The PgDip/ MSc in Medical Education is committed to promoting excellence in learning and teaching for health professionals. Having established the first Masters in Medical Education in the UK, we continue to lead, providing innovative programmes for all medical, dental and health professionals who aim to professionalise the role of the clinician as teacher.
It recognises the diverse, complex and challenging contexts of both those new to educator roles and responsibilities and those with considerable years of experience. The overall aim of the course is to develop a community of educators committed to promote improvements in both ‘what’ and ‘how’ we teach future healthcare professionals.
The course is highly practical and aims to model best practice in learning and teaching and draws upon a wide range of innovative approaches to learner support and development. The course is organised into a series of modules that usually last two days each followed by a period of independent study. The first session of each two-day unit is a synthesis of the previous module and the independent study period. This three stage process develops and clarifies understanding of the module topic, gives the opportunity and time to apply new concepts and skills, and concludes by allowing reflection on and sharing of experiences and insights with colleagues. The culmination of the programme is a practical teaching project, a student-led symposium on a contemporary issue in medical education.
A comprehensive menu of face-to-face modules will enable you to contribute to critical dialogues that promote deeper insights into educational theory and principles applied to clinical practice.
The MSc component of the course, follows the successful completion of the PgDip modules. This component of the course will allow you to develop skills in designing and conducting an educational project, culminating in the submission of a dissertation. Many of the projects provide the basis for practical innovations in the workplace and can also extend engagement with and contribution to the wider medical education community.
The course is accredited by the Higher Education Academy, conferring Fellowship of the Higher Education Academy. The course is also aligned to the Academy of Medical Educators professional standards enabling you to apply for recognition of the Academy of Medical Educators.
The full-time Postgraduate Diploma course involves studying all the modules in one academic year (September-June).
The part-time Postgraduate Diploma course usually involves attending two-day sessions in Cardiff every six weeks during the academic year (September to June). You will therefore spend about 23 days in Cardiff, 11 days during the first year and 12 days in the second year.
You may exit with a Cardiff University Postgraduate Certificate in Medical Education having successfully achieved the required standard, although most students continue on to the Postgraduate Diploma or MSc award.
Learning and Teaching in Clinical Education Educational Media and Technologies Assessing Learning Evaluating Courses Research Skills Contemporary Issues in Medical Education Practical Teaching Project
The full-time MSc course involves studying all the modules in one academic year (September-June) and acceptance of an approved dissertation (July-September). Successful completion of the modules will allow you to progress to the MSc component and undertake an educational project culminating in the submission of a dissertation.
The part time MSc course involves attending a series of Postgraduate Diploma modules and completion of a dissertation. Modules usually involve attending two-day sessions in Cardiff every six weeks during the two academic years (September to June). You will therefore spend about 23 days in Cardiff, 11 days during the first academic year and 12 days in the second academic year. Once you have successfully completed the modules you will undertake an educational project culminating in the submission within 12 months of a dissertation.
PgDip core modules PLUS dissertation.
Teaching on the modules mainly takes place in small groups, which are facilitated by the core teaching team. There is the opportunity for discussions, debates, instructor presentations, tutorials, case studies, role play and peer interactions designed to enhance learning in addition to guided and independent study. Participation, collaboration and practical application are key tenets of the course, and you will be encouraged to try out new approaches to learning and teaching throughout the programme. Activities may include video-recording a teaching session for review, implementing and appraising untried assessment techniques, developing and coding a questionnaire; designing and producing instructional media for a teaching session.
The Master’s component will require the completion of a small scale empirical or literature-based study. You will be allocated a supervisor to support your study following successful completion of the modules.
You will be assessed in a variety of ways both to inform learning (formative) and to assess learning (summative).
Methods include assignments, practical projects and a reflective journal and for the Master’s component a dissertation. All assignment tasks are linked to your educational practise. For example typical assignments may relate to designing and producing some instructional media for a specific teaching need you identify, critically reviewing an assessment method you use or designing a proposal for an educational project in your clinical teaching context.
Satisfactory standard in the modules is required for progress on to the MSc. The MSc component will require the completion of a small scale empirical or literature based study, culminating in the submission of a dissertation.