Course Summary

Increasingly, there is an expectation that those who are involved in education and training in both NHS and Higher Education contexts should have a postgraduate qualification in learning and teaching. The PgCert in Medical Education is a flexible course responding to this demand. It is designed for those with an interest in education in the context of medicine and/or health. Current students include hospital doctors, GPs, dentists, nurses, midwives, allied health professionals working in the NHS, and deans of Higher Education and other independent sector contexts.

This course is accredited by the Higher Education Academy (HEA) and leads to a fellowship of the HEA following successful completion. The curriculum has been designed with the needs of busy professional people in mind. Each unit combines two to five focused study days over a three-month period, with interactive online learning and supported self-directed study. There will also be regular opportunities to engage in work-related professional development activities. The curriculum consistently places medical and healthcare education in its contemporary professional policy and practice contexts. There is a conscientious focus on a full range of medical educator and educational leadership skills. Yet while the course emphasises practical skills, our approach to learning, teaching and assessment also ensures that your practice is underpinned by sound theoretical principles.

You will be supported throughout every stage of this course by an experienced course team with expertise from higher and professional education contexts. Our staff have been recognised for their innovative approaches to faculty development in medicine and dentistry. They continue to take a critical, analytical and reflective stance towards medical and healthcare education and practice, and by their models you will work to develop a similarly responsive outlook. As the PgCert offers stand-alone interim awards, you will even have official evidence of your progression as you work toward course completion.

Why choose this course?

Past students have commented that this course has broadened career opportunities and enhanced their career progression, providing them with the impetus and enthusiasm to adopt wider educational roles and responsibilities. One former student has reported that the course made her 'working life a lot more fulfilling'.

During the course you will:

• Recognise your strengths and weaknesses in workplace based learning and teaching
• Enjoy a flexible course structure that allows you to schedule your study sessions around your own daily commitments
• Learn creative approaches to teaching, learning and assessment
• Become a critical, analytical and reflective healthcare and medical practitioner/educator
• Engage in work-related professional development activities
• Achieve stand-alone interim awards to mark your progression through the course
• Take part in a programme described as 'having heart'
• Have the opportunity to pursue specialist PgCert awards in Dental Education, Medical Education Leadership and Medical Simulation

Areas of study you may cover in this course include:

• Medical education in practice
• Dental education in practice
• Simulation in practice
• Education policy and leadership
• Contemporary educational perspectives
• Workplace-based learning
• Promoting professionalism
• Curriculum in practice
• Professional development
• Faculty development
• Evidence-based medical education
• Medical education project

PCMEC

Assessment

The assessment strategy for the Course has been developed to ensure: mapping against learning outcomes and University of Bedfordshire Level M descriptors, appropriate alignment with learning and teaching methods used, relevance and application to workplace based activity of participants, development of a wide range of medical educator skills and relevant transferable skills (see section 7).

The assessment strategy is designed to incorporate both assessment of learning and assessment for learning elements, and includes both formative and summative methods. In summary the assessment methods across all Units are as follows:

Medical Education in Practice (30 credits) (CORE)

Observation of teaching report (30%)

Teaching portfolio (70%)

Contemporary Educational Perspectives (30 credits) (OPTION)

Synoptic report for Educational `big thinker (30%)

Academic paper reviewing/critiquing application of an educational theory in professional context (70%)

Workplace Based Learning (30 credits) (OPTION)

Literature Review (40%)

Case Study (60%)

Course Learning Outcomes

1. The skills, attitudes and practices of a competent dental educator, including an awareness of personal responsibility and professional codes of conduct as is appropriate to your practice in complex and often unpredictable environments.

2. A capacity to independently evaluate relevant research, scholarship and practice in dental education and training including the ability to synthesise information from a range of sources and the capacity to deal with complexity, contradictions and gaps in the current evidence base.

3. A systematic understanding of the wide range of learning, teaching and assessment methods used across all levels of dental education and training and be able to selectively and effectively use these in practice.

4. A capacity to critically appraise both your own and others practice as dental educators and an ability to identify and address your emerging development needs through independent and/or collaborative activity.

5. Recognition of your current and potential capabilities as an educational innovator, by developing develop constructive and reflective learning, teaching and working relationships with colleagues, trainees and other learners.

External Benchmarking

QAA Generic Framework for Higher Education Qualifications in England, Scotland & Northern Ireland (there are no subject benchmarks at this level)

HEA Accreditation (Fellowship)

Educational Aims

This Course is concerned with the contemporary practice of medical education in both Higher and Professional Education contexts though with a focus on practice-based contexts. The Course recognises the diverse educational roles and responsibilities of those involved in the design, delivery and evaluation of medical education and is designed to meet the development needs of both those new to medical education and those with considerable experience.

This Course provides you with a sound theoretical underpinning to the practice of medical education in its contemporary policy, professional and practice contexts. It aims to foster the development of a full range of medical educator skills and provides opportunities for you to engage in a range of work-related professional development activity.

Specifically, this Certificate - level Course aims to

• Position medical education in both historical and contemporary theoretical, policy and professional contexts


• Enable students to adopt a critical, analytical and reflective stance towards medical education and its practice


• Support the development of medical educator skills in relation to both Higher Education and Professional Education contexts


• Develop key transferrable skills as detailed in section 7


• Promote students critical self awareness and reflexivity in relation to the practice of medical education and their current and /or future educational / supervision roles

Student support

Support will be offered by a range of means including contact with the Pathway co-ordinator, with Unit co-ordinators, with supervisors and the students own peer groups. All students will have a named personal tutor who will be responsible for their academic progress throughout the course. Unit and academic tutors will frequently be the same person but where they are not course meetings will ensure that students who might be at risk are identified early on and appropriately supported. The significance of the personal tutor role and the students part in the development of a supportive relationship during the programme will be underscored in the initial induction. Those participants who require extra advice and guidance on developing their academic skills will be referred to the PAD facility through BREO.

