of quality assurance and quality enhancement or academic and professional practice with a particular focus on teaching. Demonstrate and reflect upon the following professional values: Respect individual learners and diverse learning communities Promote participation in higher education and equality of opportunity for learners Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development Acknowledge the wider context in which higher education operates recognising the implications for professional practice. Midwives only As a sign-off mentor midwives must confirm and justify the decision that students have met, or not met, the Nursing and Midwifery Council (NMC) (2009) Standards for preregistration midwifery education and are capable of safe and effective practice. Midwives and nurses only Midwives and nurses undertaking this module as a route to mentorship will need to attend an additional study day, which focuses on the role of the sign-off mentor and includes 2 simulations. This will be a shared study day with midwives and nurses undertaking the undergraduate mentor preparation module. GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M84E GP route HSC-M83D HSC-M83D MClinEd ProgrammeSpecification_2016_17 HSC-M84E GP route GP route HSC-M84E GP route GP route HSC-M84E GP route GP route Programme Specification Page 9 of 16

10 MClinEd ProgrammeSpecification_2016_17 PS2 MAPPING LEARNING OUTCOMES - continued note PS2 Assessment type Mapping learning outcomes please list learning outcomes and enter module code against assessment type PG Diploma learning outcomes Essay Lab report Course test Exam Project/ Dissertation/ Report Oral Presentation Assessment of practice Other Other Develop skills of critical appraisal of research evidence and theory, and apply their critical understanding to education practice. Evaluate contemporary subject and pedagogic research and/or scholarship activities as part of evidence-based teaching and learning Critically analyse current trends in methods for teaching and facilitating learning in clinical education Demonstrate the use of innovative technologies to enhance learning MED-M31D MED-M32E MED-M33E MED-M32E MED-M33E MED-M41F MED-M41F MED-M41F Demonstrate effective educational leadership capabilities applied to a range of knowledge and educational interventions and programmes Design an educational activity for a group of healthcare professionals using justified evidence-based methodology, and an evaluation plan. MED-M41F MED-M41F Programme Specification Page 10 of 16

11 MClinEd ProgrammeSpecification_2016_17 PS2 MAPPING LEARNING OUTCOMES - continued note PS2 Assessment type Mapping learning outcomes please list learning outcomes and enter module code against assessment type MASTERS learning outcomes Essay Lab report Course test Exam Project/ Dissertation/ Report Oral Presentation Assessment of practice Dissertation Other Plan an educational research project HSC-M20X Critically evaluate the literature relating to a chosen topic HSC-M20X Demonstrate an understanding of the research methods appropriate to the topic Present a clear summary of the findings of the research HSC-M20X HSC-M20X Critically analyse their findings and discussed the implications of their findings for theory and/or practice HSC-M20X Programme Specification Page 11 of 16

12 MClinEd ProgrammeSpecification_2016_17 PS3 PROGRAMME COHERENCE AND FEEDBACK CYCLES note PS3 PS3.1 learning progression How will progression in terms of skills, knowledge and understanding be reflected in the programme between modules in any one year and across the years as students progress through their course of study? note PS3.1 Module organisers attend monthly meetings with the course director where student and module issues are discussed confidentially. This ensures that students get the support they need at an early stage. PS3.2 feedback cycle Please explain how assessments and feedback / feed forward support the coherence of the programme. Comment on number and types of assessment, both formative and summative; the types and format of feedback students will receive; and their sequencing. How will assessments and feedback impact on subsequent modules? note PS3.2 All modules have formative assessments when detailed feedback is provided so that students can approach their summative assessments with confidence. Module evaluations are scrutinised at these meetings and issues identified are addressed where necessary. Programme Specification Page 12 of 16

