Medical Education
Graduate Certificate in Medical Education
(GradCertMedEd) KG004
Graduate Diploma in Medical Education
(GradDipMedEd) KF036
Master of Medical Education
(MMedEd) KC046
| Course | Credit points for award | Duration full-time | Duration part-time |
|---|---|---|---|
| GradCertMedEd | 24 | 0.5 year | 1 to 2 years |
| GradDipMedEd | 36 | 1 year | 1.5 to 3 years |
| MMedEd | 48 | 1 year | 1.5 to 4 years |
Overview
From 2010 this program will not be accepting new students. This information is provided for currently enrolled students only.
From 2011, Students wishing to undertake postgraduate study in Health Professional Education may enrol in a Master of Education (Health Professional Education) through the Faculty of Education and Social Work. For more details see:
http://sydney.edu.au/education_social_work/future_students/postgraduate/med/health.shtml
The Medical Education programs aim to equip people who have educational responsibilities in the fields of medicine, the health professions or health sciences with knowledge, skills and attitudes relevant to undergraduate, postgraduate and continuing education.
The courses provide a broad understanding of best evidence medical education and a practical, project-based application of principles to students' own workplace settings.
Course Outcomes
Students will emerge from this program with enhanced skills in:
- medical curriculum development, implementation and evaluation, and student assessment
- a proactive approach to continuous quality improvement in medical education
- a deeper understanding of principles and practices which underpin learning and teaching in medicine and the health sciences
- attitudes to medical education which reflect best-evidence and learner-centredness.
Course Structure
This course may be undertaken in two modes:
- Either as a face-to-face course, requiring regular attendance on campus, followed by some participation in online learning activities, OR
- as a fully online, distance mode course, requiring regular participation in online activities and discussions.
Our emphasis on small group interactive learning, delivered flexibly, will provide you with ongoing feedback and contact with your fellow students and course coordinators.
The graduate certificate and graduate diploma are embedded in the master's degree.
At least 50 per cent of the credit points needed for award (eg at least 12 credit points for graduate certificate, 18 credit points for the graduate diploma and 24 credit points for the master's degree) must be completed from the MDED units of study.
Further Information
All students must complete 12 credit points of core medical education units (MDED5001 and MDED5002).
For award of the graduate certificate, students must satisfactorily complete the core medical education (MDED) units of study plus 12 credit points of elective units chosen from either medical education or non medical education units.
For award of the graduate diploma, students must satisfactorily complete the core medical education (MDED) units of study plus 24 credit points of elective units chosen from either medical education or non medical education units. A minimum of 18 credit points for the graduate diploma must be chosen from MDED units of study.
For award of the master's degree, students must satisfactorily complete the core medical education (MDED) units of study plus 36 credit points of elective units chosen from either medical education or non medical education units. A minimum of 24 credit points for the master's degree must be chosen from MDED units of study.
Degree Resolutions
Sydney Medical School resolutions and the printed handbook are the official statement of Faculty policy. The resolutions contained in the printed handbook are accurate as at November 2010. If a conflict is perceived between the content of the printed handbook and information available elsewhere, Sydney Medical School resolutions and the information available in the handbook online shall always take precedence. See the handbook online website:
http://sydney.edu.au/handbooks/handbooks_admin/medicine.shtml.
See the Policy Online website: http://sydney.edu.au/policy, for copies of University policies.
Master of Medical Education
Graduate Diploma in Medical Education
Graduate Certificate in Medical Education
1.1.1
successfully complete such units of study as may be prescribed by the Faculty on the recommendation of the head of the discipline concerned;
1.1.2
enrol for and successfully complete units of study giving credit for a total of 48 credit points; and
1.1.3
satisfy the requirements of all other relevant By-laws, Rules and Resolutions of the University.
1.2
The head of the discipline concerned shall report the result of the examination of the coursework and other work, if any, to the Faculty which shall determine the results of the candidature.
2.1.1
successfully complete such units of study as may be prescribed by the Faculty on the recommendation of the head of the discipline concerned;
2.1.2
enrol for and successfully complete units of study giving credit for a total of 36 credit points; and
2.1.3
satisfy the requirements of all other relevant By-laws, Rules and Resolutions of the University.
2.2
The head of the discipline concerned shall report the result of the examination of the coursework and other work, if any, to the Faculty which shall determine the results of the candidature.
