Module Guide
Clinical Service Improvement and
Leadership in Emergency Obstetric and
Neonatal Care
Monday 14th – Friday 18th May 2012
Level of module:
Undergraduate Level 4 (30 CATS)
Module leaders:
Dr David Davies
Dr Paul O’Hare
Contact details:
david.davies@warwick.ac.uk
j.p.o-hare@warwick.ac.uk
Anne-Marie Brennan
Course Co-ordinator
0044 2476 574007
A-M.Brennan@warwick.ac.uk
1
Welcome
Dear Colleague
On behalf of Warwick Medical School, we would like to welcome you to the University of
Warwick and to the Clinical Service Improvement and Leadership in Emergency Obstetric and
Neonatal Care module. We hope you will find the course interesting, stimulating and relevant to
your needs and that you will find attendance beneficial and enjoyable.
This module guide is intended to provide you with information about the module, including help
with the portfolio assessment. Additional information about the ETATMBA project can be found
online here http://etatmba.org
Undergraduate study is very much a two-way process and we welcome your views on all
aspects of the module design and delivery, and on the assessment. There will be opportunities
to provide feedback at the end of the module on your experiences of the module and of
completing the portfolio assessment.
If you have any questions or if we can be of any further help at any stage, please do not
hesitate to get in touch.
With best wishes,
David Davies & Paul O’Hare
Module Leaders
Warwick Medical School
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Contact Details
COURSE DIRECTOR (INTERNATIONAL CLINICAL OBSTETRICS AND LEADERSHIP)
Dr Paul O’Hare
Warwick Medical School
The University of Warwick
MODULE LEADERS
Dr David Davies
Associate Professor, Medical Education
Warwick Medical School
University of Warwick
Email: david.davies@warwick.ac.uk
Dr Paul O’Hare
Director of Quality Assurance
Warwick Medical School
University of Warwick
Email: j.p.o-hare@warwick.ac.uk
INTERNATIONAL CLINICAL OBSTETRICS AND LEADERSHIP COURSE CO-ORDINATOR
Anne-Marie Brennan
Course Co-ordinator
Warwick Medical School
University of Warwick
Coventry
CV4 7AL
Tel: 0044 2476 574007
Email: A-M.Brennan@warwick.ac.uk
MODULE WEB PAGE
http://etatmba.org
3
Module Description
Credit value:
Directed learning:
Self directed learning:
Teaching and learning methods:
30 CATS Credits at undergraduate level 4
45 hours
210 hours
A mix of whole group teaching and individual work with an
emphasis on an interactive approach; online distance
learning and self-directed learning.
Aim
This module focuses on the principle that leadership can be learnt and taught. The syllabus
takes the learners from being competent clinicians to clinicians as change agents who
understand that leadership is a shared endeavour. The module will teach students how to
identify areas for service improvement including how to implement a Plan-Do-Study-Act (PDSA)
improvement cycle, and through a Clinical Leadership Framework teach students how to
develop as clinical leaders who in turn are prepared to teach others.
Learning outcomes
By the end of this module, students will be able to:












