Postgraduate Certificate in Healthcare & Biomedical Education (new)

August 2015

Participant Handbook v1

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Table of ContentsGlossary....................................................................................................................................4

1 Introduction..................................................................................................................... 5

2 History and Context of the Postgraduate Certificate in Healthcare & Biomedical Education................................................................................................................................. 5

2.1 History of the Postgraduate Certificate in Healthcare and Biomedical Education 5

2.2 Institutional Position of the PGCert HBE 6

2.3 UK Professional Standards Framework (UKPSF) 6

2.3.1 UKPSF Dimensions of Practice............................................................................7

2.3.2 UKPSF Descriptors..............................................................................................8

2.3.3 UKPSF mapping for the PGCert HBE...................................................................8

2.4 SHINE 10

2.5 HEA Accreditation 10

2.6 Future Development of a Masters Programme in Healthcare & Medical Education11

3 Course Overview, Structure, Aims & Outcomes, Teaching & Learning...........................12

3.1 Award Title 12

3.2 Course Overview 12

3.3 Course Structure 12

3.4 Course Aims 13

3.5 Course Outcomes 13

3.6 UKPSF mapping 13

3.7 Teaching & Learning approaches 14

3.7.1 Teaching and Assessing Activities.....................................................................14

3.7.2 Educational Supervision....................................................................................14

3.7.3 Courses and workshops....................................................................................14

3.7.4 Observation and Review of Teaching and Assessing........................................15

3.7.5 Written reports and Oral Presentation.............................................................15

3.7.6 Self-directed Learning.......................................................................................15

3.7.7 Personal & Professional Development Folder – module 3...............................15

3.7.8 e-learning..........................................................................................................16

4 General Course Information...........................................................................................17

4.1 Staff 17

4.2 COURSE WEBSITE 17

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4.3 FEES 17

4.4 ASSIGNMENT SUBMISSION DATES / ORAL PRESENTATION 17

4.5 TIMETABLE Academic Year 2015/2016 (28.07.2015 version) 18

5 Module 1: Principles of Teaching and Learning..............................................................20

6 Module 2: Principles of Assessment of Learning and Curriculum Design.......................32

7 Module 3: Personal and Professional Development as a Teacher..................................46

7.1 UKPSF mapping of PGCert HBE 67

7.2 UKPSF – Dimensions of the Framework 68

7.3 Indicative Mapping of PGCert HBE Learning Outcomes to UKPSF Dimensions of Practice 69

8 Assessment Strategy, Methods and Regulations............................................................70

8.1 Assessment Overview 70

8.2 PGCert HBE Assessments and UKPSF Mapping 70

8.3 Assessment Methods 70

8.4 Feedback on assessment 70

8.5 Extensions, Deferrals and Resubmissions 71

9 Participant Support........................................................................................................ 74

9.1 Educational Supervisors 74

9.2 PGCert HBE website 74

9.3 SGUL Academic Study Support for Participants 75

9.4 SGUL Graduate School 75

9.5 SGUL General Support for Participants 76

9.6 SOURCES OF SUPPORT FOR PgCert HBE PARTICIPANTS – 2015/2016 81

9.7 Example Course “Journey” of a PgCert HBE Participant 82

10 Other services at St George’s.........................................................................................83

10.1 Library information 83

10. 2 Computing facilities 83

10.3 Sport and Recreation: 87

10.4 Food and drink 87

11 Student Conduct.............................................................................................................89

11.1 General regulations 89

11.2 Student Charter 89

11.3 Attendance 90

11.4 Smoking policy 90

11.5 Parking 90

11.6 Misconduct and disciplinary procedures 90

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11.7 Plagiarism 92

Glossary

APMR Annual Programme Monitoring Report

CBL Case-based Learning

CPD Continuing Professional Development

FHEA Fellow of the Higher Education Academy

HEA Higher Education Academy

IMBE SGUL Institute of Medical & Biomedical Education

KU Kingston University

MBBS Bachelor of Medicine; Bachelor of Surgery

Moodle SGUL’s Virtual Learning Environment

OSCE Objective Structured Clinical Examination

PBL Problem-based Learning

PGCert HBE Postgraduate Certificate in Healthcare & Biomedical Education

PGCert HE Postgraduate Certificate in Healthcare Education (2003-2008)

PORT Peer Observation & Review of Teaching (for staff teaching SGUL

students)

QAEC Quality Assurance and Enhancement Committee

SED Self-Evaluation Document

SGUL St. George’s, University of London

SPARC Strategy, Planning and Resources Committee

TPCC Taught Postgraduate Courses Committee

UKPSF UK Professional Standards Framework

UNiC University of Nicosia, Cyprus

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1 Introduction

Welcome to St George’s, University of London (SGUL), and to your studies on the PGCert in Healthcare & Biomedical Education (PGCert HBE), based within the Institute of Medical and Biomedical Education. This handbook provides general information about the new version of this programme, revalidated in November 2014.

The PGCert HBE aims to not only enable you to develop your teaching and assessing practice but also to give you the confidence and skills to embrace the opportunities and challenges encountered by teachers in higher education. We hope that you enjoy the course and find it challenging, stimulating and rewarding.

2 History and Context of the Postgraduate Certificate in Healthcare & Biomedical Education

This handbook relates to the Postgraduate Certificate in Healthcare & Biomedical Education (PGCert HBE) commencing in 2015, but you may be interested to know some of the course’s history and learn more about the context within which it operates.

2.1 History of the Postgraduate Certificate in Healthcare and Biomedical Education

The predecessor to the PGCert HBE, the Postgraduate Certificate in Healthcare Education (PGCert HE), was originally validated in 2003 having been designed to enable professional development and recognition of our teachers and more generally to enhance teaching and assessment practice. From an initial intake of six, the course rapidly expanded to having 113 registered participants in 2008, the year of the Periodic Review. The PGCert HE was designed primarily for SGUL academic staff and Clinical Teaching Fellows (CTFs) however, clinical staff teaching SGUL students and wishing to develop and to gain recognition for their teaching practice recognised that the PGCert HE met their needs and became (and have remained) the largest category of participants. Asked at induction why they have chosen to apply for the PGCert, participants give two main reasons: to develop their teaching skills and to gain professional recognition as teachers.

The validation of the PGCert in Healthcare & Biomedical Education (PGCert HBE) in 2008 responded to the changing profile of SGUL’s portfolio of courses and hence the need to broaden the scope of the PGCert. Numbers of participants continued to rise and included other professionals such as Physician Associates, Healthcare Scientists and Paramedics. In September 2011, the University of Nicosia, Cyprus, (UNiC) commenced delivery of the franchised SGUL MBBS4 course. Initially, SGUL offered teaching and learning staff development in the form of short courses and workshops and mentoring of individuals, however, UNiC staff requested the opportunity to undertake the PGCert HBE and the first cohort (of eight) enrolled in 2012.

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2.2 Institutional Position of the PGCert HBE

In March 2008, SGUL Senate decided that newly-appointed academic staff should be required to undertake the PGCert HE within their probationary period (normally three years) unless they had a comparable qualification or experience equivalent to the course’s stated outcomes. Prior to this (in 2006), a Senior Lecturer post was created to take an institution-wide approach to teaching and learning staff development including designated PGCert HE activities. The current PGCert HBE Course Director is the holder of that post.

The PGCert HBE contributes to the SGUL Strategic Plan through Strategic Aim One, “To grow our excellent reputation for education and learning by providing our students with an exceptional experience within an interdisciplinary environment”, and through Enabling Aim Three, “To strive to attract, retain and nurture the most talented staff.”

The PGCert HBE also features in the current SGUL Education Strategy: Aim 1.1, “Build on the success of our Postgraduate Certificate in Healthcare & Biomedical Education and explore its development to Masters’ level” and Aim 1.2, “Provide a progressive programme of professional development in learning, teaching and assessment that meets the developmental needs of all our teaching staff and supports them in the high quality delivery of a high-standard student experience”.

2.3 UK Professional Standards Framework (UKPSF)

The UK Professional Standards Framework (UKPSF) underpins professional development in teaching and learning at SGUL and it provides the standards against which various levels of professional recognition are judged.

The aims of the UKPSF are to: Support the initial and continuing professional development of staff engaged in teaching

and supporting learning. Foster dynamic approaches to teaching and learning through creativity, innovation and

continuous development in diverse academic and/or professional settings. Demonstrate to students and to other stakeholders the professionalism that staff and

institutions bring to teaching and support for learning. Acknowledge the variety and quality of teaching, learning and assessment practices that

support and underpin student learning. Facilitate individuals and institutions in gaining formal recognition for quality-enhanced

approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities.

The UKPSF was developed within the UK higher education sector and is “owned” by the sector. The UKPSF has two main elements, the Descriptors (which outline the key characteristics of someone who is demonstrating activity across a range of teaching and learning activities) and the Dimensions of Practice which are three sets of statements relating to activities being undertaken – for full details follow this link to the UKPSF:

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http://www.heacademy.ac.uk/ukpsf

2.3.1 UKPSF Dimensions of Practice

There are three interconnected and interdependent UKPSF Dimensions of Practice: Areas of Activity, A1 to A5; Core Knowledge (required to operate within the Areas of Activity), K1 to K6; Professional Values (demonstrated by someone operating within the Areas of Activity),

V1 to V4

The table below summarises the elements of the UKPSF Dimensions of Practice:

Areas of ActivityA1 Design & plan learning activities and/or programmes of studyA2 Teach and/or support learningA3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student

support and guidanceA5 Engage in continuing professional development in

subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Core KnowledgeK1 The subject materialK2 Appropriate methods for teaching, learning and assessing in the

subject area and at the level of the programmeK3 How students learn, both generally and within their

subject/disciplinary areaK4 The use and value of appropriate learning technologiesK5 Methods for evaluating the effectiveness of teachingK6 The implications of quality assurance and quality enhancement for

academic and professional practice with a particular focus on teaching

Professional ValuesV1 Respect individual learners and diverse learning communitiesV2 Promote participation in higher education and equality of

opportunity for learnersV3 Use of evidence-informed approaches and the outcomes from

research, scholarship and continuing professional developmentV4 Acknowledge the wider context in which higher education operates,

recognising the implications for professional practice

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2.3.2 UKPSF Descriptors

The Descriptors outline the key characteristics of someone who is demonstrating activity across a range of teaching and learning activities. There are four Descriptor levels, D1 to D4.Descriptor 1 would apply to someone who, “Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning.” A general guide would be that D1 relates to someone who could provide evidence of successfully engaging with at least two of the Areas of Activity but not all five. He or she would also need to be able to provide evidence of an understanding of at least K1 and K2 (Core Knowledge aspects) and of relevant professional practices and development activity related to activities and responsibilities.

Descriptor 2 would apply to someone who, “Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.” As a general guide, D2 relates to someone who can provide evidence of successful engagement across all five aspects of the Areas of Activity, of knowledge and understanding across all of the aspects of Core Knowledge and who demonstrates commitment to and engagement with the related professional activities and values. It is the level at which someone who completes the PGCert HBE would be operating.

Descriptor 3 would apply to someone who, “Demonstrates a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning.” As a general guide, D3 relates to an individual who can demonstrate the achievement required for demonstration of D2 and in addition, a sustained record of effectiveness in relation to teaching and learning support and to the organisation, leadership and management of specific aspects of teaching and learning provision.

Descriptor 4 would apply to someone who, “Demonstrates a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning as part of a wider commitment to academic practice.”

2.3.3 UKPSF mapping for the PGCert HBEMapping against the various Dimensions of Practice of the UKPSF (at Descriptor level 2) is shown in three main ways in this handbook:

Against the learning objectives in each of the module sections (Sections 5, 6 and 7) Against the assignments as shown in the module sections, but the very participant-

focussed, individual nature of the PGCert HBE means that this Against the activities in general as in the following three tables:

It should be noted that the individual nature of assignments and learning experiences undertaken by PGCert HBE participants means that accurate mapping can only be undertaken by the individual following the particular activity

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Module One Activity Suggested Hours

UKPSF at D2

Planning and delivering teaching and learning development activities to a range of groups and individuals in a range of settings

50 A1, A2, A4K1, K2, K3, K4V1, V2,V3

Producing annotated log of module-related teaching activities

25 A5; K5

Workshops and short courses 30 A5,K1, K2, K3V1, V2

Meetings with PGCert HBE educational supervisor or CPD advisor

10 A5, V3, V4 and other possibilities dependant on topics discussed

Extended report based on an observation & review of participant’s teaching practice

25 A1, A2, A4, A5K1, K2, K3, K4, K6V1, V3

Observation & Review of Teaching Practice 10 A1, A2, A4, A5K6

Creation and use of learning resource + critical appraisal of value

30 A4K1, K2, K3, K4, K5

Self-directed study 120 K1, K2, K3, K4, K5V2

Total 300

Module Two Activity Suggested Hours

UKPSF at D2

Assessment of learning including designing assessments, acting as an assessor and giving feedback

25 A3K1, K3, K4V2

Workshops and short courses 15 A5K1, K2, K3V1

Meetings with PGCert HBE educational supervisor 10 A5, V3, V4 and other possibilities dependant on topics discussed

Curriculum design activities and creation of Curriculum Design Item

15 A1, A4, A5K1, K2, K3, K4, K5, K6V1, V2, V3, V4

Observation & Review of examining/assessing 5 A3, A5V1, V2

Critique of assessment item creation and use 30 A3, A4, A5K1, K3, K5, K6V3

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Self-directed study 50 V2K1. K2, K3, K4, K5

Total 150

Module Three Activity Suggested Hours

UKPSF at D2

Undertaking at least 2 evaluations of teaching by learners

20 K5, K6

Reciprocal peer reviews with fellow participant 10 A4, A5K6V3

Workshops and short courses 10 A5K1, K2, K3, K5V1, V2

Meetings with PGCert HBE educational supervisor 10 A5, V3, V4 and other possibilities dependant on topics discussed

Structured Reflective Account 40 Synoptic activity covering engagement with the full range of the UKPSF

Self-directed study 50 A5,K1, K2, K3, K4, K5

Total 150

2.4 SHINE

SHINE stands for, “St. George’s Health in Education” and is the name adopted for SGUL’s professional development provision for staff engaged with teaching and supporting student learning. The elements of the provision are:

a CPD Framework the revalidated PGCert HBE a stand-alone 30-credit module from the PGCert HBE

The PGCert HBE differs from the CPD Framework in that the PGCert is a defined programme of study with specified modules and assessments and with some differences in support offered to participants, however, resources and activities such as workshops will be shared as much as possible.

2.5 HEA Accreditation

The PGCert HBE was accredited by the Higher Education Academy (HEA) in 2009 (backdated to 2008) at UKPSF Descriptor level 2, enabling PGCert HBE graduates to apply for recognition as Fellows of the HEA (FHEA). The revalidated (November 2014) PGCert HBE is a

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component of SHINE and has been accredited by the HEA at UKPSF Standards Descriptor level 2 backdated to September 2014. This means that all participants completing the revalidated PGCert HBE programme are eligible for recognition as Fellow of the HEA (FHEA), although participants not employed by SGUL should note that they will be required to pay a registration fee to the HEA.

2.6 Future Development of a Masters Programme in Healthcare & Medical Education

SGUL is currently developing a Masters course in Healthcare & Biomedical Education, led by Professor Paul Booton. Discussions with Prof. Booton and the course team about the relationship between the PGCert HBE and the Masters course have resulted in the view that the PGCert should comprise 60 credits of the Masters course thus facilitating progression of PGCert participants onto the SGUL Masters programme if they so wish.

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3 Course Overview, Structure, Aims & Outcomes, Teaching & Learning

3.1 Award Title

The course leads to the award of the Postgraduate Certificate in Healthcare & Biomedical Education of St George’s Hospital Medical School, a constituent College of the University of London.

3.2 Course Overview

The PGCert HBE is based on experiential learning at postgraduate level situated within your professional practice and supported by experienced teachers through supervision and mentoring, observation and feedback on teaching and assessment practice. Knowledge of the principles and best practice in teaching and assessment is enhanced through short courses, workshops and by engagement with education literature, particularly through a variety of assignments and a presentation. Your personal and professional development is a core aim of the PGCert HBE and is particularly demonstrated through your portfolio and reflective account.

3.3 Course Structure

The course comprises three modules:

Module 1 Principles of Teaching and Learning (30 credits at level 7)

Module 2 Principles of Assessment of Learning and Curriculum Design (15 credits at level 7)

Module 3 Personal & Professional Development as a Teacher (15 credits at level 7)

To obtain the PGCert HBE, you are required to pass all three modules. Each participant takes his/her individual path through the modules determined by the experiences available to him/her. For example, modules 1 and 2 may be taken in parallel or in sequence. Module 3 requires participants to have completed the majority of modules 1 and 2, but not necessarily to have passed them.

