Clinical Education

Clinical Education - PgCert, MSc

This course is an excellent opportunity for health professionals such as Doctors, Nurses, Midwives, Physiotherapists, Pharmacists and Radiographers who are involved with teaching and supervising students to strengthen their skill-set and progress their career. The General Medical Council recognises that educators require the necessary knowledge for this role and that there is a need for greater professionalism and accountability as clinical teachers.

Month of entry

Distance Learning - October OR April

Mode of study

Online programme, Part time

Location

Online

Subject area

Health and Rehabilitation, Medicine

Fees for 2025/26 academic year

MSc (180 credits) £4,250 (per year of study)
PG Cert (60 credits) £4,250

Duration of study

1 year - Postgraduate Certificate 3 years - MSc

Apply for PG Cert (distance learning) Apply for MSc (distance learning)

Why study Clinical Education at Keele University?

Our teaching Faculty include specialist clinical educators along with educationally qualified clinicians, working in both Primary and Secondary care

The Postgraduate Certificate pathways are accredited by both the Academy of Medical Educators, and Advance HE (formally the Higher Education Academy), HEA

On successful completion of the PG Certificate, you will be able to teach in a range of clinical settings, with a broad range of expertise and sector specific knowledge

Course summary

This course will introduce you to the latest theoretical base and expose you to the challenges of teaching students in the clinical environment. The overall aim of the course is to improve the quality and effectiveness of clinical teaching. Participants will develop expertise and specialist knowledge in their chosen areas of clinical education.

The course is divided into three levels: Postgraduate Certificate, Postgraduate Diploma, and full MSc. Students can step off at any level. Students who successfully complete the 60 credit Certificate course are able to opt to proceed to a Diploma which is a further 60 credits, in total amounting to 120 credits. A student attaining the Diploma can then progress to a MSc (180 credits in total).

Postgraduate Certificate

Open to Home (UK) and international students part time as a distance learning (online) course.

This course will cover the fundamentals of clinical education, introduce you to the latest theoretical base and expose you to the challenges of teaching and assessing students in the clinical environment. The overall aim of the course is to improve the quality and effectiveness of clinical teaching through:

Understanding a learner-centred approach
Developing practical teaching and assessment skills
Promoting understanding of educational theory
Promoting reflective practice in education and clinical practice
Promoting evidence based education

MSc

Open to Home (UK) and international students part time as a distance learning (online) course.

Achieving the MSc will develop your knowledge and necessary skills to ensure professionalism is reached and maintained for clinical leaders. It will provide the individual with advanced expertise and specialist knowledge in clinical education and enable you to display critical analysis and independent thinking, to progress you in clinical education teaching. To complete the masters, you undertake a clinical education-based research project.

The total academic credit rating for the MSc degree is 180 credits, of which the taught modules comprise 120 credits and the dissertation 60 credits.

On successful completion of your Dissertation, you should be able to:

Communicate a framework of reference (such as a literature review), to show the relevance of the proposed research.
Display evidence of critical analysis, independence of thought and an understanding of advanced concepts and methods related to research.
Demonstrate the appropriateness and intellectual coherence of the research design/plan of argument for linking questions to methods and conclusions.
Select appropriate information gathering methods and implement these effectively and with a high level of judgement.
Show evidence of advanced methods of analysis and of a high level of skill in their execution.
Where appropriate, evidence of critical evaluation and reassessment of results and techniques during the research period.
Show evidence of intellectual rigour in the interpretation of the results of the analysis.
Analyse ethical issues (where appropriate).
Produce a report of appropriate style, organization and structure.
Display a high level of written English and expository methods.

Key dates

The next distance learning course starts on 29 September with an application deadline of 15 September 2025.

Teaching facilities

The course is hosted by Keele University's School of Medicine, which is one of the top ranked universities in the UK. You will have access to university libraries (online facilities for distance learning) facilities and enjoy the support of the wider university. Teaching Faculty include specialist clinical educators along with educationally qualified clinicians working in both Primary and Secondary care who ensure the course is relevant to the clinical environment.

