Syllabus Master Programme in Medical Education 4ME09

Transcription

1 Syllabus Master Programme in Medical Education 4ME09 Established by the Board of Higher Education, 05/11/2008 Confirmed by the Board of Higher Education, 05/11/2008

2 Page 2 (8) 1. Basic programme information 1.1. Programme code 4ME Programme title Masterprogrammet i medicinsk pedagogik (Master Programme in Medical Education) 1.3. Number of higher education credits 120 higher education credits (120 ECTS credits) 1.4. Starting date The syllabus applies to students who commence their studies in or after autumn Specific eligibility requirements A Bachelor s degree or a professional degree equivalent to a Swedish Bachelor's degree of at least 180 credits and at least two years professional experience within medicine, care or behavioural science and/or at least two years teaching experience (at a minimum of uppersecondary level). English language skills equivalent to English B at Swedish upper secondary school Qualification Medicine masterexamen med huvudområdet medicinsk pedagogik (Degree of Master of Medical Science (Two Years) with a Major in Medical Education) If the student chooses to complete a degree project worth 15 higher education credits, after completing the course requirements in accordance with point 7, the programme also gives entitlement to: Medicine magisterexamen med huvudområdet medicinsk pedagogik (Degree of Master of Medical Science (One Year) with a Major in Medical Education) Upon request, a student who meets the requirements for a qualification is to receive a

3 Page 3 (8) diploma. 2. Objectives 2.1. Objectives of second level according to the Higher Education Act Second level education shall essentially build on the knowledge that students acquire in first level education or corresponding knowledge. Postgraduate education shall involve a deepening of knowledge, skills and abilities in relation to undergraduate education and shall, over and above that which applies at undergraduate level, - further develop students ability independently to assimilate and apply knowledge, - develop students ability to deal with complex phenomena, issues and situations, and - develop students conditions for work which place significant requirements in terms of independence or for research and development work Objectives of the Degree of Master according to the Higher Education Ordinance Knowledge and understanding - demonstrate knowledge and understanding in their main field of study, including both an overview of the field and deeper knowledge of certain parts of the field, together with insight into current research and development work; and - demonstrate deeper methodological knowledge in their main field of study. Skills and abilities - demonstrate an ability to integrate knowledge and to analyse, assess and deal with complex phenomena, issues and situations, even when limited information is available; - demonstrate an ability to independently identify and formulate issues and to plan and, using appropriate methods, carry out advanced tasks within specified time limits; - demonstrate an ability to clearly present and discuss their conclusions and the knowledge and arguments behind them, in dialogue with different groups, orally and in writing; and - demonstrate the skill required to participate in research and development work or to work in other advanced contexts. Judgment and approach - demonstrate an ability to make assessments in their main field of study, taking into account relevant scientific, social and ethical aspects, and demonstrate an awareness of ethical aspects of research and development work; - demonstrate insight into the potential and limitations of science, its role in society and people s responsibility for how it is used; and - demonstrate an ability to identify their need of further knowledge and to take responsibility for developing their knowledge.

4 Page 4 (8) 2.3. Objectives of the Degree of Master according to the Higher Education Ordinance Knowledge and understanding - demonstrate knowledge and understanding in their main field of study, including both a broad command of the field and considerably deeper knowledge of certain parts of the field, together with deeper insight into current research and development work; and - demonstrate deeper methodological knowledge in their main field of study. Skills and abilities - demonstrate an ability to critically and systematically integrate knowledge and to analyse, assess and deal with complex phenomena, issues and situations, even when limited information is available; - demonstrate an ability to critically, independently and creatively identify and formulate issues and to plan and, using appropriate methods, carry out advanced tasks within specified time limits, thus contributing towards the development of knowledge, and to evaluate this work; - demonstrate an ability in both national and international contexts to clearly present and discuss their conclusions and the knowledge and arguments behind them, in dialogue with different groups, orally and in writing; and - demonstrate the skill required to participate in research and development work or to work independently in other advanced contexts. Judgment and approach - demonstrate an ability to make assessments in their main field of study, taking into account relevant scientific, social and ethical aspects, and demonstrate an awareness of ethical aspects of research and development work; - demonstrate insight into the potential and limitations of science, its role in society and people s responsibility for how it is used; and - demonstrate an ability to identify their need of further knowledge and to take responsibility for developing their knowledge Objectives of the Master Programme in Medical Education at Karolinska Institutet In addition to the national objectives, the following objectives apply for the Master Programme in Medical Education at Karolinska Institutet. After completing the education, students must: - from a system perspective, analyse and understand the structure and processes of care and education, in order to be able to lead and facilitate change processes at individual, group and organisational levels, - understand and critically examine learning processes from different perspectives, in order to create a constructive learning environment, - create the right conditions for and be able to review/assess learning; to encourage learning processes which promote life-long learning; and - based on scientific approach, be able to investigate and understand

