Curious about studying Medical Education MAat Queen Mary University of London? We've gathered all the key details—entry requirements, modules, fees, and more. Hear from real students by checking out reviews, or take the next step by booking an open day to explore it for yourself.
MA - Master of Arts
Whitechapel
Part Time
Sep 2026
3 Year
Find better ways to motivate and engage learners in clinical education with our MA in Medical Education. Discover how to create medical education programmes that achieve maximum results, improve teaching practice and develop the expertise needed to lead medical education in your workplace.Study full-time or part-time alongside your professional commitmentsApply what you've learned directly to professional workConduct research and practical work in our outstanding research facilitiesDevelop industry contacts and enjoy networking opportunities and support from Academic Advisors and the student office.What you'll studyThis MA Medical Education has been specifically designed for doctors, dentists, senior nurses, allied health professionals and academics, involved in undergraduate or postgraduate teaching of clinicians.It aims to attract committed educators working in and around clinical contexts, who seek to both improve teaching and learning. You'll gain a deep understanding of how to evaluate and improve curriculum; and you'll understand more fully the educational potential of the working environment.You will be given opportunities to develop knowledge and skills as educators, using your own practice and workplace setting as a research context. You will engage with like-minded colleagues and analyse the nature and dynamics of teaching and learning in clinical education, drawing on a wide range of educational theories. This programme requires you to become an active researcher of medical education in order to develop teaching and learning opportunities for students.You can choose to study this MA full-time or part-time to fit around your commitments. We also offer this MA as an online programme or you can choose to study for a shorter Postgraduate Certificate, that can be studied part-time only on campus or online.
Through this module students will develop: a critical understanding of curriculum theory, policy and practice, and the history of curriculum development in clinical education; skills in leading and managing curriculum evaluation and development in clinical education; a comprehensive understanding of way curriculum is comprised of different levels (mandated, enacted, experienced), and the implications of this for developing curriculum evaluation in clinical education.
This new module aims to support participants in their development and completion of a sustained research inquiry in the field of clinical education. It is designed to facilitate participants who are clinical practitioners in a wide variety of health professions/medical specialities to carry out research which will inform development in clinical education. Finally, participants will also be supported to develop a paper for presentation/publication, on the basis of their completed dissertation research.
In this module students will explore of facets of leadership using the key headings, or framing, of the 4Ps - Person, Process, Press and Product (Rhodes, 1961). The teaching will focus on both the theoretical and the practical elements of the domain, regarded primarily in relation to students' own professional work and experiences in the clinical setting. Students will engage in individual and collaborative exercises which can be related directly to practice - with a final target of designing and implementing a new workplace process. The module will have three main elements: Concepts of Leadership - including practical example mapping; Organisations and People - including discourses and practices; Designing and Implementing - including innovation, change processes, strategy and sustainability.
In this module students will apply theories from higher education to clinical education, highlighting both the transferable aspects, as well as the more unique aspects of education for health professions. Students will consider clinical and communication skills, simulation, assessment of competence and e-learning for health professionals. They will also critique current practices, review existing innovations and try to create new innovations for their own personal context of clinical education.
This module adopts an experiential approach to exploring the issues in designing and conducting research in clinical education. Students will develop skills and critical insight relating to data collection, analysis and writing for different audiences. The module introduces students to different paradigms in educational research and strategies, their philosophical underpinning and relevance as ways to shape a specific research inquiry. As a part of this module, students will identify a specific issue in clinical education, outlining its interest to them, and justifying it as a focus for a research project. They will then devise a literature search strategy, gather and review key literature and produce a literature review. This module also raises participants' awareness as how research can be used as a lever for change in educational practice and policy.
This module will introduce students to key theories relevant to teaching and learning in the clinical context. It will enable students to engage in deep analysis and interpretation of patterns and practices of learning and teaching that occur in and around clinical settings. The module will focus particularly on the role of planning, delivering and evaluating teaching and learning in the clinical setting. It will provide participants with knowledge and skills that will enable them to develop and refine the quality of their interactions as teachers and educational leaders in their clinical workplace settings.
4.2Queen Mary University of London is a place where every difference is celebrated – where unique perspectives are not just...
