Teaching
The Postgraduate Diploma comprises three modules as a continuation of the Postgraduate Certificate in Medical Education. In addition to the Postgraduate Certificate, the Diploma provides a total of approximately 60 contact hours with additional between-module reflection, study and assignment work.
The programme is delivered through in-person teaching sessions supported by synchronous and asynchronous approaches provided via the course virtual learning environment and web-based platform. Examples of the type of teaching methods used include, but are not limited to, workshops, seminars, group discussions, online reading, group activities and discussion forums. Peer-to-peer learning forms an important element of course teaching
The diversity of students undertaking masters level study in medical education is a rich resource for learning. Small group, task and project based work is an important element of course design that links teaching, learning and assessment activity.
| One to one supervision |
There are no supervisions associated with this course. |
|---|---|
| Seminars & classes |
Approximately 60 hours of lectures, seminars and classes per year. |
| Lectures |
Approximately 60 hours of lectures, seminars and classes per year. |
| Small group teaching |
Approximately 60 hours of lectures, seminars and classes per year plus optional masterclasses. |
| Taught/Research Balance |
Predominantly Taught
|
Feedback
Students will receive formative (does not contribute to final mark) feedback throughout the course, along with tutor provided feedback on the submitted summative (will contribute to final mark) assignments.
Assessment
Thesis / Dissertation
There is no thesis component to this course.
Essays
There are three assessment points, one formative which helps students develop, but which does not contribute to the final award (first term) and two summative in the second and third terms which do contribute to the final award.
The formative assessment is based on peer review of students' planned educational intervention and is designed to help students develop their ideas.
The first summative assessment requires students to design an educational intervention or innovation, that has the potential to improve the quality of clinical education or training in their own professional context (equivalent to 5000 words).
The second summative assessment brings together learning across the whole of the course and takes the form of an educational portfolio. This comprises a reflective narrative and supporting exemplars (equivalent to 5000 words).
Written examination
There is no written examination in this course.