Leadership in Clinical Education

This subject has the following teaching availabilities in 2016:

170 hours

To enrol in this subject, you must be admitted in the Master of Clinical Education. This subject is not available for students admitted in any other courses.

For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this course are encouraged to discuss this matter with the Student Equity and Disability Support Team: http://www.services.unimelb.edu.au/disability/

The field of clinical education is rapidly developing in order to meet Australia’s health workforce needs. The content of this subject addresses the multiple roles of health education leaders in this environment; to maintain and further develop evidence-based quality in education delivery and underpinning scholarship; to ensure clinical education curriculum and training produces competent and safe health care professionals, and to manage and effectively lead people across different levels of complex organisations.

To equip students for these roles, this subject will cover theories and models of leadership and how concepts of leadership can be applied to health care education leaders. The subject content will be grounded in the context of current reforms in education and training.

Recognising, responding, managing and leading clinical education in this context, requires clinicians with current or future clinical leadership responsibilities to have a scholarly grasp of leadership and change management theory. Students will also require skills in change management, leading in complex organisations, and methods of transformational, interpersonal and distributed leadership.

Teaching/learning formats include case studies with small and full group discussions, interactive presentations, and panel discussions. The informal exchange of insights and experiences among participants and invited lecturers drawn from multiple professional disciplines is a vital part of the experience.

By completing this subject, participants should be able to:

• formulate evidence-based approaches to transforming and improving clinical teaching and learning
• plan effective strategies for developing and managing clinical education teams
• drive the implementation of change in an effective and sustainable manner
• communicate a vision for change effectively with all stakeholders

• Individual oral presentation (10 mins) - 20%
• Reflective portfolio (1500 words) - 30%
• Scholarly case analysis (2500 words) - 50%

This subject is not available as a breadth subject.

On successful completion of this course, participants should have:

• Developed a greater capacity to use reflection and self awareness in clinical leadership roles.
• Refined their communication, advocacy and conflict resolution skills to convey change imperatives
• Developed organisational and planning skills