medical education courses in uk

MSc in Medical Education

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

This is a professional development course aimed at medical and healthcare education professionals. It focuses on the history, contemporary issues and development of the field, as well as research methods, and design and evaluation of research in medical education. 

This part-time course is aimed at medical professionals and allied health professionals who are involved, or intend to be involved, in educating future health professionals. These professionals may include not only postgraduate physicians but also a range of graduate allied health science practitioners involved in the care of patients and in the education of future healthcare workforce.

The part-time MSc in Medical Education will be offered jointly by the Department of Education in the Social Sciences Division and the Medical School in the Medical Sciences Division, with formal responsibility for the programme resting with the Department of Education. Interdisciplinarity is endemic in education and medicine, and team-teaching capitalises upon the distinctive knowledge and skills of academics within the two departments.

In the first year of the course, you will be required to attend six teaching weekends at the Department of Education in Oxford over a Friday afternoon and Saturday. The Friday afternoon and Saturday morning sessions will consist of interactive lectures and workshops. Additional teaching and online support will be provided through the University’s Virtual Learning Environment (Canvas). Teaching will cover the following topics:

• Patients, learners and teachers
• Curriculum and pedagogy
• Assessment issues and practices
• Educational theory and philosophy
• Work-based learning and skill development
• Educational research methods
• Equity, diversity and belonging

In the second year, you will undertake a research and development project under the supervision of a member of academic staff culminating in a dissertation.

Supervision

The allocation of graduate supervision for this course is the responsibility of the Department of Education and the Medical School and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Under exceptional circumstances a supervisor may be found outside of the Department of Education and the Medical School.

During the first year, supervision will consist primarily of online tutor and community feedback, with some face-to-face meetings during the teaching weekends. In the second year, you will have at least six hours of supervision hours where tutors will provide formative comments once on a draft thesis. You will have at least one online or in-person meeting with your supervisor in each of the three terms, in which you will report formally on your progress and be provided with feedback on specific issues.

Assessments will be structured progressively, with a range of formative and summative assessment pertaining to the modules. The formative assessments will be in the form of tasks undertaken in preparation for a session or after a session. The summative assessment will be through two examined assignments. In the second year, you will work individually on a research and development project producing a dissertation.   

Graduate destinations

It is expected that the course will provide alumni with the skills they need to progress to education leadership positions in the medical field or in academia.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours  in any medically related subject area.

Applicants who do not hold a relevant subject degree but have sufficient professional experience in a relevant working environment will be considered .

For applicants with a degree from the USA, the minimum GPA sought is 3.6 out of 4.0.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

• Evidence of your employer's support is required.
• Publications are not expected.

Further guidance

Successful applicants will be expected to demonstrate the ability to undertake part-time study, which may include evidence of support from an employer.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are normally held as part of the admissions process.

Applicants meeting the selection criteria are interviewed by an admissions panel which include experts in the subject. Applicants will be notified of the opportunity to attend interview as soon as their application has been reviewed.

The interviews are normally held in person, however, there will be opportunity to attend an interview online. The admissions panel will assess the applicant's suitability for the course, covering professional experience and their desire to contribute to the field of assessment in terms of research or practice.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

As the MSc is a part-time course for researchers and professionals, the department takes pride in providing high quality IT support for your learning when you are away from Oxford. This includes a dedicated web-based virtual learning environment, which you will use to liaise with your supervisor and to exchange ideas with other students. If you wish to work in the department when you are visiting Oxford, there is a computer room with desks which also has points for personal laptop computers. 

The Department of Education has been making a major contribution to the field of education for over 100 years and the department has a world class reputation for research, for teacher education and for its master's and doctoral programmes. The Department of Education combines international standing as a research-intensive department with the highest quality teaching.

In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. The department has ESRC recognition for its graduate training, and its teacher training was rated ‘outstanding’ by the Office for Standards in Education (OfSTED) in its most recent inspection in 2019.

Research in the department is organised around three major themes:

• Language, Cognition and Development
• Policy, Economy and Society
• Learning: Pedagogy, Learning and Knowledge.

Within each of these themes there are several research groups and centres. All staff and doctoral students belong to one or more of these research groups, each of which has its own seminar programme to which graduate students often contribute. In addition, the department as a whole sponsors regular seminars and public lectures which attract distinguished national and international speakers.

The Bodleian Education Library, located at the centre of the Department of Education, specialises in material on education and related fields. As well as a print collection of books, journals and statistics, the library provides access to a wide range of electronic resources. The library also houses a collection of teaching resources, primarily in support of subjects covered by the department's secondary PGCE course. The Social Sciences Library provides valuable additional resource to students pursuing programmes in the Department of Education.

Oxford has been a major contributor to the field of education for over 100 years and today the University’s Department of Education has a world class reputation for research, for teacher education and for its graduate courses.

The department offers one of the strongest graduate studies programmes in the UK with a range of full- and part-time MSc courses and a lively doctoral programme (DPhil) which is recognised for national funding by the ESRC.

The department's masters' courses are delivered by academics and research experts, the majority of whom are permanent staff engaged in their fields of research. The department's DPhil in Education has excellent facilities for the large number of full-time research students who are well integrated into the research of the department.

The department has an outstanding research profile. In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. A wide range of funded research projects are based in the department and many of these projects have had a major impact on national policy.

Oxford’s PGCE course has an international reputation for the quality of its work, undertaken in close collaboration with local Oxfordshire secondary schools. Over many years, it has consistently received the highest possible designation (Outstanding) from Ofsted in inspections.

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The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities  for this course can be found on the faculty's website.

Annual fees for entry in 2024-25

IMPORTANT : Please note that while most of the content of these pages relates to the course starting in 2024-25, this information about course fees and the additional information section on this page relate to entry in 2025-26 . The remaining content will be updated for 2025-26 entry later in September.

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

Please note that this course requires that you attend in Oxford for teaching, and you may incur additional travel and accommodation expenses for this. Further, as part of your course requirements, you will need to choose a dissertation topic. Depending on your choice of topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

If you are studying part-time your living costs may vary depending on your personal circumstances but you must still ensure that you will have sufficient funding to meet these costs for the duration of your course.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

If you are a current Oxford student and you would like to remain at your current Oxford college, you should check whether it is listed below. If it is, you should indicate this preference when you apply. If not, you should contact your college office to ask whether they would be willing to make an exception. Further information about staying at your current college can be found in our Application Guide. 

The following colleges accept students on the MSc in Medical Education:

• Balliol College
• Green Templeton College
• Harris Manchester College
• Jesus College
• Pembroke College
• Reuben College
• St Hilda's College
• Wolfson College
• Wycliffe Hall

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines and when to apply  in our Application Guide.

Application fee waivers

An application fee of £75 is payable for each application to this course. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Do I need to contact anyone before I apply?

You do not need to make contact with the department before you apply but you are encouraged to visit the relevant departmental webpages to read any further information about your chosen course.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Referees: Three overall, academic and/or professional

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

Your references will support intellectual ability, academic achievement, motivation and interest in the course and subject area, and ability to work effectively in a group and independently.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Statement of purpose: A maximum of  1,000 words

Your statement should be written in English and explain your motivation for applying for the course at Oxford, your relevant experience and education, and the specific areas of the course that interest you and/or you intend to specialise in.

If possible, please ensure that the word count is clearly displayed on the document.

This will be assessed for:

• your reasons for applying
• your ability to present a coherent case in proficient English
• your commitment to the subject, beyond the requirements of the degree course
• your preliminary knowledge of the subject area and research techniques
• your capacity for sustained and intense work
• reasoning ability
• ability to absorb new ideas, often presented abstractly, at a rapid pace.

Written work: Two pieces of written work, a maximum of 7,000 words in total, or one long piece, a maximum of 7,000 words

Academic essays or other writing samples from your most recent qualification, typed and written in English, are required. Extracts of the requisite length from longer work are also permitted if prefaced by a note that puts them in context. The written work should be related to the subject you propose to study. The word count does not need to include any bibliography or brief footnotes.

Your written work will be assessed for:

• a comprehensive understanding of the subject area, including problems and developments in the subject
• your ability to construct and defend an argument
• your aptitude for analysis and expression
• your ability to present a reasoned case in proficient academic English.

Instructions for submitting one long piece of work instead of two short pieces

To submit one longer piece of work in your application instead of two shorter pieces, you should upload this document in the first 'Written work' slot on the 'Supporting Documents' tab of the Application Form. In the second 'Written work' slot, you should upload a PDF document with the following statement:

' I have included one long essay in lieu of two short essays. I have checked the course page to confirm this is permitted for this course. '

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice .

Application Guide   Apply

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Thursday 9 January 2025

Latest deadline for most Oxford scholarships

Tuesday 4 March 2025

Applications may remain open after this deadline if places are still available - see below

A later deadline under 'Admission status'

If places are still available,  applications may be accepted after 4 March . The Admission status (above) will provide notice of any later deadline.

*Three-year average (applications for entry in 2021-22 to 2023-24)

Further information and enquiries

This course is offered jointly by the Department of Education  and the Medical Sciences Division

• Course page on the lead  department's website
• Funding information from the department
• Academic and research staff
• Department research and divisional research  
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected]

Application-process enquiries

See the application guide

Visa eligibility for part-time study

We are unable to sponsor student visas for part-time study on this course. Part-time students may be able to attend on a visitor visa for short blocks of time only (and leave after each visit) and will need to remain based outside the UK.

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Medical education online pgcert.

Part of: Medicine

Find better ways to motivate and engage learners in medical education with our Postgraduate Certificate in Medical Education. Discover how to create medical education programmes that achieve maximum results, improve teaching practice and develop the expertise needed to lead medical education in your workplace.

• Study online part-time alongside professional commitments
• Apply what you've learned directly to professional work
• Conduct research and practical work in our outstanding research facilities
• Develop industry contacts and enjoy networking opportunities and support from Academic Advisors and the student office

Study options

• Part-time September 2024 | 9 months
• Part-time January 2025 | 1 year

What you'll study

Our Postgraduate Certificate in Medical Education has been specifically designed for doctors, dentists, senior nurses, allied health professionals and academics, involved in undergraduate or postgraduate teaching of clinicians. 

It aims to attract committed educators working in and around clinical contexts, who seek to both improve teaching and learning. You’ll gain a deep understanding of how to evaluate and improve curriculum; and you’ll understand more fully the educational potential of the working environment. 

You will be given opportunities to develop knowledge and skills as educators, using your own practice and workplace setting as a research context. You will engage with like-minded colleagues and analyse the nature and dynamics of teaching and learning in medical education, drawing on a wide range of educational theories. This programme requires you to become an active researcher of medical education in order to develop teaching and learning opportunities for students.

Successful completion of this course qualifies you to continue studying on our MA in Medical Education. Talk to our programme leaders if you would like to consider further study.

• Three compulsory modules

Short courses

Discover our medicine and dentistry short courses that you can study on campus or online.

Compulsory/Core modules

Teaching and learning for clinical contexts.

This module will introduce students to key theories relevant to teaching and learning in the clinical context. It will enable students to engage in deep analysis and interpretation of patterns and practices of learning and teaching that occur in and around clinical settings. The module will focus particularly on the role of planning, delivering and evaluating teaching and learning in the clinical setting. It will provide participants with knowledge and skills that will enable them to develop and refine the quality of their interactions as teachers and educational leaders in their clinical workplace settings.

Innovative Practices and Theories in Clinical Education

In this module students will apply theories from higher education to clinical education, highlighting both the transferable aspects, as well as the more unique aspects of education for health professions. Students will consider clinical and communication skills, simulation, assessment of competence and e-learning for health professionals. They will also critique current practices, review existing innovations and try to create new innovations for their own personal context of clinical education.

Clinical Curricula Evaluation and Development

Through this module students will develop: a critical understanding of curriculum theory, policy and practice, and the history of curriculum development in clinical education; skills in leading and managing curriculum evaluation and development in clinical education; a comprehensive understanding of way curriculum is comprised of different levels (mandated, enacted, experienced), and the implications of this for developing curriculum evaluation in clinical education.

• In the taught modules, assessments will include exams, written essays, group projects, research proposals and presentations
• Assignments for each module will engage you in researching and developing clinical education within your own workplace setting

Teaching will be delivered predominantly via weekly online webinars, which will also be recorded for asynchronous access. The online workshops are designed to generate informed discussion around key topics, and may involve student presentations, group exercises and open discussion as well as teacher-led lectures and presentations. There will also be pre- and post-workshop activities to stimulate further reflection, insights and learning, and you will be encouraged to engage in asynchronous online discussions with your peers and course tutors.

You will be taught by academic staff who are engaged in scholarship at the leading edge of medical education. The course team are all active medical educators themselves, and thus are intensely interested in studying the intricate and sometimes problematic relationship between theory and practice in education.

The direction of individual study will be guided by the formal study sessions attended, along with the overview offered by the reading lists and also the assignments and tutorials within which you will be able to pursue your own particular areas of interest. You will take an active role in your own learning by reading widely and reflecting on and developing your knowledge, understanding and critical abilities.

Where you'll learn

At Queen Mary you will have access to a number of advanced facilities, including:

• access to our bespoke QMPlus online learning platform
• access to online library facilities and reading materials
• access to video and audio recordings of all lectures and other online resources
• access to our campus facilities if you decide to visit at any point during your course
• Watch our video to discover online study at Queen Mary

About the Institute

Institute of health sciences education.

The programme is taught at the Institute of Health Sciences Education (IHSE). The IHSE has a long history in medical and clinical education. In addition to a wealth of advanced courses, it conducts medical education research and evaluations, and leads quality assurance processes.

The Institute is part of the Faculty of Medicine and Dentistry – a leading UK medical and dental school and major faculty of Queen Mary University of London, which is at the forefront of medical education and research. We continue to make a real impact on health-related challenges for the benefit of local and global populations while providing the best in modern medical training. Our academics are leaders in their respective fields committed to sharing their expertise with aspiring clinicians and health professionals.

Institute of Health Science Education

• Institute of Health Science Education Twitter

Career paths

This programme will give you a significant advantage in applying for leadership roles in education. For registrars, it will give you a competitive advantage when applying for positions as consultants.

• 100% of Institute postgraduate taught graduates are in highly skilled work or graduate study (2020/21)

Fees and funding

Part-time study.

September 2024 | 9 months

• Home: £4,000
• Overseas: £8,000 EU/EEA/Swiss students

January 2025 | 1 year

There are a number of ways you can fund your postgraduate degree.

• Scholarships and bursaries
• Postgraduate loans (UK students)
• Country-specific scholarships for international students

Our Advice and Counselling service offers specialist support on financial issues, which you can access as soon as you apply for a place at Queen Mary. Before you apply, you can access our funding guides and advice on managing your money:

• Advice for UK and EU students
• Advice for international students

Entry requirements

Degree requirements.

A 2:2 or above at undergraduate level in a relevant subject.

Additional information

The programme has been specifically designed for Doctors, Dentists, Senior Nurses, Allied Health Professionals and Academics, who are involved in undergraduate or postgraduate teaching of clinicians. Applicants need to have at least one year of experience in practice as a clinical educator to be considered for this programme. This includes experience in teaching in the clinical context.

Find out more about how to apply for our postgraduate taught courses.

International

Afghanistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Master Degree from a recognised institution. UK 1st class degree: 90%; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or GPA 2.4 out of 4.0

Albania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Algeria We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Diplome de [subject area]; Diplome d'Etudes Superieures; Diplome de Docteur end Pharmacie; or Diplome de Docteur en Medecine from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Angola We normally consider the following qualifications for entry to our postgraduate taught programmes: Grau de Licenciado/a (minimum 4 years) from selected institutions. UK 1st class degree: 17 out of 20 UK 2:1 degree: 15 out of 20 UK 2:2 degree: 13 out of 20

Argentina We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo/ Grado de Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

Armenia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 87 out of 100 UK 2:1 degree: 75 out of 100 UK 2:2 degree: 61 out of 100

Australia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours degree from a recognised institution. UK 1st class degree: High Distinction; or First Class with Honours UK 2:1 degree: Distinction; or Upper Second Class with Honours UK 2:2 degree: Credit; or Lower Second Class with Honours

Austria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 1.5 out of 5.0 UK 2:1 degree: 2.5 out of 5.0 UK 2:2 degree: 3.5 out of 5.0

The above relates to grading scale where 1 is the highest and 5 is the lowest.

