Postgraduate Taught

This award has been designed to facilitate the learning of the generic skills and knowledge essential to successful higher clinical practice. The emphasis is on Obstetrics and Gynaecology but also covers areas such as an understanding of Medical Education, Leadership for Health Professionals, Clinical Effectiveness and Research Methodology.

Each module consists of a mixture of different types of delivery, with some on line learning and face to face teaching, utilising a mixture of seminars, group work or short lectures.

There are a number of CORE modules and then a wide range of other generic modules that are optional. We have designed the award to be as flexible as possible, including enabling students to study some modules from other Keele awards. The award and modules have been mapped onto the Royal College of Obstetrics and Gynaecology professional curriculum.

You will need to be a doctor actively engaged in surgical training in Obstetrics and Gynaecology to apply for this award. Certain individual modules are open to other professionals with appropriate experience.

Practical Surgical Skills (Obstetrics and Gynaecology) (15 credits) CORE

This module enables students undertaking a career in Obstetrics and Gynaecology to augment their professional portfolio with further academic study in order to develop a greater understanding of the various components of this. Students will develop essential, softer skills of reflection and feedback not available in regular teaching on obstetrics and gynaecology. The ability to look closer into evidence based clinical practice will enable the student to develop their career into research and teaching of this specialty whilst undertaking their required professional training.

Advanced Training Skills (Obstetrics and Gynaecology) (15 credits) CORE

This module will allow students in Obstetrics and Gynaecology specialist training to study to a much higher level than their standard professional qualifications. This will allow them to illustrate their academic interest and ability above that of a normal specialist in training. This will stimulate their self-directed learning and the diversification of training into academic and teaching which will benefit both the student’s career development and the teaching and research interests within the hospital.

Independent Practice-based Study (30 credits) CORE

This module will allow the student, in consultation with an educational supervisor, to develop and execute a personal learning plan based on analysis of best practice and evidence and their own thoughts to challenge present day care in their chosen area. Students will be assessed on the evidence provided against learning outcomes previously negotiated with the student and their educational supervisor.

Contemporary Challenges in Healthcare Ethics and Law (15 credits)

This module provides students with a high quality introduction to ethical and legal issues in healthcare and the knowledge and skills to enable further work on the subject.

Statistics and Epidemiology (15 credits)

This module provides a basic appreciation of epidemiology and statistics which is invaluable in understanding published literature and in designing both research and audit studies.

Research Methods in Health (15 credits)

This module aims to introduce students to issues in health research and to research methodology. Areas covered include qualitative and quantitative methods and include the use of focus groups and ethical aspects of research.

Communication Skills for Health Professionals in Clinical Practice (15 credits)

This module aims to develop excellent communication skills through an approach based on skills and values, to explore the theory and evidence underpinning communication skills teaching and to enable participants to use a skills-based approach to teach others.

Medical Education (15 credits)

Much of a doctor’s professional life is concerned with facilitating the learning of junior medical staff, as well as contributing to the education of other health professionals and patients. This module blends active learning on a teaching the teachers course with a virtual learning environment online – to enable you to study at a time and place more convenient to you.

Health Informatics (15 credits)

This module aims to acquaint participants with the ways in which information technology can support clinicians, patients and managers.

Leadership and Management for Healthcare Professionals (15 credits)

This module explores both the theoretical background to leadership and management and the practical skills which participants will require to be an effective leader in the present, challenging, healthcare environment. Participants will gain a greater insight into their own leadership style and impact on others, together with a deeper understanding of how the new commissioning arrangements will affect their service.

Clinical Effectiveness (15 credits)

This module aims to familiarise students with the methods and processes of critical evaluation of the professional literature and applying this clinically and as a self-learning model.

Reflective Practice (15 credits)

This module explores the nature of professional practice, using the paradigm of ‘The Reflective Practitioner’. It uses a variety of methods and participants’ current clinical practice to develop skills of ‘reflection in action’.

Each module consists of a mixture of different types of delivery, with some on line learning and face to face teaching, utilising a mixture of seminars, group work or short lectures.