3.1.1
successfully complete such units of study as may be prescribed by the Faculty on the recommendation of the head of the discipline concerned;
3.1.2
enrol for and successfully complete units of study giving credit for a total of 24 credit points; and
3.1.3
satisfy the requirements of all other relevant By-laws, Rules and Resolutions of the University.
3.2
The head of the discipline concerned shall report the result of the examination of the coursework and other work, if any, to the Faculty which shall determine the results of the candidature.
1.1
Except as provided for in Part 9, section 47 of the University of Sydney (Amendment Act) Rule 1999 (as amended), the Faculty will normally, on the recommendation of the head of the associated discipline, admit to candidature for the Master of Medical Education an applicant who:
1.1.1
is a graduate of the University of Sydney or another recognised institution, as provided for in University of Sydney By-Laws, and
1.2
Except as provided for in Part 9, section 47 of the University of Sydney (Amendment Act) Rule 1999 (as amended), the Faculty will normally, on the recommendation of the head of the associated discipline, admit to candidature for the Graduate Diploma in Medical Education an applicant who:
1.2.1
is a graduate of the University of Sydney or another recognised institution, as provided for in University of Sydney By-Laws, and
1.3
Except as provided for in Part 9, section 47 of the University of Sydney (Amendment Act) Rule 1999 (as amended), the Faculty will normally, on the recommendation of the head of the associated discipline, admit to candidature for the Graduate Certificate in Medical Education an applicant who:
1.3.1
is a graduate of the University of Sydney or another recognised institution, as provided for in University of Sydney By-Laws, and
2.1
For unit of study details relating to the degree of Master of Medical Education, the Graduate Diploma in Medical Education and the Graduate Certificate in Medical Education refer to the Faculty Handbook.
3.1.1
successfully complete such units of study as may be prescribed by the Faculty on the associated discipline, and
3.1.2
enrol in and successfully complete units of study giving credit for a total of 48 credit points, and
3.1.3
satisfy the requirements of all other relevant By-Laws, Rules and Resolutions of the University.
3.2.1
successfully complete such units of study as may be prescribed by the Faculty on the associated discipline, and
3.2.2
enrol in and successfully complete units of study giving credit for a total of 36 credit points, and
3.2.3
satisfy the requirements of all other relevant By-Laws, Rules and Resolutions of the University.
3.3
To be eligible for the award of the Graduate Certificate in Medical Education, a candidate must:
3.3.1
successfully complete such units of study as may be prescribed by the Faculty on the associated discipline, and
3.3.2
enrol in and successfully complete units of study giving credit for a total of 24 credit points, and
3.3.3
satisfy the requirements of all other relevant By-Laws, Rules and Resolutions of the University.
4.1
The Master of Medical Education and the Graduate Diploma in Medical Education and Graduate Certificate in Medical Education shall be awarded in one grade only, namely pass.
5.1
A candidate for the degree of Master of Medical Education shall proceed by coursework, with provision for a maximum of two independent study units.
5.2
A candidate for the graduate diploma or graduate certificate shall proceed solely by coursework.
6.1
A student must be enrolled in each semester in which he or she is actively completing the requirements for the award course.
6.2
The candidature of a student who has not re-enrolled and who has not obtained approval from the Faculty for a suspension of candidature for the relevant semester will be deemed to have lapsed.
7.1
Admission to candidature may be limited by a quota. In determining the quota the Faculty will take into account:
7.2
In considering an application for admission the dean will take into account the quota. Entry will be based on applicants who are most meritorious in terms of item 1.
8.1
A candidate who wishes to discontinue enrolment from the Master of Medical Education, Graduate Diploma in Medical Education or the Graduate Certificate in Medical Education, must notify the faculty in writing and will be presumed to have discontinued enrolment from the date of that notification, unless evidence is produced showing:
8.2
A discontinuation of enrolment may be recorded as Withdrawn (W) or Discontinued Not To Count As Failure (DNF) where that discontinuation occurs within the time-frames specified by the University and published by the Student Centre, or where the student meets other conditions as specified by the faculty.
9.1.1
The application must be received by the Faculty prior to the commencement of the relevant semester.
9.1.2
A candidate may only apply for a period of suspension for one semester at any one time. Should a candidate wish to suspend their candidature for more than one semester another application must be made to the Faculty for each subsequent semester, prior to the commencement of the relevant semester.
9.1.4
Where a student has previously enrolled for the relevant semester, a suspension of enrolment may be recorded as Withdrawn (W) or Discontinued Not To Count As Failure (DNF) where that application is received within the time-frames specified by the University and published by the Student Centre, or where the student meets other conditions as specified by the Faculty.
