MSc in Medical Education 2013/14 prospectus - Royal College of ...

MSc in MedicalEducationThe MSc in Medical Educationis a highly popular jointprogramme delivered by theRoyal College of Physicians(RCP) and University CollegeLondon (UCL).The RCP is committed to providing multi-faceted educationalprogrammes of the highest quality for doctors. The RCP EducationDepartment is a centre of excellence which develops and deliversinnovative education both nationally and internationally.www.rcplondon.ac.ukUCL is one of the top twenty-five universities in the world with greatresearch strengths and a genuine commitment to educationalexcellence. UCL Medical School, rated the number one medical schoolin London, prepares students for their future role as a doctor. It alsosupports postgraduates to thrive in their developing careers.UCL Medical School aims to support doctors to develop the skills theyneed to become effective medical educators who take a scholarly andevidence-based best approach to teaching and learning.www.ucl.ac.uk‘‘Participating in the MSc is about more than just improving myteaching. Having a deeper understanding of the theory has ledme to reflect more effectively about supervision and trainingas well as giving lectures and tutorials.It is an opportunity to get really immersed in an area ofresearch that interests you.SpR, respiratory medicine> for more information, visit:www.rcplondon.ac.uk/medicaleducation

General informationProgramme overview and structureThe Postgraduate Certificate, Diploma and Masters inMedical Education are designed to meet the needs ofdoctors wishing to develop their roles as educators. Theprogramme attracts participants from the full range ofspecialties, including surgeons, general practitioners,psychiatrists and radiologists as well as physicians.Participants are mainly speciality registrars, consultants orother career-grade doctors.Postgraduate Certificate in Medical Education14 contact days Assessment linked to the taught topicsSelf-directed studyApproved for CPDPostgraduate Diploma in Medical Education13 contact days Assessment linked to the taught topicsSelf-directed studyApproved for CPDMasters (MSc)The programmes are part-time only, and are takensequentially, starting with the Postgraduate Certificate inyear one, progressing to the Diploma in the second year andfinally the Masters in Medical Education in the third year.The full masters may be taken over a maximum of five years.General informationApplicationsApplications are taken from January until the closing dateon 1 May 2013, in time for the start of the programmes inOctober 2013.Applications should be completed in full and returned withall required references and information to the Royal Collegeof Physicians (see address on back cover). Please do not sendyour application to UCL as this will delay the considerationof your application.Application forms can be downloaded from the RCP websiteat www.rcplondon.ac.uk/medicaleducationFees 2013/14PG Certificate in Medical Education (year one)Home/EU £3,500; Overseas £8,250PG Diploma in Medical Education (year two)Home/EU £3,750; Overseas £12,750MSc in Medical Education (year three)Home/EU £2,000; Overseas £5,250All fees are paid directly to UCL, who offer flexible paymentarrangements to postgraduate students.ResourcesAll printed materials will be provided for the students andthe programme is fully supported by access to electronicmaterials for self study.Jerwood Medical Education ResourceCentre (MERC)The MERC offers a lending collection of books and reportson all aspects of medical education to support participantson the course. All course participants receive an RCP Athensaccount for the duration of the course. This provides accessto e-journals, e-books and databases such as Medline andthe British Education Index.LocationAll teaching is delivered in purpose-built teaching facilities atthe RCP. The RCP is situated in a convenient and attractivelocation overlooking Regent’s Park in the centre of London,easily accessible by all forms of transport.6 contact days Dissertation supported by tutorsSelf-directed studyApproved for CPDEntry requirementsRCP/UCL Postgraduate Certificate in MedicalEducation (PG Certificate)Applicants for the PG Certificate must be qualified doctors atthe point of submitting their application form.Applicants should have a role in medical education. ThePG Certificate is a very popular programme, with moreapplicants than places available. Due to the competitionfor places, it is important to provide a detailed personalstatement with your application form. Within it, you shouldclearly demonstrate your responsibility for, experience of,and interest in medical education, and your reasons forapplying for the course.Postgraduate Diploma in Medical Education(PG Diploma)The PG Diploma is a continuation of learning from the PGCertificate, and as such participants must hold the RCP/UCLPG Certificate in Medical Education, or an equivalentqualification from another institution.Masters in Medical Education (MSc)The MSc is a continuation of learning from the PG Diplomaand applicants must have passed the assignments of theRCP/UCL PG Diploma in Medical Education to be eligibleto progress to the MSc thesis year. Students with diplomasfrom other institutions are not able to join for the MSc thesisyear alone.““The tutors were completely tuned in to the difficulties of trying tocombine a higher degree with a full time job plus family and werepragmatic about what could be achieved in the time.

