Cognitively, we aim to facilitate learners’ progression through the following stages:

1. Knowledge: The Advanced Biomedical Modules develop a detailed understanding of the underlying anatomy and patho-physiology and how structure relates to function.
2. Functional Knowledge: Knowledge on its own will not result in achieving competence. Learners apply this knowledge to clinical problem-solving exercises using evidence-based techniques, for example, the Professional Development Unit’s case study template.
   
   The Consultation Skills modules enable learners to develop a detailed understanding of the transformation of knowledge into the clinical consultation, as well as developing the leadership skills and attitudes required of autonomous practitioners.
3. Conditional Knowledge: As learners progress onto Advanced Clinical Modules they will begin to develop more active control over problem-solving and decision-making. This is where they apply their knowledge and functional knowledge across a wide range of different situations or presentations, i.e. knowing why, when and under what conditions one should act. Conditional knowledge prepares learners for independent practice and is consistent with the level of understanding required of Masters-level study.

Educational Methodology, clinical supervision and Assessment

The educational philosophy and methodology underpinning all modules comprises a learning environment that minimises the proportion of didactic teaching and promotes small group, problem-solving learning opportunities based on real cases and service delivery, led by expert practising medical practitioners and drawing the learners’ knowledge into practice. We believe that this methodology promotes active learning.

Following completion of clinical modules, learners are supported in the development of their clinical competence by:

1. A structured log book providing a list of the range of competencies and procedures required of the advanced practitioner and designed to help learners progress through the stages necessary to attain competence.
2. Medical school taught-course tutor available for email support.
3. Experienced clinical supervision in the workplace.

Aligned to log books are web-based learning resources, designed to support the learner after the taught program. These provide easy access to knowledge, practical procedures, clinical case studies and self-assessment exercises. They also enable learners to keep in touch with one another and with their tutors.

The Masters-level study is assessed in a multi-method format that typically requires a reflective component based upon the learners clinical experience (portfolio reflective practice). In addition, some learners undertake OSCE-based practical assessments, competency-based assessment of practice and also problem-solving papers that test the application of the learner's knowledge.  This multi-method approach minimises the disadvantage that some professionals may experience when working within a multi-disciplinary group.