Master of Science in Veterinary Education
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msc-vet-ed-prog-spec PROGRAMME SPECIFICATION
1. Applies to cohort commencing in: 2. Degree Granting Body 3. Awarding institution 4. Teaching institution 5. Programme accredited by 6. Name and title 7. Intermediate and Subsidiary Award(s)
8. Course Management Team 9. FHEQ Level of Final Award
10. Date of First Intake
11. Frequency of Intake
12. Duration and Mode(s) of Study
2021
University of London
The Royal Veterinary College (University of London)
The Royal Veterinary College (University of London)
Elements of PGCertVetEd, Advance HE (2019)
Master of Science in Veterinary Education
Foundation in Veterinary Education Module (includes requirements for AFHEA) Postgraduate Certificate in Veterinary Education (includes requirements for FHEA) Postgraduate Diploma in Veterinary Education
Dr Elizabeth Armitage-Chan Professor Stephen May
Level 7 See https://www.qaa.ac.uk/qualitycode/qualifications-and-credit-frameworks
Sept 2009 PG Diploma Sept 2010 PG Certificate Sept 2010 MSc stage of programme Sept 2011 PG Certificate (distance learning) Sept 2011 Fundamentals in Veterinary Education (leading to AFHEA)
FIVE Module annually in September PG Cert annually in September PG Dip throughout the year MSc annually in September
Three to six calendar years; part time. During the Coronavirus/COVID-19 pandemic, all versions of the VetEd programme switched to distance learning. The blended programme for the PG Cert, with a mixture of on-campus and off-campus learning, will resume this format in 2022, providing it is safe so to do'.
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13. Registration Period (must be in line with the General Regulations for Study and Award)
Full Time
Minimum Maximum
n/a
n/a
Part Time Minimum Maximum
3 years 6 years
14. Timing of Examination Board meetings
Biannually in autumn and spring
15. Date of Last Periodic Review
2015
16. Date of Next Periodic Review
2021
17. Language of study and assessment English
18. Entry Requirements
https://www.rvc.ac.uk/study/postgraduate/v eterinary-education
19. UCAS code
N/A
20. HECoS Code
100509
21. Relevant QAA subject benchmark
N/A
22. Other External Reference Points
UK Professional Standards Framework of Advance HE
23. Aims of programme
Postgraduate Certificate
The overall aim of the Postgraduate Certificate in Veterinary Education is to enhance the professional development of educators in the veterinary and para-veterinary sectors and to:
· facilitate the development of staff that have a substantial role in all areas of teaching and learning
· develop skills and knowledge in all areas of teaching and assessment
· maintain evidence-based professional practice
· develop competent and reflective practitioners with a commitment to being engaged in the UK Higher Education Professional Standards Framework (UKPSF).
Postgraduate Diploma
The programme is designed for educators who have completed a PG Certificate in Veterinary Education or equivalent qualification, and want to further explore Veterinary Education. It is targeted at those involved in teaching and assessment of veterinary and allied sector disciplines.
24. Overall Programme Level Learning Outcomes - the programme offers opportunities for students to achieve and demonstrate the following learning outcomes.