13 MClinEd ProgrammeSpecification_2016_17 PS4 EXAMINATIONS note PS4 Written How many modules will include an exam element? - - How many hours of exams are there in Stage 0? (if applicable) - - How many hours of exams are there in Stage 1? - - How many hours of exams are there in Stage 2? - - How many hours of exams are there in Stage 3? - - How many hours of exams are there in Stage 4? (if applicable) How many hours of exams are there in Stage 5? (if applicable) How many hours does the programme (as a whole) include? Practical (e.g. OSCES and OSPES) PS5 EQUALITY & WIDENING PARTICIPATION note PS5 PS5.1 How do the admissions criteria specifically for this course ensure equality of opportunity for all applicants? Admission criteria are openly advertised on the UEA website. For learners whose first language is not English, additional requirements are listed and we will interview candidates if necessary to ensure suitability. Additional criteria are provided for individuals with alternative qualifications who do not have the formal qualifications listed in the course requirements. PS5.2 What steps have been taken to ensure an inclusive curriculum? The course is taught by Faculty from both FMH schools who come from diverse professional backgrounds. PS5.3 In what ways do learning and teaching and assessment methods ensure inclusivity, reasonable adjustment and equality of opportunity? All students with SpLDs receive reasonable adjustments for assessments. Students are allocated advisers who they can contact for pastoral or academic advice. PS6 EMPLOYABILITY note PS6 How is employability embedded into the delivery of the course? Programme Specification Page 13 of 16

14 MClinEd ProgrammeSpecification_2016_17 All learners have opportunities for teaching either as part of their workplace requirements or identified for the purpose of the course. This enables them to link theory to educational practice. Programme Specification Page 14 of 16

15 MClinEd ProgrammeSpecification_2016_17 KEY INFORMATION SET (KIS) DATA KIS KIS1 KEY INFORMATION SET data (undergraduate courses only) Quantitative KIS data PGCert PGDip Master Note KIS Note KIS KIS2 Percentage of assessment by written exams Percentage of assessment by practical exams Percentage of assessment by coursework Percentage of time in scheduled learning and teaching activities Percentage of time in guided independent study Percentage of time on placements Professional Accreditation Note KIS2 2.1 Name of accrediting body (if applicable) Higher Education Academy (HEA) 2.2 Please give details, including any memberships, exemptions etc that the award confers. Please also give accrediting body website URL. Fellowship of HEA after completing PGCert 2.3 Is the accreditation dependent on specific module choices? If so, please include URL of web pages where these details are outlined. No Programme Specification Page 15 of 16

16 MClinEd ProgrammeSpecification_2016_17 UP1 Programme Specification Update Record Faculty FMH School HSC Academic Year 2014/5 2015/6 2016/7 2017/8 2018/9 2019/0 Degree Award (e.g. BSc/MA) Course Title(s) Masters, Postgraduate Diploma and Postgraduate Certificate in Clinical Education PGCert, PGDip, Master of Clinical Education Course Code(s) T1B9X9101; T2B9X9301; T1B9X9101PD; T2B9X9201PD; T2B9X9101PC Has the KIS data been changed? Yes/No Course Director sign off Name Dr Veena Rodrigues Date 11 th Feb 2016 IM1 IMPLEMENTATION ACTIONS ADMIN USE ONLY ACTION DATE Name Course Profile updated in Evision (LTS Team Leader) Programme Specification placed in shared drive folder (LTS Team Leader) Web link to External Examiner information added (LTS Web Administrator) Programme Specification uploaded onto website (LTS Web Administrator) Planning Office informed of upload of Programme Specification onto website (copy of this page to (LTS Web Administrator) Programme Specification Code (LTS Team Leader) (SCH/YEAR/Level/Sequence) Eg MTH14UG001 Full route code(s) covered by this Programme Specification (LTS Team Leader) Programme Specification Page 16 of 16

17 Learning, Teaching and Quality Committee PROGRAMME SPECIFICATION FOR AWARDS MADE BY THE UNIVERSITY OF EAST ANGLIA SECTION A: SESSION: 2015 to 2016 A1 Course Name Masters, Postgraduate Diploma and Postgraduate Certificate in Clinical Education A2 Final Award MClinEd, PGDipClinEd or PGCertClinEd (e.g. BA/BSc(Hons)/ MA/MSc etc) A3 UEA Course Code(s) T1B9X9101; T2B9X9301; T1B9X9101PD; T2B9X9201PD; T2B9X9101PC A4 UCAS Course Code(s) A5 Professional Award Nil (if any) A6 School of Studies FMH joint programme across the Schools of Health Sciences; and Norwich Medical School. SECTION B: SUMMARY OF COURSE STRUCTURE AND FEATURES 1