Postgraduate Certificate in Medical EducationPG Certificate detailsThere is an increasing demand for doctors responsible forclinical teaching to gain appropriate training andqualifications in medical education. The one-year PGCertificate in Medical Education will enable participants togain greater knowledge of teaching and learning processesand to develop practical skills and techniques to becomemore effective educators. Participants will learn to useappropriate teaching strategies, and educational theory, toenhance the way they support learning.The PG Certificate is divided into four modules each of threedays duration, a tutorial day and a project-presentation day.Participants are expected to undertake self-directed studyand to complete an educational portfolio, as well as the fourmodule assignments.Module one: Teaching and learning inmedicine 1Examples of topics include:• how to plan teaching sessions for various settings• objective setting• structuring teaching for different types of learners• how to evaluate your teaching• accessing and applying medical education literature.Intended learning outcomesBy the end of this module participants will be able to:• recognise relevant educational theory and principles oflearner-centred teaching• identify the different learning styles of themselves andother participants and support learning accordingly• plan and structure a teaching event• write effective educational objectives and learningoutcomes relevant to their own teaching• select appropriate teaching strategies to maximiselearning• critically reflect on and use feedback on their teachingskills to develop future practice• use a range of evaluation methods• use a portfolio to record their development as a clinicalteacher.Module two: Teaching and learning inmedicine 2Examples of topics include:• how to set-up and conduct small-scale research inmedical education• evaluating medical education research literature• planning and facilitating more interactive small andlarge group teaching• course and curriculum design.Intended learning outcomesBy the end of this module participants will be able to:• describe the aims of small group teaching• describe the ways in which small groups behave• adopt strategies to create interaction in small groups• recognise barriers to learning and use strategies tomanage the learning environment• provide feedback to colleagues on the effectiveness oftheir facilitation of small group learning• use a range of techniques to facilitate interaction withina large group• conduct an educational needs assessment to inform aneducational programme• describe the different characteristics of qualitative andquantitative educational research• select appropriate research methods to collect educationresearch data• access and select educational databases and use electronicmedia for literature searches• carry out a literature search for their investigative study.Tutorial dayAn opportunity to discuss your assignments and receiveone-to-one feedback from your allocated tutor.Postgraduate Certificate in Medical EducationModule three: Assessment in MedicalEducationExamples of topics include:• improving bedside and on-the-job teaching• the role of patients in teaching• teaching clinical reasoning• exploring the purpose and principles of assessment• applying blue prints, matrices and standard setting toassessment.Intended learning outcomesBy the end of this module students will be able to:• identify the purposes of assessment• define validity, reliability, transparency, feasibility andeducational impact when applied to assessment• choose appropriate assessment methods according tothe purpose of the assessment• construct a blueprint for an assessment in their ownspecialty• assess performance in structured clinical examinations• assist trainee doctors in identifying learning objectivesand completing a personal development plan• handle underperformance of trainee doctors• explain the principles of performance and how tomeasure it• use different methods of workplace-based assessmentin a way that ensures validity, reliability, transparency,feasibility and educational impact• give effective feedback on workplace-based assessment.Module four: Educational Supervision andClinical TeachingExamples of topics include:• exploring 21st century apprenticeship• the role of mentoring in medical education• how to manage poor performance• improving workplace-based assessment and appraisal• addressing professional attitudes and behaviours• an introduction to e-learning.Intended learning outcomesBy the end of this module participants should be able to:• identify the role of the educational supervisor• recognise opportunities for teaching in the clinicalsetting• select appropriate strategies when teaching in a rangeof clinical settings• assist learners to reflect on their experiences throughquestioning and effective feedback• identify a range of methods for nurturing appropriateclinical attitudes• identify the range of resources available for clinicalteaching• develop ways of involving patients in teaching• identify approaches for teaching clinicalcommunication• apply education theory to bedside teaching• adapt their teaching to encourage the development