Team working

The Medical Education in Practice unit engages you in peer observation of each others teaching with feedback. The Contemporary Educational Perspectives unit provides an opportunity to develop a group wiki. Throughout the Course students are expected to work collaboratively, in both face to face sessions.(e.g. in small group work, problem based learning, action learning sets) and in the on-line environment (e.g. peer group discussions. Students are also expected to provide peer support and will have opportunities to observe each others practice and offer feedback on formative assignments.

Career Management Skills

The identification of your strengths and interests as a teacher and educator in medical education will be encouraged through personal reflection and peer/tutor feedback. Your emerging profile as a medical educator will allow you to judge yourself against the standards set out by the Higher Education Academy, Nursing and Midwifery Council and General Medical Council.

Career/Further study opportunities

Career:

Designed to develop the skills and practices of those who wish to develop and enhance their educational role in Medicine and / or Healthcare.

Further study:

Progression to PG Dip in Medical Education and MA in Medical Education.

Entry

Additional:

This is a postgraduate course open to individuals who have a first degree (or demonstrably equivalent qualification or experience) in medicine, dentistry, veterinary medicine or a related healthcare discipline. It may also be open to graduates with interests in education or faculty development in these areas.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The Course aims to model best practice in learning, teaching and assessment and draws upon a wide range of established and innovative approaches to learner support and development. This includes a combination of face to face and on-line learning approaches. In particular the Course will include:

• An experiential element wide range of learning and teaching methods including small group work, action learning sets, role rehearsal, micro-teaching and presentations, problem based learning, significant event and critical incident analysis, individual and group work


• Independent study including individual and group work, peer discussions, use of a reflective diary, use of on-line resources (such as the Universitys Virtual Learning Environment (BREO), on-line/remote access to the Universitys learning resources and other on-line resources


• Study days to foster the development of medical educator skills both generic (e.g. large group teachng) and discipline specific (chairside teaching

The range of assessment methods closely aligned to learning and teaching methods and including choices linked to the development of educator skills and relevance to your workplace activity see section 6 for more detail

Professional, Statutory and Regulatory Body Accreditation

Higher Education Academy

Students with disabilities

The course is designed with SENDA guidelines in mind. The combination of face to face and on-line resources enables a flexible approach that aims to be learner centred. Where individual support needs are identified, the Course Team will work with others within the University to ensure that student needs are addressed.

Skills Development

Communication

To help with the development of this you will:

Effective communication skills are seen as being core to effective practice as a medical educator and will be fostered throughout the Course. Written communication skills are explicitly addressed in all Units and include writing for a broad range of academic purposes including: reflective narratives, individual report and academic paper. Oral presentation skills are explicitly addressed in Medical Education in Practice (through teaching observation) and Contemporary Perspectives (group presentation).

Information Literacy

To help with the development of this you will:

You will learn how to work in an on-line environment both independently and collaboratively. This will include opportunities to develop virtual presentations, to build a wiki, to engage in moderated discussion groups and to keep a reflective blog. You will be expected to demonstrate effective use of word processing and presentation software such as PowerPoint.

Research and Evaluation

To help with the development of this you will:

You will learn how to reflect on and judge your own and others teaching through peer observation. Each unit requires you to consider how we can respond constructively and reflexively to student feedback modifying your teacher performance as you progress. Critical self-reflection is seen as an important tool in the development of teacher craft and personal insight. The two units will also require you to engage with an educational literature and accessing this in ways that cross the boundaries between medical, medical and general education will be an essential skill.

Creativity and Critical Thinking

To help with the development of this you will:

You will be expected to adopt a creative and problem orientation approach to your studies. A number of the learning and teaching methods used (such as PBL, critical incident analysis and reflective portfolio) actively encourage such approaches. The planning of teaching and delivery of micro and other teaching sessions are viewed as creative acts as well as technical performances. Time management skills along with an ability to identify and address learning needs are integral to successful completion of the Course. Critical thinking will be explicitly required in the development of a reflective narrative and active engagement with the way that theories of learning inform your and wider practice.

Improving learning and performance

The overall emphasis of this Course is on recognising current and future capabilities as medical educators and finding ways to appropriately address personal, professional and development needs. Each of the Units requires you to critically appraise your own capabilities and consider your future development. Both Units encourage participants to tailor assessment requirements to their own development needs. The Course feedback from a range of sources, both written and verbal, ongoing and end-point. The Course aims to develop the ability to reflect upon performance and modify in light of insight gained. Learning and teaching methods (such as significant event analysis, use of a reflective diary, critical incident analysis) and assessment methods (such as the teaching portfolio and reflective portfolio) foster the development of these skills

Progress files

You will be able to capture your ongoing development as a medical educator in the teaching portfolio and reflective narrative assessment elements.

Professional standards

You will be required to locate and demonstrate your competence and knowledge as a teacher in ways that are consistent with the professional standards required of practicing doctors and medical care professionals.

www.gdc-uk.org/News+publications+and+events/Publications/Guidance+documents/Standards+for+medical+professionals.htm

You should additionally recognize that committing specific academic offences such as plagiarism which may be `reportable under section 6 of those standards. This course is seeking accreditation with the Higher Education Academy through an alignment with the UK Professional Standards Framework giving participants recognition as Fellows of the Higher Education Academy.

Strategy for developing and embedding the professional standards

HEA accreditation was achieved in June 2009. Students will have the implications of HEA recognition explained during the course induction. Issues of probity will also be addressed at this time.