PDIP Clinical Education (Part Time)

Key facts

(REF, 2014)

Studying Clinical Education at UEA, whether it’s to Postgraduate Certificate, Postgraduate Diploma or Master’s level, is a great way for health and social care professionals to develop their career as a leader in their field and as an educator. If you are a good communicator and have a desire and aptitude for teaching, this could be the course for you.

What sets this programme apart is the unusually diverse range of students we attract - from junior clinicians to senior consultants, in every field of health and social care, and candidates from all over the world. This rich mix of student experience enhances the learning environment and is a valuable resource that will challenge you to think about how different people learn. This will make you an adaptable and creative teacher of the future.


On the course you will explore advances in both theory and practice in clinical education and apply what you have learned through work based placements. Your studies will increase your knowledge and skill, widen your perspective and help you develop fresh insights and the motivation to bring about change and promote excellence in clinical education

Renowned for its unique and distinctive interprofessional and interdisciplinary pre- and post- registration provision in the education and training of health professions, the School of Health Sciences delivers research-led and problem-based teaching that ensures graduates are fit for practice in the modern health and social care sector.

Students’ experiences and their learning environment are central to our learning and teaching strategy. Learning opportunities in practice are diverse and extends across health, social care and education environments. We are very proud of our innovative teaching methods and the passion and dedication of our staff will inspire you to be the best you can be. 

Students have told us our courses are dynamic and fascinating. That’s because our approach is based on problem-solving, evidence-based learning. The courses include the following elements: 

  • Interprofessional Learning – you will meet up with students from other health-related disciplines to exchange knowledge, practice and ideas.
  • Research – the teaching staff are continually involved in research (92% of our research in the School of Health Sciences is 'World-Leading' or 'Internationally Excellent', REF 2014) which means you will benefit from their knowledge of the very latest practices and techniques.
  • Supportive Culture – teaching groups are small, which encourages a close-knit student body and a supportive learning culture. You will be assigned your own personal mentor and qualified professional who will be there every step of the way to guide you through the course.

Studying on our Clinical Education programmes will provide you with a wide variety of career options. You can become a full time educator, a mentor or supervisor, based in a variety of educational or health care settings. Wherever you choose to work, you can play a vital role in developing the workforce of the future.

Course Modules 2018/9

Students must study the following modules for 60 credits:

Name Code Credits


This will introduce you to the underpinning educational theory and practice required to enhance your clinical education role, particularly as a clinical supervisor, mentor, or practice educator. It recognises the uniqueness of learning in clinical and practice settings and the importance of the role of the educator in facilitating learning which occurs in the context of client care. You will develop skills and experience professional socialisation which cannot readily be acquired elsewhere. The overall aim is to provide you with a body of knowledge and principles to facilitate teaching, learning and assessment in practice-based settings. This will enable you to work effectively with learners who will become the workforce of the future and will ultimately improve services. This module is relevant to all health and social care professionals who supervise/mentor students or other clinicians who teach in higher education, whether they are new to these roles or new to studying at masters level. If you are a Nursing and Midwifery professionals who is taking this module as a route to mentorship, you must have access to a pre-registration student on a recognised NMC program in order to teach, supervise and assess the learner.



Leading Teaching Learning and Assessment in Clinical Education

This will help you to advance your skills as educators, developing your knowledge in leadership in education and supporting other educators. It is relevant to all health and social care professionals who supervise/mentor others and or educators/mentors/supervisors, other clinicians, or other individuals who teach in higher education, whether you are new to these roles or new to studying at masters level.



Students must study the following modules for 40 credits:

Name Code Credits





By the end of this module you will be able to: 1.Evaluate contemporary subject and pedagogic research and/or scholarship activities as part of evidence-based teaching and learning; 2.Critically analyse contemporary trends in methods for teaching and facilitating learning in medical/ clinical education; 3.Demonstrate the use of innovative technologies to enhance learning; 4.Demonstrate effective educational leadership capabilities applied to a range of knowledge and educational interventions and programmes. 5. Design an educational activity for a group of health care professionals using justified evidence-based methodology and an evaluation plan.



Students will select 20 credits from the following modules:

Name Code Credits


You'll build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills you'll develop further include being able to gain further knowledge of the conduct of qualitative studies, negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study.




You'll build on the quantitative methods covered in Introduction to Research Methods. It will add depth to your knowledge already acquired in that module on measurement, survey instruments, study designs and statistics. You'll also take part in practical sessions where you'll apply the statistical knowledge gained to describe and analyse data sets.




Findings from systematic reviews have been increasingly used by health policy makers, clinicians and patients for making decisions. A systematic review of available evidence is also often required for developing new research, and for interpreting findings from a primary study. The module will include the following contents: 1.Introduction, framing questions and inclusion/exclusion criteria 2.Sources of evidence and literature search strategy 3.Data extraction and validity assessment 4.Synthesizing evidence from qualitative studies 5.Synthesizing evidence from quantitative studies 6.Quality of systematic reviews and overview of reviews 7.Recent development in research synthesis methods 8.Systematic review protocol. The learning outcome will provide you with the skills and understanding to appraise and interpret published systematic reviews, to develop a protocol and undertake a systematic review. By the end of the module, you will be able to: #Frame questions appropriate for a systematic review #Design an appropriate literature search strategy #Assess the relevance and quality of primary studies #Qualitatively and quantitatively synthesize data from primary studies #Appropriately interpret findings of a systematic review and meta-analysis #Understand common pitfalls in systematic reviews and meta-analysis #Become familiar with recent method research relevant to systematic reviews.




Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will endeavour to inform students.

Further Reading

Entry Requirements

  • Degree Subject A health care profession
  • Degree Classification 2.2 or equivalent
  • Alternative Qualifications The University will also consider applications from applicants with current registration as a health professional with an appropriate professional statutory regulatory body

Entry Requirement

Applicants should normally have a good first degree from a recognised higher education institution.

Students for whom English is a Foreign language

We welcome applications from students whose first language is not English or those whose degree was not taught in English. To ensure such students benefit fully from postgraduate study, we require evidence of proficiency in English. We also will require a certain standard to be achieved on the written element of the test. Our usual entry requirements are as follows:

  • IELTS: 7.0 (minimum 7.0 in all component)
  • PTE: 68 (minimum 68 in all components)

All scores must be less than two years old.

Alternative Qualifications

Acceptance of those who do not possess the formal qualifications normally required will depend on their general educational qualifications, professional experience and demonstrated capacity to benefit from the course.  In practice, this means that candidates should have:

  • a minimum of two years’ working experience in a health care setting, and
  • evidence of continuing professional development, and
  • two supportive references attesting to their suitability for the course, including at least one academic reference. Candidates who cannot provide an academic reference may be asked to attend a short academic skills course and will be asked to write a 1,000 word essay on a topic to be determined by the Course Directors. Such candidates may also be asked to attend for an interview.

Fees and Funding

Fees for the full course for the academic year 2018/19 are:

  • UK/EU Students: £5,000

Part-time students can pay per module studied. However, module fees may be subject to an annual increase.

For those applying under the Health Education England contract, contract prices will apply.

How to Apply

Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.

You can apply online.

Please note that the closing date for receipt of complete applications (including all documentation and references) has been extended to 31 July 2018. However, the course may be full before the closing date and so candidates are advised to apply as early as possible.

Further Information

To request further information & to be kept up to date with news & events please use our online enquiry form.

If you would like to discuss your individual circumstances prior to applying please do contact us:

Postgraduate Admissions Office
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

International candidates are also encouraged to access the International Students section of our website.

    Next Steps

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515