Master of Science in Clinical Education (by e-learning)

1

Master of Science in

Master of Science in

Clinical Education

Clinical Education

(by

(by

e-learning

e-learning

)

)

Accredited by

The University

of

Edinburgh

In partnership with

National Health Service, Education Scotland In partnership

2

Quick Quiz 1

• Can you explain how Abraham Flexner

influenced medical education in Japan?

• Have you read the Edinburgh Declaration?

• Do you know how to establish reliability, validity

and set the global standard in an exam?

• Can you design any aspect of a medical

curriculum using outcomes, competences and

constructive alignment?

• Can you give evidence-based advice to any

medical school, anywhere in the world, about

developing their medical programme?

3

• All clinicians teach.

• Clinical Education has an established

body of attitudes, skills, knowledge.

• Clinical Educators should conform to

high professional standards.

Why Clinical Education?

Training, development and accredited qualifications are normal in all walks of life. All clinicians teach, but most do not have any

qualification, and most clinicians have no evidence that their understanding of education is sound. They would not practice medicine without an appropriate qualification, so why do they do they believe they can teach? Worse still, whole communities of teachers receive students into courses that lack any quality assurance or professional scrutiny. This attitude would not be acceptable in clinical practice, so why is a different standard accepted for educational practice. As professionals we have an obligation of ‘professionalism’ to our patients and our students.

4

Course directors:

Phillip Evans, David Blaney

• 2000-2003 Professional Certificate

• 2004 Masters in Medical Education

• 2006 Masters in Clinical Education

• e-CPD courses in Clinical Education

• 2007 Doctorate in Clinical Education

Course History

In Edinburgh, a series of courses have been prepared to raise awareness in clinical teachers. 100 people participated in the professional certificate. Many expressed and interest in higher qualification, and so a taught masters course was introduced. Advances in learning technology has led to two on-line courses, the Masters and the shorter e-CPD courses. There are discussions about extending the masters course to a taught doctorate from 2007.

5

Programme Ethos

• Theoretical concepts (teaching, learning

and assessment) are considered in

context

• Course-students reflect on the concepts

within their own professional context and

personal circumstances

• Applies to both undergraduate and

postgraduate phases.

The ethos of the programme considers the theoretical principles in the participants own professional situation (for family practice, surgical ward, pathology lab, university) and personal circumstances (early-career learning to teach, late-(early-career responsible for a whole course). This promotes the principle of reflective practice and enables the participants to translate propositional knowledge into their own work-place or tacit domain, developing their understanding and improving the quality of their professional practice.

6

Programme Ethos

•

Evidence from the literature

•

Profession situation

•

Personal circumstances

Now I’m glad I have my MSc in Clinical Education…….

So are we!

Example 1 an early-career orthopaedic surgeon has to adopt the principles of clinical skills training, using a simulated patient in a clinical skills laboratory. Knowledge of the models for teaching clinical skills, and understanding the opportunities and limitation of using simulated patients provided the students with an effective learning experience that both tutor and students enjoyed.

7

Programme Ethos

•

Evidence from the literature

•

Profession situation

•

Personal circumstances

Now I’m glad I have my MSc in Clinical Education…… .

So are we!

Example 2: A mid-career physician has to introduce students to the complexity of a consultation with a patient who presents with a potentially life-threatening condition. Knowledge of problem-based learning provided both tutor and students with a mutually valuable experience. 8

• Certificate:

• Diploma

• Mastership

Programme Summary

The programme is a part-time course running over 3 years. It requires about 10 hours per week of shared learning and private study. In the third year the student writes an evidence-based thesis about a topic of their choice.

9

Programme Structure

• Certificate courses:

– Principles of teaching and learning

– Assessment and standard setting

– The Curriculum

In Year 1, the Certificate has 3 courses (c. 8 weeks each) that cover the dynamics of teaching and learning and the structure of educational programmes.

10

Programme Structure

• Diploma courses:

– Research methods

– Appraising and Developing the Individual

– Policy, Management and Leadership

In Year 2, the first course focuses on the research methodologies that are used to gather evidence in clinical education. Example of successful research will be presented by successful researchers. This course will establish an understanding of how to write the thesis. Two other courses will consider the more sophisticated aspects of high-quality postgraduate and undergraduate programmes

11

Programme Structure

• Mastership:

Thesis=

15000 word research study

The aim of a Masters thesis is to demonstrate capability in research (gathering and expressing evidence in answer to a question, in a systematic way). This is not as substantial as a Doctorate thesis.

12

•

To emulate scholarship

•

understand research,

•

write papers,

•

present work,

•

review work,

•

To prepare a thesis.