Azerbaijan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 90%; or GPA 4.7 out of 5 UK 2:1 degree: 80%; or GPA 4 out of 5 UK 2:2 degree: 70%; or GPA 3.5 out of 5

Bahamas We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Bahrain We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or 90 out of 100 UK 2:1 degree: GPA 3.0 out of 4.0; or 80 out of 100 UK 2:2 degree: GPA 2.3 out of 4.0; or 74 out of 100

Bangladesh We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.2 to 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 to 3.3 out of 4.0 UK 2:2 degree: GPA 2.3 to 2.7 out of 4.0

Offer conditions will vary depending on the institution you are applying from.  For some institutions/degrees we will ask for different grades to above, so this is only a guide. 

Barbados We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from the University of West Indies, Cave Hill or Barbados Community College. UK 1st class degree: First Class Honours*; or GPA 3.7 out of 4.0** UK 2:1 degree: Upper Second Class Honours*; or GPA 3.0 out of 4.0** UK 2:2 degree: Lower Second Class Honours*; or GPA 2.4 out of 4.0**

*relates to: the University of West Indies, Cave Hill.

**relates to: Barbados Community College.

Belarus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 9 out of 10; or 4.7 out of 5 UK 2:1 degree: 7 out of 10; or 4 out of 5 UK 2:2 degree: 5 out of 10; or 3.5 out of 5

Belgium We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 80% or 16/20*; or 78%** UK 2:1 degree: 70% or 14/20*; or 72%** UK 2:2 degree: 60% or 12/20*; or 65%**

*Flanders (Dutch-speaking)/ Wallonia (French-speaking) **German-speaking

Belize We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Benin We normally consider the following qualifications for entry to our postgraduate taught programmes: Maitrise or Masters from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Bolivia We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Bachiller Universitario or Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 85%* or 80%** UK 2:1 degree: 75%* or 70%** UK 2:2 degree: 65%* or 60%**

*relates to: Titulo de Bachiller Universitario

**relates to: Licenciado / Titulo de [subject area] 

Bosnia and Herzegovina We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7.5 out of 10

Botswana We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 5 years) or Master Degree from the University of Botswana. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Brazil We normally consider the following qualifications for entry to our postgraduate taught programmes: Título de Bacharel / Título de [subject area] or Título de Licenciado/a (minimum 4 years) from a recognised institution. UK 1st class degree: 8.25 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

The above grades assumes that the grading scale has a pass mark of 5.

Brunei We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours degree from a recognised institution. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Bulgaria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 5.75 out of 6.0 UK 2:1 degree: 4.75 out of 6.0 UK 2:2 degree: 4.0 out of 6.0

Burundi We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Approfondies from a recognised institution. UK 1st class degree: 85%; or 16 out of 20 UK 2:1 degree: 75%; or 14 out of 20 UK 2:2 degree: 60%; or 12 out of 20

Cambodia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80%; or GPA 3.5 out of 4.0 UK 2:1 degree: 70%; or GPA 3.0 out of 4.0 UK 2:2 degree: 60%; or GPA 2.35 out of 4.0

Cameroon We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; Licence; Diplome d'Etudes Superieures de Commerce; Diplome d'Ingenieur de Conception/ Travaux; Doctorat en Medecine/ Pharmacie; or Maitrise or Master 1 from selected institutions. UK 1st class degree: 16 out of 20; or GPA 3.6 out of 4.0 UK 2:1 degree: 14 out of 20; or GPA 3.0 out of 4.0 UK 2:2 degree: 12 out of 20; or GPA 2.5 out of 4.0

Canada We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Bachelor Honours Degree from a recognised institution. UK 1st class degree: GPA 3.6 out of 4.0 UK 2:1 degree: GPA 3.2 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Chile We normally consider the following qualifications for entry to our postgraduate taught programmes: Grado de Licenciado en [subject area] or Titulo (Professional) de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 6.5 out of 7 UK 2:1 degree: 5.5 out of 7 UK 2:2 degree: 5 out of 7

China We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: 85 to 95% UK 2:1 degree: 75 to 85% UK 2:2 degree: 70 to 80%

Offer conditions will vary depending on the institution you are applying from.  

Colombia We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado en [subject area] or Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 4.60 out of 5.00 UK 2:1 degree: 4.00 out of 5.00 UK 2:2 degree: 3.50 out of 5.00

Congo, Dem. Rep. of We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Approfondies or Diplome d'Etudes Speciales from a recognised institution. UK 1st class degree: 16 out of 20; or 90% UK 2:1 degree: 14 out of 20; or 80% UK 2:2 degree: 12 out of 20; or 70%

Congo, Rep. of We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Superieures or Maitrise from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Costa Rica We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachiller or Licenciado from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7.5 out of 10

Croatia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Advanced Diploma of Higher Education Level VII/1 (Diploma - Visoko obrazovanje) from a recognised institution. UK 1st class degree: 4.5 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3 out of 5

Cuba We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Arquitecto/ Doctor/ Ingeniero from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out of 5

Cyprus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8 out of 10; or GPA 3.7 out of 4.0 UK 2:1 degree: 7.0 out of 10; or GPA 3.0 out of 4.0 UK 2:2 degree: 6.0 out of 10; or GPA 2.5 out of 4.0

Czech Republic We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 1.2 out of 4 UK 2:1 degree: 1.5 out of 4 UK 2:2 degree: 2.5 out of 4

The above relates to grading scale where 1 is the highest and 4 is the lowest.

Denmark We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree from a recognised institution. UK 1st class degree: 12 out of 12 (2007 onwards); or 11 out of 13 (before 2007) UK 2:1 degree: 7 out of 12 (2007 onwards); or 8 out of 13 (before 2007) UK 2:2 degree: 4 out of 12 (2007 onwards); or 7 out of 13 (before 2007)

Dominican Republic We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 95/100 UK 2:1 degree: 85/100 UK 2:2 degree: 78/100

Ecuador We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 90%; or 9/10; or 19/20; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or 8/10; or 18/20; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or 7/10; or 14/20; or GPA 2.4 out of 4.0

Egypt We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85%; or GPA 3.7 out of 4 UK 2:1 degree: 75%; or GPA 3.0 out of 4 UK 2:2 degree: 65%; or GPA 2.5 out of 4

El Salvador We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado/ Titulo de [subject area] (minimum 5 years) from a recognised institution. UK 1st class degree: 8.5 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

Eritrea We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Estonia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; University Specialist's Diploma; or Professional Higher Education Diploma from a recognised institution. UK 1st class degree: 4.5 out of 5 UK 2:1 degree: 3.5 out of 5 UK 2:2 degree: 2 out of 5

The above grades assumes that 1 is the pass mark. 

Eswatini We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Ethiopia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Fiji We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from one of the following institutions: Fiji National University, the University of Fiji, or the University of South Pacific, Fiji. UK 1st class degree: GPA 4.0 out of 5.0*; or overall grade A with High Distinction pass**; or GPA 4.0 out of 4.5*** UK 2:1 degree: GPA 3.33 out of 5.0*; or overall grade B with Credit pass**; or GPA 3.5 out of 4.5*** UK 2:2 degree: GPA 2.33 out of 5.0*; or overall grade S (Satisfactory)**; or GPA 2.5 out of 4.5***

*relates to Fiji National University

**relate to the University of Fiji

***relates to the University of South Pacific, Fiji

Finland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree/ Kandidaatti/ Kandidat (minimum 180 ECTS credits) from a recognised institution; or Bachelor degree (Ammattikorkeakoulututkinto/ Yrkeshögskoleexamen) from a recognised University of Applied Sciences. UK 1st class degree: 4.5 out of 5; or 2.8 out of 3 UK 2:1 degree: 3.5 out of 5; or 2 out of 3 UK 2:2 degree: 2.5 out of 5; or 1.4 out of 3

France We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Grade de Licence; Diplome d'Ingenieur; or Maitrise from a recognised institution. UK 1st class degree: 14 out of 20 UK 2:1 degree: 12 out of 20 UK 2:2 degree: 11 out of 20

Gambia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80%; or GPA 4.0 out of 4.3 UK 2:1 degree: 67%; or GPA 3.3 out of 4.3 UK 2:2 degree: 60%; or GPA 2.7 out of 4.3

Georgia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 91 out of 100; or 4.7 out of 5 UK 2:1 degree: 81 out of 100; or 4 out of 5 UK 2:2 degree: 71 out of 100; or 3.5 out of 5

Germany We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 1.5 out of 5.0 UK 2:1 degree: 2.5 out of 5.0 UK 2:2 degree: 3.5 out of 5.0

Ghana We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: First Class UK 2:1 degree: Second Class (Upper Division) UK 2:2 degree: Second Class (Lower Division)

Greece We normally consider the following qualifications for entry to our postgraduate taught programmes: Degrees from recognised selected institutions in the University sector or Degrees (awarded after 2003) from recognised Technological Educational Institutes. UK 1st class degree: 8 out of 10*; or 9 out of 10** UK 2:1 degree: 7 out of 10*; or 7.5 out of 10** UK 2:2 degree: 6 out of 10*; or 6.8 out of 10**

*Relates to degrees from the University Sector. **Relates to degrees from Technological Educational Institutes.

Grenada We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Guatemala We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 70%

The above grades assumes that the pass mark is 61% or less.

Guinea We normally consider the following qualifications for entry to our postgraduate taught programmes: Master; Maitrise; Diplome d'Etudes Superieures; or Diplome d'Etudes Approfondies from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Guyana We normally consider the following qualifications for entry to our postgraduate taught programmes: Graduate Diploma (Postgraduate) or Masters degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Honduras We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/a / Grado Academico de Licenciatura (minimum 4 years) from a recognised institution. UK 1st class degree: 90%; or 4.7 out of 5; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or 4.0 out of 5; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or 3.5 out of 5; or GPA 2.4 out of 4.0

Hong Kong We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree from selected institutions. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Hungary We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (Alapfokozat) or University Diploma (Egyetemi Oklevel) from a recognised institution. UK 1st class degree: 4.75 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out of 5

Iceland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (Baccalaureus or Bakkalarprof) from a recognised institution. UK 1st class degree: 8.25 out of 10 UK 2:1 degree: 7.25 out of 10 UK 2:2 degree: 6.5 out of 10

India We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from selected institutions. UK 1st class degree: 75% to 80% UK 2:1 degree: 60% to 70% UK 2:2 degree: 50% to 60%

Offer conditions will vary depending on the institution you are applying from.  For some institutions/degrees we will ask for different grades to above, so this is only a guide.  

For India, offers may be made on the GPA scale.

We do not consider the Bachelor of Vocation (B. Voc.) for Masters entry.

Indonesia We normally consider the following qualifications for entry to our postgraduate taught programmes: Sarjna I (S1) Bachelor Degree or Diploma IV (D4) (minimum 4 years) from selected degree programmes and institutions. UK 1st class degree: GPA 3.6 to 3.8 out of 4.0 UK 2:1 degree: GPA 3.0 to 3.2 out of 4.0 UK 2:2 degree: GPA 2.67 to 2.8 out of 4.0

Offer conditions will vary depending on the institution you are applying from and the degree that you study.

Iran We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 17.5 to 18.5 out of 20 UK 2:1 degree: 15 to 16 out of 20 UK 2:2 degree: 13.5 to 14 out of 20

Iraq We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: 85 out of 100 UK 2:1 degree: 75 out of 100 UK 2:2 degree: 60 out of 100

Ireland We normally consider the following qualifications for entry to our postgraduate taught programmes: Honours Bachelor Degree from a recognised institution. UK 1st class degree: First Class Honours UK 2:1 degree: Second Class Honours Grade I UK 2:2 degree: Second Class Honours Grade II

Israel We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 65%

Italy We normally consider the following qualifications for entry to our postgraduate taught programmes: Laurea (180 ECTS credits) from a recognised institution. UK 1st class degree: 110 out of 110 UK 2:1 degree: 105 out of 110 UK 2:2 degree: 94 out of 110

Cote D’ivoire (Ivory Coast) We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Ingenieur; Doctorat en Medicine; Maitrise; Master; Diplome d'Etudes Approfondies; or Diplome d'Etudes Superieures Specialisees from selected institutions. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Jamaica We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies (UWI) or a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or First Class Honours from the UWI UK 2:1 degree: GPA 3.0 out of 4.0; or Upper Second Class Honours from the UWI UK 2:2 degree: GPA 2.4 out of 4.0; or Lower Second Class Honours from the UWI

Japan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: S overall* or A overall**; or 90%; or GPA 3.70 out of 4.00 UK 2:1 degree: A overall* or B overall**; or 80%; or GPA 3.00 out of 4.00 UK 2:2 degree: B overall* or C overall**; or 70%; or GPA 2.3 out of 4.00

*Overall mark is from the grading scale: S, A, B, C (S is highest mark) **Overall mark is from the grading scale: A, B, C, D (A is highest mark)

Jordan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 85%; or GPA of 3.7 out of 4.0 UK 2:1 degree: 75%; or GPA of 3.0 out of 4.0 UK 2:2 degree: 70%; or GPA of 2.5 out of 4.0

Kazakhstan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 3.8 out of 4.0/4.33; or 4.7 out of 5 UK 2:1 degree: 3.33 out of 4.0/4.33; or 4.0 out of 5 UK 2:2 degree: 2.67 out of 4.0/4.33; or 3.5 out of 5

Kenya We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: First Class Honours; or GPA 3.6 out of 4.0 UK 2:1 degree: Second Class Honours Upper Division; or GPA 3.0 out of 4.0 UK 2:2 degree: Second Class Honours Lower Division; or GPA 2.4 out of 4.0

Kosovo We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7.5 out of 10

Kuwait We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.67 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.67 out of 4.0

Kyrgyzstan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 4.7 out of 5; or GPA 3.7 out of 4 UK 2:1 degree: 4.0 out of 5; or GPA 3.0 out of 4 UK 2:2 degree: 3.5 out of 5; or GPA 2.4 out of 4

Laos We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Latvia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (awarded after 2002) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6 out of 10

Lebanon We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; Licence; or Maitrise from a recognised institution. UK 1st class degree: 90% or Grade A; or GPA 3.7 out of 4.0; or 16 out of 20 (French system) UK 2:1 degree: 80% or Grade B; or GPA 3.0 out of 4.0; or 13 out of 20 (French system) UK 2:2 degree: 70% or Grade C; or GPA 2.5 out of 4.0; or 12 out of 20 (French system)

Lesotho We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree (minimum 5 years total HE study); Masters Degree or Postgraduate Diploma from selected institutions. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Liberia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 90% or GPA 3.7 out of 4.0 UK 2:1 degree: 80% or GPA 3.0 out of 4.0 UK 2:2 degree: 70% or GPA 2.4 out of 4.0

Libya We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85%; or 3.7 out of 4.0 GPA UK 2:1 degree: 75%; or 3.0 out of 4.0 GPA UK 2:2 degree: 65%; or 2.6 out of 4.0 GPA

Liechtenstein We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 5.6 out of 6.0 UK 2:1 degree: 5.0 out of 6.0 UK 2:2 degree: 4.4 out of 6.0

Lithuania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 180 ECTS credits) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Luxembourg We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Macau We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Licenciatura) (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Macedonia We normally consider the following qualifications for entry to our postgraduate taught programmes: Diploma of Completed Higher Education - Level VII/1 or Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7 out of 10

Madagascar We normally consider the following qualifications for entry to our postgraduate taught programmes: Maîtrise; Diplome d'Ingenieur; Diplôme d'Etat de Docteur en Médecine; Diplôme d’Etat de Docteur en Chirurgie Dentaire; Diplôme d'Études Approfondies; Diplôme de Magistère (Première Partie) – also known as Master 1; or Diplôme de Master – also known as Master 2 from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Malawi We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from selected institutions. UK 1st class degree: 80% or GPA 3.7 out of 4.0 UK 2:1 degree: 70% or GPA 3.0 out of 4.0 UK 2:2 degree: 60% or GPA 2.4 out of 4.0

Malaysia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: Class 1; or 3.7 out of 4.0 CGPA UK 2:1 degree: Class 2 division 1; or 3.0 out of 4.0 CGPA UK 2:2 degree: Class 2 division 2; or 2.6 out of 4.0 CGPA

Maldives We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (awarded from 2000) from the Maldives National University. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Malta We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Bachelor Honours Degree from a recognised institution. UK 1st class degree: First Class Honours; or Category I UK 2:1 degree: Upper Second Class Honours; or Category IIA UK 2:2 degree: Lower Second Class Honours; or Category IIB

Mauritius We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: Class I; or 70% UK 2:1 degree: Class II division I; or 60% UK 2:2 degree: Class II division II; or 50%

Offer conditions will vary depending on the grading scale used by your institution.

