Medical Education MMedSci/PGDip/PGCert

As well investigating the various targets of assessment such as knowledge, skills and behaviours in a medical or healthcare professions education context, this module looks at some of the broader assessment considerations from stakeholders, such as patients, the public and the wider profession. This includes some of the areas deserving of particular focus in the 21st century such as clinical reasoning and judgement in uncertain situations as well as professionalism and team-working.

Key considerations involved in designing programmes of assessment are also explored, such as:

• experts to test expert judgement
• pass-fail standards and developmental levels
• the fundamentals of psychometrics
• the impact of assessment on learning (including feedback and remediation)
• the role of feedback and formative assessment in the educational process

The educational theory and evidence base for feedback models will be explored with a specific focus on feedback receipt and learner engagement in order to facilitate a change in future learner behaviour and outcomes.

This module introduces you to curriculum design principles and how they influence the educational philosophy and inform the delivery of education. It considers the influence of stakeholders such as the profession, the public and patients on curriculum design including the various drivers for change from a policy perspective and legislation such as the Equalities Act.

You'll gain insight into the way in which curriculum design is a process of defining and organising content; teaching and learning strategies; assessment processes; and evaluation processes. The module will explore the ways in which educators can ensure that curriculum design and educational environments are inclusive, as well as how we define culture, diversity and inclusion as they relate to educators.

The module also explores how the structure of the environment, as well as institutional culture and norms, influence the lived experiences of learners in the classroom or clinical workplace; investigate the influence of the learning environment on modifiable learner factors such as motivation and perception of relevance; consider the way in which the environment of the classroom or clinical workplace can be structured to consolidate previous learning experiences and facilitate the learning strategies of individuals to create an optimum climate for learning.

This module introduces you to the principles of teaching and learning from education and psychology as applied to a medical or healthcare professions education context.

You'll also explore individual values and beliefs about teaching and learning and investigate the way in which the values, beliefs and held assumptions of teachers, together with expectations from learners, influence the delivery of teaching and the learning experience of students in a medical or healthcare context.

The module also equips scholars to deliver theory-driven or evidence-based teaching effectively and critically reflect on the experience in order to demonstrate scholarship in their roles as teachers.

This is a compulsory module for MMedSci students. It is designed to enable you to implement research skills and also prepare for your piece of educational research as part of a dissertation project. 

The module will build on the knowledge and skills developed in the Introduction to Research Methods module and further refine the understanding of scholars about quantitative and qualitative research.

You'll be allocated a research supervisor who you'll work closely with over the course of the module in refining your study design. Research design principles and dissertation structure will be described and discussed so scholars are prepared to submit their work in a timely and effective manner. At the start of this module, you should be in a position to undertake research guided by a research proposal and protocol in collaboration with your supervisor. If appropriate ethical approval must be sought.

The dissertation is a supervised research or literature based investigation using appropriate research or investigatory methodology into an aspect of medical or healthcare professional education. It leads to the production of an 18,000-word dissertation, conference poster and pre-recorded research presentation. You'll produce a draft dissertation for appraisal by your supervisor prior to formal submission.

Previous projects have included:

• Cardiology trainees' attitudes towards clinical supervision: a scale development study

• The association between Situational Judgement Test (SJT) scores and professionalism concerns in undergraduate medical education

• Medical students’ experiences of learning anatomy face-to-face versus online

• In what way is high fidelity simulation in anaesthetic critical incident training optimised for cognitive load in order to promote effective learning?

• A qualitative study to explore the use of Twitter for Public Health education on mask use in Covid-19

• Conversations in Practice-Based Education: An exploratory phenomenological study of student paramedics and practice educators' experiences.

• The role of semantic memory in diagnostic accuracy among ophthalmologists and optometrists

• Women in ICU: a phenomenological study of perceived barriers to a career in Critical Care versus real-life experiences.

• Decolonisation of the medical school curriculum at the University of Nottingham: An exploratory case-study series to explore the perspectives of educators and final year medical students.