9.2
Where the candidate has previously had two semesters of suspension the application will be considered by the Board of Postgraduate Studies for the Faculty.
10.2
A student whose candidature has lapsed must apply for re-admission in accordance with procedures determined by the Faculty.
11.1
The faculty requires students to demonstrate satisfactory progress with their studies as set out in the current relevant University policy on progression.
12.1
Refer to University of Sydney (Coursework) Rule 2000 (as amended), Division 3, Section 8 and the Board of Postgraduate Studies for the Faculties of Dentistry, Medicine and Pharmacy, Academic Credit, Advanced Standing, and Exemption Policy.
13.1
A full-time candidate for the degree of Master of Medical Education shall complete the requirements for the degree not earlier than two semesters after the commencement of candidature and not later than the end of the fourth semester of candidature, except with the permission of the Faculty on the recommendation of the head of the discipline.
13.2
A part-time candidate for the degree of Master of Medical Education shall complete the requirements for the degree not earlier than two semesters after the commencement of candidature and not later than the end of the eighth semester of candidature, except with the permission of the Faculty on the recommendation of the head of the discipline.
13.3
A full-time candidate for the Graduate Diploma in Medical Education shall complete the requirements for the degree not earlier than two semesters after the commencement of candidature and not later than the end of the two semester of candidature, except with the permission of the Faculty on the recommendation of the head of the discipline.
13.4
A part-time candidate for the Graduate Diploma in Medical Education shall complete the requirements for the degree not earlier than two semesters after the commencement of candidature and not later than the end of the sixth semester of candidature, except with the permission of the Faculty on the recommendation of the head of the discipline.
13.5
A full-time candidate for the Graduate Certificate in Medical Education shall complete the requirements for the degree not earlier than one semester after the commencement of candidature and not later than the end of the one semester of candidature, except with the permission of the Faculty on the recommendation of the head of the discipline.
13.6
A part-time candidate for the Graduate Certificate in Medical Education shall complete the requirements for the degree not earlier than one semester after the commencement of candidature and not later than the end of the fourth semester of candidature, except with the permission of the Faculty on the recommendation of the head of the discipline.
Table of Units of Study: Medical Education
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
Medical Education Units |
|||
| MDED5002 Scholarship in Teaching |
6 | Semester 1 |
|
| MDED5004 Independent Studies A |
6 | P MDED5002 Note: Department permission required for enrolment Students negotiate with the course coordinator to find a supervisor on an agreed project.The supervisor emails the Postgraduate Student Administration Unit permission for the student to enrol. |
Semester 1 Semester 2 |
| MDED5005 Independent Studies B |
6 | P MDED5002 Note: Department permission required for enrolment Students negotiate with the course coordinator to find a supervisor on an agreed project.The supervisor emails the Postgraduate Student Administration Unit permission for the student to enrol. |
Semester 1 Semester 2 |
| MDED5008 Assessment |
6 | Semester 2 |
|
| All students must complete their minimum MDED requirements before taking any non-medical education units. | |||
Non-Medical Education Units |
|||
| BACH5001 Adult Learning |
6 |
Note: Department permission required for enrolment Broadband internet access is desirable, last offering of this unit |
Semester 1 Semester 2 |
| BACH5002 Educational Design |
6 |
Note: Department permission required for enrolment Broadband internet access is desirable |
Semester 1 Semester 2 |
| BACH5042 Teaching Clinical Reasoning |
6 | Semester 2 |
|
| BACH5085 Clinical Teaching and Supervision |
6 | Semester 1 |
|
| BACH5116 Developing eLearning in Health Contexts |
6 | A Basic computer skills and some knowledge of adult learning theory would be useful Broadband internet access is essential |
Semester 2 |
| BACH5336 Lecturing and Large Group Teaching |
6 | A BACH5001 Adult Learning and BACH5002 Educational Design Broadband internet access is essential |
Semester 1 |
| NURS5091 Simulation-Based Learning in Health |
6 | Semester 2 |
|
| Students can take no more that 50 per cent of the credit points required for award from non-medical education units. | |||
| All students must complete their minimum requirements before taking taking any non-medical education units unless with prior permission from the Medical Education course co-ordinator. | |||
| Electives may also be chosen from other postgraduate coursework programs across the University with prior permission from the Medical Education course coordinator and the unit of study convener. | |||
Further enquiries
Koshila Kumar
Phone: +61 2 9351 3130
Fax: +61 2 9036 7580
Email:
Units of Study Descriptions for 2011
BACH5001 Adult Learning
Credit points: 6 Teacher/Coordinator: Ms Victoria Neville Session: Semester 1,Semester 2 Classes: External/distance mode: independent learning package with WebCT support. Assessment: Assignment based , written assesments (30%,10%,60%) Campus: Cumberland Mode of delivery: Distance Education
Note: Department permission required for enrolment
Note: Broadband internet access is desirable, last offering of this unit
The unit has been designed to encourage you to think critically about the concepts, strategies and theories of adult learning (traditional and contemporary) from theoretical and research literature relevant to education across the health sciences and services. The purpose of this process is to enable you to make informed, evidence-based arguments for enhancing deep approaches to student learning and encouraging self-regulated learning in your own teaching practice.
