Medical Education Postgraduate Diploma

Team: Medical Education Team
In partnership with: University of South Wales

Our Postgraduate Diploma in Medical Education provides healthcare professionals with the theory needed to prepare a current and future generation of healthcare professionals. Course Code: QPDP016

Next Intake: 2019 Sept

Course Information

Diploma MSc is a collaborative partner of the University of South Wales. On successful completion of this course, you will receive a University of South Wales Postgraduate Diploma.

Delivered over one year, the online part time distance learning Postgraduate Diploma in Medical Education course is specially developed for busy healthcare professionals who may be expected to teach. The course is worth 120 credits and comprises of 6 modules, each of 6 weeks’ duration. The course aims to enable graduates to develop a critical knowledge and understanding, and application of medical education.

On completion of the Postgraduate Diploma in Medical Education, you will be able to:

  • demonstrate an in-depth knowledge and understanding of specific issues at the forefront of theory and practice in medical education
  • critically evaluate medical education theories and principles to inform educational practice
  • demonstrate awareness of advanced knowledge in educational methods and practice
  • display a critical understanding of the intricacies of adult pedagogy.

Meet the Course Director

Medical Education Image

Dr. Dean Jenkins
Current Posts: Medical Education Consultant BMJ, BMJ Diabetes Lead for PgDip Diabetes Diploma course with University of Leicester, Editor-at-large, BMJ Case Reports

  • Consultant Physician.
  • Senior clinical tutor University of Leicester (PgDip diabetes course). Honorary teaching fellow Plymouth University (medical student teaching)
  • BMJ lead for developing the distance learning Postgraduate Diploma course in diabetes at Cardiff University then the University of Leicester with particular responsibility for QAA quality assurance, and tutor appraisal process.
  • Medical education consultant for BMJ for 10 years developing and evaluating numerous international education programmes in multiple delivery formats.
  • Lead designer and evaluator of FutureLearn for BMJ running two MOOC style courses attracting 8000 learners in 2016.
  • Founder and educational design of Llandough (now Cardiff) PACES course for advanced clinical training of doctors undergoing the Membership of the Royal College of Physicians exam.
  • Author of popular ECG textbook - ECGs by Example, Churchill Livingstone.

Course Structure

The online course lasts one calendar year and is a part-time distance learning course. It consists of 6 modules per year, each of 6 weeks’ duration.

Aim of the module:
  • To develop a critical understanding of the context of medical education in the broader profession of education which puts focus on patient care.
Synopsis of module content:
  • Learning and teaching theories
  • Learning and teaching methods
  • Lesson planning
  • Practical skills for teaching online learning: Indivduals; small and large groups
  • Practical skills for teaching online learning
  • Current topics and controversies
On completion of this module the student should be able to demonstrate:
  1. Critical understanding of teaching methods and theories for the application of learning
  2. Critical understanding of the importance of medical education and how to put the focus on patient care.
Aim of the module:
  • To develop an in-depth understanding of the principles of assessment in medical education.
Synopsis of module content:
  • Performance /Testing
  • Formative assessment
  • Summative assessment
  • Constructing an assessment (case study)
  • Supervision and feedback (appraisal)
  • Current topics/controversies
On completion of this module the student should be able to demonstrate:
  1. Critically analyse a range of assessment methodologies
  2. Critically apply formative and summative assessment to the field of medical education.
Aim of the module:
  • Develop a comprehensive understanding of the different types of evaluation.
Synopsis of module content:
  • Regulatory context of Medical Education
  • Moore’s levels
  • Programme evaluation
  • Case Studies
  • Current topics and controversies
On completion of this module the student should be able to demonstrate:
  1. Demonstrate a critical understanding of the different models of evaluation
  2. Apply evaluation into practice to improve education for patient care
Aim of the module:
  • Develop an in-depth understanding of how to incorporate a variety of digital programmes into medical education.
Synopsis of module content:
  • Educational media and technology (media in the context of lesson planning)
  • Presentation skills
  • Simulation (Augmented Reality/virtual Reality)
  • Big data, big “clinical” data
  • Emerging technologies; Ubiquitous web Internet of Things, mobile, digital ecology.
On completion of this module the student should be able to demonstrate:
  1. Justify and critically evaluate the role of media in medical education
  2. Critically evaluate emerging technologies in medical education
Aim of the module:
  • To develop an in depth understanding of the importance of effective leadership to help improve patient care.
Synopsis of module content:
  • Leadership
  • Monitoring the performance of healthcare professionals
  • Academy of Medical Educators (AoME) domains
  • Policy and strategy including interprofessional learning and compliance with the disability and dyslexia act
  • Ethics
  • Scholarship
On completion of this module the student should be able to:
  1. Demonstrate an in-depth understanding of AoME professional standards for medical educators
  2. Critically evaluate the role of a leader in medical education
Aim of the module:
  • To develop the skills and knowledge to plan a curriculum as a medical educator.
Synopsis of module content:
  • Curriculum planning and application
  • Programmes of learning (theories, curricular design, QA, assessment methods, evaluation)
  • Service user involvement
On completion of this module the student should be able to:
  1. Take responsibility for planning and developing a course curriculum
  2. Critically evaluate a medical education curriculum from various perspectives


