Medical and Healthcare Education

MSc

Intermediate award(s): PG Cert, PG Dip
Full-Time

Course overview

This course will introduce you to the core, curricular and structural concepts of learning and teaching within a healthcare context. The main aim is to enable you to develop your skills of independent thinking and practice, based on an advanced knowledge base in learning and teaching.

The course content will give you a good grounding in methods of learning and teaching, as well as an understanding of educational theory. You will go on to explore and evaluate the relationship between adult education and professional development.

Teaching strategy employs a range of methods including large group discussions, seminars, group work, work-based discussions and e-learning. By the time you graduate, you will be well qualified to act as a role model within an inter-professional context, capable of implementing evidence-based practice, and able to promote the establishment and development of learning communities within your work environment.
Core modules: PG Cert
  • Core Concepts in Learning and Teaching (30 credits)
  • Curricular and Structural Concepts for Lifelong Learning (30 credits)
Core modules: PG Dip
  • Core Concepts in Learning and Teaching (30 credits)
  • Curricular and Structural Concepts for Lifelong Learning (30 credits)
  • Research Studies (30 credits)
  • Plus one optional module
Core modules: MSc
  • Core Concepts in Learning and Teaching (30 credits)

    This module intends to introduce you to the core concepts of learning, teaching and assessment within a professional/higher educational context. It will encourage you to use effective models of reflection to develop and enhance your own teaching practices in light of relevant theoretical models of learning and your own experience as learners and teachers. The module will address practical aspects of teaching from motivating learners through designing and utilising learning resources, to enhance your teaching strategies. Additionally it will provide guidance on planning sessions and courses to maximise the quality of the learning experience of learners incorporating critical analysis of educational feedback strategies.

  • Curricular and Structural Concepts for Lifelong Learning (30 credits)

    This module intends to further expand your understanding of the evidence base within learning, teaching and assessment. This will extend to the domains of the organisational, curricular and structural concepts of learning and teaching embedded within lifelong learning approaches, curriculum development theory, assessment and professional access and accreditation processes. This will promote the holistic approach to learning and teaching in totality and how education positively impacts on healthcare delivery.

  • Research Studies (30 credits)

    This module is designed to provide you with a critical overview of the main methodologies and designs applied to research within health and social care, professional practice, regulation and policy. It will provide you with an opportunity to explore the theoretical dilemmas that underlie the process of inquiry and its relationship to practice. The module will provide a framework within which to select, evaluate and justify the research methods chosen for your research project.

  • Masters Dissertation (60 credits)

    This module is of central importance to your Masters award. You will be expected to bring together aspects of learning from previous modules and to use it as the basis for planning, conducting and writing up a research or work-based project.

  • Plus one optional module

Assessment

The forms of assessment vary and include written essays, research proposals, educational portfolios and research reports as well as data analysis. To gain the Masters award, students must complete a Masters Dissertation.

Facilities

The overall aim of the course is to enable you to develop skills of independent thinking and practice, based on a mastery of understanding of the advanced knowledge base in the learning and teaching area of practice. The teaching and learning strategies for the modules use a combination of group discussion, seminars and student-led sessions. The structure and timing of the modules is such that you will be given the opportunity to engage in reflective activity in the workplace alongside formal teaching, fostering close articulation between academic and professional learning.

Special features

Past students have included GPs, hospital consultants, dentists, nurses, midwives and allied health professionals who have gone on to be the educational trainers and supporters of learning of undergraduate and postgraduate students. There is a strong emphasis on inter-professional learning, seen as offering the opportunity to develop mutual respect and build partnerships which will ultimately benefit healthcare delivery.

The course is also Nursing and Midwifery Council (NMC) approved and students undertaking the postgraduate diploma will meet the NMC requirements for the professional recordable qualification Stage 4: Teacher, while the postgraduate certificate meets the NMC requirements for practice teacher and eligibility for GP associate trainer and GP trainer professional accreditation. The NMC recognises Anglia Ruskin University teaching staff as committed, enthusiastic and very professional and this course has been successfully running since 2002. It is in fact, the longest running course of its kind in the East Anglia region.

The course is taught by inter professional lecturers, these include; GP's, nurses and educationalists. Students who have previously successfully completed the course include midwives, GP's, dentists and physiotherapists along with a range of other allied professionals.

Additional course features include:
  • large group discussions in typical classroom environments to engage with new and emerging knowledge bases, to enhance discussion surrounding learning through transmission modes to larger groups and to promote presentation skills
  • seminars which provide an opportunity for critical discourse about educational activity
  • group work that promotes the learning with and from peer groups, provides an opportunity to participate in PBL/IBL facilitation
  • work-based discussions/action learning sets that encourages the smaller group to mange their own learning and critical reflective learning skills through evaluation of the taught days, unpicking of your own experiential learning and the promotion of organising learning in a proactive manner
  • e-learning, through the WebCT platform students will have an opportunity to continue to discuss the learning activities, organise their action learning needs as well as make use of the information repository providing both resources and video clips
  • individual tutorials, both face-to-face and online, that will facilitate specific enquiry within your own learning contexts.

Annette Thomas-Gregory

Senior Lecturer, Medical and Healthcare Education

“Having trained in the early 1980's, I specialised in cancer nursing from the point of registration. In more recent years I have been employed as a senior lecturer, primarily involved in developing cancer and palliative care educational programmes in East Anglia. I am especially passionate about improving the quality of care offered to these patients, and minimising inequalities, and see education of health care practitioners within the field as an essential means of achieving this goal.”

Links with industry and professional recognition

This award meets the professional body requirements for nursing and midwifery as the postgraduate certificate will enable you to work towards the NMC practice teacher role and NMC Stage 4 teacher recordable qualification and postgraduate general practice education.

Please note further designate modules may be required to achieve full professional body status requirements.

Associated careers

The aim of this course is to develop educationalists within the healthcare sector who can become both the guardians of professional learning and the educational leaders of the future.

Entry requirements

Candidates will require a minimum of 3 years post professional registration/experience and a minimum of a 2:2 degree honours.

How to apply

Locations

Duration

1 year

Teaching times*

Tues between
9.00am and 5.00pm
and Wed between
1.00pm and 4.00pm

Available starts

September, January

Student finance

Open Day

Saturday 13 July
Postgraduate Open Day

Faculty

Health, Social Care & Education

Department

Allied Health and Medicine

Contact us

UK and EU applicants:International applicants:

 

*Teaching days and times are for guidance only and are subject to change each academic year. We advise all applicants to wait until they are in receipt of their timetable before making arrangements around their course times.

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