Medical Education MSc (University of Wolverhampton)
Validated by University of Wolverhampton
"Our MSc in Medical Education equips healthcare professionals with advanced teaching skills and leadership capabilities. You'll gain expertise in curriculum design, assessment strategies, and educational technology, enhancing your ability to shape the future of medical education." - Dr. Richard Chudleigh, Learna | Diploma MSc Programme Leader
"The University of Wolverhampton is proud to have validated this high-quality MSc in Medical Education programme. It offers a unique blend of practical skills and theoretical knowledge, preparing educators to excel in the evolving landscape of medical education." - Dr. Ben Appleby, University of Wolverhampton Course Leader
Next intake: March 2025Key Facts
The MSc Medical Education online programme provides a comprehensive exploration of educational theories, innovative teaching methods, and leadership skills tailored for healthcare professionals. You'll delve into curriculum design, assessment strategies, evaluation techniques, and the effective use of educational media. This MSc in medical education emphasises the practical application of learning, ensuring you can immediately implement new skills in your professional setting.
Our master’s in medical education stands out through its truly global perspective, bringing together healthcare educators from diverse backgrounds worldwide. The fully online format allows you to learn flexibly without career interruption, while our international faculty and peer network expose you to a rich variety of healthcare education practices. This unique combination fosters a dynamic learning environment that prepares healthcare professionals primarily within the UK health sector to lead and innovate in medical education on a global scale.
Faculty
Programme Leader
Dr Richard Chudleigh
Current post: Consultant Physician Diabetologist and Endocrinologist Singleton Hospital, Swansea
Dr Chudleigh’s main areas of interest are Type 1 diabetes, pregnancy, insulin pump therapy, and nephropathy. He...
Validating partner
University of Wolverhampton
The University of Wolverhampton, founded in 1827, is a nationally recognised and internationally respected institution. The University has achieved four stars in the QS international ratings and boasts a 96% graduate employability rate (DLHE 2018). Offering over 500 courses, including 250 undergraduate and 120 postgraduate programmes, many are accredited by professional bodies. With a 190-year history, its research is world-leading, with more than half rated internationally excellent or world-leading in the 2021 Research Excellence Framework (REF).
Next intake: March 2025 Key Facts
Programme Leader
Dr Richard Chudleigh
Current post: Consultant Physician Diabetologist and Endocrinologist Singleton Hospital, Swansea
Dr Chudleigh’s main areas of interest are Type 1 diabetes, pregnancy, insulin pump therapy, and nephropathy. He is involved in Phase 3 clinical trials at Swansea University and also has a teaching role within the college of medicine for medical undergraduate students.
He holds an honorary senior lecturer post at Cardiff University as director for the online diploma in diabetes. He also holds an honorary contract with Swansea University and is a module lead for diabetes on the graduate entry medical degree at Swansea University.
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Why Study a Medical Education (University of Wolverhampton) Master's with Learna
We have over 10 years’ experience delivering online courses, giving you access to flexible, affordable distance learning in partnership with world-leading educators.
100% Flexible
Our courses are 100% online. No fixed study times mean you can log in and learn whenever and wherever.
Multidisciplinary - study in a group of doctors, nurses, pharmacists and other healthcare professionals.
Expert Led
All of our programmes are authored and developed by world leading experts in their field.
Our faculty are selected due to their subject expertise, experience and teaching abilities to ensure the highest standards of educational excellence.
Career Boosting
Get a University Validated postgraduate qualification in just 1 calendar year instead of 2 academic years.
40% of our alumni reported an increase in salary 2 years after studying with us.
Who is this course for?
This MSc in Medical Education is designed for healthcare professionals who wish to deepen their expertise in educational theory, practice, and leadership within healthcare environments. It is suitable for a wide range of professionals, including:
GPs (General Practitioners)
The MSc equips GPs with advanced pedagogical techniques and leadership skills, enabling them to take a more structured and impactful approach to training, assessment, and educational leadership in primary care.
Nurses
This MSc offers nurses a deep dive into curriculum development, teaching strategies, and assessment methods, allowing them to deliver more comprehensive and effective educational programmes for both healthcare professionals and patients.
