Skip to main content


Researching Clinical Education

Module titleResearching Clinical Education
Module codeHPDM061
Academic year2023/4
Module staff

Mrs Sarah Bradley (Convenor)

Duration: Term123
Duration: Weeks


Number students taking module (anticipated)


Description - summary of the module content

Module description

In this module you will be introduced to the concepts and approaches to data collection and analysis required to research clinical education.  This is an important activity for clinical educators: to undertake their own evaluation and research projects; to support learners within a research-inspired inquiry-led learning environment; and to understand and critique published research.  The assessment will take the form of a research project proposal, which participants may then use in a variety of ways.

Module aims - intentions of the module

This module aims to support clinical educators to undertake scholarship and/or research that can inform their own practice and/or that of others.
It will provide explicit support for those full time postgraduate students who are planning their own Master’s thesis projects but will be equally important for anyone undertaking evaluation or research projects, or engaging with published research.





Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Understand key concepts and approaches to data collection and analysis required to research clinical education
  • 2. Design and develop a small research project in clinical education (AoME 4.2.3)

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 3. Apply education theories and principles to the design of research (AoME 4.2.1)
  • 4. Critically evaluate existing research literature in order to articulate the niche for your own scholarship and research activities (HEA UKPSF A5, AoME 4.2.2)

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 5. Demonstrate an ability to create good questions that can be applied to scholarship/research, or education/clinical practice.
  • 6. Reflect on the process and findings of your own scholarship and research and use this to inform your educational practice (AoME 4.2.4)

Syllabus plan

Syllabus plan

 Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:

Interactive groups sessions, lectures and practical sessions-delivered by practising professional and experts will cover:

1. Justifying your research topic (“problem, gap, hook”)
2. Designing good research questions, to include Patient & Public Involvement
3. Choice of methodology
4. Data collection: quantitative, qualitative, mixed methods
5. Data analysis
6. Research ethics
7. Communicating your findings





Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled learning and teaching activities44 x 1hour lectures. For the duration of the Covid19 pandemic: - Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities.
Scheduled learning and teaching activities84 x 2 hour seminars with student presentations. For the duration of the Covid 19 pandemic: - Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board
Scheduled learning and teaching activities42 x 2 hours practical sessions demonstrating student-designed project proposals. For the duration of the Covid 19 pandemic: - Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum - workshops involving practical demonstrations may be replaced by short pre-recorded videos as pre-learning; or workshop via Teams/Zoom.
Guided independent study24Reading (books, journal articles) prior to scheduled attendances
Guided independent study24Web-based research
Guided independent study86Reading, researching, preparing and writing the summative assignment


Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Draft research proposalWithin the taught sessions1-6Verbal feedback from tutor and peers

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Research project proposal1002500 words1-6Review written work and feedback from module tutors


Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Research project proposal (100%)Updated research project proposal, (2500 words), accompanied by a covering letter explaining how changes had been made in response to the initial feedback1-6Typically within six weeks of the result

Re-assessment notes

Please refer to the TQA section on Referral/Deferral:


Indicative learning resources - Basic reading

Tavakol M, Sandars J (2014). Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II. Medical Teacher.

Indicative learning resources - Web based and electronic resources


Module has an active ELE page

Indicative learning resources - Other resources

Lingard L (2015). Joining a conversation: the problem/gap/hook heuristic. Perspectives in Medical Education 4:252-3.

Johnson M (2003). Research ethics and education: a consequentialist view. Nurse Education Today 23, 165–167.

Tai J, Ajjawi R (2016). Undertaking and reporting qualitative research. The Clinical Teacher 13: 175–182

Schifferdecker KE1, Reed VA (2009). Using mixed methods research in medical education: basic guidelines for researchers. Medical Education 43: 637-44.

Key words search

Assessment, Workplace

Credit value15
Module ECTS


Module pre-requisites


Module co-requisites


NQF level (module)


Available as distance learning?


Origin date


Last revision date