18 B1 The Postgraduate Taught Programme in Clinical Education offers all health and social care professionals the opportunity to develop their skills in teaching, supervising and supporting the learning of others in clinical practice and/or higher education. The programme has been developed to suit the needs of qualified and trainee doctors, nurses, midwives, public health nurses and all allied health professionals, who wish to follow either a part time or full time programme of study. In addition, with line managers permission, the programme may also be used by employees of the UEA as an alternative to the MAHEP for developing teaching skills in preparation for confirmation of post (see Appendix XI). The Postgraduate Taught Programme in Clinical Education is a joint initiative, developed by the School of Health Sciences (HSC) and the Norwich Medical School (MED). The programme aims to build on the existing reputation of the Faculty of Medicine and Health Sciences for interprofessional teaching and learning, promoting learning that will equip healthcare professionals for their roles as educators in health and social care environments, where professional collaboration is increasingly essential. This learning experience is enhanced by the diversity of professionals who contribute to the teaching, and the students enrolled on the programme, which reinforces the culture of interprofessional practice. As well as being suitable for UK and EU students, the programme has been designed to meet the needs of international students, wishing to study Clinical Education in a full-time capacity. Students of the programme will explore advances in both theory and practice in clinical education and apply their knowledge through practical design and development of teaching and inquiry methods. The modules will encourage your reflection on your own learning in order to support learning in others, developing the skills to design teaching, which will be applied to your own discipline and clinical areas. Through the programme, students can opt to undertake studies leading to: Postgraduate Certificate in Clinical Education (PGCertClinEd) 60 M-level credits which can be completed by undertaking 2 compulsory modules from the first year of the part time Master s programme. The successful completion of these modules meets the UK Professional Standards Framework for teaching and supporting learning in higher education (see below) and confers eligibility for Fellowship of the Higher Education Academy (HEA). OR OR Postgraduate Diploma in Clinical Education (PGDipClinEd) 120 M-level credits, which can be completed by undertaking modules from the first two years of the three year part time Masters programme; or alternatively by taking the same modules over the course of one year s full time study. NB. Completion of the Postgraduate Diploma in Clinical Education will involve students in completing the components of the Postgraduate Certificate in Education and so, will also confer eligibility for Fellowship of the HEA. Master of Clinical Education (MClinEd) 180 M-level credits, which can be completed through three years of part time study or through one year of full time study. NB. Completion of the Master of Clinical Education will involve students in completing the components of the Postgraduate Certificate in Education and so, will also confer eligibility for Fellowship of the HEA. For the award of PGCertClinEd, PGDipClinEd and MClinEd, each 20 credit module will involve approximately 200 effort hours and the 40 credit module will be 400 effort hours. This includes hours spent in the classroom, independent study and time required to prepare assignments. The face to face contact hours will vary between modules. 2

