Year one

Courses for the Postgraduate Certificate

The first year of the programme consists of three compulsory, 20 credit courses.  Each course has  9 or 10 weeks of content, with a reading week in the middle and some also have statutory holidays.  The academic year runs from September to May.

CourseCreditsCore or Elective

Principles of Teaching and Learning 

This course is designed to encourage students to consider the learner, the teacher and the educational environment and how these factors interact.  On completion of this course, you will be able to:

  • Critically consider a range of different teaching approaches.
  • Develop approaches that take into account individual learner differences, including background, beliefs, motivation and preferences.
  • Critically reflect on a range of theories of learning and their capacity to analyse and inform practice.
  • Critique the role of the teacher in formal and informal learning situations.
  • Appreciate the impact and importance of the learning environment.

20

 

Core

The Curriculum 

This course will consider: what is a curriculum, how it is created and what impact it has on students, institutions and professional development in the undergraduate and postgraduate phases.  On completion of this course, you will be able to:

  • Describe the key pedagogic features of a teaching activity and its context.
  • Illustrate the impact on a curriculum of context (social/political/professional) and the role of stakeholders.
  • Analyse a curriculum with reference to a range of design models.
  • Assess a teaching activity in relation to its alignment with associated curricula, learning outcomes and assessment.
  • Describe how a range of practical and logistical factors influence the realisation of a curriculum.

20

 

Core

Assessment, Examinations and Standard Setting 

The focus of this course is on the principles of good assessment as it relates to the range of methods used within healthcare today across the world.  On completion of this course, you will be able to:

  • Critically evaluate the pedagogical impact of assessment and feedback
  • Critique a range of assessment formats in relation to different purposes
  • Explain the key factors in establishing the quality of assessment
  • Apply principles of good assessment design, including an understanding of context
  • Apply principles of effective feedback to enhance formal or informal teaching

20

 

Core

Please note that these may be subject to change.

All courses must be passed at the first attempt to allow progression to Year 2, or the award of a Postgraduate Certificate.

Completion of the Postgraduate Certificate,  enables you to apply for Fellowship of the Higher Education Academy (HEA) - now Advance HE.  You can also apply for membership of the Academy of Medical Educators (AoME).

 

 

Assessment, Examinations and Standard Setting - an introductory video

My name isLynsey Campbell, and I'm course leadfor the assessment, examination, andstandard setting course. In this course, we explore the complex area ofeducational assessment. To begin with, we contemplate the differentpurposes and goals of assessment andthe perspectives of differentstakeholders involved. We look at the variety of assessmentformats available, think about the strengths and limitations of each, and learn about howthese can be mapped across programmes ofclinical education. We consider howexamination standards are set and quality assured and reflect upon the use of feedbackin this context. Finally, we discusshow innovations and new challenges might shape the future of assessment in clinical education. The course assignment asks you to criticallyreflect upon the principles ofassessment design within your context andwider curriculum. Formative assessment provides theopportunity for peer feedbackof your design and the summativebuilds on this work. We ask you to designan assessment appropriate toyour context, providing details of what this will actuallylook like, the rationale foryour decisions, and how this aligns toyour learners' needs, educational activities,learning outcomes, and evidence withinthe wider literature. Reflection uponyour context is important andcritical appraisal of your designis expected. Whether you'redirectly involved in assessment or not, we would hope you findthis course provides a useful insight into the world of assessment, examination, andstandard setting. It provides theopportunity to critically appraise existing designs and receive feedbackfrom peers, which may aidfuture development of assessment inyour context. We hope it will alsohelp you discover that assessment is not simply a final taskto get through, but rather it's a key part of thelearning experience, which may be used tosupport and guide learners in order to enhance clinical practice.

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