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. 

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

Quality and quality improvement in healthcare systems
	Quality in healthcare professionals education 
	Educating healthcare professionals so they can improve quality and quality improvement.
The ultimate aim of this module is to explore and critically analyse the relevant literature on quality, quality improvement and education in healthcare. The 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.

 

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, reflecting 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 blended 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 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 UCL teaching staff with regular opportunities to provide support and feedback on teaching delivery.  Weekly learning activities will enable students to receive peers and tutor feedback.

Summative Assessment: Students 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.

 

 