Mexico We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo (Profesional) de [subject area] from a recognised institution. UK 1st class degree: 9.0 to 9.5 out of 10 UK 2:1 degree: 8.0 to 8.5 out of 10 UK 2:2 degree: 7.0 to 7.5 out of 10

Offer conditions will vary depending on the grading scale your institution uses.

Moldova We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Diploma de Licenta) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 6.5 out of 10

Monaco We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Mongolia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.6 out of 4.0; or 90%; or grade A UK 2:1 degree: GPA 3.2 out of 4.0; or 80%; or grade B UK 2:2 degree: GPA 2.8 out of 4.0; or 70%; or grade C

Montenegro We normally consider the following qualifications for entry to our postgraduate taught programmes: Diploma of Completed Academic Undergraduate Studies; Diploma of Professional Undergraduate Studies; or Advanced Diploma of Higher Education from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7 out of 10

Morocco We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Ecoles Nationales de Commerce et de Gestion; Diplome de Docteur Veterinaire; Doctorat en Medecine; Docteur en Medecine Dentaire; Licence; Diplome d'Inegeniuer d'Etat; Diplome de Doctorat en Pharmacie; or Maitrise from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 13 out of 20 UK 2:2 degree: 11 out of 20

Mozambique We normally consider the following qualifications for entry to our postgraduate taught programmes: Grau de Licenciado (minimum 4 years) or Grau de Mestre from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Myanmar We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80% or GPA of 4.7 out of 5.0 UK 2:1 degree: 70% or GPA of 4.0 out of 5.0 UK 2:2 degree: 60% or GPA of 3.5 out of 5.0

Namibia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree or Professional Bachelor Degree (NQF level 8 qualifications) - these to be awarded after 2008 from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Nepal We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: 80%; or GPA 3.7 out of 4.0 UK 2:1 degree: 65%; or GPA 3.0 out of 4.0 UK 2:2 degree: 55%; or GPA of 2.4 out of 4.0

Bachelor in Nursing Science are not considered equivalent to UK Bachelor degrees.

Netherlands We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8 out of 10 UK 2:1 degree: 7 out of 10 UK 2:2 degree: 6 out of 10

New Zealand We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours Degree from a recognised institution. UK 1st class degree: A-*; or First Class Honours** UK 2:1 degree: B*; or Second Class (Division 1) Honours** UK 2:2 degree: C+*; or Second Class (Division 2) Honours**

*from a Bachelor degree **from a Bachelor Honours degree

Nigeria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: GPA 4.50 out of 5.00; or GPA 6.0 out of 7.0 UK 2:1 degree: GPA 3.50 out of 5.00; or GPA 4.6 out of 7.0 UK 2:2 degree: GPA 2.80 out of 5.00; or GPA 3.0 out of 7.0

Norway We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: Overall B grade with at least 75 ECTS (of 180 ECTS min overall) at grade A or above. UK 2:1 degree: Overall B grade UK 2:2 degree: Overall C grade

Oman We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Pakistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.0 to 3.8 out of 4.0 UK 2:1 degree: GPA 2.6 to 3.6 out of 4.0 UK 2:2 degree: GPA 2.0 to 3.0 out of 4.0

Palestine, State of We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 90% or GPA 3.7 out of 4.0 UK 2:1 degree: 80% or GPA 3.0 out of 4.0 UK 2:2 degree: 70% or GPA 2.4 out of 4.0

Panama We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 91% UK 2:1 degree: 81% UK 2:2 degree: 71%

Papua New Guinea We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree from a recognised institution. UK 1st class degree: Class I UK 2:1 degree: Class II, division A UK 2:2 degree: Class II, division B

Paraguay We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado / Titulo de [professional title] (minimum 4 years) from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out fo 5

Peru We normally consider the following qualifications for entry to our postgraduate taught programmes: Grado Academico de Bachiller or Titulo de Licenciado/ Titulo (Professional) de [subject area] from a recognised institution. UK 1st class degree: 17 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Philippines We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions or Juris Doctor; Bachelor of Laws; Doctor of Medicine; Doctor of Dentistry/ Optometry/ Veterinary Medicine; or Masters Degree from recognised institutions. UK 1st class degree: 3.6 out of 4.0; or 94%; or 1.25 out of 5 UK 2:1 degree: 3.0 out of 4.0; or 86%; or 1.75 out of 5 UK 2:2 degree: 2.5 out of 4.0; or 80%; or 2.5 out of 5

The above 'out of 5' scale assumes  1 is highest mark and 3 is the pass mark.

Poland We normally consider the following qualifications for entry to our postgraduate taught programmes: Licencjat or Inzynier (minimum 3 years) - these must be awarded after 2001 from a recognised institution. UK 1st class degree: 4.8 out of 5.0 UK 2:1 degree: 4.5 out of 5.0 UK 2:2 degree: 3.8 out of 5.0

The above grades are based on the 2 to 5 scale, where 3 is the pass mark and 5 is the highest mark.

Portugal We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado (minimum 180 ECTS credits) or Diploma de Estudos Superiores Especializados (DESE) from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Puerto Rico We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: 90/100 or GPA 3.7 out of 4.0 UK 2:1 degree: 80/100 or GPA 3.0 out of 4.0 UK 2:2 degree: 70/100 or GPA 2.4 out of 4.0

Qatar We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or GPA 4.4 out of 5.0 UK 2:1 degree: GPA 3.0 out of 4.0; or GPA 3.6 out of 5.0 UK 2:2 degree: GPA 2.4 out of 4.0; or GPA 2.8 out of 5.0

Romania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 180 ECTS credits) from a recognised institution. UK 1st class degree: 9.75 out of 10 UK 2:1 degree: 8.0 out of 10 UK 2:2 degree: 7.0 out of 10

Russia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Rwanda We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree (minimum 4 years) from a recognised institution. UK 1st class degree: 85%; or 17 out of 20 UK 2:1 degree: 70%; or 15 out of 20 UK 2:2 degree: 60%; or 13 out of 20

Saudi Arabia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 4.75 out of 5.0; or GPA 3.75 out of 4.0 UK 2:1 degree: GPA 3.75 out of 5.0; or GPA 3.0 out of 4.0 UK 2:2 degree: GPA 3.0 out of 5.0; or GPA 2.4 out of 4.0

Senegal We normally consider the following qualifications for entry to our postgraduate taught programmes: Maîtrise; Master II; Diplôme d'Études Approfondies (DEA); Diplôme d'Études Supérieures Specialisées (DESS); Diplôme d'État de Docteur en Médecine; Diplôme d'Ingénieur; Diplôme de Docteur en Chirurgie Dentaire; or Diplôme de Pharmacien from a recognised institution. UK 1st class degree: 16/20 UK 2:1 degree: 14/20 UK 2:2 degree: 12/20

Serbia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Advanced Diploma of Higher Education from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Sierra Leone We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Honours) or a Masters degree from a recognised institution. UK 1st class degree: First Class honours; or GPA 4.7 out of 5; or GPA 3.75 out of 4 UK 2:1 degree: Upper Second Class honours; or GPA 4 out of 5; or GPA 3.25 out of 4 UK 2:2 degree: Lower Second Class Honours; or GPA 3.4 out of 5; or GPA 2.75 out of 4

Singapore We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours degree from selected institutions. UK 1st class degree: GPA 4.3 out of 5.0; or GPA 3.6 out of 4.0 UK 2:1 degree: GPA 3.8 out of 5.0; or GPA 3.0 out of 4.0 UK 2:2 degree: GPA 3.3 out of 5.0; or GPA 2.5 out of 4.0

Slovakia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) (minimum 3 years) from a recognised institution. UK 1st class degree: 93%; or 1 overall (on 1 to 4 scale, where 1 is highest mark) UK 2:1 degree: 86%; or 1.5 overall (on 1 to 4 scale, where 1 is highest mark) UK 2:2 degree: 72%; or 2.5 overall (on 1 to 4 scale, where 1 is highest mark)

Slovenia We normally consider the following qualifications for entry to our postgraduate taught programmes: Univerzitetni Diplomant (180 ECTS credits) (minimum 3 years) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Somalia Bachelor degrees from Somalia are not considered for direct entry to our postgraduate taught programmes. Holders of Bachelor degrees from Somali National University can be considered for our Pre-Masters programmes on a case by case basis.

South Africa We normally consider the following qualifications for entry to our postgraduate taught programmes: NQF Level 8 qualifications such as Bachelor Honours degrees or Professional Bachelor degrees from a recognised institution. UK 1st class degree: 75% UK 2:1 degree: 70% UK 2:2 degree: 60%

South Korea We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 4.2 out of 4.5; or GPA 4.0 out of 4.3; or GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.5 out of 4.5; or GPA 3.3 out of 4.3; or GPA 3.2 out of 4.0 UK 2:2 degree: GPA 3.0 out of 4.5; or GPA 2.8 out of 4.3; or GPA 2.5 out of 4.0

Spain We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo Universitario Oficial de Graduado en [subject area] (Grado) or Titulo Universitario Oficial de Licenciado en [subject area] (Licenciatura) from a recognised institution. UK 1st class degree: 8.0 out of 10; or 2.5 out of 4.0 UK 2:1 degree: 7.0 out of 10; or 2.0 out of 4.0 UK 2:2 degree: 6.0 out of 10; or 1.5 out of 4.0

Sri Lanka We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Special or Honours) or Bachelor Degree (Professional) (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 3.5 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Sudan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours degree from a recognised institution or Bachelor degree in one of the following Professional subjects: Architecture; Dentistry; Engineering; Medicine/Surgery from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 65% UK 2:2 degree: 60%

Sweden We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Kandidatexamen) or Professional Bachelor Degree (Yrkesexamenfrom) (180 ECTS credits) from a recognised institution. UK 1st class degree: Overall B grade with at least 75 ECTS at grade A or above (180 ECTS minimum overall); or at least 65% of credits graded at VG overall UK 2:1 degree: Overall B grade (180 ECTS minimum overall); or at least 50% of credits graded at VG overall UK 2:2 degree: Overall C grade (180 ECTS minimum overall); or at least 20% of credits graded at VG overall.

Switzerland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 5.5 out of 6; or 9 out of 10 UK 2:1 degree: 5 out of 6; or 8 out of 10 UK 2:2 degree: 4.25 out of 6; or 7 out of 10

Syria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 85% UK 2:1 degree: 75% UK 2:2 degree: 65%

Taiwan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85 to 90% UK 2:1 degree: 70 to 75% UK 2:2 degree: 65 to 70%

Tajikistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Specialist Diploma or Masters Degree from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Tanzania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 4.4 out of 5.0 UK 2:1 degree: GPA 3.5 out of 5.0 UK 2:2 degree: GPA 2.7 out of 5.0

Thailand We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.40 to 3.60 out of 4.00 UK 2:1 degree: GPA 3.00 to 3.20 out of 4.00 UK 2:2 degree: GPA 2.40 to 2.60 out of 4.00

Offer conditions will vary depending on the institution you are applying from.

Trinidad and Tobago We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or First Class Honours from the University of West Indies UK 2:1 degree: GPA 3.0 out of 4.0; or Upper Second Class Honours from the University of West Indies UK 2:2 degree: GPA 2.4 out of 4.0; or Lower Second Class Honours from the University of West Indies

Tunisia We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Diplome National d'Architecture; Maitrise; Diplome National d'Ingeniuer; or Doctorat en Medecine / Veterinaire from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 13 out of 20 UK 2:2 degree: 11 out of 20

Turkey We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.40 to 3.60 out of 4.00 UK 2:1 degree: GPA 2.80 to 3.00 out of 4.00 UK 2:2 degree: GPA 2.30 to 2.50 out of 4.00

Turkish Republic of Northern Cyprus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.60 out of 4.00 UK 2:1 degree: GPA 3.00 out of 4.00 UK 2:2 degree: GPA 2.50 out of 4.00

Turkmenistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Diploma of Higher Education (awarded after 2007) from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Turks and Caicos Islands We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (accredited by the Council of Community Colleges of Jamaica) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or 80% UK 2:1 degree: GPA 3.3 out of 4.0; or 75% UK 2:2 degree: GPA 2.7 out of 4.0; or 65%

Uganda We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: GPA 4.4 out of 5.0 UK 2:1 degree: GPA 4.0 out of 5.0 UK 2:2 degree: GPA 3.0 out of 5.0

Ukraine We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 10 out of 12; or 4.7 out of 5 UK 2:1 degree: 8 out of 12; or 4.0 out of 5 UK 2:2 degree: 6 out of 12; or 3.5 out of 5

United Arab Emirates We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

United States of America We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.2 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Uruguay We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 10 to 11 out of 12 UK 2:1 degree: 7 to 9 out of 12 UK 2:2 degree: 6 to 7 out of 12

Uzbekistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) or Specialist Diploma from a recognised institution. UK 1st class degree: 90%; or 4.7 out of 5 UK 2:1 degree: 80%; or 4.0 out of 5 UK 2:2 degree: 71%; or 3.5 out of 5

Venezuela We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo de [subject area] from a recognised institution. UK 1st class degree: 81% UK 2:1 degree: 71% UK 2:2 degree: 61%

Non-percentage grading scales, for example scales out of 20, 10, 9 or 5, will have different requirements. 

Vietnam We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8.0 out of 10; or GPA 3.7 out of 4 UK 2:1 degree: 7.0 out of 10; or GPA 3.0 out of 4 UK 2:2 degree: 5.7 out of 10; or GPA 2.4 out of 4

Yemen We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters (Majister) degree from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 65%

Bachelor Degrees from Lebanese International University (in Yemen) can be considered for entry to postgraduate taught programmes - please see Lebanon for guidance on grade requirements for this.

Zambia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 75%; or GPA 3.7 out of 4.0 UK 2:1 degree: 65%; or GPA 3.0 out of 4.0 UK 2:2 degree: 55%; or GPA 2.4 out of 4.0

Zimbabwe We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) or Bachelor Honours degree from a recognised institution. UK 1st class degree: 75% UK 2:1 degree: 65% UK 2:2 degree: 60%

English language requirements

If you got your degree in an English speaking country or if it was taught in English, and you studied within the last five years, you might not need an English language qualification - find out more .

English language entry requirements  for programmes within the Institute of Health Sciences Education

You may be able to meet the English language requirement for your programme by joining a  summer pre-sessional programme  before starting your degree.

Visas and immigration

Find out how to apply for a student visa .

