The Graduate Entry Medical School with the support of colleagues in the Schools of Allied Health, Education and Department of Nursing & Midwifery have developed a Masters in Health Professions Education which is designed to meet the educator training needs of busy health professionals both locally and internationally.
The programme will be offered in two formats to meet the needs of busy healthcare professionals. • Blended Learning - course code MSHPEDTPA (Face to Face and Online/Distance) - targeting those students who favour the social and collaborative nature of face to face learning. • Online/Distance Learning - course code MSHPEDTDA – targeting those individuals who, for whatever reason, cannot present physically on campus. It is also anticipated that this option will provide the platform for targeting international students and alumni.
At the end of the programme graduates will meet the following learning outcomes
• Demonstrate a specialised understanding of a complex body of knowledge relating to the theory and pedagogy, research and evidence, and policy and practice of health professions education and its potential as a powerful mechanism for change in health systems, and the educational programs offered across a range of health professions and disciplines
• Evaluate existing and innovative learning and teaching pedagogies and practices for the purpose of extending or redefining existing knowledge and promoting new insights in health professions education pedagogy, theory and practice
• Demonstrate creativity, innovation and ethical practice in health professions education
• Critique, reflect on and synthesise complex information, problems, concepts and theories relating to health professions education
• Develop practical, generic skills in teaching and assessment, underpinned by an understanding of educational theory
• Apply advanced knowledge and analytical and practical skills in managing complex problems within health professions education
• Lead education development within their own practice context
• Independently design, develop, implement medical education research relevant to their own practice and disseminate outcomes
• Interpret and communicate knowledge, skills, ideas and solutions related to health professions education to specialist and non-specialist audiences, including stakeholders within the health professions, universities, health services, governments and community
• Apply advanced knowledge and analysis of educational principles to inform improvements within individuals’ own professional settings
• Critique, reflect on and synthesise complex information, problems, concepts and theories relating to health professions education, effecting change, innovation and evidence based practice where appropriate
A student-centered approach with an emphasis on collaboration will underpin the Masters in Health Professions Education. Prominence will be given to learning from experience, problem solving, reflecting and implementing change.
The online component will engage students in knowledge content, discussions, e-tivities, relevant readings and assignments. Discussion fora and oncampus contact days (blended learning format) will provide a forum for revisiting difficult concepts and for additional collaboration.
The following is a summary of how the programme will foster UL Graduate Attributes in course participants:
Through case based learning and authentic (‘realworld’) situations, students will make connections between facts and will foster new understanding of specialized and complex concepts with multiple representations of concepts and content being presented and encouraged promoting conceptual growth.
Pro-active & Creative
An explorative approach will encourage students to independently analyze and interpret information, to develop innovative evidence based ideas and to effect change within their own community of practice and beyond.
Collaborative and co-operative learning opportunities will not only encourage the sharing of perspectives but will also foster opportunities for interdisciplinary learning and innovations.
Specific learning and assessment opportunities will provide the platform for demonstrating competence in articulating ideas to relevant stakeholders in written, verbal and digital communication.
Assessment will be integrated within tasks and will encourage reflection and awareness of self and of the environment within which students work with specific orientation towards a) making substantial and positive changes and b) exploring the local and global impact of their decisions and actions.
In conjunction with the department of Health & Science, we aim to apply the concept of exergaming as an approach to encouraging patient participation in their prescribed exercise/rehabilitation process. This would include a mechanism to monitor specific exercise/rehabilitation routines in real time, while incorporating a patient feedback mechanism to assist with progression management.