Completion of all three modules would normally take one academic year. If you need to take more than one year to complete the course, you must negotiate this with the Course Director at the start of the course and set out in detail in your Learning Development Plan which you agree with your Educational Supervisor (see Section 9.1) A proforma for the Learning Development Plan the accompanying Learning Needs Analysis are available on the pgcerthbe.sgul.ac.uk website.

Any of the three modules can be taken separately for CPD purposes but module 3 requires modules 1 and 2 (or equivalent) to have been taken.

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3.4 Course Aims

The PGCert HBE Course aims to:

Equip participants with the knowledge, skills and attitudes to become effective teachers in healthcare and biomedical education

Promote reflective practice, scholarship and professional development in teaching.

3.5 Course Outcomes

The PGCert HBE course outcomes are set out below.

On successful completion of the PgCert HBE, you will have:

1 Contributed to and evaluated critically the design and planning of learning activities and teaching programmes

2 Performed effectively and reflected critically on a range of teaching activities3 Developed and evaluated critically teaching resources relevant to practice4 Designed and critically analysed formative and summative techniques for

assessment of student learning5 Used and analysed critically a range of self, peer and other evaluation techniques6 Evaluated critically a range of theoretical models of learning and teaching relevant to

own practice7 Demonstrated an applied understanding of pedagogical issues related to teaching

and supporting the needs of diverse learners8 Identified and reflected critically on own personal development needs9 Identified and reflected critically on own role in the wider contexts of own institution

and higher education in general10 Compiled a portfolio of evidence demonstrating own personal and professional

development as a teacher during the PgCert HBE course

3.6 UKPSF mappingThe PGCert HBE is mapped against all three Dimensions of the UKPSF at Descriptor level D2. This is shown in the individual module sections (5, 6 and 7 of this handbook) with the Learning Objectives and with the assessment items. Although the participant-specific, flexible nature of the PGCert HBE means that there will be some differences in content of the assessments undertaken by different participants, the mapping is against general principles and content of the Learning Objectives and assessment items, hence all participants will be able to demonstrate engagement with all of the Dimensions on completion of the PGCert HBE course.

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3.7 Teaching & Learning approaches

3.7.1 Teaching and Assessing Activities

The course philosophy is founded on experiential learning hence PgCert HBE participants are required to undertake specified types of teaching, assessing and evaluation activities for all three modules. You will need to record details of these activities in a diary/log and present this formally for module 1. Your log will also be valuable in the compilation of the Structured Reflective Account for module 3. The activities also provide the topics for the reports/presentation required for modules 1 and 2.Progress with achieving the specified duration and type of activities will form part of discussions between you and your Educational Supervisor.

3.7.2 Educational Supervision

Each participant is allocated an Educational Supervisor soon after induction to act as a mentor and advisor throughout the course. The Educational Supervisor supports you in your experiential learning through discussing reflection on practice, feedback given on performance and by giving feedback on drafts of reports, presentations and other items for assessment. Your Supervisor also helps you to plan your individual pathway through the course. Further details of the Educational Supervisors and their role is given in Section 9.1.

3.7.3 Courses and workshops

You are strongly encouraged to attend the courses and workshops listed below. All courses and workshops employ interactive teaching methods, encouraging active learning and personal involvement of participants.

3-day Teaching Skills course 2-day Presentation Skills course 1-day PBL and CBL Tutoring workshop Curriculum Design workshop Advanced Assessment (OSCE-writing; standard setting) workshop

You are required to attend the workshop, “Peer Observation & Review of Teaching” in order to undertake the reciprocal (peer) observation of teaching required for module 3.

You are strongly encouraged to attend and to contribute to SGUL’s Annual Education Day on Wednesday, 11 November 2015 (details to be posted on pgcerthbe.sgul.ac.uk website).

You are also strongly encouraged to attend a library literature searching workshop.

Other staff development workshops such as, “Supervising a Research Project” and “SSC Assessor Training” are also available to you.

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3.7.4 Observation and Review of Teaching and Assessing

Review of teaching and assessment performance by trained observers (reviewers) provides PgCert HBE participants with valuable feedback and information for reflection. Review record forms have been developed for a wide range of teaching/assessing/evaluation situations and can be downloaded from the pgcerthbe.sgul.ac.uk website. The process involves a pre-session/activity meeting at which you demonstrate your planning and preparation for the session and agree observation arrangements with the reviewer. After the observation, you meet with the reviewer to discuss the session/activity. You then reflect on the observation feedback and complete the remaining sections of the review form, including proposals for your future practice based on the outcomes of the review. The reviewer will allocate a grade of “Pass” or “Borderline Fail” or “Serious Fail” as described in the “Assessment” section of this document.

For module 3, you are required to undertake reciprocal peer observation/reviews of teaching with another participant. Your reflections on the process of peer observation and review, both as the teacher and as the observer will form part of your Structured Reflective Account for the module and will help to develop collaborative working in teaching.

3.7.5 Written reports and Oral Presentation

These serve as assessment instruments and learning methods, partly through the process of researching and writing or presenting the assignment, but also through formative feedback on drafts before and feedback after completion of an assessment.

3.7.6 Self-directed Learning

Each module includes a minimum number of hours to be spent in self-directed study, in line with the course philosophy. For example, you will need to spend time becoming acquainted with the education theory and current research into higher education related to your practice. Each module allows some time for research into the specified assignments, but you may need more time to read around the topic to become familiar with an area or approach that is different from your familiar territory of science, medicine or other clinical practice. You may wish to experiment with various teaching and learning techniques beyond those required for the module or to place their teaching in an institutional context through discussion with colleagues.

3.7.7 Personal & Professional Development Folder – module 3

For module 3, you are required to write a Structured Reflective Account and assemble a folder of items that have already been assessed for modules 1 and 2 or will be assessed at the time of folder submission (for example, the annotated log of teaching activities for module 1). The process of writing the Structured Reflective Account, reflecting on issues of personal development and considering aspects of professionalism for teachers in higher education are all potentially rich learning experiences. In order to enable you to maximise

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this learning, guidance and resources will be offered on the pgcerthbe.sgul.ac.uk website, by Educational Supervisors and at folder “surgeries”. An example of a resource that would be useful for this area of learning is the website www.wonkhe.com

SGUL employs an electronic portfolio system for MBBS students and the use of this for PGCert participants will be explored in the near future.

3.7.8 e-learning

E-learning provides many opportunities for PgCert HBE participants to develop learning resources and to consider curriculum development issues in more depth. Previously, participants have created a range of Virtual Patients, Apps, on-line videos and DVDs to support student learning. You will be encouraged to identify and debate the benefits and possible disadvantages of e-learning from the level of curriculum design through to individual “tools” for learning.The course team is working with SGUL’s e-learning unit and Moodle (virtual learning environment) lead to develop ways of employing e-learning in PGCert HBE delivery. This is particularly important for UNiC and for participants who move away from the SW London area.

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4 General Course Information

4.1 Staff

Course DirectorDr Elizabeth MilesInstitute of Medical & Biomedical Education (IMBE), Hunter Wing, Floor 6, SGULEmail: emiles@sgul.ac.uk Tel 020 8725 4972

Course Administration TeamPG Certificate Healthcare and Biomedical Education Administration TeamInstitute of Medical & Biomedical Education (IMBE), Hunter Wing, Floor 6, SGULEmail: pgcertad@sgul.ac.ukTel 020 8725 2373

4.2 COURSE WEBSITE

http://www.pgcerthbe.sgul.ac.uk/Please visit the website for first source of information. Teaching Observation & Review Forms, Assignment Guidelines, Assignment cover sheet, Educational Supervisor Meeting Record forms and the current Course Handbook and Timetable are all available for download from the website.

4.3 FEES

Currently £2,000 for the whole course (£500 for participants who conduct at least 50% of their teaching activities with St George’s students).Fees must be paid on enrolment. For members of St George’s staff, it is possible for fees to be paid in instalments from the staff member’s salary. Please contact the PG Certificate Administrator pgcertad@sgul.ac.uk for more details.

Please note that employees of SGUL are not required to pay an additional fee to gain recognition as Fellows of the HEA, however, employees of other institutions will be required to pay the fee specified by the HEA at the time of course completion.

4.4 ASSIGNMENT SUBMISSION DATES / ORAL PRESENTATION

a) Submission Deadlines for Assignments and/or Portfolio + Structured Reflective Account:

Tue 29 September 2015 by 17.00Tue 26 January 2016 by 17.00

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b) Dates for oral presentation:

Thursday 24th September 2015 (1330-1700pm)Tuesday 29th September 2015 (0900-1230pm)

Further dates to be confirmed, but two or three dates close to each assignment submission date.

4.5 TIMETABLE Academic Year 2015/2016 (28.07.2015 version) (please note that this timetable is subject to change and that further dates for workshops will be

shown on the PGCert HBE website))

Also posted separately on www.pgcerthbe.sgul.ac.uk

Activity Title Activity Date Booking contact: PORT TrainingAttendance at the PORT workshop is a prerequisite.

Mon 26/10/15 1400-1700pm H2.6Thurs 04/02/16 1400-1700pm H2.7Wed 27/04/16 1400-1700pm H2.7Thurs 07/07/16 0930-1230pm H2.5

Book your place by emailing:smeah@sgul.ac.uk

Teaching Skills workshop - General(three days)

2-4 Nov. 2015 0900-1700pm G2.9 11-13 April 2016 0900-1700pm G2.9 13-15 June 2016 0900-1700pm G2.9

Presentation Skills workshop

Tues 01/12/15 9-5pm H5.10+H5.19 Wed 02/12/15 9-5pm H5.13+H5.19

Mon 08/02/16 9-5pm H5.3+H5.19Tues 09/03/16 9-5pm H5.3+H5.19

Mon 06/06/16 9-5pm H2.6+ H2.7Tues 07/06/16 9-5pm H4.18 c+ H4.18d

Book your place by emailing: smeah@agul.ac.uk

Curriculum Design and Development

Fri 16/10/15 0930-1230pm H2.6Tue 23/02/16 1400-1700pm H2.6Wed 22/06/16 0930-1230pm H4.31

Book your place by emailing: smeah@agul.ac.uk

Standard-setting and OSCE writing Workshop (Previously Advanced Assessment)

Mon 28/09/15 9-5pm H6.4Mon 16/11/15 9-5pm H6.4Tues 20/01/16 9-5pm TBCTues 29/03/16 9-5pm TBC

Book your place by emailingsmeah@sgul.ac.uk

One-day PBL Tutor TBA Book your place by

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Training for PGCert HBE participants

emailingsmeah@sgul.ac.uk

SGUL Education Day Wed 11th November 09.00 – 17.00Attend this if at all possible

Book your place by emailing:edday@sgul.ac.uk

Literature Searching Workshop

Location: Library Training Room2015Tue Sept 15th 2 - 3.30 pm Wed Oct 21st 12 - 1.30 pmMon Nov 23rd 1 - 2.30 pm Wed Dec 16th 3 - 4.30 pm

2016Tue Jan 12th 11.30 - 1 pmTue Feb 9th 1 – 2.30 pmWed Mar 16th 11 - 12.30 pmWed Apr 20th 12 - 1.30 pmWed May 18th 12 - 1.30 pmTue Jun 14th 3 - 4.30 pmMon Jul 18th 12 - 1.30 pm

PgCert Administratorpgcertad@sgul.ac.uk

KEY

Blue shaded areas: Workshops compulsory for PgCert in Healthcare and Biomedical Education. Participants who have already attended one of these workshops at St George's in the last 5 years do not need to attend again. Evidence of attendance must be provided. Yellow shaded areas: Workshops not compulsory but participants are strongly advised to attend.

Participants should aim to attend workshops soon after induction – for example, participants starting the PgCert in February 2015 should aim to do the Teaching Skills Course in April 2015, where possible.

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5 Module 1: Principles of Teaching and Learning

INTRODUCTION

Module Code: 1 (TBA)Credit value: 30 credits at level 7Status: Core module for award of PGCert HBE

Can be taken for CPD purposesPrerequisites or co-requisites NoneWeb access: www.pgcerthbe.sgul.ac.uk

This module addresses the principles and practice of effective teaching and learning development across the range of learners and situations. The educational approach of the module is through experiential learning situated within your teaching practice, coupled with workshops and educational supervision. Throughout the module, you will be encouraged to consider the ways in which learning can be promoted, the diversity among your learners and to explore the concept and many forms of learning development available.

AIMS

This module aims to enhance understanding and practice at postgraduate level in the effective teaching and development of learning in a wide variety of settings and types of learners.

LEARNING OUTCOMESOn successful completion of the module, you will be able to:

Learning Outcome UKPSF at D21. Successfully undertake a range of teaching sessions; A1, A2, A4,

K1, K2, K3, V32. Reflect upon and critically discuss own practice in the design and

delivery of teaching sessions demonstrating application of appropriate education theory and principles;

A5, K1, K2, K3, V3

3. Design and employ effective learning resources, critically appraising their contribution to learning.

A2, K3, K4

INDICATIVE CURRICULUM CONTENTPlanning and delivery of large and small group teachingPresentation skills for teachinge-learningPrinciples of learning developmentPrinciples of design of learning resourcesOne-to-one teaching and supervisionDiversity amongst learners; approaches to support and develop effective learning in diverse groupsEducation theory and current research relating to teaching, supervising and learning

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resource designINDICATIVE TEACHING AND LEARNING STRATEGY

The educational approach of the PGCert HBE is one of experiential learning linked to professional development as a teacher hence you are required to undertake module-related practice in a variety of teaching settings including teaching large and small groups and supervising individuals. Experiential learning is supported by workshops and short courses which introduce you to the underpinning educational theory and principles and enables you to apply these to your practice.

Module Activity Suggested HoursPlanning and delivering teaching and learning development activities to a range of groups and individuals in a range of settings

50

Producing annotated log of module activities 25Workshops and short courses 30Meetings with PGCert HBE educational supervisor or CPD advisor 10Reflective Analysis based on a review (ORP) of participant’s teaching

25

Reviews (observations) of teaching (ORPs) 10Creation and use of learning resource + critical appraisal of value 30Self-directed study 120Total 300

MODULE TIMETABLE

There is no standard teaching timetable for this module due to the individuality of experiential learning and the flexibility of attendance dates for workshops. You will discuss your proposed pathway through this module with your Educational Supervisor (or other advisor if you are taking the module for CPD) at the start of the module.

OBSERVATION & REVIEW OF TEACHING

There is a bank of trained observers of teaching available for observation and review of teaching for this module. Their contact details are available at www.pgcerthbe.sgul.ac.uk together with details of the process of observation and review and various record forms to cover the range of teaching.

INDICATIVE ASSESSMENT STRATEGYThe assessment strategy has arisen from consideration of the following:

1. Modelling good practice in assessment of learning;2. Maintaining constructive alignment with module aims and objectives;

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3. Maximising learning from the process of preparing for, undertaking and receiving feedback on the assessment.

FORMATIVE AND SUMMATIVE ASSESSMENT METHODS

You will be asked to present the following items for summative assessment:

A. Annotated log of your teaching and learning development activitiesB. Two reviews of your teaching or learning development activities (one to be the basis

of C below)C. Extended report presenting critical appraisal of issues arising from a review of your

teaching and based on a review of relevant literatureD. An oral presentation based on a learning resource created and critically appraised by

you

Learning Outcome Assessment element

1. Undertake a range of teaching and learning development sessions;

A

2. Reflect upon and critically discuss own practice in the design and delivery of teaching sessions demonstrating application of appropriate education theory and principles

B

C

3. Design and employ effective learning resources, critically appraising their contribution to learning

D

Formative assessment and support in preparing for summative assessment is offered via meetings with your Educational Supervisor (or other advisor if taking the module for CPD) to discuss drafts of all items below. Item B will also involve feedback from your teaching reviewer.

SUMMATIVE ASSESSMENT WEIGHTING Element WeightingA (Annotated log) 10%B (Two satisfactory reviews of teaching) 20%C (Extended report post teaching review) 35%D (Oral presentation) 35%

ACHIEVING A PASS

You must pass all elements (A, B, C and D) in order to pass the module.

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ASSESSMENT DETAILS

Please refer to SECTION 8 of this handbook for details of the assessment strategy, methods and regulations and UKPSF mapping for assessments.

A ANNOTATED LOG OF TEACHING ACTIVITIES

You are required to produce a log of your teaching and learning development and support activities related to this module. The log must show the following: Date of activity Students/learners course and year Numbers of learners Type of session eg lecture Topic of session Duration of session Observations and reflections that you noted during or after the session Learning points from the session

The log must cover a minimum of 40 hours of activity of which at least 5 hours must be with large groups of learners.Evidence of every activity will not be required but you may be asked to provide some evidence if the course team has reason to doubt your log entries.

