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Module

MEE8074 : Scholarship in Medical Education

  • Offered for Year: 2018/19
  • Module Leader(s): Dr Laura Delgaty
  • Owning School: School of Medical Education
  • Teaching Location: Off Campus
Semesters
Semester 2 Credit Value: 20
ECTS Credits: 10.0

Aims

•To establish an academic framework for understanding and studying education as a discipline.
•To introduce the student to research principles and practices that are relevant to educational research within a health care context.


Summary:
The focus for this module is engaging students with education as an academic discipline rather than just a component of clinical practice. As a social science, education is very different academically from medicine, therefore the module will facilitate student transition from the philosophies underpinning medical thinking to those underpinning education and medical education. Within that new framework, the module will cover research methods and the critical appraisal of research outputs.

Outline Of Syllabus

•The nature of scholarship
•Critically evaluating the outputs from scholarly activity and specifically how to critique an education research paper
•The different theoretical perspectives and research approaches used within medical education
•Common methods used in educational research for data collection, sampling and analysis
•The assessment of quality and rigour within medical education studies
•Ethical challenges as they relate to education research

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion150:0050:00Preparatory work on assessment
Guided Independent StudyDirected research and reading42:008:00Introduced throughout the module & linked to online discussion (unscheduled & scheduled)
Guided Independent StudyIndependent study1112:00112:00Open access discussion forum. Academic hours approx 1 hour per week to monitor/contribute.
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time38:0024:00Workshops. Work through content and practical application through on line content and exercises
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time23:006:00Scheduled online discussion. Synchronised-Set task small group (2) discussion.
Total200:00
Teaching Rationale And Relationship

The conceptual nature of the module content means that the student will need to understand educational research terms and principles before applying this knowledge to critique the outputs from scholarly activity. Scheduled for before, during and after the online content and exercises, the directed reading will inform the students of terms and the academic language they need to discuss the module content and undertake the assignments. The online content, and the activities within it, will support the students in their understanding of relationships across concepts and introduce the skills needed for critical appraisal. The discussion forum and scheduled online discussions will encourage the students to build on their critical appraisal skills as well as consolidate their use of this new language. The discussion forum and scheduled online discussions will also be used to revisit difficult concepts and, if necessary, act as a means of seeking clarification.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Case study2A70Written critique of 2 research papers 2,000 words - see further comment below.
Written exercise2A30Written assessment, 1,000 words - see further comment below.
Formative Assessments
Description Semester When Set Comment
Prob solv exercises2MTerminology. Via guided reading and online discussion forum
Case study2MCritical analysis of components of papers . Via guided reading and online discussion forum and group presentation.
Computer assessment2MStatistics.
Written exercise2MMock questions will be given in class and marked by peers. This will be discussed as a group.
Assessment Rationale And Relationship

The assessment structure reflects the need for candidates to demonstrate both depth and breadth in their learning and understanding of module content. The Case Study requires the candidate to critique educational research in depth and thus apply their module learning. The Written Exercise is intended to ensure that candidates read widely around module content and do not become strategic in just reading what is relevant to the case study. Evaluation of students has confirmed that it is succeeding in that regard. The open book format ensures that the focus is on understanding and application; higher levels of Bloom's Taxonomy than simple factual recall and thus aligned with module outcomes.

Written Exercise Comment:
Students will be given the 3 questions electronically at a predetermined time, and asked for their completed answers 3 hours later. Students can access all resources, paper and electronic material, as they wish.

The focus of the written exercise will not be on recall but on application and synthesis of literature and theory to practice.

Case Study 1
Written critique of 2 research papers - 1 re: theoretical position, design, methodological rigour, methods, outcomes, deficits; 1 re: statistical tests and statistical analysis.

Reading Lists

Timetable