This programme has been designed to meet the needs of those working in academic and practice settings to teach and support the learning of health care professional students. The programme has an applied focus, seeking to equip educators with both the knowledge and skills they need to perform their roles successfully.
The programme is delivered using a blended learning and teaching strategy to maximise access opportunities for those who have busy working lives. Face-to-face contact time will be mixed with online learning and tutor support.
The programme has been designed to meet the UK Professional Standards Framework and the Academy of Medical Educators Professional Standards to provide opportunities to gain both qualification and professional recognition.
The programme will use a blended learning strategy. Online learning materials will be supported by face-to-face sessions in the classroom. There will be opportunities for independent and directed study and students will be encouraged to reflect on and apply their learning to their own practice settings.
The programme will cover the following areas;
18 full-day sessions across one calendar year (Wednesday).>
We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs. For research programmes this includes research fees and research support fees.
This module will examine the principles and practice of assessment and feedback and encourage you to reflect on the assessment methods you use and how these might be developed to support learning. We will discuss the challenges of making judgements about student learning and practice competence and the techniques that can be used for both assessment and feedback in different learning environments. As well as looking at how we assess student learning, this module will also explore ways we can assess and evaluate our own teaching practice. In addition to models of reflection, we will look at a range of sources of information and what these can tell us about teaching, learning and the student experience. Quality assurance and enhancement processes will be examined and we will discuss the ways in which these are used to ensure continual improvement in learning, teaching and assessment practice.
This year long module has been designed to challenge and enable participants to develop their teaching and learning practice through reflection and evaluation. In addition, we will examine concepts of leadership in education, inter-professional working and explore how learning, teaching and assessment can be developed and facilitated in an online environment. The module will adopt a blended learning strategy combining both face-to-face and online learning opportunities, this will be supplemented by teaching observations to encourage and develop reflective practice and individual tutorials throughout the year. Emphasis will be placed on autonomous learning and developing the skills for continuing professional development beyond the end of the programme.
This module has been designed to give you the opportunity to develop an in-depth yet practical understanding of how to plan and deliver effective and inclusive teaching sessions. We will examine the multitude of factors that influence our approach to planning in both academic and practice settings and apply the principles of constructive alignment and active learning to guide choices in relation to learning and teaching methods and assessment techniques. You will be encouraged to evaluate a range of methods for supporting student learning, from strategies to meet individual need, to the Universal Design approach which aims to make learning accessible to all. There will be an emphasis throughout the module on reflecting on, and applying the evidence base to your own area of practice.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
There are three summative assessments on this programme:
Assessment task one requires participants to design or re-design a learning and teaching activity and provide a written rationale, making use of the published literature, for the chosen design.
Assessment task two requires participants to reflect on an assessment strategy that they utilise, evaluate the strengths and weaknesses in relation to the core principles of assessment and develop an action plan for making changes to improve the student experience.
Assessment task three is a portfolio that will be developed across the duration of the programme. The portfolio will comprise four elements; (1) reflection on observed teaching sessions; (2) a case study about leadership in education; (3) a case study about the use of technology in education; and (4) a plan for continuing professional development.
In addition to the summative assessment requirements, there will be opportunities for formative assessment, self and peer assessment throughout the programme. These will be embedded into the learning and teaching activities.
Postgraduate study is an investment in yourself and your future, and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
There are more ways than ever before to fund your postgraduate study, whether you want to do a taught or research course. For those wishing to undertake a Master's course, you can apply for a loan as a contribution towards the course and living costs. Loans are also available to those who wish to undertake doctoral study. The University offers a number of scholarships and funded studentships for those interested in postgraduate study. Learn how Master's and PhD loans, scholarships, and studentships can help you fund your studies on our Postgraduate Fees and Funding pages.
For each course you may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on your course. With regards to text books, the University provides students who enrol with a comprehensive reading list and you will find that our extensive library holds either material or virtual versions of the core texts that you are required to read. However, you may prefer to purchase some of these for yourself and you will be responsible for this cost.
Applications will be encouraged from members of University staff in the School of Health and Social Care and those working to support student learning in local practice areas. Applicants will need to meet the following entry requirements:
- A professionally relevant first degree or equivalent experience
- IELTS 7.0 (minimum score 6.5 in all components)
- Be working as a lecturer in a higher education setting or demonstrate relevant and appropriate role responsibilities in practice working with students undertaking recordable/registerable programmes of study.
At Lincoln, Covid-19 has encouraged us to review our practices and, as a result, to take the opportunity to find new ways to enhance the student experience. We have made changes to our teaching and learning approach and to our campus, to ensure that students and staff can enjoy a safe and positive learning experience. We will continue to follow Government guidance and work closely with the local Public Health experts as the situation progresses, and adapt our teaching and learning accordingly to keep our campus as safe as possible.
Formal interviews are not required for entry to the programme. Interested parties are encouraged to contact the programme leader for an informal conversation prior to application to ensure that the programme is a good fit for their needs.
For participants working in clinical practice this programme will support the development of their role as a clinical educator. It will also support the transition from teaching in clinical practice to teaching in higher education possible if this is a desired career path.
For participants working in higher education this programme aims to support the development of their role as a teacher and provide evidence to support an application for promotion from, for example, lecturer to senior lecturer.