E-Learning for Clinical Teachers
PgCert Medical Simulation
Bedfordshire & Hertfordshire Postgraduate Medical School
Simulation is now well embedded within medical and healthcare learning but is not without it’s challenges. The use of simulation is often accepted uncritically and its success lies in skilled design and facilitation. Developing expert faculty is key.
This innovative course is designed to address these challenges, exploring the ideas underpinning the use of simulation, contextualised by practical experience. As a student on the course, you will be encouraged to facilitate sessions either in your own workplace or in the University’s new, state of the art Simulation Centre, opening at Butterfield Park late spring.
There is one core unit for the course: Simulation in Practice. You can chose one further optional unit from Workplace Based Learning and Contemporary Educational Perspectives. Each unit has four contact days, spread over one term. Assessment has a practical focus.
The course is designed to appeal to those who already have experience in the use of simulation, as well as those who wish to develop interests in this area. The PGCert in Medical Simulation can be progressed to a PgDip or MA in Medical Education.
Why choose this course?
- Innovative course combining study days with on-line learning
- Assessment tasks aligned to ‘real world’ issues, with options to tailor to your own work contexts
- Opportunities to rehearse, critique and develop skills necessary to support learning in simulated sessions
- Opportunity to explore the assumptions underpinning the design and use of medical simulation and to engage with contemporary ideas about curriculum and learning in this context
Career Opportunities
This course supports the development of individuals working in medical and healthcare contexts, who wish to develop interests and expertise in the use of medical simulation specifically and medical education more generally.
Teaching/learning methods and strategies
The course team are highly experienced medical and healthcare educators and staff developers. They bring expertise in supporting learning in clinical and simulated settings, in faculty development and workplace based learning. They aim to model best practice in teaching and learning, drawing upon a range of established and innovative approaches to learner support and development.
Each unit involves three elements. Firstly, face to face learning, drawing on interactive teaching methods to foster peer learning. Secondly, supported and interactive e-learning, through the courses dedicated on-line learning environment. Finally, independent learning activity, including workplace based learning activity and case study work.
Assessment
Our assessment strategy is designed to offer you considerable scope to develop interests and expertise. Methods vary across units and include case study work, literature review and reports. The team offer high quality assessment support and guidance.
Further details about the programme
Course units
Simulation in Practice:
The core unit, Simulation in Practice, runs once a year in Term 3. It allows you to develop skills in the design and facilitation of high quality learning experiences in simulated settings. Importantly, you will be guided towards the adoption of an informed and critical stance towards the growing emphasis on simulation, unpicking some of the common assertions (‘improves patient safety’) and assumptions (‘learning can be transferred from simulation to practice’) associated with the approach.
The unit offers opportunities for peer learning in a simulated setting. Your assessment combines elements of choice (including a critical report and case study) into a learning portfolio, tailored to your development needs.
Contemporary Educational Perspectives:
This is one of the optional units for this award, being offered once a year, in Term 2. This unit explores contemporary educational perspectives in the contexts of higher and professional education within healthcare. It provides you with an opportunity to explore both historical and contemporary approaches to education and training in your own professional contexts.
This includes consideration of the factors that influence professional education and training, including socio-political as well as educational factors. Assessment is based around small group work to develop an educational ‘big-thinkers’ wiki and individual work to develop an academic paper related to the your own educational practice. This can include a focus on simulation.
Workplace Based Learning:
The second optional unit, Workplace Based Learning, is offered twice a year, in Terms 1 and 2. It starts by considering the impact of NHS reform on education and training. This will lead into an exploration of the conceptions of learning that underpin a so-called ‘modernised curriculum’.
You will become familiar with contemporary views of learning in the workplace and consider the ways in which you can enhance student learning in workplace and simulated settings (including simulation).
The assessment of this unit includes literature review (based on small group work to develop a literature compendium as a wiki) and case study exploring workplace based learning within your own professional context.
Entry requirements
Standard entry requirements apply for this course.
Special entry requirements: In order to benefit from this course, you will need to be able to access opportunities to learn and /or teach in a simulated setting while doing the core unit.
Fees, Bursaries, Scholarships, Costs
Standard fees for part-time postgraduate courses apply.
Attendance
Each unit involves 4 or 5 contact days over one term (typically a three month period).
Find out more
Further details about the programme can be found on the University webpage. To speak to an administrator, please contact Linda Ellingham.