BACH5002 Educational Design
Credit points: 6 Teacher/Coordinator: Ms Victoria Neville Session: Semester 1,Semester 2 Classes: Distance Learning. No on-campus classes. Assessment: Planning project submitted as two assignments (60% and 40%) Campus: Cumberland Mode of delivery: Distance Education
Note: Department permission required for enrolment
Note: Broadband internet access is desirable
This unit examines the procedures and practices used by an educational designer in collecting and analysing data required for planning and proposing educational programs and designing effective learning plans. The models and readings recognise the differences and commonalities in the design needs of academics, clinical teachers and professional educators in university and further education settings, clinical and workplace contexts, and patient and community health education. Current concerns, such as evidence based design, constructive alignment, flexible and technology based modes of delivery and student approaches to learning are addressed. Participants experience design processes, such as pedagogical reasoning, by undertaking a small design project relevant to their setting.
Textbooks
Caffarella R, Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers and Staff Developers, Jossey Bass, San Francisco (2002)
BACH5042 Teaching Clinical Reasoning
Credit points: 6 Teacher/Coordinator: Ms Victoria Neville Session: Semester 2 Classes: Blended mode: online learning with 2 on-campus sessions Assessment: Assignments (100%) Campus: Cumberland Mode of delivery: Distance Education
Participants explore theories, models and research of clinical reasoning and decision-making from the medical, nursing and allied health literature. A range of strategies to facilitate the development of clinical reasoning will be examined. Participants will have the opportunity to plan the applicaiton of strategies to their teaching context.
Textbooks
Higgs, J. Jones, M.A, Loftus, S. and Christensen, N. (Eds.) (2008). Clinical Reasoning in the Health Professions. (3rd ed.) Elsevier: Boston.
BACH5085 Clinical Teaching and Supervision
Credit points: 6 Teacher/Coordinator: Ms Victoria Neville Session: Semester 1 Classes: Semester1 Blended mode: online learning with 2 on-campus sessions Assessment: Assignment (100%) Campus: Cumberland Mode of delivery: Distance Education
This unit of study is concerned with exploring current theory and best practice in teaching and supervision in clinical settings. Participants will be expected to develop a critical and research-informed understanding of the clinical setting as a highly complex and specialised context for student learning. Participants will be introduced to the principles of roles and responsibilities of clinical educators/supervisors/teachers, styles and models of clinical supervision, clinical assessment, and other important issues. These issues include integrating theory into clinical practice, mentorship and preceptorship, managing difficult situations, reflections, etc. The teaching and learning experiences in this subject are structured to allow you the opportunity to learn and apply these principles to your own teaching contexts.
Textbooks
Rose, M & Best, D. (Eds.) (2005). Transforming practice through clinical education, professional supervision & mentoring. Elsevier: Churchill Livingstone.
BACH5116 Developing eLearning in Health Contexts
Credit points: 6 Teacher/Coordinator: Ms Victoria Neville Session: Semester 2 Classes: WebCT Assumed knowledge: Basic computer skills and some knowledge of adult learning theory would be useful Assessment: Presentation (50%), Written assignment (50%) Campus: Cumberland Mode of delivery: On-line
Note: Broadband internet access is essential
In this unit of study, participants will be introduced to the research and theoretical literature, and evolving technologies in the field of eLearning. Participants will apply elements of best practice in their design of elearning for their own contexts. On completion of this unit, participants should be able to provide an evidence based educational rationale for their choice of elearning design and use of relevant technologies. Weekly participation in online discussion forum is mandatory.
