Postgraduate Course: Student-Led Individually Created Course for Precision Medicine (MCLM11081)
Course Outline
| School | Deanery of Molecular, Genetic and Population Health Sciences |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Student-Led Individually Created Course |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course forms part of the Student-Led Individually Created Course (SLICC) university-wide framework for self-designed experiential learning, where students reflect throughout their chosen experience, by the development of an e-portofolio to provide evidence of their learning. As a participating student, undertaking a SLICC will enable you to create a learning experience which is unique to you, while demonstrating your learning and academic achievement against defined learning outcomes.
This level 11 course will require you to demonstrate the development of your advanced and specialist skills, integrated approach and understanding in terms of critical analysis, application, reflection, recognising and developing your skills and mindsets, and evaluation within a defined context of your learning experience. This course will also enable you to demonstrate your ability to exercise autonomy and initiative at a professional level in practice and/or in a subject/discipline (or other approved) area. |
| Course description |
A SLICC requires you to propose, develop and manage a unique learning experience that will enable you to evidence how you have achieved the learning outcomes of the course.
Your self-designed learning experience is required to adhere to a defined structure that supports and enables you to self-direct and manage your own learning experience. Within this structure however, you have limitless possibilities regarding how you approach the topic or theme, the content of study and nature of your experience, provided your proposal is academically feasible and is approved by your tutor/mentor.
A SLICC, for example, may be based upon a particular learning opportunity such as an internship, training, community and public engagement, volunteering, or study-abroad and may also focus on a theme of personal and /or professional interest such as sustainability, social responsibility, equality and cultural diversity, or a disciplinary or interdisciplinary-based research theme.
The steps in undertaking a SLICC are as follows:
1) Identify a suitable opportunity within which to undertake your learning experience
2) Write your draft proposal and submit to your tutor/mentor for approval
3) Self-direct and manage the learning opportunity and experience
4) Actively and regularly reflect upon and document your experience with evidence and use that as a basis for writing your self-critical 'Interim Reflective Report', then your 'Final Reflective Report'
5) Formatively self-assess and submit your 'Final Reflective Report' for summative assessment by your tutor.
The steps identified above each require a significant amount of thought and input and will ultimately form part of a 'time-based' e-portfolio of evidence which will be used in the assessment of your SLICC.
Undertaking a SLICC you will not only develop the content of your learning opportunity and experience but also produce an agreed portfolio of outputs where you must evidence what you have learned and, importantly, where you demonstrate how you met the learning outcomes for the course.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Fieldwork Hours 170,
Feedback/Feedforward Hours 6,
Formative Assessment Hours 10,
Summative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
A SLICC is assessed via three key components, a self-reflective report, an agreed portfolio of outputs and a formative self-assessment.«br /»
Self-critical 'Final Reflective Report' (100% weighting) - The reflective report is the key component of your assessment. You are expected to document and demonstrate active self-critical reflection and responses to your learning throughout your experience. It is essential that your report is linked to and draws upon your e-portfolio of evidence of your learning. Maximum word limit is 3000 words.«br /»
E-portfolio of evidence - At the proposal approval stage for your SLICC, your tutor/advisor will discuss and agree with you what outputs and information need to be created, collated and submitted in your portfolio. This e-portfolio will support and provide evidence for your learning and development of skills throughout your SLICC. Your portfolio should be constructed throughout the duration of your learning experience, demonstrating evolution, iteration and progress over-time. It must include a regular reflective blog diary. It may contain other evidence, which may take many forms including photographs, documents, reports, feedback, video, podcasts, etc.«br /»
Formative Self-Assessment - An important component of your final submission, in addition to your ability to self-critically reflect on your experience, is to demonstrate your understanding of your achievements through graded self-assessment. In your self-assessment you are required to demonstrate the alignment of the grades given by you for each learning outcome to the justification for them, and where this is evidenced within your portfolio. |
| Feedback |
You will be given detailed formative feedback at: (a) the stage of reflecting on what you wish to do and achieve during your project, whilst defining your own learning outcomes in your 'Proposal' - setting these effectively at the start is a key element to the SLICC; (b) on your 'Interim Reflective Report'. This permits you to reflect and act on this feedback before submission of the 'Final Reflective Report', but will also be at a time to gain deep insight into and beneficially influence the progress of your project. The 'Interim Reflective Report' is in the same format as the 'Final Reflective Report', so formative feedback is directly aligned with the final summative assessment.
You will receive summative feedback on their 'Final Reflective Report'. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- (Analysis) I am able to demonstrate how I have actively developed my critical understanding of the complexities, challenges and wider implications of the specialist context of my SLICC.
- (Application) Recognising the complexity and/or uncertainty of the setting of my SLICC, I am able to draw on and apply relevant skills and attributes (academic, professional and/or personal) in order to engage effectively and critically with my SLICC, identify where I need to improve these and/or develop new ones.
- (Recognising and developing skills) I am able to demonstrate how I have used experiences during my SLICC to critically develop my specialist skills in the focussed area of..... (student selects one of the four skills groups contained in the University's Graduate Attributes Framework)
- (Recognising and developing mindsets) Recognising the complexity and/or uncertainty of the context of my SLICC, I am able to demonstrate how I have used experiences during my SLICC to develop my mindset towards..... (student selects one of the three mindsets contained in the University's Graduate Attributes Framework)
- (Evaluation) Recognising the complexity and/or uncertainty of the setting of my SLICC, I am able to evaluate and critically reflect upon my approach, my learning, my development and my judgement throughout my SLICC.
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Reading List
Resources are provided online https://edin.ac/sliccs-resource-pack. These resources include guidance to students on: reflective learning and reflective models; generating their own specific focused learning outcomes from the generic learning outcomes; collecting and curating evidence of their learning using an e-portfolio; writing reflective reports on their learning; using either the PebblePad workbook, reflective blog and webfolio or LEARN based resource.
Bassot, B. The Reflective Journal, Palgrave. 2nd Ed
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Additional Information
| Graduate Attributes and Skills |
Undertaking a SLICC will enable each student to develop their abilities in self-critical reflection, organisation and time-management, self-assessment, evaluation of standards and competencies achieved, application of prior learning in a defined context, and provide opportunities to further develop analytical and presentation skills. The SLICC learning outcomes are derived from and embedded in the institutional 'Graduate Attributes'. The learning outcomes are flexible to provide students with autonomy. With guidance from your assigned academic tutor, this flexibility of choice enables you, in the context of your own chosen experience, to focus on your own particular 'skills' and 'mindset'. You can select the specific attributes that you consider are the most important to reflect upon, looking into your current and future professional and personal aims and career aspirations. |
| Keywords | SLICC,experiential,student-led,autonomy,research-led learning,reflective,reflection |
Contacts
| Course organiser | Dr Susan Farrington
Tel: (0131) 332 2471
Email: |
Course secretary | Mrs Maree Hardie
Tel:
Email: |
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