The MSc in Clinical Education programme is designed to develop knowledge, skills and professional values in teaching and learning associated with clinical education.
This programme is studied by blended learning - a mixture of on campus and online.
The programme provides an exploration and analysis of underlying educational theory with its practical application to the design, delivery and evaluation of teaching, assessment and educational leadership and management in the context of the clinical environment.
The programme enables the student to tailor their learning to the role of a clinical educator further developing particular interests with optional modules (e.g., simulation in clinical education) and/or with a Masters research project.
Participants primarily enrol for Postgraduate Certificate (1st Year) then choose to continue through to Postgraduate Diploma (2nd Year) and MSc (3rd year) subject to personal developmental goals.
The Diploma modules are designed to build on the knowledge and skills acquired during the Certificate stage, and to prepare and empower students for a role as an educational manager, leader and scholar through the development and application of advanced skills.
Completion of the Diploma will allow entry to Masters level where students will design, conduct and submit a report on an education research project.
Postgraduate Certificate (PgCert) Clinical Education (60 credits)
The PgCert in Clinical Education is accredited by the Academy of Medical Educators (AoME). This enables those who undertake and successfully complete the programme to apply for full membership of the academy without the need to go through the full application and assessment process.
Membership of the Academy grants the use of the post-nominal letters MAcadMEd, and indicates the individual has been deemed to meet the Academy’s Professional Standards for Medical Educators at an appropriate level
Completion of the following four courses will lead to the award of the PgCert in Clinical Education.
The Core Values of a Clinical Educator course is designed to promote reflection and develop further knowledge, skills and practice emulating the core professional values of an educator in teaching and learning in clinical education. Students will explore and reflect upon topics including promoting safe, quality care whilst providing education, professional identity and integrity, respect and a commitment to scholarship and reflection in medical education.
Teaching, using a variety of methods such as seminars and small group work, will provide an overview of topics and a foundation for students to engage further with independent study and reflection.
The Planning and Design of Clinical Education course is designed to enhance a critical understanding and develop skills for the principles supporting learning and teaching in clinical education. Topics covered include underpinning theories, evidence base and external influences upon learning. Students’ will identify organisational factors, learning needs; define outcomes and understand the purpose and methods for evaluation. Students’ will critically apply and construct the principles of planning and design contextualised to their place of work.
Teaching, using a variety of methods such as seminars and small group work, will provide an overview of topics and a foundation for students to engage further with independent study and reflection.
This course explores delivery of teaching and facilitation of leaning in clinical education. Students’ will develop knowledge and skills of a systematic approach to teaching and how to maintain an effective learning environment. Underpinning principles and innovations will be explored for a variety of teaching methods including small and large group and lecture based teaching, work based, bedside teaching and the use of patients and simulation for clinical education. This course will also develop a critical understanding of receiving and providing effective feedback for learning. Students’ will receive feedback and develop educational practice through the method of peer observation and self-reflection.
This course is designed to provide students with knowledge and skills for assessment of learning in clinical education. Elements explored include the principles of evidence-based approaches to assessment, methods for assessment, the development and content of assessment and ensuring quality
This course gives students the opportunity to develop both the skills required to complete their degree programme and transferable skills that are fundamental to their future career. The course provides sessions and workshops on a variety of skills, including literature appraisal, academic integrity, writing, presentations, note taking and time management. It provides online resources for developing IT and numeracy skills, and acts as a resource for advertising development opportunities both within and outside the university.
The course strongly relies on self-assessment and identification of opportunities by the students to use the support sessions and online resources available. Although the course itself is compulsory most of the course sessions offered are optional, and support is given to the students to help them identify what they most need to work on. Completion of the course is achieved through formative assignments.
This course is the first of two courses relating to generic skills that are compulsory for all taught postgraduate students in the School of Medicine, Medical Sciences and Nutrition.