Purpose of Assessment

The assessments are the learning experiences that develop the attitudes, skills and knowledge required to write a paper or a thesis.

13

•

Skills in gathering evidence:

(qualitative and quantitative)

•literature

•observation

•questionnaire

•semi-structured interview

•

written expression of evidence

•academic paper

•poster

•presentation

•

Thesis

Assessment

The assessments cover a number of skills, and emulate a number of ways of expressing evidence of clinical education.

14

Assignments are published in an end-of-course journal, for peer-review.

Academic emulation 1

(Tutor-marks and feedback are private)

Each assessment is an assignment in the form of a written paper. Peer-review of papers is now common practice, and the skills of writing and reviewing are developed in this part of the programme

15

Peer Assessment of

a Poster?

Academic emulation 2

The principles of writing posters and reviewing posters prepared by other authors are considered.

16

Academic emulation 3

Power-point slide summary, with notes?

Making a presentation using ‘power-point’ appears to be easier than it looks. Even experienced presenters need to revise and refresh their skills.

17

• Certificate:

– 3 assignments

• Diploma

– 3 assignments

• Mastership

– Thesis

Assessment summary

The assessment for the whole programme requires 6 assignments (grade c or above on the university postgraduate marking scheme), and the thesis, normally within 3 years.

18

• Flexibility

– Time

– Location

– Communication

Why e-learning

Why e-learning? Clinicians suffered a conflict of interest between attending the course and seeing patients, or teaching. In addition, traveling distance from the university was a barrier. The on-line course removes the barrier of distance, and allows more flexibility of time for study. Taught sessions are easier to attend on-line (nor traveling, and the time is normally about 1 hour). Collaborative learning and self-directed learning is convenient and flexible.

19

Edinburgh excels in E-learning

Queen’s Anniversary Award, 2005

Edinburgh excels in e-learning. Students make extensive use of the on-line facilities, most of which have been developed in-house.

20

Buckingham Palace, February 2006

The College of Medicine was given an Award by Her Majesty Queen Elizabeth, for it’s electronic curriculum. This photograph shows Dr Rachel Ellaway (who designed and prepared most of the technology) being presented to her Majesty by Professor Tim O’Shea, Principle of the University of Edinburgh.

21

• Edinburgh electronic medical curriculum

• Four postgraduate courses on-line – Anaesthetics

– Neuro-imaging

– International Animal Health – Clinical Education

E-learning in the College of Medicine

•

http.//www.mvm.ed.ac.uk/gradschool

Excellence in E-learning in the undergraduate programmes are now extending into he postgraduate arena. The College has now introduced four on-line courses.

22

Clinical Education on-line

Inter-net access

Headset-microphone

Web-cam

Postgraduate students can study Clinical Education from their own location. The requirements are an inter-net ready computer, headset/microphone and web-cam.

23 Enter the Forth-suite

Lecture:

Interactive and real- time Archived:

resource materials

Learning activities

Discuss student-student(s) Discuss tutor-student(s)

Forth-suite, ‘Skype’, email, i-chat.

Students enter the course web-page (The “Forth Suite”) select “real-time” sessions, archived resources, or discussion boards.

24

Real-time interactive session

presenter and students participants text-chat academic notes Interactive White-board

Real-time sessions take place in a “virtual room”. Interaction takes place using audio, visual and text-based live links.

25

Part of an on-line lecture (archived)

Tutors prepare archived materials that students may access at any time.

26

Part of an on-line discussion

Outcomes? Eiji: Who uses outcomes?

Tony: Outcomes statements were used by the “Scottish Doctor” and now the EU Tuning project is listing them for Medicine in Europe. Every medical programme should have them

Lisa: What’s the URL for the Scottish Doctor?

Keiko: What makes a good learning objective? How are they written?

Collaborative teaching and learning may be “live” (audio and visual), but also include discussion boards.

27

resources

Academic papers may be accessed on-line through the “University Library On-line”. Paper copies of books or papers may be borrowed from your own library (UK universities have an arrangement for student access). NHS employees may use the NHS on-line library.

28

Quick Quiz 2

• Would you like to answer “yes” to the

all questions in Quiz 1?

• Would you like a postgraduate degree

from the University of Edinburgh

(without leaving home)?

• Would you like to make a real

difference to the education of your

students?

29

http://www.clinicaleducation.mvm.ed.ac.uk

Please visit the

Please visit theprogramme programme web-pageweb-page…………

All the information you need is in the course web-page. Please take a look. 30

Any questions?

Email:

Email:

Phillip.

Phillip.

Evans@ed

Evans@ed

.ac.

.ac.

uk

uk

http://www.clinicaleducation.mvm.ed.ac.uk