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ACCREDITATION AND PROFESSIONAL RECOGNITION

The Postgraduate Certificate pathways are accredited by both the Academy of Medical Educators, and Advance HE (formally the Higher Education Academy), HEA. Successful completion of the course entitles participants to be recognised as Fellows of the AoME and / or HEA and use the
post-nominals MAcadMEd and / or FHEA.

Academy of medical educators logo

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Course structure

Taught Modules

Certificate

Comprises of one core 30 credit module (Effective Clinical Teaching) plus two selective 15 credit modules, amounting to 60 credits total to gain the Certificate.

Students who successfully complete the 60 credit Certificate course are able to opt to proceed to a Diploma which is a further 60 credits, in total amounting to 120 credits. A student attaining the Diploma can then progress to a MSc (180 credits in total).

MSc

There are no formal taught modules for the final 60 credits which is achieved through submission of a dissertation.

Modules

The module details given below are indicative, they are intended to provide you with an idea of the range of subjects that are taught to our current students. The modules that will be available for you to study in future years are prone to change as we regularly review our teaching to ensure that it is up-to-date and informed by the latest research and teaching methods, as well as student voice. The information presented is therefore not intended to be construed and/or relied upon as a definitive list of the modules available in any given year.

Compulsory Modules (comprising the postgraduate certificate)

Introduction to Clinical Education (15 credits)
A module which teaches the core skills in clinical education writing including critical analysis and reflection. You will be required to reflect on a range of teaching activities and demonstrate their understanding of how your practice aligns with current pedagogical theory and published literature.

Teaching Methods and Theories of Learning (15 credits)
This module enables you to develop an overview of the theories of learning and insight into how these theories can be used to inform your choice of teaching methods. Through a variety of activities, including keynote talks, seminar discussions, small group work and presentations this module will address learning theories and teaching methods in medical education, including problem based learning, workplace based teaching, small group teaching, communication skills teaching and teaching in a clinical environment.

Assessment in Clinical Education (15 credits)
This module will introduce you to the foundations of good assessment practice applicable to a range of healthcare settings and roles. You will gain a theoretical understanding of best practice in assessment and will be introduced to a variety of assessment strategies to implement in your workplace. It further develops assessment strategies by introducing the amalgamation of assessments to allow progression decisions within your health profession and focuses on
critically appraising assessment methods and amalgamation of assessment strategies to allow you to improve assessment practices within your practice.

Educational Supervision and Feedback (15 credits)
Educational supervision and feedback skills are vital for the continuing professional development of all healthcare professionals. Therefore teachers within these professions need to develop these skills to be able to guide their learners. This module explores the role of the educational supervisor and it also allows learners to explore feedback methods to further enhance their feedback skills.

Optional Modules - (with the PG Certificate modules, comprising the Postgraduate Diploma)

Select four from the following 15 credit modules:

Developing Professional Skills and Attitudes
These module will enable you to evaluate professionalism within the clinical context and be integrate their values and experience (and reflection on experience) of proto-professionalism occurring in concert with the professional's evolving knowledge and skills base. Influences on proto-professionalism are considered in terms of moral and psycho-social development and reflective judgement.

Introduction to Research in Clinical Education
This module is relevant to healthcare professionals who want to develop an understanding of the principles of research, the appropriate use of methodological approaches, and to understand how selected methods may be applied to researching practice.

Independent Study Module
You will develop specific areas of teaching or explore special interests within the framework of the MSc. Clinical teachers working settings (e.g. diagnostic imaging, pathology, surgical specialities,) may wish to explore packages to meet the needs of small numbers of specialist trainees. Provided such development involves new learning on the part of the Diploma student, evidence of this may be accredited within this module. The module may also provide a basis for testing ideas that will be developed further in the dissertation component.

Media Design
On this module you will learn how to evaluate educational media and be given the opportunities to develop their own media project for a group of learners of their choice.