19 SECTION C: EDUCATIONAL AIMS AND OUTCOMES C1 Educational Aims of the Programme (Include any distinctive/innovative features/route pathways) PG CERTIFICATE By the end of the PG Certificate students will be able to; 1. Design and plan learning activities appropriate to their workplace and role. 2. Discuss and apply their knowledge and skills in teaching and/or supporting other adult learners. 3. Create and implement assessment and the provision of feedback, which are appropriate to their workplace and role. 4. Develop effective learning environments with support and guidance for other adult learners. 5. Engage with continuing professional development in their professional discipline within a framework of reflection, incorporating research, scholarship and evaluation of professional practice. 6. Research and appraise relevant subject material and educational theory in educational practice. 7. Apply and critique methods of teaching, learning and assessment appropriate to their workplace and role. 8. Explore own and other adult learners learning styles and preferences within their discipline. 9. Use and discuss the value of a range of learning technologies. 10. Implement and review methods for evaluating the effectiveness of teaching and appreciate how session/course/curriculum evaluation informs future planning and delivery 11. Consider the implications of quality assurance and quality enhancement or academic and professional practice with a particular focus on teaching. 12. Demonstrate and reflect upon the following professional values; Respect individual learners and diverse learning communities Promote participation in higher education and equality of opportunity for learners Use evidence informed approaches and the outcomes from research, scholarship and continuing professional development Acknowledge the wider context in which higher education operates recognising the implications for professional practice. In November 2009 the Higher Education Academy (HEA) first accredited the Postgraduate Certificate (PGCert) component of the programme. This means that students who successfully complete this will be automatically eligible for Fellowship of the HEA. The processes through which students apply for HEA Fellowship are outlined in the Course Handbook and in the Course Documents section of the Blackboard site for each of the relevant modules. The application for re-accreditation has been submitted for August PG DIPLOMA By the end of the PG Diploma programme students will: 1. have reinforced skills and understandings outlined for PG Certificate (points

20 above); 2. have had an opportunity to further develop some of the practical skills and understandings, which have been outlined in points 1-12 above. 3. have further developed their skills of critical appraisal of research evidence and theory, and apply their critical understanding to education practice. MASTERS By the end of the Masters programme students will: 1. be able to demonstrate the practical skills and understandings outlined for the PG Certificate and the PG Diploma (above); 2. have further honed their skills of critical appraisal and their ability to synthesise findings of research and apply their findings to education practice; 3. have developed their research skills through the conduct of a research dissertation, demonstrating their ability to identify an appropriate research question and to design research to answer that question; 4. have extended their knowledge of education research through successful completion of a research dissertation. C2 Course Outcomes C2(i) Knowledge and understanding Postgraduate Certificate Students who have completed the Postgraduate Certificate in Clinical Education will: a b c d e f g Understand the notion of continuing professional development (CPD) and be familiar with the tools which support CPD. Be familiar with the demands of large and small group teaching. Be aware of the attributes of facilitation, presentation and feedback-giving and how to adapt these to the needs of individuals and groups (of varying sizes). Be aware of different modes of assessment and how these can be used for different purposes. Be familiar with how to evaluate teaching and curriculum with a view to future enhancement. Have begun to explore a range of educational theories and to relate these to education practice in the health and social care context. Be able to recognise practical educational needs in relation to their Teaching/learning methods and strategies These will be varied, incorporating : lecturer/ expert clinical educator led sessions; student led discussion, presentations and seminars; practical and work-based opportunities for problem solving, linking theory and practice and applying current research findings The methodology will recognise the diverse ways in which individuals learn and will also encourage students to recognise this, in preparation for their future support of the learning of others. Methods will support independent learning and enquiry in preparation for (a) their future practice as clinical educators and (b) their independent interpretation of and conduct of research at the end of the Masters programme and beyond. Assessment A variety of assessment methods will be used during the programme ensuring that students get both formative and summative information about the standard of their work and their academic progress. Assessment methods that will be used across the programme include: written assignments including reflective accounts, literature 4

21 own learning and the learning of others. Postgraduate Diploma Students who have completed the Postgraduate Diploma in Clinical Education will have gained the knowledge and understandings outlined in a-g above and will have developed further so that they: h i Have applied relevant educational theories to practice in the health and social care context. Are able to collate, critically appraise and synthesize education evidence. Masters Students who have completed the Masters in Clinical Education can demonstrate the knowledge and understandings outlined in a-i above and will have developed further so that they: reviews, critical appraisal of evidence, practical/work based reports/presentations, incorporating application of theory and evidence to practice portfolios(collating relevant evidence of practical work and the application of theory to practice) preparation of a research proposal research dissertation in teaching/learning related primary research j k Are able to formulate appropriate clinical education research questions. Are able to identify and deploy appropriate methods to answer such research questions. C2(ii) Cognitive Skills Postgraduate Certificate Students who have completed the Postgraduate Certificate in Clinical Education will: Teaching/learning methods and strategies See C2(i) a Have begun to appraise educational theories started to apply them to education practice in the health and social care context. Assessment See C2(i) Postgraduate Diploma Students who have completed the Postgraduate Diploma in Clinical Education will have gained the cognitive skills outlined above and will have developed further so that they: b Demonstrate original thinking in relation to theoretical models and practice Masters Students who have completed the Masters in Clinical Education can demonstrate the cognitive skills outlined in a-b above and will have developed these skills further so that they: 5