5 Page 5 (8) medical-educational practice from individual level to organisational level, and to be able to communicate and implement the results together with others. 3. Description of the main field of study Medical education is an interdisciplinary field of knowledge which is based on explanatory bases and perspectives from both care sciences and behavioural sciences, particularly pedagogy but also psychology, sociology and social anthropology. Within the field of medical education, students study learning processes, conditions for learning and professional development within medical care and health care. This involves students developing knowledge about the conditions, strategies and methods for encouraging, influencing and driving forwards learning processes. This would then lead to positive and appropriate development for students, academics, professional practitioners and patients. Studies within medical education cover individual and system levels, both within academia and within health and medical care. Studies within the main field of study enable students to work to develop a scientific attitude towards individual practice, including investigations, change work and publishing results, which can be summarised as scholarship of medical education. The growing understanding of the conditions for learning within medical care and health care can be used to improve conditions for professional development and to make good use of resources, leading to the overall objective of quality care and improved human health. Studying medical education can be used to improve the quality of learning, supervision and practice within care, particularly in terms of integration between disciplines, theory and practice, patient interaction, cooperation with management, attitudes, ethics and a scientific approach. 4. Content and structure 4.1. The course s main content and composition The majority of the course work is carried out individually or through interaction with fellow students and teaching staff/supervisors, online via a learning platform. A study period of a few consecutive days each term is spent at Karolinska Institutet. A variety of working methods is used, such as seminars, discussions, task presentations, self assessment, peer assessment and supervision work by teaching staff. Overview lectures are provided, along with links to course literature via a proxy server. Students experiences and theoretical knowledge are put into practice and dealt with through practical application. Participation in the programme requires active work on development projects which can be related to a concrete learning environment. The study programme is arranged around four different themes, with the education being based on students own experiences of and questions relating to these themes. 1. Learning processes within medical care and health care from a system perspective

6 Page 6 (8) The medical university and health and medical care are explored as contexts and cultures in relation to education, learning and research. There is a particular focus on interprofessional education. System factors such as objectives, frameworks, regulations and conditions for change are analysed. Attention is paid to learning processes at micro to macro levels, in relation to students, teachers, managers, professionals and patients, and the relationships between these levels. 2. Learning processes from an individual perspective Theories about learning such as motivation, memory, comprehension, construction of understanding, meaningful learning and metacognitive processes are studied. There is an emphasis on developing independent learning, information skills, a critical approach and the ability to integrate theory with practice. Central to the programme is the way in which learning situations can be planned and assessed within different contexts in order to encourage and facilitate learning based on pedagogical theories, proven experience and the use of technology. Learning processes arise in a variety of contexts, in relationships between teachers and students, between clinicians and patients, and between colleagues with differing levels of experience. 3. Developing a metaperspective of learning There is a focus on investigating, reviewing and evaluating education and learning processes within the field of medical education. A range of paradigms, research initiatives and methods are studied, applied and analysed. The ability to communicate, express oneself and reason in terms of medical education issues and problems with different target groups will be practised in writing, orally and using other media. The personal development process is monitored and documented using the portfolio method, and is related to developing scholarship in medical education. 4. Managing development Theories are studied relating to development, change and improvement processes. There is a focus on the content and development of a strategic pedagogical level within medical academic contexts, as well as skills development and learning processes for teachers and educational managers. Conditions and forms for collaboration in relation to learning and development are key elements of this theme. Particular attention is paid to awareness of and learning for a changing future. These four themes are addressed with different focuses within the programme s various courses. The content is integrated into the courses, and a number of the themes recur during several of the courses. All themes are introduced and dealt with to a certain degree during the first half of the programme. There are opportunities to study certain fields, based on individual interests, within the framework of the courses. Throughout the programme, students use the portfolio method, both to reflect on their own progress and as a basis for assessment. During the second half of the programme, students choose a more in-depth specialisation, which is reflected in both the elective courses and the degree project. There are four main specialisations within the programme: academic management, educational development work, professional development and subject didactics within the field of medicine and health care. This means

7 Page 7 (8) that, during the second year, students carry out a research project within one of the main specialisation areas. The programme includes elective courses corresponding to 15 higher education credits. This means that students are offered one or more courses within their chosen specialisation. Independent development work is a key working method. Students can choose to carry out two degree projects worth 15 and 30 higher education credits each, or one comprehensive degree project worth a total of 45 higher education credits Teaching language The teaching language is English. 5. Transitional provisions Other guidelines 6.1. Grading scale The grades used are Fail, Pass or Pass with Distinction. Alternative grading scales may apply to elective courses or cross-programme courses. The grading scale is detailed in the course syllabus. 7. Study plan with constituent courses Courses marked * are part of the Degree of Master of Medical Science (One Year) with a Major in Medical Education Name of the course Scholarship i medicinsk pedagogik * Scholarship of Medical Education Lärandeprocesser * Learning Processes Integration av teori och praktik * Integration of Theory and Practice Design och bedömning av lärande * Design for and Assessment of Learning Interprofessionellt lärande * interprofessional learning Att leda förändringsarbete och lärande * Leading Change and Learning Examensarbete i medicinsk pedagogik 1* Degree Project in Medical Education 1 Valbara kurser Elective courses Forskningsmetodologi i medicinsk pedagogik Research in Medical Education Examensarbete i medicinsk pedagogik 2 Degree Project in Medical Education 2 Higher education credits Level 15 Second AV 15 Second 15 Second AV 30 Second AV Depth of the course Instead of completing two degree projects corresponding to 15 and 30 higher education credits, students may choose to complete:

8 Page 8 (8) Examensarbete i medicinsk pedagogik Degree Project in Medical Education 45 Second AV