Programme specification: Teaching and Learning for Health Professionals (modular) (MSc) in 2023/24

Programme code	8MEED003T
Programme type	Postgraduate Taught Degree
Programme director(s)	Annie Noble-Denny
Faculty	Faculty of Health Sciences
School/department	Bristol Medical School
Teaching institution	University of Bristol
Awarding institution	University of Bristol
Accrediting types:	Accredited by the Academy of Medical Educators (https://www.medicaleducators.org/)
Mode of study	Part Time
Programme length	1 years (part time)

This section sets out why studying this programme is important, both in terms of inspiring you as an individual and in considering the challenges we face. It describes how this degree programme contributes to:

• your learning within your chosen discipline together with important discipline-crossing links
• your development as a person
• your development as a professional in your discipline

• To improve the quality of teaching and learning and have a positive impact on the effectiveness of educational practice in the health professions.

• To develop participants’ skills in education, educational management and educational research.

• To enable participants to examine the main principles and theory involved in effective teaching and learning both generically and with specific reference to the health professions.

• To enable participants to improve their own practice within a supportive learning environment, through critical analysis and reflection upon teaching and learning and their own teaching.

• To enable participants to disseminate best practice by being more informed about educational issues and theory and by encouraging discussion about these in the workplace.

• To enable participants to perform educational tasks and educational management in their work to a higher standard.

The learning outcome statements shown below for your programme have been developed with reference to relevant national subject benchmarks (where they exist), national qualification descriptors (see the Framework for Higher Education Qualifications) and professional body requirements.

Teaching, learning and assessment strategies are listed to show how you will be able to achieve and demonstrate the learning outcomes.

This programme provides opportunities for you to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:

Learning by knowledge (i.e. Making a personal connection to your field of study)

Programme Intended Learning Outcomes	Learning/teaching methods and strategies
Design and plan learning activities and/or programmes of study Teach and/or support learning in the health professions Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices Demonstrate knowledge, skills and reflexivity in relation to educational practice appropriate to the subject material in their own discipline Describe and use methods for teaching and learning appropriate to their subject area and academic level Demonstrate knowledge of how students learn, both generally and within their subject/disciplinary area(s) Employ appropriate learning technologies to support teaching and learning Employ appropriate methods for evaluating the effectiveness of teaching Understand the implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching	Teaching methods will be drawn from a wide range of approaches including: workshops, small group activities, lecture, discussion, debate, presentations, case studies, role play, interactive whole-class teaching, tasks which apply new learning, video critique, online activities and problem based learning.
	Methods of assessment (formative and summative)
	Assessment will be drawn from a range of approaches including: essays, reports, presentations, educational designs, written reflection, micro-teaching with observation and feedback, reflective writing, contribution to online activities and in-class workshops and activities, self assessment, peer and tutor assessment.

Learning by doing (i.e. applying your knowledge and practicing your skills)

Programme Intended Learning Outcomes	Learning/teaching methods and strategies
Students will develop critical, analytical skills within the area of teaching and learning to inform their own development as teachers, tutors, educational supervisors, assessors (etc.) within medical and health care education and training. They will critically appraise educational literature and theory and show that they are able to apply evidence based teaching within their own subject/specialty. They will demonstrate initiative, originality and creativity within this area. They will show the ability to synthesise all aspects of their learning on the programme in order to address changes, problems and complex issues in their own area of work. They will develop appropriate skills to work at master's level for each stage of the Certificate, Diploma and MSc. Communicate effectively, with colleagues and a wider audience, in a variety of media.	Teaching methods will be drawn from a wide range of approaches including: workshops, small group activities, lecture, discussion, debate, presentations, case studies, role play, interactive whole-class teaching, tasks which apply new learning, video critique, online activities and problem based learning.
	Methods of assessment (formative and summative)
	Assessment will be drawn from a range of approaches including: essays, reports, presentations, educational designs, written reflection, micro-teaching with observation and feedback, reflective writing, contribution to online activities and in-class workshops and activities, self assessment, peer and tutor assessment.

