|Course Length:||1-3 Years Part-Time|
|Start Dates:||September 2017, February 2018, September 2018, February 2019|
|Department:||Faculty of Health and Social Care|
- Join a distinctive programme for clinicians and achieve a named award in the exciting area of simulation and clinical learning;
- Tailor the programme to your own interests and circumstances, combining the study of simulation with a range of elective topics in clinical learning;
- A flexible ‘step on, step off’ approach to online blended learning means you can complete the programme in 1-3 years, studying at a rate to suit you.
This Postgraduate Certificate in Simulation and Clinical Learning has been designed for a range of health professionals (medical doctors, dentists, nurses and allied health professionals), clinical educators and healthcare managers who wish to develop specialist knowledge, skills and understanding of simulation as a modality for teaching and supporting learning and assessment. It will equip you with a critical understanding of how simulation can be deployed to enhance teaching, learning and assessment in the field of healthcare.
Simulation can be defined as emulating a real life situation in a controlled (non-real) environment, to safely provide a life-like experience. This creates the opportunity to act, reflect and obtain feedback to assist in achieving competence and progression towards expert level through deliberate and repeated practice in an ascending learning spiral.
The programme will be run on a multi-professional basis, allowing practitioners, managers and clinical educators from different professions and locations to share their knowledge, experience and skills. You will systematically and creatively analyse the complexities of clinical education and explore and articulate opportunities for developing simulation in your own practice.
Course in Depth
What will I study?
The course will focus on furthering your understanding of simulation as a teaching, learning and assessment modality for clinicians.
In the first two modules, underpinning theory will be explored in relation to simulation, and the range of different potential types and uses of simulation will be examined in relation to existing literature.
You will then have the opportunity to specialise in the particular area of clinical education most suited to your own situation and professional interests. Pathways are available in Curriculum Design, Educational Leadership, Educational Supervision, Technology Enhanced Learning and Improving Practice.
How will I study?
The course is delivered through online blended learning, using the University’s Virtual Learning Environment (VLE), with streamlined access to online reading materials, many of which have been specially optimised for use with mobile devices. It is designed to be ‘step on, step off’, offering flexibility for participants to study in a single year or over a maximum three-year period.
The online learning is blended with a small number of face-to-face workshops, typically up to three per module. Attendance at the face-to-face sessions is highly recommended but, due to the flexibility of the programme, it is not compulsory.
Edge Hill University is the usual location for face-to-face sessions. The campus provides a modern and stimulating environment for study and is equipped with state-of-the-art teaching and learning facilities. The VLE is used to deliver the online elements of the programme.
How will I be assessed?
There are no examinations. A range of assessment strategies are employed in this programme including online tasks, critical reflection on practice, assignments, evaluative reports, case studies, peer observation of teaching, the design of learning activities and the creation of portfolios. You will be supported by your academic tutors with academic skills practice and ‘formative feedback’ on work-in-progress. You will be expected to write approximately 4,000 words (or equivalent) for each module.
Who will be teaching me?
The academic team comprises highly experienced tutors from Edge Hill University, as well as a Visiting Professor and Emeritus Professor. Many of the team are research active in the fields of technology enhanced learning and clinical education and some are also University Teaching and Learning Fellows or SOLSTICE Fellows, with an extensive publication record.
Some of the academic tutors are, or have been, practising clinicians who have specialised in clinical education whilst others are experienced educationalists from a range of backgrounds. The team is further enhanced by an experienced learning technologist and there is guest input from clinical experts and practitioners.
CPD4010 Teaching, Learning and Simulation in the Clinical Context (20 credits)
Teaching, Learning and Simulation in the Clinical Context introduces and raises awareness of the key concepts involved in teaching and facilitating learning in the clinical context. The module will provide you with the theoretical underpinning on which to build an understanding of pedagogy and learning theory. It also commences the process of enhancing critical reflection on your role as a teacher and learning facilitator, stimulating the articulation of your evolving personal philosophy of teaching as you begin to explore the appropriate use of simulation as a teaching, learning and assessment modality in the clinical context.
CPD7009 Using Simulation to Support Clinical Learning (20 credits)
Using Simulation to Support Clinical Learning will offer you an introduction to simulation for teaching, supporting learning and learning in the clinical workplace. Examining simulation techniques and technologies from low-fidelity to high-fidelity, this module will raise awareness of the advantages and disadvantages of using and designing simulation-based training activities to create effective, high quality learning and training opportunities for health care professionals.
You will study the following additional module on the Curriculum Design Pathway:
CPD7003 Curriculum Design in Clinical Education (20 credits)
Curriculum Design in Clinical Education focuses on sharing an understanding of what constitutes curriculum and sets curriculum design for clinical educators in a broader context (e.g. professional bodies and NHS initiatives). It examines models of curriculum design, as well as some specific design tools. The module reviews the process of curriculum design and also looks at the more controversial debates with particular reference throughout to the clinical setting.
