MSc Medical Education
Start date October 2018
Duration/mode 36 months part time
UK/EU fees To be confirmed
International fees To be confirmed
Entry requirements A bachelor degree with a 2:2 (hons) in a related subject
IELTS 6.5 overall, with no less than 6.0 in Listening, Reading, Writing and Speaking
The Masters in Medical Education provides work-related and academically robust part-time training for all practitioners who engage with teaching, learning and assessment in clinical settings or Higher Education Institutions. The programme equips individuals to become exceptional education practitioners and future leaders in medical education. Suitable for doctors, health educators, nutritionists, nurses and health related professionals, who have an involvement in education or training.
We offer flexible progression: it is possible to enrol for a Postgraduate Certificate, Diploma or Masters.
Online distance learning is combined with study visits to the University of Leeds, UK.
The part-time online Masters in Medical Education draws on the experience and expertise of the programme team who developed, and continue to manage, the Postgraduate Certificate in Clinical Education and the Masters in Clinical Education, now in its 14th year.
You have the option to enrol directly onto the Postgraduate Certificate, Diploma or Master of Medical Education. Experience of the classroom-based postgraduate clinical education programme confirms that recruitment is enhanced by a progressive pathway of this kind. You can develop interest and confidence in further postgraduate study as you work through the programme.
The Master of Medical Education consists of 180 credits which are studied over a 3 year period, with students completing 60 credits each year. These are:
MEDS5111M Practical Skills for Medical Educators (15 credits)
MEDS 5112M Teaching, Learning and Assessment in Medical Education (45 credits)
MEDS 5113M Managing and Leading in Medical Education (30 credits)
MEDS 5114M Researching Medical Education (30 credits)
MEDS 5115M Research Dissertation (60 credits)
The Leeds Experience
You will experience a high quality, flexible and responsive educational course which will equip you to become a leader for learning within your institution and clinical profession.
12 months PG Certificate;
24 months PG Diploma;
36 months MSc
The programme will: offer learners a part-time, blended online distance learning programme, which has been designed with the needs of emergent leaders in medical and health professions education in mind. In developing the online programme, we have benefitted from the support and expertise across the Faculty and institution made possible by the university's investment in blended learning. The residential workshops in Leeds provide added value to the online learning and also provide valuable networking opportunities for participants. The programme offers a high level of support for academic and research skills development, which is specifically tailored to practice-based adult professional learners. This not only enables you to fulfil your potential in relation to the MSc, but can also encourage progression to doctoral study and deepen professional collaboration and networking. Academic leadership of the programme is informed by the wider strategy, values and standards of the University of Leeds, which enables us to provide you with an inspirational experience of leadership in medical and health professions education. Participants will be encouraged to emulate this research-led teaching in and for practice in their own educational context. A key aspect of this experience is the influence that excellence in clinical education research and teaching exerts on public policy and practice, which the course team models throughout the programme for both students and the healthcare stakeholders supporting and benefitting from their studies. The university's values of community, inclusiveness, integrity, sustainability and professionalism are, within our programme, also underpinned by and in dialogue with the values espoused by healthcare professionals. Patient safety, public protection and trust are revisited throughout the programme, where they provide a touchstone for debates about learning, teaching and assessment in practice. The capacity to develop and demonstrate this synergy between academic theory and professional practice is drawn partly from the wider university infrastructure, partly from the rich diversity of experience and collaborative approach which characterises the Programme Management Team and partly from the knowledge transfer and networking which results from the emphasis on interactive, experiential learning from participants. A distinctive aspect of this programme is the explicit attention given to comparative studies of health systems and their models of leadership and medical education. As you move through the programme, the emphasis shifts from their individual practice as medical educators to a concern with the broader context and their wider roles as change agents, leaders and advocates for learning and teaching. To support this, there is a critical engagement with evidence-based teaching and learning, and support in developing both the capacity to critique policy and research and to design and conduct small-scale empirical research on issues and topics relevant to their medical education workplace. A further distinctive feature of the programme is the inter-professional and interdisciplinary nature of the course and programme teams, which draws on expertise from a range of clinical professions and academic disciplines across the social and healthcare sciences and diverse teaching experience in clinical and non-clinical workplaces and tertiary institutions.
These are typical modules/components studied and may change from time to time. Read more in our Terms and conditions.
Learning and teaching
In Year 1, students complete two M Level modules, a blended module during the residential workshop in Leeds (15 credits) and an online distance learning module (45 credits); in Year 2 they complete a further two M-Level online distance learning modules (30 credits each) and attend a residential workshop in Leeds and in Year 3 they complete one 60 credit M Level module. Students take the modules sequentially. The two residential workshops in Leeds; one in the first and one in the second year of study will enable some joint teaching between the face:face and online cohorts, provide students with the opportunity to observe medical and/or healthcare education in the region and enable time and cost efficient networking with staff in the wider School of Medicine and Faculty of Medicine and Health. The programme is designed for professional learners who will be studying part-time and therefore adopts a 3-year structure to accommodate the demands this will make upon them.