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Postgraduate Certificate
By the end of the course, Postgraduate Certificate holders will be better able to: · Design, justify and critically evaluate a
range of educational approaches, taking into account the diverse needs of students and disciplinary areas · Critically evaluate different teaching approaches and methods in order to develop your own teaching practice in the light of what is known about learners' needs · Develop, critically evaluate and implement appropriate assessment and feedback strategies to ensure that students achieve their learning outcomes · Critically evaluate approaches to student support and guidance in diverse learning environments · Critically evaluate educational research and use it, alongside critical reflection, to develop your own professional practice. · Recognise the positioning of students' education in the context of wider stakeholders, and incorporate this into pedagogical decisions where appropriate
Modules in which each learning outcome will be developed and assessed: Foundations in Veterinary Education
· Student learning · Teaching Methods and Learning
Materials · Evidence to Practice · Assessment and Feedback · "Putting it all together": Curriculum
Applied Concepts in Veterinary Education · Educational Strategies and Employability · Leadership and Self-Regulated Learners · Learning in the Virtual World · Learning in the Workplace · "Putting it all together": The Reflective Practitioner
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Postgraduate Diploma & MSc
The programme offers opportunities for Candidates to achieve and demonstrate the following learning outcomes: An MSc graduate of the programme will be able to: · Evaluate educational theories, methods
and practice which can be applied to Veterinary Education · Develop, design and deliver courses and programmes using a wide range of appropriate course development and delivery tools · Appraise curriculum design and models to ensure that teaching methods comply with standards and quality appropriate to the level of skill development · Select and use appropriate assessment and evaluation strategies to ensure that learning outcomes are met · Identify, critically assess and address the emerging needs of the training requirements to match the demands of the local provision · Adopt new teaching technologies to maximize skill development · Be a reflective and self-evaluative practitioner · Critically appraise research in veterinary and related educational fields, and develop skills to undertake qualitative and quantitative research using appropriate methodologies · Continue to develop independent and lifelong learning skills to promote their own personal and professional development as veterinary educators, researchers and leaders
Four modules of 15 credits each chosen from:
PG Diploma
Four 15-credit modules, selected from a variety of options. (Current modules provided below as an example): Professional Identity and interprofessionalism Teaching the basic sciences in a clinical context Assessment, Feedback and Learning Clinical Reasoning and patient-side teaching Small group teaching Lecturing and Teaching in Large groups
Research Bridging Module
Evidence Based Veterinary Education. This is a compulsory module, provided annually, for Diploma students who wish to progress to the MSc, and it must be taken during the student's Diploma studies. Students with previous research experience at Level 7 or above will be able to apply for exemption.
MSc
Educational Research Methods Qualitative and Quantitative
MSc Project
Knowledge and understanding of: · Theories of learning, how students learn, learning styles and how to motivate and support learners. · Different teaching methods to be used in different environments, in small group, large group, practical, clinical settings, e-learning · Overview of problem based, task based and work based learning and how each can be effectively used · Assessing student learning, how to design assessment to align with
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learning and giving feedback to promote learning · Evaluating and improving own practice through reflective and critical analysis of own teaching and tracking a teaching and learning portfolio for professional development · Big educational theories, current trends and how they apply to veterinary education · Pedagogic research and critical evaluation of both generic and veterinary educational literature to adopt best practice · Basic principles in curriculum design, vertical and horizontal integration and how to align curriculum with outcomes and assessment · Teaching different skills as students' progress through years, study skills, communication, clinical and independent learning skills.
Cognitive Skills: · Reflection · Self-evaluation · Critical thinking · Reasoning
Practical skills: · Ability to develop effective teaching to
small and large groups, one to one teaching and online students at a distance · Develop appropriate assessments to enhance learning · Peer observation of teaching · Developing and managing an online discussion group · Reflective writing to evaluate own development · Critical appraisal of technology that is available for teaching · Curriculum development to ensure learning outcomes · Critical review of educational literature · Analyse qualitative and/or quantitative data on educational research
Key Skills: · Development of independent
learning, taking responsibility for own studies · Time management skills
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· Organizational skills · Becoming a reflective self-manager,
by taking a systematic, analytical, strategic and reflective approach to tasks · Information gathering and analytical skills to make own judgements about ideas and knowledge · Language skills · Information technology skills Learning outcomes should be specified for all intermediate awards as well as for the terminal award.
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25. Teaching/learning methods
Approximate total number of hours
Teaching, learning and assessment activities are aligned to ensure the objectives of the programme are clearly defined and that Candidates have the opportunities to achieve these outcomes. Assignment tasks within each module help to establish the theoretical knowledge base and assessment activities are designed to enhance the practical component and help Candidates to develop their own teaching practice. All teaching, learning and assessment activities are designed to help Candidates become actively involved in their learning and provide tools for them to identify and manage their learning to achieve the learning objectives to the best of their ability.
This is a mixed mode programme consisting of distance learners and face to face students, therefore the amount of time spent on each mode of learning will vary depending on the student status.
