Course Summary

Increasingly, there is an expectation that those who are involved in education and training in medical and Higher Education contexts should have a relevant postgraduate qualification. This flexible course responds to this demand. It is designed for those with an interest in the educational uses of simulation in medicine and/or health. It can be undertaken as a stand-alone qualification, or as a recognised pathway into the highly regarded MA in Medical Education. Current students include hospital doctors and managers, GPs, nurses and midwives working in the NHS and Higher Education contexts.

While simulation is now well embedded within medical and healthcare education and training, its use is often adopted uncritically. This course explores both the thinking behind the use of simulation and the ways in which its educational use can be enhanced. The curriculum has been designed with the needs of busy professional people in mind. There is one core unit - simulation in practice - and one optional unit. Each unit combines four study days with interactive online learning and supported self-directed study. There will also be opportunities to rehearse approaches to the use of simulation in our state-of-the-art simulation centre.

You will be supported throughout every stage of this course by an experienced course team who will encourage you to develop educational approaches underpinned by sound theoretical principles. Supportive staff will help you to become a critical, analytical and reflective practitioner of medical simulation in the context of healthcare education. In addition, there will be scope to apply your newfound skills in work-related professional development activities.

Why choose this course?

Past students have commented that this course has broadened career opportunities and enhanced their career progression, providing them with the recognition, impetus and enthusiasm to adopt wider educational roles and responsibilities. Plus, you will have the opportunity to pursue the PgDip or MA in Medical Education as a complementary career and academic development.

During the course you will:

• Enjoy a flexible course structure that allows you to schedule your study sessions around your own daily commitments
• Choose to take part for one to three years depending on your preferred pace of study
• Take an optional unit that will allow you to tailor the course to your role and interests
• Become a critical, analytical and reflective medical simulation practitioner in the context of healthcare education
• Engage in assessment activity that is related to real-world issues
• Gain from the opportunity to rehearse, critique and develop core facilitation skills that maximise learning in simulated settings
• Learn from interdisciplinary course instructors who have been recognised for their innovative approaches to faculty development in medicine and dentistry

Areas of study you may cover on this course include:

• Simulation in practice
• Contemporary educational perspectives
• Workplace-based learning

PCMESAAP

Assessment

The assessment strategy has been designed to include formative and summative elements. Assessment methods are mapped to: unit and course level outcomes; University of Bedfordshire Level M descriptors and the HEA UK Professional Standards framework. In addition they have been aligned to a range of relevant professional standards and guidelines for medical, dental and healthcare educators. The team aim to model best assessment practice, whilst promoting innovation in assessment practices.

Examples of assessment methods used across the course are: case studies (Simulation in Practice, Workplace Based Learning); academic papers (e.g. Contemporary Educational Perspectives); and focussed reports (Simulation in Practice, Contemporary Educational Perspectives). Details of assessment methods are found in each UIF and mapped in the table below.

Course Learning Outcomes

Upon successful completion of this course, you should be able to demonstrate:

1. A purposeful and professional approach to the design and facilitation of simulated learning scenarios, including an awareness of personal responsibility and professional codes of conduct as is appropriate to your practice.

2. A capacity to independently evaluate relevant research, scholarship and practice, including the ability to synthesise information from a range of sources and the capacity to deal with complexity, contradictions and gaps in the current evidence base.

3. A systematic understanding of the wide range of learning, teaching and assessment methods that may be used in simulated settings, being able to selectively and effectively use these in practice.

4. A capacity to critically appraise both your own and others practice as educators and learners in simulated settings, including an ability to identify and address emerging development needs through independent and/or collaborative activity.

External Benchmarking

Not applicable

Educational Aims

The use of simulation in medical and healthcare education at all stages of training is growing rapidly. The NMC, for example, have stated that up to 300 (of 2,300) hours of practice experience may happen in simulated settings. Simulation is increasingly being integrated into both undergraduate and postgraduate medical education and training, as changing working patterns impact on the amount of authentic experience medical trainees can access. In a recent Annual Report, the Chief Medical Officer stated that

• Simulation offers an important route to safer care for patient and needs to be more fully integrated into the health service." CMO, 2008, Page 49

The report highlights the ways in which simulation can be used as a vehicle to improve and assess skills, to strength team work and to teach debriefing. The report concludes with an action plan recommending that simulation should be integrated into all stages of a clinicians training and also recommends that

• a skilled faculty of expert clinical facilitators should be developed to deliver high quality simulation training. Page 55

This course is designed to meet this recommendation, providing an opportunity to develop skills in the design and facilitation of high quality learning experiences in simulated settings. However, whilst simulation is being fore-grounded as an important route to enhanced clinical care, it is built on a number of assumptions about the `transfer of learning from one setting to another. There has been little attention paid to the theoretical underpinnings of simulated activity and this is an area ripe for enquiry. Our course therefore has multiple aims. Firstly, to enable you to adopt a critical stance to the use and practices of medical and healthcare simulation, through purposeful engagement with policy, curriculum documentation and contemporary learning theory. You will explore the ways in which simulation is being positioned by policy makers. You will also be supported in developing you ability to design and facilitate learning in simulated environments as is relevant to your role(s) and the contexts of teaching, learning and assessment in which you work.

Student support

Unit leads and co-tutors offer academic support and guidance during the course of each unit. In addition students will have a named personal tutor who will guide them through their award and direct them to additional sources of support should the need arise e.g. to Student Services. Some additional optional workshops are offered throughout the year, focussing on developing academic literacies. Students may be directed to these if they are felt to be at risk.

