Entry requirementsthose engaged in healthcare practice education, whether as lecturers or practioners. It aims to further develop an understanding of the principles of teaching and learning and their application within the practice setting. It is offered to all healthcare professionals, thus developing interprofessional education in order to facilitate interprofessional working.
Academic titleMSc, PG Dip, PG Cert Advanced Practice (Education)
Course descriptionProgramme description
- Tuition from leading experts.
- Seminars and lectures given by leaders in healthcare from around the world.
- A multi-faculty environment providing interprofessional learning.
You will undertake core modules in interprofessional teaching and learning, professional development and evidence-based practice and healthcare research. In addition students select options from a range of areas including:
- Advanced assessment skills
- Healthcare research
- Diabetes care
- Leadership
- Prescribing (for eligible practitioners)
- Long term conditions and case management
Other options from our BSc programme may also be available. Students who have already studied clinically focused modules at undergraduate or postgraduate level at King’s may be able to incorporate this study into the programme, subject to certain limits, provided that the credits have not already contributed to an award. Modules studied elsewhere may be incorporated through accreditation of prior certificated learning (subject to a successful accreditation claim). Students progressing to the MSc undertake a substantial research or service development project relevant to their own area of practice.
Programme format and assessment
The majority of assessment is by coursework; some courses are also assessed by one examination.
Programme modules for MSc, PG Dip, PG Cert Advanced Practice (Education)
Dissertation (Healthcare)
Project work continues for 12 months, with 30 days assigned for contact with academic staff. Additional time is needed for data collection during the course of the students work. The relevant interests and expertise of both students and supervisors determine the nature of projects. Careful design and measurement is emphasised. In addition to individual supervision, regular seminars and tutorials are offered to encourage and support students and these sessions are used by the students to present ideas for their projects and to facilitate discussion of problems encountered. A report of no more than 20,000 words must be submitted. It should include critical evaluation of the existing literature in the area and an appropriate presentation of the students work. Sucessful completion of taught MSc elements (postgraduate diploma) is a pre-requisite for this module.
Evidence-based Decision Making in Healthcare
This course aims to equip you with the skills and knowledge required to identify best evidence for your practice. It focuses on searching for, appraising and synthesising evidence from health care research. You are introduced to a range of electronic databases for accessing evidence and the principles of systematic review. Learning is facilitated through lectures, workshops and a student-directed search for evidence to address a question emerging from your own practice. Issues surrounding research implementation and evidence at the level of the individual practitioner and the health care organisation are addressed. Assessment is by means of a review of literature which answers a focussed question utilising explicit methods.
Issues in the Conduct of Healthcare Research
This course aims to raise awareness of issues that arise inthe conduct of research, from writing research proposals to the publication of findings. It will be useful for students embarking on a research or service development project, for new researchers wishing to develop their skills, and for healthcare professionals seeking to evaluate healthcare services. Issues covered in the course include gaining funding, managing research schedules, involving users in the research process, working with external agencies, addressing ethical and political issues in research, and managing aspects of the data collection process - for example overcoming poor response rates and managing group dynamics in focus group research. Learning is facilitated through lectures, recommended reading and seminars. The seminars provide a series of How to... sessions that facilitate application of concepts learnt during the Principal Methods for Healthcare Research course. For example: How to develop an interview schedule, or How to run a focus group. These seminars enable students to gain a practical understanding of the research process.
Principal Methods for Healthcare Research
This introductory course aims to provide students a broad knowledge of research approaches and techniques used in healthcare research. It intends to promote students understanding of, and enhance skills for critiquing research articles. Further it aims to promote the development of skills required to undertake a research-based project in the future. The course is essential for students who have not previously studied research methods or who would benefit from revision of this knowledge. It will consider philosophical bases for research, traditions and features of qualitative and quantitative research designs, data collection tools used in qualitative and qauntitative research and analysis of both qualitative and quantitative data. This course is a precursor for the second research methods course, Issues in the Conduct of Healthcare Research.
Duration
PT up to a maximum of six years. Typically students take one year to complete a certificate, two years for a diploma and three years for an MSc.