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

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.