Graduate Diploma in Clinical Education
What will I study?
The Graduate Diploma will allow you to broaden your skills at an advanced level while demonstrating autonomy and responsibility as a clinical practitioner, educator and learner.
A deeper understanding of the principles of education and assessment is provided for those who are leading the development of clinical education.
Studies ensure a research-driven focus allowing you to deepen knowledge in areas that most apply to your current role.
Intensive teaching delivery
Semester one subjects are split across two sessions of intensive teaching. Semester two subjects are completed over a week long intensive program.
Flexible study options
Apply directly to the two year Graduate Diploma or complete the award as a nested suite. Those who complete the nested suite will start with the Graduate Certificate in Clinical Teaching and be eligible for entry to the Graduate Diploma in Clinical Education on completion. Completion of the Graduate Diploma provides a pathway to the Master of Clinical Education.
Explore this course
Explore the subjects you could choose as part of this diploma.
- Effective Clinical Teaching12.5
Effective Clinical Teaching
This subject lays a firm foundation for further studies in the education of health professionals. The basics of teaching and learning theory are presented with clear linkages to the clinical workplace to ensure immediate relevance and applicability.
An engaging mix of day-long seminars, workshops, on-line learning and practical activities in the workplace meets the needs of clinicians who teach learners at any level, while an intensive option might appeal to those with limited availability.
In recognition of the occupational demands on busy clinicians, contact days will typically occur once per month at the Parkville campus during the semester with 4 hours devoted to this subject on each of the days.
Teaching will be split between lectures (1 hour), seminars or symposia (1 hour), and small group work (2 hours).
- Effective Clinical Supervision12.5
Effective Clinical Supervision
Taught in tandem with Effective Clinical Teaching, this subject provides participants with a foundation in the principles and practices of vocational supervision that are unique to the health professions. Effective Clinical Supervision takes the theories and principles studied in the co-requisite subject and applies them to clinically-qualified learners who are further developing their career as a health professional. A diverse range of learning activities will dovetail with those provided in Effective Clinical Teaching to emphasise the similarities and differences between education and training. An intensive option will appeal to clinicians requiring greater flexibility.
Modalities will include lectures (1 hour), seminars or symposia (1 hour) and small group work (2 hours).
- Clinical Education in Practice12.5
Clinical Education in Practice
This subject brings together the two major threads from the first semester’s subjects and presents participants with opportunities to apply the principles in their own clinical workplaces. More difficult teaching situations and the strategies to resolve them will be explored. The emphasis is practical, with participants using the theories and concepts explored in the previous semester during their usual clinical teaching and supervision activities, then reflecting on the effectiveness of their work after receiving feedback from peers and students. A collaborative workshop at the beginning of the semester and another at the completion support this practical experience. An intensive option will appeal to clinicians requiring greater flexibility.
Teaching days are generally held at the Parkville campus once per month and are shared with the corequisite subject (‘Assessing Clinical Learners’). Apart from the workshops to prepare for and debrief from the peer review exercise (2 hours each), participants will engage in simulated teaching encounters (2 hours), small group sessions with tutors (4 hours), seminars (2 hours) and lecture-style presentations (4 hours).
- Assessing Clinical Learners12.5
Assessing Clinical Learners
One of the key roles of the clinical teacher is to reliably assess their learners’ knowledge, skills and performance to decide whether they have achieved competence in the area of instruction. This is not just important for appropriate academic achievement and progression, but to ensure that learners are being appropriately certified as safe and competent health professionals. This subject introduces participants to the current and emerging theories underpinning valid and reliable assessment of clinical learners and provides opportunities to develop and implement clinical assessment items, as well as practical experience in assessment.
- Clinical Education Modules12.5
Clinical Education Modules
Clinical Education Modules is designed to provide students with an opportunity to explore an area of interest in greater depth while remaining within the structure of the Graduate Diploma program.
Participants will be asked to choose two modules from a range of module topics offered each year. The topics offered will vary and are presented to participants at the start of the year based on currency, interest, and availability. Examples of module topics to be offered may include:
- Comparative Clinical Education
- Gender & Culture in Clinical Education
- Promoting Professionalism
- Interprofessional Education
- Teaching Clinical Reasoning
- Clinical Teaching with the Humanities
- Course Design and Curriculum Development
- other topics as appropriate.
Participants enrolled in the Graduate Diploma in Clinical Education will be provided with a description of each module and will be surveyed early in the year as to their preferences. Only those modules attracting sufficient preferences will be offered each year. The aim of the modules is to allow participants to expand knowledge within a specialised area of interest, while maintaining broad application to the unique requirements of teachers working in health professional contexts.
Within each module participants will additionally learn how to:
- Integrate a range of different elements of the learning and teaching environment into their own teaching context
- Discuss and reflect on: different teaching systems, forms of knowledge and reasoning, ideas and understanding relevant to the clinical teaching environment
- Recognise the influence of factors including culture, language and gender, that influence educational goals and relationships between health practitioners, students and patients
- Use their knowledge of culture, language, academic disciplines, gender and comparative education to create a safe and inclusive teaching environment.
- Translate various elements of the teaching environment to specific education strategies to assist clinical learners in the development of their professional skills and identity
- Be able to make informed decisions about their approaches to teaching, subject design and assessment in a variety of contexts and with a diversity of students
- Research in Clinical Education6.25
Research in Clinical Education
Using the best available evidence to ensure that educational programs for healthcare professionals are reliable, appropriate and effective is crucial to providing a quality learning experience. This subject assists participants to critically analyse the research underpinning their clinical teaching and examines research approaches best suited to undertaking clinical education research.
- Pedagogy into Practice12.5
Pedagogy into Practice
Pedagogy into Practice is designed to deepen the basic educational theories encountered in the first year of study and to enhance participants’ ability to develop and implement curriculum content. It provides and develops a general conceptual framework for understanding learning and teaching specific to clinical contexts. It examines how learning can be enhanced from a range of theoretical and evidence-based perspectives. Participants will analyse student characteristics to identify learning and teaching strategies that build on individual students’ prior experiences and learning. Participants will investigate the strategic role of the teacher in effective student learning, planning for learning, group teaching, developing a culture of learning and building relationships. There will be strong emphasis on linkages to the clinical environment and critical reflection as a paradigm for teacher self-evaluation and professional learning.
- Clinical Assessment & Course Evaluation12.5
Clinical Assessment & Course Evaluation
‘Clinical Assessment and Course Evaluation’ considers the similarities and differences involved in judging the performance of clinical learners while also evaluating the education they receive. Whereas the foundation subject (“Assessing Clinical Learners”) focussed on the basics of the main assessment formats used by clinical teachers, this subject goes into greater depth on designing and implementing highly-performing assessment regimens. It also explores key issues in measuring the quality of health professional education programs and their associated assessments.
- Clinical Simulation6.25
Clinical simulation involves a range of immersive techniques that replace or amplify real clinical experiences with interactive, guided ones to achieve enhanced educational outcomes with safety for both patient and learner. This subject examines the educational underpinnings of effective clinical simulation.