Master of Health Sciences Education

Purpose

The purpose of the qualification is to develop health professionals for a teaching/education role in the specific health disciplines. This will mean that teachers of health professionals will demonstrate an understanding of concepts and theories related to education and their relationship to each other. On completion of the qualification, the learner will be able to critically select and implement appropriate educational strategies, evaluate and implement research findings and be cognisant of the need for self development and personal growth. Learners will be expected to engage with the current debates in the health professions education literature and to critically analyse the debates, theories and concepts in the light of their teaching contexts.

Rationale

Typical learners will come from all the traditional health professions; these learners will already have a basic qualification in one of these professions and will already have been exposed to a teaching role. The qualification will enable them to improve their teaching role and so provide a better educator for those entering the various health disciplines. The qualifying learners will be equipped with skills and knowledge in education applicable to the relevant health profession.

It is assumed that learners who register for this Degree have a minimum of two years' teaching experience in Higher Education and/or must be appointed in a teaching-related post. Learners are expected to be able to read, critically evaluate and analyse academic texts in a well structured scientific academic manner at NQF Level 8.

Recognition of Prior (RPL)

RPL can be used to grant

• Access to learners who do not meet the admission requirements.
• Credits for modules.

RPL is subject to institutional policy.

Access to the Qualification

Applicants must have

• A four year Bachelor of Science Honours Degree in a Health Sciences related field.

Or

• A professional Degree in the Health Sciences.
• At least two years' teaching experience in the Health Sciences.

The qualification consists of eight compulsory modules at NQF Level 9 worth 180 credits.

Modules

• Scholarship of Teaching and Learning in the Health Sciences, 20 Credits.
• Curriculum Philosophy and Design in the Health Sciences, 30 Credits.
• Theory and Practice of Assessment in the Health Sciences, 20 Credits.
• Qualitative Research Development - Part 1, 10 Credits.
• Quantitative Research Development - Part 1, 10 Credits.
• Evidence-informed Decision Making, 8 Credits.
• Research, 64 Credits.
• Educational Strategies for the Clinical Sciences, 18 Credits.

1. Apply high order problem solving techniques in relation to educational strategies.
2. Construct innovative teaching/learning and assessment methodologies as applied to the education of health professionals.
3. Formulate a research proposal, implement the proposal and prepare a written report of the findings and critique research findings in the field of health sciences education and, where applicable, implement findings.
4. Demonstrate self direction and independence in own learning, appraise personal education needs and evaluate personal progress.

Critical Cross-Field Outcomes

All the Critical Cross-Field Outcomes are embedded in the qualification.

Associated Assessment Criteria for Exit Level Outcome 1

• Appropriate advanced educational strategies to solve problems are critically evaluated.
• Concepts and theories to arrive at an appropriate and innovative educational qualification are analysed.
• An understanding of the influence of policy and financial aspects, contextual health needs and technological aspects on educational qualifications are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 2

• Different approaches to curriculum development and critically related theories of learning are compared.
• Different needs assessment methods in a systematic process leading to identifying learning outcomes and objectives for health professionals are applied.
• The methods used to teach health science students knowledge, decision making and problem solving skills, manual skills, communication skills and attitudes/professionalism are critically analysed.
• The strategies used to achieve self-directed and lifelong learning and those used in adult learning qualifications in the health sciences are explored and analysed.
• Appropriate methods of teaching/learning for each course outcome identified are compared.

Associated Assessment Criteria for Exit Level Outcome 3

• Differences in qualitative paradigms are compared and the most appropriate paradigm for a specific research question is selected.
• Problem statement and measurable/answerable research objectives are formulated for the study.
• Relevant literature to the field of study is searched, appraised and critiqued.
• Research design for the relevant research question, including ethical concerns is developed; data is collected and analysed appropriately.

Associated Assessment Criteria for Exit Level Outcome 4

• Major debates in the literature are critically engaged especially in the field of learning and teaching in higher education.
• Ideas for learner learning and support in the student's own discipline are formulated.
• Contributions of own disciplines to the scholarship of teaching and learning are assessed.
• Major theoretical positions in the field of andragogy in higher education are identified and examined.

Integrated Assessment

Integrated assessment will be achieved by a variety of strategies. These include written examinations, group and individual projects and assignments, practical examinations and a research report. Some of the criteria may be assessed through observation of the learners during their classes.

Integrated assessment will be both formative and summative. Formative assessment will take place during seminar presentations, discussions and project sessions. Self and peer assessment will contribute to formative assessment. Summative components of assessment include the research report in which learners define the research question, identify appropriate research methodologies, undertake a literature review, critique the literature, collect and analyse data, and finally compile a report.