Developing clinical expertise for healthcare professionals through masters courses

This paper identifies a gap in the existing literature surrounding the role of masters postgraduate courses in developing clinical expertise, and through use of survey methodology describes the characteristics of existing courses. Quantitative and qualitative data were combined through the use of a questionnaire to a total population sample (n= 171) of course tutors of masters courses in healthcare. A very good response rate (n= 148, 86.5%) found 89% ( n= 132) of courses aiming to develop clinical expertise. As a means of developing expertise, greatest emphasis was placed on the theoretical components of a course (90%, n= 120), with a similar emphasis on clinical placement (38.6%, n= 51) and mentorship (46.2%, n= 61). Approaches were similar across professions except for the use of placements where a significant difference existed (x(2) [132,2] = 25.173, P<0.05) with more allied health professional courses using placements compared to nursing or interprofessional courses. Saturation of the qualitative data was achieved highlighting themes reflective of the different means of developing expertise. The study had good external validity and can therefore be used as the basis for future work.