Indicative UKPSF mapping at D2: A1, A2, A4; potentially several others

B OBSERVATION & REVIEW OF TEACHING (ORP)

There is a bank of trained observers of teaching available for observation and review of teaching for this module. Their contact details are available at www.pgcerthbe.sgul.ac.uk together with details of the process of observation and review and various record forms to cover the range of teaching. Each Review of your teaching activities will be graded by the reviewer as one of the following:P = PassBF = Borderline FailSF = Serious Fail

You are required to obtain at least two reviews graded at “Pass” to pass the module.

You are permitted two attempts per review (in effect, four attempts in total for this module) to obtain a grade of “Pass”.

UKPSF mapping at D2: Potentially: A1, A2, A4, A5, K1, K2, K3, K4, K5, V1, V3. Nature of session will determine which mapping applies.

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C REFLECTIVE ANALYSIS FOLLOWING A REVIEW OF TEACHING ACTIVITY (ORP)

General DescriptionYou are required to produce a Reflective Analysis that extends and analyses an aspect of teaching practice that arose during one of your observations and reviews of teaching activities (ORPs) for this module. An example could be a situation where one student remained reluctant to participate in a small tutorial group session. In the Reflective Analysis, you would identify the topic, review relevant education literature and discuss the topic in the light of that literature. You would then make some justified proposals for your future practice in this area. To summarise, the Reflective Analysis involves the following:

Identification of the topic; A review of relevant education literature; A discussion of the topic in the light of that literature review Justified proposals for future practice in this area.

Identification and Selection of TopicYou should discuss possible points to develop for this assignment with your ORP reviewer and note this/these in the box on the ORP form. You are also advised to discuss the topic selection with your Educational Supervisor.

Presenting the TopicYou are required to set out the topic that you have selected for the Reflective Analysis. The topic must follow from reflection and discussion following the ORP.

Literature ReviewNormally, 5-10 sources should be reviewed and critically appraised. Advice on literature searching is given in the library workshop offered by Judith Scammell. You may find the following online resource helpful when approaching critical reading:http://archive.learnhigher.ac.uk/videoresources/criticalthinking_student/

DiscussionYou should discuss your topic in the light of your critical review of the related literature making clear links between the topic and the literature review.

Reflective WritingYou should build on your post-ORP reflection when discussing the topic in the light of the literature “review” and when formulating proposals for your future practice.

Proposals for future practiceYou are required to include justified proposals for your own future practice which have developed from undertaking this assignment ie through reflective writing and the literature review. General proposals (eg for course leaders or for an institution) may also be included.

Attaching the completed ORP formYou are required to attach the completed ORP form as an appendix to the Reflective

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Analysis.Word range 1,000 to 1,500The word count includes everything from the title to the end of the Reflective Analysis but does not include the List of references or any appendices.There are no internal word limits ie no word limits for individual aspects of the Analysis.

Presentation & Citation SystemsA single citation system must be used throughout the document with a corresponding reference list at the end of the document.Presentation and Use of English must be at postgraduate standard.

MarkingThe Reflective Analysis will be marked by a member of the PGCert HBE course team (other than the Educational Supervisor of the participant) and the marking process will operate within a robust moderation system.

Grades that can be awarded are:D = Distinction; M = Merit; P = PassBF = Borderline Fail; SF = Serious FailA grade of Pass, Merit or Distinction is required in order to pass the module. A second attempt is normally permitted if none of these grades are awarded for the first attempt. The grade awarded for the second attempt will be capped at “Pass”.

Grading Criteria

Grade Criteria

Distinction a. The topic for the Reflective Analysis is clearly articulated and follows from an ORP undertaken by the participant

b. There is a clearly justified selection of education literature relevant to the topic

c. There is evidence of insightful critical appraisal of the literature reviewed

d. The discussion of the topic is thoroughly linked to the literature reviewe. Justified, insightful points for own future practice arising from the

literature review and discussion of the topic are presentedf. a single citation system is used appropriately throughout the assignment

and is accompanied by a corresponding reference listg. The Reflective Analysis is between 1,000 and 1,500 words in lengthh. The standard of writing and presentation is at postgraduate level and is

of a high quality

Merit a. The topic for the Reflective Analysis is clearly articulated and follows from an ORP undertaken by the participant

b. There is a justified selection of education literature relevant to the topicc. There is evidence of meaningful critical appraisal of the literature

reviewedd. The discussion of the topic is clearly linked to the literature review

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e. Justified points for own future practice arising from the literature review and discussion of the topic are presented

f. a single citation system is used appropriately throughout the assignment and is accompanied by a corresponding reference list

g. The Reflective Analysis is between 1,000 and 1,500 words in lengthh. The standard of writing and presentation is at postgraduate level

Pass a. The topic for the Reflective Analysis is articulated and follows from an ORP undertaken by the participant

b. There is an adequate selection of education literature relevant to the topic

c. There is evidence of critical appraisal of the literature reviewedd. The discussion of the topic is adequately linked to the literature reviewe. Justified points for own future practice arising from the literature review

and discussion of the topic are presentedf. a single citation system is used appropriately throughout the assignment

and is accompanied by a corresponding reference listg. The Reflective Analysis is between 1,000 and 1,500 words in lengthh. The standard of writing and presentation is at postgraduate level

Borderline Fail a. The topic for the Reflective Analysis is not clearly articulated and/or does not follow from an ORP undertaken by the participant

b. The selection of education literature relevant to the topic is inadequatec. There is little evidence of critical appraisal of the literature reviewedd. The discussion of the topic is not adequately linked to the literature

reviewe. Justified points for own future practice arising from the literature review

and discussion of the topic are not presentedf. a single citation system is not used or is used inappropriately and/or is

not accompanied by a corresponding reference listg. The Reflective Analysis is not between 1,000 and 1,500 words in lengthh. The standard of writing and presentation is insufficient for ideas to be

presentedi. Confidentiality and/or anonymity are breached

Serious Fail a. The topic for the Reflective Analysis is not articulated and/or does not follow from an ORP undertaken by the participant

b. The selection of education literature relevant to the topic is poor/non-existent

c. There is no evidence of critical appraisal of the literature reviewedd. The discussion of the topic is not linked to the literature reviewe. Justified points for own future practice arising from the literature review

and discussion of the topic are not presentedf. a single citation system is not used or is used inappropriately and/or is

not accompanied by a corresponding reference listg. The Reflective Analysis is not between 1,000 and 1,500 words in lengthh. The standard of writing and presentation is insufficient for ideas to be

presentedi. Confidentiality and/or anonymity are breached

Indicative UKPSF mapping at D2: A5, K1, K2, K3, V3 (potentially others)

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D ORAL PRESENTATIONYou are required to give an oral presentation based on your experience of designing, creating and employing a learning resource related to this module. Further details of the presentation are below, but details of the learning resource are given first:

You are required to produce a learning resource relevant to module 1. This could be a hand-out with some additional material such as a quiz, a workbook, an App, a Moodle resource, a DVD or CD or video; a virtual patient or a virtual case or some other resource. You should discuss the nature of the resource that you intend to submit with your Educational Supervisor or the module leader as soon as possible after commencing module 1. During the process of designing the resource, you may discuss it with colleagues and note their feedback on your resource.

Having designed the learning resource, you are then required to employ it with a group of learners and gain some feedback from them.

The oral presentation will be between 12 and 20 minutes in duration and will be given to other PgCert participants and Educational Supervisors. Dates available for the oral presentation are announced several weeks in advance and you must inform the Course Administrator of your intention to present (and your audiovisual aids requirements) at least two weeks before the date.

Areas to be discussed include: factors considered when approaching the design of the learning resource learner diversity considerations practicalities (and challenges if encountered) of the creation process for the resource operation of the resource feedback obtained from learners critical reflection on the value of the resource justified recommendations for future practice

The presentation must demonstrate your engagement with appropriate theory, principles and research in learning.

Grading processEveryone attending will be invited to grade and give feedback on the presentations, but only grades awarded by two of the Educational Supervisors, neither of whom is the Educational Supervisor of the presenter, will be used in the final grade decision.

Grades that can be awarded are:D = Distinction; M = Merit; P = PassBF = Borderline Fail; SF = Serious FailA grade of Pass, Merit or Distinction is required in order to pass the module. A second attempt is normally permitted if none of these grades are awarded for the first attempt. The grade awarded for the second attempt will be capped at “Pass.

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Assessment Proforma for Module One Oral Presentation

Participant name: Marker name: Date:

Title of Presentation:

Criterion CommentContentContext & backgroundNature of learnersPlanning design of learning resourceUse/operation of learning resourceEvaluation of learning resourceEngagement with education principles and literatureCritical reflection on learning resourceJustified proposals for future practiceOral PresentationStructure & coherence

Fluency, pace, audibilityBetween 12 and 20 minutesEffective use of resources Audience interaction & question handlingMaintain confidentiality

Final Grade & Comments

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Grading Criteria for Oral Presentation (based on a Learning Resource)

DistinctionEvidence of in depth appreciation and critical review of a range of education literatureFluent presentation of relevant (education) information and issues, engaging with current debate at a high levelObvious engagement with and exploration of underlying theoretical constructsRationale for design of item well-grounded in the literature and clearly explainedReflection and evaluation in the presentation are expressed with a skill and discrimination that extends the area under studyPresentation clearly located in the context of the author’s own personal and professional developmentProposals for future practice are fully justified and pragmaticExcellent standard of presentation throughoutMust be between 12 and 20 minutes in length (not including Q&A following presentation)

MeritDemonstration of analysis of relevant literature including recent publicationsStrong grasp of key issues and construction of justified discussion on the basis of literature/data analysisRationale for design of item linked to the literature and explainedDemonstration of ability to utilise educational principles and theories appropriatelyReflection and evaluation are apparent in the presentationProposals for future practice are fully justified and pragmaticHigh standard of presentation throughoutMust be between 12 and 20 minutes in length (not including Q&A following presentation)

PassEvidence of correct identification of key issues and construction of justified discussionEvidence of appropriate use of relevant literature including some recent publicationsEvidence of understanding and appropriate application of underpinning educational principles and theorySome rationale for design of item and some attempt at explanationEvidence of reflection on own teaching practice and generation of reasonable suggestions for future practiceCompetent standard of presentationMust be between 12 and 20 minutes in length (not including Q&A following presentation)

Borderline FailSome knowledge of relevant concepts/literature but with gaps in understandingLittle rationale for design of item and no explanationLittle attempt at evaluation, conclusions vague and/or ambiguous and not based on literature/material presented

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Not related to presenter’s own experience or developmentStandard of presentation not acceptable at postgraduate levelIdentity of location is disclosed

Serious FailVery limited knowledge and understanding of concepts/literature and issuesInadequate in all or most of the following: reflection and evaluation, structure of argument, research, presentation.

Indicative UKPSF mapping at D2: A2, K2, K3, K4, V3 (potentially others)

BIBLIOGRAPHYCORE TEXTS

Dornan, T., Mann, K., Scherpbier, A. & Spencer, J. Medical Education – Theory & Practice (2010) Churchill Livingstone

Fry H, Ketteridge S, Marshall S. A Handbook for Teaching and Learning in Higher Education. 4th ed. London: Taylor and Francis, 2014. Also available as an ebook

RECOMMENDED READING

Americano, A. & Bhurga, D. Dealing with Diversity 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Dent JA and Harden RM 4th ed. A Practical Guide for Medical Teachers. Edinburgh: Churchill Livingstone, 2013.

Exley, K. & Dennick, R. Giving a Lecture: from Presenting to Teaching Routledge Falmer 2009 2nd ed.

Exley K, Dennick R. Small Group Teaching: Tutorials, Seminars & Beyond. Routledge Farmer. 2004.

Freeth, D. Interprofessional Education 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Grace, S. & Gravestock, P Inclusion and Diversity Routledge Falmer 2007

Jaques, D. & Salmon, G. Learning in Groups Routledge 2007 4th Edition

Ker, J. & Bradley, P. Simulation in Medical Education. 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

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Knowles M, Shepherd M. The Adult Learner: The Definitive Classic in Adult Education & Human Resource Development. 7th ed. Elsevier, 2011. Also available as an ebook

Koumi, J. Designing Video and Multimedia for Open and Flexible Learning Routledge Falmer 2006

Lang, A. & Cook, B. Lectures & Large Groups 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Launer J. Supervision, Mentoring and Coaching. 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Littlejohn, A. & Peggler, C. Preparing for Blended e-Learning Routledge Falmer 2007

McCrorie, P. Teaching and Leading Small Groups. 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Rice, S. McKendree, J. e-Learning. 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Wisker, G., Exley, K. & Antoniou, M. Working one-to-one with students – coaching mentoring and personal tutoring Routledge Falmer 2008

OTHER LEARNING RESOURCES AVAILABLE TO STUDENTS

Databases @ SGUL

Library home page > Resources > Databases > Education

http://libguides.sgul.ac.uk/az.php?s=51948

Includes links to databases to find research articles for a topic.

Journals @ SGUL

All Journals listing available via Library homepage > Journals

Medical and HE Journals listing

MODULE LEADER TBC

KEY MEMBERS OF THE MODULE TEACHING TEAMChristine Fessey Anne LauriePeter McCrorie Elizabeth MilesJanette Myers Aileen O’BrienEducational Supervisors and Observers/Reviewers of Teaching in the UK and in Cyprus

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6 Module 2: Principles of Assessment of Learning and Curriculum Design

INTRODUCTION

Module Code: 2 (TBA)Credit value: 15 credits at level 7Status: Core module for award of PGCert HBE

Can be taken for CPD purposesPrerequisites or co-requisites NoneWeb access: www.pgcerthbe.sgul.ac.uk

The module addresses the principles and practice of effective assessment of learning, investigating concepts such as validity, reliability and educational impact in further depth. The importance of giving effective feedback on assessment is considered. The module also introduces the principles of curriculum design, enabling you to understand the rationale behind the design, delivery and assessment strategies in educational programmes. You will be supported in the development of your understanding of the principles of both elements of this module through experiential learning situated within your own teaching practice. Throughout the module, you will be encouraged to consider the diversity among your learners and to design assessments and curricula in response to this diversity.

AIM

This module aims to enhance understanding and practice at postgraduate level in assessment of learning and curriculum design.

LEARNING OUTCOMES

On successful completion of the module, you will be able to:

Learning Outcome UKPSF at D21. Design assessment items, critically appraising their validity, reliability

and educational impact including discussing the challenges in the creation and successful application of assessment criteria and marking schemes

A3,A5, K1, K6, V3

2. Act as a reliable and effective assessor of learning including giving appropriate feedback to learners

A3, K6

3. Successfully undertake curriculum design activities demonstrating application of appropriate education theory and principles

A1, K1,K2, K3, K4, V1, V4

INDICATIVE CURRICULUM CONTENT

The range of assessment types and their applications

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Assessment validity including blueprintingAssessment reliability including standard-setting and sources of bias in assessmentAssessing practical skills and workplace learningImpact of assessmentGiving effective feedback in a variety of settingsPracticalities in assessment including the use of various technologies - making assessment valid and reliable within the constraints of university and clinical environmentsEducation theory and current research relating to assessment of learning and curriculum designPrinciples and practice of curriculum design and development

INDICATIVE TEACHING AND LEARNING STRATEGY

The educational approach of the PGCert HBE is one of experiential learning linked to professional development as a teacher hence you are required to undertake module-related practice in assessment of learning, giving feedback and curriculum design. Experiential learning is supported by workshops and short courses which introduce you to the underpinning educational theory and principles and enable you to apply these to your practice.

Module Activity Suggested HoursAssessment of learning including designing assessments, acting as an assessor and giving feedback

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Workshops and short courses 15Meetings with PGCert HBE educational supervisor 10Curriculum design activities and creation of Curriculum Design Item 15Review of examining/assessing 5Critique of assessment item creation and use 30Self-directed study 50Total 150

MODULE TIMETABLE

There is no standard teaching timetable for this module due to the individuality of experiential learning and the flexibility of attendance dates for workshops. You will discuss your proposed pathway through this module with your Educational Supervisor (or other advisor if you are taking the module for CPD) at the start of the module.

INDICATIVE ASSESSMENT STRATEGYThe assessment strategy has arisen from consideration of the following: Modelling good practice in assessment of learning; Maintaining constructive alignment with module aims and objectives;

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Maximising learning from the process of preparing for, undertaking and receiving feedback on the assessment.

FORMATIVE AND SUMMATIVE ASSESSMENT METHODS

You will be asked to present the following items for assessment:

A. Two different types of assessment item created by you together with a commentary giving the context and process of their creation

B. A report describing the operation and marking of an assessment item (preferable create by you) accompanied by a critique of its quality as an assessment item

C. A review (ORP) of an assessment activity that includes giving feedback to the learner (this does not need to be immediate feedback)

D. A curriculum design item created during and/or following the “Curriculum Design” workshop

Learning Outcome Assessment element

1. Design assessment items, critically appraising their validity, reliability and educational impact including discussing the challenges in the creation and successful application of assessment criteria and marking schemes

A and B

2. Act as a reliable and effective assessor of learning giving appropriate feedback to learners

C

3. Successfully undertake curriculum design activities demonstrating application of appropriate education theory and principles

D

Formative assessment and support in preparing for summative assessment is offered via meetings with your Educational Supervisors (or other advisor if taking the module for CPD) to discuss drafts of all items below. Item C will also involve feedback from the assessment reviewer.