Postgraduate Diploma Clinical Education (120 credits)
Building on the skills acquired during the Certificate stage completion of the ‘Leadership Skills in Clinical Education’ course, ‘Research Skills in Clinical Education’ and one of the other optional courses will enable achievement of the Postgraduate Diploma Clinical Education.
This course will provide exposure to the wider social and political context of healthcare education and support students to contribute to curriculum development and informed educational debate and discussion. Students will attend face to face sessions. Assessment will be in the form of a reflective account and submission of a proposal for change/research project.
This course will introduce students to the fundamentals of health research methods. The course will focus on the development of research protocols, including how to formulate research questions, identify appropriate study designs, identify relevant outcomes and plan data collection. Students will be introduced to the main study designs used in health research including experimental, observational, qualitative and mixed method designs. Sampling techniques and methods for data collection for both quantitative and qualitative methods will be addressed. Students will also be introduced to the importance of critical appraisal and research ethics and will learn how to communicate scientific findings.
This course will give students and understanding of the principles of qualitative and quantitative research analysis, and develop skills for qualitative and quantitative data management, analysis and interpretation.
Students will be able to tailor their learning through the choice of an optional course.
Students will be expected to evaluate personal experience of teaching and learning, critically analyse underpinning theory and evidence and formulate a plan for development. Please indicate on your personal statement which of the optional courses you would like to undertake.
This course will explore how simulation-based learning can influence learning in clinical education. Students will undertake a critical study of the underpinning theory and evidence base that support simulation. Students’ will reflect and evaluate personal experience of learning and teaching using simulation formulating a plan for development. Development will involve enhancing knowledge and understanding and demonstrating critical analysis of the theoretical underpinnings and any evidence base for teaching and learning using simulation methods.
This course will advance knowledge and understanding of how technology can influence the educational environment and empower learners. This will include exploring how advances in other disciplines and context can be used to inform instructional design. Students’ will reflect and evaluate personal experience of teaching and learning using technology to inform future development and integration into methods for teaching and learning. Development will involve enhancing knowledge and understanding and demonstrating critical analysis of the theoretical underpinnings and any evidence base informing the chosen topic.
This course will advance knowledge and understanding in the particular context of supporting and empowering learners in primary care. Students’ will reflect and evaluate personal experience of learning and teaching in primary care to formulate a plan for development. Development will involve enhancing knowledge and understanding and demonstrating critical analysis of the theoretical underpinnings and any evidence base for an aspect of teaching and learning in primary care.
This course will explore the context of teaching and learning professionalism in clinical education. Students’ will reflect and evaluate personal experience of learning and teaching using an inter-professional approach formulating a plan for development. Development will involve enhancing knowledge and understanding and demonstrating critical analysis of the theoretical underpinnings and any evidence base for teaching and learning using an inter-professional approach.
Following discussion and with agreement, students can undertake a module based within their own discipline/context that explores a question or issue of interest that aligns with the overall programme aims. Students’ will evaluate and reflect upon personal experience of the chosen topic to formulate a plan for development. Development will involve enhancing knowledge and understanding and demonstrating critical analysis of the theoretical underpinnings and any evidence base informing the chosen topic.
MSc Clinical Education (180 credits)
Completion of the Diploma will allow entry to the final stage of the MSc Clinical Education programme with the achievement of the ‘Research project in Clinical Education’.
MSc Research Project
In the research project, students will design, conduct and submit a report on an education research project under the guidance and support of an identified supervisor. Students will have a thorough grounding in all the main aspects of clinical education i.e. delivery as well as the organisation and leadership of clinical education.
Summative assessment will include both a 12,500 word thesis, (75% of the overall grade) and an oral defence of the thesis (25%).
Completion of the Post Graduate Diploma in Clinical Education will allow entry to Masters level where students will design, conduct and submit a report on an education research project. Students will have a thorough grounding in all the main aspects of clinical education i.e. delivery as well as the organisation and leadership of clinical education.
We will endeavour to make all course options available; however, these may be subject to timetabling and other constraints. Please see our InfoHub pages for further information.