• Exploring the accessibility and availability of current resources for careers in healthcare and the provision of support for applications to higher education.

This module develops the knowledge and understanding for scholars in this domain of medical education given the lack of conceptual clarity around coaching, mentoring and supervision across the various healthcare professions education literature and the lack of consistency in experience of learners receiving coaching, mentoring or supervision in practice.

You will develop the practical tools and techniques for asking skilled questions and demonstrate active listening during their conversations with learners so individuals receiving help are appropriately supported or challenged as appropriate.

Students will have the opportunity to learn about the post examination analysis of assessment items and OSCEs and its interpretation - an essential component of the examination cycle that provides valuable feedback for improving the quality of the curriculum and standards of teaching and assessment. The underpinning principles of Classical Test Theory (including Generalizability theory), Item Response Theory will be discussed and students will have the opportunity apply their learning to a variety of in-class practical exercises and in private study. In addition, students learn SPSS and Excel in order to run psychometric properties of assessment items.  It is intended to be an introductory course for students who have a very limited background in statistics and mathematics.

This module investigates approaches such problem-based learning (PBL) and case-based learning (CBL) for developing clinical diagnostic decision-making skills among novices in a medical or healthcare professions education context. The module draws on insights from the broader literature in clinical reasoning, decision-making, education and psychology and sociology applied to a medical or healthcare professions education context. The module equips scholars with the knowledge and skills to design effective problem-solving and decision-making skills among learners using a range of educational activities and across a variety of healthcare contexts.

This module provides an in-depth examination of the fundamental issues present in area of underperformance within a healthcare professions education context. The module draws on insights from the broader literature in education, psychology and sociology to make sense of learner and teacher experiences of underperformance. The module equips scholars to develop their diagnostic skills for making sense of the learner in difficulty but also design remediation for enhancing the performance of individuals on a given task or at assessment

As well investigating the various targets of assessment such as knowledge, skills and behaviours in a medical or healthcare professions education context, this module looks at some of the broader assessment considerations from stakeholders, such as patients, the public and the wider profession. This includes some of the areas deserving of particular focus in the 21st century such as clinical reasoning and judgement in uncertain situations as well as professionalism and team-working.

Key considerations involved in designing programmes of assessment are also explored, such as:

• experts to test expert judgement
• pass-fail standards and developmental levels
• the fundamentals of psychometrics
• the impact of assessment on learning (including feedback and remediation)
• the role of feedback and formative assessment in the educational process

The educational theory and evidence base for feedback models will be explored with a specific focus on feedback receipt and learner engagement in order to facilitate a change in future learner behaviour and outcomes.

This module introduces you to curriculum design principles and how they influence the educational philosophy and inform the delivery of education. It considers the influence of stakeholders such as the profession, the public and patients on curriculum design including the various drivers for change from a policy perspective and legislation such as the Equalities Act.

You'll gain insight into the way in which curriculum design is a process of defining and organising content; teaching and learning strategies; assessment processes; and evaluation processes. The module will explore the ways in which educators can ensure that curriculum design and educational environments are inclusive, as well as how we define culture, diversity and inclusion as they relate to educators.

The module also explores how the structure of the environment, as well as institutional culture and norms, influence the lived experiences of learners in the classroom or clinical workplace; investigate the influence of the learning environment on modifiable learner factors such as motivation and perception of relevance; consider the way in which the environment of the classroom or clinical workplace can be structured to consolidate previous learning experiences and facilitate the learning strategies of individuals to create an optimum climate for learning.

This module introduces you to the principles of teaching and learning from education and psychology as applied to a medical or healthcare professions education context.

You'll also explore individual values and beliefs about teaching and learning and investigate the way in which the values, beliefs and held assumptions of teachers, together with expectations from learners, influence the delivery of teaching and the learning experience of students in a medical or healthcare context.

The module also equips scholars to deliver theory-driven or evidence-based teaching effectively and critically reflect on the experience in order to demonstrate scholarship in their roles as teachers.

