Learning Organisations and Quality Enhancement

For module start dates, view the 2023-24 Module Calendar (.docx)

This module provides health professions educators with the self-determination and conceptual knowledge to improve their practices as educators and the ability to promote positive change within their learning environments and organisations.

On this module, you will develop an evidence-based and critical understanding of quality enhancement, and evaluate the complex influences that impact on learning in clinical communities and organisations.

This module fits well within our Medical and Clinical Education pathway at PG Certificate, PG Diploma or Masters level.

Learning outcomes

After the module you will be able to:

1. Critically evaluate the role of clinical supervision, appraisal and the provision of ‘reflective spaces’ in enhancing interpersonal learning and development.
2. Critically assess how resources impact the quality of the practice learning environment.
3. Critically evaluate the impact of workplace culture on learning and identify the necessary conditions for, and barriers to, change.
4. Critically evaluate the administration of a programme of learning, with particular reference to educational evaluation, and formal quality assurance and enhancement procedures.

Accreditation and professional recognition

Participants who successfully complete this module (as well as HS950) and are employed as a General Practitioner (GP) in a registered GP Training Practice can qualify as GP trainers.

Our expert staff

This module is designed and delivered by Dr Chris Green, senior lecturer and researcher in health professions education. He leads the MSc in Medical and Clinical Education (MaCE)and is a Senior Fellow of AdvanceHE.

Chris has published work on interprofessional education, evidence synthesis of educational research, curriculum and pedagogy.

What our participants say

"The qualification has enabled me to supervise ST3 GP trainees and undertake relevant assessments and educational reviews. The organisation has embraced learners rotating through the practice and I have been able to share the positive benefits in building a culture of learning within the organisation to drive strategies from a wider perspective. A simple introduction of a weekly protected clinical teaching session has been received by all clinicians very well and brought a sense of unity with the practice." (GP)

"Positive feedback from learners as a result of my teaching and programme design has highlighted the benefits of completing MaCE. MaCE has given me more confidence as an educator, and my approach to delivering education has changed." (Nurse education facilitator)

"I am much more aware of educational research and practice than many of my colleagues, who have undertaken an associate trainers courseand trainer conversion course. This has impacted upon the educational supervision of trainees within my practice and the way in which I approach individual problems within the GP specialist training programme." (GP)

"At a practice level the module on learning organisations helped manage organisational change." (GP)

"I found the programme really interesting and invigorating. The lecturers were enthusiastic and engaging and the topics were easily transferrable to practice." (Psychological Therapies lecturer)

"Learners from different healthcare backgrounds such as general practice, paramedic, nursing helped contribute towards more rounded discussions in the classroom." (occupational therapist)

"I enjoyed the inter-professional interaction. Was a great opportunity to learn from other professions and hear of the challenges they face. Often as nurses we become absorbed in our own worlds and forget other professions share our problems. It was interesting to hear about their use of “community of practice”, clinical supervision, educational audits." (nurse educator)

• Be working directly with learners within a clinical or higher education setting.
• Ideally have three years post-registration experience.
• Demonstrate an enthusiasm for facilitating learning and challenging own assumptions.

Module Outline

The module is delivered over four to five timetabled days (usually 09.30am to 4.30pm) through the spring term.

Participants engage in action learning sets, interactive seminars, peer supervision, and workshop activities in class and community activities and discussion online between delivered sessions. Participants may access face-to-face or telephone tutorials to discuss formative coursework and to receive supervision on their educational practices.

Topics covered include:

• Supervisory models and practices.
• Appraisal as a quality enhancement process.
• Critical assumptions embedded in clinical and higher education learning environments.
• Mobilising communities of practice and interprofessional participation.
• Cultivating effective learning environments.
• Learning organisations, organisational culture and leadership’s impact on learning.
• How functional stupidity and organisational inertia maintain the learning status quo.
• Critical review of professional regulators and metrics of quality.
• Methods and models of educational evaluation.

We understand that deciding where and what to study is a very important decision for you. We’ll make all reasonable efforts to provide you with the courses, services and facilities as described on our website. However, if we need to make material changes, for example due to significant disruption, or in response to COVID-19, we’ll let our applicants and students know as soon as possible.

Assessment strategy

A 6000 word portfolio consisting of reflective logs of educational experiences, a critical analysis of the practice learning environment, and a critical reflective account of an episode of supervision.

Our CPD Funding page has more information on fees for our modules and potential funding sources.

We have guidance on making your application and the forms to download on our how to apply page.