| AQF Level |
Level 8 Graduate Certificate |
| Overview and Aims of the Program |
The Graduate Certificate in Clinical Education and Simulation provides a work-related and academically robust route for healthcare professionals engaged in clinical teaching and learning. Students will work with each other to learn how to develop an environment which facilitates learning across and within the multi-professional clinical field. There will be opportunities to practice in simulated clinical environments, to facilitate teaching of the important non-technical skills such as decision making, situation awareness and communication.
The 16cps program consists of 2 required 4cp units, one looking at the process of medical education and the value of simulated learning environments, the other, the completion of a medical research project. Students are then able to choose 2 from 3 units from the Education Department unit offerings. On completion of the program graduates will have a deeper understanding of the design, delivery, assessment and evaluation of learning and teaching in clinical settings and higher education. |
| Graduate Capabilities |
The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:
Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative
Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible
Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning |
| Program Learning Outcomes |
By the end of this program it is anticipated you should be able to:
1. Use knowledge of research principles and methodologies to independently plan and implement a piece of research applicable to clinical practice (K, T, P, C, E, J)
2. Present research findings that can withstand the robust scrutiny of peers (K, T, P, C, E, J)
3. Critically evaluate existing literature and theoretical knowledge in clinical education and simulation (K, T, P, C, J)
4. Devise innovative learning and teaching strategies appropriate to delivery in a simulation learning environment (K, T, P, C, E, J)
5. Differentiate between simulation-based learning and more traditional educational approaches (K, T, P). |
| Learning and Teaching Methods |
The required units for this program call for a high degree of independent study, as well as participation in group seminars. You will take part in group and individual analysis and evaluation of advanced methods in simulation training, within the healthcare setting. Collaborative work with colleagues and fellow students will be undertaken to identify problems and look for solutions in relation to quality and patient safety. You will work independently and with colleagues to develop a simulation based learning activity.
For the units available in the option set, learning activities will be face to face and online; these include participation in online forums using the iLearn virtual learning environment and face to face discussion groups. |
| Assessment |
A variety of assessment methods will be used to assess learning of the medical education and simulation, and research units; these will include literature reviews, poster and seminar presentations and written reports. A reflective log charting the research process and a research paper suitable for publication will also be required.
Assessment for the optional units will differ depending on which of the units you choose. Types of assessment include; participation in online community discussions, providing appropriate feedback to group members, analysis of videos exploring leadership in an educational setting and contributions to a learning journal. In addition, you have the opportunity to conduct an educationally based project and present your findings. |
| Recognition of Prior Learning |
Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit.
Domestic students
For undergraduate RPL information visit www.goto.mq.edu.au/nonschoolrpl
For domestic postgraduate RPL information visit www.goto.mq.edu.au/pgrpl
International students
For RPL information visit www.mq.edu.au/international/rpl |
| Support for Learning |
Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.
Further information can be found at www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| Program Standards and Quality |
The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability |
This program is expected to attract candidates who are already involved in education and training. It will equip graduates with all of the simulation-specific skills required to design, develop, deliver and evaluate simulation based educational activities. Completing the Graduate Certificate in Clinical Education and Simulation could increase the employability prospects of graduates looking to advance a career as leaders in Clinical Education. |
| Assessment Regulations |
This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation |
This is an Australian Qualifications Framework (AQF) accredited qualification.
|
