MEE8083 : Leadership, Professionalism and Governance in Medical and Health Professions Education
MEE8083 : Leadership, Professionalism and Governance in Medical and Health Professions Education
- Offered for Year: 2024/25
- Module Leader(s): Dr Emma Black
- Lecturer: Dr Sophie Hill, Dr Gwyndaf Roberts, Ms Poongothai Shanmugaraja, Dr Bryan Burford, Dr Anusia Sivaratnam, Dr Sonia Bussey, Dr Fiona Clarke, Dr Kye Mon Min Swe
- Deputy Module Leader: Dr David Thewlis
- Owning School: School of Medical Education
- Teaching Location: Off Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
The module's overall aim is to develop and sharpen leadership skills among educators in medical and health professions. It focuses on supporting educators with:
• Applying current leadership theories to their practice.
• Establishing positive working relationships in complex relational learning environments.
• Evaluating practice through the effective use of educational governance in healthcare.
The module is suitable for all medical and healthcare professionals who have an educational, supervisory, preceptorship or mentorship role with learner groups in healthcare.
Outline Of Syllabus
Leadership Theories & Frameworks: Developing Self- Awareness
• Theories and Principles of Educational Leadership
• Leadership ‘with’ Style
• Operationalising Organisational Values
Professionalism: Establishing Positive Working Relationships
• Structured Conversation Techniques & Effective Communication Skills
• Supervision Models
• Tools and Techniques for Managing Conflict
Educational Governance in Healthcare: Quality, Accountability and Continuous Improvement
• The Structure of Educational Governance in Healthcare
• Quality Assurance in Healthcare Education
• Applying the Theory of Change to Development Challenges
Learning Outcomes
Intended Knowledge Outcomes
On completion of this module participants should be able to:
• Critically appraise current theories pertaining to leadership in medical and health professions
education.
• Critique their leadership styles and how these influence their professional relationships.
• Investigate their role as active and responsible agents of educational change within their setting.
Intended Skill Outcomes
On completion of this module participants should be able to:
• Select and apply appropriate strategies to cultivate positive change within their setting.
• Develop a strong theory of change process consistent with best practice in educational leadership.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 23:00 | 23:00 | Work though guidance document to prepare for and complete assignment |
| Guided Independent Study | Directed research and reading | 1 | 140:00 | 140:00 | Formative online tasks to apply knowledge, Guided further reading |
| Scheduled Learning And Teaching Activities | Small group teaching | 9 | 1:00 | 9:00 | Small group tutorial to support application of module content |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 2:00 | 8:00 | Online group workshops |
| Guided Independent Study | Online Discussion | 1 | 20:00 | 20:00 | Asynchronous on-line discussion forums to support learning |
| Total | 200:00 |
Teaching Rationale And Relationship
The teaching methods will comprise:
• Short mini presentations to present key theories, approaches and frameworks.
• Whole cohort and small group synchronous and asynchronous activities and discussions to develop
understanding and support application.
• Independent activities to support personal assessment and reflection.
Optional present-in-person study day (repeated and recorded online) will be offered. Although this is an online programme, there may be additional opportunities to attend optional on campus events. For any on campus opportunity an online equivalent session will also be offered.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 100 | Develop a leadership plan to address an identified issue, with reference to literature. 3,000 word count |
Assessment Rationale And Relationship
The Leadership Challenge’ is at the core of the module. Each participant will identify their own leadership
development area. This can be an area which relates to their current work priorities, key performance areas or
something which emerges from the module content and relates to their daily practice. A self-identified area for
development will provide the flexibility needed for the module to be relevant to all participants. Once the
development area is selected, the participants will engage in a critical proposal which seeks to enhance this
area and demonstrate the intended knowledge and skills outcomes for this module. This will be in the form of a summative written assignment.
Formative activities will be present throughout the module and available to all students. These activities will act an an opportunity to maintain momentum and the application of theory to practice.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MEE8083's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- MEE8083's past Exam Papers
General Notes
N/A
Welcome to Newcastle University Module Catalogue
This is where you will be able to find all key information about modules on your programme of study. It will help you make an informed decision on the options available to you within your programme.
You may have some queries about the modules available to you. Your school office will be able to signpost you to someone who will support you with any queries.
Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.