Overview

The details

Course: Medical and Clinical Education

Start date: October 2020

Study mode: Part-time

Duration: 6 years

Location: Colchester Campus

Based in: Health and Social Care (School of)

We understand that you may not have the time to do a full-time degree, so our CPD pathways allow you to study flexibly, in the way that best suits you. The structure, mode of delivery and level of support allow you to progress towards a qualification at postgraduate certificate, postgraduate diploma or Masters level.

Medical and Clinical Education (MaCE) was developed in response to requests from local GPs, nurses and allied health professionals. The desire of these practitioners to develop their teaching and assessing skills, and to pursue an accredited programme, reflects the increasing recognition of the value of work-based learning in professional education.

The programme provides you with a systematic and critical understanding of the key concepts underlying learning, teaching and assessing in the medical and clinical practice environment. It enables health care professionals to acquire advanced skills in teaching and assessing students in a medical and clinical practice context.

This is a modularised pathway and you can choose to study part-time between two and five years. Teaching contributions are drawn from expertise across the University’s academic departments and many modules are supported by Moodle, our online learning environment.

This course will:

Enable you to apply your understanding of educational, legal and ethical frameworks and healthcare policy to enable others to learn and enhance their own professional practice, thereby being a positive role model for your students
Help you engage in quality enhancement and improve students’ learning experiences.
Ensure you acquire a range of transferable employment-related skills, most importantly, independent learning skills for continuing professional development
Create flexible, inter-professional learning pathways to develop educators for the clinical professions

Professional, statutory and regulatory bodies

We are committed to embedding the NHS Constitution Values (which are strongly reflected in our University values) into everything we do. They define the behaviours and expectations of all our staff and students underpinning the work we do in the university, clinical arena and other workplaces.

We understand that not all of our students and staff are employed within the NHS but these values uphold the underlying principles of excellent care as a standard, and as such we expect that anyone who cares for others will aspire to uphold these values.

For us, involving not only our students, but service users, experts by experience, carers and NHS/non NHS professionals in the creation and delivery of all programmes is vital.

Why we're great.

Choose to study part time, between two and five years, and create a bespoke course that is right for you
Gain the skills and understanding of key concepts underlying learning, teaching and assessment in the medical and clinical practice environment
Work alongside experts in your field with a wide range of clinical and academic experience

THE Awards 2018 - Winner University of the Year

Our expert staff

With us, you benefit from the expertise of staff from a wide range of clinical and academic backgrounds. This means that you gain a well-rounded education that is research-led and clinically relevant. Where we feel you will benefit, we bring in additional specialists direct from the field.

Specialist facilities

The School of Health and Social Care is located at two sites; in the Kimmy Eldridge building on the Colchester campus and in the Gateway Building on the Southend campus.

As one of our CPD students, you may be taking modules at either campus or online to suit your needs, which means that you can access facilities across both campuses as required.

Entry requirements

UK entry requirements

Current registration with a relevant professional regulatory body.
A relevant first degree, or equivalent e.g. professional experience and responsibility.
Current involvement in teaching and assessing in practice, plus 3 years healthcare experience.
Applicants wishing to achieve NMC Practice Teacher or Teacher qualifications must supply on application:
- a statement of support from their service manager;
- the name of the practice teacher or teacher that will be supporting their practice learning; and
- evidence of successful completion of a mentor preparation programme or equivalent.
International & EU entry requirements

We accept a wide range of qualifications from applicants studying in the EU and other countries. Get in touch with any questions you may have about the qualifications we accept. Remember to tell us about the qualifications you have already completed or are currently taking.

Sorry, the entry requirements for the country that you have selected are not available here. Please select your country page where you'll find this information.

English language requirements

For non-native speakers of English, an IELTS score of 6.5 or a TOEFL score of 580/240.

If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.

Structure

Example structure

Most of our courses combine compulsory and optional modules, giving you freedom to pursue your own interests. All of the modules listed below provide an example of what is on offer from the current academic year. Our Programme Specification provides further details of the course structure for the current academic year.

Our research-led teaching is continually evolving to address the latest challenges and breakthroughs in the field, therefore to ensure your course is as relevant and up-to-date as possible your core module structure may be subject to change.

See full list of modules

Learning Organisations and Quality Enhancement

This module provides health professions educators with the self-determination and conceptual knowledge to improve their practices as educators and the ability to promote positive change within their learning environments and organisations. On this module, you will develop an evidence-based and critical understanding of quality enhancement, and evaluate the complex influences that impact on learning in clinical communities and organisations. Participants who successfully complete this module (as well as HS950) and are employed as a General Practitioner (GP) in a registered GP Training Practice can qualify as GP trainers.