Postgraduate Admissions

Related courses, medical education online ma, medical education pgcert, medical education ma.

Medical Education MSc

London, Regent's Park (Royal College of Physicians)

Doctors responsible for clinical teaching within the health services and universities are increasingly expected to have a postgraduate qualification in Medical Education. This programme is designed by the Royal College of Physicians and UCL to meet the needs of doctors who are intending to have a significant role in medical education.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications closed

• Entry requirements

Entry to the Postgraduate Certificate of the MSc in Medical Education requires a primary medical qualification. Eligibility for the Postgraduate Diploma requires successful completion of the RCP/UCL Postgraduate Certificate in Medical Education. Eligibility for Master's level is dependent on successful completion of the RCP/UCL Postgraduate Diploma.

The English language level for this programme is: Level 2 If your existing score is below this, please consider retaking the exam, as applicants with lower scores will not be accepted on the programme.

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

This is a flexible, part-time, modular master's programme specifically designed for doctors wishing to develop their roles as educators. The programme is taken sequentially, starting with the Postgraduate Certificate in year one, the Postgraduate Diploma in year two, and finally the Master's in year three.

Participants develop the ability to adopt a learner-centred teaching approach, structure teaching, and set objectives that enhance their students' learning. You will apply educational theory and research to your own teaching practice, recognise how assessment theory should inform practice in assessment of medical competence, and appraise both medical trainees and peers.

Who this course is for

Doctors responsible for clinical teaching within the health services and universities are increasingly expected to have a Postgraduate Certificate in Medical Education. Participants are typically a mixture of consultants and specialists and speciality registrars. Doctors involved in curriculum and course development will find the Diploma particularly relevant.

What this course will give you

This programme offers you the following benefits and opportunities.

• The UCL Medical School is a world-leader in medical education.
• We address curriculum development, academic standards, the assessment process, clinical and generic skills acquisition, and research in medical education.
• Our programmes are taught with the Royal College of Physicians, which attracts teaching input from experts across the UK.
• Participants gain knowledge of teaching and learning processes, develop practical skills and techniques, and gain a deeper understanding of the evidence and theory underpinning current thinking in medical education.
• Students benefit from the Jerwood Resource Centre, a world-class medical education library.

The foundation of your career

This programme has helped many of our graduates obtain high-quality posts as NHS consultants or academics in a university setting.

Employability

While many clinical practitioners will continue to practise as doctors, this award presents an opportunity to develop a formal role in either undergraduate or postgraduate education.

Our graduates include consultant geriatricians, consultant paediatricians, senior lecturers, and registrars in clinical pharmacology and acute medicine.

Since this programme is delivered entirely face to face, there are many opportunities for you to network with other students and the subject specialists in clinical education who deliver the teaching. We also alert students to relevant conferences and talks and encourage you to attend them.

Teaching and learning

The programme is flexible / modular, requiring on-site attendance only during the contact days of teaching sessions. The contact days include workshop style discussion and practical application 'simulation' sessions.

Assessment is through evaluative reports, an investigative study proposal and report, and the final dissertation.

You have roughly 72 hours of contact time during the Postgraduate Certificate year (one) and the Postgraduate Diploma year (two), and 36 hours during the master's year (three).

Each year of the programme is expected to take about 600 hours in total, to include teaching, tutorials, independent study and drafting and writing assignments.

A Postgraduate Diploma comprising eight core modules (120 credits) is offered A Postgraduate Certificate comprising four core modules (60 credits) is offered.

This flexible, modular master’s programme can be completed in 3-5 years. This is a cumulative programme. You can exit with a Postgraduate Certificate after completing year one, or a Postgraduate Diploma after completing the first two years.

By attending face-to-face teaching days at the RCP, you will receive expert teaching, tailored support through one-to-one tutorials, networking opportunities with a variety of like-minded professionals, and access to unique medical education resources.

You take four three-day modules, studied face-to-face. What you will learn:

• To adopt a learner-centred teaching approach, structure teaching, and set objectives that enhance your students' learning.
• To apply educational theory and educational research to your own teaching practice including small group, large group, bedside and opportunistic clinical teaching setting.
• How to use educational innovations within medical education.
• Recognising how assessment theory should inform practice in assessment of medical competence.
• To select and use a range of assessment methods with confidence.
• To appraise both medical trainees and peers within evidence-based structures.
• To maximise your effectiveness as educational supervisors and gain confidence in your management of trainees in difficulty.

You take four three-day modules, studied face-to-face. You may study a module from another programme in place of one of the Royal College of Physicians / University College London (RCP / UCL) modules. What you will learn:

• Further knowledge and understanding of the research evidence, theory, and practicalities of course and curriculum design.
• Practical experience of course design and evaluation.
• To critically select, develop and evaluate written, electronic, clinical skills and patient-related resources to support learning in medical education at undergraduate and postgraduate levels.
• The foundational knowledge and skills to conduct research in medical education.
• To apply your educational research knowledge through a small research project.
• To identify and gain the skills and attributes of effective educational leadership in medicine.

You complete a research thesis or report in medical education with regular meetings with a designated tutor. What you will learn:

• To conduct a comprehensive, critical review of research evidence and educational theory in a chosen area of medical education practice.
• To develop and employ your research skills in medical education.
• An in-depth knowledge of the controversies, evidence and theory relating to the area of study.
• Practical experience of programme design and evaluation.
• The knowledge and skills to conduct research in medical education.

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MSc in Medical Education. Upon successful completion of 120 credits, you will be awarded a PG Dip in Medical Education. Upon successful completion of 60 credits, you will be awarded a PG Cert in Medical Education.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

Programme only available on a modular (flexible) basis .

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

There are no additional costs for this programme.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

Applications are reviewed on a rolling basis with the first application review on 1 June and offers will be made shortly after. We advise you to apply early as applications may close before the closing date if all places are offered. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver. Because the programme is usually oversubscribed, we use your personal statement as a method of ranking applicants. This ranking takes into consideration:

• your current and prior involvement in education and training (with recognition for applicants who teach over and above the usual requirement)
• evidence of interest in medical education (with recognition for applicants who have undergone prior training in medical education, or have published in the area)
• your ability to write to an academic standard in English (with penalties for multiple grammatical and spelling errors).

Application is to the Postgraduate Certificate in the first instance. Successful completion of the one-year certificate leads to eligibility to study for a further year for the Postgraduate Diploma and success in the diploma leads to eligibility for a final year to study to Master's level.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Got questions? Get in touch

UCL Medical School

[email protected]

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Medical Education MMedEd, PGDip, PGCert

Gain a global perspective as a medical education practitioner at a School of Medicine that has been training medical professionals since 1834.

You are currently viewing course information for entry year:

Start date(s):

• September 2025

Medical education is at the centre of all medical training around the world. As a medical educator, you will be training, motivating, and engaging the next generation of medical professionals in your area of expertise. Our team will help you to draw on your existing experiences. This will help you to excel in your educational practice.

At Newcastle University, we take students from all backgrounds in medical education, not just doctors. Students have joined us from disciplines including:

• veterinary sciences

You’ll be part of a global community, with students joining us from all over the world. This adds to the shared experiences and global outlook of our graduates. You’ll study with a broad range of peers, from intercalating medical students to senior clinical staff. These perspectives allow our students to develop their values and skills as part of their learning experience.

Our course is tailored for the working professional. You can start with a PG Cert and build up to a full master’s on a schedule that suits you. Our flexible programme allows you to fit your learning around your commitments. There is no need to relocate to Newcastle upon Tyne as the programmes are fully distance learning.

The Medical Education programme is part of the School of Medicine at Newcastle University. This means our expert teaching team are integrated in undergraduate medical teaching and postgraduate physician associate teaching. Our Faculty of Medical Sciences practices interdisciplinary learning. This means you will benefit from expertise in other areas, including our Dental School.

We deliver a modern curriculum. We make sure regular changes, reflect current issues in Medical Education. This ensures appropriate content within our programme to support you in your career. We engage at a national level with professional organisations. This allows us to make sure our programme continues to be relevant for our students. These include:

• The Associate for the Study of Medical Education
• The Academy of Medical Education

Important information

We've highlighted important information about your course. Please take note of any deadlines.

Please rest assured we make all reasonable efforts to provide you with the programmes, services and facilities described. However, it may be necessary to make changes due to significant disruption, for example in response to Covid-19.

View our  Academic experience page , which gives information about your Newcastle University study experience for the academic year 2024-25.

See our  terms and conditions and student complaints information , which gives details of circumstances that may lead to changes to programmes, modules or University services.

Related courses

What you'll learn.

You'll learn the fundamentals of ‘how to teach’. More importantly, we give you the knowledge and skills to manage unusual educational situations. We do this by introducing you to the literature on ‘how we learn’. If you understand more of how your learners learn in a particular scenario, it becomes easier to teach them.

Qualifications

MMedEd – Postgraduate Masters (full-time)

This qualification is awarded if you successfully complete six 20-credit taught modules plus a 60-credit dissertation module (180 credits). If you do not complete all the modules you can exit with:

• a Postgraduate Certificate (PGCert) if you successfully complete three 20-credit taught modules, including the core module for the PGCert (Teaching and Learning in the Classroom)
• a Postgraduate Diploma (PGDip) if you successfully complete six 20-credit taught modules

MMedEd – Postgraduate Masters (part-time)

This qualification is awarded if you successfully complete the PGDip (120 credits) plus one 60-credit dissertation module.

Postgraduate Diploma (PGDip) (part-time) A PGDip is awarded if you successfully complete the Certificate plus three 20-credit taught modules (120 credits).

Postgraduate Certificate (PGCert) (part-time) A PGCert is awarded if you successfully complete three 20-credit taught modules (60 credits).

You will study modules on this course. A module is a unit of a course with its own approved aims and outcomes and assessment methods.

Module information is intended to provide an example of what you will study.

Our teaching is informed by research. Course content changes periodically to reflect developments in the discipline, the requirements of external bodies and partners, and student feedback.

Full details of the modules on offer will be published through the Programme Regulations and Specifications ahead of each academic year. This usually happens in May.

To find out more please see our terms and conditions .

Optional modules availability

Some courses have optional modules. Student demand for optional modules may affect availability.

Accelerated Masters students complete the 60 credit Advanced Study Module (the dissertation module), plus three of the above 20-credit taught modules.  They will have previously completed 60 credits of taught modules whilst studying on the PGCert. 

The following module is also compulsory if you want to progress to the Masters:  Scholarship in Medical Education  

PGDip students complete three of the above modules.  They will have previously completed 60 credits of taught modules whilst studying on the PGCert.

The following optional module is also available  Scholarship in Medical Education  (this module is compulsory if you want to progress to the Masters) 

The following optional module is also available:  Scholarship in Medical Education  (this module is compulsory if you want to progress to the Masters).

Accelerated PGDip students complete six of the above 20-credit taught modules.

PGCert students complete three of the above modules.

Compulsory modules

You take the following compulsory module:

Teaching and Learning in the Classroom  (20 credits)

How you'll learn

The e-learning Postgraduate Certificate, Diploma and Master's are studied completely via distance learning. Overall 20-credit modules run over either 11 or 12 weeks. The 60-credit dissertation module runs over the full academic year. 

Each module will be in two-week strands. They have various activities and you can complete them at any time. There are also weekly tutorials which are optional. We record these in case you are unable to be present. There is a day of practical activity and further discussion, for each module. This will be accessible face to face but is also recorded.

Depending on your modules, you'll be assessed through a combination of:

• Oral examination
• Oral presentation
• Written examination
• Written exercise

Assignments focus on the application of content to your own educational circumstances. This helps develop deeper insights into educational challenges in your own practice.

All assignment structures and expectations are available at the start of each module. You'll show your understanding and application of module content to their own teaching.

There is an opportunity to discuss draft work with tutor support before submission.

For the Utilising Technology in Medical Education , you submit a portfolio assignment including a written component and one component in a technology of your choosing eg video, PowerPoint

Your teaching and learning is also supported by Canvas. Canvas is a Virtual Learning Environment. You'll use Canvas to submit your assignments and access your:

• module handbooks
• course materials
• course announcements and notifications
• written feedback

Throughout your studies, you’ll have access to support from:

• personal tutors
• our University Student Services Team
• student representatives

You'll also be assigned an academic member of staff. They will be your personal tutor throughout your time with us. They can help with academic and personal issues.

Our teaching staff includes:

• Dr Bryan Burford, BSc (Hons), MSc (Eng), PhD. Lecturer in Medical Education
• Dr Sonia Bussey, SFHEA, Degree Programme Director for Medical Education
• Dr Fiona Clarke MBBS, FRCP, MMedEd. Lecturer in Medical Education
• Dr Sophie Hill, PhD, PgCert, BSc (Hons). Lecturer in Medical Education
• Dr Gwyndaf Roberts  PhD, MA, PGCE, BSc (Hons), FHEA. Lecturer in Medical Education
• Dr David Thewlis MBBS, FHEA, MEd, Lecturer in Medical Education

Your development

Upon completion you'll be able to:

• use theories and principles of medical education to inform your own practice and others'
• show advanced knowledge in specific areas of professional relevance. This is for diploma and master's
• justify the decisions made when designing methods for investigating medical education. This applies to master's
• relate educational issues in clinical practice to a wider educational context
• appraise theory, ‘evidence’ and empirical data, as well as your own practice
• take a strategic approach to your own identified educational needs
• plan to address these needs
• engage in academic debate about educational research and educational practice. This is for diploma and master’s
• contest and contribute to the body of knowledge about medical education. This is for master's
• design and deliver educational interventions
• select the most appropriate educational strategies or methods for specified contexts

Your future

Our careers service.

Our award-winning Careers Service is one of the largest and best in the country, and we have strong links with employers. We provide an extensive range of opportunities to all students through our ncl+ initiative.

Visit our Careers Service website

Quality and ranking

All professional accreditations are reviewed regularly by their professional body

From 1 January 2021 there is an update to the way professional qualifications are recognised by countries outside of the UK

Check the government’s website for more information .

Fees and funding

Tuition fees for 2025 entry (per year).

Home and international fees are the same for our e-learning courses.

As a general principle, you should expect the tuition fee to increase in each subsequent academic year of your course, subject to government regulations on fee increases and in line with inflation.

Depending on your residency history, if you’re a student from the EU, other EEA or a Swiss national, with settled or pre-settled status under the EU Settlement Scheme, you’ll normally pay the ‘Home’ tuition fee rate and may be eligible for Student Finance England support.

EU students without settled or pre-settled status will normally be charged fees at the ‘International’ rate and will not be eligible for Student Finance England support.

If you are unsure of your fee status, check out the latest guidance here .

Scholarships

We support our EU and international students by providing a generous range of Vice-Chancellor's automatic and merit-based scholarships. See  our   searchable postgraduate funding page  for more information.  

What you're paying for

Tuition fees include the costs of:

• matriculation
• registration
• tuition (or supervision)
• library access
• examination
• re-examination

Find out more about:

• living costs
• tuition fees

If you are an international student or a student from the EU, EEA or Switzerland and you need a visa to study in the UK, you may have to pay a deposit.

You can check this in the How to apply section .

If you're applying for funding, always check the funding application deadline. This deadline may be earlier than the application deadline for your course.

For some funding schemes, you need to have received an offer of a place on a course before you can apply for the funding.

Search for funding

Find funding available for your course

Entry requirements

The entrance requirements below apply to 2025 entry.

Qualifications from outside the UK

English language requirements, admissions policy.

This policy applies to all undergraduate and postgraduate admissions at Newcastle University. It is intended to provide information about our admissions policies and procedures to applicants and potential applicants, to their advisors and family members, and to staff of the University.

Download our admissions policy (PDF: 201KB) Other policies related to admissions

Credit transfer and Recognition of Prior Learning

Recognition of Prior Learning (RPL) can allow you to convert existing relevant university-level knowledge, skills and experience into credits towards a qualification. Find out more about the RPL policy which may apply to this course

• How to apply

Using the application portal

The application portal has instructions to guide you through your application. It will tell you what documents you need and how to upload them.