You will select one of the following additional modules on the Educational Leadership Pathway:
CPD7004 Educational Leadership in Health Settings (20 credits)
Educational Leadership in Health Settings provides you with a critical and evaluative perspective on educational leadership. The module will address leadership theories, styles and approaches in the specific context of clinical education and will facilitate the application of theory to practice. Educational leaders can face unique challenges in working across organisational and professional boundaries and you will, therefore, be encouraged to apply leadership concepts to your own role and consider your personal contribution to the development of ‘learning organisations’.
CPD4708 Managing and Developing Medical Education (20 credits)
Managing and Developing Medical Education introduces and raises your awareness of key concepts involved in managing and developing medical education within the context of the clinical workplace. The module will explore the principles of curriculum planning, course design and evaluation for the quality assurance of educational interventions. You will also study a range of approaches to medical education (including problem-based learning and e-learning), and methods of medical education (such as presentations and group work).
You will select one of the following additional modules on the Educational Supervision Pathway:
CPD7005 Educational Supervision in the Clinical Context (20 credits)
Educational Supervision in the Clinical Context explores the role and skills of educational supervision in the clinical workplace. The module will introduce and raise your awareness of key concepts involved in supervision in medical education, drawing on theory, practice and the broader scholarly literature. Assessment for learning and the use of critically constructive feedback to support learning will also be considered.
CPD4707 Supporting the Postgraduate Learner in the Medical Workplace (20 credits)
Supporting the Postgraduate Learner in the Medical Workplace offers you an in-depth exploration of the role and remit of the Educational Supervisor in the medical workplace. The module will introduce and raise your awareness of key concepts involved in educational supervision, drawing on theory, practice and broader scholarly literature. You will explore the assessment of learning needs, learning agreements and learning objectives, appraisal, report writing, the Annual Review of Competence Progression (ARCP) cycle, and assessment for learning and feedback. The module also covers supervising and supporting diverse trainees, such as those in difficulty.
You will study the following additional module on the Technology Enhanced Learning Pathway:
CPD7006 E-learning in Clinical Education (20 credits)
E-learning in Clinical Education analyses on the development of e-learning within the health context. It draws on the growing international research literature to identify key pedagogic and design principles which should underpin the effective use of communication and information technology applications in the field of clinical education. The module also facilitates you in applying available research to your own work environment, your own teaching, and in critically evaluating the potential of e-learning opportunities.
You will study the following additional module on the Improving Practice Pathway:
CPD7007 Improving Practice in Clinical Education (20 credits)
Improving Practice in Clinical Education allows you to focus on a specific issue or topic of relevance to their educative role, in a supported way, within your own workplace. The precise focus of work will be negotiated and the subject of an individual learning agreement completed at the start of the module.
Optional modules provide an element of choice within the programme curriculum. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by timetabling requirements.
For more information about each module, including the dates and times of module sessions, please visit www.edgehill.ac.uk/cpdmodules.
Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.
Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.
You should normally have a first degree and be an experienced professional with some responsibility for clinical education. Applicants are not expected to be currently using simulation when they apply to join the course, although experienced simulation practitioners are welcome to apply.
You will be asked to provide references. Interviews may also be used to supplement the application process.
Recognition of Prior Learning
Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual’s professional and employment experience (also referred to as ‘experiential learning’).
Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University’s Recognition of Prior Learning Policy and contact the faculty in which you are interested in studying.
What are my career prospects?
This PGCert will provide specialist knowledge that would be useful for any career in the field of healthcare that involves the support of learning and assessment in practice. In addition, the programme will enable you to develop the skills of critical analysis, critical reflection and the evaluation of research evidence commensurate with postgraduate study.
Tuition fees for studying on this Postgraduate Certificate are £32 per credit for UK and EU students enrolling on the programme in academic year 2017/18, i.e. £640 per 20 credit module. 60 credits are required to complete a Postgraduate Certificate.
The University may administer a small inflationary rise in part-time postgraduate tuition fees in subsequent academic years as you progress through the course.
For comprehensive information about the financial support available to eligible UK and EU students joining postgraduate courses at Edge Hill University, together with details of how to apply for potential funding, please view our Money Matters 2017/18 guide at www.edgehill.ac.uk/postgradfinance2017.
How to Apply
Apply directly to Edge Hill University.
Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.
Get in Touch
If you have any questions about this programme, please contact:
- Clinical Education Team
- Email: email@example.com
If you would like to talk to the programme leader about the course in more detail, please contact:
- Alison Devine
- Tel: 01695 650815
- Email: Alison.Devine@edgehill.ac.uk
Course ChangesExpand All This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented since 1st September 2015.
No material changes have been made to the information for this course since 1st September 2015. Any future amends will be tracked here.