Teaching
Each module has been designed to link firmly to the next, supporting the design, implementation and write-up stages of the project.
For each module, there is shared learning in 2-day blocks, which will be delivered mainly through face-to-face sessions requiring attendance in Cambridge.
The programme mainly is delivered through in-person teaching sessions, supported by synchronous and asynchronous approaches provided via the course virtual learning environment and via an online learning platform. Examples of the type of teaching methods used include, but are not limited to, seminars, group discussions, online readings, data handling exercises, group activities and discussion forums. Peer-to-peer learning forms an important element of course teaching. Teaching in Term 1 includes attendance at a 1-day national medical education research conference. Teaching in Term 3 takes the form of a writing retreat and also includes a 3rd teaching day delivered online synchronously.
Each student has a named supervisor and will work with them to identify preferred ways of working (face-to-face or remote supervision) and patterns of supervision over the year.
| One to one supervision |
Each student is allocated a named supervisor and should expect to access up to 12 hours of supervisor time per year, which includes supervisor time to read and respond to draft work. |
|---|---|
| Seminars & classes |
There are approximately 40 hours of taught content, including a mixture of face-to-face and online learning and students are expected to attend a one-day conference as specified in the course guide. |
| Lectures |
There are approximately 40 hours of taught content, including a mixture of face-to-face and online learning and students are expected to attend a one-day conference as specified in the course guide. |
| Small group teaching |
There are approximately 40 hours of taught content, including a mixture of face-to-face and online learning and students are expected to attend a one-day conference as specified in the course guide. |
| Taught/Research Balance |
Predominantly Taught
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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
Having successfully completed two written assignments, an intervention or innovation project, a reflective narrative and kept a portfolio of professional educational practice during the Postgraduate Certificate and Postgraduate Diploma, students will then undertake an educational project, either research or development. The project report and any adjuncts should be the equivalent of 8,000 to 10,000 words (weighted at 70%).
The educational development project requires students to design, implement and evaluate an educational intervention/innovation related to their educational role and responsibilities. With both types of projects, students are required to produce work that meets all programme outcomes at masters level. This includes working ethically, even if formal ethical permissions are not required.
If they elect to undertake an educational research project (ERP) (using either primary or secondary data) they would be required to seek formal ethical permissions. If undertaking an educational development project (EDP), this may not be required.
Essays
Having successfully completed two written assignments, an intervention or innovation project, a reflective narrative and kept a portfolio of professional educational practice during the Postgraduate Certificate and Postgraduate Diploma, students will also complete a project proposal of between 3,000 and 4,000 words (weighted at 10% of the overall programme mark).
Written examination
There is no written examination for this course
Other
A project presentation of no more that 15 minutes duration accompanied by a short reflective piece (1,500-2,500 words) focussed on their learning from the task (weighted at 20% of the overall programme mark).