The teaching and learning activities will include a range of established and novel approaches. Using a combination of faceto-face and online modes, the activities will include:
· Practical workshops - to include small group work, critical analysis of scenarios, exploring ideas based on experiences, role rehearsal, presentations
· Tutor and Peer observation - of teaching practice and critical appraisal by tutors and peers as well as critical appraisal of peers
· Self-directed and independent study using LEARN, the virtual learning environment, using a range of resources available via online library and structured readings as advocated by the tutors. Developing a reflective diary - for personal reflection.
· Online presentations - using Videoconferencing software such as Adobe Connect or SKYPE for synchronous discussions
· Work-Based Directed Tasks · Literature-based research
This programme is designed so that the student is provided with all the materials that are needed to study for the MSc development.
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26. Assessment methods
Percentage of total assessment load
`Learning through assessment' is the main philosophy that is being adopted in developing assessments in the programme. Assessment has been aligned to learning outcomes and to influence learning. In all the modules assessments have been designed to incorporate the learners own work requirements and facilitate reflective practice. The following assessments methods are used:
· Tutor marked assignments · Tutor and peer assessed teaching
observations · Tutor and peer assessed online
presentations · Tutor and peer assessed face-to-face
presentations · Tutor assessment on developing and
moderating online discussions · Tutor and peer assessments on use
of technologies for teaching · Reflective and critical portfolio
development · Reflective and evaluative essays
tracking own development · Research methodology · Academic writing
Foundations in Veterinary Education (as freestanding module, for AFHEA)
· In-course Assessment Must complete
· Teaching Observation 40% · End of Module Summative
Reflective Assignment 60%
Postgraduate Certificate · In-course Assessment Must complete · End of Module Summative, Reflective Assignments 60% · Teaching Observation 20% · Teaching Presentation 20%
Postgraduate Diploma · Module practical tasks and assignments 4 modules x 25% for each
MSc ·
·
End of Research Methods Module Assignment 25% Research project and report 75%
27. Feedback
We recognise that each student's learning requirements are different and that they will change throughout their progression through the course. At the start of the programme, Candidates are given structured guidance and learning support in particular on reflective practice to enable them to become reflective practitioners. This will be achieved via face to-face and on-line discussions. The tutors will provide feedback and guidance for improving performance and learning. Discussion and sharing of learning points with others on the course is encouraged to help each learner develop his or her own understanding of the content.
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28. Programme structures and requirements, levels, modules, credits and awards
Year 1 Year 1 Years 2-3*
Module Title
Foundations in Veterinary Education (FIVE)
Applied Concepts in Veterinary Education (CIVE)
Four 15 credit modules selected from those available, which currently include:
· Teaching the basic sciences in a clinical context
· Assessment, Feedback and Learning
· Clinical Reasoning and patient-side teaching
· Small group teaching · Lecturing and Teaching
in Large groups · Professional identity
and interprofessionalism
FHEQ Level 7
7
7
Credits 30 30 60
Compulsory or optional Compulsory
Compulsory
Compulsory (4 modules)
*Note: only four modules can be taken during a calendar year. It is usually the case that students take their chosen four modules over 2 years, which maximises module options and is recommended for those balancing the course alongside full-time work.
Plus Evidence Based Veterinary Education (compulsory Diploma Module for those wanting to proceed to MSc without previous level 7 or level 8 degree)
Year 3 or Year 4, Advanced Educational
7
15
Compulsory
depending on
Research Methods
Diploma completion Qualitative and Quantitative
Years 3 to 5
Research Project
7
45
Compulsory
Note: The duration of the research project can be extended to 18 months, or completed within a minimum of 6 months for students intending to complete both
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MSc modules within one academic year. Students are encouraged to make this decision following discussion with their supervisor, based on the project they wish to pursue.
29. Work Placement Requirements or Opportunities
Advance HE stipulates for those seeking AFHEA or FHEA recognition that they must be employed in the delivery of Higher Education (UK qualification level 6 or above, or international equivalent).
30. Student Support
http://www.rvc.ac.uk/study/supp ort-for-students
31. Assessment Assessment and Award Regulations https://www.rvc.ac.uk/about/the-rvc/academic-quality-regulations-procedures
Version Number 1 2 3
Amended by Academic Quality Manager Dr Liz Chan Dr Liz Chan
Date 06.02.2020 24.08.2020 9.02.2021
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