Health Professional Education
The Health Professional Education designation is a recent addition to the Master of Education program. This program commenced in 2011 and is delivered collaboratively by staff in the faculties of Education and Social Work, Health Sciences, Sydney Nursing School and Sydney Medical School.
This designation aims to equip those who have educational responsibility in the health professions; with knowledge, skills and attitudes relevant to undergraduate, postgraduate and continuing education.
Outcomes
At the conclusion of this designated degree students should be able to:
- design and implement contemporary and innovative educational practices informed by educational pedagogy
- critically evaluate existing educational practices and identify opportunities for change
- critically engage with scholarly debate about educational pedagogy and practice in health professional education and associate implications and effects.
Master of Education (Health Professional Education)
To qualify for the award of Master of Education (Health Professional Education) candidates must complete 8 units of study (48 credit points), including
- 5 units of study (30 credit points) of core units from the table below; and
- a minimum of 1 unit of study (6 credit points) of capstone units; plus
- a maximum of 2 units of study (12 credit points) of postgraduate Education units which can be chosen from any designation within the Master of Education program.
Graduate Diploma in Educational Studies (Health Professional Education)
To qualify for the award of Graduate Diploma in Educational Studies (Health Professional Education) candidates must complete 6 units of study (36 credit points), including
- 5 units of study (30 credit points) of core units from the table below; and
- 1 units of study (6 credit points) of postgraduate Education units which can be chosen from any designation within the Master of Education program.
Graduate Certificate in Educational Studies (Health Professional Education)
To qualify for the award of Graduate Certificate in Educational Studies (Health Professional Education) candidates must complete 4 units of study (24 credit points), including
- 4 units of study (24 credit points) of core units of study from the table below.
Course convenor
Ms Koshila Kumar
T 02 9351 3130
Room 107, Edward Ford Building, A27, Sydney Medical School.
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Units of study table
Students undertaking the Master of Education (Health Professional Education) also choose 3 more units of study from other designations within the Master of Education program to complete the 48 credit point requirement.
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
Health Professional Education |
|||
Core units |
|||
| MDED5002 Scholarship in Teaching |
6 | Semester 1 |
|
| MDED5008 Assessment |
6 | Semester 2 |
|
| BACH5085 Clinical Teaching and Supervision |
6 | Semester 1 |
|
| BACH5042 Teaching Clinical Reasoning |
6 | Semester 2 |
|
| NURS5091 Simulation-Based Learning in Health |
6 | Semester 2 |
|
Units of study listing
Health Professional Education
Core units
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.
MDED5008 Assessment
Credit points: 6 Teacher/Coordinator: Koshila Kumar 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.
BACH5085 Clinical Teaching and Supervision
Credit points: 6 Session: Semester 1 Classes: Online learning mode Assessment: Assignment (100%) Campus: Cumberland Mode of delivery: On-line
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, and to investigate and argue for the application of teaching/learning strategies to a learning problem in their own clinical education contexts.
BACH5042 Teaching Clinical Reasoning
Credit points: 6 Session: Semester 2 Classes: Distance mode: independent and online learning. Assessment: Assignments (100%) Campus: Cumberland Mode of delivery: Distance Education
This unit of study is concerned with exploring theories, models and research of clinical reasoning and decision-making from the medical, nursing and allied health literature. You will be introduced to a range of strategies to facilitate the development of clinical reasoning, and have the opportunity to explore the research literature relevant to the teaching of clinical reasoning, and to plan the application of strategies to a learning problem your own clinical educational context.
Textbooks
Higgs, J., Jones, M., Loftus, S., & Christensen, N./Clinical Reasoning in the Health Professions./3rd/2008/9780750688857/
NURS5091 Simulation-Based Learning in Health
Credit points: 6 Session: Semester 2 Classes: on-line Assessment: reflection (5%) and online activity (45%) and project (50%) Campus: Mallett Street Mode of delivery: On-line
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.