22 c d e Demonstrate advanced application of research methods during the course of their educational enquiry Critically analyse key educational concepts and theories Evaluate educational evidence for implementation in practice C2(iii) Subject Specific Practical Skills Postgraduate Certificate Students who have completed the Postgraduate Certificate in Clinical Education will: Teaching/Learning methods and strategies See C2(i) a Have begun to hone their facilitation, presentation and feedback-giving skills and be able to adapt these to the needs of individuals and groups (of varying sizes). Assessment See C2(i) b c d e Have developed an ability to recognise problems arising in clinical education in practical settings. Have developed problem solving skills to allow formulate practical (and where appropriate novel) solutions to clinical education problems identified in practice. Be able to devise appropriate assessment strategies for students with whom they work in health/social care settings. Be able to evaluate (a) their own teaching skills and (b) the curriculum that they are delivering with a view to future enhancement. Postgraduate Diploma Students who have completed the Postgraduate Diploma in Clinical Education will have gained the practical skills outlined in a-e above and will have developed these further so that they: f Are able to plan and deliver effective educational experiences, for clinical practice, based on theory and evidence from the literature. Masters Students who have completed the Masters in Clinical Education can demonstrate the practical skills outlined in a-f above and will have developed further so that they: g Are able to use their research skills to identify and synthesize relevant sources of educational information and evidence to 6

23 inform their practice and the practice of others. h Are able to critically appraise educational knowledge and skills so that they might evaluate their own educational interventions and those of others. C2(iv) Key Skills and Attributes Postgraduate Certificate Students who have completed the Postgraduate Certificate in Clinical Education will: a Recognise, value and develop professional relationships (based on mutual trust and respect) upon which they can draw for the support and teaching of students under their guidance. Teaching/Learning methods and strategies See C2(i) Assessment See C2(i) b c d Have developed and learned to utilise appropriate IT skills to seek relevant sources of information. Understand educational concepts, relevant to clinical education, through written and oral communication. Recognise the importance of reflection specifically critical self awareness and its importance in practice. Postgraduate Diploma Students who have completed the Postgraduate Diploma in Clinical Education will have gained the key skills and attributes outlined in a-d above and will have developed these further so that they: e Develop and utilise relevant analytical skills. Masters Students who have completed the Masters in Clinical Education can demonstrate the key skills and attributes outlined in a-d above and will have developed these further so that they: f Demonstrate the use of critical enquiry. SECTION D: COURSE PROFILE AND AWARD REQUIREMENTS D2 Course Profile Please insert (i.e. cut and paste) the course profile here or complete the following boxes, as appropriate. If you insert the course profile, please ensure that the NOTICE below about changes to modules is retained. Each box relates to a year of study. If the programme is part-time or offers a part-time option, please extend the number of years as appropriate (maximum = 9). 7