Online Postgraduate Diploma in Medical Education

The course puts assessment at the heart of learning by using clinical scenarios to facilitate problem-solving, critical analysis and evidence-based care. The scenarios act as both the focus for learning and assessment thus embedding assessment within the learning process.

Each of the 6 modules has the same assessment format. Due to the online nature of the course, students are expected to login and participate in the course regularly throughout the module (ideally on a daily basis).

Students are split into groups of 10-15 students and are assigned a dedicated expert tutor who:

  • Facilitates clinical case discussions with the group.
  • Monitors, assesses and marks each student throughout the module.
  • Students use the skills gained during the lectures to engage with the different activities (see below).

Each week, students are presented with 2/3 clinical cases with associated questions.  These cases are designed to promote discussion within a specific clinical area. Students:

  • Complete the questions.
  • Discuss the cases and issues surrounding the cases in a discussion forum.

Students discuss the cases within their tutor groups, facilitated by their tutor.  They use an online discussion forum to write well referenced, scientifically written postings.

The individual portfolio or journal is a learning log/diary. The purpose is for the student to reflect on their personal progress throughout the module. Students would typically include the following:

  • Initial expectations of the course, reasons for undertaking the course.
  • Module and/or personal learning objectives.
  • Description of events/issues/learning points within their personal practice.
  • Examples of change in personal practice due to knowledge gained throughout the module.
  • A description of what has been learned during the module.

Students are asked to think reflectively about what they are learning from each module, how this differs from their current practice, and how they can apply what they have learned through the course to their everyday practice as a health professional. Referencing would not typically be found in a learning portfolio nor would a simple list of points learned.

The group activity is designed to encourage group dynamics catering to the multidisciplinary nature within the field of Medical Education. Students are required to produce the following:

  • A group submission.
  • An individual submission.

Students are also marked according to their contribution to the group submission.

The group is given a specific task to accomplish over the 6 weeks of the module e.g. Develop an appropriate screening method for your clinic. Students are required to write well referenced, scientific reports.

  • 30 single best answer (SBA) questions.
  • One hour online assessment.
  • Questions are based on the clinical aspects of the module and their discussion topics.

Teaching Methods

Each module has the same format. Using an online platform and one tutor per 10-15 students, the self-directed distance learning is guided by tutor stimulated discussion based on rich case scenarios. Group projects are undertaken alongside independent projects. Reflective practice is recorded in a reflective portfolio to help students consider how the learning can be translated into everyday work and practice.

Teaching starts with an induction day. Students may attend the event in the UK (Glyntaff campus, University of South Wales) and also online via a webinar.

They are a pre-course organiser, giving students the tools required to undertake the online course such as:

  • Scientific writing
  • Levels of evidence
  • Harvard referencing
  • Reflective writing

The day gives an opportunity to meet face to face with tutors/other students prior to the online course.

Students are not required to attend the induction day however those who attend do benefit as they get a "jump start" to the course. Students who are not able to attend, should request a skype/telephone call to orientate them onto the course and are advised to review the slides.

Entry Requirements

Registered health professionals working within a clinical setting, both UK and overseas, with a related Healthcare Science degree (including international qualifications) are eligible to apply for the PG Diploma in Medical Education course.

Applicants without the above academic criteria but relevant/suitable experience can apply. Applications will be judged on the individual specifics of background and qualifications including ability to work at Postgraduate level (applicants may be asked to submit a piece of work for assessment to confirm that they are able to work comfortably at Postgraduate level and demonstrate requisite clinical/professional knowledge).

Applicants should submit copies of the following with their application:

  • Qualification certificates
  • One written reference
  • English language qualification (IELTS 6 or equivalent) please see University of South Wales for further details

How much is the course?

Total Course Fees for UK/EU & International Students for September 2019: £3900

Please Note: These are the fees for a single year.

Fee payments may be made via the following options:

Date Option A Option B Option C
Deposit payable on acceptance £480 £480 £480
1st September 2019 £3,420 £570
1st October 2019 £1,140 £570
1st November 2019 £570
1st December 2019 £1,140 £570
1st January 2020 £570
1st February 2020 £1,140 £570

Deposits are non-refundable

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