For more information about any of units running in 2020/2021 please see the links listed below.
To see the full unit catalogue information please click here
Research Methods - MEEDM0001
Are you going on to the TLHP dissertation or are you interested in carrying out research into health professions’ education? This unit will help you develop the appropriate knowledge and skills in education research in order to carry out an independent project. It is a mandatory unit for those going on to the dissertation.
This is the module for you if you want to:
- Perform a literature search in education databases
- Develop appropriate research questions
- Design an appropriate research study in the workplace
- Identify strengths and limitations of various qualitative and quantitative data collection and analysis methods.
- Developed a broader understanding of research issues, including research paradigms and ethical issues
- Developed a reflective approach to your own research
This module draws on contemporary health professions education research and social science research literature to develop your skills, understanding and personal reflection. You will develop your own research proposal through group presentations and writing.
Past students of the module say…
‘Lots of useful guidance and exercises to consider how to design a research question and project’; ‘Liked the workshop and relaxed atmosphere, able to ask questions’; ‘Interactive discussions and learning from each other’.
Exploring Contemporary Issues in Professional Education MEEDM0029
Interested in exploring current educational issues in your health care profession? Do you want to look at those issues in a wider context beyond that profession? This unit is for you if you want to:
- investigate a contemporary and relevant issue in health professions’ education
- contextualise the issue in a wider framework
- identify implications for practice of recent research on this issue
- critically read a range of contemporary research and literature
- present your findings to peers and undertake peer review and assessment
This unit draws on literature from the philosophy of education, sociology and history to develop your wider understanding of a current educational issue in your profession. We will use a case study to illustrate these different frameworks and you will investigate an issue of interest and relevance to you.
Past students on this module say ….
“ gave me time, space and direction to think in depth about the issues facing healthcare students today and how we can support them” “I enjoy all the time for debate and bringing in personal experience but putting into wider context”
Leading in Education - MEEDM0036
Are you interested in leadership, or ever wondered how to develop and manage change in an educational setting?
Both these topics and more are captured with this unit. You will…
- Explore personal leadership styles.
- Consider the roles of leaders specifically within a healthcare education setting.
- Discuss approaches to strategy and change management.
- Apply theoretical perspectives to real scenarios in your own context.
- Critique the literature pertaining to leadership and management.
- Undertake a project that relates to your own leadership challenges for the summative assignment.
A highly practical and ‘hands on’ approach to unpacking contemporary issues in leadership and management. The style of teaching delivery focusses upon group participation and discussion.
Past students on this unit say ….
“I appreciated the group discussions and personal reflections on teams and leadership styles”.
Technology Enhanced Learning MEEDM0032
Are you fascinated by technology or, perhaps, a little sceptical about its usefulness in educational settings? There is scope for both on the TEL module. You will…
- Explore unfamiliar technological ‘tools’ and their potential in health-care education
- Discuss the pedagogical rationale for TEL
- Critique the literature pertaining to TEL
- Engage in supported, hands-on creation of resources which you can use later
- Undertake a project of your own choice for the assignment.
We will invoke some familiar educational concepts, as well as new ideas and practical issues, such as copyright and sustainability of TEL resources. Day two will involve a fair bit of practical learning/ experimenting; no technical expertise is required, however.
The final assignment will be a presentation of an artefact/ resource which you will develop.
Past students on this module say ….
“Current, relevant, enjoyable, stimulating. Likely to change practice”.
Language and Discourse: teaching effective communication MEEDM0023
Interested in language, communicating to a range of audiences (including patients and fellow professionals) and in teaching communication skills? This is the module for you. If you want to know:
- What social and cultural factors impact on the language we use
- How language shapes our attitudes to people
- How writing and speech differ, beyond their mode of delivery
- The linguistic tools we can use to analyse spoken interactions
- Linguistic tools for the analysis of discourse
This module draws on the research fields of both health sciences education and linguistics to develop your teaching and your ability to undertake linguistic analysis. You will get a chance to practise linguistic analysis of your language use at work and also linguistic analysis of texts.
Past students on this module say ….
'The tutor models her communication on the principles being taught' 'We enjoyed the session, providing depth about how to improve communication'
Curriculum Development & Course Design - MEEDM0031
This unit introduces you to curriculum theory and practice in order to help you to critically apply educational literature and research to designing a course or developing an existing curriculum.
- Are you already planning and running courses?
- Do you need to update curriculum?
- Have you identified a new need for a course?
During the two study days we will review current curriculum theory and, as part of your assessment, you will plan or re-plan your own course. This may be theoretical but it is good to work on a design that will eventually be used in practice. It does, however, give you a basis for future course development projects.
We build on educational theory you have already met in the Certificate as well as introducing some new concepts. By the end of day 2, you will also have had the opportunity to draft and receive feedback on elements of your ultimate new course/ curriculum. The work is supported by a clear framework which guides you to include all appropriate elements of the process.
The main part of the assignment consists of an oral presentation to the other class members. This is perceived as a really useful exercise as it enables questions from fellow health professionals as well as tutors.
Past students of this module say:
- Exploring problems together was good.
- NO ESSAY!
- Practical course. Feedback very useful – (tutors) really supportive of our projects
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