The programme is designed around an Interactive Workbook for each module, which will be available via the Minerva. The Workbook will be divided into sections, and these sections will be released sequentially. The rationale for this is three-fold: first, to build student engagement through a variety of regular contacts and interactions of varying intensity; second, to enable students to build threshold concepts and foundational knowledge in a logical and systematic way which does not overwhelm them or their tutors; finally, to enable students a degree of flexibility in how they pace their workload within the course framework.
Of the five modules, two (MEDS5111M and MEDS5114M) include residential study visits to Leeds with opportunities for face to face learning and teaching and three (MEDS5112M, MEDS5113M and MEDS5115M) are delivered entirely on-line. Within MEDS5112M and MEDS5113M there are a number of scheduled tutor-led webinars (synchronous) which provide an opportunity to discuss pre-recorded lectures, which will be available via the Minerva. These will also provide an opportunity to discuss and de-brief after directed peer-led learning activities. During MEDS5115M scheduled contact is with the research supervisor, using Skype, File Exchange and e-mail, as students are completing their dissertations. There will be the opportunity for all students to attend 2 synchronous webinars at which they can report progress and discuss any issues arising as they carry out and complete their research.
Candidates are required to submit for assessment:
- 1 x 3,000 , word Teaching Case Study MEDS5111M
- Successfully carry out a formatively assessed peer and tutor observed microteaching MEDS51111M
- Complete a Structured Portfolio – reviewed by tutors at intervals throughout MEDS5111M and MEDS5112M
- 2 x 2,500 word Essays MEDS5112M
- 1 x 2,000 word Comparative critique of two methods of assessment MEDS5112M
- 1 x 2,000 word Reflective Narrative (based on the Structured Portfolio) MEDS5112M
Candidates are required to submit for assessment:
- 1 x 1,000 word Action Plan based on the curriculum design group task MEDS5113M
- 1 x 2,000 word Project Report on Leadership Scenarios MEDS5113M
- 1 x 3,000 word Essay MEDS5113M
- 1 x 6,000 word Research Protocol, to include a literature search and review and, as an appendix, a draft application for ethical approval MEDS5114M
Candidates are required to submit for assessment:
- 1 Research Dissertation (of approximately 12,000 words) for MEDS5115M
Applying, fees and funding
Candidates will have gained an undergraduate degree as part of their initial training and be professionals working in health care, such as medicine, pharmacy, nursing and midwifery, and the full range of allied health professions (with an entry on the appropriate register) or healthcare-related areas in practice or education.
They will have minimum experience of three years full time (or equivalent part time) in practice and involvement in education and training as part of their current role. Participants are required to have basic skills in using information and communication technology (to be able to use email, web cams, word processors and the internet) and to be able to use computers routinely in their academic work for the programme.
Candidate whose first language is not English must provide evidence that their English language is sufficient to meet the specific demands of their study. The acceptable minimum qualifications required for this programme are one of the following:
- IELTS (International English Language Testing System) an overall band of 6.5 with no less than 6.0 in each component skill
- TOEFL (Test of English as a Foreign Language) of 92 with no less than 21 in listening, 21 in reading, 23 in speaking and 22 in writing
- Pearson (Academic) of 64 overall with no less than 60 in any component
- Cambridge Advanced English (CAE) of 176 overall with no less than 169 in any component
- Trinity College Integrated Skills in English of a Pass in ISE II or above (if taken in the UK)
English language requirements
IELTS 6.5 overall, with no less than 6.0 in Listening, Reading, Writing and Speaking. For other English qualifications, read English language equivalent qualifications.
International students who do not meet the English language requirements for the programme may be able to study an English for Academic Purposes pre-sessional course with a progression route to the degree programme. For information and entry requirements, read Pre-sessional programmes.
How to apply
Deadline: April 2018. Please contact us if you want to apply after this date.
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This link takes you to information on applying for taught programmes and to the University's online application system.
If you're unsure about the application process, contact the admissions team for help.
UK/EU fees: To be confirmed
International fees: To be confirmed
Read more about paying fees and charges.
For fees information for international taught postgraduate students, read Masters fees.
Postgraduate Cert £7000
Diploma year £7000
Masters year £5750
Postgraduate Certificate £3500
Diploma year £3500
Masters year £2875
Additional cost information
The taught sessions are located off campus, details will be sent out after registration.