You can choose to start your application, save your details and come back to complete it later.

If you’re ready, you can select Apply Online and you’ll be taken directly to the application portal.

Alternatively you can find out more about applying on our applications and offers pages .

Open days and events

Find out about how you can visit Newcastle in person and virtually

Overseas events

We regularly travel overseas to meet with students interested in studying at Newcastle University.

Visit our events calendar for the latest events

• Get in touch

Questions about this course?

If you have specific questions about this course you can contact:

School of Medicine Email: [email protected]

For more general enquiries you could also complete our online enquiry form.

Fill in our enquiry form

Our Ncl chatbot might be able to give you an answer straight away. If not, it’ll direct you to someone who can help.

You'll find our Ncl chatbot in the bottom right of this page.

Keep updated

We regularly send email updates and extra information about the University.

Receive regular updates by email

Chat to a student

Chat online with current students with our Unibuddy platform.

• What You'll Learn
• How You'll Learn
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Department of

Department of Education

Msc in medical education, scholarships.

This is a professional development course for medical education professionals, spanning all medical specialties. It focuses on the history, contemporary issues and development of the field, as well as research methods and design and evaluation of research in medical education.

This part-time course is aimed at medical professionals and health science practitioners who are involved, or intend to be involved, in educating future health professionals. These medical professionals may include not only postgraduate physicians but also a range of graduate allied health science practitioners involved in the care of patients and in the education of the future healthcare workforce.

The part-time MSc in Medical Education will be offered jointly by the Department of Education in the Social Sciences Division and the Medical School in the Medical Sciences Division, with formal responsibility for the programme resting with the Department of Education. Interdisciplinarity is endemic in education and medicine and team-teaching capitalises upon the distinctive knowledge and skills of academics within the two departments.

The course combines teaching sessions within the Department and online support through the University’s Virtual Learning Environment (Canvas).  In the second year of the course you will receive supervision of your dissertation project from a University supervisor with expertise in a particular subject.

WANT TO HEAR MORE ABOUT THE MSC IN MEDICAL EDUCATION?

Watch Course Director, Dr Debbie Aitken, introduce the course:

Watch MSc student Gbemi David-West give a student perspective on the course:

Watch MSc student Chris Sparling give a student perspective on the course:

The MSc will consist of six taught modules in the first year, assessed by written assignments.  Teaching will cover the following topics:

• Patients, learners and teachers
• Curriculum and pedagogy
• Assessment issues and practices
• Educational theory and philosophy
• Work-based learning and skill development
• Educational research methods
• Equity, diversity and belonging

In the first year, you will attend six intensive teaching weekends at the Department of Education in Oxford over a Friday afternoon and Saturday. The Friday afternoon and Saturday morning sessions will consist of interactive lectures and workshops. Additional teaching and online support will be provided through the University’s Virtual Learning Environment (Canvas).

In the second year, you will undertake a research and development project under the supervision of a member of academic staff culminating in a 15,000-20,000 word dissertation.

The Department of Education is committed to attracting and retaining the very best candidates irrespective of background or ability to pay. Therefore, the Department seeks to award up to 2 scholarships to support qualified candidates to undertake the department’s MSc in Medical Education.

The Denis O’Leary scholarship is in memory of the late Dr Denis O’Leary, a highly respected Oxford educator and clinician. Dr O’Leary was a clinical psychologist, passionate about medical education – it was through his vision that the MSc in Medical Education has been developed.

Find out more about the scholarship on our dedicated webpage .

Please see the  Fees, funding and scholarship search  on the University’s web site for information about general scholarships.

Who is the course for?

This professional development course is aimed at researchers and professionals in the field of medical education.

How much time will I be expected to spend on study?

This will vary but on average you should expect to be studying for the equivalent of 10 to 15 hours per week during the eight week terms.  However, some of the work can be spread out to take place between terms, and some of your task and assignment research work will take place during your normal teaching.

How will my work on the course be supported?

Each student will be appointed a general supervisor for the duration of their studies. This person may go on to be the dissertation supervisor depending on the chosen research topic. In cases where a different dissertation supervisor is appointed they would also take on the general supervision. Modes of supervision include individual online communication via telephone, e-mail and Teams/Zoom meetings. For their dissertation project students will be allocated a dissertation supervisor by the beginning of Michaelmas Term of the second academic year. Together with the course director, the main teaching staff on specific modules will contribute to the tutoring for their respective papers. Modes of tutoring include participation in the virtual learning community and through telephone, e-mail and/or Teams/Zoom meetings with tutors. During residential periods, face-to-face meetings between tutors and students will be arranged. Pastoral support is also provided by a tutor in the College.

How often will I need to come to the Department for meetings?

The six modules are delivered in residential weekends, when you must attend in Oxford.  After that, meetings with your supervisor may be face to face or conducted electronically.

Do I have to apply to a college?

College affiliation is an important part of being a student at Oxford.  Please note that there is no guarantee that you will be placed at any given College, and a place will be found for you where possible.   Find out more about the colleges and making an open application here.

What should I include in the statement of purpose on the application form?

The statement of purpose really just tells us why you are interested in doing this course. You should include:

• your reasons for applying
• evidence of understanding of the proposed area of study
• professional experience of medical education
• your ability to present a coherent case in proficient English
• your commitment to the subject, beyond the requirements of the degree course
• your preliminary knowledge of the subject area and research techniques
• your capacity for sustained and intense work
• reasoning ability
• ability to absorb new ideas, often presented abstractly, at a rapid pace
• evidence of your ability to undertake part-time study

If your ideas are less focused, it is fine simply to explain in more general terms what you are hoping to get out of the course and why you would have the support of your employer in undertaking it now.

Your statement should be no longer than two A4 pages in length.

Who should I choose as my referees?

We would expect to see at least one academic reference and two professional references.  You should choose those referees who you think will provide us with enough information to make a judgement in your ability to follow the course.

We reserve the right to request a further reference if necessary.

Will I be able to pay my course fees in instalments?

Course fees are collected by the colleges. Colleges operate their own fees schedule and this arrangement is dependent on the college.

Couldn’t find your answers under our FAQ section?

Please direct all enquiries to the administrative team and they will be happy to assist you.

Phone: +44 (0)1865 274021 Email: [email protected]

• Entry Requirements
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Medical Education, MSc / PGDip / PGCert

• Postgraduate Taught Courses coming soon
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Are you a UK or International Student?

Developing the medical educators of the future, key course details.

Course Overview

Are you a busy working healthcare professional or academic who has an interest in the teaching of medical and other healthcare professionals? Our MSc Medical Education degree could give you the skills you need to enhance your career prospects.

Our multidisciplinary programme offers a flexible blended learning approach of distance learning with residential workshops to suit busy working professionals. You will study the science of learning and the evidence base for educational practice; it links educational theory and evidence to the practice of education in healthcare in a variety of settings and roles.

The programme is professionally focused, and applied to education within different contexts, such as classroom, clinic and community.

You will explore the key challenges, contemporary issues and the latest research in medical and health professions education, and help you develop knowledge and skills in curriculum development, teaching, learning, assessment, and conducting educational research into yours and others educational practice.

Why Medical Education at Swansea University?

• Top 5 for overall research quality (REF2021)
• Postgraduate students have access to facilities in the £100 million Institute of Life Science building
• Limited number of scholarships available for Swansea Bay University Health Board staff
• Degree is aligned to the GMC Trainer Recognition criteria
• PGCert Aligned with the UK PSF criterial Fellowship of the HEA
• Interactive group work learning online
• Two research projects in place of a dissertation
• One to one supervision available to students undertaking research projects

Your Medical Education experience

As soon as you start your MSc Medical Education degree you will be asked to take a proactive role in directing your learning across all modules.

The majority of your course will be delivered via distance learning, including online activities, lectures, group discussions and assigned tutor meetings.

On-campus in-person sessions are held each year - this year they are scheduled for 20-22 November 2024. You will take part in a series of workshops, practical sessions and lectures. These contact sessions will allow you to get to know each other, develop peer-support networks, and get to know the faculty.

Medical Education Employment Opportunities

We have carefully designed the course to ensure that each qualification addresses different competencies that may attract diverse audiences or learners at different stages of their career. We aim to provide you with an increased knowledge and understanding of Medical Education, and the skills and knowledge you need to apply your learning to professional practice.

As such, this Master’s degree will give you the in-depth knowledge of the field to potentially enhance your prospects for career progression.

Modules typically include: Evidence, Theory, Innovation and Technology. There are also optional modules you can study.

Students starting in September or January will study the same core modules as part of the programme. Dates for January intake to be confirmed.

MSc 1 Year Full-time Blended learning - September

Year 1 (level 7t), fheq 7 taught masters / pgdip / pgcert.

Students choose 180 credits from the following:

Compulsory Modules

Optional Modules

Choose Exactly 20 credits from the following Modules:

NOTE : Choose 20 credits from the following options:

PGCert 1 Year Part-time Blended Learning - September

Students choose 60 credits from the following:

NOTE : Please select 20 credits from the modules below

PGCert 1 Year Part-time Blended Learning - January

NOTE : Select 20 credits from the following modules.

PGDip 1 Year Full-time Blended learning - September

Year 2 (level 7t).

Students choose 120 credits from the following:

Choose Exactly 40 credits from the following Modules:

NOTE : Please select 40 credits from the following options:

PGDip 1 Year Full-time Blended learning - January

NOTE : Choose 40 credits from the following modules.

PGDip 2 Year Part-time Blended Learning - September

NOTE : Please select 20 credits from the module selection

NOTE : Please select 20 credits which you have not previously completed

PGDip 2 Year Part-time Blended Learning - January

NOTE : Select 20 credits from the following options.

MSc 1 Year Full-time Blended learning - January

MSc 2 Year Part-time Blended Learning - September

Students choose 90 credits from the following:

NOTE : Please select 20 credits from the following options.

MSc 2 Year Part-time Blended Learning - January

MSc 3 Year Part-time Blended Learning

Year 3 (Level 7D)

Fheq 7 taught masters dissertation.

Entry Requirements

• Applicants should hold a 2:2 degree or equivalent
• Applications welcome from UK/EU and Overseas
• CV and personal statement to demonstrate intent for current and future teaching, training, educating, research, management or leadership in Medical Education
• IELTS: 6.5 (or Swansea University recognised equivalent)

How You're Taught

Your face-to-face teaching is for 3 days per year on campus this will be supported by web-based and e-learning through interactive group work learning. Throughout your degree the emphasis will be on practical as well as analytical skills.

We are proud to provide an outstanding educational experience, using the most effective learning and teaching approaches, carefully tailored to suit the specific needs of your course. Apart from a small number of online-only courses, most of our courses consist of in-person, on-campus teaching, enabling full engagement with your lecturers and fellow students.

Practical skills sessions, lab work seminars, and workshops predominantly take place in person, allowing for group working and demonstrations. We also operate virtual labs and Simulated Learning Environments which will facilitate greater access to training opportunities in the future. However, our approach also includes the use of some online learning to support and enhance traditional face-to-face teaching. 

Online learning may take place ‘live’ using software such as Zoom, allowing you to interact with the lecturer and other students and to ask questions. Lecture recordings also allow for more flexibility to revisit material, to revise for assessments and to enhance learning outside of the classroom. Some modules have extra resources in Canvas, such as videos, slides and quizzes enabling further flexible study.  

Welsh Provision

Some provision.

There are opportunities for Welsh speakers to study some elements of this postgraduate course through the medium of Welsh but there is not yet enough provision to reach 40 credits in each year. The Programme Director can outline to you what is available in Welsh.

Academi Hywel Teifi is here to support you throughout your time at Swansea University. We can offer you:

• Access to generous Welsh-language study  scholarships or bursaries .
• Access to the Arwain mobile app for the latest information about Welsh-medium courses and modules available to download free on the  App Store  and  Google Play .
• An interview through the medium of Welsh when applying for a place.
• Personal correspondence in Welsh, English or bilingually.
• The option to create and submit your coursework or sit exams through the medium of Welsh (even if you have chosen to study in English), and your work will be assessed in Welsh.
• A Welsh-speaking Personal Tutor.
• One-to-one support to improve your academic Welsh language skills.
• An opportunity to gain an additional free qualification that serves as evidence of your Welsh language ability for future employers.
• Membership of the Swansea University Branch of the Coleg Cymraeg Cenedlaethol.

Visit the Welsh Language Rights webpage for further information about Students' Welsh Language Rights.

Continuing to study through the medium of Welsh will be:

• a natural step for you if you have studied through the medium of Welsh at undergraduate level.
• a way of maximizing your chances of getting the best education.
• a way of receiving a high level of support as the study groups are smaller.
• a valuable addition to your CV and career development.

Meet Your Lecturers

Medical Education students will be taught by a range of world leading researchers based at the Medical School, giving you unrivalled access to teaching on our latest medical research.

Principle teaching staff for the Medical Education programme are:

• Dr Ana Sergio-da-silva (Programme Director)
• Sam Berry Deputy Programme Director)
• Professor Phil Newton
• Dr Sarah Alwan
• Emeritus Professor Andrew Grant

Tuition Fees

Msc 1 year full time.

MSc 2 Year Part Time

MSc 3 Year Part Time

PGDip 1 Year Full Time

PGDip 2 Year Part Time

PGCert 1 Year Part Time

Tuition fees for years of study after your first year are subject to an increase of 3%.

You can find further information of your fee costs on our tuition fees page .

You may be eligible for funding to help support your study. To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page .

Current students: You can find further information of your fee costs on our tuition fees page .

Funding and Scholarships

You may be eligible for funding to help support your study.

If you're a UK or EU student starting a master’s degree at Swansea University, you may be eligible to apply for Government funding to help towards the cost of your studies. To find out more, please visit our postgraduate loans page.

To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page.

Academi Hywel Teifi at Swansea University and the Coleg Cymraeg Cenedlaethol offer a number of generous scholarships and bursaries for students who wish to study through the medium of Welsh or bilingually. For further information about the opportunities available to you, visit the Academi Hywel Teifi Scholarships and Bursaries page.

We also have a range of  Taught Master's Scholarships  available.

Additional Costs

Access to your own digital device/the appropriate IT kit will be essential during your time studying at Swansea University. Access to wifi in your accommodation will also be essential to allow you to fully engage with your programme. See our dedicated webpages for further guidance on suitable devices to purchase, and for a full guide on getting your device set up .

You may face additional costs while at university, including (but not limited to):

• Travel to and from campus
• Printing, photocopying, binding, stationery and equipment costs (e.g. USB sticks)
• Purchase of books or texts
• Gowns for graduation ceremonies

Careers and Employability

Swansea Employability Academy (SEA) will support you at each stage of your career journey helping you build a bright future.

Our career support services include:

• Employability workshops, employers’ talks, bespoke events and careers fairs
• Individual advice and guidance from professionally qualified Careers Advisers
• Help with finding jobs, internships, work placements and volunteering opportunities
• Access to information resources on a wide range of career management topics
• Funding to support student internship opportunities and Student Society/Club events.

We also provide help and advice for Swansea University Alumni up to two years after you graduate.

Academic Support

As well as subject specific support by college teaching staff and your personal tutor, the Centre for Academic Success provides courses, workshops and one-to-one support in areas such as:

• Academic writing
• Maths and statistics
• Critical thinking
• Time management
• Digital skills
• Presentation skills
• Note taking
• Revision, memory and exam techniques
• English language skills (if English is not your first language).

In addition, if you have a Specific Learning Difficulty (SpLD), disability, mental health or medical condition, the Centre for Academic Success have Specialist Tutors to support your learning, working alongside the Disability Office and Wellbeing Service to support all your needs and requirements whilst studying at Swansea University.

