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Module Description

This module takes a specific focus on what it means to lead as an educator in the context of Quality Improvement. As we strive for clinically led cultures of continuous quality improvement across healthcare systems, the role of high-quality education and educational leadership has become more and more important.Ìý

We will explore and hold constant a consideration of leadership for quality and quality improvement through three lens’:

1. Quality and quality improvement in healthcare systems
2. Quality in healthcare professionals educationÌý
3. Educating healthcare professionals so they can improve quality and quality improvement.

The ultimate aim of this module is toÌýexplore and critically analyseÌýthe relevant literature on quality, quality improvement and education in healthcare.ÌýThe theory and practice of quality improvement draws upon many different areas of academic study. One key strand is organisational and management studies, but educational and social science literature have also made important contributions. Some of the literature is research based, and as far as possible, it is this material that is the focus of the module. However, you should bear in mind that for many quality improvement initiatives the evidence base is still scanty, and activity can be as much a reflection of beliefs and opinions about the best way to improve health care, as based on research.

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Module learning outcomes.

By the end of this module, you will be able to:

• Offer and negotiate definitions for the varying concepts of quality and quality improvement in the context of healthcare and health professions education,Ìýreflecting on historical and contemporary discourse in doing so.
• Critically analyse and explain the role of governments, provider and commissioning organisations, the third sector, professionals and service users in quality improvement. And of course, the role of educators and educational leadership
• Be able to appraise and critique a range of approaches and tools for improving quality in healthcare and health professions education
• Be familiar with the conditions under which quality improvement and educating healthcare professionals in these areas seems to succeed
• Articulate what each of the above aims means for the future of health professions education and leadership - and your role therein.

Delivery Method:

This online module will be delivered through UCL’s Virtual Learning Environment (Moodle) for asynchronous elements and Zoom or a similar platform for synchronous sessions. 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 students to engage in collaborative learning and to be in regular contact with module tutors for a high level of academic support.

Formative Assessment: This course will be facilitated by ÐÂÏã¸ÛÁùºÏ²Ê¿ª½±½á¹ûteaching staff with regular opportunities to provide support and feedback on teaching delivery.Ìý Weekly learning activities will enable students to receive peers and tutor feedback.

Summative Assessment:ÌýStudents will complete a written assignment of 2000 words that is based on one of the areas highlighted in the module that has significance in their own practice as a leader in health professions education.

Engagement Requirements

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.

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