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Module Overview

This is a 30 credit module that introduces students to a range of educational research methodologies and approaches that can be applied to research in the field of health professions education. The module will form a core component of the MSc HPE Research pathway. In this module we will explore the purpose of research and the concept of problematizing educational issues in health profession education. The module will examine philosophical discourses on the nature of reality and knowledge, the socio-political context influencing how research is positioned within health professions education and the relationship of such discourses to the choice and application of research methodologies in their field. The module will develop students’ capabilities to critique educational research, the paradigms on which they are based, and the prevailing discourse in health professions education research as well as their ability to undertake research designed to influence policy and practice.

Aims

To enable students to develop a robust understanding of discourses within health profession education research, bringing a scholarly approach, underpinned by critical appraisal of theory and evidence, to inform their own practice as educational researchers.

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Module Learning Outcomes

By the end of this module students should be able to:

1. Critique philosophical approaches that underpin educational research in health professions education

2. Discuss a range of research methodologies that are used in this field

3. Analyse socio-political influences on choice of methodologies and the implications for research in this field

4. Identify tensions within the prevailing discourse on health professions educational research and the implications for their practice.Ìý

5.Ìý Critically appraise a range of research methodologies and their use in health professions education research

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Mode of Delivery

The module is designed to be delivered online (using Moodle), but with an emphasis on group collaboration, rather than individual eLearning. ÌýWork will be divided into topic units, each with learning activities to complete.Ìý Learning activities will take the form of group discussion, using discussion fora or webinar software; individual reflective pieces; collaborative work such as peer feedback and group activities.

Formative Assessment

Peer and tutor feedback on the Learning Activities will provide students with formative assessment opportunities.

Summative Assessment

Student will write an essayÌý of 3,500 words on an issue within health professions education relevant to their practice and critique related published research drawn from ( as far as possible) different research paradigms. Their critique will need to examine the influence of paradigms on research design, methodologies, implicit assumptions, the credibility of the research and its influence on policy and practice.

This is a 30 credit module which will require approximately 300 hours of study over the course of the module.Ìý

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.