Personal Academic Mentor:

You will be assigned an Academic Mentor from a pool of trained personnel drawn from academic staff in the Medical School, or possibly clinical staff from Health Boards for GEM and PA. 

Personal Academic Mentors are your first point of contact while studying at the Medical School and can provide assistance and guidance on a range of issues that may affect your wellbeing, attendance and educational progress. Personal Academic Mentors may also help with your personal development planning and careers advice. Your mentor may also direct you to Welfare and other support services as appropriate.

Medical School Information Office:

Our team of administrators and student information co-ordinators are on hand to support with your academic queries and signpost you to additional services where required. 

Please apply through the University’s central application system .

EU students - visa and immigration information is available and will be regularly updated on our information for EU students page.

Application Deadlines

We recommend that you submit your application to our courses as early as you can in advance of our application deadlines. Courses will close earlier than the application deadlines listed if all available places are filled. You can find further information on our Application Deadlines webpage.

Additional Information

The programme is aligned to the UK Professional Standards Framework (2011) for Higher Education, and the Academy of Medical Educators Standards, both recognised frameworks for excellent Teaching and Learning in the field and the GMC Trainer Recognition criteria.

Connect with the Medical School

Intercalated degrees.

This course can be studied as an  intercalated masters degree . 

Intercalation is an extra year of study on top of your Medicine degree programme and an opportunity to explore a new area in greater depth, gain new knowledge and develop new skills. 

If you’re interested in intercalating this degree email  [email protected]  

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Postgraduate Diploma in Medical Education

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This course is not open for online applications. If you would like to enquire about this course please do so using the 'Ask a question' button.

The University of Cambridge Postgraduate Diploma in Medical Education has been designed collaboratively by the University of Cambridge, Institute of Continuing Education, and the University of Cambridge, School of Clinical Medicine’s Clinical Deanery. The Postgraduate Diploma is a continuation of the Postgraduate Certificate and both are one-year, part-time Master’s-level programmes resulting in 60 FHEQ Level-7 credits each and the University of Cambridge award.

The course is delivered through blended learning methods using a combination of face-to-face sessions requiring attendance in Cambridge, synchronous online teaching sessions, self-directed learning and supported through a virtual learning environment [VLE].

Please note that this will be reviewed in line with the latest public health guidance available at any given time. If required, to ensure the health and safety of students, we may look to utilise alternative teaching formats and will contact students if we expect changes to the course delivery.

Who is the course designed for?

The Postgraduate Diploma is aimed at doctors, dentists and other healthcare professionals involved in supporting the learning and development of students and/or more junior colleagues. This includes those working in primary /secondary/ community care settings, at all levels from Foundation Year 2 onwards. The programme is only open to those who have successfully completed the Postgraduate Certificate in Medical Education at the Institute of Continuing Education, University of Cambridge .

This means they are medical, dental or healthcare professionals who are engaged in education and training activities commensurate with their level of experience and as is relevant to their professional roles and responsibilities. It is suitable for ‘early career’ educators as well as those with more experience.

Aims of the programme

The programme aims to develop individuals able to adopt an informed and critically reflective stance to their own and others practice as medical educators and leaders.

This will include:

• consideration of strategies to create and sustain safe working and learning environments, including supporting and developing faculty to deliver high quality education and training
• the features of high quality formative and summative assessment practices and how these are used to assess performance and support the development of students and trainees (including differentiation of performance and supporting trainees who are failing to progress)
• a focus on curriculum and course design at two levels i.e. firstly, to enable an informed critique of adopted curriculum, their limits and potentials and secondly to familiarise participants with core curriculum design skills

Learning support 

We welcome learners of all backgrounds and abilities at the Institute of Continuing Education (ICE), and for this reason we have robust learning support in place for any student who needs it.

The Accessibility & Disability Resource Centre (ADRC) provides advice, guidance, and resources to disabled students on ICE award-bearing undergraduate and postgraduate courses.

If you have a disability or medical condition including a mental health condition, then please indicate this on your application form so we can work with you on supporting your studies. If you would like to access support from the ADRC please complete their online Student Information Form as soon as possible. If you are able to, please upload your evidence (written in English) within the Student Information Form where prompted. The following links to guidance on medical evidence or diagnostic evidence will help to answer any questions you may have. 

If you have any questions concerning disability support then please contact the ADRC NMS team via [email protected] or view their website via https://www.disability.admin.cam.ac.uk/non-matriculated-students

You can also disclose a disability at any time during your course by contacting either the ADRC NMS team, or ICE’s Student Support team via [email protected]

Student wellbeing is a key priority at ICE, and we have a dedicated Student Support team who can provide wellbeing support and guidance. Please contact the team via [email protected]

Teaching and learning:

The Postgraduate Diploma comprises three modules and combines face-to-face study days with on-line activity, study and assignments. There are 8 contact days in total.

The teaching dates for 2024/5 are TBC and will be published below.  Please note, all date information and teaching delivery are subject to confirmation potentially, between now and the course start: 

Module 1: Curriculum and assessment: design and development

• 10 October 2024 (one day teaching session)
• 06 & 07 November 2024 (two day teaching block)
• 05 December 2024 (2 hours online session on presentations)

Module 2: Supporting workbased learning

• 09 January 2025 (one day teaching session)
• 19 & 20 February 2025 (two day teaching block)
• 27 March 2025 (one day teaching session)

Module 3: Developing practice and leading learning

• 08 May 2025 (one day teaching session)

A virtual learning environment will support students’ learning throughout the programme.

There are three assessment points, one formative (first term) and two summative (second and third terms). The first summative assessment requires you to design an educational intervention or innovation that has the potential to improve the quality of clinical education or training in your own professional context (equivalent to 5000 words). The final summative assessment is a structured portfolio of educational practice that includes selected entries from the reflective blog you keep throughout the course and a critical review of a recent journal article selected because it has the potential to improve practice (equivalent to 5000 words). The formative assessment is based on peer review of your planned educational intervention and is designed to help you develop your ideas.

Entry requirements

The programme is only open to those who have successfully completed the Postgraduate Certificate in Medical Education at the Institute of Continuing Education, University of Cambridge. This means they are medical, dental or healthcare professionals who are engaged in education and training activities commensurate with their level of experience and as is relevant to their professional roles and responsibilities. It is suitable for ‘early career’ educators as well as those with more experience.

Eligible candidates will be required to participate in a selection interview.

Academic requirement

Applicants are normally expected to a hold a 2i degree or higher from a UK university or an equivalent from an overseas university.

If you wish to apply to join the programme you must:

Language requirement

All applicants are required to demonstrate competency in English at a high level before commencing the programme; students whose first language is not English must be able to satisfy the requirements below.

• IELTS Academic: Overall score of 7.0 (a minimum of 7.0 in Listening, Writing and Speaking; 6.5 in Reading)
• TOEFL Internet: Overall score of 100 (a minimum of 25 in each individual component)
• CAE: Grade A or B (with at least 193 in each individual element) plus a Language Centre assessment
• CPE: Grade A, B, or C (with at least 200 in each individual element)

Fees and funding

The fee for 2024/25 will be £4,750 per annum (home) and £8,240 (overseas).

The fee status of EU nationals for 2021 entry onwards will be International by default until the UK government announce further details and amendments of the current regulation. EU students should regularly check for updates at:  www.cam.ac.uk/eu

Students will be expected to cover the application fee (£50 online) and any costs of travel, accommodation and subsistence incurred during teaching sessions in Cambridge.

Bursary funding for a limited number of places will be available from   Health Education East of England (HEEoE)   . If you wish to apply for the bursary please ensure you follow the HEE EoE process (deadline for bursary applications to be announced but likely to be end of March; more details can be found here  https://heeoe.hee.nhs.uk/faculty-educators/educators-bursaries . It is also worth investigating what funding is available from your employer if you teach regularly.

Applications will be accepted until 31 May 2024. Please click the APPLY NOW button at the top of the page and follow the steps.

Applicants will be required to either submit or provide details of the following as part of the application process:

• Copies of qualification transcripts
• Employer letter of support to confirm release of time to study.
• Evidence of funding
• Details of two academic referees
• If applicable, appropriate visa to attend the course.
• Evidence of competence in English (if appropriate)

Candidates will be informed of final decisions towards the end of August 2024.

Admissions and questions about applications:

For any queries or information about the admissions procedure, making an application or your application itself - please contact the admissions team by clicking on the ' Ask A Question ' link at the top right-hand side on this page.

Below you will find answers to the most frequently asked question or FAQs, relating specifically to the Postgraduate Diploma in Medical Education . Please do read through these and you should find the answers to most questions.

However, if you still cannot find what you are looking for then please click on, the 'Ask a Question ' button at the top right of this page to send the course team a message and we will respond as soon as possible.

Can I study the Medical Education PG Diploma or MSt courses without first having to study the PG Certificate course?

In order to apply for the Medical Education PG Diploma course, you need to have successfully completed the PG Certificate course at ICE, University of Cambridge.  Upon successful completion of the Diploma course at ICE, students could then apply to progress to the MSt course .

Is this course available online?

No, this is not a distance-learning course. We plan to deliver our postgraduate and MSt qualifications in-person. Please note that this will be reviewed in line with the latest public health guidance available at any given time. If required, to ensure the health and safety of students, we may look to utilise alternative teaching formats and will contact students if we expect changes to the course delivery.

Is this course available full-time?

This course has been designed for part-time delivery in order to permit students to work around their employment commitments. It is not possible for it to be studied on a full-time basis. 

When can I apply for the next Medical Education course?

Applications for the MSt, PG Certificate and PG Diploma starting in the Michaelmas term (October) of any given year, open in the September/October of the previous year. So, for example, for an October 2023 start, applications open September 2022.  Please see our Courses pages for when courses are open for application here . 

Please note that an entry requirement of the PG Diploma in Medical Education is that applicants should first have successfully completed the PG Certificate in Medical Education at ICE.

When is the deadline for applications?

Applications for 2024/25 entry for the PG Diploma in Medical Education will be accepted online until 31 May 2024.

When will my application be considered? 

All applications will be reviewed at the close of the applications window after the submission deadline, irrespective of when they are received.

Who is the course aimed at?

The Postgraduate Diploma is aimed at doctors, dentists and other healthcare professionals involved in supporting the learning and development of students and/or more junior colleagues. This includes those working in primary /secondary/ community care settings, at all levels from Foundation Year 2 onwards. The programme is only open to those who have successfully completed the Postgraduate Certificate in Medical Education at the Institute of Continuing Education (ICE), University of Cambridge.

Am I suitable for the PG Diploma in Medical Education?

The entry requirements for this course are outlined under the Entry Requirements of the course page here . It is only open to those who have successfully completed the Postgraduate Certificate in Medical Education at the Institute of Continuing Education, University of Cambridge.

English is not my first language - can I still apply?

All applicants are required to demonstrate competency in English at a high level before commencing the programme. Students whose first language is not English must be able to satisfy the necessary requirements, even if they have worked or studied in English previously.  Please refer to the ICE website here for further information, following any extra links there for further, added advice.

Can I transfer credits from my current/previous university?

We are currently unable to accept any transfer of credits from other universities.  

Can I study individual Medical Education modules?

Currently the units/modules are not offered for individual study but this may change, so please keep looking at our web pages for updates.

I have question about my application, whom should I contact?

When can i expect to hear back on a decision.

Decisions on applications will be made approximately 6 weeks after the relevant closing date.

Final decisions regarding admissions can only be made on the full and final applications and the offer of places will depend on the strength of applicants in any one year. 

How is teaching delivered?

The Postgraduate Diploma in Medical Education comprises three modules and combines face-to-face study days with on-line activity, study and assignments, supported through a virtual learning environment [VLE].  There are 8 contact days in total. A provisional guide of the number of teaching days is provided under the Teaching & Assessment tab of the course page. Teaching day attendance is in Cambridge and students should ensure they are able to meet all teaching obligations before starting the course.

I want to study the PG Certificate in Medical Education and do the MSt later on – is that possible?

It is possible to complete the postgraduate Certificate and then, on successful completion, apply to progress through the PG Diploma.  Upon successful completion of the Diploma, students can then apply to undertake the MSt in Medical Education. It is not possible to go straight from the Certificate to the MSt course. 

What are the fees?

The fees for 2024 entry for the PG Diploma in Medical Education, as detailed on the course page, are £4,750 per annum for Home students and £8,240 per annum for Overseas students. The fee status of EU nationals for 2021 entry onwards will be International by default until the UK government announce further details and amendments of the current regulation. EU students should regularly check for updates at: www.cam.ac.uk/eu . Students will be expected to cover the application fee (£50 online) and any costs of travel, accommodation and subsistence during residential sessions in Cambridge. 

Is there any funding available for Medical Education courses? 

Bursary funding for a limited number of places will be available from   Health Education East of England (HEEoE)   . If you wish to apply for the bursary please ensure you follow the HEE EoE process (deadline for bursary applications to be announced but likely to be end of March; more details can be found here  https://heeoe.hee.nhs.uk/faculty-educators/educators-bursaries . Some students receive funding or sponsorship from their employers.

Please note that places on the Postgraduate Diploma in Medical Education are offered on merit rather than funding.

Information about Bursaries at the Institute of Continuing Education (ICE) can be found here: www.ice.cam.ac.uk/bursaries The Graduate Admissions Office website provides information on funding administered centrally within the University and you may find the following link helpful : http://www.graduate.study.cam.ac.uk/finance/funding 

How are fees payable?

Once you have arranged any funding, payments can be scheduled through a payment plan, of up to four instalments per academic year; per academic year, or for the whole course (the latter is sometimes the preferred method by sponsoring organisations).  You can discuss this with the course team prior to course start.

What is my fee status?

Guidance on fee status, whether Home/EU or Overseas can be found on the University website here.  Your fee status will determine the fee that you are liable to pay for your course of study.  If in doubt or you require further advice regarding your fee status please contact Admissions:  [email protected] 

Progression 

Upon successful completion of the PG Diploma in Medical Education, students can apply to progress to the MSt in Medical Education, 1 year, part-time.  Further details available here . 

Course dates

Course duration, course director, academic director.

Academic Directors, Course Directors and Tutors are subject to change, when necessary.

Qualifications / Credits

Course code.

Institute of Continuing Education Madingley Hall Madingley Cambridge CB23 8AQ

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King's College London

Clinical education ma/ pgdip/ pgcert.

The Masters in Clinical Education provides a flexible framework for pursuing your professional development goals as an educator in the health professions. The programme is carefully tailored to the needs of health professionals who engage in teaching, training, supervising, and supporting the learning of colleagues in the clinical professions. On completion of the postgraduate certificate, you will become a Fellow of the Higher Education Academy (HEA). You will also be eligible to become a Member of the Academy of Medical Educators (AoME) upon application.

Key benefits

• Firmly embedded in the practice of professionals working in healthcare settings.
• Links with interprofessional Continuing Professional Development.
• Relates theories of teaching and learning to the context of clinical practice.
• Designed and delivered at one of the largest centres for healthcare education in Europe.
• Located in the heart of London.
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Participants on the programme continue to work in various roles in health professions education.

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Postgraduate Certificate in Medical Education

This part-time, Master’s level programme is designed for healthcare professionals involved in medical education and training.

Course overview

• Jan, 1 Year
• Sep, 1 Year
• Postgraduate
• Postgraduate Certificate
• School of Postgraduate Medicine

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About the Course

Why enrol on the postgraduate certificate in medical education at the university of buckingham.

This part-time, fully online Master’s level programme is designed for UK and international healthcare professionals interested and involved in education and training. There are growing expectations that those with educational roles and responsibilities should engage in professional development to enable them to model and uphold the highest standards. Our flexible programme which offers you the chance to study at times which work for you, will provide you with the skills and knowledge you need to deliver outstanding health professions teaching, assessment, and course design.

