180 credits of compulsory modules.
HPDM061: Researching Clinical Education
In this module you will be introduced to the concepts and approaches to data collection and analysis required to research clinical education. This is an important activity for clinical educators: to undertake their own evaluation and research projects; to support learners within a research-inspired inquiry-led learning environment; and to understand and critique published research. The assessment will take the form of a research project proposal, which participants may then use in a variety of ways.
This module aims to support clinical educators to undertake scholarship and/or research that can inform their own practice and/or that of others.
It will provide explicit support for those full time postgraduate students who are planning their own Master's thesis projects but will be equally important for anyone undertaking evaluation or research projects, or engaging with published research.
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HPDM095: Introduction to Literature Reviews
In this module you will learn to undertake a literature search on a topic connected with your own programme and to make sense of the information you find. This is an important activity for educators (clinical or otherwise), in order to find out about new and innovative approaches to teaching, learning, and assessment; and to make decisions about your field that are grounded in good theory and evidence. You will consider both opportunities and challenges associated with incorporating an evidence-based approach. The assessment will be a literature review, which we hope some of you will go on to publish in a relevant peer-reviewed journal in order to engage with a wider scholarly community.
You will be supported to explore how your chosen topic relates to wider global priorities, including the UN Sustainable Development Goals (SDGs). Whether or not you choose an explicitly SDG‑related topic, you will be asked to consider how sustainable development principles shape the interpretation, relevance, and potential impact of the evidence you review.
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HPDM103: Teaching Practitioner
This module builds on some of the theory and concepts introduced in Education Essentials, and enables you to further apply learning and teaching principles to a wider variety of practical situations such as lectures, tutorials and small group sessions.
You will extend your knowledge of work-based learning and apply contemporary ideas to practical work based situations.
You will be expected to reflect on how to improve your teaching and the teaching of others. Through this process you will learn about quality and management issues in teaching and learning.
This module aims to extend your teaching knowledge and skills and also introduces you to some principles of educational leadership and management. There is a strong emphasis on looking at how educational ideas are translated into practice. You will also be invited to reflect on and plan for your future development, including opportunities for professional recognition.
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HPDM104: Assessing Learning
This module introduces the principles and practice of assessment in clinical education, including assessment types and relevant theoretical frameworks. You will learn about the constructs used to evaluate assessments, such as validity, reliability, and utility, and how to apply these when designing an assessment. Through exploring the clinical education evidence base, you will explore a variety of work-based assessment tools and their use in continuing professional development. You will also consider the uses of learning technologies in assessment, and issues around equality, diversity, inclusion and their implications for assessment design and practice.
This module aims to give you both a sound knowledge of assessment principles and an understanding of how to apply them in assessment design for professional practice.
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HPDM105: Education Essentials
In this module we introduce you to the essential knowledge, skills and attitudes required of all healthcare professionals who educate - both in the workplace and in more formal situations such as lectures, tutorials and small groups. Through critical appraisal of learning theories and models of delivery, the module explores the practicalities of delivering high quality education in busy healthcare environments.
Teaching is a practical skill that uses complex ideas about how people learn. As a clinical educator, you will increasingly need to demonstrate appropriate knowledge and application of learning and skills in teaching.
In the module, you will explore how to apply educational theory and teaching models to develop your teaching and support learners in the workplace. Through observed teaching, and evaluation of a session that you deliver in your workplace, you will design an evidence-based action plan for improving your practice as a clinical educator.
Teaching observations, peer review, and other activities such as the microteaching you'll be expected to undertake as part of this module, provide evidence to draw upon should you decide to apply for professional recognition with Advance HE, the Academy of Medical Educators, or other relevant organisations.
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HPDM109: Principles of Curriculum Design and Evaluation
The principles of curriculum design and evaluation can be applied to many different contexts - from single teaching sessions to one day events and/or course programmes. In this module, you will learn about the concept of 'curriculum' and extend your knowledge on how curriculum trends, quality assurance and quality enhancement are involved when designing a curriculum. This will include addressing the concepts such as formal, informal and hidden curriculum together with the educational environment in which the curriculum is delivered. This builds on the content and learning from the Postgraduate Certificate. You will consider the views of a variety of stakeholders and discuss their sometimes-contrasting needs with regard to course structure, administration and outcomes.
As clinical educators, it is important to understand the principles of curriculum design that underpin our teaching programmes. This module will equip you with the knowledge and skills that are required to design curricula of any duration and also evaluate your teaching and learning in a clinical setting. As with other modules, there is an emphasis on developing both in-depth knowledge and practical experience.
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HPDM110: Teaching in a Digital World
Increasingly teaching relies on the use of modern digital technology to deliver ideas in interesting and innovative ways. Students increasingly expect teachers to make full use of innovative digital delivery methods. In this module you will have the opportunity to learn with the University of Exeter's Digital experts, and explore the educational benefits of blending technology with traditional teaching approaches.
You will be exposed to some of the mainstream digital educational and philosophical theories, such as the 'Technological, Pedagogical, Content Knowledge (TPCK) model, ADDIE Model and 'Gagne’s Nine Events of Instruction'. When digital educational theories are used appropriately, they can enhance the effective teaching and learning use of digital tools and subsequent reflective practice.
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HPDM142: Principles of Supervision, Mentoring and Coaching
In this module you will explore the important part supervision, mentoring and coaching plays in the learning process. You will learn about Pendleton's Rules, Agenda Led, Outcomes-based Analysis (ALOBA), Set-Go and have the opportunity to put your feedback skills into practice.
Educators need to encourage all learners to improve and to identify those who need particular support and guidance. They also need feedback and opportunities to reflect on their own performance. This module will equip you with the necessary knowledge and skills to give effective feedback, supervise learners, identify learners in difficulty and explore this important aspect of your role as an educator based in a clinical/healthcare education setting. In a similar manner to other modules, there is an emphasis on developing both in-depth knowledge and practical experience.
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HPDM148: Independent Research
This dissertation module is the piece of independent research associated with the Masters programmes in Clinical Education, Clinical Pharmacy, Health Research Methods and Extreme Medicine. It is also an optional module for MSc Medical Imaging. The module is co-delivered with HPDM148Z. It is designed to enable you to produce a project report under supervision, and to demonstrate project design, development, evaluation, synthesis and dissemination skills.
The aim of the independent research module is to enable you to demonstrate your ability to design, conduct, evaluate and write up a project on a topic that is of relevance to the title and aim of your award and in doing so, to demonstrate self-direction, originality and an ability to act autonomously in the planning and implementation of project skills at an advanced professional level.
Supervisors will be drawn from academic staff and external co-supervisors (where appropriate) depending on your research interest.
Students can undertake primary or secondary research, which can involve quantitative and/or qualitative data. Common research designs include formalised literature reviews (e.g., scoping or systematic reviews), cross-sectional surveys, and qualitative interviews. Students are guided to select appropriate topics given time and resource constraints, and the need to ensure studies have all necessary approvals (e.g., research ethics).
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