This module develops the knowledge and understanding for scholars in this domain of medical education given the lack of conceptual clarity around coaching, mentoring and supervision across the various healthcare professions education literature and the lack of consistency in experience of learners receiving coaching, mentoring or supervision in practice.

You will develop the practical tools and techniques for asking skilled questions and demonstrate active listening during their conversations with learners so individuals receiving help are appropriately supported or challenged as appropriate.

Students will have the opportunity to learn about the post examination analysis of assessment items and OSCEs and its interpretation - an essential component of the examination cycle that provides valuable feedback for improving the quality of the curriculum and standards of teaching and assessment. The underpinning principles of Classical Test Theory (including Generalizability theory), Item Response Theory will be discussed and students will have the opportunity apply their learning to a variety of in-class practical exercises and in private study. In addition, students learn SPSS and Excel in order to run psychometric properties of assessment items.  It is intended to be an introductory course for students who have a very limited background in statistics and mathematics.

This module investigates approaches such problem-based learning (PBL) and case-based learning (CBL) for developing clinical diagnostic decision-making skills among novices in a medical or healthcare professions education context. The module draws on insights from the broader literature in clinical reasoning, decision-making, education and psychology and sociology applied to a medical or healthcare professions education context. The module equips scholars with the knowledge and skills to design effective problem-solving and decision-making skills among learners using a range of educational activities and across a variety of healthcare contexts.

This module provides an in-depth examination of the fundamental issues present in area of underperformance within a healthcare professions education context. The module draws on insights from the broader literature in education, psychology and sociology to make sense of learner and teacher experiences of underperformance. The module equips scholars to develop their diagnostic skills for making sense of the learner in difficulty but also design remediation for enhancing the performance of individuals on a given task or at assessment

As well investigating the various targets of assessment such as knowledge, skills and behaviours in a medical or healthcare professions education context, this module looks at some of the broader assessment considerations from stakeholders, such as patients, the public and the wider profession. This includes some of the areas deserving of particular focus in the 21st century such as clinical reasoning and judgement in uncertain situations as well as professionalism and team-working.

Key considerations involved in designing programmes of assessment are also explored, such as:

• experts to test expert judgement
• pass-fail standards and developmental levels
• the fundamentals of psychometrics
• the impact of assessment on learning (including feedback and remediation)
• the role of feedback and formative assessment in the educational process

The educational theory and evidence base for feedback models will be explored with a specific focus on feedback receipt and learner engagement in order to facilitate a change in future learner behaviour and outcomes.

This module introduces you to curriculum design principles and how they influence the educational philosophy and inform the delivery of education. It considers the influence of stakeholders such as the profession, the public and patients on curriculum design including the various drivers for change from a policy perspective and legislation such as the Equalities Act.

You'll gain insight into the way in which curriculum design is a process of defining and organising content; teaching and learning strategies; assessment processes; and evaluation processes. The module will explore the ways in which educators can ensure that curriculum design and educational environments are inclusive, as well as how we define culture, diversity and inclusion as they relate to educators.

The module also explores how the structure of the environment, as well as institutional culture and norms, influence the lived experiences of learners in the classroom or clinical workplace; investigate the influence of the learning environment on modifiable learner factors such as motivation and perception of relevance; consider the way in which the environment of the classroom or clinical workplace can be structured to consolidate previous learning experiences and facilitate the learning strategies of individuals to create an optimum climate for learning.

This module introduces you to the principles of teaching and learning from education and psychology as applied to a medical or healthcare professions education context.

You'll also explore individual values and beliefs about teaching and learning and investigate the way in which the values, beliefs and held assumptions of teachers, together with expectations from learners, influence the delivery of teaching and the learning experience of students in a medical or healthcare context.

The module also equips scholars to deliver theory-driven or evidence-based teaching effectively and critically reflect on the experience in order to demonstrate scholarship in their roles as teachers.