View Learning Organisations and Quality Enhancement on our Module Directory

Course Design and Development

This module explores the many variables involved in designing and developing curricula capable of delivering a valuable and transformative learning experience. Focusing on education in the health professions, this module will enable you to design a unit of learning whilst considering the political, social, philosophical, professional influences and assumptions embedded in health professions education. You will be encouraged to take a democratic approach to curriculum design, leading strategies and learning experiences that shapes the contemporary and future health profession workforce.

View Course Design and Development on our Module Directory

Postgraduate Research Methods (optional)

To scrutinise the knowledge that informs evidence based practice, health and social care professionals need to be critical thinkers who are research-literate. This module explores the different ways that health and social research is carried out, with a focus on critical appraisal, research design, data collection and analysis. The module covers qualitative, quantitative and mixed methods research. This learning enables students to embark more confidently and creatively on their own dissertations, as well as helping them to engage more critically with the research of others.

View Postgraduate Research Methods (optional) on our Module Directory

Using Technology to Enhance Learning in Practice (optional)

This module is designed to enhance the critical understandings of strategies, techniques and pedagogies employed to enhance learning through the use of technology. Participants will explore and experiment with a range of technology-enhanced learning strategies, demonstrating critical application of these within the design of health professions education. Students are encouraged to design learning materials that they can then go on to use in their professional practice.

View Using Technology to Enhance Learning in Practice (optional) on our Module Directory

Dissertation (optional)

This final module consolidates your learning and equips you to take your career forward with a range of skills and knowledge relevant to your professional practice. It is an opportunity to undertake an independent research project relevant to your field of practice. You will formulate a research question, plan and carry out the project, analyse and write up the results. You can undertake primary or secondary research, or audit/service evaluation or a library based critical literature review research project. If you are undertaking the MSc in Health Research you will undertake a primary or secondary research project, engaging with empirical data.

View Dissertation (optional) on our Module Directory

Fees and funding

Home/UK fee

TBC

International fee

TBC

Fees will increase for each academic year of study.

What's next

We hold Open Days for all our applicants throughout the year. Our Colchester Campus events are a great way to find out more about studying at Essex, and give you the chance to:

tour our campus and accommodation
find out answers to your questions about our courses, student finance, graduate employability, student support and more
meet our students and staff

If the dates of our organised events aren’t suitable for you, feel free to get in touch by emailing tours@essex.ac.uk and we’ll arrange an individual campus tour for you.

Take a look at our guide to making your application.

Accreditation of Prior Experiential Learning (APEL)

We recognise the importance of your previous academic learning and professional experience, and you can use both to gain credit value towards the specific programme you are interested in, known as Accreditation of Prior Experiential Learning or APEL.

APEL is dependent on many factors. If you are interested in this option please email us at cpd@essex.ac.uk before you apply. It is necessary to highlight any prior learning before you apply as the modules you wish to study may be dependent on this. For further information on our AP(E)L procedure, please review the University’s Quality Enhancement information.

Please note: there is an administration fee for the APEL process request which can be found on our fees document (.pdf)

Home to 15,000 students from more than 130 countries, our Colchester Campus is the largest of our three sites, making us one of the most internationally diverse campuses on the planet - we like to think of ourselves as the world in one place.

The Campus is set within 200 acres of beautiful parkland, located two miles from the historic town centre of Colchester – England's oldest recorded town. Our Colchester Campus is also easily reached from London and Stansted Airport in under one hour.

How to get to Colchester Campus

Find out more

If you live too far away to come to Essex (or have a busy lifestyle), no problem. Our 360 degree virtual tour allows you to explore the Colchester Campus from the comfort of your home. Check out our accommodation options, facilities and social spaces.

Our staff travel the world to speak to people about the courses on offer at Essex. Take a look at our list of exhibition dates to see if we’ll be near you in the future.

At Essex we pride ourselves on being a welcoming and inclusive student community. We offer a wide range of support to individuals and groups of student members who may have specific requirements, interests or responsibilities.

Find out more

The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include, but are not limited to: strikes, other industrial action, staff illness, severe weather, fire, civil commotion, riot, invasion, terrorist attack or threat of terrorist attack (whether declared or not), natural disaster, restrictions imposed by government or public authorities, epidemic or pandemic disease, failure of public utilities or transport systems or the withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.