Name of Programme
Postgraduate Certificate Medical Education [Part Time]
Final Award
PGCert
Location
Online
Awarding Institution/Body
University Of 51±¬ÁÏ
Teaching Institution
University Of 51±¬ÁÏ
School of Study
School of Postgraduate Medicine
Programme Code(s)
PCTP1PMEED / Part Time / 1 Year
Professional Body Accreditation
Accreditation Plus with the Academy of Medical Educators (AoME), conferring eligibility for membership upon successful completion.
Eligible participants may also be awarded Fellowship of the Higher Education Academy (FHEA), provided they meet Advance HE requirements (normally at least 6 months’ prior teaching experience and ≥80 hours of direct teaching during the programme).
Eligible participants may also be awarded Fellowship of the Higher Education Academy (FHEA), provided they meet Advance HE requirements (normally at least 6 months’ prior teaching experience and ≥80 hours of direct teaching during the programme).
Relevant Subject Benchmark Statement (SBS)
QAA Subject Benchmark Statement: Education Studies (Postgraduate)
Admission Criteria
• A recognised undergraduate degree in a health profession (for example, Medicine, Dentistry, Nursing, or allied health). Applicants must also have access to opportunities to teach or support learning in a clinical or educational context.
• If English is not the applicant’s first language, evidence of proficiency at Master’s level academic writing is required. The standard accepted test is IELTS 7.0 overall, with a minimum of 7.0 in both reading and writing. Equivalent qualifications may also be considered.
• Applicants intending to pursue Advance HE Fellowship (FHEA) through this programme must, in addition:
o Demonstrate a minimum of six months’ prior direct teaching experience at the point of admission.
o Provide evidence of current direct teaching responsibilities.
o Undertake a minimum of 80 hours of direct teaching during the programme.
• If English is not the applicant’s first language, evidence of proficiency at Master’s level academic writing is required. The standard accepted test is IELTS 7.0 overall, with a minimum of 7.0 in both reading and writing. Equivalent qualifications may also be considered.
• Applicants intending to pursue Advance HE Fellowship (FHEA) through this programme must, in addition:
o Demonstrate a minimum of six months’ prior direct teaching experience at the point of admission.
o Provide evidence of current direct teaching responsibilities.
o Undertake a minimum of 80 hours of direct teaching during the programme.
Applicable Cohort(s)
From February 2026
FHEQ Level
Level 7
UCAS Code
Summary of Programme
A fully online, Level 7 Postgraduate Certificate (60 credits) for clinicians and healthcare educators seeking to develop reflective, evidence-informed and inclusive practice and respect for diversity.
Through two compulsory modules: ‘Introduction to Inclusive Teaching, Learning, and Assessment in Medical Education’ and ‘Transformative Practices and Leadership in Healthcare Education’, participants design, deliver and evaluate teaching, assessment and learner support; integrate educational theory and learning analytics; and lead quality enhancement within interprofessional contexts.
The programme is aligned to the Professional Standards Framework (PSF 2023) and confers Academy of Medical Educators (AoME) Accreditation Plus. Eligible participants who meet Advance HE requirements (including prior experience and sufficient direct teaching) recommended for Fellowship of Advance HE (FHEA, Descriptor 2) upon successful completion.
Through two compulsory modules: ‘Introduction to Inclusive Teaching, Learning, and Assessment in Medical Education’ and ‘Transformative Practices and Leadership in Healthcare Education’, participants design, deliver and evaluate teaching, assessment and learner support; integrate educational theory and learning analytics; and lead quality enhancement within interprofessional contexts.
The programme is aligned to the Professional Standards Framework (PSF 2023) and confers Academy of Medical Educators (AoME) Accreditation Plus. Eligible participants who meet Advance HE requirements (including prior experience and sufficient direct teaching) recommended for Fellowship of Advance HE (FHEA, Descriptor 2) upon successful completion.
Educational Aims of the Programme
• Develop reflective, inclusive (including diversity) and effective teaching and support-of-learning practice aligned to PSF 2023 (D2).
• Apply educational theory and evidence to create learner-centred, equitable environments.
• Design, deliver and evaluate teaching, learning and assessment aligned with institutional, regulatory and professional standards.
• Use reflective practice, learner/peer feedback and mentoring to improve professional performance.
• Employ technology-enhanced learning and learning analytics ethically to enhance outcomes.
• Lead collaborative and interprofessional initiatives for innovation and quality enhancement.
• Prepare participants to evidence FHEA (D2) on completion, subject to Advance HE criteria.
• Apply educational theory and evidence to create learner-centred, equitable environments.
• Design, deliver and evaluate teaching, learning and assessment aligned with institutional, regulatory and professional standards.
• Use reflective practice, learner/peer feedback and mentoring to improve professional performance.
• Employ technology-enhanced learning and learning analytics ethically to enhance outcomes.
• Lead collaborative and interprofessional initiatives for innovation and quality enhancement.
• Prepare participants to evidence FHEA (D2) on completion, subject to Advance HE criteria.
Programme Outcomes
Knowledge and Understanding
By the end of the programme, students will be able to:1. Critically evaluate educational theories and evidence to inform inclusive teaching, learning and assessment in healthcare education.
2. Synthesise approaches to formative and summative assessment to enhance feedback literacy, learner engagement, and professional standards.
3. Apply principles of educational design to create equitable, learner-centred, and interprofessional learning environments.