SUMMATIVE ASSESSMENT WEIGHTING Element WeightingA (Assessment items) 20%B (Report on assessment item operation) 30%C (Satisfactory review of assessment activity) 20%D (Curriculum design item) 30%

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ACHIEVING A PASS

You must pass all elements (A, B, C and D) in order to pass the module.

ASSESSMENT DETAILSPlease refer to SECTION 8 of this handbook for details of the assessment strategy, methods and regulations and UKPSF mapping for assessments

A CREATION, PRESENTATION & COMMENTARY ON TWO ASSESSMENT ITEMS

You are required to design and produce two assessment items of different types. You are advised to consult the module leader regarding your selection of assessment items for this activity.

The assessment items must be submitted together with the following details: The learners who will be assessed by these items The context of the assessment for the learners and whether it is summative and/or

formative The situation and format in which the items will be employed (for example, within an

examination paper in a formal examination) The process by which the items were designed (including any feedback obtained on

drafts of the items) Reflective comments on the process of design and creation of the assessment items

Description of ItemsYou are required to set out clearly the characteristics of the assessment items including the nature of assessment (formative or summative), the context in which they will be employed and the learners who will be assessed by them. The items must be included in an appendix (see below) and reference can be made to this rather than describing every detail in the main text.

Description of the Design and Creation ProcessYou are required to describe the process of design and creation for the two items including any relevant meetings (such as blueprinting) and discussions involved. If feedback on drafts of the assessments was received, this should also be described.

Reflective Commentary on the Design and Creation ProcessYou should reflect on the design and creation process as far as possible. This assignment is not focussed on the operation of the assessment items and it is appreciated that full reflection on the design and creation can only occur with assessment performance data.

Use of LiteratureYou are not required to undertake a literature review for this assignment but are required to cite any sources employed.

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Attaching the assessment itemsYou are required to attach the assessment items as an appendix. If the items are sensitive in any way, they should be submitted on a password-protected USB memory stick and the password sent to the pgcertad@sgul.ac.uk email address.

Word range 500 to 750The word count includes everything from the title to the end of the Commentary but does not include the List of references or any appendices. There are no internal word limits ie no word limits for individual aspects of the assignment.

Presentation & Citation SystemsIf required, a single citation system must be used throughout the document with a corresponding reference list at the end of the document.Presentation and Use of English must be at postgraduate standard.

Professional AspectsAnonymity of institutions and persons involved must be preserved.Some evidence that you created the items is required – eg an email trail, minutes of a meeting. If this is not possible, for example, for a formative assessment item, an explanation should be given.

MarkingThe Reflective Analysis will be marked by a member of the PGCert HBE course team (other than your Educational Supervisor) and the marking process will operate within a robust moderation system.

The assessment items will be graded by a member of the course team as one of the following:P = PassBF = Borderline FailSF = Serious Fail

Passing the Module:

Participants are required to obtain a “Pass” grade to pass the module.

Two attempts at achieving a grade of “Pass” are normally permitted.

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Grading Criteria

Grade Criteria

Pass a. Two different assessment items created by the participant are presented (as appendices)

b. The purpose of the assessment items is stated (eg formative, summative) and the situation in which the assessment will take/has taken place is described

c. the learners to be assessed by the items are described (preserving anonymity)

d. the process by which each of the assessment items was designed and created is described

e. reflective comments on the process and product of the design and creation process for each of the assessment items are presented

f. within the 500-750 word limitg. presentation and professional aspects are at postgraduate standard

Borderline Fail a. Two different assessment items created by the participant are presented (as appendices)

b. The purpose of the assessment items is not clearly stated (eg formative, summative) and the situation in which the assessment will take/has taken place is not clearly described

c. the learners to be assessed by the items are not clearly described (preserving anonymity)

d. the process by which each of the assessment items was designed and created is not clearly described

e. reflective comments on the process and product of the design and creation process for each of the assessment items are insufficient

f. not within the 500-750 word limitg. presentation and professional aspects are not at postgraduate standard

Serious Fail a. Two different assessment items created by the participant are not presented

b. The purpose of the assessment items is not stated (eg formative, summative) and the situation in which the assessment will take/has taken place is not described

c. the learners to be assessed by the items are not described d. the process by which each of the assessment items was designed and

created is not describede. reflective comments on the process and product of the design and

creation process for each of the assessment items are not presentedf. outside the 500-750 word limitg. presentation and professional aspects are at postgraduate standard

Indicative UKPSF mapping at D2: A3, K1, K5, V3

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B REPORT ON ASSESSMENT ITEM OPERATION

You are required to produce a report that examines the operation and performance of an assessment item. It is intended that the assessment item will be one that you have created (see section A above) but if this is not possible, then the module leader should be consulted for alternatives.The report is required to cover the following:

The nature of the assessment item The learners who were assessed using the item The context of the assessment for the learners and whether it was summative

and/or formative The operation of the item including the situation and format in which the item was

employed (for example, within an examination paper in a formal examination) and any available details of the assessment event

The performance of the assessment item including data such as pass rates The manner in which results and feedback were given to the learners A commentary on the performance of the assessment item with reference to

appropriate literature on principles of effective assessment Justified proposals for future practice regarding similar assessment items

Selection of TopicIdeally, you should base this assignment (report) on an assessment item that you created, but this may not be possible within the timespan of the PGCert course. There is no constraint on the type of assessment to form the basis of the report, but you are encouraged to discuss your selection with their Educational Supervisor or the module leader (module 2).

Presenting the TopicYou are required to set out the details of the assessment item and its operation listed in the first four bullet points above. The performance of the item must be described as fully as possible to permit discussion of whether the assessment item was “fit for purpose”. Examinations data can be included (with full regard for anonymity and confidentiality) but if this is not feasible, then a commentary on the functioning of the assessment including any comments from the person(s) assessed if applicable must be given.

FeedbackAn important part of the report is to describe and comment on the feedback given to those who were assessed, for example, what format was employed? When/how given?.

Literature ReviewLiterature relevant to the type of assessment item and principles of good assessment including giving feedback must be reviewed. Normally, 5-10 sources should be reviewed and critically appraised. Advice on literature searching is given in the library workshop offered by

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Judith Scammell. You may find the following online resource helpful when approaching critical reading:http://archive.learnhigher.ac.uk/videoresources/criticalthinking_student/

DiscussionYou should discuss your topic in the light of the critical review of the related literature making clear links between their topic and the literature review.

Reflective WritingYou should reflect on both the operation of the assessment and on the feedback to the person(s) assessed.

Proposals for future practiceYou are required to include justified proposals for your own future practice which have developed from undertaking this assignment ie through reflective writing and the literature review. General proposals (eg for an institution) may also be included.

Attaching the assessment itemYou must attach the assessment item as an appendix to the Report. If the item is sensitive in any way, it should be submitted on a password-protected USB memory stick and the password sent to the pgcertad@sgul.ac.uk email address.

Word range 1,000 to 1,500The word count includes everything from the title to the end of the Report but does not include the List of references or any appendices.There are no internal word limits ie no word limits for individual aspects of the report.

Presentation & Citation SystemsA single citation system must be used throughout the document with a corresponding reference list at the end of the document.Presentation and Use of English must be at postgraduate standard.

MarkingThe Report will be marked by a member of the PGCert HBE course team (other than your Educational Supervisor) and the marking process will operate within a robust moderation system.

Grades that can be awarded are:D = Distinction; M = Merit; P = PassBF = Borderline Fail; SF = Serious Fail

A grade of Pass, Merit or Distinction is required in order to pass the module. A second attempt is normally permitted if none of these grades are awarded for the first attempt. The grade awarded for the second attempt will be capped at “Pass.

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Grading Criteria

Grade Criteria

Distinction a. The details of the assessment item, its operation and of the learners assessed are clearly presented (preserving anonymity)

b. The manner in which feedback was given to those assessed is presentedc. Evidence of insightful critical reflection on the operation and performance

of the assessment item is presentedd. Evidence of critical reflection on the effectiveness of the feedback process is

presentede. There is evidence of insightful critical appraisal of education literature

relevant to the topicf. The discussion of the topic is extensively linked to the literature consultedg. Justified, insightful points for own practice arising from the literature

consulted and discussion of the topic are presentedh. A single citation system is used appropriately throughout the assignment

and is accompanied by a corresponding reference listi. The report is between 1,000 and 1,500 words in lengthj. The standard of writing and presentation is at postgraduate level and is of

high quality

Merit a. The details of the assessment item, its operation and of the learners assessed are clearly presented (preserving anonymity)

b. The manner in which feedback was given to those assessed is clearly presented

c. Evidence of critical reflection on the operation and performance of the assessment item is presented

d. Evidence of critical reflection on the effectiveness of the feedback process is presented

e. There is evidence of meaningful critical appraisal of education literature relevant to the topic

f. The discussion of the topic is clearly linked to the literature consultedg. Justified points for own future practice arising from the literature consulted

and discussion of the topic are presentedh. a single citation system is used appropriately throughout the assignment

and is accompanied by a corresponding reference listi. The report is between 1,000 and 1,500 words in lengthj. The standard of writing and presentation is at postgraduate level

Pass a. The details of the assessment item, its operation and of the learners assessed are presented (preserving anonymity)

b. The manner in which feedback was given to those assessed is presentedc. Evidence of reflection on the operation and performance of the assessment

item is presentedd. Evidence of reflection on the effectiveness of the feedback process is

presentede. There is evidence of engagement with education literature relevant to the

topic

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f. The discussion of the topic is adequately linked to the literature reviewg. Points for own future practice arising from the literature review and

discussion of the topic are presentedh. a single citation system is used appropriately throughout the assignment

and is accompanied by a corresponding reference listi. The report is between 1,000 and 1,500 words in lengthj. The standard of writing and presentation is at postgraduate level

Borderline Fail

a. The details of the assessment item and/or its operation are not clearly stated

b. The manner in which feedback was given to those assessed is not presentedc. There is little evidence of reflection on the operation and performance of

the assessment itemd. There is little evidence of reflection on the effectiveness of the feedback

processe. There is little evidence of engagement with education literature relevant to

the topicf. The discussion of the topic is not adequately linked to the literature reviewg. Justified points for own future practice arising from the literature review

and discussion of the topic are not presentedh. a single citation system is not used or is used inappropriately and/or is not

accompanied by a corresponding reference listi. The report is not between 1,000 and 1,500 words in lengthj. The standard of writing and presentation is not at postgraduate levelk. Confidentiality and/or anonymity are breached

Serious Fail a. The details of the assessment item and/or its operation are not presentedb. The manner in which feedback was given to those assessed is not presentedc. There is no/minimal evidence of reflection on the operation and

performance of the assessment itemd. There is no/minimal evidence of reflection on the effectiveness of the

feedback processe. There is no/minimal evidence of engagement with education literature

relevant to the topicf. The discussion of the topic is not linked to the literature reviewg. Justified points for own future practice arising from the literature review

and discussion of the topic are not presentedh. a single citation system is not used or is used inappropriately and/or is not

accompanied by a corresponding reference listi. The report is not between 1,000 and 1,500 words in lengthj. The standard of writing and presentation is not at postgraduate levelk. Confidentiality and/or anonymity are breached

Indicative UKPSF mapping at D2: A3, A5, K1, K5, V3

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C OBSERVATION & REVIEW OF ASSESSMENT PRACTICE

There is a bank of trained observers of teaching available for observation and review of assessment of learning for this module. Their contact details are available at www.pgcerthbe.sgul.ac.uk together with details of the process of observation and review and various record forms to cover the range of assessment of learning. It may be possible to undertake an observation with an assessment expert who is not on the list of trained observers if, for example, the assessment practice being observed/reviewed is writing questions or marking assessment scripts. Contact the module leader if you wish to discuss this further.

The review activity must cover your performance in giving feedback to the learner(s).

The Review of your assessment of learning activity will be graded by the reviewer as one of the following:P = PassBF = Borderline FailSF = Serious Fail

You are required to obtain a grade of “Pass” to pass the module.

You are permitted two attempts to achieve the grade of “Pass”.

Indicative UKPSF mapping at D2: A3, A5, K1, K5, K6, V3

D CURRICULUM DESIGN ITEM

During the Curriculum Design & Development workshop, you will take part in a curriculum design activity. For this module, you are required to submit an item of curriculum design such as the plan for a short course. It is preferable that you use an example of curriculum design from your own practice, but you are permitted to design a curriculum item that you would like to be put into practice (but may not be).

You are required to present the item together with an account covering aspects such as the underlying curriculum model employed, the purpose of the curriculum; the teaching, learning and assessment methods to be employed and how they are aligned.The item itself can be a short course, a conference, an induction programme, a placement programme. You are advised to consult the module leader regarding your curriculum design item selection as early in the module as possible.

Assessment detailsThe curriculum design item and accompanying account must:

present the curriculum or course designed in a diagrammatic or tabular format

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state the aims, objectives, learners, teaching and assessment methods, resource requirements and evaluation & quality assurance mechanisms

explain the reasons behind the design including the curriculum design model employed and institutional/professional requirements (if applicable)

be a maximum of 1,500 words (excluding the diagram/table and references). state the information sources employed using a single text citation and referencing

system

The curriculum design item and account will be marked by a member of the course team and the marking process will operate within a robust moderation system. Grades available are as follows:

P = PassBF = Borderline FailSF = Serious Fail

You are required to obtain a grade of “Pass” to pass the module.

You are permitted two attempts to achieve the grade of “Pass”.

Grading Criteria

Grade Criteria

Pass a. the aims, objectives, learners, teaching & assessment methods and resource requirements must be presented

b. the way in which the curriculum will be evaluated is presented together with proposed quality assurance processes

c. the reasons behind the curriculum design model employed are presentedd. the institutional and professional body (if appropriate) requirements of the

curriculum are presentede. the timetable is presented as an appendixf. the main item is between 1,000 and 1,500 words in lengthg. any sources employed are cited and referenced correctly

Borderline Fail

a. the aims, objectives, learners, teaching & assessment methods and resource requirements are not clearly presented

b. the way in which the curriculum will be evaluated is not clearly presentedc. the reasons behind the curriculum design model employed are not clearly

presentedd. the institutional and professional body (if appropriate) requirements of the

curriculum are not clearly presentede. the timetable is not presentedf. the main item is outside the 1,000 and 1,500 word limit

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Serious Fail a. the aims, objectives, learners, teaching & assessment methods and resource requirements are not presented

b. there is no mention of quality assurance processesc. the reasons behind the curriculum design model employed are not

presentedd. the institutional and professional body (if appropriate) requirements of the

curriculum are not presentede. the timetable is not presentedf. the main item is outside the 1,000 and 1,500 word limitg. any sources employed are not cited

Indicative UKPSF mapping at D2: A1, K1, K2, K3, K4, K5, K6, V3

BIBLIOGRAPHYCORE TEXTS

Dornan, T., Mann, K., Scherpbier, A. & Spencer, J. Medical Education – Theory & Practice (2010) Churchill Livingstone

Fry H, Ketteridge S, Marshall S. A Handbook for Teaching and Learning in Higher Education. 4th ed. London: Taylor and Francis, 2014. Also available as an ebook

RECOMMENDED READING

Boursicot, K.A.M., Roberts, T.E. & Burdick, WP. Structured Assessments of Clinical Competence. 2nd ed. John Wiley and Sons, 2014. Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Brown, S. & Pickford, R. Assessing Skills & Practice Routledge Falmer 2006

Butcher, C., Davies, C. & Highton, M. Designing Learning – from module outline to effective teaching Routledge Falmer 2006

Grant J. Principles of Curriculum Design. 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Jolly, B. Written assessment. 2nd ed. John Wiley and Son,s 2014. Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Norcini, J. Workplace Assessment. 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Schuwirth L and van der Vleuten C. How to Design a Useful Test: the principles of

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assessment. 2nd ed. John Wiley and Sons 2014. Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Schwartz P, Webb G. Assessment: Case Studies, Experience & Practice from Higher Education. Kogan Page, 2002.

Wood, D. Formative Assessment. 2nd ed. John Wiley and Sons, 2014. Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

OTHER LEARNING RESOURCES AVAILABLE TO STUDENTS

Databases @ SGUL

Library home page > Resources > Databases > Education

http://libguides.sgul.ac.uk/az.php?s=51948

Includes links to databases to find research articles for a topic.

