Master of Science in Clinical Education (by e-learning)

Transcription

1 In partnership Master of Science in Clinical Education (by e-learning) Accredited by The University of Edinburgh In partnership with National Health Service, Education Scotland Quick Quiz 1 Can you explain how Abraham Flexner influenced medical education in Japan? Have you read the Edinburgh Declaration? Do you know how to establish reliability, validity and set the global standard in an exam? Can you design any aspect of a medical curriculum using outcomes, competences and constructive alignment? Can you give evidence-based advice to any medical school, anywhere in the world, about developing their medical programme? How many of these questions can you answer? 1 2

2 Why Clinical Education? All clinicians teach. Clinical Education has an established body of attitudes, skills, knowledge. Clinical Educators should conform to high professional standards. Course History Course directors: Phillip Evans, David Blaney Professional Certificate 2004 Masters in Medical Education 2006 Masters in Clinical Education e-cpd courses in Clinical Education 2007 Doctorate in Clinical Education Training, development and accredited qualifications are normal in all walks of life. All clinicians teach, but most do not have any qualification, and most clinicians have no evidence that their understanding of education is sound. They would not practice medicine without an appropriate qualification, so why do they do they believe they can teach? Worse still, whole communities of teachers receive students into courses that lack any quality assurance or professional scrutiny. This attitude would not be acceptable in clinical practice, so why is a different standard accepted for educational practice. As professionals we have an obligation of professionalism to our patients and our students. In Edinburgh, a series of courses have been prepared to raise awareness in clinical teachers. 100 people participated in the professional certificate. Many expressed and interest in higher qualification, and so a taught masters course was introduced. Advances in learning technology has led to two on-line courses, the Masters and the shorter e-cpd courses. There are discussions about extending the masters course to a taught doctorate from

3 Programme Ethos Theoretical concepts (teaching, learning and assessment) are considered in context Course-students reflect on the concepts within their own professional context and personal circumstances Applies to both undergraduate and postgraduate phases. Programme Ethos Evidence from the literature Profession situation Personal circumstances So are we! Now I m glad I have my MSc in Clinical Education. The ethos of the programme considers the theoretical principles in the participants own professional situation (for family practice, surgical ward, pathology lab, university) and personal circumstances (earlycareer learning to teach, late-career responsible for a whole course). This promotes the principle of reflective practice and enables the participants to translate propositional knowledge into their own workplace or tacit domain, developing their understanding and improving the quality of their professional practice. Example 1 an early-career orthopaedic surgeon has to adopt the principles of clinical skills training, using a simulated patient in a clinical skills laboratory. Knowledge of the models for teaching clinical skills, and understanding the opportunities and limitation of using simulated patients provided the students with an effective learning experience that both tutor and students enjoyed. 5 6

4 Programme Ethos Evidence from the literature Profession situation Personal circumstances So are we! Now I m glad I have my MSc in Clinical Education. Programme Summary Certificate: 1 year part-time 3 courses Diploma 1 year part-time 3 courses Mastership 1 year part-time Thesis Example 2: A mid-career physician has to introduce students to the complexity of a consultation with a patient who presents with a potentially life-threatening condition. Knowledge of problem-based learning provided both tutor and students with a mutually valuable experience. The programme is a part-time course running over 3 years. It requires about 10 hours per week of shared learning and private study. In the third year the student writes an evidence-based thesis about a topic of their choice. 7 8

5 Programme Structure Programme Structure Certificate courses: Principles of teaching and learning Assessment and standard setting The Curriculum Diploma courses: Research methods Appraising and Developing the Individual Policy, Management and Leadership In Year 1, the Certificate has 3 courses (c. 8 weeks each) that cover the dynamics of teaching and learning and the structure of educational programmes. In Year 2, the first course focuses on the research methodologies that are used to gather evidence in clinical education. Example of successful research will be presented by successful researchers. This course will establish an understanding of how to write the thesis. Two other courses will consider the more sophisticated aspects of highquality postgraduate and undergraduate programmes 9 10

