Evidence in education research MED5390
- Academic Session: 2022-23
- School: School of Medicine Dentistry and Nursing
- Credits: 10
- Level: Level 5 (SCQF level 11)
- Typically Offered: Semester 1
- Available to Visiting Students: Yes
- Available to Erasmus Students: No
- Taught Wholly by Distance Learning: Yes
In this course, students will learn about different perspectives on the nature of knowledge and evidence; and they will apply their new understanding to critique the evidence base for approaches to, and activities for, learning, teaching and assessment.
Requirements of Entry
Applicants should normally possess a medical, dental, or nursing degree from an institution recognised by the University Court; or a recognised degree from another appropriate health profession; they should ideally be employed in a relevant professional context. Applications will also be considered from individuals with other relevant degree qualifications (such as a BSc in a biomedical science), who are, or aspire to be, employed in the education of health professionals.
For applicants undertaking this course as part of the PGDip/Msc HPE or PGDip/MSc HPER, they would normally be expected to have completed the following courses successfully: Learning in Health Professions; Teaching in Health Professions; and Assessment in Health Professions.
Assignment that assesses understanding of alternative perspectives on knowledge and evidence in health professions education/education research (75%)
Contribution to online discussion (25%)
This course aims to give students the opportunity to:
1. Develop their knowledge and understanding of various perspectives on the nature of knowledge and evidence in social sciences, including education;
2. Critically appraise education literature/research data, taking into account appropriate perspectives, paradigms and criteria for evaluation.
Intended Learning Outcomes of Course
By the end of this course students will be able to:
1. Critically debate the nature of knowledge and evidence in the context of a social science such as health professions education;
2. Engage in critical debate on the evidence-base for various approaches to learning and teaching; and for specific methods in learning, teaching and assessment;
3. Critically analyse research data, in a manner consistent with the methodological approach;
4. Critical appraise and synthesise education literature/research, taking into account appropriate perspectives, paradigms and criteria for evaluation.
Minimum Requirement for Award of Credits
Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.