In this course, students will identify an issue and (a) research question(s) in health professions education; and will systematically review, synthesise and critique relevant literature. Students will develop their intellectual and transferable skills whilst producing a tangible outcome, such as a policy document or guidelines for practitioners in their professional context.

tbc (distance-learning)

■ Research Dissertation in Health Professions Education

■ MED5158P

N/A

Dissertation of 10,000 words, excluding appendices (100%)

This course aims to give students the opportunity to:

1. Address a question of importance in a specific context in health professions education, by systematically reviewing, synthesising and critiquing relevant literature; 

2. Present their response in the form of, for example, a policy document, a new theoretical model, or a set of guidelines for practitioners.

By the end of this course students will be able to:

1. Identify issues of importance in health professions education and formulate research questions to guide a systematic review and critique of the literature on this topic;

2. Design and implement a search strategy to identify relevant literature, exercising an understanding of the full range of available resources;

3. Systematically review literature pertaining to specific issues in health professions education, exercising judgement and rationalising decisions about which literature to include and exclude from subsequent critical analysis;

4. Critically analyse primary research on specific issues in health professions education, in a manner cognisant of alternative methodological approaches;

5. Critically evaluate published arguments, ideas and conclusions pertaining to a specific issue in health professions education;

6. Critically analyse, synthesise, interpret, and draw conclusions from the literature on a specific issue in health professions education;

7. Prepare and present a dissertation that addresses the research question(s) and incorporates a formal response in the form of, for example, a policy document, a new theoretical model, or a set of guidelines for practitioners.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.