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Module Overview:

This module will enable participants to develop an understanding of key issues in the leadership of change in healthcare and health professions education.Ìý It will focus on a number of change leadership topics including:

• Change theories
• Established models of change
• Drivers of change
• The human dimension of change
• Incremental versus transformational change.

Aims:

The aim of this module is toÌýexplore and critically analyseÌýthe relevant literature on change in healthcare. This module has been created to enable those with responsibility for education in healthcare to develop their change leadership knowledge and skills. It will enable participants to develop their leadership activities by drawing on existing concepts of change leadership and critiquing the utility and applicability of these concepts in the context of their own practice as leaders in healthcare and health professions education.

Learning Outcomes:

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

• Articulate key theoretical issues underpinning change.
• Compare and contrast various concepts of change.
• Critically analyse a range of methodological approaches to leading change.
• Synthesise the current literature on change in healthcare systems, organisations and education.
• Critically reflect on how current concepts of change have been applied in your own educational, clinical or professional practice.

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Mode of Delivery

This online module will be delivered through 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 ÐÂÏã¸ÛÁùºÏ²Ê¿ª½±½á¹ûteaching staff with regular opportunities to provide support and feedback on teaching delivery.

Formative assessmentÌý

Weekly learning activities are undertaken by students and are given feedback ÐÂÏã¸ÛÁùºÏ²Ê¿ª½±½á¹ûteaching staff.

Summative assessment

You will also complete a written essay of 2,500 words critically a change linked to health professions education that you have been involved in or observed that is based on one of the areas highlighted in the module. You will have the opportunity to discuss how you plan to approach the assignment with tutors toward the end of the module.

Engagement Expectations

ÐÂÏã¸ÛÁùºÏ²Ê¿ª½±½á¹ûexpects 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.