Are you going on to the TLHP dissertation or are you interested in carrying out research into health professions’ education? This unit will help you develop the appropriate knowledge and skills in education research in order to carry out an independent project.  It is a mandatory unit for those going on to the dissertation. 

This is the module for you if you want to:

• Perform a literature search in education databases.
• Develop appropriate research questions.
• Design an appropriate research study in the workplace.
• Identify strengths and limitations of various qualitative and quantitative data collection and analysis methods.
• Developed a broader understanding of research issues, including research paradigms and ethical issues.
• Developed a reflective approach to your own research.

This module draws on contemporary health professions education research and social science research literature to develop your skills, understanding and personal reflection. You will develop your own research proposal through group presentations and writing.

Past students of the module say:

• "Lots of useful guidance and exercises to consider how to design a research question and project"

• "Liked the workshop and relaxed atmosphere, able to ask questions"
  
  
• "Interactive discussions and learning from each other".

Interested in exploring current educational issues in your health care profession? Do you want to look at those issues in a wider context beyond that profession?

This unit is for you if you want to: 

• Investigate a contemporary and relevant issue in health professions’ education.
• Contextualise the issue in a wider framework.
• Identify implications for practice of recent research on this issue.
• Critically read a range of contemporary research and literature.
• Present your findings to peers and undertake peer review and assessment.

This unit draws on literature from the philosophy of education, sociology and history to develop your wider understanding of a current educational issue in your profession. We will use a case study to illustrate these different frameworks and you will investigate an issue of interest and relevance to you.

Past students on this module say:

• "gave me time, space and direction to think in depth about the issues facing healthcare students today and how we can support them”
  
  
• “I enjoy all the time for debate and bringing in personal experience but putting into wider context”               

Are you interested in leadership, or ever wondered how to develop and manage change in an educational setting?

Both these topics and more are captured with this unit. You will...

• Explore personal leadership styles.
• Consider the roles of leaders specifically within a healthcare education setting.
• Discuss approaches to strategy and change management.
• Apply theoretical perspectives to real scenarios in your own context.
• Critique the literature pertaining to leadership and management.
• Undertake a project that relates to your own leadership challenges for the summative assignment.

A highly practical and ‘hands on’ approach to unpacking contemporary issues in leadership and management. The style of teaching delivery focusses upon group participation and discussion.

Past students on this unit say:

 “I appreciated the group discussions and personal reflections on teams and leadership styles”.

Are you fascinated by technology or, perhaps, a little sceptical about its usefulness in educational settings? There is scope for both on the TEL module. You will…

• Explore unfamiliar technological ‘tools’ and their potential in health-care education.
• Discuss the pedagogical rationale for TEL.
• Critique the literature pertaining to TEL.
• Engage in supported, hands-on creation of resources which you can use later.
• Undertake a project of your own choice for the assignment.

We will invoke some familiar educational concepts, as well as new ideas and practical issues, such as copyright and sustainability of TEL resources. Day two will involve a fair bit of practical learning/ experimenting; no technical expertise is required, however.

The final assignment will be a presentation of an artefact/ resource which you will develop.

Past students on this module say:

 “Current, relevant, enjoyable, stimulating. Likely to change practice”.

Interested in language, communicating to a range of audiences (including patients and fellow professionals) and in teaching communication skills? This is the module for you. If you want to know:

• What social and cultural factors impact on the language we use.
• How language shapes our attitudes to people.
• How writing and speech differ, beyond their mode of delivery.
• The linguistic tools we can use to analyse spoken interactions.
• Linguistic tools for the analysis of discourse.

This module draws on the research fields of both health sciences education and linguistics to develop your teaching and your ability to undertake linguistic analysis. You will get a chance to practise linguistic analysis of your language use at work and also linguistic analysis of texts.

Past students on this module say:

'The tutor models her communication on the principles being taught' 'We enjoyed the session, providing depth about how to improve communication'               

The Arts and Humanities often explore personal stories, providing insights and broadening our perceptions of other's lives.

Their application in medical education is wide-ranging from developing empathy, professionalism and resilience to developing a humanistic and holistic approach to patient care.

•  Do you want to help your students to appreciate the patient’s perspective, to develop critical thinking or to reflect on what it means to be a health professional today?
• Do you love films, literature, art, history, music or philosophy?
• Would you like the chance to think about why and how the Arts/Humanities could be used in medical/healthcare education?

This unit looks at the fast-growing area of Medical Humanities and allows you to explore, discuss and experience based on your own interests. You can choose your own assignment focus to meet the outcomes and there is flexibility in day 2 to respond to your personal areas of interest or expertise.

Past students of this module say:

-          Already I'm incorporating ideas of using film/TV/art more readily…within my teaching

-          such a fun and integrative module …one of the best teaching experiences I have ever had…

-          has sparked interest in areas that I previously wouldn't have been motivated to explore.

Is your institution’s induction programme in need of sharpening up? Are you teaching a course that has become tired and in need of updating? Have you got an idea for a novel course that will change your students’ or colleagues’ lives? 

This unit offers you the chance to explore elements of curriculum development and to support you in producing a new (or modified) course design relevant to your context.

We will review current issues relevant to course design, along with elements of curriculum theory. The summative assessment entails the planning (or revising) of part, or all, of a course or unit. The learning activities, along with formative peer and tutor feedback, will support you in developing key elements of your design.

The assignment consists in the production of an outline framework for your course, which is submitted as a draft. The final assignment comprises your updated/finalised outline, plus an oral presentation to peers giving your rationale for your design and reflections, based on a critical review of relevant literature.

The unit aims to equip you to apply a systematic approach to course design and curriculum development to take into your future educational work.