Demonstrate self awareness by being aware of own values, principles, and
assumptions, and demonstrate learning from experiences
Demonstrate person-values centred practice by taking account of the needs and
priorities of others in practice
Learn through participating in continuing professional development and from experience
and feedback, to improve obstetric and neonatal care
Demonstrate processes of reasoning about values and apply these in an open, honest
and ethical manner
Develop networks by working in partnership with patients, carers, and colleagues to
deliver and improve services
Build and maintain relationships by listening, supporting others, gaining trust and
showing understanding
Encourage contribution by creating an environment where others have the opportunity to
contribute
Promote enhanced team-working to deliver and improve services in obstetric and
neonatal care including in emergencies
Identify available and potential resources and demonstrate strategies for safe and
effective clinical deployment.
Identify service goals in obstetric and neonatal care and scope for personal contributeon to achieving the goals
Apply knowledge and evidence by using guidelines and gathering information to produce
evidence-based improvements in obstetric and neonatal care
Demonstrate quality improvement skills in acute obstetric and neonatal care in lowresource setting
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Timetable
Time
8.00 – 10.15
10.15 – 10.30
10.30 – 12.00
Monday 14th May 2012
Tuesday 15th May 2012
Wednesday 16th May 2012
Thursday 17th May 2012
Friday 18th May 2012
Welcome
Introduction to leadership
Audit feedback
David Davies
Paul Long
Paul O’Hare
Introduction to values based
practice
Service improvement and the
audit cycle & implementing
clinical guidelines
Paul O’Hare
Chisale Mhango
Quality improvement in
obstetrics & obstetrics expert
panel
Paul O’Hare
Chisale Mhango
Saliya Chipwete
Francis Kamwendo
Break
Shared leadership & Clinical
Leadership Competency
Framework
Paul Long
Evidence based practice and
research
Paul O’Hare
Chisale Mhango
Team working & managing
change
Alan Davies
Behaviours & skills for
leadership
Alan Davies
Lunch
Lunch
Lunch
Break
Break
Audit feedback
Values based practice
Paul O’Hare
12.00 – 1.00
1.00 – 2.30
2.30 – 2.45
2.45 – 4.00
Ed Peile
Saliya Chipwete
Lunch
Introduction to service
improvement & problem
identification
Garry Swann
Break
Values stream mapping &
service improvement
Garry Swann
Ed Peile
Saliya Chipwete
Lunch
Values case studies
Ed Peile
Saliya Chipwete
Break
Values case studies
Ed Peile
Saliya Chipwete
Break
Service improvement
scenarios
Paul O’Hare
Chisale Mhango
Break
Service improvement
scenarios
Paul O’Hare
Chisale Mhango
Neonatal scenarios
Queen Dube
Ed Peile
Break
Neonatal scenarios
Queen Dube
Ed Peile
Break
OSCE assessment
All faculty
Break (flexible)
Preparing for your
independent learning & log
book
David Davies
Paul Long
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Staff Contributing to the Module
Dr Saliya Chipwete
Dr Alan Davies
Dr David Davies
Dr Queen Dube
Mr Harry Gee
Dr Francis Kamwendo
Mr Paul Long
Dr Chisale Mhango
Dr Paul O’Hare
Dr Vinod Patel
Professor Ed Peile
Professor Siobhan Quenby
Dr Doug Simkiss
Mr Garry Swann
Some useful online sources of information
Warwick University Library
http://www2.warwick.ac.uk/services/library
Warwick University Library E-journals
http://www2.warwick.ac.uk/services/library/electronicresources/journals/
Warwick University Library Information Skills – finding e-journals
http://www.youtube.com/playlist?list=PL336DC18600858878
Warwick University Guide to Searching Medline
http://www2.warwick.ac.uk/services/library/tealea/sciences/medicine/medline/
Warwick Values Exchange
http://warwick.vxcommunity.com/
Quality and Service Improvement Tools
http://www.institute.nhs.uk/qualitytools
Guidance for Integrating the Clinical Leadership Competency Framework into Education and
Training
http://goo.gl/hMOLr
Clinical Leadership Competency Framework Self assessment Tool
http://nhsleadershipframework.rightmanagement.co.uk/assets/x/50172
6
Assessment
Assessment of what you have learnt during the module will be based on an objective structured
clinical examination (OSCE) taken during the module teaching week, and a follow up logbook of
activity after the module. Instructions for the OSCE will be given during the module.
Logbook of leadership and service improvement qualities and skills
During the module the teachers will help you complete a self assessment of your leadership
qualities and skills. This will give you insight into areas of your own leadership development that
are well developed, areas that you are working towards, or areas that still need more work. Your
independent learning after the module will be to gather evidence of how you are developing
your leadership skills.
For example, consider the personal qualities self assessment below.
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“I seek feedback from others on my strengths and limitations and modify my behaviour
accordingly”
Is this an area that is well developed for you? What feedback have you asked for, and from
whom? What was the feedback, and how did you act on it? What has changed as a result?
“I remain calm and focused under pressure”
Can you describe a situation at work that you felt under pressure? What was the situation, and
what were your feelings? How did you cope?
These are questions that you can answer by providing evidence. Your log book is a place to
store pieces of evidence that you collect during your professional practice. Much of this
evidence will be your own reflective writing, but some will also be training records, feedback
from others, formal evaluation, and other forms of evidence.
Reading for your log book
You are expected to read a number of journal articles, reports and other materials for your log
book. You have access to the Warwick University library, which offers a good range of books,
journals and other resources. You will be offered some guidance from tutors to start you off on
the right track – any additional reading is then up to you. There are some suggested links in this
course handbook including links to the library. Please ask your tutor for help if you need it.
Keeping your log book
Your log book should be written on computer as an electronic file, for example an MS Word file.
You can structure this however you like. For example, you might want to create one file for all
the evidence that demonstrate your personal qualities, and another for evidence of working with
others, and so on for all the leadership qualities in the self assessment toolkit. Alternatively you
might like to keep everything in one file under separate chapter headings, it is up to you
because you have the responsibility for keeping your own log book. Above all you log book
must be one or more electronic files that you can email to your personal tutor for discussion,
and to the course administrator on the submission deadline.
In terms of presentation style, it is particularly important to pay attention to:




clarity of expression
logical organisation of materials
syntax, paragraphing, punctuation and spelling
smooth coherent transition between paragraphs.
Some of the evidence you will collect will be reports, forms or other resources, such as
teaching/training observation forms or evaluation forms. These should be clearly labelled in an
appendix and then referred to in the main text.
Plagiarism
The University and the School take the issue of plagiarism very seriously. Plagiarism is
representing someone else’s work as your own. You should make sure you acknowledge and
fully reference all sources used. As a general rule, if you quote word for word, then you
must use quotation marks; if you paraphrase, then acknowledge your source. Plagiarism
is against University regulations and if it is detected, University disciplinary procedures will be
applied.
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Your log book is due by Friday 7th September 2012
Please email a copy of your completed log book to:
Anne-Marie Brennan
Course Co-ordinator
Warwick Medical School
University of Warwick
Coventry
CV4 7AL
Tel: 0044 2476 574007
Email: A-M.Brennan@warwick.ac.uk
Please also keep a copy for yourself.
Extensions
We hope we have given you plenty of time to complete your leadership skills log book.
However, if you think you will need an extension then please contact your tutor as soon as
possible to discuss your situation. If your tutor agrees that you need an extension, please email
Anne-Marie Brennan to make a formal request an extension, giving the reasons why you need
to ask for an extension.
PLEASE NOTE
In the unlikely event that your assignment does not reach the required standard
(50% or over) you will be given 3 months in which to resubmit your work and will be offered
guidance and support. Should the resubmission be assessed below 50%, the module will not
have been passed.
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Appendix 1: Portfolio Assessment Criteria (Adapted from ‘New masters level assessment criteria from
September 2007’)
CRITERIA
A+80% plus
A 70–79%
B 60–69%
C 50-59%
D 40 – 49%
E 39% and
below
KNOWLEDGE AND UNDERSTANDING
80% plus mark
is awarded
when work
satisfies all of
the ‘A’ criteria
in each section
to an
except ional
level
demonstrating
mastery of
complex and
specialised
knowledge and
is worthy of
dissemination
to a wider
audience.
There is
excellent
evidence of
widespread
reading from a
var iet y of
sources.
There is very
good evidence
of background
reading and
reference
material is used
appropriately to
support the
discussion.
There is
evidence of
relevant
background
reading and
this is generally
used in a
suitable way to
substantiate
the assignment
content.
Whilst there is
some evidence
of background
reading this is
not of a quality
consistent with
this level of
study.
Little evidence
that suitable
background
material has
been accessed
and poor
understanding
of the key
issues.
1. Evidence that a wide range of high
quality literature has been accessed
 Credible sources – peer reviewed,
professional / academic texts,
websites, DOH directives.
 Original work accessed whenever
possible.
 Contemporary - with exception of
seminal work.
2. Discussion is supported by relevant
literature and research
 Claims are substantiated.
 Literature / reference material is
appropriate and clearly linked to the
portfolio topic.
 Integration, paraphrasing and
summarising of research findings
rather than overuse of direct
quotations.
Excellent use
of literature and
research,
appropriately
integrated into
the assessment
to demonstrate
exceptional
understanding
of the key
issues.
Very good
grasp of the
relevant
material
demonstrating
a good
understanding
of the key
issues.
There is a
competent level
of
understanding
of the key
issues.
There is limited
understanding
of the key
issues.
3. A coherent and thorough overview of
theoretical concepts is presented
demonstrating understanding of the
relevant issues
 Key topic(s) or issues relating to
each task or piece of evidence
included in the portfolio are
identified.
10
CRITERIA
ANALYSIS AND EVALUATION
1. Evidence of critical thinking and
analysis