Journals @ SGUL

All Journals listing available via Library homepage > Journals

Medical and HE Journals listing

MODULE LEADERTBC

KEY MEMBERS OF THE MODULE TEACHING TEAM

Christine FesseyAnne LauriePeter McCrorieElizabeth MilesJanette MyersRobert NagajAileen O’BrienEducational Supervisors and Observers/Reviewers of Teaching in the UK and in Cyprus

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7 Module 3: Personal and Professional Development as a Teacher

INTRODUCTION

Module Code: 3 (TBA)Credit value: 15 credits at level 7Status: Core module for award of PGCert HBE

Can be taken for CPD purposesPrerequisites/ co-requisites Modules 1 & 2 unless already passedWeb access: www.pgcerthbe.sgul.ac.uk

This module addresses the professional values, practice and development of teachers in higher education, enabling you to view your experiential learning and reflective practice within a broader context.You will be supported in the development of your understanding and application of the principles of the elements of this module through experiential learning situated your their own teaching practice.

AIMS

This module aims to enable learners to recognise and present evidence of their personal and professional development as a teacher in higher education.

LEARNING OUTCOMES

On successful completion of the module, you will be able to:

Learning Outcome UKPSF at D21. Demonstrate appropriate application of the principles of effective

evaluation of teachingK5, K6

2. Critically evaluate own approaches to planning, delivery and assessment of learning using evidence from own teaching practice

A5, V3

3. Demonstrate and discuss own development as a teacher during the PGCert HBE course and set out strategy for own ongoing CPD as a teacher in HE

A5, V4

4. Articulate and debate the professional values of a teacher in higher education, demonstrating an awareness of current issues

V1, V2, V3, V4, K6

5. Work collaboratively to develop teaching practice A5

INDICATIVE CURRICULUM CONTENT

Evaluation of teaching

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Reciprocal peer review of teachingCritical appraisal of own reflective practice as a teacher in higher education (HE)Evidence-based approaches to practiceProfessional values of teachers in higher education (HE)Current issues in higher education (HE)

INDICATIVE TEACHING AND LEARNING STRATEGY

This module builds on your experiential learning as a teacher in higher education and requires you to critically appraise your reflective practice as a teacher in your own environment and in the wider context of higher education. Learning will be supported through workshops and meetings with your Educational Supervisor, with further experiential learning through evaluation exercises and reciprocal peer reviews undertaken with another module taker. Writing the structured Reflective Account will in itself promote learning.

Module Activity Suggested HoursUndertaking at least 2 evaluations of teaching by learners 20Reciprocal peer reviews with fellow module taker 10Workshops and short courses 10Meetings with PGCert HBE educational supervisor 10Structured Reflective Account 40Self-directed study 50Total 150

MODULE TIMETABLE

There is no standard teaching timetable for this module due to the individuality of experiential learning and the flexibility of attendance dates for workshops. You will discuss your proposed pathway through this module with your Educational Supervisor (or other advisor if you are taking the module for CPD) at the start of the module.

You are required to attend the PORT (Peer Observation & Review of Teaching) workshop if you have not already done so in order to undertake reciprocal peer observation of teaching for this module.

INDICATIVE ASSESSMENT STRATEGY

The assessment strategy has arisen from consideration of the following: Modelling good practice in assessment of learning; Maintaining constructive alignment with module aims and objectives; Maximising learning from the process of preparing for, undertaking and receiving

feedback on the assessment.

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FORMATIVE AND SUMMATIVE ASSESSMENT METHODS

You will be asked to present the following items for assessment:

A. A Structured Reflective Account to include and/or cover the following: report on evaluation of teaching by learners; commentary on reciprocal peer review of teaching; selective commentary on examples of evidence-based reflective practice within your

teaching, learning support and assessment practice; articulation of professional values of teachers in HE and description of how you have

approached and achieved these; commentary of current issues in HE, selecting one particular issue and discussing this

in further detail with relevance to your practice; your strategy and plan for ongoing CPD as a teacher.

Learning Outcome Assessment element

UKPSF mapping at D2

1. Demonstrate appropriate application of the principles of effective evaluation of teaching

A K5

2. Critically evaluate own approaches to planning, delivery and assessment of learning using evidence from own teaching practice

A A5, V3

3. Demonstrate and discuss own development as a teacher during the PGCert HBE course and set out strategy for own ongoing CPD as a teacher in HE

A A5

4. Articulate and debate the professional values of a teacher in higher education, demonstrating an awareness of current issues

A V1, V2, V3, V4, K6

5. Work collaboratively to develop teaching practice A A5, V3

Formative assessment and support in preparing for summative assessment is offered via meetings with your Educational Supervisor (or other advisor if taking the module for CPD) to discuss drafts of the structured reflective account and accompanying material.

SUMMATIVE ASSESSMENT WEIGHTING Element WeightingA (Structured Reflective Account) 100%

ACHIEVING A PASSYou must pass element A in order to pass the module.

Details of each element appear after the following section describing Reciprocal Peer Observation of Teaching (RPOT).

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RECIPROCAL PEER OBSERVATION OF TEACHING (RPOT)

You are required to participate in reciprocal peer observation of teaching with a fellow PGCert HBE participant in which you each observe the other participant’s teaching (once), give each other feedback and engage in discussion with each other about the session. This means that each member of the pair will complete two “RPOT” forms, one as an observer and one as the person who was observed. This is not as onerous as it seems because some sections are only completed by one of the pair and then copied to the other partner (see later for details).

Some points to note about “RPOT”:

1. RPOT pairs (of PGCert Healthcare & Biomedical Education participants) will initially be self-selecting. The course team will only assist with finding an RPOT partner if this has proved difficult for the participant. Participants may be observers for more than one other participant if they wish but will need to complete the necessary forms each time.

2. Both participants must have attended PORT training or have met with EM for an update on if they have already been trained in peer observation of teaching and giving feedback to colleagues.

3. The RPOT pair must meet before the observation (preferably not immediately before if the observed person is new/inexperienced) to discuss the session, the arrangements for the observation and to commence completion of documentation.

4. The observation should be of sufficient duration – minimum of 30 minutes

5. The meeting to discuss the observation and complete the documentation should occur as soon as possible after the observation.

6. Both members of the RPOT pair should complete an RPOT observation form after the event and use this, together with the form from the reciprocal RPOT observation as the basis for the reflective report on their experience of RPOT in their Structured Reflective Account for module 3 of the PGCert HBE.

7. The reciprocal RPOT observation and discussion should occur within two months of the first.

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Guidelines for a PGCert HBE RPOT Observer:

The Observer must/should:Meet with the fellow PGCert participant to be observed before the session & be fully prepared for the observation, including all practical arrangements eg seating.Treat all observations, discussions and documents associated with the observation as confidentialArrive early and leave at the end of the session (or at a pre-agreed point)Be unobtrusive and not obstruct or disrupt the session in any wayRecord specific events and features of the session in order to give evidence-based feedbackBe attentive throughout and observe students/learners in addition to the teacherMaintain a neutral/slightly encouraging expression and demeanour throughout the observationBe open-mindedMeet with the fellow PGCert HBE participant to discuss the session soon (but allowing some time for reflection if possible) after the session Give feedback in a constructive, evidence-based mannerBe knowledgeable about the process and potential challenges of teaching(If appropriate) Help the teacher to select one or two aspects on which to concentrate to improve their teaching Offer advice if requestedComplete all the associated paperwork/records and give to the observed PGCert HBE participant

The Observer must not/should not:Use any of the PGCert HBE participant’s materials or ideas without permissionBe destructively criticalImpose own views on the teacher being observedBe unrealistic in expectations of the teaching sessionBe indiscreet or divulge any details of the observation process without permissionGive feedback that cannot be acted uponFall asleep or yawn noticeably or grimace, frown etc.

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SGUL PGCert Healthcare & Biomedical EducationReciprocal Peer Observation of Teaching

Observation Record Form (General)The purpose of this form is to: assist the observed PGCert participant in preparing for the processes of observation and

discussion of teaching

assist the observer to note points for feedback and discussion

assist both participants to make reflective notes for inclusion in the Structured Reflective Account for module 3 of the PGCert HBE

record any points of good practice or other matters that could be communicated to others

Pre-observation meeting establishes:Details of session - could include: purpose/aims of session

learner characteristics – course, module, level/year, diversity

type of teaching session & teaching styles to be used

structure of session & timing of activities

learning resources to be used

assessment of student learning from session

relationship of session to other learning opportunities

evaluation of teaching

Focus of this observation session (optional)Observation arrangements

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Part 1 Session Details (completed by the person being observed and sent to the observer)Teacher observed

Observer

Date

Location

Duration of observation

Learners:

o Course

o Year or level

o Numbers

Session:

o Topic

o Type

Focus of observation (optional)

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Part 2 Observation Record: (completed by the observer, sent to and discussed with the person observed)Starting session

Engaging/involving learners

Content

Delivery

Learning resources/visual and other aids

Maintaining interest; use of examples

Relationship with learners

Checking/assessing learning

Concluding/linking to future learning

Observation focus(if required)

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Part 3 Post-Observation Reflective Notes Form(completed individually for each observation by both observer and the person being observed)What was your reaction and response to observation, feedback and discussion process?

What did you learn from the reciprocal observation, feedback and discussion process?

Are there any points to consider for your future teaching?

Are there any points that others should know about, for example, good practice in teaching?

Any other points to note for use in Structured Reflective Account?

UKPSF mapping at D2: will depend on the sessions observed but at least A5 and K5.

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Notes for each SRA assessment component:

1 Teaching History

This takes the form of a profile of you, highlighting previous and current roles and experiences in the areas of teaching, assessing and supporting learning. It should not be a full curriculum vitae. Its purpose is to form the introduction to, and basis for, the rest of the SRA.

Suggested word range: 250 to 300.No supporting evidence is required.

2 Report on feedback (evaluation) of your teaching

You are strongly encouraged to undertake at least two evaluations (by learners) of your teaching to cover a wide range of your teaching. The feedback, your reflections on it and your proposals for future practice can be included in the detailed reflective practice account, but you are asked to select one evaluation as the focus of this particular component of the SRA.

The ASME publication, Evaluation: improving practice, influencing policy 2014 by David Wall (available as part of the e-book “Understanding Medical Education” Ed. Tim Swanwick through SGUL library website) presents a good introduction to the topic of teaching evaluation.

The evaluation for this report should be planned, executed, analysed and reported upon by you. You can opt to use an existing evaluation instrument or adapt or develop a new one yourself. If you use an existing evaluation instrument, then you must state the origin/source of the instrument.You are required to present a report of the evaluation as part of your Structured Reflective Account.

The report should: Outline the process of evaluation that you employed Present a summary of the results employing appropriate data presentation; Identify key issues from the evaluation, both strengths and areas for improvement; Present your proposals for future practice in response to these key issues; Be within the suggested range of 300 to 500 words.

In an appendix, you should include: The evaluation tool together with appropriate “raw data”, for example, completed

questionnaires (or a sample of these if you have a large number)

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You are encouraged to reflect further on your learning from feedback on your teaching and to discuss this in the main reflective practice account component of the SRA.

3 Reflective Report following “RPOT” (Reciprocal Peer Observation of Teaching)

Advice to Participants:

In the course of the reciprocal peer observation of teaching process that you undertook during the PGCert, you will have produced two sets of “Post Observation Reflective Notes” (Part 3 of the RPOT form), one with you as observer and one with you as the person who was observed.

See next page for copy of Part 3 of the RPOT form.

These two sets of post-observation reflective notes comprise the report required for this component of the SRA. No further documentation is required.

Details:

Completed Part 3 sections of the RPOT forms for the two RPOT events in which you participated must be submitted.

Confidentiality must be strictly maintained throughout. The suggested overall word count for each set of notes is 250 words

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Part 3 RPOT Post-Observation Reflective Notes Form(completed separately by both observer and person being observed)

CONFIDENTIALITY must be STRICTLY MAINTAINED

OBSERVER/PERSON OBSERVED (delete as appropriate)

What was your reaction and response to observation, feedback and discussion process?

What did you learn from the reciprocal observation, feedback and discussion process?

What are the points to consider for your future teaching?

Are there any points that others should know about, for example, good practice in teaching?

Any other points to note for use in Structured Reflective Account?

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4 Overview of current issues in higher education, selecting one issue to discuss in detail in relation to your practice and highlighting the professional values of teachers in HE

Advice to participants:

This component of the SRA requires you to look beyond your usual sphere of teaching practice and to consider the broader issues currently being debated in higher education (HE). It asks you to consider one of these issues in some detail to discuss the impact that it might have on your current and future practice. In undertaking this, you should consider the professional values of teachers in HE and discuss those particularly relating to this component of the SRA, with reference to the UKPSF.

You might find the following approach useful in undertaking this report: Visit the Wonkhe blog (www.wonkhe.com ) , the HEA website (www.heacademy.ac.uk),

read the THE (Times Higher Education) and consult other sources to gain an overview of current broad issues in HE;

Select an issue, for example, internationalisation, student fees, MOOCs (or some other form of e-learning), Widening Participation, and investigate it in more depth;

Consider the impact that your chosen topic has on your current teaching practice and may have in the future;

Identify the professional values of teachers in HE that could be challenged and/or enhanced by your chosen topic.

Details for this component: Give an overview of a topic currently being debated in the HE sector, including the main

points under discussion; Discuss the impact that the issue has had and is having on your current practice as a

teacher; Speculate on what influence it might have on your future practice as a teacher in HE; Highlight the professional values of a teacher in HE (including those set out in the UKPSF,

V1 to V4, shown in subsequent grid) that relate to your chosen topic.

The suggested word range for this component of the SRA is 500 to 750.

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5 Account, based on five experiences during the PGCert HBE demonstrating your reflective practice of teaching, learning and assessment of learning

6 Identification of your learning and development through the PGCert HBE and construction of a plan for future professional development as a teacher

Advice to Participants:

Components 5 and 6 are combined in one piece in order to mirror the process of personal and professional development as a teacher that takes place on the PGCert HBE.

Details for this (combined) component:

Select 5 experiences that you have had during the PGCert HBE that have had a marked effect on your development as a teacher – these experiences should cover the range of your activities with at least two relating to module 1, one to module 2 and one to module 3. You have free choice in the selection of the fifth experience. The experiences do not need to have been assessed in any way although comments or feedback from someone else may contribute to the depth of learning that you gain from the experience. The number of experiences required may be reduced and as a result, the guidance on which modules to call upon for examples.

Commence the account with a brief introduction to your selection (of five experiences) and refer to your teaching history (SRA component 1).

For each of the five experiences:o describe the experienceo present your reflections based on the experienceo identify and discuss your learning from the experience, including from any

literature or other sources consulted; (Note that a literature review for each item is not required but some references to literature are expected in the account. These can include sources already cited elsewhere in your PGCert assignments);

o make justified proposals for your future teaching practice;o identify your development as a teacher arising from the reflective process.

Present an overview of your personal and professional development as a teacher during the course of the PGCert HBE, employing both the ideas from the above and from other learning during the course.

Identify areas that you wish to develop and generate a plan for your ongoing CPD as a teacher in HE.

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Suggested word range for the reflective practice account and CPD plan is 1,500 to 2,000.7 Matrix showing mapping of 1-6 to the UKPSF at Descriptor level 2

The PGCert HBE is accredited by the HEA at Standard Descriptor level 2 (D2) but you will need to identify mapping of all aspects of the three Dimensions of the Framework (UKPSF) of the items submitted in your completion folder. Indicative mapping has already been suggested (See grid A) for Module 1 and 2 items, but you will need to undertake your own mapping of your SRA (grid B).

Mapping of assignments and learning outcomes will be shown in the course handbook on the PGCert website (the handbook is currently being revised following very recent news that accreditation is going to be awarded).

Check grid A and amend if your submitted items for module 1 and 2 do not correspond with the UKPSF Dimensions of Practice – for example, your teaching log for module 1 may have more mapping elements than indicated in grid A.

Enter the mapping for your SRA (all components) into grid B

UKPSF – Dimensions of the Framework (see www.heacademy.ac.uk )

Areas of ActivityA1 Design & plan learning activities and/or programmes of studyA2 Teach and/or support learningA3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student

support and guidanceA5 Engage in continuing professional development in

subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Core KnowledgeK1 The subject materialK2 Appropriate methods for teaching, learning and assessing in the

subject area and at the level of the programmeK3 How students learn, both generally and within their

subject/disciplinary areaK4 The use and value of appropriate learning technologiesK5 Methods for evaluating the effectiveness of teachingK6 The implications of quality assurance and quality enhancement for

academic and professional practice with a particular focus on teaching

Professional ValuesV1 Respect individual learners and diverse learning communitiesV2 Promote participation in higher education and equality of

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opportunity for learnersV3 Use of evidence-informed approaches and the outcomes from

research, scholarship and continuing professional developmentV4 Acknowledge the wider context in which higher education operates,

recognising the implications for professional practice

Indicative Mapping of PGCert HBE Assessment (and Evidence) Items Outcomes to UKPSF Dimensions of Practice

Please note that the individual nature of assignments and learning experiences undertaken by PGCert HBE participants means that accurate mapping can only be undertaken by you following the particular activity.

