1. Cooper, N., Sergio Da Silva, A. & Powell, S. (2016) Teaching Clinical Reasoning - ABC of Clinical Reasoning. In Nicola Cooper, John Frain (Ed.), ABC of Clinical Reasoning. London: Willey & Sons.

   https://cronfa.swan.ac.uk/Record/cronfa24383
2. Quince, T., Kinnersley, P., Hales, J., da Silva, A., Moriarty, H., Thiemann, P., Hyde, S., Brimicombe, J., Wood, D., Barclay, M. & Benson, J. (2016). Empathy among undergraduate medical students: A multi-centre cross-sectional comparison of students beginning and approaching the end of their course. BMC Medical Education 16(1)

   https://cronfa.swan.ac.uk/Record/cronfa31314 doi:10.1186/s12909-016-0603-7
3. McLean, M., Da Silva, A., Major, S. & McKimm, J. (2016). “It’s a mind-changing game!”: Health professional educators working abroad. MedEdPublish 5(2)

   https://cronfa.swan.ac.uk/Record/cronfa31315 doi:10.15694/mep.2016.000049
4. McLean, M., Da Silva, A., McKimm, J. & Major, S. (2015). Medical educators working abroad: Who are they?. MedEdPublish

   https://cronfa.swan.ac.uk/Record/cronfa24379 doi:10.15694/mep.2015.004.0003
5. McKimm, J., Da Silva, A., Edwards, S., Greenhill, J. & Taylor, C. (2015) Women and Leadership in Medicine and Medical Education: International Perspectives. In Gender, Careers and Inequalities in Medicine and Medical Education: International Perspectives. -98). London: Emerald Group Publishing Limited.

   https://cronfa.swan.ac.uk/Record/cronfa24380

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• PM-340 Being a Medical Scientist

  Much of a scientist¿s career is spent writing and speaking about science. The aim of this module is to give students a higher level experience of what being a lead researcher is like, away from the lab bench. Drawing on core knowledge from other modules, students will refine their oral and written communication and learn what leadership skills are needed to succeed in modern science. They will also be challenged to consider ethical aspects of research, including new technologies and the use of animal and human subjects. The module will be highly interactive, taught using informal lectures interspersed with students working in groups. Assessments will include an ethics application, a group Journal Club presentation on a published, peer-reviewed research article, and a mock grant proposal.

• PM-344 Capstone Project

  The aim of this module is to provide a capstone experience to students¿ learning, through participating in their own enquiry-based research project. Depending on the student's employability strand within the programme, the project may be laboratory, data, or education-based, but it will always involve a research question that is drawn from the literature, focused on a topic relevant to medical science. It will ask a novel research question and involve the critical analysis of research findings. Students will refine their oral and written communication skills to a graduate level through creating an introductory presentation on the project background, and a written dissertation and oral presentation on their research conclusions.

• PM-M25 Mentoring and Supervision

  This module aims to develop participants¿ awareness of the key issues, principles and practice of mentoring and educational and clinical supervision both from an individual and organisational perspectives. Through engagement in theoretical and practical activities and reflection, participants will enhance their skills and practice in supporting others professional development.

• PM-M26 Simulation and elearning

  This module aims to develop participants¿ skills in developing and evaluating educational resources and techniques using learning technologies, primarily elearning and simulation. Through engagement in theoretical and practical activities and reflection, participants will enhance their own educational practice and that of others using learning technologies.

• PM-M29 Evidence and Theory Based Education (Taught Masters)

  This module is intended for students undertaking taught courses education for the health professions. It runs in parallel to, and shares content with, PMRM06 which is a 20 credit module of the same title undertaken by students on the on the D.Prof and M.Res in Education for Health professions. The module will cover the evidence base for many of the common concepts of learning and instruction that are currently in use in the higher education generally, particularly the education of healthcare professionals. These will include learning theories, learning styles, feedback, cognitive load theory, small/large group teaching, deep/strategic/surface learning and the educational applications of the neuroscience of learning and memory. These will all be considered in detail, alongside their application to the context of the education of health professionals.

• PME101 Origin and Theory of Education Research

  This module provides an introduction to the origins of the most common theoretical perspectives used in educational research.

• PME201 Research Methods in Education

  This module will help students to develop the skills necessary for conducting educational research. Both qualitative and quantitative and `mixed¿ methods of data collection are studied and analysed, and the `pragmatic¿ orientation of relating research methodology to the problem being researched is outlined in depth. The practical techniques of data collection are studied in detail. Analysis of varying data types is also explained and issues to do with the design of research also explored. The ethical foundations of research are also explored.

• PMEM01 Integrated Portfolio

  This module enables students to create a portfolio of assignments to support their entry into the research phase of their doctorate. They prepare a detailed plan for their research, supported by evidence and a reflective commentary, building upon assignments completed for PMRM06, 07 and 08. Part time students complete this module in year 2 of the programme. Full time students complete in year 1, alongside the aforementioned modules.

• PMEM0100 Teaching, Learning and Assessment Medical Education

  This module provides an introduction to the principles of effective teaching, learning and assessment, and to the perspectives used to guide educational practice across the various contexts where medical and healthcare professionals are trained. Through engagement in theoretical and practical activities, this module will focus on developing the knowledge, skills and professionals behaviours of the expert teacher.

