A Masters by Research is an advanced masters degree, with a significant research component. The programme will introduce students to the field of clinical education, forming strong foundations of theoretical and practical knowledge, before completing modules that develop students’ research skills, equipping them with the necessary tools to undertake a substantial research project in the field of Clinical Education.
The Institute of Health and Society is one of the country’s major providers of education, training and research for the Health and Social Care workforce. We have a reputation for the highest quality provision, partnership working and delivery.
The Masters by Research (MRes) programme provides an opportunity for students to gain a qualification centred on an intensive piece of research. This advanced postgraduate degree provides an exciting opportunity for in-depth understanding and exploration of the rich landscape of educational issues.
The ethos of the programme is based on developing the essential research knowledge and skills related to the broad field of clinical education. All modules included on this degree are research focused and informed and centred on the development of the student as an independent researcher.
The Programme aims to prepare students to:
- Develop advanced research skills, and prepare for doctoral level study
- Engage the field of clinical education research in a range of professional contexts
- Meet the global need for highly trained individuals who can make informed decisions on future research directions
- Think for themselves in the development of a critical approach to the analysis of data and interpretation of published research.
Our MRes in Clinical Education offers you:
- Academic rigor: Gain a deeper understanding of your chosen subject area with a challenging combination of taught modules, research training and supervised research.
- Wide variety of research interests: We have a strong mix of academics with a high degree of professional, and personal experience enabling you to get the most out of both the taught and research element of your programme.
- Excellent supervision: Benefit from a professional, supportive, and challenging relationship with your supervisory team, drawn from experienced academics working at the forefront of their disciplines.
- Resources: Access to the University of Worcester’s virtual resources and to the state-of-the-art library facilities.
For further details, please download the course leaflet.
Postgraduate Loans of up to £10,000 are now available for UK students. For more information visit our postgraduate loans page.
- Course delivery
The MRes in Clinical Education is an exciting new programme that draws on innovative technologies and distance-learning pedagogies, to engage learners. The taught components of the programme will be delivered through the University of Worcester virtual learning environment, and will be supported by distance-tutorials from the experienced course team. There will be absolutely no commitment to attend campus during any of the taught components of the programme, but students will have access to a wide range of resources and support.
The MRes in Clinical Education commences with a taught programme. You will be expected to take and pass four, 15 credit, taught modules (below) before proceeding to the research stage of your programme which will culminate in the production of a thesis.
Members of staff within the Institute of Health and Society have a varied range of research expertise, including (but not limited to):
- Professionalism and identity formation
- Learner support and wellbeing
- Disabilities and learning difficulties in clinical education
- Self-directed learning in clinical education
- Empathy, emotional intelligence, and compassion in clinical education and recruitment
- Shared decision making
- Leadership in healthcare
- Assessment of competencies and skills in healthcare
- Medicolegal knowledge and training
- Spirituality in clinical education and practice
- How to apply
How to apply
Initial enquiries about this programme should be made to the Course Leader, Dr Duncan Shrewsbury (email@example.com).
All applicants must apply online at least 8 weeks before the start of the Semester (September or January, please contact the Research School for more information).
All applications are passed to the relevant course leader for consideration. If the application has potential, an interview is scheduled by a panel comprising at least two members of academic staff.
An offer of a place on the MRes will be made when the following conditions are satisfied:
• Applicant meets the specified entry requirements.
• The Institute has the supervisory capacity and expertise to support the research project outlined in the application form
• The proposal outlined has the potential to become a viable research project at Masters level.
The current fees can be found within the tuition fees document on our figure out finances page.
- Entry requirements
Applicants are expected to have a First or Second Class Honours Degree or equivalent award in an appropriate discipline or have appropriate research or professional experience which has resulted in appropriate evidence of achievement.
International applicants will also be required to demonstrate that they have the appropriate level of written and spoken English (normally IELTS score of 7.5). Entry qualifications for international students are guided by the National Academic Recognition Information Centre’s (NARIC) advice on international qualifications.
- Module summary
Module 1: Research in Clinical Education
This module will introduce learners to the world of research in education, and education in the clinical context. Students will explore the range of research activities that have led to advances in development of theory and practice in clinical education, and will critically review the research that underpins key theory and practice. Furthermore, the module will provide the opportunity to critically reflect on, and engage with, issues relating to the practicalities of researching in clinical education, including: pressures on time; funding; patient, and learner centredness; and directions for future activity.
Module 2: Philosophy of Clinical Education Research
This module will introduce learners to the world of research in education in the clinical context. Students will explore the philosophical and theoretical underpinnings of research, and equip them with the skills to: develop meaningful research questions; be critical of the purpose, role and quality of research; and contribute to the planning of research activities in their professional contexts. Completion of this module will prepare learners for subsequent components of the MRes in Clinical Education, which will enable students to design and undertake research embedded within their professional practice.
Module 3: Research Methodology in Clinical Education
This module develops students’ knowledge of research methodology and research design, building upon an understanding of philosophical underpinnings of educational research. Students will further explore the philosophy, theory and practice of research in their own discipline and professional practice. They will develop an awareness of the varied approaches available to answering research questions, methodologies, exploring the application of a range of research methods. In completing this model, students will also become familiar with research ethics frameworks and will develop the necessary skills to formulate a coherent research design, proposal and application.
Module 4: Research Project Development and Management in Clinical Education
This module gives the student the opportunity to consolidate and enhance their skills in the development and management of the research and inquiry process. It enables students to explore and appraise the conceptual and analytical approaches which inform their discipline and use this knowledge in the consideration of their chosen topic.
This module gives the student the opportunity to consolidate and enhance their skills in research and evaluation through the completion of a substantial, in-depth, piece of work. It enables students to explore and appraise the conceptual and analytical approaches which inform their discipline and use this knowledge in a novel area of inquiry in their chosen subject area.