mini´«Ã½

• This part-time, Masters-level programme is designed for healthcare professionals involved in medical education and training or that of Allied Healthcare. There are growing expectations that those with educational roles and responsibilities should engage in professional development activity to enable them to model and uphold the highest standards of professional education and training. The programme has therefore been designed with explicit reference to the professional standards articulated by AdvanceHE (2017), The General Medical Council (2016) and the Academy of Medical Educators (2014).

• The programme provides a sound foundation for clinicians, and clinical-academics who support undergraduate medical students and/or postgraduate trainees’ learning in Higher and Professional Education settings, including the clinical workplace.

• The programme has been designed in collaboration with clinicians, for clinicians. As a result, the structure of the programme allows students a degree of flexibility over module choice and engagement dates, minimising the potential for service disruption and allowing students to develop areas of expertise relevant to role responsibilities.

• Teaching, learning and assessment methods enable clinicians to make explicit connections between learning on the programme and their educational practice; their practice is developed alongside their learning on the programme.

• The programme is designed to widen students’ experiences of contemporary teaching, learning and assessment practices. In this way, their experience as learners shapes the development of their own educational practices.

• The programme is structured around a core, introductory module (Medical Education: Principles and Practice) and a choice of Option Modules (Approaches to Clinical Teaching and Effective Supervision OR Learning in Clinical Teams: Simulation and Work Based Learning). This structure ensures that students can personalise their programme to align with professional interests and development needs whilst still meeting the professional standards of the Accrediting body (the Academy of Medical Educators) and of the GMC.

The programme is designed to support the educational development of those involved in medical education and training, and those in allied health professions. It aims to produce graduates who
• create welcoming, safe and purposeful learning environments
• design and deliver engaging and effective teaching, learning and assessment activities
• have purposeful, developmental conversations with learners that support their personal, professional and career development
• have a sound grasp of key educational theories and concepts, drawing on these to develop and critique their own and others’ educational practice
• adopt a critically reflective and reflexive approach to medical education and training

• Academy of Medical Educators- Professional Standards for Medical, Dental and Veterinary Educators. ( ).
• COPDEND (2013) Standards for Dental Educators
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• General Medical Council (2016) Promoting excellence: standards for medical education and training. ();
• Higher Education Academy – UK Professonal Standards Framework ();
• QAA Framework for Higher Education Qualifications ();
• QAA (2010) Master’s degree characteristics. ();

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the mini´«Ã½ and may be checked by the Quality Assurance Agency.