Clinical Educators and Trainers
This MSc provides clinical educators with advanced knowledge in education technology, curriculum design, and leadership, empowering them to create transformative learning experiences that enhance the professional development of healthcare staff.
Physician Associates (PAs)
As Physician Associates become more involved in the education and mentoring of healthcare professionals, the MSc offers them enhanced teaching, assessment, and curriculum development skills. This enables PAs to contribute more meaningfully to the training of new healthcare professionals and peers, ensuring that they play a key role in shaping future care teams.
Pharmacists
Pharmacists are responsible for training staff and educating patients about medications and health. The MSc provides pharmacists with advanced educational theory and practical skills, allowing them to design, implement, and evaluate more effective training programmes that improve patient care and staff competence in pharmacology.
Physiotherapists
Physiotherapists frequently engage in the training of junior staff and patient education. The MSc enhances their ability to design structured educational interventions, using evidence-based practices to improve training outcomes for both clinical teams and patients, thus promoting better rehabilitation and health outcomes.
Dietitians
Dietitians are often responsible for educating patients and healthcare professionals on nutrition. This MSc helps them develop more advanced skills in creating and delivering educational programmes, enhancing their capacity to provide effective training sessions and educational resources that improve the health and knowledge of both patients and medical teams.
How Will I Learn?
You'll learn through our flexible, interactive online platform, which allows you to engage with clinical cases, complete assignments, and collaborate with fellow students at times that suit your schedule. There's no fixed timetable—simply log in daily to participate in the week's activities.
Learn through engaging discussion
Our teaching approach is highly interactive, using small groups of 10-20 students to foster a collaborative environment where you can engage in thoughtful discussions and receive guidance from your tutor. You'll have access to learning resources and discussion forums that encourage ongoing interaction and deeper engagement with the material.
Throughout your studies, you'll receive support from a dedicated expert tutor and our Student Support Team, ensuring you have the resources needed to navigate the course successfully.
Curriculum
The online MSc medical education is a two year course, consisting of eight modules (180 credits) with the first 120 credits deriving from the Postgraduate Diploma. The second year of the distance learning MSc medical education course starts with an initial 10 week online module that will develop skills in critical appraisal and knowledge of research methodologies. Students then complete the professional project module, which consists of a 1,500 word proposal and 10,500 word professional project (dissertation).Year 1
Module Aims
To develop a critical understanding of the context of medical education in the broader profession of education which puts focus on patient care.
Module Content
- Learning and teaching theories
- Learning and teaching methods
- Lesson planning
- Practical skills for teaching online learning: Individuals, small, and large groups
- Practical skills for teaching online learning
- Current topics and controversies
Learning Outcomes
- Analyse and apply teaching methods and theories for effective learning.
- Critically evaluate the significance of medical education with a focus on patient care.
Module Aims
To develop an in-depth understanding of the principles of assessment in medical education.
Module Content
- Performance/Testing
- Formative assessment
- Summative assessment
- Constructing an assessment (case study)
- Supervision and feedback (appraisal)
- Current topics/controversies
Learning Outcomes
- Critically analyse various assessment methodologies in medical education.
- Implement formative and summative assessment strategies in the context of medical education.
Module Aims
Develop a comprehensive understanding of the different types of evaluation.
Module Content
- Regulatory context of Medical Education
- Moore’s levels
- Programme evaluation
- Case Studies
- Current topics and controversies
Learning Outcomes
- Critically evaluate and synthesise various models of evaluation in medical education.
- Design and implement evaluation methods to enhance educational practices and improve patient care.
Module Aims
Develop an in-depth understanding of how to incorporate a variety of digital programmes into medical education.
Module Content
- Educational media and technology (media in the context of lesson planning)
- Presentation skills
- Simulation (Augmented Reality/virtual Reality)
- Big data, big “clinical” data
- Emerging technologies: Ubiquitous web Internet of Things, mobile, digital ecology.
Learning Outcomes
- Justify and critically appraise the role of media in medical education.
- Evaluate and integrate emerging technologies in the field of medical education.