24 NOTICE: Whilst the University will make every effort to offer the modules listed, changes may sometimes have to be made for reasons outside the University s control (e.g. illness of a member of staff) or because of low enrolment numbers or sabbatical leave. Where this is the case, the University will endeavour to inform students. Year 1 MClinEd - This qualification can be completed in one year (full time) or three years (part time) Core, Compulsory and Optional Modules PG CERTIFICATE COMPULSORY MODULES Enhancing Teaching, Learning and Assessment in Clinical Education (20 credits) Leading Teaching, Learning and Assessment in Clinical Education (40 credits) PG DIPLOMA COMPULSORY MODULES Enhancing Teaching, Learning and Assessment in Clinical Education (20 credits) Leading Teaching, Learning and Assessment in Clinical Education (40 credits) Introduction to Research Methods (20 credits) Leading Contemporary Clinical Education (20 credits) AND one further 20 credit modules from the following OPTIONAL MODULES: Further Qualitative Research Methods (20 credits) Further Quantitative Research Methods (20 credits) MASTERS COMPULSORY MODULES Enhancing Teaching, Learning and Assessment in Clinical Education (20 credits) Leading Teaching, Learning and Assessment in Clinical Education (40 credits) Introduction to Research Methods (20 credits) Further Qualitative Research Methods (20 credits) OR Further Quantitative Research Methods (20 credits) Leading Contemporary Clinical Education (20 credits) Teaching/Learning focused Research Dissertation (60 credits) N.B. It is proposed that students following PG Certificate, PG Diploma or Masters in Clinical Education programmes may substitute Accreditation of Prior Learning (APL i.e. a combination of APCL and APEL) for modules, up to a maximum of 50 % of the total number of credit points required for an award. List pre- and/or corequisites and any professional body requirements Pre-requisites for admissions to clinical education programmes see point F3(a) Progression Requirements or Award For students to progress from Postgraduate Diploma in Clinical Education to Masters in Clinical Education they must successfully complete the Introduction to Research Methods module and one of the further Research Methods modules before registering for the Research Dissertation module 8

25 Core, Compulsory and Optional Modules List pre- and/or corequisites and any professional body requirements Year 2 Progression Requirements or Award Core, Compulsory and Optional Modules List pre- and/or corequisites and any professional body requirements Year 3 Progression Requirements or Award Year 4 (if relevant) Core, Compulsory and Optional Modules List pre- and/or corequisites and any professional body requirements Progression Requirements or Award 9

26 D2: Regulatory Framework For Awards D2a Regulatory Framework: (please tick against the relevant framework) Common Course Structure for Undergraduate Programmes (CCS) NAM Common Course Structure (NAM-CCS) Common Regulatory Framework for Postgraduate Programmes (CPG) It is expected that all new degree courses will conform to the common University regulations (either to CCS, NAM-CCS or CPG, and the associated Instructions to Examiners). D2b Degree Classifications For First degree programmes i) Weighting (in percentage terms) which each year of the course contributes to the calculation of the degree classification. (Part-time Programmes) Year 1 Year 5 Year 2 Year 6 Year 3 Year 7 Year 4 Year 8 Year 9 ii) Please indicate whether an aggregate mark and/or the University marks profile is taken into consideration for the purpose of determining degree class. D2c Postgraduate Awards i) Are (any) modules assessed on a pass/fail (instead of numerical) YES basis? NO If so how many credits are assessed on a pass/fail basis ii) Can the award be conferred with distinction? YES NO iii) On what criteria is the distinction awarded? (See also the Regulations for the Common Postgraduate Regulatory Framework.) Candidates with an overall aggregate of 70% or above 10

27 Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. Note: Sections E, F, G and H are for internal approval purposes and should NOT be placed on the intranet SECTION E: EQUAL OPPORTUNITIES (including students with disabilities and students from ethnic minority groups) Please indicate: a) How the admissions policy will aim to preserve and promote equality of opportunity for all applicants. The admissions policy for the programmes for clinical educators will adhere to the University s code of practice which is designed to promote equal opportunities for all students and to ensure that individual educational decisions are related only to the relevant merits, abilities and potential of individuals. The selection criteria for admission are based on individual student s professional qualifications and academic ability. No applicant will be treated less favourably on the grounds of sex, marital status, race, colour, ethnic origin, sexual orientation, disability, political or religious belief or any other criterion accepted as irrelevant by the Council. Applications from people with disabilities will be welcomed and all reasonable steps taken to enable all academically qualified applicants to access the course. b) How the course will aim to preserve and promote equality of opportunity for all students. Most of the applicants will be health professionals and our student base will reflect the diversity of personnel working in health and social care practice. The course is designed to accommodate students with a range of knowledge and experience and key teaching, learning and clinical education concepts will be covered in introductory lectures assuming no prior knowledge of the subject. Students will be made aware of the University s Statement of Policy and of Code of Practice on equality of opportunity and will be given copies in the course literature. Students will be allocated a personal advisor with whom they can discuss issues affecting their engagement with the course. c) How teaching and learning and assessment methods will aim to preserve and promote equality of opportunity. All reasonable adjustments will be made to accommodate the needs of students with disabilities. Assignments will be double marked and/or moderated and will be scrutinised by an external examiner in accordance with the Rules the Board of Examiners. [For any resource implications, please see Section G4c).] 11