BACH5336 Lecturing and Large Group Teaching
Credit points: 6 Teacher/Coordinator: Ms Victoria Neville Session: Semester 1 Classes: Distance learning only, no on-campus classes Assumed knowledge: BACH5001 Adult Learning and BACH5002 Educational Design Assessment: Analysis report (10%), eResource (30%), Lecture Plan (60%) Campus: Cumberland Mode of delivery: Distance Education
Note: Broadband internet access is essential
This unit examines the context of large group teaching with a particular focus on effective lectures and lecturing within and outside university settings. Lecture structure is considered in the light of recent evidence concerning the impact of memory, attention and motivation in the process of student learning and the transfer of learning. Design issues, such as strategies to engage deep learning, monitoring understanding, and flexibility offered by the new information and communication technologies are explored. Relevant micro-skills of teaching, such as getting and keeping attention, explaining, variation, dynamic structuring and managing disruption are addressed.
Textbooks
Recommended:
MDED5002 Scholarship in Teaching
Credit points: 6 Teacher/Coordinator: Koshila Kumar Session: Semester 1 Classes: The total workload for this unit of study is approximately 10 hours per week. This unit is to be delivered in a blended mode requiring attendance at face-to-face classes, followed by participation in online learning activities. Assessment: 2x written assignments (100%) plus formative assessments throughout the unit of study. Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Evening
This unit is designed to provide health care professionals with a deeper understanding of the nature of evidence in health professional education, and the skills in analysing and synthesising this evidence to inform improvement in their own teaching and learning practices. Modules within this unit of study will focus on the scholarship of teaching in health and understanding and appraising qualitative and quantitative research.
By the end of this unit students will be able to: describe scholarship of teaching in health professional education; critique teaching and learning interventions and methods including qualitative and quantitative studies; synthesise evidence from the health professional education literature in the form of a literature review; develop information literacy skills to search the health professional education literature and use Endnote; and reflect on applying evidence to their own teaching and learning context.
By the end of this unit students will be able to: describe scholarship of teaching in health professional education; critique teaching and learning interventions and methods including qualitative and quantitative studies; synthesise evidence from the health professional education literature in the form of a literature review; develop information literacy skills to search the health professional education literature and use Endnote; and reflect on applying evidence to their own teaching and learning context.
Textbooks
Cohen L., Manion K. & Morrison K. 2007 Research methods in education, 6th ed. New York: Routledge.
MDED5004 Independent Studies A
Credit points: 6 Teacher/Coordinator: Professor Merrilyn Walton & Koshila Kumar Session: Semester 1,Semester 2 Classes: Face-to-face meeting with the coordinator and scheduled meetings with supervisor, and 1x3hr evening class to present completed projects. Alternatively this unit may be undertaken fully online, with online supervision. Prerequisites: MDED5002 Assessment: Assessment for Independent Studies A will be a 7000-8000 word project, or its equivalent; whereas combining Independent Studies A and B will require a 14,000-16,000 word project, or its equivalent. Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Evening or On-line
Note: Department permission required for enrolment
Note: Students negotiate with the course coordinator to find a supervisor on an agreed project.The supervisor emails the Postgraduate Student Administration Unit permission for the student to enrol.
Please note that it is not advisable to begin an Independent Study early in your program. We advise you to wait until you have completed four other units of study including the two core units - MDED5001 and MDED5002. Approval for independent studies must be sought from the program coordinator.
Candidates may contract to undertake independent studies in a particular field of educational interest or to undertake independent research. Students undertaking a research project will require appropriate supervision by academic staff in the University and may have co-supervision within the actual research setting.
The project is negotiated with your supervisor and based on a written Learning Contract. The project can be undertaken for one semester (6 credit points - Independent Studies A) or two semesters (12 credit points - A and B) in negotiation with your supervisor. The choice of project is yours and you are encouraged to select a topic that is directly relevant to your own work setting. As part of the Independent Study you will develop your own learning outcomes.
A one semester project can include a systematic literature review or an evaluation of an educational program or curricula.
Candidates may contract to undertake independent studies in a particular field of educational interest or to undertake independent research. Students undertaking a research project will require appropriate supervision by academic staff in the University and may have co-supervision within the actual research setting.
The project is negotiated with your supervisor and based on a written Learning Contract. The project can be undertaken for one semester (6 credit points - Independent Studies A) or two semesters (12 credit points - A and B) in negotiation with your supervisor. The choice of project is yours and you are encouraged to select a topic that is directly relevant to your own work setting. As part of the Independent Study you will develop your own learning outcomes.
