Clone of PhD

• 3 to 4 years full-time
• 5 to 6 years part-time

There is a two week contact block per annum with ongoing, technology-assisted work in between. Regular SKYPE tutorials between applicants and their main supervisor is a requirement, and with co-supervisors, where possible.

• A Masters in Health Sciences/Professions Education or equivalent. In the absence of a Masters in Health Sciences/Profession Education, applicants will be considered on the basis of their portfolio of experience and qualifications;
• Demonstrated competence on the TOEFL test for applicants who do not hold a degree from an English medium university and/or who are from a country where English is not the official language;
• Reliable and continuous computer access and internet connectivity;
• Students may be required to attend an educational research methods course and other coursework as appropriate to the topic of the dissertation, depending on their prior knowledge and experience.

Submit

• An extended CV in which you highlight educational courses, workshops and/or conferences attended, presentations given;
• A research statement that includes a brief background or context to your research topic of interest, a draft formulation of research question and preferred methodology and data collection methods.  Maximum length: 1200 words.

Strong recommendation

It is strongly recommended that students applying for a PhD should already have a portfolio of writing for publication and/or conference presentation in education within their profession.

We will be offering supervision in the following research areas:

• Learning effects of assessment;
• Portfolio-based learning and assessment;
• Workplace based learning and assessment;
• Assessment generally;
• Clinical teaching;
• Faculty development (particularly the impact of and theory informing effective faculty development);
• Research skills development for health sciences education research;
• Medical simulation;
• Socially responsive and accountable clinical/health professional education and training;
• Academic literacies, Discourse, and multimodal communication in the health sciences
• Student  learning and identity
• Pre-clinical year curriculum
• Issues relating to inclusivity, equity and cultural/intercultural sensitivity