28 SECTION F: STRATEGY, MARKET DEMAND, ADMISSIONS AND COURSE MANAGEMENT DETAILS (for all new course proposals) F1 Academic Strategy a) How does the course fit in with: your School's academic plan? HSC is committed to the development of integrated theory and practice in education across the professional community, with a particular focus on enhancing the regional provision in this area. The MClinEd will provide, through its graduates, one opportunity through which the School can promote greater evidence based practice in education and learning in the clinical environment to the benefit of all learning events, including placement supervision and continuing professional development (CPD). As such the programme, and HSC, will assist the professional community in achieving specific national initiatives as well as embedding good practice for the learning environment, mentorship and supervision in the workplace. The MClinEd will serve as a focus and flagship for wider School activity in this area (e.g. placement educator programmes, distance work-based curricula and supporting independent and service CPD). Consistent with HSC s fundamental principle of valuing interprofessional practice, the MClinEd addresses the needs of the widest professional community and articulates theory and practice in clinical education through learning with, about and from other professions. As such the programme reflects the vision and plans of all component parts of FMH, including those of associated clinical partners. The programme is founded in a well constructed business case that addresses both the academic and financial plans of HSC. Nevertheless the proposed programme is a joint venture across HSC, and MED and so the business plan for this course has been considered and approved by the FMH Exec. the Faculty s academic plan? Delivery of a programme for the education and development of clinical educators, who will in turn support undergraduate and postgraduate professional students, training in NSC, MED and RSC is regarded as an integral part of FMH s academic strategy. UEA's corporate plan? (Please refer to the UEA intranet The corporate plan includes the aim that all programmes of teaching at UEA should be a) cost effective, and b) relevant to the strategies of UEA. A) A business plan for the programme was submitted and approved by FMH Exec. Focused marketing of the programme will be conducted annually to ensure student numbers, and regular review of the viability of the course will be undertaken. B) The course and its marketing will increase local and national engagement with and knowledge transfer between the NHS and health care producers and suppliers. 12

29 b) Does the course contain any overlap of material with existing courses at UEA? If so, please give details, naming the School of Studies concerned, identifying the course code and title, and summarising the outcome of prior consultations with that School(s) and the appropriate Faculty on the overlap issue. This course uses a number of modules that run as part of the FMHs MSc in Clinical Research. The names of the modules which will be shared by Clinical Education Programme students are: Introduction to Research Methods Further Qualitative Research Methods Further Quantitative Research Methods Self-Directed Literature Review Research Dissertation c) Are there any related dormant course(s) that the School proposes permanently to discontinue? (Please give award, title of course, UEA course code and effective date of discontinuation and indicate Faculty support.) No d) Are there any related course(s) that the School wishes to make dormant? (Please give award, title of course, UEA course code and effective date of dormancy and indicate Faculty support.) No e) Are there existing students on any courses affected by actions in d) above? If so, please state how the School will manage the exit strategy? No F2 Market Demand a) Are identical or similar courses offered elsewhere in the UK? If so, please give details of the number, title(s), institution(s) etc and indicate why you think your course has a comparative advantage over its competitors: A number of higher institutions offer clinical education as a key strand within various programmes but comparitivly few few offer discrete clinical education programmes. In particular, local knowledge suggests that both Bedfordshire and Essex are our strongest competitiors. b) i) What is the evidence of current and future demand for the course from employers (industry, commerce, government agencies, the professions etc.), broadly defined national needs, students, developments in the subject area? UEA market research indicates that there is a demand for this course amongst local doctors, nurses, midwives and allied health professionals. Local doctors describe a need for postgraduate certificate and postgraduate diploma options, as well as a Masters in Clinical Education. For this reason, the course described above has been specifically designed as a series of building blocks allowing health care professionals to opt to undertake: A Postgraduate Certificate in Clinical Education (PGCertClinEd - 60 credits). A Postgraduate Diploma in Clinical Education (PGDipClinEd credits). OR A Masters in Clinical Education (MClinEd -180 credits). 13