4. Demonstrate advanced knowledge of technology-enhanced learning and ethical use of digital tools, including generative AI and learning analytics, to support healthcare education.
5. Critically reflect on their own teaching and supervision practice, using peer, learner, and mentor feedback to identify areas for development and evidence impact.
6. Analyse the role of the healthcare educator in leading quality enhancement, professional identity development, and wider educational change.
→
Teaching/Learning Strategy
• Structured online teaching sessions (synchronous and asynchronous) provide core conceptual knowledge, drawing on international and UK evidence bases.• Directed reading and digital resources (articles, AoME guidance, PSF 2023, case studies) underpin critical evaluation.
• Peer observation of teaching, with feedback cycles, supports applied understanding of inclusive practice.
• Small group discussions, reflective activities and case-based learning foster synthesis and application of theory in context.
• Technology-enhanced learning activities (use of AI exemplars, analysis of online learning platforms, engagement with digital professionalism scenarios) encourage advanced knowledge of TEL.
• Mentorship and guided reflective writing scaffold students’ ability to critically analyse their own practice.
→
Assessment Strategy
• Reflective Teaching Observation Report (Module 1): assesses critical evaluation of theory in practice, and ability to apply inclusive design principles.• Reflective Narrative (Modules 1 and 2): assesses critical reflection on personal practice and integration of feedback.
• Advanced Educational Practice Portfolio (Module 2): assesses synthesis of assessment theory, application of TEL, and leadership in quality enhancement.
• Mapping to PSF (Module 2): assesses ability to evidence comprehensive knowledge and understanding in relation to Descriptor 2.
Programme Outcomes
Cognitive Skills
→
Teaching/Learning Strategy
→
Assessment Strategy
Programme Outcomes
Practical/Transferable Skills
By the end of the programme, students will be able to:1. Communicate effectively in academic and professional contexts, producing clear, critical, and persuasive writing at Master’s level.
2. Work collaboratively with peers, learners, and colleagues across professions, demonstrating leadership, inclusivity, and respect for diversity.
3. Exercise initiative and autonomy in planning, delivering, and evaluating teaching and learning activities.
4. Employ reflective and critical thinking skills to identify, analyse, and solve complex educational problems.
5. Demonstrate digital professionalism, including the ethical use of technology, social media, and generative AI in healthcare education.
6. Plan and manage continuing professional development (CPD) strategically, evidencing sustained growth as an educator and alignment with professional recognition frameworks (AoME, Advance HE).
→
Teaching/Learning Strategy
• Collaborative online seminars and group discussions develop communication and teamwork skills.• Peer observation of teaching and peer feedback provide structured opportunities for collaboration, inclusivity, respect for diversity, and professional dialogue.
• Independent study and self-directed projects foster autonomy, initiative, and problem-solving.
• Reflective writing and mentor feedback encourage critical thinking and personal growth planning.
• Engagement with digital case studies and ethical scenarios strengthens digital professionalism and responsible use of technology.
• Preparation of CPD plans and portfolios builds employability by aligning individual development with professional frameworks.
→
Assessment Strategy
• Reflective Narratives (Modules 1 and 2): assess communication skills, reflective capacity, and ability to critically evaluate personal and professional growth.• Teaching Observation Report (Module 1): assesses collaborative engagement with peers and application of feedback.
• Advanced Educational Practice Portfolio (Module 2): assesses problem-solving, initiative, and digital professionalism in complex educational contexts.
• CPD Plan (Module 2): assesses ability to plan, manage, and articulate continuing professional development in alignment with professional standards and employability frameworks.
External Reference Points
The programme is designed and delivered with reference to the following external benchmarks and frameworks:
• Frameworks for Higher Education Qualifications (FHEQ) Level 7 descriptors.
• QAA Subject Benchmark Statement: Education Studies (Postgraduate), where relevant to professional and interprofessional healthcare education.
• Professional Standards Framework (UKPSF 2023), with programme outcomes mapped to Descriptor 2 (Fellow).
• Academy of Medical Educators (AoME) Professional Standards (Accreditation Plus recognition).
• Advance HE Fellowship (FHEA) criteria, for participants who meet eligibility requirements.
• Relevant General Medical Council (GMC) and other UK healthcare regulators’ expectations for those involved in medical education and clinical teaching.
• Frameworks for Higher Education Qualifications (FHEQ) Level 7 descriptors.
• QAA Subject Benchmark Statement: Education Studies (Postgraduate), where relevant to professional and interprofessional healthcare education.
• Professional Standards Framework (UKPSF 2023), with programme outcomes mapped to Descriptor 2 (Fellow).
• Academy of Medical Educators (AoME) Professional Standards (Accreditation Plus recognition).
• Advance HE Fellowship (FHEA) criteria, for participants who meet eligibility requirements.
• Relevant General Medical Council (GMC) and other UK healthcare regulators’ expectations for those involved in medical education and clinical teaching.
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 51±¬ÁÏ and may be checked by the Quality Assurance Agency.
Date of Production
2021, revised 18/04/2023, revised November 2025
Date approved by School Learning and Teaching Committee
2021, revised 18/04/2023, revised November 2025
Date approved by School Board of Study
2021, revised 18/04/2023, revised November 2025
Date approved by University Learning and Teaching Committee
2021, revised 18/04/2023, revised November 2025
Date of Annual Review
In line with the University's annual monitoring review process