ofclinical reasoning• reflect on and identify areas for improvement in theirown teaching.Project Presentation Day““ I would have no hesitation inrecommending this course toanyone interested in education.A day where all participants deliver a short presentationbased on their action research project, including preliminarydiscussion around the initial results and how they plan toprogress and complete the project. There will be allocatedtime for feedback from peers and a question and answersession to provide guidance for the completion ofparticipants’ studies.AssessmentThe PG Certificate is assessed by a written assignment linkedto each module (four 2,500 word assignments). The finalreport is on an action research project relating to aneducational issue that is relevant to your work, or aneducational initiative that you have introduced in yourworkplace.October 2013 Module one 3 daysDecember 2013 Module two 3 daysJanuary 2014 Tutorial day 1 dayMarch 2014 Module three 3 daysMay 2014 Module four 3 daysJune 2014 Project presentation day 1 day

Postgraduate Diploma in Medical EducationPG Diploma detailsThe PG Diploma builds on the PG Certificate by encouragingparticipants to adopt a more critical approach toeducational theory, and the use of it to evaluate their ownand others’ teaching and supervisory practice. Doctors whohave a leading educational role and are involved in thesupervision of trainees, or curriculum and coursedevelopment will find the diploma particularly relevant.We revisit and explore in more depth key medical educationtopics such as how learning happens, how to motivatelearners, course and curriculum design, educationalsupervision and apprenticeship, and how to measure theeffectiveness of educational interventions..Through the course of the PG Diploma participants furtherdevelop their education research experience by conducting aresearch project culminating in a 3,000 word report.The PG Diploma consists of 13 attendance days (threetwo-day sessions, two three-day modules and a viva day).Participants are expected to undertake self-directed study,complete a more in-depth educational portfolio, and themodule assignments.Module one: Advanced teaching skillsExamples of topics include:• applying learning theory to inform teaching design anddelivery• differentiation for different types of learners• using feedback to motivate learners• developing learners’ diagnostic reasoning skills.Intended learning outcomesBy the end of this module participants will be able to:• recognise and critically analyse key educationaltheories; behaviourism, constructivism, humanism andsocial-situational• integrate learning theory into teaching practice, beingaware of the theoretical approaches that could berelevant to different educational situations• evaluate theory relating to the motivation oflearners and apply this appropriately to address barriersto learning• describe the concept of differentiated learning andidentify practical ways of teaching that meet thelearning needs of mixed-experience students• critically evaluate educational theory and evidence, anddebate controversies that exist• reflect upon their own practice and articulate how itmay be described according to the theories andevidence described above• analyse the impact of feedback on learning anddevelop more effective approaches to using feedback• recognise the educational rationale for team-basedlearning and effectively implement it• apply principles of standard setting for knowledge testsand OSCEs• critically evaluate their own and other’s teaching andprovide feedback• present and justify evidence of professionaldevelopment in their reflective medical educatorportfolio.Module two: Research methods in medicaleducationExamples of topics include:• critiquing educational research• triangulation in qualitative research• setting-up and conducting focus groups and interviews• questionnaire design• data analysis.Intended learning outcomesOctober 20112 module one and two part one two daysDecember 2012 module three three daysMarch 2013 module one and two part two two daysApril 2013 module four three daysJune/June 2013 module one and two part three two daysJuly 2013 viva one dayBy the end of this module participants will be able to:• select appropriate qualitative and quantitative researchmethods to answer educational research questions• critically appraise educational research, including theirown• implement an ethical approach to planning andconducting research• identify how to collect focus group and interview-baseddata• design and use effective questionnaires for educationalresearch• apply the concept of triangulation to educationalresearch• carry out analysis of quantitative and/or qualitativedata• present educational research findings coherently to aknowledgeable audience• sensitively evaluate peer research.Postgraduate Diploma in Medical EducationModule three: Course and curriculumdesign in medical educationExamples of topics include:• theories and models of course and curriculum design• practical and political considerations in curriculumdesign• creating and leading change in curricula• course and curriculum evaluation• leadership roles in medical education.Intended learning outcomesBy the end of