Module Aims
To develop an in-depth understanding of the importance of effective leadership to help improve patient care.
Module Content
- Leadership
- Monitoring the performance of healthcare professionals
- Academy of Medical Educators (AoME) domains
- Policy and strategy including interprofessional learning and compliance with the disability and dyslexia act.
- Ethics
- Scholarship
Learning Outcomes
- Demonstrate a comprehensive understanding of professional standards for medical educators.
- Critically assess the role and impact of leadership in medical education.
Module Aims
To develop the skills and knowledge to plan a curriculum as a medical educator.
Module Content
- Curriculum planning and application
- Programmes of learning (theories, curricular design, QA, assessment methods, evaluation)
- Service user involvement
Learning Outcomes
- Take responsibility for planning and developing a comprehensive course curriculum.
- Critically evaluate medical education curricula from multiple perspectives.
Year 2
Module Aims
To help students recognise, understand, interpret and apply methods used in healthcare research and critically appraise the various methodologies specific to medical education research.
Module Content
Terminology used in epidemiology and research studies such as prevalence, incidence, sensitivity, specificity, false positive and false negatives.
Interpreting graphical representation of epidemiological and statistical data such as Kaplan-Meier Curves, Forrest Plots and Meta-analyses.
Calculations used in the assessment of research data such as relative risk, absolute risk, number needed to treat.
Statistical tests and their applications including t-Tests, ANOVA, Chi-Square.
Qualitative research methods.
Fundamentals of evidence-based practice and its application into the clinical setting.
Establishing patient registers and the value of disease specific registers.
Research into educational principles for both healthcare practitioner and patient.
Understanding what may work for the patient as well as the educator.
Learning Outcomes
- Interpret research in medical education for healthcare decision making.
- Display a critical understanding of the clinical implications of research and its impact upon healthcare delivery and service development.
Module Aims
To develop an ability to critically evaluate areas of professional practice.
To critically appraise specific areas of clinical, research and organisational practice.
To develop skills in independent research and study.
To develop skills relevant to scientific publications.
Module Content
The module will depend on the creation of a piece of work based upon a specific clinically related project relevant to the student’s practice. This project may comprise:
Literature review and appraisal of the evidence.
Audit.
Review and implementation of evidence-based practice.
Qualitative or quantitative research (formal research involving human subjects is not anticipated).
Quality of service review with critical appraisal.
Learning Outcomes
- Produce an extensive piece of literature, which may be suitable for peer-reviewed publication.
- Critically evaluate educational practice and suggest improvements for change.
Assessment Methods
This programme emphasises learning through active participation in case-based discussions, reflection, and real-life scenarios. Students engage with clinical cases that mirror everyday practice, fostering problem-solving and evidence-based application from the very beginning.
Across the modules, assessments are integrated with learning. Each week, you will work through two to three clinical cases, discussing and reflecting on them with peers under the guidance of an expert tutor. These discussions form the core of your learning and are also the basis for your assessments.
Our innovative teaching methods are designed to help you translate this learning into real-world clinical practice. You'll need to regularly log in to participate in discussions, ideally on a daily basis, and commit approximately two hours per day to your studies. Our dedicated Student Support Team is available to assist with any challenges you may encounter, from navigating our online platform to managing deadlines.
How Foundational Knowledge is Developed
The programme is structured so that foundational knowledge is introduced through carefully designed clinical cases. Each case is crafted to highlight essential concepts and progressively deepen your understanding as you apply critical thinking and evidence-based analysis. This hands-on approach ensures that you are not only acquiring theoretical knowledge but also learning how to apply it in a practical, clinical setting.
This programme is suited for professionals who thrive in an online, discussion-based learning environment. Please note that this course focuses on interactive, applied learning through peer collaboration and case discussions. You will be fully supported, encouraged and led through the programme to success and graduation!
Year 1
- Every week students are presented with two/three clinical case-based scenarios that are reflective of every day clinical practice and research.
- Tutors will post a number of questions and prompts to aid students in a formal discussion of each case.
- These discussions are facilitated throughout by your tutor and are then assessed at the end of every module.