Grid A – Modules 1 and 2

Assessment Item A1 A2 A3 A4 A5 K1 K2 K3 K4 K5 K6 V1 V2 V3 V4

Activities log

ORPs of teaching

Reflective report based on an ORP

Oral Presentation on a learning resource

Creation of assessment items

Report on operation of assessment item

ORP of assessment practice

Curriculum Design Item

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Grid B – Module 3 – Structured Reflective Account (all components)

Assessment Item A1 A2 A3 A4 A5 K1 K2 K3 K4 K5 K6 V1 V2 V3 V4

Teaching History

Report on teaching evaluation

Post RPOT Reflective Notes

Impact of current issue in HE

Reflective practice account based on five experiences

CPD plan

Please note that you are required to map each element of the UKPSF Dimensions of Practice at least once in either Grid A and/or Grid B.

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General assessment requirements for the SRA

Awareness of and adherence to professional values of teachers must be apparent throughout the SRA.

Confidentiality must be maintained. Names of people can only be included if in an openly-available form (such as a published teaching timetable or handbook) or if informed consent has been given by the person. Confidentiality is particularly important in the Reciprocal Peer Observation of Teaching report.

Sensitive items such as examination questions can be withheld provided you give an email address at which we can contact you should we need to inspect these items (NB – you are required to submit the assessment items for assignment 2A on the first submission occasion).

Anonymization of ORP forms and PGCert documents such as feedback on assignments and meeting records is not required.

Harvard citation system must be employed. Reference to literature will be expected in the reflective account and should be used as

appropriate in other components of the SRA.

What is required for the final folder?

The Folder should contain the following:

All the assessment items for modules 1 and 2 (see next page) including feedback sheets where applicable

o The annotated teaching log should be as described in the Module One section in the PGCert handbook - reflective notes are not required for every log entry

o All three ORP forms, signed by the observer, should be includedo Assignments from Module One and Two which have already been marked should

be included together with the marker’s feedback Items 1-6 as specified above for module 3, including grid A and grid B showing UKPSF

mapping Contents page and means to locate items (individual page numbering is NOT required)

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Overview of Assessments for the new PGCert HBE

The following table summarises the assessment items for the revalidated PGCert HBE and applies to all participants from October 2014 entry inwards.

Module/item

Assessment item Indicative UKPSF mapping at D2 (others are possible)

1 A Annotated log of teaching activities A1, A2, A4

1 B 2 observations/reviews of teaching practice by experienced reviewer (ORPs)

A1, A2, A4, A5,K1, K2, K3, K4, K5,V1, V3

1 C* * Reflective Analysis based on an ORP (for module 1) A5, K1, K2, K3, V3

1 D* * Oral presentation based on the creation and use of a learning resource

A2, K2, K3, K4, V3

2 A* *Creation, presentation and 2 different assessment items created by participant

A3, K1, K5, V3

2 B* *Report on the use and performance of an assessment item (preferably created by participant)

A3, A5, K1, K5, V3

2 C Observation & Review of performance as an assessor (ORP)

A3, A5, K1, K5, K6, V3

2 D* *Curriculum design item A1, K1,K2, K3, K4, K5, K6, V3

3 A* *Structured Reflective Account

(incorporating teaching evaluation reports, reciprocal peer reviews of teaching &comment on current issues in HE)

A5, K5, K6, V1, V2, V3, V4

Items marked with an asterisk (*) must be submitted (or undertaken in the case of the oral presentation) at one of the set assessment periods during the year ie September, January, May.

The Structured Reflective Account is submitted at the end of the course.

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Items not marked with an asterisk should be included in the final submission in a folder together with the Structured Reflective Account.

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BIBLIOGRAPHYCross, S. Adult Teaching & Learning – developing your practice. McGraw-Hill 2009 Also available as an ebook

Cunningham, B. (Ed.) Exploring Professionalism Institute of Education 2008

Gruppen, L. White, C. Fantone, J. Self-regulated learning in medical education 2nd ed. John Wiley and Sons, 2014. Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Kahn, P & Walsh, L. Developing your Teaching: ideas, insight and action. Routledge Falmer 2006

McKimm, J. & Swanwick, T. Educational Leadership. 2nd ed. John Wiley and Sons, 2014.Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Moon, J. A Handbook of Reflective & Experiential Learning Routledge Falmer 2004Also available as an ebook

Driessen, E. van Tartwijk, J. Portfolios in personal and professional development 2nd ed. John Wiley and Sons, 2014. Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Lovato, C. Wall, D. Programme evaluation: improving practice, influencing policy and decision-making 2nd ed. John Wiley and Sons, 2014. Available as part of the e-book, Understanding Medical Education” ed. Tim Swanwick

Website:www.heacademy.ac.uk (Higher Education Academy)

OTHER LEARNING RESOURCES AVAILABLE TO PARTICIPANTS

Databases @ SGUL

Library home page > Resources > Databases > Education

http://libguides.sgul.ac.uk/az.php?s=51948

Includes links to databases to find research articles for a topic.

Journals @ SGUL

All Journals listing available via Library homepage > Journals

Medical and HE Journals listing

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MODULE LEADERTBC

KEY MEMBERS OF THE MODULE TEACHING TEAMChristine FesseyAnne LauriePeter McCrorieElizabeth MilesJanette MyersAileen O’BrienEducational Supervisors and Observers/Reviewers of Teaching in the UK and in Cyprus

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7.1 UKPSF mapping of PGCert HBE

Please see UKPSF “Dimension of Practice” set out in Section 7.2 or on the HEA website, www.heacademy.ac.uk

Please note that the individual nature of assignments and learning experiences undertaken by PGCert HBE participants means that accurate mapping can only be undertaken by the individual following the particular activity

LO Learning Objective UKPSF1.1 Successfully undertake a range of teaching sessions A1, A2, A4,

K1, K2, K3, V3

1.2 Reflect upon and critically discuss own practice in the design and delivery of teaching sessions demonstrating application of appropriate education theory and principles

A5,K1, K2, K3,V3

1.3 Design and employ effective learning resources, critically appraising their contribution to learning

A2,K3, K4

2.1 Design assessment items, critically appraising their validity, reliability and educational impact including discussing the challenges in the creation and successful application of assessment criteria and marking schemes

A3 A5,K1, K6,V3

2.2 Act as a reliable and effective assessor of learning, giving appropriate feedback to learners

A3,K6

2.3 Successfully undertake curriculum design activities demonstrating application of appropriate education theory and principles

A1,K1, K2, K3,V1, V4

3.1 Demonstrate appropriate application of the principles of effective evaluation of teaching

K5, K6

3.2 Critically evaluate own approaches to planning, delivery and assessment of learning using evidence from own teaching practice

A5, V3

3.3 Demonstrate and discuss own development as a teacher during the PGCert HBE course and set out strategy for own ongoing CPD as a teacher in HE

A5, V4

3.4 Articulate and debate the professional values of a teacher in higher education, demonstrating an awareness of current issues

K6,V1, V2, V3, V4

3.5 Work collaboratively to develop teaching practice A5

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7.2 UKPSF – Dimensions of the Framework

Areas of ActivityA1 Design & plan learning activities and/or programmes of studyA2 Teach and/or support learningA3 Assess and give feedback to learnersA4 Develop effective learning environments and approaches to student

support and guidanceA5 Engage in continuing professional development in

subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Core KnowledgeK1 The subject materialK2 Appropriate methods for teaching, learning and assessing in the

subject area and at the level of the programmeK3 How students learn, both generally and within their

subject/disciplinary areaK4 The use and value of appropriate learning technologiesK5 Methods for evaluating the effectiveness of teachingK6 The implications of quality assurance and quality enhancement for

academic and professional practice with a particular focus on teaching

Professional ValuesV1 Respect individual learners and diverse learning communitiesV2 Promote participation in higher education and equality of

opportunity for learnersV3 Use of evidence-informed approaches and the outcomes from

research, scholarship and continuing professional developmentV4 Acknowledge the wider context in which higher education operates,

recognising the implications for professional practice

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7.3 Indicative Mapping of PGCert HBE Learning Outcomes to UKPSF Dimensions of Practice Please note that the individual nature of assignments and learning experiences undertaken by PGCert HBE participants means that accurate mapping can only be undertaken by the individual following the particular activity.

Areas of Activity Learning OutcomeA1 1.1, 2.3A2 1.1, 1.3A3 2.1, 2.2A4 1.1A5 1.2, 2.1, 3.1, 3.2, 3.5

Core KnowledgeK1 1.1, 1.2, 2.1, K2 1.1, 1.2, 2.3, K3 1.1, 1.2, 1.3, 2.3K4 1.3K5 3.1K6 2.1, 2.2, 3.1, 3.4

Professional ValuesV1 2.3, 3.4V2 3.4V3 1.1, 1.2, 2.1, 3.2,V4 2.3, 2.4, 3.4

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8 Assessment Strategy, Methods and Regulations

8.1 Assessment Overview

The assessment strategy has arisen from consideration of the following:1. Modelling good practice in assessment of learning;2. Adhering to the educational approach of the course, that is, experiential learning and

personal and professional development;3. Maintaining constructive alignment with module aims and objectives;4. Maximising learning from the process of preparing for, undertaking and receiving

feedback on the assessment.The assessment strategy for the PGCert HBE therefore has a strong formative element in order to support your experiential learning.

8.2 PGCert HBE Assessments and UKPSF Mapping

The nature of PGCert Assessments is specific to the practice of each individual participant and hence precise mapping against UKPSF Dimensions of Practice cannot be given – it must be determined by the individual. However, indicative mapping of assignments has been proposed in the module handbook sections of this document.

8.3 Assessment Methods

Further details of methods employed for assessment are described within the module-specific sections of this handbook (Sections 5, 6 and 7).

8.4 Feedback on assessment

An important aspect of learning is the receipt of feedback on assessed work, including what has been done well and areas for improvement. You will receive feedback in a variety of formats from experienced teachers and assessors and, in the case of the reciprocal observation and review of teaching for module 3, from a fellow module taker. Those who give feedback will be aware that it must be: sufficiently comprehensive; include both positive and negative points; constructive, by indicating how performance can be improved; give specific examples to illustrate any general points and provide sufficient detail so that participants who have failed can understand what is required to pass a re-submission.

The maximum time from submission to receiving grades and feedback will be 25 working days, in line with SGUL postgraduate guidelines. By providing a quick turnaround of results, you can incorporate the feedback received within your learning and future coursework.

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8.5 Extensions, Deferrals and Resubmissions

Extensions and Mitigating CircumstancesSGUL understands that PG Cert participants are working whilst undertaking the course, often in demanding clinical, academic or research environments, but SGUL must ensure that integrity of its awards and consistency and fairness in how all students are assessed. Working to deadlines is an important skill which PG Cert HBE participants should already possess and which you will be expected to demonstrate during the course.

PG Cert HBE participants are expected to take responsibility for knowing and meeting the dates/deadlines set out in the course handbook. However, it is acknowledged that difficulties may arise and participants who have unforeseen problems may request an extension to a submission deadline or request for mitigating circumstances to be taken into account.

A request for an extension, or for mitigating circumstances to be taken into consideration, may need to be accompanied by independent supporting evidence covering the date of the affected assessment, but this will be requested on a case by case basis. SGUL also has a religious festival policy for all participants, and this will applied to PG Cert participants as well. This can be found on the SGUL Portal. With advance notice (i.e. close to the time the assessment date is made known) submission deadlines may be changed, if appropriate. Extensions to Assignment deadlinesThere may be circumstances which prevent the student meeting an assessment deadline. All participants are advised to discuss these circumstances well in advance of the deadline and, if necessary, arrange a submission extension.

Requests for extensions to assignments (either written, presentations or portfolio submissions) can be made up to one week (7 days) prior to the due date by completing an Extension & Deferral Request Form which is available from the PG Cert HBE website or the Course Administrator. Completed forms are submitted to the Course Administrator who will liaise with the Course Director (or their nominee) and will notify the applicant of the outcome as soon as possible. When considering any request the Course Director (or their nominee) will liaise with the Course Team as required.

Participants are reminded of the importance of making multiple backup copies of all of electronic files and photocopies of any important printed documents. Sound policy is to work with one master copy, then back up on to two separate drives (then do not keep them together). As is the case with other postgraduate courses, study related issues (e.g. computer / printing issues) will not normally be considered a legitimate reason for an extension.

Extensions will normally be granted for 2 weeks only; if additional time is needed then the participant should seek to defer the assessment until the next submission deadline.

Participants who miss a submission/presentation deadline without an agreed extension will have a penalty awarded as set out in the Programme Regulations/ Scheme of Assessment. Usually a grade of ‘Borderline Fail’ will be recorded for the failure to submit

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at the first deadline. Any subsequent submission will be regarded as a second attempt which will be capped at the level of a ‘Pass’.

Mitigating Circumstances Requests A deferral of a summative presentation, or an extension to an assignment deadline made less than one week (7 days) of the due date needs to be sought through a Mitigating Circumstances Form (available on the PG Cert website or from the Course Administrator).

In addition, a participant who considers that his or her performance in an assessment has been adversely affected by illness or some other cause should similarly submit independent documentary evidence using the Mitigating Circumstances Form to the Course Administrator in line with St. George’s, University of London General Regulations (11.11). Under St. George’s, University of London General Regulations, there is no provision for upgrading or changing a candidate’s result or classification on account of illness or other relevant factors. However, documented mitigating circumstances, agreed at a Board of Examiners, may be taken into account when determining decisions concerning re-entry in to assessments.

The Mitigating Circumstances Form may need to be accompanied by supporting documentation. A Mitigating Circumstances Panel (MCP) usually comprising of the Course Director (or their nominee), and at least one other independent member of academic staff, will decide whether the mitigating circumstances should be accepted or not, and make a recommendation to the course’s Board of Examiners. The MCP may also include and/or consult the Chair of the Board of Examiners. Participants will be notified of the outcome via email.

Participants who wish to defer a presentation assessment after having confirmed attendance are asked to give the course administrator at least 3 weeks’ notice to aid in the course's planning. However, as a formal assessment, the same mitigating circumstances policy applies to presentations as to written assignments: i.e. if a participant fails to attend on the day without prior explanation, they will forfeit the first attempt at the oral presentation, and the subsequent attempt will be their second and final attempt at the oral presentation.

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Flow Diagram: The Process of Applying for an Extension OR Mitigating Circumstances

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I have been adversely affected by, and/or unable to attend, due to circumstances beyond my control.

What actions should I take?

Is there more than one week (7 days) before the due date for the assessment?

No Yes

Submit an Extension Request Form, and provide independent supporting evidence if requested

Course Director (or their nominee), with recourse to Course Team as appropriate, will normally consider the application.

Submit a Mitigating Circumstances Form, with independent supporting evidence if requested

The completed Mitigating Circumstances Form, is considered by Mitigating Circumstances Panel

Mitigating circumstances

accepted

Mitigating circumstances

rejected

Email sent to Participant and Recommendati

on made to Board of

Examiners

Extension granted

Extension not granted and

assessment will be due on

original set date

Participant notified and if deadline has passed a

result of Unacceptable is recorded. If appropriate a resubmission deadline is

provided.

Email sent to Participant confirming

revised submission

deadline

Email sent to Participant

confirming the original

assessment deadline.

9 Participant Support

9.1 Educational SupervisorsThese play an important role in the support of participants.PgCert HBE Educational Supervisors are experienced teachers who have, as a minimum, attended the SGUL Teaching Skills Course or equivalent and have at least two years’ experience in healthcare/biomedical education. Your Educational Supervisor is expected to encourage you to develop as an independent learner hence the nature of supervision meetings is discussion and guidance rather than instruction. Arranging supervision meetings is your responsibility.

You should meet your Educational Supervisor soon after enrolment to discuss and complete your Learning Needs Analysis and Learning Development Plan. You should meet your Educational Supervisor at least four times a year to discuss:

course structure and operation obtaining teaching opportunities the purpose and conduct of review of teaching critical and reflective writing, including providing or arranging for feedback to be

given on drafts of assignments and reports for the portfolio preparing the oral presentation for module 1 performance and feedback on assessed items identification of appropriate evidence and compilation of the portfolio

A proforma is available for these meetings serving to remind you and your Educational Supervisor of key areas to consider and to act as a record of the meeting. In addition to aiding ongoing cycles of reflective practice in teaching, the record forms can also form evidence of progress for inclusion in your portfolio.

Educational Supervisors are invited to attend all course team meetings and to contribute fully to the development and running of the course. Staff development for the role is provided as an induction session for new Educational Supervisors and updates for ongoing supervisors.

9.2 PGCert HBE website

The PGCert HBE website, www.pgcerthbe.sgul.ac.uk provides a wide range of information for you. It carries the current handbook (we do not issue paper copies of the handbook) and forms required for observation and review of teaching. It has an extensive section on assessment including setting out procedures for requesting extensions and making mitigating circumstances claims. It also shows the current timetable of workshops and the sources of support available to PGCert participants, including details about Educational Supervision.The website has proved very valuable for (a) participants who can access it at any time and (b) for the course team who can now focus on supporting participants in more specific, personalised ways. However, the website is not currently interactive and does not allow 2-

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way communication between team and participants.