this module participants will be able to:• identify different theoretical and philosophicalapproaches to the development of a curriculum• analyse factors contributing to the differences betweenthe planned, taught and learnt curriculum• recognise the importance of assessment methods inaligning hidden and intended curricula and addressingbarriers to learning• consider the impact of external agencies on the contentand delivery of undergraduate and postgraduatemedical curricula• tackle the challenges specific to multidisciplinaryeducation in health care settings• identify processes and challenges in the developmentof current undergraduate and postgraduate medicalcurricula• design a course with these criteria in mind• recognise the educational rationale for problem-basedlearning and effectively implement it• evaluate an existing curriculum and makerecommendations for its improvement.Module four: Advanced Clinical EducationExamples of topics include:• critical review of workplace-based learning• evaluation of appraisal and assessment in theworkplace• improving educational supervision• teaching professionalism, communication skills andclinical skills• developing clinical reasoning in trainees.Intended learning outcomesBy the end of this module participants will be able to:• integrate theory and evidence into the practice ofteaching, assessing and supervising medical trainees• draw on educational theory to inform the teaching ofcommunication skills, medical ethics, professionalismand clinical reasoning• analyse the impact of personality and environment onworkplace-based learning and simulation• critically evaluate theory, evidence and approaches toworkplace-based education, including role modelling si• use knowledge of literature relating to workplace-basededucation, and reflection on their experience, to selecteducational methods appropriate to the new challengesof changing practice• critically evaluate their own and other’s supervisorypractice• integrate personal experience and educational theoryto improve support and supervision of junior colleagues.VivaParticipants will maintain a reflective portfolioof their educational activities throughout theyear and undergo a circuit of face-to-facemini-vivas. During each viva the examiner willask the participant to use their portfolio todiscuss evidence of their competence in areasof educational practice and to discuss theoryand evidence that informs their practice.AssessmentThe PG Diploma is assessed by three writtenassignments (two 3,000 word reports and a3,000 word educational research project), anda viva based on a reflective educationalportfolio maintained throughout the diplomayear.

MSc in Medical EducationMSc in Medical EducationDuring this year participants will be supported to undertakean individual piece of research, with the intention ofpublishing it, when written up. The research can bequalitative or quantitative, or a combination of the two, inany aspect of medical education that is meaningful to them.In previous years the topics have included:• trainees’ and trainers’ perceptions of case-baseddiscussion and ACAT as assessment tools• educational supervisors’ and trainees’ experiences ofthe e-portfolio• intended and perceived learning outcomes ofstudent-selected components (SSCs)• the teaching, learning and assessment ofprofessionalism.Examples of previous MSc dissertations can be read in theRCP Medical Education Resource Centre.The MSc cohort meets on several dates during the year, attimely intervals, to discuss progress with projects and toreceive peer and tutor support.Intended learning outcomesBy the end of this module participants will be able to:• write and critically evaluate an educational literaturereview• select a research methodology appropriate to theirstudy’s objectives and justify this choice• choose and use data collection methods that arealigned to the research question(s)• produce a Masters level dissertation that addressestheir research questions, demonstrates a sophisticatedunderstanding of educational issues and contributes tothe medical education evidence base.AssessmentThe MSc is assessed by a written dissertation which accountsfor 100% of the final mark. This should be 20,000 – 30,000words.Throughout the year, students are required to submit aformatively-marked research proposal of approximately3,000 words. Students also take part in a viva, where they willpresent their study and its findings to an audience of facultyand peers. The viva is designed to help provide formativefeedback prior to the completion of the thesis.MSc Medical EducationprospectusContact detailsThese courses are an opportunityto meet a diverse range of clinicianswho will be participating with you,and to benefit from someinspirational teaching.Postgraduate Programmes TeamEducation DepartmentRoyal College of Physicians11 St Andrew’s PlaceRegent’s ParkLondonNW1 4LETelephone: +44(0) 203 075 1562Email: education.courses@rcplondon.ac.ukWebsite: www.rcplondon.ac.uk/medicaleducation

Education DepartmentRoyal College of Physicians11 St Andrews PlaceRegent’s ParkLondon NW1 4LEUnited KingdomTel: +44 (0)20 3075 1562www.rcplondon.ac.uk/medicaleducationRegistered charity number 210528Setting higher standards