Curriculum Design and Session Planning
On this module you will be introduced to contemporary medical education in which the curriculum achieves a symbiosis with the health services and communities in which medical students learn. The assessment criteria for this module ensure that you demonstrate the underlying links between the curriculum and health service provision and that a responsive attitude to changing values is needed to ensure curricula remain effective and fit for purpose.

Simulation in Clinical Education
This module examines the current educational theories and evidence base in the literature for simulation in clinical education, enabling students to have sound pedagogical base on simulation. You’ll explore activities, methods and technologies currently used in simulation in clinical educational settings and gain practical experience of applying theory and evidence to the design and delivery of a simulated learning session. You’ll develop critical appraisal skills by assessing the effectiveness of simulation in a practical setting and feedback skills specific to simulation based learning.

Advanced Assessment module
This module is designed for individuals who, within their healthcare role, are involved in the assessment of students or in the development of assessment items/programmes at undergraduate or postgraduate level, within primary, secondary or tertiary care. Individuals will understand the theory of, and be able to develop a range of assessment items that can be used to assess student progress. The module will focus on how to write assessment items and develop the skills and understanding needed to ensure that assessments are valid and reliable.

MSc Project - 60 credits

This may be research or 'desk' based. The School has a number of defined projects or you can write your own research proposal.

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Entry requirements

The following section details our typical entry requirements for this course for a range of UK and international qualifications. If you don't see your qualifications listed, please contact us to find out if we can accept your qualifications.

Typical Offer: A recognised degree level award in your chosen area of healthcare.

This course is designed for graduate health professionals currently engaged in clinical teaching.

We can accept International applicants on to any version of this course - PG Cert, PG Dip or MSc - if the chosen mode of attendance is distance learning.

We don’t accept degrees from certain universities in Bangladesh, please see our Bangladesh Country Page for more information.

You will also need: an English language qualification (see below)

English language requirements

All of our courses require an English language qualification or test. For most students, this requirement can be met with a 4 or C in GCSE English. Please see our English Language guidance pages for further details, including English language test information for international students. For those students who require an English language test, this course requires a test from Group C.

References

Normally, you will need to provide at least one academic reference to support your application unless you have been out of study longer than two years. If it has been more than two years since you last studied on a degree-level programme, you will normally need to provide an employment reference instead. For more information about Academic References, please see our Postgraduate how to apply web pages.

Personal Statement/Statement of Purpose

Please see our Postgraduate how to apply web pages for guidance on what to include in your personal statement.

Recognition of Prior Learning

The Recognition of Prior Learning (RPL) is a process which enables applicants to receive recognition and formal credit for learning acquired in the past through formal study or work and life experiences.

RPL can also be requested for admission onto the start of a programme in lieu of the admission requirements. For more information, see our Recognition of Prior Learning web pages.

General information

The entry grades outlined in this section indicate the typical offer which would be made to candidates, along with any subject specific requirements. This is for general information only. Keele University reserves the right to vary offer conditions depending upon a candidate's application.

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Teaching, learning and assessment

Teaching

During the programme you will sometimes be expected to role play and engage in simulated clinical scenarios with other students, such as the practice and observation of practical skills in physical contact with other students. For some specific practices, this may necessitate modification of dress - e.g., to shorts and t-shirt. These activities will be conducted in a professional, safe, respectful and culturally sensitive way, under the supervision of academic staff, according to a defined protocol.

MSc, PG Certificate

Distance Learning: The online delivery of this course is via Microsoft Teams with content designed specifically for this course. Learning and teaching methods include interactive discussion forums, narrated short presentations, animated videos and video presentations. The course is delivered asynchronously over a specified time and students access the materials and activities at a time that is suitable for them via extensive independent study.
Dissertation pathway: The emphasis is on self-directed learning supported by individual educational supervisors. It is essential that students identify a local topic-specific supervisor for their project. The topic-specific supervisor should be a senior member of staff within their local NHS Trust or Keele University or equivalent academic institution. Where students are supervised by clinicians who do not hold an academic or teaching post within the university, then a member of academic staff from the course must also oversee the project. The Course Director can assist students in identifying a supervisor.

