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This is a flexible part-time, level 7 postgraduate short course delivered online.

This distance learning short course is designed for clinical and academic educators working in medical and health professions education who are interested in learning more about how courses and programmes are put together. Starting from first principles of course design and planning, the module takes you through the steps in ensuring good curriculum alignment to meet learners' and other stakeholders' needs.

Who is this Short Course suitable for?

Applicants will typically be qualified healthcare practitioners, academics, NHS education managers or professional service staff, with some experience of and access to supervising, teaching or supporting learners in their daily work.

Why study this course?

On successful completion of this short course, the learner will be able to:

•  Critically appraise the key principles and learning theories underpinning curriculum design and lesson planning
•  Demonstrating self-direction and originality in evaluating the application of different curriculum models and structures, their benefits and disadvantages
• Synthesise and evaluate learning theories in relation to course design, setting learning outcomes and designing a lesson plan
• Reflecting on theory, evidence and practice, identify your own educational learning needs in relation to curriculum development.

How long does this course take to complete?

 This short course starts in May, and teaching will be completed by July. Assignments will need to be submitted by the end of August (details of dates TBC).

Assessments

Assessments on this short course will include:  

• An academic essay (2000 words)
•  A written narrative reflection  (1500 words)

Tutor

Professor Catherine O’Keeffe

Catherine has held a number of senior roles in postgraduate medical and health professions education. Her work has included leading faculty development and professional support initiatives as well as research and teaching in higher education in this field. Catherine originally trained as a nurse and worked for many years internationally in health professions education before settling in the UK. Catherine’s teaching and research interests have focused on interprofessional education and professionalism. Recent awards include Principal Fellow of the Higher Education Academy and a UCL Faculty Education Award for Academic Support. Catherine is Professor of Medical Education, North Wales Medical School, Îá°®³Ô¹Ï where she leads the MA in Medical & Health Professions Education and faculty development initiatives. Catherine is also a  Emeritus Professor of Medical Education, UCL where she continues to supervise doctoral students. 

What will you study on this course?

Medical and health professions' programmes are typically based around a national or subject discipline framework of standards and outcomes. This module aims to provide students with the skills and theoretical knowledge to plan, design and evaluate individual sessions, courses and programmes in medical and health professions education to meet the needs of various stakeholders.

There are 10 units (one per week) that may cover the following topics:

• Sharing an understanding of what constitutes a 'curriculum'
• The political & educational context within which curricula are planned and developed
• Curriculum approaches, models and structures in medical and HPE
• Curriculum theory and research 
• The curriculum planning and design cycle
•  Course and session design
•  Lesson planning
• Evaluation and quality assurance
• Introduction to Leadership in curriculum development & MHPE
• Introduction to AI in curriculums & MHPE
• Introduction to interprofessional education in MHPE & curriculum development 
• Writing reflective commentaries and mapping to AdvanceHE criteria
• Introduction to studying and writing at 'M' level

On successful completion of this short course, the learner will be able to:

• Critically appraise the key principles and learning theories underpinning curriculum design and lesson planning
• Demonstrate self-direction and originality in evaluating the application of different curriculum models and structures, their benefits and disadvantages
• Synthesise and evaluate learning theories in relation to course design, setting learning outcomes and designing a lesson plan
• Reflect on theory, evidence and practice identify your own educational learning needs in relation to curriculum development.

The cost for the 2024/25 academic year will be £1,112

Please see our Postgraduate Fees and Finance page for further information.

Applicants will typically be qualified healthcare practitioners, academics, NHS education managers or professional service staff, with some experience of and access to supervising, teaching or supporting learners in their daily work. 

A degree, degree level qualification, or professional qualification supplemented by relevant experience will normally form part of the applicant's profile. Minimum of 2.2 accepted 

Applicants may be requested for an online interview with programme staff. 

For UK applicants their degree/ degree level qualifications will be assessed using the QAA Framework for Higher Education Qualifications and Îá°®³Ô¹Ï requirements. Professional qualifications will need to be recognised by the appropriate professional regulatory body e.g. GMC; UKCC; HCPC; HCPC; Institute of Administrative Management (IAM). Teaching experience will be assessed based on the supporting statement submitted and, if needed, an online interview. 

How to Apply

Please make sure you read and follow the step-by-step application guide as this will specify which sections of the application form are compulsory for the type of course you want to apply for and save you time.

Please prepare the following information (in a Word document):

• Current employment details;
• Years of experience, and employment history (where relevant)
• Name of staff member and organisation that have approved your funding for this module.

This will speed up the process of completing the application form