PG Certificate Medical Education course structure information
The course consists of three 20-credit modules. Each module includes two study days. During the two study days, the core elements of the module will be explored, with examples from practice used to illustrate key components. Each participant will be expected to participate in approximately eight weeks of online activity.
- 2023 study dates
All dates are subject to change.
Attendance at all set dates is mandatory.
1 September 2023
(MDE61001) Module 1 - Effective Learning & Teaching
Study day 1 – 5 September 2023
Study day 2 – 12 September 2023
(MDE61003) Module 2 - Work Based Learning & Teaching
Study day 1 – 9 January 2024
Study day 2 – 16 January 2024
(MDE61002) Module 3 - Curriculum Design & Development
Study day 1 – 23 April 2024
Study day 2 – 30 April 2024
Module 1 (MDE61001) - Effective Learning & Teaching
This module is designed to engage participants in the ways that learning happens and is currently understood. It links these understandings to the way knowledge is created and verified through processes of evaluation and assessment. It also requires participants to adopt a scholarly/theoretically informed approach to planning and delivering teaching and learning activities rather than being driven by situational factors. It will draw on particular models such as constructive alignment and learning taxonomies to ensure that there are sound principles to accompany selected theoretical frameworks
|MA1||Develop a scholarly approach to planning and delivering teaching and learning activities|
|MA2||Base teaching practice on sound theoretical principles|
|MA3||Develop as reflective teaching practitioners|
Module Learning Outcomes:
By the end of the module, a student will be able to:
|LO1||Describe clear learning outcomes with reference to established learning taxonomies.|
|LO2||Plan and facilitate a teaching session applying the principles of constructive alignment and informed by learning theory.|
|LO3||Reflect on their own teaching session to critically evaluate it and plan improvements.|
|LO4||Critically evaluate their peer's teaching and learning practices by considering the principle of constructive alignment and learning theory.|
Module 1 Assessment:
|An account of their own taught session including their learning outcomes, chosen approach and intentions, with a reflective commentary.||2,400 words|
|Evaluations of a peer teaching session as a sample of critical application of theory to practice.||1,600 words|
Module 2 (MDE61003) - Work Based Learning & Teaching
This module focuses on teaching and learning activities in the clinical workplace and takes account of the challenges and opportunities inherent in such workspaces - particularly patient safety. The module will explore how clinical workplaces can be developed as sites for learning as well as the delivery of health services including the involvement of real patients receiving real services. The module will draw upon relevant theory and concepts such as ‘integration and participation’, ‘progressive independence’ and ‘developing effective practice’ as well as how situational factors shape the learning experience. The module will also highlight how becoming a health professional is a process of identity formation as well as knowledge and skill acquisition
|MA1||To provide a theoretical framework for the development of informed teacher and learner roles and strategies in clinical environments|
|MA2||To explore the distinctive features of clinical workplaces and how these are crucial to identity formation as well as knowledge and skill acquisition|
|MA3||To develop participants as scholarly and reflective practitioners|
Module Learning Outcomes:
|LO1||LO1 - Identify learning affordances of their own clinical context. Plan learning informed by learning theory drawing upon readily-available resources to make the learning safe, effective and sustainable in a clinical environment.|
Critically discuss the application of the principle of constructive alignment in work-based learning.
Describe a theoretically informed feedback approach and critically reflect upon their own practice.
|LO4||Critically evaluate their peers' teaching and learning practices by considering the principle of constructive alignment and learning theory.|
Module 2 Assessment:
|A plan identifying the modifications to own workplace with peer and own reflections based on presentation feedback||2,400 words|
|A reflective critique of a colleague’s plans applying relevant theory to practice||1,600 words|
Module 3 (MDE61002) - Curriculum Design & Development
This module is designed to engage participants in the principles and practices of curriculum design in the context of their own practice. Participants will be required to apply learning from earlier modules to consider the design of a short programme which is located within a broader curriculum context. A particular emphasis will be placed on designing processes of evaluation and assessment that will improve learner progress and development.
|MA1||Demonstrate the complex and constructed nature of a curriculum.|
|MA2||Explore the importance of embedding good practice in learning and assessment during curriculum development.|
|MA3||Demonstrate a critical understanding of the key stages of a curriculum development cycle and how different curriculum models can support this.|
|MA4||Critically examine the contested and challenging role of assessment in the curriculum design.|
Module Learning Outcomes:
|LO1||Critically evaluate an area of curriculum including practice in assessment.|
|LO2||Critically apply curriculum development principles to propose improvements, including effective practice in assessment.|
Demonstrate how relevant policy and guidance influences curriculum development.
Module 3 Assessment:
Write one 4,000-word case study in relation to curriculum development (you choose what these will focus on).
The case study will constitute a critical narrative demonstrating your understanding of good practice in developing that particular part of a curriculum.
See full course information on our prospectus
The content of our courses is reviewed annually to make sure it is up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research, funding changes, professional accreditation requirements, student or employer feedback, outcomes of reviews, and variations in staff or student numbers. In the event of any change we'll consult and inform students in good time and take reasonable steps to minimise disruption.
Information last updated: 5 December 2022
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