PROGRAMME SPECIFICATION
Please view the disclaimer. /
AWARD and ROUTE TITLE / MSc Medical Leadership (PT)
INTERMEDIATE AWARD TITLES / PgD Medical Leadership (PT)
PgC Medical leadership (PT)
Name of the Teaching Institution / Sheffield Hallam University
Mode(s) of Attendance
(eg. FT/PT/SW/DL) / PT
UCAS CODE
Professional/Statutory/Regulatory Body Recognising this Programme / Not applicable
QAA Subject Benchmark Statement or other relevant external reference point / QAA Level 7 criteria
Date of Validation / 1 February 2011

1PROGRAMME AIMS

1.1To provide a programme of education that offers opportunities to critically engage with a range of theoretical perspectives, contemporary research and evidenced based leadership and management practice relevant to Doctors in order to inform, evaluate and enhance management decision making.

1.2To develop academic knowledge and skills in the appraisal of theory and practice related to specific areas of leadership and management.

1.3To develop the skills that will support Doctors to engage in a process of lifelong learning through critical reflection, to proactively review, influence and enhance leadership and management practice and future employability.

1.4Through independent learning and continued professional development to enable the development of evidence of attainment of the core competency standards of practice articulated by the Medical Leadership Competency Framework (NHS Institute for Innovation and Improvement, 2010)

1.5Facilitate critical reflection on Doctors' own leadership and management practice and development within the context of health service provision in the UK and internationally.

1.6To enable Doctors to access work based learning modules delivered through small Action Learning Sets which are facilitated and supported with supplementary learning materials and activities for the Medical Leadership Competency Framework.

2PROGRAMME LEARNING OUTCOMES

2.1Knowledge and understanding covered within the Programme. By the end of the programme you will be able to:

2.1.1Critically reflect and evaluate the principles and theories that underpin current evidenced based practice in leadership and management for Doctors and its application in the wider health care context

2.1.2Synthesise and critically appraise research/evidence-based materials from diverse and/or complex sources underpinning current concepts and theories

2.1.3Justify, utilise and apply knowledge of approaches to enquiry in order to undertake service improvement, service evaluation and research in an area of medical leadership and management practice

2.1.4Critically discuss and analyse legal, ethicaland professional issues relating to leading and managing a wide range of diverse professions in a complex organisation and the implications this has for effective interprofessional collaboration and team working

2.1.5 Critically evaluate the impact of global and domestic health and social care policy on Doctors and relate to professional experience

2.1.6Critically reflect on and analyse the findings of self reflective exercises and diagnostics on leadership and management styles and consider how this learning will impact upon ones own management practice, decision making and team working

2.1.7Integrate research evidence and experience in leadership and management to challenge and advance medical leadership practice

2.2 Intellectual/Subject/Professional/Key skills covered within the Programme, by the end of the programme you will be able to:

2.2.1Critically analyse and apply theoretical frameworks to inform leadership and management practice

2.2.2Select and critically evaluate relevant information and data, drawing appropriately on academic literature and primary sources, to inform and justify decision making in a range of challenging and complex organisational contexts

2.2.3Develop and manage an independent research or applied project within an agreed timescale

2.2.4Critically reflect upon one's own and others’ learning and performance, and plan for one's own development needs

2.2.5Evidence personal critical reflection in relation to the Medical Leadership Competency Framework (NHS Institute for Innovation and Improvement, 2010) for Continuing Professional Development.

3LEARNING, TEACHING AND ASSESSMENT

3.1The approach to Learning and Teaching within the Programme

The philosophy and approach to learning and teaching for this framework of awards is informed by the University's Learning and Teaching Strategy (2006) and aims to:

  • Foster collaboration between students and staff to ensure that successful learning takes place in a diverse and vibrant learning community
  • Enable the acquisition of high level critical abilities
  • Support and facilitate learners to become autonomous in their studies
  • Provide enhanced study skills support and guidance, appropriate for postgraduate students
  • Provide a variety of opportunities, to develop and demonstrate advanced skills of critical thinking, problem solving, creativity and innovation
  • Facilitate achievement of module learning outcomes, by the provision of appropriately focused learning and assessment activities
  • Ensure the learning experience enhances career prospects for Doctors particularly in the employability in senior medical management and executive posts.

Specific details of the approach to learning and teaching may be found in each of the module descriptors. However, this provision will also seek to:

  • Maximise the use of electronic learning materials, including access to the University’s virtual learning environment, to facilitate flexibility, efficiency and effectiveness of delivery and to develop learner autonomy evidenced in an e- portfolio
  • Provide tutorial support through personal and electronic contact
  • Maximise the opportunity for interprofessional learning, by the design of modules, communities of practice, learning materials, activities and assessment opportunities
  • Utilise the expertise of specialist visiting lecturers to inform and support leadership and management practice

The approach to learning and teaching throughout the MSc in Medical Leadership will aim to facilitate active and independent learning and attempt to provide integration of the medical practitioner's experience, the theories of leadership and management, self directed and peer learning and self reflection.

