This module is run over a thirteen week cycle where the first week is spent working on introductory activities using a Virtual Learning Environment and the core learning is delivered online over eight weeks (on the dates advertised). You then have three weeks of personal study and you will be required to submit your assignment electronically in the thirteenth week (usually on a Tuesday at 14:00 UK Local Time).
Developing Practice in Medical Education
Using critical reflection as a framework to relate theoretical and conceptual models to practice, taking into account evidence, values, learner diversity, and modes of learning.
This module aims to support students in developing their practice as teachers through critical reflection on the ways in which evidence, theory, values and contexts interact. The module encourages students to explore how and why their own teaching practice and understanding of learning and teaching has evolved over time and present plans for further professional development as an educator informed by an understanding of how professional expertise is acquired.
Students will learn in small groups alongside tutor-led sessions and experiential learning (such as microteaching).
This course will enable students to:
- articulate an overall approach to teaching (a ‘teaching philosophy’) through critical reflection on evidence, theories, values and contexts;
- evaluate their own teaching, using a range of reference points, including student evaluation, teaching observation, assessment, and self-reflection;
- evaluate learning technologies which may support student learning in their teaching context;
- critically consider issues of learner diversity as they relate to the student’s context, and explore ways in which their teaching can be responsive to heterogeneous learner groups;
- identify, through systematic searching, and critically appraise educational literature relating to their teaching context;
- support the development of others as educators through observation, feedback, coaching and peer-peer interactions.
- GMC (2015) Promoting Excellence: Standards for Medical Education and Training. In particular, Theme 4: Supporting educators
- Ahmadi S, Baradaran H, Ahmadi, E. (2015) Effectiveness of Teaching Evidence-Based Medicine to Undergraduate Medical Students: A BEME Systematic Review Medical Teacher 37:1, 21-30. Available from: https://bemecollaboration.org/Published+Reviews/BEME+Guide+No+31/
|Short Course in Health Sciences||£2570.00|
|Students enrolled on PGCert in Teaching EBHC||£2080.00|
Details of funding opportunities, including grants, bursaries, loans, scholarships and benefit information are available on our financial assistance page.
If you are an employee of the University of Oxford and have a valid University staff card you may be eligible to receive a 10% discount on the full stand-alone fee. To take advantage of this offer please submit a scan/photocopy of your staff card along with your application. Your card should be valid for a further six months after attending the course.
David Nunan is Director of the Postgraduate Certificate in Teaching Evidence-Based Health Care and has a central role in the Centre for Evidence-Based Medicine’s teaching and education activities at undergraduate (Oxford medical school) and postgraduate level. His research interests include meta-epidemiology, research bias, nonpharmacological interventions for chronic disease, primary care and public health and medical education. He is a Fellow of Kellogg College.
Dr Adrian Stokes was Director of the CPD Centre and Deputy Director in the Department for Continuing Education, University of Oxford. He was formerly Director of Masters Programmes and Continuing Professional Development at the Institute of Clinical Education, Warwick Medical School, with overall responsibility for a wide range of postgraduate programmes including diabetes care, trauma and orthopaedic surgery, child health, public health, palliative care, dentistry, medical leadership and medical education. He is a Fellow of Kellogg College.
Assessment will be based on submission of a written assignment which should not exceed 4,000 words.
Applicants may take this course for academic credit. The University of Oxford Department for Continuing Education offers Credit Accumulation and Transfer Scheme (CATS) points for this course. Participants attending at least 80% of the taught course and successfully completing assessed assignments are eligible to earn credit equivalent to 20 CATS points which may be counted towards a postgraduate qualification.
Applicants can choose not to take the course for academic credit and will therefore not be eligible to undertake the academic assignment offered to students taking the course for credit. Applicants cannot receive CATS (Credit Accumulation and Transfer Scheme) points or equivalence. Credit cannot be attributed retrospectively. CATS accreditation is required if you wish for the course to count towards a further qualification in the future.
A Certificate of Completion is issued at the end of the course.
Applicants registered to attend ‘not for credit’ who subsequently wish to register for academic credit and complete the assignment are required to submit additional information, which must be received one calendar month in advance of the course start date. Please contact us for more details.
Please contact email@example.com if you have any questions.
This course requires you to complete the application form and to attach a copy of your CV. If you are applying to take this course for academic credit you will also be required to provide a reference. Please note that if you are not applying to take the course for academic credit then you do not need to submit a reference.
Please ensure you read the guidance notes which appear when you click on the symbols as you progress through the application form, as any errors resulting from failure to do so may delay your application.
To apply for the course you should:
- be a graduate or have successfully completed a professional training course
- have professional work experience in the health service or a health-related field
- be able to combine intensive classroom learning with the application of the principles and practices of evidence-based health care within the work place
- have a good working knowledge of email, internet, word processing and Windows applications (for communications with course members, course team and administration)
- show evidence of the ability to commit time to study and an employer's commitment to make time available to study, complete course work and attend course and university events and modules
Accommodation is available at the Rewley House Residential Centre, within the Department for Continuing Education, in central Oxford. The comfortable, en-suite, study-bedrooms have been rated as 4-Star Campus accommodation under the Quality In Tourism scheme, and come with tea- and coffee-making facilities, free Wi-Fi access and Freeview TV. Guests can take advantage of the excellent dining facilities and common room bar, where they may relax and network with others on the programme.
Please ensure that you have access to a computer that meets the specifications detailed on our technical support page.
and also available as an accredited short course in Health Sciences.
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