• PMEM0101 Digital Technologies in Medical Education

  Through engagement in theoretical and practical activities and reflection, participants will enhance their own educational practice and that of others using digital technologies. You will define key terms such as e-learning and learning technologies, and consider whether technologies can enhance learning. There will be an emphasis on critical analysis and evidence throughout the module. The module will explore the benefits and limitations of digital technologies in medical education. Participants will discuss and debate contemporary issues and trends, which will be selected with participants and updated regularly to reflect the rapid pace of development within the field. These may include topics such as blended learning, networked learning, learning analytics and wearable technologies. The module will outline fundamental issues including inclusivity, accessibility, legislation, risk and ethical considerations.

• PMEM0102 Evidence and Theory Based Education

  This module is intended for students undertaking taught courses education for the health professions, mainly those on the Postgraduate Certificate/Diploma and MSc Medical Education. It runs in parallel to, and shares content with, PMRM06 which is a 20 credit module of the same title undertaken by students on the on the D.Prof and M.Res in Education for Health Professions. The module will cover the evidence base for many of the common concepts of learning and instruction that are currently in use in the higher education generally, particularly the education of healthcare professionals. These will include learning theories, learning styles, feedback, cognitive load theory, small/large group teaching, deep/strategic/surface learning and the educational applications of the neuroscience of learning and memory. These will all be considered in detail, alongside their application to the context of the education of health professionals.

• PMEM0130 Research project in Medical Education 1

  This module provides further opportunities for those who are familiar with some research methods and techniques but may benefit from supervision to advance their knowledge and skills educational research and evaluation. The current module aims to enhance the research skills and education and writing for publication by supporting learners to undertake a small-scale research or evaluation project in healthcare education.

• PMEM0201 Research Methods in Education

  This module will help students to develop the skills necessary for conducting educational research. Both qualitative and quantitative and `mixed¿ methods of data collection are studied and analysed, and the `pragmatic¿ orientation of relating research methodology to the problem being researched is outlined in depth. The practical techniques of data collection are studied in detail. Analysis of varying data types is also explained and issues to do with the design of research also explored. The ethical foundations of research are also explored.

• PMEM0202 Innovations and Trends in Medical Education

  This module aims to develop participants¿ awareness of contemporary issues in medical and healthcare education. This module will Provide the opportunity for critical discussion and appraisal of the evidence-based around those that are current/emerging topics within the field.

• PMEM0230 Research project in Medical Education 2

  The current module aims to enhance the research skills and education and writing for publication by supporting learners to undertake a small-scale research or evaluation project in healthcare education. Alongside, PMEM0130, this module provides further opportunities for those who are familiar with some research methods and techniques but may benefit from supervision to advance their knowledge and skills in: (i) a particular educational research or evaluation area (ii) conduct small research/evaluation project related to their educational practice (iii) enhance their writing for publication skills within the educational field (iv) gain experience in peer-reviewing of educational proposals/manuscripts.

• PMEM025 Mentoring and Supervision

  This module aims to develop participants¿ awareness of the key issues, principles and practice of mentoring and educational and clinical supervision both from an individual and organisational perspectives. Through engagement in theoretical and practical activities and reflection, participants will enhance their skills and practice in supporting others professional development.

• PMEM0301 Qualitative Data Analysis for Health and Medical Education

  This is module aims to enable the students to conduct high-quality qualitative research in education. The module will focus on the common qualitative research designs and explore the theoretical perspectives, ethical issues, epistemological standpoints and practice considerations underpinning those designs. Practical techniques of data collection, analysis, interpretation and data presentation will be explored.

• PMIM501 Knowledge Management

  In this module, students will study knowledge management in health care environments. The themes covered will include: clinical decision-making; decision support systems; workflow management; web site design. Students will study experimental research designs.

• PMRM06 Evidence and Theory Based Education

  This module is intended for students undertaking taught courses on the D.Prof and M.Res in Education for Health professions, where it compliments the content of PMRM07 (Critical Appraisal and Evaluation) and PMRM08 (Data Analysis for Health and Medical Sciences). It may also be taken as a standalone course by anyone with an interest in how evidence is generated for educational practice, in the healthcare professions and across Higher Education more widely. The module will cover the evidence base for many of the common concepts of learning and instruction that are currently in use in the education of healthcare professionals. These will include learning theories, learning styles, feedback, cognitive load theory, small/large group teaching, deep/strategic/surface learning and the educational applications of the neuroscience of learning and memory. These will all be considered in detail, alongside their application to the context of the education of health professionals.

• PMZM05 Professional Development in Practice

  This module aims to develop students¿ awareness of the key issues, principles and practical applications when engaging in or supporting others¿ professional development both from an individual and an organisational perspective. Through engagement in theoretical and practical activities about mentoring, supervision, reflection, support and performance management, students will enhance their understanding, skills and behaviours in supporting meaningful professional development activities.

• Assessment of Competency in training on Point of Care Testing Devices (current)

  Student name: Lee Peters

  DProf

  Other supervisor: Prof Phil Newton

• The Impact of ‘Non-Clinical Patient Factors’ (NCpF) in Clinical Decision-Making: Uncovering Impact on Mental Health. (current)

  Student name: Lauren Burns

  PhD

  Other supervisor: Prof Ann John