This programme provides a sound educational foundation for professionals from across the health professions who support undergraduate students and/or postgraduate trainees’ learning in Higher and Professional Education settings, including the clinical workplace. Through our core and option modules, you will develop an understanding of the key principles of effective teaching, learning, and assessment as they relate to your own practice. Our option modules focus on clinical teaching, supervision, and work-based learning, lending a unique practical focus to the PGCME that should help you excel as a clinical educator. We cover several topics of contemporary interest within health professions education (such as technology enhanced learning, developments in simulation, mentoring and supporting learners in difficulty) not commonly included in generic programmes.

The programme has been designed in collaboration with clinicians and other healthcare professionals. As a result, the structure of the programme allows students flexibility over module choice and when they study, minimising the potential for service disruption and allowing students to develop areas of expertise relevant to their role responsibilities.

We aim to produce graduates who are able to:

• create welcoming, safe, and purposeful learning environments
• design and deliver engaging and effective teaching, learning, and assessment activities
• have purposeful, developmental conversations with learners that support their personal and professional career development
• have a sound grasp of key educational theories and concepts, drawing on these to develop and critique their own and others’ educational practice
• adopt a critically reflective and reflexive approach to medical education and training.

Course accreditation

The programme is accredited by the Academy of Medical Educators (AoME), in recognition of the high quality of teaching and feedback provided on the programme. AoME is a multiprofessional organisation that sets standards for clinical teachers in the UK. As our course is accredited by AoME, upon successful completion of the PGCME, students can apply for membership of AoME, which entitles them to use the postnominals MAcadMEd, an achievement which demonstrates they have met AoME’s professional standards for clinical teachers in health professions education.

What students tell us

We receive consistently excellent feedback from our students across all modules.

“Overall, I’ve been pleasantly surprised at how engaging and motivating an online course can be. I chose the course because I didn’t think I’d be able to make regular fixed times for teaching but wasn’t optimistic about how much I’d learn. There seems to be a really good balance between reading, activities and forum discussions. All of this is backed up by very engaged and responsive tutors which means that the course feels very much “live” despite being completed in our own time.” “It has been a wonderful opportunity; I have been exposed to new information and key concepts in education. Having the course being held online has helped me better manage my time and has made it easier for me to complete the course, in comparison to the course being held in person. I appreciate how available both the tutors were throughout the course always being there for us.”

All our modules offer learners the chance to engage with educational content in a variety of ways. Learning activities across the below modules include: reviewing video and audio recordings; live and recorded online presentations; directed reading; live evening seminars; one-to-one tutorials; written reflections; engaging in our online discussion forum; a journal club activity; peer observation of teaching; and lesson planning. There is a mixture of asynchronous and synchronous content and activities to cater to a wide variety of learning needs and work around busy clinical schedules.

Core Module

• Medical Education: Principles and Practice

Option Modules

• Approaches to Clinical Teaching and Effective Supervision; or
• Learning in Clinical Teams: Simulation and Work-based Learning

Entry Requirements

Undergraduate degree in Medicine, Dentistry or related health profession. Applicants must be able to access opportunities to teach/support learning. 

If English is not your native or first language, you must evidence your ability to write Masters-Level academic assignments, regardless of your country of residence. This can be done by providing an IELTS certificate (Overall 7.0, with minimum 7 in reading and writing). You must ensure that your personal statement demonstrates your ability to produce an accurately-written explanation of your reasons for applying.

Teaching & Assessment

The programme is delivered online, with “live” taught sessions and seminars scheduled in both core and option modules to consolidate learning of topics and key concepts. Our online virtual learning environment includes weekly online discussion forums to further consolidate and extend this learning. Participants are also assigned to Communities of Practice, small groups in which they interact with colleagues to support one another’s learning. All modules contain experience-based assessments and students are expected to read widely and critically throughout the programme.

All modules involve self-directed activity, for example, written reflections and teaching observations. Other self-directed tasks require students to design, implement, and evaluate authentic clinical teaching/supervision activities with one or more learners in a range of contexts. For example, students are required to review their own practice and suggest evidence-based changes. In the core module this is based on observation of teaching, while in the optional units, this is based on a recorded feedback session that students self-critique. We see feedback as a central part of the learning process.

This structure ensures that students can personalise their programme to align with their professional interests and development needs, whilst still meeting the professional standards of AdvanceHE, the Academy of Medical Educators, and the GMC.

Meet our staff

The PGCME is facilitated by expert educationalists and physicians. Read more about our course lecturers, below.

Dr Omnia Allam

Dr Allam is a medically qualified doctor with several years of experience as a practicing paediatrician. She is also an internationally recognised medical and healthcare professional educator. Dr Allam has also led a strong multidisciplinary academic career for almost three decades. After obtaining two Master’s Degrees and a PhD in Technology Enhanced Learning in Medical Education, she has held leadership, teaching and academic research roles in multiple UK universities.  She has also been an external examiner across several UK and overseas universities and an academic referee for peer reviewed international conferences and journals. She is particularly interested in curriculum design and review, assessment and technology enhanced learning in Medical Education.

Dr Rishen Cattaree

Students are guided through the course by a calendar of weekly activities, some required, some optional or recommended.

The course comprises one 15-week Core Module*, and a one 15-week Option Module, which students choose from the available Option Modules, either Simulation and Work Based Learning, or Clinical Teaching and Effective Supervision.

September 2024 entry

• Core Module: 2 September 2024 – 20 December 2024
• Option Module: 3 February 2025 – 18 May 2025

After Your Course

Upon successful completion of the programme, you will be eligible for membership of the Academy of Medical Educators (AoME).

Fees & Scholarships

The fees for this course are:

The University reserves the right to increase course fees annually in line with inflation linked to the Retail Price Index (RPI). If the University intends to increase your course fees it will notify you via email of this as soon as reasonably practicable.

Course fees do not include additional costs such as books, equipment, writing up fees and other ancillary charges. Where applicable, these additional costs will be made clear.

We offer a bursary of 10% of the fees to all staff working in one of our partner LEPs (please contact admissions to check if your LEP applies).

This fee is payable in full in advance. The University accepts letters of support from sponsors.

How To Apply

If you’re considering applying to the course we encourage you to contact us, either before or after making your application.

Apply directly

• We welcome applications directly via our online application form which can be accessed from the ‘Apply’ button.
• Apply by 25 January 2025 for a 3 February 2025 start.
• Apply by 25 August 2025 for a 1 September 2025 start.

Help and support

Our Admissions Team will be happy to answer any questions you may have. Contact them on +44 (0) 1280 820229 or by email [email protected]

For any queries relating to fees, please contact the expert staff of the student fees department at [email protected] , or phone +44 (0) 1280 820250.

Current applicants

If you would like to make any changes to your current application, please email,  [email protected] , or phone +44 (0) 1280 820229 (and make sure you have your application number ready).

Warwick Medical School

Medical education.

Do you remember being a student with a thirst for knowledge? Remember the tutor who inspired you, and gave you the confidence and drive to succeed? What if you could be that tutor for the doctors of tomorrow?

Doctors and clinicians are frequently involved in training other healthcare personnel. At WMS, we've designed a range of courses to equip health professionals with the required skills and knowledge for training the next generation of doctors.

Our courses

Case studies

One of our MB ChB graduates, Amy Burrows, returned to Warwick to take the Essentials of Clinical Education course.

Find out what she thought about it in this interview .

Useful information

• Postgraduate life at Warwick
• Flexible learning options for professionals at Warwick Medical School
• Fees and Funding

Email:   [email protected]

• Postgraduate study
• Postgraduate taught courses

Medical Education

Explore this course:.

School of Medicine and Population Health, Faculty of Health

Course description

Accredited by the Academy of Medical Educators

1 year part-time

Each module includes two study days. You will also be taught through practical activities, online discussions and independent study.

Study days for 2025/26

Study days will be confirmed and added to this page in due course, the days typically take place in September, January, and April.

Each module is assessed through written submissions.

Your career

Our graduates have gone on to a wide range of roles in medical and healthcare education, training and supervision. These include senior management roles such as NHS Training Director and Armed Forces Training Commander, as well as academic positions in higher education. They work in many healthcare settings including the NHS, private healthcare and universities around the world.

Student profiles

The course revolutionised the way I approached teaching

The PGCert Medical Education gave Rob the knowledge and skills to develop his teaching practice to suit the learner and facilitate their learning.

Knowing this course was available locally and delivered by an institution I trust made it an easy decision to make

Rob enjoyed taking what he’d learned on one of the contact days and immediately implementing it into teaching the very next day.

The course has been invaluable in equipping me to become a more knowledgeable educator as well as increasing my awareness of the GP trainee curriculum

Ria followed her undergraduate degree in biomedical sciences with the PGCert in Medical Education.

The course is full of inspiring clinical educators with their own experiences to share

Katy found that a course in the theory behind medical education was extremely beneficial to support her job.

Entry requirements

You will need

• a recognised degree in a healthcare profession
• experience in teaching or supervising learning in a healthcare or related setting
• access to learners in a healthcare or related setting

Overall IELTS score of 7.5 with a minimum of 7.0 in each component, or equivalent.

As this course is taught part-time, it is not open to applicants who require a visa to study in the UK.

This course is currently closed to applications.

More information

School of Medicine and Population Health

[email protected]

Medical Education (MSc)

• Duration: 3 years
• Mode: Part time distance learning

Find out more about studying here as a postgraduate at our next Open Day .

Why study this course

This MSc in Medical Education is an e-learning course, offering a build-up of study credit via a three-stage, progressive course delivered online.

Promoting excellence

Benefit from our longstanding passion and expertise in leading medical education courses that integrate research and scholarship

Flexibility

Course design and delivery emphasising principles and application through interactive discussion and activities in an online environment to meet individual needs and circumstances.

Applied and practical

Course design and assessment tasks linked to your own educational practice, allowing you to apply theory and concepts to your clinical setting.

Sharing good practice

Study alongside healthcare professionals from diverse backgrounds to promote understanding and sharing of good practice.

Accredited course

Accredited by Advance HE, AoME and aligned to GMC Trainer criteria.

Our MSc in Medical Education enables healthcare professionals with a special interest in education to professionalise the role of clinician as teacher. 

The programme supports graduates to deliver novel, transformational approaches to improve the quality of their teaching.  By studying on this programme, you will be equipped to promote excellence in learning and teaching for health professionals. This programme is for all medical, dental and other medical and health professionals who want to expand their understanding of pedagogy and be able to apply educational theory to clinical education to provide high satisfaction in those they teach.

The programme will help you to assess where current gaps lie in the delivery of clinical education, and you will be supported in providing innovative educational solutions to address unmet clinical learning needs that will improve outcomes.

The course is highly practical and aims to model best practice in learning and teaching, drawing upon a wide range of innovative approaches to learner support and development.

By developing a network of experienced clinical teachers our programme aims to encourage a culture for training of healthcare professionals, and demonstrate alignment of teaching and learning practice with UK Professional Standards and professional values (AdvanceHE, GMC, Academy of medical Educators).

The course is accredited by the Academy of Medical Educators (AoME), allowing you to apply for fast-track membership.

An optional 'Fellowship Pathway' is accredited by Advance HE and is available alongside year 1 study enabling you to seek Fellowship (FHEA). A final portfolio should be submitted at the end of the academic year. 

Accreditations

• Academy of Medical Educators

Where you'll study

School of Medicine

We are of the largest medical schools in UK, committed to the pursuit of improved human health through education and research.

• Research at the School of Medicine Chevron right
• Facilities Chevron right
• Academic staff Chevron right
• Telephone +44 (0)29 2068 7214
• Marker University Hospital of Wales, Heath Park, Cardiff, CF14 4XN

Admissions criteria

In order to be considered for an offer for this programme you will need to meet all of the entry requirements. Your application will not be progressed if the information and evidence listed is not provided. 

With your online application you will need to provide:  

• A copy of your degree certificate and transcripts which show you have achieved a 2:2 honours degree in a healthcare-related subject, or an equivalent international degree. If your degree certificate or result is pending, please upload any interim transcripts or provisional certificates.
• A copy of your IELTS certificate with an overall score of 6.5 with 5.5 in all subskills, or evidence of an accepted equivalent. Please include the date of your expected test if this qualification is pending. If you have alternative acceptable evidence, such as an undergraduate degree studied in the UK, please supply this in place of an IELTS.
• What experience do you have as a health professional? You should have at least one years' post-graduation general medical experience.
• Why do you wish to follow this course?
• What post-qualification experience do you have of teaching as a health professional?
• What current involvement in teaching within your health profession do you have?

If you do not have a degree in a relevant area, your application may be considered on the basis of your professional experience in a healthcare-related field. You must hold professional registration with a recognised body. Please provide additional evidence to support your application such as signed and dated employer references.

Application Deadline  

We allocate places on a first-come, first-served basis, so we recommend you apply as early as possible. Applications normally close at the end of August but may close sooner if all places are filled. 

Selection process  

We will review your application and teaching experience and if you meet all of the entry requirements, we will make you an offer.

Find out more about English language requirements .

Criminal convictions

You are not required to complete a DBS (Disclosure Barring Service) check or provide a Certificate of Good Conduct to study this course.

If you are currently subject to any licence condition or monitoring restriction that could affect your ability to successfully complete your studies, you will be required to disclose your criminal record. Conditions include, but are not limited to:

• access to computers or devices that can store images
• use of internet and communication tools/devices
• freedom of movement
• contact with people related to Cardiff University.

Course structure

This is a master’s level programme taught part-time over 3 years:

Taught component  

This stage lasts for 12 months and consists of three 20-credit modules totalling 60 credits, at Level 7. You will have the option of choosing topics within some of the modules that are aligned to your learning and clinical needs. Students who have successfully completed this stage, will be eligible for the award of Postgraduate Certificate should they exit at this stage. For students who have received the PGCert Medical Education programme award.

This stage lasts for 12 months and consists of three 20-credit modules totalling 60 credits, at Level 7. You will have the option of choosing topics within some of the modules that are aligned to your learning and clinical needs. Students who have successfully completed this stage, will be eligible for the award of Postgraduate Diploma should they exit at this stage.

Each module can also be studied on a stand-alone CPD basis to allow greater flexibility of learning tailored to individual learning requirements.  

Dissertation component (T3)

This stage consists of the 60-credit dissertation module at Level 7, during which students complete a dissertation in a special interest area of their choice negotiated with the programme faculty and supervisor. Students who have successfully completed Stage T3 will be eligible for the MSc award. 

The modules shown are an example of the typical curriculum and will be reviewed prior to the 2024/25 academic year. The final modules will be published by September 2024.

All modules in the Postgraduate Certificate Programme form year one of the Postgraduate Diploma Programme. These must be successfully completed before progressing to year two (Postgraduate Diploma year).

All modules in both the Postgraduate Certificate Programme (year one) and the Postgraduate Diploma Programme (year two) must be successfully completed before progressing to year three (MSc year).

Successful completion of Year three leads to the award of MSc in Medical Education.

The University is committed to providing a wide range of module options where possible, but please be aware that whilst every effort is made to offer choice this may be limited in certain circumstances. This is due to the fact that some modules have limited numbers of places available, which are allocated on a first-come, first-served basis, while others have minimum student numbers required before they will run, to ensure that an appropriate quality of education can be delivered; some modules require students to have already taken particular subjects, and others are core or required on the programme you are taking. Modules may also be limited due to timetable clashes, and although the University works to minimise disruption to choice, we advise you to seek advice from the relevant School on the module choices available.

Learning and assessment

How will i be taught.

In the taught stage, you will complete high quality level 7 evidence-based practice assessments, which are directly relevant to your clinical educational practice, and you will be encouraged and supported to gain knowledge within the field of medical education. This course will be delivered entirely by online distance learning and therefore you can access it from anywhere within the international healthcare professional community.  This also allows for a degree of flexibility of study to suit your individual needs and support will be provided wherever possible with these. 