Questioning; identifying and
challenging assumptions.

An awareness of the importance
of context in creating meaning.

Identifying problems.

Finding connections.
2. Uses data and evidence from practice
selectively to construct a logical
discussion

Establishes a clear relationship
between data (e.g. evidence of
own practice ; research/literature)
and topic under discussion.

Doesn’t ‘over reference’.
3. Evidence of reflection and
reflective practice

Uses structured models of
reflection when appropriate.

An analysis and awareness of
personal values, ideas,
assumptions and actions.

Identification of alternative
actions and solutions as a result
of reflective processes.
4. Critical evaluation of the strengths
and weaknesses of cited research or
literature

Does not take evidence on face
value.
A+80% plus
A 70 – 79%
B 60 – 69%
C 50-59%
80% plus mark
is awarded
when work
satisfies all of
the A’ criteria
in each section
to an
exceptional
level
demonstrating
mastery of
complex and
specialised
knowledge
and is worthy
of
dissemination
to a wider
audience.
There is
excellent
evidence of
critical
analysis and
reflection
accompanied
by a
profound
appraisal of
the literature
and
evaluation of
theoretical
concepts.
There is very
good evidence
of critical
analysis and
reflection with
evaluation of
the literature/
theoretical
concepts.
Whilst there is
evidence of
critical
analysis and
reflection
some issues
required
further
exploration.
There is
very limited
evidence of
critical
analysis and
reflection
and much of
the writing is
descriptive.
The material is
managed in a
creative way
with
expression of
some original
thought.
There is a
competent
level of
evaluation of
the literature
and theoretical
concepts.
There is
evidence of
originality of
thought,
although some
areas are
underdevelope
d and
managed in an
unimaginative
way.
Evaluation
of the
literature
and key
concepts is
scarce and
there is a
lack of
originality in
the way the
material is
handled.
The material
is managed
in a highly
creative way
demonstratin
g evidence of
originality of
thought.
Excellent
evidence of
synthesis of
ideas and
key
concepts,
articulately
expressed.
There is a
good level of
synthesis of
ideas and key
concepts.
D 40 –
49%
There is
poor
evidence of
synthesis.
E 39% and
below
Little or no
evidence of
critical analysis
or reflection
and the
discussion is
entirely
descriptive.
There is very
poor
evaluation of
the literature
and theoretical
concepts and
no credible
judgements
are formed.
No evidence of
original and
innovative
thought or
creative use of
concepts.
There is a
competent
level of
synthesis of
ideas and key
concepts.
11

An awareness of the limitations
of research or literature (e.g.
methodology, validity and
reliability, age, comparison of
results of studies,
generalisability).
5. Credible judgements are made

The judgements made are the
logical conclusion of the
analysis/discussion.
6. Evidence of synthesis of
ideas and concepts

Various components of the topic
are combined to produce a newly
constructed whole i.e. specific and
related literature or concepts.

Insights from own practice are
synthesised with concepts from the
literature.

Creative use of concepts.

Imagining and exploring alternatives.

7. Evidence of original and
creative thought

The topic is approached or
discussed in an innovative way.

Imaginative but realistic solutions to
problems are suggested.

