MEE8083 : Leadership, Professionalism and Governance in Medical and Health Professions Education
- Offered for Year: 2024/25
- Module Leader(s): Dr Emma Black
- Lecturer: Dr Gwyndaf Roberts, Ms Poongothai Shanmugaraja, Dr Bryan Burford, Dr Anusia Sivaratnam, Dr Sonia Bussey, Dr Fiona Clarke, Dr Kye Mon Min Swe, Dr Sophie Hill
- Deputy Module Leader: Dr David Thewlis
- Owning School: School of Medical Education
- Teaching Location: Off Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The module's overall aim is to develop and sharpen leadership skills among educators in medical and health professions. It focuses on supporting educators with:
• Applying current leadership theories to their practice.
• Establishing positive working relationships in complex relational learning environments.
• Evaluating practice through the effective use of educational governance in healthcare.
The module is suitable for all medical and healthcare professionals who have an educational, supervisory, preceptorship or mentorship role with learner groups in healthcare.
Outline Of Syllabus
Leadership Theories & Frameworks: Developing Self- Awareness
• Theories and Principles of Educational Leadership
• Leadership ‘with’ Style
• Operationalising Organisational Values
Professionalism: Establishing Positive Working Relationships
• Structured Conversation Techniques & Effective Communication Skills
• Supervision Models
• Tools and Techniques for Managing Conflict
Educational Governance in Healthcare: Quality, Accountability and Continuous Improvement
• The Structure of Educational Governance in Healthcare
• Quality Assurance in Healthcare Education
• Applying the Theory of Change to Development Challenges
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 23:00 | 23:00 | Work though guidance document to prepare for and complete assignment |
| Guided Independent Study | Directed research and reading | 1 | 140:00 | 140:00 | Formative online tasks to apply knowledge, Guided further reading |
| Scheduled Learning And Teaching Activities | Small group teaching | 9 | 1:00 | 9:00 | Small group tutorial to support application of module content |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 2:00 | 8:00 | Online group workshops |
| Guided Independent Study | Online Discussion | 1 | 20:00 | 20:00 | Asynchronous on-line discussion forums to support learning |
| Total | 200:00 |
Teaching Rationale And Relationship
The teaching methods will comprise:
• Short mini presentations to present key theories, approaches and frameworks.
• Whole cohort and small group synchronous and asynchronous activities and discussions to develop
understanding and support application.
• Independent activities to support personal assessment and reflection.
Optional present-in-person study day (repeated and recorded online) will be offered. Although this is an online programme, there may be additional opportunities to attend optional on campus events. For any on campus opportunity an online equivalent session will also be offered.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 100 | Develop a leadership plan to address an identified issue, with reference to literature. 3,000 word count |
Assessment Rationale And Relationship
The Leadership Challenge’ is at the core of the module. Each participant will identify their own leadership
development area. This can be an area which relates to their current work priorities, key performance areas or
something which emerges from the module content and relates to their daily practice. A self-identified area for
development will provide the flexibility needed for the module to be relevant to all participants. Once the
development area is selected, the participants will engage in a critical proposal which seeks to enhance this
area and demonstrate the intended knowledge and skills outcomes for this module. This will be in the form of a summative written assignment.
Formative activities will be present throughout the module and available to all students. These activities will act an an opportunity to maintain momentum and the application of theory to practice.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MEE8083's Timetable