Key Information

Part-time

12 months

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

CTEPEDPC

Key Information

Part-time

12 months

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

CTEPEDPC

PG Cert Clinical Teaching and Practice Education PG Cert Clinical Teaching and Practice Education

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 if this is a desired career path.

Key Information

Part-time

12 months

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

CTEPEDPC

Key Information

Part-time

12 months

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

CTEPEDPC

Teaching and Learning During COVID-19

The current COVID-19 pandemic has meant that at Lincoln we are making 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 here at Lincoln.

From autumn 2020 our aim is to provide an on-campus learning experience. Our intention is that teaching will be delivered through a mixture of face-to-face and online sessions. There will be social activities in place for students - all in line with appropriate social distancing and fully adhering to any changes in government guidance as our students' safety is our primary concern.

We want to ensure that your Lincoln experience is as positive, exciting and enjoyable as possible as you embark on the next phase of your life. COVID-19 has encouraged us to review our practices and, as a result, to take the opportunity to find new ways to enhance the Lincoln experience. It has challenged us to find innovative new approaches to supporting students' learning and social interactions. These learning experiences, which blend digital and face-to-face, will be vital in helping to prepare our students for a 21st Century workplace.

Of course at Lincoln, personal tutoring is key to our delivery, providing every student with a dedicated tutor to support them throughout their time here at the University. Smaller class sizes mean our academic staff can engage with each student as an individual, and work with them to enhance their strengths. In this environment we hope that students have more opportunities for discussion and engagement and get to know each other better.

Course learning outcomes are vital to prepare you for your future and we aim to utilise this mix of face-to-face and online teaching to deliver these. Students benefit from and enjoy fieldtrips and placements and, whilst it is currently hard to predict the availability of these, we are working hard and with partners and will aspire to offer these wherever possible - obviously in compliance with whatever government guidance is in place at the time.

We are utilising a range of different digital tools for teaching including our dedicated online managed learning environment. All lectures for larger groups will be delivered online using interactive software and a range of different formats. We aim to make every contact count and seminars and small group sessions will maximise face-to-face interaction. Practicals, workshops, studio sessions and performance-based sessions are planned to be delivered face-to-face, in a socially distanced way with appropriate PPE.

The University of Lincoln is a top 20 TEF Gold University and we have won awards for our approach to teaching and learning, our partnerships and industry links, and the opportunities these provide for our students. Our aim is that our online and socially distanced delivery during this COVID-19 pandemic is engaging and that students can interact with their tutors and each other and contribute to our academic community.

As and when restrictions start to lift, we aim to deliver an increasing amount of face-to-face teaching and external engagements, depending on each course. Safety will continue to be our primary focus and we will respond to any changing circumstances as they arise to ensure our community is supported. More information about the specific approaches for each course will be shared when teaching starts.

Of course as you start a new academic year it will be challenging but we will be working with you every step of the way. For all our students new and established, we look forward to welcoming you to our vibrant community this Autumn. If you have any questions please visit our FAQs or contact us on 01522 886644.

Dr Billy Noopuri - Programme Leader

Dr Billy Noopuri - Programme Leader

School Staff List Make an Enquiry

Welcome to PG Cert Clinical Teaching and Practice Education

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 course is delivered using a rotational 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, and the Higher Education Academy to provide opportunities to gain both qualification and professional recognition.

Welcome to PG Cert Clinical Teaching and Practice Education

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.

How You Study

The programme will use a blended learning strategy and is delivered part-time for a duration of 14 months. Teaching approaches include peer-to-peer learning and teaching, gamification, and an element of choice and customisation of the course. The programme also involves observed teaching sessions with tutor support and student forums.

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:

- Designing and planning learning activities
- Methods of learning and teaching
- Inclusive teaching practice
- Supporting student learning
- Assessment for and of learning
- Giving feedback to students
- Evaluating learning and teaching practice
- Enhancing the student experience.

Course start date: January 2020


Days Taught

18 full-day sessions across one calendar year (Wednesday)

What You Need to Know

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.

Find out More

How You Study

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;

  • Designing and planning learning activities
  • Methods of learning and teaching
  • Inclusive teaching practice
  • Supporting student learning
  • Assessment for and of learning
  • Giving feedback to students
  • Evaluating learning and teaching practice
  • Enhancing the student experience.

Days Taught

18 full-day sessions across one calendar year (Wednesday).

What You Need to Know

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.

Find out More

An Introduction to Your Modules

Module Overview

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.

Module Overview

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.

Module Overview

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.

An Introduction to Your Modules

Module Overview

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.

Module Overview

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.

Module Overview

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.

How you are assessed

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.

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.

Fees and Scholarships

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.

Course Fees

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.

Course-Specific Additional Costs

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.

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.

Course Fees

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.

Course-Specific Additional Costs

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.

Entry Requirements 2019-20

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.

Entry Requirements 2020-21

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.

Interviews & Applicant Days

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.

Career Opportunities

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.

Facilities

The Sarah Swift Building is the home of the Schools of Health and Social Care and Psychology. The building houses specialist teaching and research spaces for both Schools, as well as general teaching and learning facilities for the wider University.

The University has invested more than £300 million in its buildings and facilities. Further plans to invest in additional facilities, along with the refurbishment of existing buildings across our campus, are underway. 

Students can study and research in the University's Great Central Warehouse Library, which provides more than 250,000 printed books and approximately 400,000 electronic books and journals, as well as databases and specialist collections. The Library has a range of different spaces for shared and individual learning.

Related Courses

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.
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