For this assessment, students will work on a group assignment and/or an individual assignment.
- Group assignments are designed to hone skills in the multidisciplinary, holistic approach to modern treatments and patient management by requiring group participation in a single piece of work.
- Individual assignments are designed to hone skills in academic career progression through such tasks as reviewing papers, developing scientific posters or abstracts, peer-reviewing, social media activities, patient information leaflets and essays.
The reflective journal is used by students throughout each module to monitor personal progress. This is guided by weekly feedback from your tutor and is graded at the end of every module. The journal typically includes the following:
- Initial expectations and reasons for taking the course.
- Module and/or personal learning objectives.
- Description of events, issues and learning points within current personal practice.
- Change in every day practice due to knowledge gained on each module.
- A description of what has been learned during the module.
- Students are provided with case-based problems in the form of a one-hour timed examination.
- The exam consists of 30 'Single Best Answer' questions.
- Students are required to complete the exam online within the set time.
Year 2
This module runs over an 8 week period and is designed to develop skills in critical appraisal and knowledge of research methodologies. The module consists of mandatory formative assessment activities to support your learning and development prior to the Professional Project module.
Students will work with their supervisor to submit a professional project proposal for their chosen topic.
Students will deliver an abstract (1000 words) outlining their proposal and, if deemed necessary, develop and submit documentation for the University’s ethical committee approval.
- Students will create a dissertation, the theme of which has been developed in discussion with their tutor.
- Supervision will normally involve direct online support involving planned progress, supporting research activity and reading student work.
- Supervisors and students will agree on a communications plan, which may involve emails or online chats. Some students may employ the use of freely available chat or audio conferencing facilities for live discussion with supervisors.
- Students will have access to online forums where they can develop their research capabilities together.
- All communications with tutors will be logged on the Professional Project forum by the student, and consist of brief summaries of discussion.
Entry requirements
Applicants will be assessed on an individual basis, but typically, applicants for the programme will:
- Possess an undergraduate degree in a relevant subject awarded by a UK university or overseas equivalent.
- Provide evidence in the personal statement as to how they can apply learning to a practical setting and reflect on practice.
- Basic IT skills (e.g. word processing, email and internet).
- If English is not the student’s first language they must hold an English language qualification.
English requirements:
- IELTS with an overall score of 6.0 or above.
- GMC / NMC (Nursing Midwifery Council) / GPhC / HCPC registered – with a licence to practise.
- Proof of study at a UK, USA, Australian, New Zealand or Canadian University or membership to a medical body from one of these countries.
Course Fees
Option 1: Upfront Payment in full. Option 2: Interest free payments every other month for the duration of the course.
| Date | Instalments | Up-Front Payments |
|---|---|---|
| Deposit | £895 | £9,760 |
| 1st May 2025 | £893 | |
| 1st July 2025 | £893 | |
| 1st September 2025 | £893 | |
| 1st November 2025 | £893 | |
| 1st January 2026 | £893 | |
| 1st March 2026 | £733 | |
| 1st May 2026 | £733 | |
| 1st July 2026 | £733 | |
| 1st September 2026 | £733 | |
| 1st November 2026 | £733 | |
| 1st January 2027 | £735 |
† Deposits are non-refundable
†† Prices are subject to review following each intake
Option 3: Lower your monthly payments by spreading the cost for between 2 and 8 years with a loan from our lending partner Lendwise*.
*Subject to eligibility criteria.
Learna | Diploma MSc has a partnership with Lendwise which is a leading private student loan provider, to help UK students fund their course fees should they require financing. Lendwise is a UK-based education finance platform through which candidates can fund their postgraduate and professional qualification studies at leading educational institutions.
A Lendwise loan comes with a fixed interest rate for the duration of the loan (between 2 and 8 years) and no early repayment penalties. The interest rate offered will depend on the overall applicant profile and the application process is entirely online.*
*Other sources of funding are available.
Learna | Diploma MSc does not offer financial advice, recommend or endorse any financial product. You should always check the suitability of the product that is of interest to you. If you are in any doubt as to its suitability, we suggest that you seek independent professional advice.
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