Students are encouraged to offer feedback to the team in a range of ways and as far as it is possible we offer an open door policy: students are welcome to speak to any member of the course team about concerns, difficulties encountered or to suggest ways in which we might enhance their learning experiences.

The team actively foster collaborative working among peer groups and students are encouraged to find ways to support each other in both formalised (peer feedback) and informal ways.

Team working

The overall ethos of the programme is to develop a vibrant community of medical, dental and healthcare educators. The teaching strategy described above illustrates the ways in which you will work with others during contact days, in small group work, action learning sets, group wiki work and presentations etc. Some of the assessment methods incoporate peer feedback (including summative peer assessment), others involve group work.

Career Management Skills

Opportunities to recognise educator and educational leadership capabilities are built in throughout the course. We encourage you to explore the ways in which you may develop your educational roles and responsibilities and `lead learning however formally.

Career/Further study opportunities

Career:

Designed to develop the skills and practices of those who wish to develop and enhance their educational role(s) in medical, dental and other healthcare contexts.

Further study:

Opportunities to progress from the PgCert in Medical Simulation through to full MA in Medical Education.

Entry

Additional:

This course is open to medical, dental, veterinary and healthcare graduates. It is also open to graduates with staff and educational development experience in associated professional contexts. As part of the course, students are required to access opportunities to facilitate sessions in a simulation centre. This may be in their own workplace, or, by prior arrangement in the Butterfield Simulation Centre, due to open Spring Summer 2011. Any additional costs relating to students individualised use of simulation facilities will be borne by the student (i.e. are not included in the unit cost).

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The course aims to model best practice in learning, teaching and assessment and draws upon a wide range of established and innovative approaches to learner support and development. This includes a combination of face to face and online learning approaches. The course is aligned to the University of Bedfordshire Cre8 framework and the Technology Enhanced Teaching and Learning Strategy.

Each unit within the course combines three key elements. Firstly, an experiential element. The team draw upon a wide range of learning and teaching methods, to actively engage and involve you in rich learning expeeriences on contact days. This includes the use of teaching observations (in simulated settings), seminars, reading groups, workshops, small group work, skill and role rehearsal. Secondly, you will supoorted in your use of a dedicated, interactive online learning environment (BREO). This is carefully scaffolded in order to develop confidence and engagement. Examples include the use of both personal and public reflective blogs, moderated discussion forums and reading groups and group wikis. Finally, you will engage in an independent learning element, closely aligned to online learning and assessment elements of the course. You will be guided to a range of literatures and in approaches to critical reading. You will be encouraged to try out new approaches to teaching and learning throughout the course, with this supporting an interplay between tyour learning on the course and your workplace based (and simulation based) teaching and learning practices.

Professional, Statutory and Regulatory Body Accreditation

N/A

Students with disabilities

The course is designed with SENDA guidelines in mind. The combination of face to face and online resources enables a flexible approach that aims to be learner centred. Where individual support needs are identified, the Course Team will work with others within the University to ensure that reasonable adjustments are made to address student needs.

Skills Development

Communication

To help with the development of this it is likely you will:

• Rehearse oral presentation skills, for a range of purposes, with peer and tutor feedback


• Be observed teaching / supporting learning with an opportunity for a professional conversation with a peer or tutor, who will offer feedback


• Rehearse briefing and de-briefing approaches in simulation


• Develop your academic literacies by writing for a range of academic purposes. (Opportunities to rehearse skills are provided within the online environment and in optional workshops for this purpose.)


• Rehearse difficult conversations, with learners, colleagues or patients


• Access a range of formative assessment opportunities which support the development of communication skills in a range of ways

Information Literacy

To help with the development of this you will:

• Learn how to work in an online environment both independently and collaboratively


• Develop online literacies including keeping a reflective blog, building group wikis and contributing to moderated discussion groups


• Have opportunities to develop skills in searching for and critiquing literatures written for a range of academic purposes (including grey literatures, books and journal articles and curriculum documents)


• Be guided by a subject specialist librarian, who offers guidance during specified contact days, online and on an individual basis as you undertake independent work

Research and Evaluation

To help with the development of this you will:

• Be socialised into the genres of academic writing in the social sciences, through guided reading and discussion (and access to optional workshops for this purpose)


• Engage in moderated online reading groups with your peers and with tutor input


• Access formative assessment opportunities, which will guide the development of your skills in writing for a range of academic purposes


• Engage in group work on contact days that encourages you to adopt a critical stance to policy, practice and literatures

Creativity and Critical Thinking

To help with the development of this you will:

• Experience a range of innovative teaching, learning and assessment methods as a learner


• Be encouraged to represent your thinking in a range of creative ways during study days (including opportunities to engage in an arts and humanities workshop day)


• Engage in group work on contact days that encourages you to adopt a critical stance to policy, practice and literatures

Improving learning and performance

Opportunities to identify emerging development needs and consider strategies to address these are explicitly built into the course. Formative assessment elements also focus on action plans for improvement and strategies to address these.

Progress files

Whilst these are not explicitly adopted during the course, we encourage students to critique their own performance. For some this will include keeping documentation to evidence engagement as part of professional appraisal or approval processes.

Professional standards

Students are expected to evidence their engagement with appropriate professional standards as is relevant to their role. For example, those who are clinical or educational supervisors would be expected to demonstrate awareness of and compliance with GMC Standards for Specialty including GP Training.

Strategy for developing and embedding the professional standards

Students engage with a range of professional standards as part of case study and curriculum critique work. In their reflective accounts of practice they are expected to explicitly engage with relevant professional standards, articulating the ways in which they seek to foster this in their own learners.