Teaching and learning methods will take a blended immersive approach offering interactive seminars, large and small group work, with the use of online materials and methods. Video Conferencing is an option that can be facilitated to engage with those students based in remote and rural locations.
Teaching and learning methods will place an emphasis on reflection. Not only will reflection be encouraged for the taught material but also the process by which it is taught. Students will be required and supported to reflect on their own experiences as learners and teachers. This will include methods such as peer observation and feedback on teaching.
Periods of self-directed and preparatory reading before face-to face sessions will be required. This will be enhanced and facilitated through the programmes virtual learning environment, for which full training will be provided.
A combination of written assignment examinations and course work, as prescribed for each course. The Masters thesis/dissertation will be assessed and there will be an oral examination of completion of the programme.
The information below is provided as a guide only and does not guarantee entry to the University of Aberdeen.
Applicants will usually possess an honours level degree, usually in a healthcare (e.g. MBChB, nursing or BDS) or healthcare related area (e.g. psychology) and currently be involved in teaching practice to be eligible.
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To study for a Postgraduate Taught degree at the University of Aberdeen it is essential that you can speak, understand, read, and write English fluently. The minimum requirements for this degree are as follows:
IELTS Academic:
OVERALL - 6.5 with: Listening - 5.5; Reading - 5.5; Speaking - 5.5; Writing - 6.0
TOEFL iBT:
OVERALL - 90 with: Listening - 17; Reading - 18; Speaking - 20; Writing - 21
PTE Academic:
OVERALL - 62 with: Listening - 51; Reading - 51; Speaking - 51; Writing - 54
Cambridge English Advanced & Proficiency:
OVERALL - 176 with: Listening - 162; Reading - 162; Speaking - 162; Writing - 169
Read more about specific English Language requirements here.
You will be required to supply the following documentation with your application as proof you meet the entry requirements of this degree programme. If you have not yet completed your current programme of study, then you can still apply and you can provide your Degree Certificate at a later date.
You will be classified as one of the fee categories below.
| Fee category | Cost |
|---|---|
| All Students | £750 |
| Modular fee programmes - Tuition fees for 2018/19 Academic Year Fee is charged on a course basis per 15 credits. University of Aberdeen staff will be considered for a tuition fee waiver to the value of £750 per course. NHS staff who hold University of Aberdeen Honorary status will be considered for a 20% fee discount per course. |
Further Information about tuition fees and the cost of living in Aberdeen
The following options are available to support your studies.
View all funding options in our Funding Database.
By studying an MSc in Clinical Education at the University of Aberdeen you will have a solid grounding to enhance your role and career for teaching and learning in clinical and related education. You will develop expert knowledge and understanding of education that will enable you to help enhance and advance clinical educational practice.
Graduates of this programme have applied their knowledge and skills to their role as an educator in their existing clinical and academic post. However, many have gone on to develop as educators in a variety of roles such as Lecturers in Medical Education, Clinical Supervisors, and Simulation Faculty.
Many have also gone on to undertake lead roles in academic programmes, clinical post graduate training and conduct healthcare education research in areas as diverse as selection and assessment psychometrics.
Some of the career opportunities include:
An MSc in Clinical Education from the University of Aberdeen will demonstrate to employers that you have the experience of applying the knowledge, skills and attitudes to the role of an educator in the context of clinical education.
The contacts that you make within the University and the Foresterhill Health Campus enhance the credibility of your degree and help establish your reputation as a contributor to essential research projects.
The programme will be delivered by an experienced, multidisciplinary team of internationally renowned educators, researchers and NHS staff, including:
You will be taught by a range of experts including professors, lecturers, teaching fellows and postgraduate tutors. Staff changes will occur from time to time; please see our InfoHub pages for further information.
Face-to-face teaching will take place at the Foresterhill campus with the opportunity for videoconferencing.
The Foresterhill Health Campus is one of the largest clinical complexes in Europe which includes the Medical School, large teaching hospital, the Institute of Medical Sciences and the Rowett Institute of Nutrition and Health.
