PG Certificate Medical Education course structure information

The University of Sheffield Medical School building

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 being used to illustrate key components.  Each participant will be expected to participate in approximately 8 weeks of online activity.

Study dates

2021 study dates

All dates are subject to change

Module

Study Dates

Induction Day

Wed 01 Sep 2021 (13:00 - 16:00)

 

(MDE61001) Module 1 - Effective Learning & Teaching

Wed 08 Sep 21 (09:30 - 16:30)

Wed 15 Sep 21 (09:30 - 16:30)

(MDE61003) Module 2 - Work Based Learning & Teaching

Tue 11 Jan 22 (09:30 - 16:30)

Tue 18 Jan 22 (09:30 - 16:30)

 

(MDE61002) Module 3 - Programme Design

Tue 26 Apr 22 (09:30 - 16:30)

Tue 03 May 22 (09:30 - 16:30)

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

Module Aims:

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 and frameworks.
LO2 Apply the principle of constructive alignment to plan an effective session including teaching, learning and assessment activities.
LO3 Plan and facilitate learning practices informed by your chosen framework and the principle of constructive alignment.
LO4 Critically evaluate their peer's teaching and learning practices by considering their chosen framework and the principle of constructive alignment.
LO5 Reflect on their own teaching experience to consider their educational preferences and how these align with their chosen framework.

Indicative Content:

The overall delivery of the module will be through a blended approach, combining face-to-face workshops and on-line activities and tasks.  Such delivery will be based on broadly constructivist and adult learning principles with knowledge being ‘made’ and shared in the room with some negotiation of the methods used being handed to the learners.  The processes will therefore be inherently student-led in terms of scope and pace consistent with engagement with the module learning outcomes.  The face-to-face workshops will be structured around an experiential learning cycle.  Our learners will start with their prior experience(s) of planning and delivering learning activities and will exit the cycle after one full circuit.  The module will be structured in such a way as to help them make the most of the journey around the cycle.  The module has two full-day study day encounters which are supported by online activity.  Before the first study day, students will engage with pre-study day activity to set themselves up for the first study day.  This will allow a degree of familiarity with some of the language and concepts of teaching and learning ahead of the first study day

Online Study

The on-line environment will be used to consolidate and enhance the learning from the two study days. Essential and optional readings will be provided with a series of discussion activities and tasks designed to promote peer-to-peer learning and critical self-reflection.

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

 

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: 26 July 2021


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