Examples of this approach are:

Lecturers: This will include sessions led by academics in leadership and management theory that are aimed at developing “active” learning to enable full engagement with the learning process. These sessions allow participants to experience a wide range of learning opportunities to explore leadership and management theories and their relevance and application across a wide range of complex health care organisational contexts.

Visiting Lecturers: The Clinical Advisory Group (CAG) is a group that consists of Honoury Professors from a medical background and whose role it is to advise the Faculty of Health and Wellbeing in the development of Post Graduate Medical and Dental Education. Key individuals from this group have identified relevant and appropriately skilled practitioners who are able to contribute to the MSc Medical leadership programme. This strategy will ensure that learning is relevant, current and contemporary for Doctors. It is recognised that while Doctors are working within an interprofessional environment, they are guided by specific regulatory frameworks for example European Working Time directives.

In combination with lecturer and visiting lecturer led learning, Doctors will be encouraged to challenge and discuss ideas throughout the programme. This will often be developed in small group work, exploring case studies and scenarios and generating debate on approaches to leadership and management in different and complex medical leadership contexts. In addition it is increasingly recognised that Doctors post-graduate education should be designed to facilitate small group learning to draw upon tacit knowledge and shared experiences to inform specific learning goals (Gleeson, 2010). An aspect of the MSc Medical Leadership programme will be to encourage the facilitation of Action Learning Sets, specifically relating to the two work based learning modules which feature as a core module in year one and year two of the programme

Action Learning: Learning will be enhanced through activities undertaken in seminars and workshops, where Doctors will be encouraged to share practice and develop new thinking and innovative approaches in leadership and management.

Self Directed learning: Self Directed Learning (SDL) in medical education has been associated with a moderate increase in knowledge (Murad et al, 2010). The authors of this particular study found that SDL seemed to be more effective when learners were involved in identifying their own learning resources. Learners who are self directed should consult with educators and determine the methods and resources that best fit their learning style. While on the programme participants will be encouraged to use a wide range of different resources accessed via the virtual learning environment. Some of the SDL will aim to prepare for taught sessions where active learning will be fostered and facilitated.

3.1.1Induction

On commencement of the programme Doctors will be provided with a comprehensive one day induction programme. This will include:

  • Familiarisation of the programme and schedule of campus learning,
  • An introduction to the learning centre, Blackboard and online support for learning
  • Introduction to the Centre for Professional and Organisation Development team and the Post Graduate Centre for Medical and Dental Education
  • Assessment Strategy, assignment submission via Blackboard and Grading
  • Procedures for dealing with extenuating circumstances that affect your work and commitment to hand-in deadlines
  • Assessment regulation and rules of student progression
  • Learner support services
  • An introduction to peer learning as a starting point for developing a supportive community of practice

3.1.2 The Virtual Learning Environment (VLE)

The course has its own dedicated Blackboard site allowing access for all students forming the basis of the VLE for students. This medium is used to support and enhance face to face and independent learning. The Blackboard sites have a wealth of module information, module resources, student support, reading lists, links to appropriate electronic journals, articles and e books, websites and guidance re assessment. This list is not exhaustive as other methods of support are constantly being devised such as wikis and blogs. Guidance in the use of VLEs will be provided from the Induction day onwards.

Distance Learning

It is envisaged that the programme is developed as a distance learning programme reaching the overseas markets for leadership and management development for Doctors. The distance learning materials will be developed by September 2012 and it is expected that the core modules will be delivered as a 'block' of learning (5 days) if an international cohort is recruited. This teaching will be undertaken in the commissioned country. The aim of this 'block' teaching is to introduce the cohort experience, orientate students to the virtual learning environment, to the process of Action Learning Sets and to the e-portfolio. For individual students seeking to access the programme as distance learning, a series of mini-lectures, distance learning materials and podcasts will be made available.

E-portfolios

Traditional portfolios used by Doctors have been criticised for their lack of a component for reflective practice which includes theoretical and analytic questioning (Saltman and Tavabie, 2010). Saltman and Tavabie, (2010) argue that there is a tension in the way Doctors use portfolios, who on one hand will evidence competence through self directed study and on the other hand may be required to use a portfolio in academic development to demonstrate personal and professional development. The authors argue for a different view of a portfolio which sees it as a moving object changing with the learner, becoming a working document rather than a static reflection of work in progress. This concept of the portfolio recognises that the learner and the tutor have distinct roles but both contribute to it. The learner prepares it; the teacher scopes what capabilities can be tested by the portfolio, assessing what constitutes acceptable evidence of accomplishment of a set of competencies.

It is this view of the portfolio which will be developed throughout the MSc programme to ensure that the Medical Leadership Competency Framework runs alongside the learning outcomes for each of the modules of the programme. Each of the module learning outcomes have been mapped alongside the MLCF competencies and both will be accessed via an e-portfolio called 'Pebble Pad'

The e-portfolio will serve as a learning record with actual evidence of achievement as well as personal and professional reflection and action planning. If learners intend to leave the programme after one year the e-portfolio can evidence the learner’s development within the Medical Leadership Competency Framework as well as highlight personal reflections in leadership and management development. This will prove to be an essential asset in applying for management posts where development in this area can be demonstrated not only in terms of competence with evidence but can also include reflective processes on aspects of leadership and management development.

