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Module Overview

The module is for any Health Professional who is interested in gaining a basic understanding of qualitative research. This may be to further your insight as you read and appraise qualitative studies and apply findings to your educational practice, or to lay the foundations for undertaking your own research in the future, either in your clinical educator role, or in preparation for an MSc report or dissertation.

This module introduces students to the use of Qualitative Research in Health Professions Education, in particular to the nature of Qualitative Research and the type of insights it can yield. Over the course of the module, students are encouraged to reflect on their own education practice, and identify areas which they might be interested to research. Students are then supported to delve into the methodological and research literature to gain understanding of a suitable qualitative approach for their area of interest.

Aims

This module aims to facilitate students to develop a basic understanding of Qualitative Approaches - what it is for, how it works, and what constitutes good quality qualitative research. This will be achieved through exploring your own interests, in relation to your Health Professions Education practice. You will be guided through the steps to understand what qualitative research might allow you to achieve in relation to your practice, then, taking your own area of interest as a focus, to consider the design elements of a relevant qualitative study.

Module Learning Outcomes

By the end of the module we aim that students will be able to:

• Understand the social scientific, philosophical and methodological underpinning of researching clinical and professional-related education using qualitative approaches.
• Discuss the use of key qualitative research approaches to data collection and analysis in clinical and professional education-based enquiry projects
• Evaluate the application of selected techniques of qualitative data collection in clinical and professional-related educational research.
• Feel confident in selecting an appropriate approach to analyse qualitative data.
• Demonstrate the application of methodology and methods in support of a project enquiring into area of you own professional practice

As this is a fifteen credit introductory module, we do not expect students to achieve a comprehensive in-depth understanding of a broad range of qualitative approaches by the end of the module. Rather, we aim that students will gain insight into the nature and possibilities for qualitative research, via development of an in-depth understanding of one relevant approach to research, seated in an area of their own interest.

Mode of Delivery

This module will be delivered online, using both asynchronous Learning Activities on Moodle, (¹û¶³Ó°Ôºâ€™s Virtual Learning Environment), and live ‘Synchronous’ sessions on Zoom. The Live Synchronous Sessions include a Synchronous Day of study at the start of the modules, and regular 90-minute Live Web Tutorials.

Learning on the Module

Our approach combines educational methods that encourage discussion, debate, self-directed learning, reflection on personal experience, critical thinking and access to extensive online resources. This will enable you to engage in collaborative learning and to be in regular contact with module tutors for academic support.

Study on the module is structured as one- or two-week ‘Units’ of study, which students undertake in a self-directed manner, using Learning Activities on Moodle, which are announced at the start of each week. Weekly live sessions provide support for the asynchronous activity, and give students the chance to explore key topics alongside their peers and tutors, to ‘check in’ regarding more challenging aspects of learning, and to receive feedback during assignment preparation.

Online learning materials are mainly in the form of links to resources such as journal papers and book chapters, which students are supported to explore. The discussion forums are aimed at supporting peer discussion, as students work through the learning activities. The teaching approach for asynchronous learning activities will vary depending on the type of learning activity. At times there will be close facilitation of online activities, and at others learning will be more self-directed, or involve peer feedback.

Tutor support will be available during weekly Zoom tutorials, through tutor input into the peer discussions in the online forums, and during the compulsory ‘Synchronous’ day.

Formative Assessment

Weekly study:Ìý Students will be expected to engage with mandatory activities on Moodle every week. Study is divided into 1-4 week units, each with its own theme, course materials, reading list and learning activities. Each week you will work through course materials, which include recommended readings and other materials, and undertake learning activities in collaboration with peers. In order to allow peer discussion regarding the issues at the core of each unit’s learning, there will be a weekly or two-weekly deadline for completing the learning activities so that all students are posting in the forums during the same one or two week period.

Summative Assessment: The module is assessed with submission of a 2000 word assignment, which requires students to set out a qualitative research approach that is suitable to address a research focus of their choice, relevant to Health Professionals Education.

Engagement Requirements

¹û¶³Ó°Ôº expects students to attend all the scheduled learning events which appear on their timetable as this gives students the best chance of academic success. This includes all events set out in the Programme handbook or those provided to students during a module, including personal tutorials.

Students are expected to engage fully with their online learning, both synchronous sessions and self-directed study.Ìý Faculty require a minimum of 50% attendance of all teaching events. This minimum 50% includes all compulsory synchronous sessions on the module timetable.Ìý Synchronous sessions can only be missed in exceptional circumstances. ÌýStudents are required to notify PGME in advance if they cannot attend the compulsory sessions.