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Module Overview

This module will enable participants to develop understanding and experience of comprehensive literature reviews and how to conduct their own review, addressing key issues in health professions education.Ìý In particular, it will focus on:

• Identifying a gap in the existing health professions education literature
• Framing an appropriate research question
• Selecting and using methodological approaches when reviewing literature
• Synthesising literature to answer the research question.

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Aims

This module introduces students to important principles of, and approaches to, reviewing the literature in health professions education. The module is particularly designed to support students undertaking the MSc in Health Professions Education Report – an extended piece of writing worth 60 M-level credits and based on secondary/desk-based research. However, other students will also find the module useful, not least MSc in Health Professions Education students undertaking the Dissertation, which requires a review of literature as well as empirical research.

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Module Learning Outcomes

On this module you will develop knowledge, skills and understanding that will enable you to:

• Demonstrate a sound knowledge of how to review health professions education literature.
• Compare and contrast various approaches to reviewing the literature.
• Formulate a research question that addresses an evidence gap in the health professions literature.
• Design and implement a comprehensive search strategy to identify relevant literature.
• Analyse a range of methodological approaches within health professions education research.
• Critically examine the literature using an appropriate technique and tool
• Describe key strategies to synthesise multiple forms of literature.
• Articulate key theoretical issues underpinning literature reviews in health professions education.

Mode of Delivery

This online module will be delivered through synchronous virtual sessions on UCL’s Virtual Learning Environment (Moodle). This approach combines educational methods that encourage discussion, debate, self-directed learning, reflection on personal experience, critical thinking, and access to extensive online resources. This will enable you to engage in collaborative learning and to be in regular contact with module tutors for a high level of academic support.

This course will be facilitated by UCL teaching staff with regular opportunities to provide support and feedback on teaching delivery.

Formative Assessment

Towards the end of the module, you have the opportunity to present your draft strategy for conducting a literature review to peers and tutors for both peer review and academic feedback.

Summative Assessment

Students will also complete a 2000-word assignment which critically discusses conducting a literature review looking at a proposed topic of your choice in clinical education or health-related educational research.

This is a 15-credit module which will require approximately 150 hours of study over the course of the module.Ìý

Engagement Requirements

UCL expects students to attend all the scheduled learning events which appear on their timetable as this gives students the best chance of academic success. This includes all events set out in the Programme handbook or those provided to students during a module, including personal tutorials.

Students are expected to engage fully with their online learning, both synchronous sessions and self-directed study.Ìý Faculty require a minimum of 50% attendance of all teaching events. This minimum 50% includes all compulsory synchronous sessions on the module timetable.Ìý Synchronous sessions can only be missed in exceptional circumstances. ÌýStudents are required to notify PGME in advance if they cannot attend the compulsory sessions.

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