9.3 SGUL Academic Study Support for Participants

Academic Study Skills SupportSGUL’s Senior Lecturer in Learning Support, Dr Janette Myers, oversees and works with the sources of support described below.

The SGUL Academic Skills Centre is located in the Learning Resource Centre on Hunter Wing Level 1 and is open on several occasions throughout the week. It provides an opportunity to access one to one advice and guidance on draft assignments before they are submitted. The trained skills advisers work closely with students and assist them to identify errors or poor practice in writing style and essay composition, and to recognise where improvements can be made. This collaborative approach provides a valuable opportunity to improve the work and enhance the grade while developing a range of academic skills relating to: grammar, referencing, academic structure, and plagiarism. This support is complementary to the support provided by the Royal Literary Fund’s Writing Fellow.

The Royal Literary Fund’s Writing Fellow is available to advise students on writing skills for anything from essays to journal articles, theses and letters of application. SGUL’s Literary Fellow for 2014/15 is Adam Feinstein. He will help with structure and logical flow, clarity, style, general improvement of writing style. Specialised support is available to students where English is not their first language from Clare Emery.

SGUL has a full-time Disability Advisor, whose job it is to ensure that disabled students are appropriately supported during study. Support can be obtained from the university for students with dyslexia or another specific learning difficulty, a physical or sensory impairment, or experience difficulties with mental health.

The diagram in Section 9.6 shows sources of Support for PGCert HBE participants at the time of writing this document.

9.4 SGUL Graduate School

The SGUL Graduate School includes all postgraduate students, who may be taking either Taught or Research Degrees through various modes of study. It is overseen by the Head of the Graduate School and two Deputy Heads. Each of SGUL’s Institutes/Faculties also appoints an academic lead for postgraduate study, who serves as a member of the Institute/Faculty management team. All postgraduate students have 24 hour access to our ‘Graduate Centre’, which includes soft furnishings, a careers library and noticeboards, as well as a projector system for student-led presentations. This provides students with a space to meet and the opportunity to mix with postgraduate students from other courses, and to broaden their social and academic support network.

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There is an annual Graduate School lecture from an eminent guest speaker, which is always very well attended, and formal opportunities for students to share their work through oral or poster presentations at the SGUL Research and Education days.

9.5 SGUL General Support for Participants

Complaints

A confidential complaints system is in operation. Any complaints which you do not want to raise with staff associated with the course may be directed to Rachael Bevilacqua, Student Affairs Manager, Registry (Tel 020 8725 5225, or email rbevilac@sgul.ac.uk)

SGUL is committed to a policy of equal opportunities which aims to provide an environment in which all students may reach their full potential. If you have any concerns about equal opportunities you can contact the Equality and Diversity Officer, Rochelle Rowe, on 020 8725 0605 (rrowe@sgul.ac.uk).

Sources of funding

Financial advice for students can be accessed through the Student Centre, Ground Floor, Hunter Wing, including information on Student Loans, the National Scholarship Programme and NHS Bursaries as well as information on additional support via prizes, charitable trusts or other funding bodies. She offers individual confidential finance advice to students on a range of matters, including debt and budgeting. In specific circumstances she can also offer Emergency Short Term Loans to students to bridge financial shortfall.

Professional and Career Development Loans

Many students studying postgraduate courses apply for a Professional and Career Development Loan (PCDL) to assist with their tuition fee and/or living expenses while they are studying. Please note that even the maximum PCDL will not cover all fees and living costs, so students will also need to plan other sources of financial support for the duration of the course (for example; savings, part time and vacation work, parental/partner contributions, and external scholarships or bursaries).

A PCDL is a bank loan. If your application is successful, you make an agreement with a participating bank to borrow an amount between £300 and £10,000. Then once you have stopped studying, you pay it back in the normal way.

The difference with a PCDL is that the Skills Funding Agency pays the interest on the loan while you are studying and for one month afterwards. After this, you pay interest at the rate fixed when you took out the loan. Interest rates on the loans are set so they are competitive with other ‘unsecured’ personal loans that are commercially available.Please note that support from PCDLs is subject to eligibility and is not guaranteed, so it is important that students apply as early as possible so that they know whether or not

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they qualify for this loan before starting the course.

Further details are available at https://www.gov.uk/career-development-loans. You can also call the National Careers Service on 0800 100 900 for advice and to request an application pack. (You will need SGUL’s Learning Provider Number for the application – this is 2610).

Please note that if you make a successful application for a Professional and Career Development Loan, you will need to forward the bank confirmation letter to the Registry at SGUL (marked for the attention of Mrs Jude O’Brien, Student Finance and Policy Officer), so that this can be noted on our records. Failure to do this could mean that you may enter the debt recovery cycle. SGUL will not know you are paying your tuition fees by this method unless we have been advised by yourself.

If your PCDL application is still pending when you begin the course, you will be required to pay the tuition fees yourself until the assessment is finalised. If you are successful in an application for tuition fee support, and this comes through at a later date, you will be reimbursed any amount due. If this applies to you, please contact SGUL Finance on 020 8725 5028 to request reimbursement.

Access to Learning Fund

The Access to Learning Fund (managed by Helen Williams), is the main source of hardship funding for UK students and provides discretionary financial assistance for students to help them access and remain in higher education. The Fund can help to alleviate unexpected financial hardship, particularly for those students who need financial help to meet extra costs that cannot be met from other sources of support. Students who may be considering leaving higher education because of financial problems are particularly encouraged to apply.

Students can apply to the Fund at any point throughout the academic year including the vacations. Any help they receive from the Fund is usually non-repayable. You must have applied for all government funding available to you before applying to the ALF (e.g. Student Loans/NHS Bursary).

The Fund cannot help with paying for tuition fees.

International/EU Hardship Fund

St George’s, University of London has funding available for full-time Undergraduate and Postgraduate International and EU students, who are experiencing unexpected financial hardship. The funding comes in the form of a non-repayable grant. However, interest-free short term loans may also available from the fund. If necessary, you can apply to the fund on more than one occasion during your time at SGUL. The Fund cannot help with paying for tuition fees. You should be in financial hardship due to circumstances which are out of your control (i.e. you must have secured enough funding to study and live in the UK, and your hardship is therefore due to unexpected and uncontrollable events).

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Other sources of funding

We encourage you to contact charities/funding organisations to try and obtain further funding – a good site to look at is the Educational Advisory Grants Service: http://www.direct.gov.uk/en/Dl1/Directories/DG_10011032 as well as: www.studentmoney.org

A guide (compiled by two PhD students) offers comprehensive inside guidance and advice and also provides invaluable interactive tools to streamline and demystify the application process, as well as a database of over 600 alternative funding bodies. The guide offers an integrated approach, taking a student through each stage of the funding workflow: from identifying, to finding, to approaching, to crafting winning applications.

If you wish to have a copy of the guide (pdf) please send your request (with your student ID number) to studentfinance@sgul.ac.uk

Applications for: Student Oyster card for discount travel on London Transport at www.tfl.gov.uk/photocards

Council Tax Exemption, if you are living in private rented accommodation

Full time students aged 26 and over can apply for Young Persons Railcard, at http://www.16-25railcard.co.uk/online/.

Please contact the Student Centre for additional details and advice about how to apply for these benefits.

Debt Management and Advice

SGUL Registry offers confidential, one-to-one interviews for students to discuss money worries, budgeting and dealing with debt. Specialist staff are available to advise on entitlement to social security benefits and tax credits and to assist with benefit appeals. It is advisable to seek help early and bring all relevant documents to any interviews.Occasionally a short-term loan may be available in an emergency.

If you find yourself in financial difficulty at any point of your course, please contact Jude O’Brien, Student Finance and Support Officer, as soon as you can. Jude will be able to offer information and advice, and will ensure that you are receiving all of the funding you are entitled to jobrien@sgul.ac.uk or 020 8725 0962.

You can also go through a budget plan for the year at: http://www.studentmoney.org/

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The Chaplaincy

Faculties are available of all faiths within the Chaplaincy. The St George’s Hospital Chaplaincy is staffed by 3 Anglican Chaplains (2 Full-time and 1 Part-time), 1 Roman Catholic Chaplain (Part-Time), 1 Ecumenical Chaplain (Part-Time) and the Imam (Part-Time). The 2 Full-Time Anglican Chaplains are trained counsellors and offer a confidential service of support for people in crisis.

In the Medical School are based the Christian Union and the Islamic Society. The School Club (Students Union) has details of facilities accommodating all religious needs. Also within the Medical School, on the lower ground floor, is a prayer room. In addition, St George’s Hospital has a chapel, which is available to everyone.

Childcare

To find out types, costs and availability of childcare in the London Borough of Wandsworth, contact the Childcare Information Team on 020 8871 7899 or visit http://www.wandsworth.gov.uk/Home/Childrenandyoungpeople/Childcare.There are similar services available in most London Boroughs; www.childcarelink.gov.uk might be a good place to start.

Although SGUL does not offer grants specifically for childcare, there are other sources of funding available for student parents. Contact Zoe Garratt (zgarratt@sgul.ac.uk ) for further advice.

Student Welfare Suite (Mums and Babies)

Student mothers who wish to who wish to breastfeed their babies or student parents who wish to bottle feed their children can use this room to do so. It is a quiet room and a bottle / food heater, changing mat and mini fridge to store breast milk are provided. It can be found on Level 2 Hunter Wing next to the Counselling Suite. The Student Union have a key if the door is locked.

The SGUL Students Union:

This is an important facility for all students of SGUL, and has a varied and comprehensive range of facilities including sporting and recreational activities, a book shop and a small convenience store, as well as a bar and common room. The President of the Students Union and the Committee are fully active in supporting all student matters.

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Students Union Officials

Officer Telephone EmailPresident 020 8725 2709 president@su.sgul.ac.uk

Vice-President(Education and Welfare)

020 8725 0451 vpeducation@su.sgul.ac.uk

Vice President(Finance and Student activities)

020 8725 5078 vpfinance@su.sgul.ac.uk

General Secretary 020 8725 0562 secretary@su.sgul.ac.uk

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9.6 SOURCES OF SUPPORT FOR PgCert HBE PARTICIPANTS – 2015/2016

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Occupational Health

x1661

Students’ Union Co-President (Education & Welfare):

vpeducation@su.sgul.ac.uk, x0451

Registry/Student Centre

Study skills support &

Essential Skills Programme (ESP):Dr. Janette Myers

jmyers@sgul.ac.ukx0616

Disabilities Advisor: disability@sgul.ac.uk,

x0143

Writing Support: Literary Fellow

Mon, Tues, Wed x3078

Student Learning & Support:Dr Janette Myers

jmyers@sgul.ac.uk x0616

English LanguageSupport:

Claire Emery cemery@sgul.ac.u

Educational

Supervisor

PGCert HBE Administration Team:

pgcertad@sgul.ac.uk x2373

Course Director: Dr Elizabeth Miles

emiles@sgul.ac.uk, x4972

Head of Graduate School:Dr. Rachel Allen

rallen@sgul.ac.uk x3085

Deputy Head of Graduate School

(Taught Postgraduate Courses):

Academic Registrar: Dean Surtees

dsurtees@sgul.ac.uk

SpiritualSupport

Chaplaincy: support for all faiths & none.Canon Hilary Johnson x3070, Rev Rob Wall x3071 Joan Tierney x3078 (Wed)Imam Sulayman Gani 020 8767 2344Links via Chaplaincy to other local faith groups

Counselling Servicex3628

Skills Adviser:Jo Murray

jmurray@sgul.ac.uk

GP

Careers Officer: The London Careers

Group 020 7866 3600

PgCert HBE Course

Participant

Course DirectorDr Elizabeth Miles

emiles@sgul.ac.uk, x4972

9.7 Example Course “Journey” of a PgCert HBE Participant

Course Timeline ActivityDay 1 Induction

Commence Learning Needs AnalysisDay 2-21 Meet with Educational Supervisor

Complete Learning Needs AnalysisConsider approach to PGCert HBE requirements.

Month 1 Attend SGUL Teaching Skills Course;Presentation Skills Course; library literature-searching workshop

Months 1-4 Attend other recommended workshops eg Curriculum Development

Months 1-11 Teaching activities (large and small group), learning resource development, assessing, curriculum development and evaluation of teaching activities

Months 1-11 Arrange and undergo observation and review of teaching and assessing both with trained, more experienced reviewer and with a fellow participant

Month 3 Meet with Educational Supervisor to discuss progress and plans for assignment/presentation

Month 5 Submit written assignment or make assessed oral presentation

Month 6 Meet with Educational Supervisor to discuss feedback on recent assessment and plan next assessment

Month 8 Submit written assignment or make assessed oral presentation

Month 9 Meet with Educational Supervisor to discuss feedback on recent assessments, plan next assessment and discuss progress on folder for module 3.

Month 11 Completion of teaching and assessing activities, peer reviews and reflective reports. Meet with Supervisor to discuss compilation of module 3 folder including production of reports and preparation of final assessments/oral presentation and production of Structured Reflective Account.

Month 12 Compilation of module 3 folder including completion of reflective writing required. Generation of future professional teaching development plan

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10 Other services at St George’s

10.1 Library information

All registered Postgraduate Certificate participants are automatically members of St George’s Library which is on Level 1 in Hunter Wing. Your University ID card is needed to gain access to the Main Library and the Computer rooms adjacent to the Library. Library staff will be pleased to help you if you require information or assistance at any time.

Full details for the Library and its services can be found on their website – http://library.sgul.ac.uk/

The Library is open at the following times during term time: Monday to Friday 8am – 2 amSaturday & Sunday 9am - 9pm

The Library is staffed:Monday to Friday 8am - 6pm

Hours may be reduced during the holiday period and you should check with Library staff or the Library website for details.

Information Skills training sessions are available to all Library members – please see the Library web pages for details or ask at the Library Main desk.

10. 2 Computing facilities

Details for how to contact the Help Desk, and information on the services provided can be found on the Computing Services pages on the Portal here:https://portal.sgul.ac.uk/org/lis/computing-services/itav

Software support is limited to SGUL 'standard' programs and packages (see the section on 'Supported Software' for more detailed information). The Help Desk provides support for technical issues or problems with software. Requests for help with the actual use of specific software packages should be directed to the IT Trainers either by email to training@sgul.ac.uk or by 'phone on x5642.

Pg Cert participants may use the Library’s three computer rooms - Computer Rooms H1.8, H1.9 and 3. Across all rooms there is a total of 110 PCs available. Computer Room 3 provides 24 hour access. Computer Rooms H1.8 and H1.9 are also used occasionally for teaching between 9am – 5pm. Entry to the Computer rooms is via Computer Room 3, located in the lift lobby next to the main Library entrance. You will need your University ID card or Library ID card to gain entry.

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There are also two Computer rooms in Hunter Wing on the 5th floor – H5.1 and H 5.2 which are available from 9 am – 5 pm. Please note that these rooms are also used for teaching on occasion.

Courses on a range of software applications are run by the Library throughout the year and participants may attend these. Details of these IT courses are available in the Library or on the Library website. A charge is made for some of these courses.

Photocopying, printing and scanning facilities are available for black & white and colour via Multi-Functional Devices (MDFs). Costs are 5p single-side / 6p double-side. Printing in colour is available in Computer Room 3 only, 18p single-side / 22p double-side. You have your own personal account to pay for photocopying or printing. This account can be credited online or using a cash loader machine in Computer Room 3. Photocopying and printing is released using your SGUL ID card but you need to register first at any printer/photocopier using your SGUL ID card and SGUL network username / password. Instructions for this once-only registration process are located on the MDFs. The default is double-sided printing for all printers but can be changed prior to printing via Printer properties of the application you are using e.g. Word.

Netbooks and Laptops

In the Library, laptops and netbooks are available on a self-service basis from the caddies in the Library. They do not need to be issued to your Library record. They are available during opening hours and are for use in the Library only.

Email

To access your University email account using a web browser such as Internet Explorer: go to http://outlook.sgul.ac.uk/ At the login screen, enter your username and password to access your mail. Please note that your University email address is <your username>@sgul.ac.uk.

Passwords

If you know your username but do not know your password, or you wish to change your password please go to: https://portal.sgul.ac.uk/services/password and use the appropriate links.

SGUL Wi-Fi access

It is possible to connect to the SGUL network whilst you are onsite - including in the Library and the Social Learning Space just outside the Library.Instructions for connecting to the wi-fi can be found here:https://portal.sgul.ac.uk/org/lis/computing-services/itav/jrs/jrs-for-sgul-members

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Home Directories (H: Drive)

When you use a computer at St. George's University of London, the programs that you run and files that you save are normally stored on the computer's hard drive, commonly referred to as the C: drive. As not everyone has access to their own computer, and many people use a number of different computers for different tasks, all SGUL staff and students are given an area of storage space on the central servers as part of their standard network services. This is known as your 'Home Directory' or H: drive and is private to you - with access being controlled by your username and password - and can be accessed from any networked computer directly connected to our network. In order to access your central storage space, you will need to logon to the network using your username and password. Rather than using the C: drive, you can access your home directory by selecting the H: drive.

