Graduate Diploma in Clinical Education
What will I study?
Develop scholarly engagement
In this course you will develop an academic engagement with the theory and practice of clinical education.
Courses in the EXCITE program are highly practical and focused on making the role of the clinical educator more effective and efficient. As well as learning about putting pedagogy into practice, you will take masterclasses on leadership and change management.
In this course you will:
- Develop a deeper understanding of the principles of education in the clinical context
- Refine your teaching skills and learn strategies for more complex teaching scenarios.
- Enhance your ability to develop and implement valuable curriculum content.
To gain the Graduate Diploma in Clinical Education, you must complete all nine core subjects over two years of part-time study. Each subject is taught in short intensive periods on campus, supplemented by online learning. This course is designed to suit busy working professionals, with varied and flexible teaching dates supplemented by online learning.
Explore this course
Explore the subjects you could choose as part of this diploma.
- Effective Clinical Teaching 12.5
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 Supervision 12.5
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 Practice 12.5
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 Learners 12.5
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 Modules 12.5
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 Education 6.25
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 Practice 12.5
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 Evaluation 12.5
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 Simulation 6.25
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.