6 Programme Structure Mastership: Thesis= word research study Purpose of Assessment To emulate scholarship understand research, write papers, present work, review work, To prepare a thesis. The aim of a Masters thesis is to demonstrate capability in research (gathering and expressing evidence in answer to a question, in a systematic way). This is not as substantial as a Doctorate thesis. The assessments are the learning experiences that develop the attitudes, skills and knowledge required to write a paper or a thesis

7 Assessment Skills in gathering evidence: (qualitative and quantitative) literature observation questionnaire semi-structured interview written expression of evidence academic paper poster presentation Thesis Academic emulation 1 Assignments are published in an end-ofcourse journal, for peer-review. (Tutor-marks and feedback are private) The assessments cover a number of skills, and emulate a number of ways of expressing evidence of clinical education. Each assessment is an assignment in the form of a written paper. Peer-review of papers is now common practice, and the skills of writing and reviewing are developed in this part of the programme 13 14

8 Academic emulation 2 Academic emulation 3 Peer Assessment of a Poster? Power-point slide summary, with notes? The principles of writing posters and reviewing posters prepared by other authors are considered. Making a presentation using power-point appears to be easier than it looks. Even experienced presenters need to revise and refresh their skills

9 Assessment summary Certificate: 3 assignments Diploma 3 assignments Mastership Thesis Flexibility Why e-learning Time Location Communication The assessment for the whole programme requires 6 assignments (grade c or above on the university postgraduate marking scheme), and the thesis, normally within 3 years. Why e-learning? Clinicians suffered a conflict of interest between attending the course and seeing patients, or teaching. In addition, traveling distance from the university was a barrier. The on-line course removes the barrier of distance, and allows more flexibility of time for study. Taught sessions are easier to attend on-line (nor traveling, and the time is normally about 1 hour). Collaborative learning and selfdirected learning is convenient and flexible

10 Edinburgh excels in E-learning Queen s Anniversary Award, 2005 Buckingham Palace, February 2006 Edinburgh excels in e-learning. Students make extensive use of the online facilities, most of which have been developed in-house. The College of Medicine was given an Award by Her Majesty Queen Elizabeth, for it s electronic curriculum. This photograph shows Dr Rachel Ellaway (who designed and prepared most of the technology) being presented to her Majesty by Professor Tim O Shea, Principle of the University of Edinburgh

11 E-learning in the College of Medicine Edinburgh electronic medical curriculum Four postgraduate courses on-line Anaesthetics Neuro-imaging International Animal Health Clinical Education Clinical Education on-line Inter-net access Web-cam Headset-microphone http.// Excellence in E-learning in the undergraduate programmes are now extending into he postgraduate arena. The College has now introduced four on-line courses. Postgraduate students can study Clinical Education from their own location. The requirements are an inter-net ready computer, headset/microphone and web-cam

12 Learning activities Real-time interactive session Interactive White-board Enter the Forth-suite Lecture: Interactive and real- time Archived: resource materials presenter and students participants text-chat Discuss student-student(s) Discuss tutor-student(s) Forth-suite, Skype, , i-chat. academic notes Students enter the course web-page (The Forth Suite ) select realtime sessions, archived resources, or discussion boards. Real-time sessions take place in a virtual room. Interaction takes place using audio, visual and text-based live links

13 Part of an on-line lecture (archived) Part of an on-line discussion Outcomes? Eiji: Who uses outcomes? Tony: Outcomes statements were used by the Scottish Doctor and now the EU Tuning project is listing them for Medicine in Europe. Every medical programme should have them Lisa: What s the URL for the Scottish Doctor? Keiko: What makes a good learning objective? How are they written? Tutors prepare archived materials that students may access at any time. Collaborative teaching and learning may be live (audio and visual), but also include discussion boards

14 resources Quick Quiz 2 Would you like to answer yes to the all questions in Quiz 1? Would you like a postgraduate degree from the University of Edinburgh (without leaving home)? Would you like to make a real difference to the education of your students? Academic papers may be accessed on-line through the University Library On-line. Paper copies of books or papers may be borrowed from your own library (UK universities have an arrangement for student access). NHS employees may use the NHS on-line library. So - is this course for you? 27 28

15 Please visit the programme web-page Any questions? All the information you need is in the course web-page. Please take a look. For more information, please contact Phillip.Evans@ed.ac.uk 29 30