3.1.3. Inter-professional Application

The first cohort commencing their studies in April 2011 will predominantly work alongside each other as a cohort of hospital Doctors from a range of clinical specialisms.This cohort is considered as a 'pilot' cohort with recruits of Doctors specifically from the Sheffield Teaching Hospitals NHS Foundation Trust. The programme consists of three core modules and three elective modules over the first two years. The final year of the programme will comprise of a research methods module and a Masters Dissertation.

The pilot cohort will participate in one inter-professional learning module (Managing Finance in Health and Social Care in year 2) and this has been designed to promote and enable inter-professional learning alongside middle to senior managers from a range of health care disciplines including: physiotherapy, occupational therapy, nursing, bio-medical sciences, radiography, speech and language therapy and social work, studying on the MSc Health and Social Care Leadership. The module has been designed innovatively using a range of work related case studies and scenarios as well as having speakers who have a high profile in teaching and practice in managing finance. As this particular module is the first collaborative interprofessional module with Doctors and other professionals allied to health, we will carry out a detailed evaluation of the experience of all those involved.

Subsequent recruits in 2012 will be required to study two core modules in year 1 (Medical Management 15 credits and Managing People and Organisations 30 credits) and one core module in year 2 (Strategic Medical Management 30 credit). Students will choose from a range of option modules from across the MSc Medical Leadership as well as the MSc Health and Social Care Leadership. All option modules in the MSc Health and Social Care Leadership will be shared with middle to senior managers from a range of health and social care disciplines identified above.

3.1.4 Work Based Learning

The Centre for Professional and Organisation Development has run management courses for Specialist Registrars since 1997. These events have been highly valued by doctors in the final stage of their training. The emphasis is on preparation for the management responsibilities of consultants and includes NHS structure, policy and finance, working effectively in organisations, and preparing cases for service improvement. With the help of a network of senior managers, including finance and medical managers, the courses are successful in preparing participants for their consultant role. The style of learning is highly interactive with the service improvement elements utilising real examples from the doctors’ current work situations.

A core element of the Centre's teaching in leadership and management is an emphasis on making links between the learning needs of the individual and the strategic needs of the organisation and finding ways to enable learners to apply the learning to every day working practice. A criticism of university led leadership programmes is that they focus on academic competence at the expense of real life application and learning. Current leadership programmes at Sheffield Hallam have striven to address this issue. Whilst academic competence is essential for Master's level study, all assessment tasks require real life experience and application of theoretical frameworks to situations in the workplace.

3.1.5Autonomous Life Long Learning

The teaching and learning strategy for the programme is designed to develop the autonomous Life Long learner specifically in relation to leadership and management practice. 'Working Together - Learning Together' A framework for lifelong learning for the NHS (2001) sets out a vision and a comprehensive strategy for lifelong learning as one of the four central elements supporting a drive to develop a workforce fit for the future. Within this document a section is devoted to 'leading and managing health care'. The chapter emphasises the importance of leadership and management development to improving the patient's care, treatment and experience; enhancing the public reputation of the NHS and motivating, developing and empowering staff. Successful leaders and managers will develop autonomous life long learning skills.

3.1.6 Employability Skills and Career Progression

Post Graduates of the MSc Medical Leadership will have enhanced career development opportunities in senior and executive leadership and management positions, as they will have completed a programme of study which is embedded in the development of practice within medical management. The steering group for the programme will continue to meet as a Programme Management Committee to ensure that Doctors are studying on a programme of leadership and management that is 'fit for purpose'. It is anticipated that Doctors undertaking the programme will be well-placed to fulfil roles as Clinical Directors, Medical Directors or Chief Executives in the acute hospital/health care sector. In primary care they will be able to contribute at a strategic level to service commissioning and service development. The ability to integrate services across sectors will also be enhanced by the programme. This is a core aspect of future strategic service provision.

3.1.7Evidence and Research based teaching and learning approaches

The Centre for Professional and Organisation Development has an ethos of ensuring its staff maintains currency and credibility as lecturers in the following ways:

  • The team engages in weekly planning meetings to update and to share information on relevant reports and social policy changes
  • Team members have established link areas in practice and attend regular meetings with service providers
  • Team members undertake consultancy projects in designing bespoke leadership development programmes for a range of providers in the South Yorkshire and Humber and East Midlands region
  • Team members work on cross-university collaborative projects
  • A series of conference presentations, publications and learning materials are produced
  • Evaluation projects and external project work is undertaken alongside teaching leadership and management. This enables CPOD lecturers to apply evidence based inquiry processes to their classroom teaching

The course team appreciate the need to be kept up to date regarding teaching and assessment methods. An annual peer supported review system is in place that allows for constructive development of individual staff throughout the year, concentrating on areas that staff have personally selected. This contributes to the staff development of their Professional Development Portfolio (PDP).