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MSc

The dissertation is intended to allow students to conduct more in-depth studies of a particular educational issue of interest and importance to them.  The project will be supervised by a tutor at the University and requires the candidate to submit a 15,000 word Dissertation. The award of MSc requires a total of 180 credit points.

Prerequisites:

PG Certificate and Diploma in TLHP (or up to 60 M level credits from a recognised HE Institution in subjects equivalent to those required on our PG Cert/Dip), PLUS Unit 211: Research Methods, plus (optionally) Unit 225 as a pilot or scoping exercise. 

Past titles of dissertations have included:

• An Exploration into the Perceptions of the Clinical Learning Environment: A Grounded Theory Study of Dyslexic Student Midwives with Dyslexia 2010-11 (Geraldine Lucas, 2011). 
• Clinical Supervision in a Specialist Community Public Health Nursing Team: a Qualitative and Quantitative Study of how the Educative, Supportive and Regenerative Benefits can be Maximised in a Primary Care Trust Setting (Judy Brook, 2011).
• A Focus Group Study to explore General Practitioners’ Perceptions of Reflective Practice.(Wyn Griffiths, 2011).
• Learning Styles: A Study of their Impact on Student Nurses’ Experience in the Clinical Setting (Karen Sheehan, 2009).
• A peer group for orthodontic consultants: What role does this group fulfill?  What are the beliefs and expectations of participating consultants in terms of the group’s contribution to their continuing professional development? (Karen Drage, 2009). 
• How well does GP training prepare doctors for the transition into independent professional practice? A qualitative study exploring the issues faced by newly qualified General Practitioners (Martyn Hewett, 2008). 
• Study of the educational methods on antibiotic prescribing used by Doctors at a District General Hospital (Susan Dawson, 2007).
• Poetry in General Practice Education: An empirical qualitative study of General Practice Registrars’ perceptions of poetry-based sessions within their curriculum (William Foster, 2006).
• Caring for older patients in hospital surgical wards:A study investigating the challenges nurses and other professional staff perceive nurses face caring for older patients on hospital surgical wards and whether staff feel education and training on older people’s health could be useful (Lindsey Dow, 2006).
• An Evaluation of the Learning Environments created in the new Academies of Bristol Medical School: using questionnaires and focus group techniques to investigate the experiences of a cohort of Third Year Medical Students 2004-2005 (Jill Wilson, 2006).
• What factors determine why some general practitioners teach medical students at their practices while other do not? (Kate Reading).
• Can an Internet based discussion board build a sense of community and improve learning outcomes in the workplace? (Mark Vose, 2006)
• How does medical humanities education impact student understanding of the meaning of educating and becoming a doctor? (Louise Younie, 2006).
• What makes a good clinical educator and how can they best ensure an effective learning environment for clinical placements? (Juliette Sherrington, 2006).
• Views of a peer ratings assessment tool (SPRAT) by specialist registrars: a pilot study using semi-structured interviews (Mary McGraw, 2006).
• Doctors and their Continuing Professional Development: an inquiry into the value and significance of Continuing Professional Development to Doctors in the National Blood Service. (Nicola Anderson, 2006).
• Community based child disability case studies for pre-qualification medical students and children’s nursing students. Are there additional learning outcomes from working inter-professionally? (Karen Street, 2006).
• How do GP teachers perceive their identity and development as teachers? (Barbara Laue, 2006).
• A study to investigate the views of Primary Care based clinical educators in the SW region of England on the use of the 2:1 model of student placement (Claire Madsen, 2005).