There is evidence of unique
perspectives on a problem.
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CRITERIA
APPLICATION
1. Credible links between theory and
professional practice are demonstrated

Evidence of the interpretation of
theoretical perspectives through
the use of practical examples.

Awareness of the strengths and
limitations of research or
literature in terms of applicability
to own professional practice.

Realistic recommendations for
professional practice are
suggested.
2. Evidence is evaluated and
applied to professional practice

Demonstrates how the material
presented contributes to
professional practice.
A+80% plus
A 70 – 79%
B 60 – 69%
80% plus
mark is
awarded
when work
satisfies all of
the ‘A’ criteria
in each
section to an
exceptional
level
demonstrating
mastery of
complex and
specialised
knowledge
and is worthy
of
dissemination
to a wider
audience
Credible
links between
theory and
professional
practice are
demonstrated
to an
except ional
level.
There is
good
evidence of
credible and
relevant
links
between
theory and
professional
practice.
There is
excellent
appraisal of
evidence
which
supports the
application of
theory to
practice.
The
evaluation
of the
evidence is
of a good
standard
and
supports the
application
of theory to
practice.
C 50-59%
D 40 – 49%
E 39% and
below
Competent
There are
Irrelevant or
links between some attempts no links are
theory and
to link theory
made between
professional
to professional theory and
practice are
practice but
professional
made
these are
practice.
although some limited and, in
areas could
some cases,
Evidence is
have been
unrealistic or
not evaluated.
developed
inappropriate.
further to
demonstrate
The evaluation
evaluation of
of evidence is
the evidence
minimal.
and the
application of
theory to
practice.
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CRITERIA
COMMUNICATION
A+ 80% plus
80% plus mark
is awarded
1. The assessment guidelines have been when work
rigorously interpreted and followed
satisfies all of

The portfolio addresses the
the ‘A’ criteria
questions asked (i.e. the set
in each section
tasks or module learning
to an
outcomes)
exceptional

Appropriate evidence of practice
level
is selected and included.
demonstrating

Achievement of the module
mastery of
learning outcomes is
complex and
demonstrated.
specialised
knowledge
2. Presentation and structure
and is worthy

Structure is coherent and logical.
of

Presentation and formatting of
dissemination
the portfolio follow module
to a wider
guidance.
audience.

Sections and appendices are
appropriately and clearly
labelled.
3. References and citations

An approved method of
referencing has been used both
within the main text and in the
reference list.

References and citations are
correctly and consistently
formatted.
A 70 – 79%
Excellent
interpretation
of assessment
criteria.
Writing is
highly
articulate and
there is a
logical,
coherent
structure.
Referencing
technique is
excellent.
Word limit is
adhered to.
B 60 – 69%
C 50-59%
Very good
interpretati
on of the
assessme
nt criteria.
A competent
interpretation
of the
assessment
guidelines.
Generally
the writing
is
articulate
and there
is a
logical flow
of
information
expressed
through a
clear
assignmen
t structure.
There are
clear attempts
to provide a
logical
structure but
there are some
inconsistencie
s in the
approach
used.
Work is
accurately
referenced
.
Word limit is
adhered to.
Word limit
is adhered
to.
Referencing
technique is
satisfactory.
D 40 – 49%
There are
attempts to
interpret the
assessment
guidelines
but some of
these are
flawed.
The
assignment
lacks a clear
and logical
structure and
due to poor
writing skills,
ideas and
concepts are
not
adequately
expressed.
Does not
maintain an
accurate
referencing
technique.
Unsatisfactor
y length.
E 39% and
below
The
assignment
demonstrate
s little
relevance to
the
assessment
guidelines or
the area of
study. It
lacks
structure and
there is poor
use of
language
including
several and
recurrent
grammatic
al and
syntax
errors. The
expression of
meaning is
very weak
and there are
numerous
referencing
errors.
Unsatisfactor
y length.
4. Writing is articulate and clear

Correct spelling, grammar and
syntax.

Appropriate use of technical
language.
14

Variety in the way information is
presented.
5. Word limit is adhered to

The set word limit is used, give or
take 10%.
15
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