All files in your H: drive are stored on a server in Computing Services. This server is backed up every night and all files are scanned for viruses. If you delete a file that had been saved before 8pm the previous night, there will be a copy saved on our tape library. If you want it restored, contact the Help Desk.

Virus Prevention

The following is a list of tips to help you prevent your machine or your work from being infected by a virus:

Do not open files attached to emails if you are at all unsure as to what the file is, or if the sender is unknown to you

Do not download files from the Internet unless you are sure they are from a legitimate / reputable source

Always make sure your important documents / files are backed up, preferably to your H: drive (Home Directory)

Please contact the Help Desk on x5435 or to helpdesk@sgul.ac.uk for further details about virus prevention or for help with checking that your PC is up-to-date and fully protected.

Useful websites (viruses & virus hoaxes)

There are numerous websites containing information on computer viruses, and hoax viruses, along with help and advice on how to protect your machine against them.

McAfee http://home.mcafee.com/VirusInfo/Default.aspx Mac Virus (Mac users) http://antivirus.about.com/od/macintoshresource/ AVERT (virus alerts) http://vil.nai.com/vil/join_list.aspx SOPHOS http://www.sophos.com/en-us/security-news-trends.aspx Vmyths http://www.vmyths.com Symantec http://www.symantec.com/security_response/

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If you receive information from another party offering information about a potential virus attack, before you begin to email others please consult the Virus Myths website http://www.vmyths.com/.

Social media at St George’s, University of London

Follow us:

Connect with St George's by signing up to our social media channels.

Facebook

YouTube

Twitter

There are four official University Facebook pages:

St George’s, University of London Facebook pageJoin this page for all our latest news, videos and photos.

St George’s, University of London Alumni Facebook pageJoin this page to keep in touch with your classmates once you have graduated from SGUL, and to find out about alumni news and events.

Faculty of Health, Social Care and Education Facebook pageJoin this page to find out about news and activities in the in the Faculty of Health, Social Care and Education, jointly by Kingston University and St George’s, University of London.

St George's, University of London library Facebook pageFind out useful information about the library at St George’s, University of London by joining this page.

Visit the St George’s, University of London YouTube channel to view all our videos.

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Get the latest updates on what is happening at the University:

Follow the official St George’s, University of London Twitter feed.

St George’s, University of London Student Centre Twitter feed provides useful information about SGUL activities that may affect you as one of our students.

Follow the Joint Faculty Twitter feed for information related to news and activities in the Faculty of Health, Social Care and Education, ran jointly by Kingston University and St George’s, University of London.

10.3 Sport and Recreation:

The Robert Lowe Sports Centre is on the Perimeter Road in the SGUL and NHS trust grounds and is open to all students. The Sport and Recreation Service work in partnership with the University's Students' Union to provide both competitive and non-competitive sport and recreation activities.

Robert Lowe Sports Centre Telephone: 020 8725 2662 Website: http://www.robertlowe.sgul.ac.uk/

Gym Opening Times: Monday to Friday 07.00am – 10.30pm (Last entry 10.00pm)Saturday and Sunday 8:00am – 8:00pm (Last entry 7.30pm)Closed Bank and Public Holidays

Support is provided for all University sports clubs, as well as the organisation of a comprehensive recreation program. We also manage our own recreation facilities and work closely with external facility providers. We have close links with a large number of organisations involved in sport and recreation to provide opportunities for students to participate in sport at all levels.

10.4 Food and drink

There is a large canteen serving hot and cold meals, sandwiches and snacks on level 1 of Lanesborough Wing. You will need to show your student ID card to obtain the reduced rate. Opening times are as follows:

for meals for snacks1145-1400 1000-19451730-1945

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The SGUL shop on the ground floor of Hunter Wing and the hospital shop on the ground floor of Grosvenor Wing sell sandwiches and confectionery, and the SGUL shop also sells a range of student stationery. There is a Marks & Spencer food shop on the ground floor of Grosvenor Wing which also incorporates an M&S café. Peabody’s café is located on the ground floor of Hunter Wing, with a range of sandwiches, paninis, coffees, teas, cold drinks and ice creams. The Student Union bar is located on level 2 of Hunter Wing and serves alcoholic drinks from 5pm onwards.

Eddie’s café

Located on Level 2, Hunter Wing. Named after the Antarctic explorer and former St George’s student Edward Wilson (1872-1912), Eddie Wilson’s on the second floor has already proved to be a hit since it opened in April 2007. Relax on the leather sofas, watch TV and enjoy the food — there’s an all day breakfast, hot pasta and other dishes, hot and cold continental sandwiches, muffins, pastries, coffee, smoothies and a whole lot more to tempt your tastebuds. Run by staff chosen by the Student Union, all profits go back to the Union. Eddie Wilson's uses Fairtrade products wherever possible.

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11 Student Conduct

11.1 General regulations

All students must comply with the General Regulations for Students and Programmes of Study (see Appendix one). These regulations are published annually at the start of the academic year by means of a copy posted on St George’s intranet, and printed copies available from the Registry. All students will be made aware on their first enrolment of the intranet url at which the Regulations can be found. Students and staff will be assumed to be familiar with the provisions of these regulations.Students enrol at the beginning of their programme of study, when they will be formally registered for their programme of study. Thereafter they will enrol at the beginning of each subsequent academic year of attendance at St George’s, or as directed by their course regulations, throughout their programme of study. Except in circumstances approved by Senate, students who are not enrolled may not use St George’s facilities.

The Regulations for the Programme of Study for the PGCert Healthcare & Biomedical Education are provided on Moodle, and you are advised to read this document thoroughly.

11.2 Student Charter

The student charter (available from Registry or on the SGUL Intranet Registry page) sets out the rights and responsibilities of students. These include responsibilities such as handing in course work on time, informing us if you have any difficulties with academic work, or updating us if you change your contact details.

Students are expected to:

1. Display responsible attitudes towards all staff, fellow students and visitors to St George’s and associated hospitals, treat SGUL and hospital property with respect, and observe professional standards in your relationships with patients at all times.

2. Comply with St George’s regulations relating to students.

3. Study diligently, attend timetabled sessions as required, hand in your work on time, and notify your lecturers or tutor/supervisor if you are in need of support or guidance.

4. Notify St George’s and, where appropriate, your lecturers if you are absent during term-time.

5. Ensure that you respond to reasonable requests from our staff without delay.

6. Take advantage of the support services we provide for you.

7. Contribute to the reputation and development of St George’s by providing feedback on your teaching and the curriculum, and by participating where appropriate in St George’s decision-making processes.(Student Charter 2012)

8.

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Where student’s behaviour falls below the expected standard, students will be subject to disciplinary procedure.

11.3 Attendance

We expect that you will view your enrolment on the course as a commitment and make every attempt to participate fully and to maintain contact with the course team. Participants who do not maintain contact with SGUL by completing enrolment formalities and/or responding to correspondence (following repeated and extensive reminders) will at the discretion of the Academic Registrar, have their registration terminated.

11.4 Smoking policy

SGUL operates a strict no smoking policy which all students must respect. Smoking is also not permitted anywhere on the St George’s trust site. Please do not smoke in the seminar rooms or elsewhere in the building or on the site at any time. If you really need to take a smoking break, the best place to go is the park behind the site (entrance off Cranmer Terrace).

11.5 Parking

Parking permits for the site are very limited and none are available for students. Parking restrictions exist in the streets around the site. Please note that a few eight hour parking spaces are available at a reasonable cost, however, the four hour spaces and hospital car park are expensive. Parking is restricted in most streets within walking distance of the site and in most of the surrounding areas. If you are planning to drive you are advised to come early and allow plenty of time to walk or catch a bus from where you park.

11.6 Misconduct and disciplinary procedures

Under section 20.2 of the St. George’s, University of London General Regulations: ”Misconduct is defined as improper interference in the broadest sense, with the proper functioning or activities of St George’s, associated hospitals, or any other place to which a student is attached, or with those who work or study in them, or participating in any action which damages St George’s.”

Section 20.3 of the General Regulations Misconduct includes the following:

(a) disruption of, or improper interference with, the academic, administrative, sporting, social or other activities of St George’s, whether on St George’s premises or elsewhere;

(b) obstruction of, or improper interference with, the functions, duties or activities of any student, member of staff or other employee of St George’s or of any hospital or other place to which a student is attached or any authorised visitor or patient;

(c) violent, indecent, disorderly, threatening or offensive behaviour or language;

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(d) fraud, deceit, deception or dishonesty in relation to St George’s or its staff or in connection with holding any office in St George’s or in relation to being a student of St George’s;

(e) action likely to cause injury or impair safety on St George’s or hospital premises;

(f) breach of St George’s published policies on bullying, harassment or of any other St George’s Equality Policy;

(g) breach of the provisions of St George’s Code of Practice on Freedom of Speech, Code on Computer Misuse or of any other Code or St George’s rule or regulation;

(h) academic misconduct in relation to work undertaken as a student, whether submitted for assessment or not, including assessment offences as defined in paragraph 12;

(i) damage to, or defacement of, St George’s or hospital or other property or the property of other members of St George’s or hospital or other community caused intentionally, negligently, or recklessly, and misappropriation of such property;

(j) misuse or unauthorised use of St George’s or hospital or other premises or items of property;

(k) conduct which constitutes a criminal offence;(l) behaviour which brings or is likely to bring St George’s into disrepute;(m) failure to disclose name and other relevant details to an officer or employee

of St George’s or an associated hospital or other place to which a student is attached in circumstances when it is reasonable to require that such information be given;

(n) failure to comply with a previously imposed penalty under these Regulations;(o) in the case of students registered for the MB, BS and intercalated BSc

degrees, any act or omission which, in the opinion of Council, having considered relevant policies and statements of the General Medical Council, would be improper in a member of the medical profession;

(p) in the case of students registered for degrees or diplomas leading to registration with professional bodies in nursing, midwifery or other professions supplementary to medicine, any act or omission which, in the opinion of Council, would be improper in a member of these professions;

(q) in the case of research students, proven research misconduct, as defined in the University’s definition of and policy on Research Conduct;

(r) any other act or omission which shall, in the opinion of Council, amount to misconduct.

Disciplinary Procedure

All student procedures are available on the SGUL Portal, or on request in the Registry. Students subject to disciplinary procedure are also advised to seek advice from the Students Union.

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Under item 2.2.3 of the St George’s Student Disciplinary Procedure a minor breach of SGUL’s rules or Regulations which is admitted by the student, will result in “the Secretary and Academic Registrar shall, if necessary after consultation with the relevant Dean or Associate Dean, relevant Deputy Head of the Graduate School, Course Director or other relevant senior member of staff, issue on their behalf a written warning to the student, admonishing him or her to abide by SGUL’s rules and Regulations. Any failure to comply with a written warning may be taken into account under future consideration of the matter under the Procedure. Where the Secretary and Academic Registrar finds that there is no or insufficient evidence of breach of misconduct regulations to proceed under this Procedure, this shall also be notified to the student in writing. If further evidence subsequently comes to light, the School reserves the right to reconsider the matter under the Procedure.”

In cases where the misconduct is deemed to be serious, the Principal will appoint an Investigating Officer who will prepare a report with recommendations for action to be taken, which may include establishing a Hearing (Disciplinary) Committee. In some circumstances the student may provisionally be suspended whilst such an investigation is made. Section 3.12 of the Procedure states: “The Committee may investigate any associated relevant issues and shall produce a written report of its findings, including whether it finds the student guilty of misconduct and if so, what penalty is to be imposed. The Committee shall have the power on behalf of Council and Senate to expel the student from SGUL or impose any lesser penalty.”

11.7 Plagiarism

Plagiarism has been defined as “the false assumption of authorship: the wrongful act of taking the product of another person’s mind, and presenting it as one’s own” (Lindey, 1952, p2). Therefore, using another person’s ideas or expressions or data in your writing without acknowledging the source is to plagiarise. In any form, plagiarism is unacceptable in SGUL, as it interferes with the proper assessment of students as to their suitability to become healthcare professionals - which is a responsibility that SGUL has to the public at large. It is behaviour which is particularly unacceptable in students who are working in professions which aspire to the highest ethical standards. Even if unintentional, it will still be considered an examination offence.It is acceptable, in your work, to use the words and thoughts of another person or data that another person has gathered but the borrowed material must not appear to be your creation. This includes essays, practical and research reports written by other students including those from previous years, whether you have their permission or not. It also applies to both ‘hard-copy’ material and electronic material, such as Internet documents. Examples include copying someone else’s form of words, or paraphrasing another’s argument, presenting someone else’s data or line of thinking.This form of plagiarism may often be unintentional, caused by making notes from sources such as books or journals without also noting the source, and then repeating those notes in an essay without acknowledging that they are the data, words or ideas belonging to someone else. Guard against this by keeping careful notes that distinguish between your own ideas and researched material and those you obtained from others. Then acknowledge the source.

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Examples of plagiarism

Example 1Original source:To work as part of a team, to be able and prepared to continue to learn throughout one’s career, and, most important, to take on board both care for the individual and the community, are essential aspects of a doctor’s role today.Greengross, Sally (1997), “What Patients want from their Doctors”, Choosing Tomorrow’s Doctors, ed. Allen I, Brown PJ, Hughes P, Policy Studies Institute, London.

Plagiarism:The essential aspects of a doctor’s role today are to work as part of a team, be able and prepared to continue to learn throughout one’s career, and, most importantly, to take on board both care for the individual and the community.

Acceptable:One social writer believes that the essential aspects of a doctor’s role today are to work as part of a team, be able and prepared to continue to learn throughout one’s career, and, most importantly, to take on board both care for the individual and the community (Greengross, 1997).

Example 2Original source:The binary shape of British higher education, until 1992, suggested a simple and misleading, dichotomy of institutions. […] Within their respective classes, universities and polytechnics were imagined to be essentially homogenous. Their actual diversity was disguised. [….] The abandonment of the binary system, whether or not it encourages future convergence, highlights the pluralism which already exists in British Higher Education.Scott, Peter (1995), The Meanings of Mass Higher Education, SRHE and Open University Press, Buckingham, p43.

Plagiarism:Prior to the removal of the binary divide between polytechnics and universities in 1992, there was a misleading appearance of homogeneity in each sector. Now there is only one sector, the diversity of institutions is more apparent, even if convergence may be where we’re heading.

Acceptable:Peter Scott has argued that prior to the removal of the binary divide between polytechnics and universities in 1992, there was a misleading appearance of homogeneity in each sector. Now there is only one sector, the diversity of institutions is more apparent, even if convergence may be where we’re heading. (Scott, 1994)

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In each revision, the inclusion of the author’s name acknowledges whose ideas these originally were (not the student’s) and the reference refers the reader to the full location of the work when combined with a footnote or bibliography. Note that in the second example, the argument was paraphrased – but even so, this is plagiarism of the idea without acknowledgement of whose idea this really is.

In writing any work, therefore (whether for assessment or not) you should document everything that you borrow – not only direct quotations and paraphrases but also information and ideas. There are, of course, some common-sense exceptions to this, such as familiar proverbs, well-known quotations or common knowledge. But you must indicate the source of any appropriated material that readers might otherwise mistake for your own. If in doubt, cite your source or sources.

Another example of plagiarism is the verbatim copying of chunks of material from another source without acknowledgement even where they are accepted facts (such as a list of symptoms), because you are still borrowing the phrasing and the order and the idea that this is a correct and complete list. Also, you might be infringing copyright. Even if you acknowledge the source, reproducing a significant portion of any document (including material on the Internet) without permission is a breach of copyright, and a legal offence. You may summarise, paraphrase and make brief quotations, but more than this risks infringing copyright.

Another form of plagiarism (called ‘Re-submission’ in the Regulations) is submitting work you previously submitted before for another assignment. While this is obviously not the same as representing someone else’s ideas as your own, it is a form of self-plagiarism and is another form of cheating. If you want to re-work a paper for an assignment, ask your module leader whether this is acceptable, and acknowledge your re-working in a preface.

In collaborative work joint participation in research and writing does not constitute plagiarism in itself, provided that credit is given for all contributions. One way would be to state in a preface who did what; another, if roles and contributions were merged and truly shared, would be to acknowledge all concerned equally. Usually, collusion with another candidate on assessed work (such as sharing chunks of writing or copying bits from each other) is NOT allowed – this is “Copying and Collusion” under the Regulations.

References: Modern Language Association (1998), Guide for Writers of Research Papers (4 th edition), MLA, New York Lindey, A (1952), Plagiarism and Originality, Harper, New York.

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