MSc

The emphasis is on self-directed learning supported by individual educational supervisors. It is essential that students identify a local topic-specific supervisor for their project. The topic-specific supervisor should be a senior member of staff within their local NHS Trust or Keele University or equivalent academic institution. Where students are supervised by clinicians who do not hold an academic or teaching post within the university, then a member of academic staff from the course must also oversee the project. The Course Director can assist students in identifying a supervisor.

Assessment

PG Certificate

Modules will be assessed by a variety of assessment methods including written assignments, reflective diaries, presentations and case studies and production of educational media.

MSc

You will undertake a dissertation project in an area related to Clinical Education. The outcome of the dissertation project can be presented for assessment in two different ways.

A written dissertation (15,000 words) OR
A journal style article, supported by a presentation of research design and reflective piece.

Progression and affiliation

The Postgraduate Certificate pathways are accredited by both the Academy of Medical Educators, and Advance HE (formally the Higher Education Academy, HEA). Successful completion of the courses entitles participants to be recognised as Fellows of the AoME and/or HEA and use the post-nominals MAcadMEd and/or FHEA.

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"The taught Masters in Clinical Education has greatly improved my knowledge surrounding research and education within healthcare. Utilising my skills and experience from the course, I was delighted to secure my top choice specialised foundation programme for my foundation training as a doctor, allowing me to build on my skills learnt from the Masters and incorporate these in further opportunities in education and research."

Emily, MSc Clinical Education

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Our expertise

Academic staff in the School of Medicine for Clinical Education include:

Programme Director, Vikki Foley (v.foley@keele.ac.uk)

Vikki Foley was appointed to the School of Medicine in 2016 as a Lecturer in Clinical Education and provides Academic support for Staff Development initiatives within the Medical School. Vikki has an NHS background where she worked in Clinical Science and has substantial experience of work based teaching and learning in clinical environments. She has several years of experience as an academic, teaching at DeMontfort University and as a Teaching and Learning specialist at Warwick Medical School before moving to Keele University. She is a Senior Fellow of the HEA and module leader for a range of modules across Postgraduate medicine courses. Vikki is actively researching in the field of Clinical Education.

Lecturer, Karl Gimblett (k.gimblett@keele.ac.uk)

Karl Gimblett was appointed as lecturer in Clinical Education in the summer of 2022 and has extensive expertise in digital education, collaborating on a number of digital projects with the NHS. Karl's research interests lie in the use of role-playing games in medical education, as well as broader interests in feedback and assessment practices, and curriculum design.

Lecturer: Dr Abbie Meacham (a.k.meacham@keele.ac.uk)

Dr Abbie Meacham was appointed as a Lecturer in Clinical Education in 2022. She has previously taught extensively at the school in her role as a Clinical Teaching Fellow. She is a practising clinician working part time in Acute and General Medicine. Currently, she is a module lead for three modules of study within the Postgraduate Certificate and Diploma in Clinical Education programs. These modules are closely aligned to her academic and educational interests in clinical simulation, assessment practices and professional identity formation.

Lecturer: Dr Dominic Proctor (d.o.proctor@keele.ac.uk)

Dr Dom Proctor was appointed to the School of Medicine in 2022 as a part-time Lecturer in Clinical Education. Dom completed his MSc Clinical Education in 2019 at the University of Exeter and works as a junior doctor in London. He has experience of teaching at Undergraduate and Postgraduate level and currently leads on the 'Theoretical Perspectives on Simulation in Clinical Education' module and co-leads the 'Educational Supervision and Feedback' module.

Lecturer: Dr Gareth Byrne (g.byrne@keele.ac.uk)

Dr Gareth Byrne was appointed as a Lecturer in Clinical education in 2022. He completed his undergraduate medical degree and postgraduate training in Clinical Education at Keele University. He currently leads F2F and distance modules including ‘Effective Educational Supervision’ and ‘Simulation design and delivery’. He also works as an Anaesthetist, currently training within the Stoke School of Anaesthesia.

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