Trinity University

What you'll study

This interdisciplinary master’s combines core education theory and practice with applied ethics and humanities perspectives relevant to healthcare. Teaching is delivered through a mix of seminars, workshops, case-based learning and project work, with an emphasis on reflective practice and evidence-informed teaching.

• Core modules: foundations of health professions education (learning theory, curriculum design, assessment and feedback), educational research methods (qualitative and quantitative methods, programme evaluation), and reflective practice.
• Ethics modules: clinical and professional ethics (principles and cases), ethics pedagogy (teaching ethical reasoning), and policy and systems ethics (resource allocation, public health ethics).
• Humanities modules: narrative medicine and clinical storytelling, medical humanities (literature, visual arts and illness), cultural competence and patient-centred communication.
• Practical and applied learning: supervised teaching practicum or curriculum project in a clinical or educational setting, ethics case clinics, and workshops on simulation, assessment design and interprofessional education.
• Research or capstone: an independent research dissertation or a practice-based capstone project that integrates education, ethics and humanities approaches to a real-world problem in health professions education.

Entry requirements

Applicants are expected to hold a relevant first degree (normally a UK honours degree or equivalent) or a professional qualification in a health-related or allied discipline. Trinity considers applicants with substantial professional experience in healthcare, education or related sectors even if their academic background is non-traditional.

• Typical academic requirement: undergraduate degree (2:1 preferred) or international equivalent in medicine, nursing, allied health, psychology, social sciences, humanities or education.
• Professional experience: evidence of clinical, educational or managerial experience in a health or social care setting is advantageous; some places may be prioritised for those currently working in health professions education.
• Supporting materials: CV, personal statement describing educational and career goals, and one or two references (academic or professional). Applicants whose first language is not English will need to demonstrate proficiency to the university's published standard.
• Interview or portfolio: shortlisted candidates may be invited to interview or asked to submit a teaching/ethics portfolio or sample of reflective work.

Career prospects

Graduates from this programme are prepared for a wide range of roles across clinical education, ethics services and humanities-informed patient care. The combination of pedagogy, ethics and humanities equips students to lead educational change, develop curricula and contribute to policy and reflective practice.

• Clinical or academic educator roles within hospitals, medical schools, nursing schools and allied health education programmes.
• Positions in clinical ethics committees, ethics consultation services and healthcare policy teams.
• Curriculum developer or programme lead for simulation centres, continuing professional development (CPD) units and interprofessional education initiatives.
• Research or further study in medical/health professions education, bioethics, medical humanities or related doctoral programmes.
• Roles in patient advocacy, narrative medicine programmes, or arts-and-health projects that bridge clinical practice and the humanities.

Why study at Trinity University

Trinity University offers a distinctly interdisciplinary and small-group learning environment that emphasises close faculty mentorship and practical application. Students benefit from links with clinical partners and community healthcare organisations, enabling applied placements, teaching opportunities and access to real-world ethics and educational challenges.

• Interdisciplinary strengths: faculty from education, medicine, ethics and the humanities collaborate to provide a rounded curriculum that integrates theory and practice.
• Practice-focused learning: strong emphasis on practicums, simulation, case clinics and capstone projects that build transferable skills for educators and ethics practitioners.
• Support for professional development: career support, teaching observation and portfolio development help students transition into educator, leadership and ethics roles.
• Community and collaboration: small cohort sizes encourage peer learning, interprofessional networking and opportunities to co-design projects with local health services.