Learning by being (i.e. personal and skills and attributes)

Programme Intended Learning Outcomes	Learning/teaching methods and strategies
Develop a broader understanding of education and training across the health service in specialties and health-care professions other than their own. Engage in multi-professional learning and teaching in the health professions. Develop and promote a commitment to lifelong learning. Use initiative, self-direction and originality when taking responsibility for tackling and solving problems.	Teaching methods will be drawn from a wide range of approaches including: workshops, small group activities, lecture, discussion, debate, presentations, case studies, role play, interactive whole-class teaching, tasks which apply new learning, video critique, online activities and problem based learning.
	Methods of assessment (formative and summative)
	Assessment will be drawn from a range of approaches including: essays, reports, presentations, educational designs, written reflection, micro-teaching with observation and feedback, reflective writing, contribution to online activities and in-class workshops and activities, self assessment, peer and tutor assessment.

Intellectual Development

This section describes what is expected from you at each level of your programme. This illustrates increasing intellectual standards as you progress through the programme. These levels are mapped against the national level descriptors published by the Quality Assurance Agency.

Level M/7 - Postgraduate Certificate	On completion of the Certificate, participants should be able to: • Manage, support and enhance student learning through a variety of approaches and strategies. • Use a range of strategies to evaluate their teaching and for the assessment of student learning and to participate more effectively in appraisal mechanisms. • Demonstrate an understanding of learning and teaching in the workplace, and healthcare in particular. • Design effective seminars, workshops and courses of study. • Use reflection as a tool for critical thought on the teaching and learning process • Employ appropriate learning technology to support teaching and learning • Integrate an understanding of equality and diversity issues into their planning of teaching and courses and into their assessments of learners.
Level M/7 - Postgraduate Diploma	On completion of the Diploma, participants should be able to demonstrate the Intellectual Development specified at Level M - Postgraduate Certificate, and also be able to: • Demonstrate skills/knowledge in a range of educational techniques/issues as a result of the optional units they have chosen. • Analyse teaching and learning contexts (formal courses or work-based) in terms of the educational literature they have encountered. • Apply relevant educational theories to real-life teaching and learning situations that they encounter. • Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
Level M/7 - Postgraduate Masters	On completion of the MSc, participants should be able to demonstrate the Intellectual Development specified at Level M - Postgraduate Diploma, and also be able to: • Evaluate literature appropriate to their chosen dissertation topic. • Demonstrate research skills and the ability to communicate the results and their implications. • Produce a dissertation on an educational topic that shows evidence of critical analysis of the literature, their results and/or conclusions. • Demonstrate further self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

Admissions Information

For information on the admissions requirements for this programme please see details in the postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.

Additional Information

The course prepares people to train and educate health professionals. Of necessity, therefore, all learning, both theoretical and practical, is rooted in the clinical workplace and the content is driven by the needs of clinical teachers and learners. To this end the programme is embedded within the Faculty of Health Sciences Clinical Academies in outlying hospital trusts, so strengthening University-NHS links and the identity of the University in clinical contexts.

The programme is flexible, modular and part-time for busy professionals. We have adopted a blended learning approach combining attendance at workshops with extended study and activities away from the campus.

There are no exams on this course: summative assessment is by submission of coursework supported by formatively assessed activities. Hence, the hours attributed to "Assessment related activities" appear extensive because they account for the nature of the programme.

Source For Further Information

http://www.bris.ac.uk/medical-education/tlhp/

Year 1 (2023/24 entry cohort) (Part-time)

Applicants for the MSc must have successfully completed the PG Diploma in Teaching and Learning for Health Professionals.

All units in this programme are must pass. For the definition of must pass units please see the Glossary of Terms from Annex 1 to the Regulations and Code of Practice for Taught Programmes.

Unit Name	Unit Code	Credit Points	Status
Dissertation	MEDIM0300	60	Mandatory	AYEAR
MSc in Teaching and Learning for Health Professionals		60

Progression/award requirements

The pass mark set by the University for any level 7 unit is 50 out of 100.

For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.

Degree classifications:

An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds. An exit award with Merit or Distinction may be permitted where students are prevented by exceptional circumstances from completing the intended award.

The classification of the award in relation to the final programme mark is as follows:

Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.

Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.

* The MA in Law has separate regulations for awarding distinction and merit.

** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.

Diploma/certificate stages:

All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.

To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level 7.

To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level 7.

Additional progress information

Although shown here as one part-time year, students can take up to two years to complete the MSc (or four to six years from starting the PG Certificate).