Master of Clinical Education

The Master of Clinical Education is designed for those who wish to further develop their career in education and training for the health professions. It builds on the two years of learning that comprise the Graduate Diploma and Graduate Certificate preceding it, allowing more scholarly engagement with the theory and practice of clinical education. Combining a research project on a topic of immediate importance to the participant’s daily work with master classes on leadership and change management, the Master of Clinical Education is intended to create the next generation of academic leaders in this field.

Graduates who gain the Masters of Clinical Education should have:

• an advanced body of knowledge in a range of contexts for professional practice, scholarship and as a pathway for further learning
• knowledge of research principles and methods applicable to the study of clinical education
• cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice and scholarship
• cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice
• cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
• communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
• technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice and scholarship in clinical education
• the ability to apply their knowledge and skills with creativity and initiative to new situations and/or for further learning
• the ability to apply their knowledge and skills with high level personal autonomy and accountability
• the ability to apply their knowledge and skills to plan and execute a substantial piece of research

Semester 1, Year 1

EDUC90741 - Effective Clinical Teaching, Compulsory, 12.5 points

EDUC90742 – Effective Clinical Supervision, Compulsory, 12.5 points

Semester 2, Year 1

EDUC90744 – Assessing Clinical Learners, Compulsory, 12.5 points

EDUC90743 – Clinical Education in Practice, Compulsory, 12.5 points

Semester 1, Year 2

EDUC90803 - Pedagogy into Practice, Compulsory, 12.5 points

EDUC90804 - Clinical Assessment & Course Evaluation, Compulsory, 12.5 points

Semester 2, Year 2

EDUC90805 - Clinical Simulation, Compulsory, 6.5 points

EDUC90802 - Research in Clinical Education, Compulsory, 6.5 points

EDUC90801 - Clinical Education Modules, Compulsory, 12.5 points

Semester 1, Year 3

EDUC90837 Clinical Education Research Proposal, Compulsory, 12.5 points

EDUC90836 Leadership in Clinical Education, Compulsory,12.5 points

Semester 2, Year 3

EDUC90838 Project in Clinical Education, Compulsory, 25 points

Compulsory subjects

1. In order to be considered for entry, applicants must have completed:

• an entry-to-practice degree or equivalent in a health discipline, or
• a bachelor’s degree or equivalent in another area and have at least three years experience of clinical teaching; and
• are currently involved in the delivery of clinical teaching.

Meeting this requirement does not guarantee selection.

2. In ranking and/or assessing applications, the Selection Committee will consider:

• prior academic qualification and performance; and
• the professional experience.

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Admission and Selection into Course Policy.

4. The minimum English language requirements for this course are Band 7.0

Applicants with a Graduate Certificate of Clinical Teaching or Graduate Certificate of University Teaching from the University of Melbourne will be eligible to commence at the second year of the program, as may be those with an equivalent qualification in clinical teaching, or medical or health professional education from another university.

Applicants with a Graduate Diploma of Clinical Education from the University of Melbourne will be eligible to commence at the third year of the program, as may be those with an equivalent qualification in clinical teaching, or medical or health professional education from another university.

The Faculty of Medicine, Dentistry and Health Sciences welcomes applications from applicants with disabilities. It is University and Faculty policy to take reasonable steps to enable the participation of learners with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Faculty’s programs.

For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this course are articulated in the Course Overview, Objectives and Generic Skills sections of this entry. Students who feel their disability may impact on meeting the requirements of this course are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http:// www.services.unimelb.edu.au/disability/

Participants are required to attend healthcare settings and be actively involved in the delivery of clinical teaching and assessment whilst undertaking the course.

Graduates who gain the Master of Clinical Education should:

• demonstrate the application of knowledge and skills to plan and execute a substantial research
• based project or piece of scholarship relevant to clinical education
• apply creativity and initiative to new situations in clinical education
• show high level personal autonomy and accountability
• demonstrate effective leadership skills in managing change in clinical education.

On successful completion of this course, participants should have:

• Developed problem-solving skills related to teaching design and methods in a variety of clinical teaching contexts.
• Refined their analytical skills - the ability to construct and express logical arguments and to draw from educational theory to increase the clarity, efficiency and creativity of their teaching
• Through discussion sessions and other interactions with fellow students, develop communication and presentation skills and collaborative reasoning about teaching and learning in clinical practice