30 ii) What are the career opportunities for students successfully completing the course? The Postgraduate Taught Programmes in Clinical Education aims to offer busy Health and Social Care Professionals an opportunity to prepare for their role as educators of undergraduate and postgraduate professionals. Students of the programmes will explore advances in both theory and practice in clinical education and will apply their knowledge through practical design and development of teaching and enquiry methods. Completion of courses available within the programme will provide students with knowledge and understandings to support their existing supervisory obligations or to advance into roles as professional supervisors/mentors. The departments in which these clinicians work will benefit from the increased confidence, knowledge and skills in promoting and implementing clinical education, and ultimately improved patient care. c) (For UG proposals only): What is the annual number of applicants currently applying nationally for similar courses (details available from Access and Admissions Office, ext or via from d) Is there evidence that current and projected demand for such a course cannot be met existing provision (a) nationally and (b) regionally? If so, please give details: from This review of demand was undertaken in 2007 A number of different formal and informal pieces of market research have been undertaken prior to and during the development of the proposal for this programme: The excellent evaluation of the Teaching, Learning and Assessment in Health Care Settings module (which was part of the MSc Health Sciences since 1996) regularly asks for other modules, through which students might continue their learning about clinical education. Recent Market research conducted by the course director for the MSc Health Sciences indicated that both the Teaching, Learning and Assessment in Health Care Settings module and other Research modules that will be shared between this programme and the MSc Health Sciences are regarded as desirable modules by prospective students. An survey of 500 doctors who are involved in supervision of MBBS students yielded a very positive response to the Programme. When asked if a Certificate/Diploma /Masters programme in Clinical Education were to run at UEA, 122 responded positively within 48 hours of the made requests for further information with a view to considering enrolling for the programme. A similar survey of PT/OT and SLT clinicians, who have attended practice placement courses in AHP (now RSC) since September 2005, has been conducted. Of 61 clinicians ed 19 responded, within 5 days, expressing interest in the programme. In the light of the current financial climate in the NHS, affecting training as well as service delivery, this was deemed a very positive response. Nursing and Midwifery placement mentors are not listed on a database in the way that they are in AHP (now RSC) and MED so it was not possible to survey local clinicians involved in students clinical education. However NSC describes no difficulty recruiting to their Advanced Practitioner Masters Programme (over 20 applications to date), despite current Trust and SHA funding difficulties. Furthermore, in encouraging advice offered by NSC, it was suggested that the population of clinicians currently involved in undergraduate student mentoring (and so likely to be interested in this programme) is considerably greater than the population working or seeking to work as advanced practitioners. It was therefore suggested that this programme is as likely, if not more likely, to be able to recruit local clinicians than the Advanced Practitioner course. Overseas students wishing to pursue a Masters in Clinical Education offer an opportunity to increase funds earned through this programme as well as an opportunity for FOH to grow its international reputation. Deans of Nursing from Thailand have expressed interest in their staff pursuing Masters in Clinical Education. Similarly Head of School (MED) describes expressions of interest in such Masters programmes from India and Hong Kong. These stories of students from South and East Asia, being interested in Masters in healthcare and clinical education programmes, are confirmed by UEA international office staff and agents. A further opportunity to test these beliefs will arise over the next month as INTO compiles its international brochure (which will include brief details of this programme) and as its agents feed back on what is being 14