A one semester project can include a systematic literature review or an evaluation of an educational program or curricula.
MDED5005 Independent Studies B
Credit points: 6 Teacher/Coordinator: Professor Merrilyn Walton & Koshila Kumar Session: Semester 1,Semester 2 Classes: Face-to-face meeting with coordinator and scheduled meetings with supervisor and 1x3hr evening class to present completed projects. Alternatively this unit may be undertaken fully online, with online supervision (approximately every fortnight). Prerequisites: MDED5002 Assessment: Combined project with MDED5004 Independent Studies A 14,000-16,000 words, or its equivalent. Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Evening or On-line
Note: Department permission required for enrolment
Note: Students negotiate with the course coordinator to find a supervisor on an agreed project.The supervisor emails the Postgraduate Student Administration Unit permission for the student to enrol.
Please refer to MDED5004 Independent Studies A for a description of this unit of study.
MDED5008 Assessment
Credit points: 6 Teacher/Coordinator: Imogene Rothnie Session: Semester 2 Classes: The total workload for this unit of study is approximately 10 hours per week. This unit is to be delivered in a blended mode requiring attendance at face-to-face classes, followed by participation in online learning activities. Assessment: Summatively assessed by a work-based learning portfolio equivalent to 6000 words (100%). Participants will choose four topics that relate to their clinical teaching environment, negotiate a learning plan with the unit facilitator and evidence the completion of the plan in their portfolio. Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Evening
This unit of study will focus on the purpose, design, implementation and evaluation of authentic assessment tasks and strategies that reflect what trainees and, practitioners do and what students will do in health professional practice. The unit of study will discuss the principles underpinning best assessment practice and the evidence for particular assessment strategies.
During this unit students will learn to: evaluate the purpose, reliability and validity of an existing assessment; design and construct a reliable, valid and acceptable assessment instrument; consider issues of standard setting and decision-making, develop strategies to facilitate the implementation of change in assessment practices; demonstrate the ability to engage in collaborative learning and demonstrate the ability to critically reflect on personal learning and teaching practices and future learning needs as they relate to assessment.
During this unit students will learn to: evaluate the purpose, reliability and validity of an existing assessment; design and construct a reliable, valid and acceptable assessment instrument; consider issues of standard setting and decision-making, develop strategies to facilitate the implementation of change in assessment practices; demonstrate the ability to engage in collaborative learning and demonstrate the ability to critically reflect on personal learning and teaching practices and future learning needs as they relate to assessment.
NURS5091 Simulation-Based Learning in Health
Credit points: 6 Session: Semester 2 Classes: distance education/intensive on campus, up to four study days Assessment: 2500w essay (40%) and learning contract (60%) Campus: Mallett Street Mode of delivery: Distance Education/Intensive on Campus
The use of simulation (the process of mimicking reality in an environment that can be manipulated to reflect real clinical situations) is an educational tool that is becoming increasingly prevalent in health care practice and education. Simulation activities have strong relevance to a broad range of learner levels across health professions providing a safe and controlled learning environment. Simulation can be used in task or situational training areas in order to train clinicians to anticipate certain situations and develop capability to react appropriately. Additionally, simulation has the potential to create a dynamic interprofessional learning environment, facilitating the process of learning through assessment, decision making, evaluation and error prevention or correction within the healthcare team.
This unit of study will provide learners with the opportunity to critically examine the current literature related to the instructional use of simulation in health education and practice. They will become familiar with evolving theoretical frameworks associated with the use of simulation in education and explore concepts related to technical and non-technical skill development such as: participant consent and confidentiality, levels and types of fidelity, models of instruction/tuition, immersive and non-immersive scenarios, virtual reality simulation, debriefing, participant assessment and translation to practice. Students will be encouraged to further expand their clinical and theoretical repertoire by developing a simulated learning experience, based on best evidence, and linked to education outcomes.
This unit of study will provide learners with the opportunity to critically examine the current literature related to the instructional use of simulation in health education and practice. They will become familiar with evolving theoretical frameworks associated with the use of simulation in education and explore concepts related to technical and non-technical skill development such as: participant consent and confidentiality, levels and types of fidelity, models of instruction/tuition, immersive and non-immersive scenarios, virtual reality simulation, debriefing, participant assessment and translation to practice. Students will be encouraged to further expand their clinical and theoretical repertoire by developing a simulated learning experience, based on best evidence, and linked to education outcomes.