The course is delivered via Cardiff University’s virtual learning environment, Learning Central. The course uses a wide range of online approaches to learner support and development. Learning and teaching methods encompass a range of strategies and techniques to promote co-operative, purposeful learning. The teaching takes place online in group settings, which are facilitated by online tutors. 

There are a variety of tasks in each module where there is the opportunity for discussion, debate, exploration and peer interaction designed to enhance learning in addition to guided and independent study. Online tutors play a key role in the delivery of teaching for each module. Practical application is a key feature of the course, and you will be encouraged to try out new approaches to teaching and learning throughout the programme. Synthesising your knowledge and applying theory to practice within your own clinical teaching setting will be a central requirement of both formal assessment and formative work. Opportunities to develop your team working and collaboration skills will be available through your tasks and activities within discussion lists, webinars and general engagement in debate and exploration with tutors and peer groups. Teaching will be delivered by a multi-professional teaching team from within the Cardiff University School of Medicine’s Centre for Medical Education (C4ME). You also will receive regular constructive feedback throughout the course, to stimulate your enthusiasm and provide support, thus ensuring that you will have the opportunity to achieve the learning outcomes. The use of multiple approaches for you to learn will build a community of practice and enhance your collaboration with your peers and the faculty. 

How will I be assessed?

You will be assessed in a variety of ways both to inform learning (formative) and to assess learning (summative) and all assignment tasks are linked to your educational practise. For example, typical assignments may relate to exploring evaluation, designing an education research proposal and a series of reflections on your role as an educator. The assessments have been chosen to ensure that the learning outcomes are appropriately tested and that the teaching methods leading up to these assessments are suitable.  The module formative assessments are wide ranging to allow you to focus on areas that best suit your learning needs and clinical role. The summative assignment aims ensure they are appropriate for your learning needs, area of practice and interest, making them very educationally focused.

How will I be supported?

A team of academic, administrative, learning technology and library staff are available throughout the year to support you. You will receive written feedback on all your assignments, in addition, there are many opportunities throughout the course to receive peer and tutor feedback. You will be allocated a personal tutor /research supervisor who will support your progress on the course, monitoring your general progress, discussing relevant issues and providing advice, guidance and support. They will contact you at various points in the course. There are a variety of tasks and activities in each module and you will discuss a range of educational issues through engagement in these with online tutors and peers. Personal tutors will comment on your reflective blog if you wish, and this exchange is an opportunity for you to engage in a dialogue about your educational roles, responsibilities and experiences in your clinical setting. This will also be done through your personal development maps and educational discussion in the discussion fora.  

Formative feedback will be communicated through electronic and written means in a timely manner. Summative feedback on assessment will be delivered within the timeframe set by the University. 

Students are expected to actively take part in the online schedule of activities offered by the course which will also help them meet other students online.  The course content is housed on Learning Central, a platform that is designed to deliver a great student experience on-line. Engagement on the learning platform is enhanced by a number of discussion boards.

Fellowship support is available via personal tutors, online webinars, discussion forums and reflective blogs.

What skills will I practise and develop?

The Learning Outcomes for this Programme describe what you will achieve by the end of your programme at Cardiff University and identify the knowledge and skills that you will develop. They will also help you to understand what is expected of you. 

On successful completion of your Programme you will be able to:

Knowledge & Understanding:

KU 1 Critically review learning and teaching approaches in clinical educational settings and professional practice.

KU 2 Critically evaluate education, theories and models to inform current educational practice.

KU 3 Synthesise the evidence to design inclusive learning environments with coherence, integration and relevance to meet and support diverse learning needs and in line with professional standards for engagement and effective learning.

KU 4 Reflect on and demonstrate alignment of learning and teaching practice with UK professional standards and professional values recognition.

KU 5 Apply learning and teaching principles to inform improvements within own professional setting and synthesise appropriate tools and methods to evaluate worth.

KU 6 Evidence scholarship in designing, undertaking and evaluating an educational research project informed by evidence and principles of best practice.

Intellectual Skills:

IS 1 Develop a critically informed approach to searching for and evaluating evidence, reflecting on the quality of the evidence, and synthesising the outcomes to inform clinical education practices  

IS 2 Use a range of educational strategies, tools, models and frameworks, critically reviewing their strengths and weaknesses to inform educational practice

IS 3 Engage with research, scholarship and practice and deal with complexities, contradictions, and gaps in the current evidence base, further develop independence of thought  

IS 4 Foster creativity, innovation and ethical practice in educational developments within clinical education 

Professional Practical Skills:

PS 1 Master the skills needed to be a life-long learner through the ability to robustly seek evidence, challenge evidence and introduce best evidence to influence clinical education.

PS 2 Navigate digital environments, familiarisation with Learning Central, study skill and library resources, Grade Centre and Turnitin

PS 3 Synthesise concepts in order to further develop personal and professional practice

PS 4 Apply professional self-awareness and self-reflection to your own professional development in ways that enhance your practice.  

PS 5 Demonstrate effective communication skills in a postgraduate student arena.

Transferable/Key Skills:

KS 1 Evidence commitment to lifelong learning, engaging in the process of post graduate study, demonstrating scholarship, integrity and accountability.

KS 2 Plan, organise and manage coursework effectively, demonstrating independence, initiative and originality.

KS 3 Apply your educational skills to provide constructive feedback to learners and colleagues and respond to educational challenges and opportunities.

KS 4 Manage effectively yourself, learners and the educational environment.

KS 5 Communicate accurately, clearly and concisely in a variety of approaches, using a range of media to a variety of audiences.

Tuition fees for 2024 entry

Your tuition fees and how you pay them will depend on your fee status. Your fee status could be home, island or overseas.

Learn how we decide your fee status

Fees for home status

Students from the EU, EEA and Switzerland

If you are an EU, EEA or Swiss national, your tuition fees for 2024/25 be in line with the overseas fees for international students, unless you qualify for home fee status. UKCISA have provided information about Brexit and tuition fees .

Fees for island status

Learn more about the postgraduate fees for students from the Channel Islands or the Isle of Man .

Fees for overseas status

More information about tuition fees and deposits , including for part-time and continuing students.

Financial support

Financial support may be available to individuals who meet certain criteria. For more information visit our funding section. Please note that these sources of financial support are limited and therefore not everyone who meets the criteria are guaranteed to receive the support.

Additional costs

Will i need any specific equipment to study this course/programme.

You will need to be able to access the internet on a regular basis in order to engage with your programme.

Living costs

We’re based in one of the UK’s most affordable cities. Find out more about living costs in Cardiff .

Postgraduate loans

If you are starting your master’s degree in September 2024 or later, you may be able to apply for a postgraduate loan to support your study at Cardiff University.

Career prospects

Professionals have joined the course from around the world.  Many graduates use the insights gained on the course to introduce innovations to their day to day teaching, whilst others go on to higher level roles and responsibilities to lead and promote excellence in learning and teaching at national and international levels.

Here’s what some of our graduates have to say about how they have benefitted professionally from studying this course:

“I couldn’t recommend the course at Cardiff University more highly to help you achieve your educational and research goals.  I now sit on the National Intern Curriculum Development Board, using all the skills I have learned on the MSc programme.”  Mark Hohenberg, Physician, Care of the Elderly

“I would highly recommend the degree to other colleagues, especially as the regulations for becoming a medical educator are going to become much tighter.”  Aenone Harper

“The course balanced theory and research with practical elements that I could incorporate into my daily teaching.” Victoria Tippet

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HESA Data: Copyright Higher Education Statistics Agency Limited 2021. The Higher Education Statistics Agency Limited cannot accept responsibility for any inferences or conclusions derived by third parties from its data. Data is from the latest Graduate Outcomes Survey 2019/20, published by HESA in June 2022.

Module information

Postgraduate

Be part of a thriving postgraduate community in a university known internationally for outstanding research and teaching.

Postgraduate prospectus 2024

Download a copy of our prospectus, school and subject brochures, and other guides.

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• Online and blended learning
• All courses

Application status: Applications for the September 2024 intake are now closed. We are still accepting applications for CPDs.

Online course

PGCert Medical and Health Education

• Qualification: PGCert, CPD
• Duration: 12 months, part-time
• Workload: Approx 20 hours per week
• Next enrolment: September 2025
• Fees: £5000 (PGCert), £1,667 (CPD)

Introduction

Empower future healthcare leaders.

The health landscape is changing. With our population living longer and demands on healthcare increasing, we need world-class educators to teach the practitioners of tomorrow.

Our Postgraduate Certification (PGCert) in Medical and Health Education was  created in collaboration with the Royal College of Physicians of Edinburgh (RCPE) . Through focusing your professional development on teaching, you will play a crucial role in educating the essential workers of the future. 

Key features

Global and multidisciplinary.

Enrich your learning by working alongside international peers from diverse disciplines and building a global community of practice.

Benefit from targeted teaching

The content of our course units is directly related to clinical and healthcare teaching and assessment, with a focus on real-life scenarios and topical issues.

Collaborative design

This course has been designed in collaboration with an expert team of academics and clinicians from the Royal College of Physicians of Edinburgh (RCPE).

Natalie's Story

Throughout my career, I always thought it was interesting that nobody ever taught me how to teach. This course has helped me to develop different approaches to teaching and learning so I can engage with all students. 

Dr Natalie Medley 

Clerkship Coordinator

University Hospital of The West Indies

What was your academic and/or professional background before you started this course?

I am a medical doctor. I graduated from medical school in 2008 and then I went into residency in obstetrics and gynaecology and I completed that in 2015. Upon completing my residency, I got a job at the teaching hospital where I was trained, The University Hospital of The West Indies. I therefore became a consultant and an associate lecturer.

In 2020, during the COVID-19 pandemic, I was asked to be the coordinator for the 4 th  year students, which was something new for me. Additionally, the pandemic was going on and things were not business as usual. We had to transition to mainly online teaching and examinations. It was a new experience.

Throughout my journey, even becoming a clerkship coordinator,  I always thought it was interesting that nobody ever taught me how to teach . It is assumed that because you are a consultant and have the knowledge, you should be able to teach.

I was previously enrolled in a course to develop my teaching skills but it was not the right fit for me, so I did not continue. That is when I found Medical and Health Education at The University of Manchester.

What made you choose to study for your PGCert in Medical and Health Education at The University of Manchester?

This course stood out to me because it was 100% online and I liked that it was broken down into units. A huge plus for me as well was the flexibility – I could balance my clinical work at the hospital and teaching responsibilities. I also found it affordable.

I’ve always closely followed the curriculum of the UK as it relates to obstetrics and gynaecology. I attained my MRCOG (Member of the Royal College of Obstetrics and Gynaecology) and did a few months of subspecialty training in gynaecologic oncology in the UK and always thought that the curriculum was robust so it’s a system I have high regard for.

I’ve been to the UK a few times, and I know the University of Manchester is an institution that has a long-standing tradition of excellence.

The units and material also looked interesting and overall it was generally just a very attractive course so I decided to go for it!

What is your overall experience of the course so far?

 It’s very eye-opening. For example, even though I know about reflective practice, I had no idea there was so much to it. I’ve started encouraging my students to do it as well. When we see a patient in the clinic, we reflect on the case, from the medical history to the examination and management of the patient.

The assignments also help me to be organised in my writing. I have to know the material and be able to apply it to my day-to-day life. Our assignments have to be robust and combine evidence-based practice with our teaching experience.

I especially enjoyed unit 2 (The Art and Science of Teaching) as I had an opportunity to get my students involved and they were very excited about it. It was good knowing I could bring a bit of my experience from The University of The West Indies to The University of Manchester.

What has your experience of studying online been like?

It’s going well because of the flexibility. We have one online tutorial per week and the recordings are also available for review. We get to interact with the other participants on the course during the group discussions on the tutorials. I find the online platform to be very user-friendly. Our reading material is quite extensive, and I can access almost all the journals I need through the university.

There is lots of support with assessments too, we have had exemplars to guide us and there are clear instructions given during the tutorials. There is also a discussion session for each assignment where we get an opportunity to ask any questions or address any concerns.

How would you describe the support you have studying online?

It is good, the lecturers are very accessible and we can get in touch with them at any time. I have not used a study advisor yet, but they are also available.

How do you find networking with other students?

I haven’t been in touch with other students outside of the tutorials, but there is an opportunity to do peer feedback and review other students’ work. This can be done without directly contacting them, so we are still engaging with each other even if we are not in direct contact.

How do you balance working and studying online?

It takes a lot of discipline! I usually dedicate Sunday afternoons to reviewing course material before my tutorials on Mondays. I haven’t found the time difference a problem because I can fit in my tutorial before I start work.

What benefits do you think the course is bringing to you? Will it help you develop your career?

I’d say it is helping my career. As a course coordinator, I set exam papers every five weeks whilst teaching students on an ongoing basis. So, it’s given me an insight into the different learning techniques that students may use. This has helped me to develop different approaches to teaching and learning so I can engage with all students. In addition to this, I’d like to be promoted from associate lecturer to lecturer, and for this, a teaching and learning certification is highly recommended, so this course will give me an advantage when looking for a promotion.

What would your advice be for students thinking of studying this course?

I have been encouraging some of my colleagues to do the course. I would say there is so much flexibility and resources available and you can also learn from a premier institution that is recognised across the world. There are so many advantages to this program, and I have also looked at doing other courses at the university in the future.

Designed with the RCPE and accredited by the Academy of Medical Educators

Benefits of our collaborative approach

• Expert insight from RCPE medical professionals underpins the course.
• The latest in theory and practical approaches to education geared towards challenges in healthcare.
• Once you have completed our PGCert, apply for full AoME membership and bypass the full application and assessment process.

Key information

Online course developed to fit around your lifestyle and circumstances.

12 months, part-time

Enrolment dates

September 2025

How to apply

For more information on how to apply and what documents to submit with your application, please visit our application and selection section

Approx 20 hours per week

Course director

Dianne Burns

Fees and funding

Total course tuition fees for Sept '25 are:

• UK/EU students and International students: £5,000
• Individual CPD units: £1,667 each

You can save up to 10% on your tuition fees.

Please see our fees and funding section below for more details. We offer payment by instalments , so you can spread the cost of studying with us.

Explore a range of scholarships and bursaries available for this course below.

Find out more about fees and funding

Entry requirements

Non-standard applicants may be considered at the discretion of the course director.

You'll also need to meet the required standard of English.

Find out more about entry requirements

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Course overview

Who this course is for.

"The course is aimed at anyone with an interest in teaching and learning, whether looking to transform their own teaching practice or consolidate and share what they already know."  – Dianne Burns, Course Director PGCert Medical and Health Education

This course is suitable for all experienced clinicians and health care scientists, including medical doctors, dentists, nurses and all other allied health professionals involved in teaching, learning or assessment in the workplace, whether formal or informal. Non-standard applicants who have significant relevant professional experience may be considered on an individual basis by the Course Director.

What you will learn

• Apply evidence and theoretical principles to your individual teaching practice.
• Work with peers across disciplines to compare experiences and evaluate how different approaches can enhance learning.
• Reflect on your practice, and what is needed to effectively contribute to teaching and learning in various settings.
• Consider the influence of meaningful assessment on learning.

Where and when you will study

Our flexible Postgraduate Certificate is delivered exclusively online to enhance your practice and broaden your professional expertise while you work.

Through extensive online materials, as well as opportunities for peer discussion and tutorials from our world-class experts, we’ll support you to deliver transformative and future-focused teaching and learning in your discipline.

How it will benefit your career

• Develop the professional confidence and the recognition to effectively facilitate teaching and learning within a variety of settings.
• Studying alongside peers from varied backgrounds, widening your knowledge and building a multidisciplinary community of practice.
• Broaden your role and apply your educational know-how in the workplace through this recognised postgraduate qualification that reflects core teaching competencies set out by relevant professional bodies.

Course units

The reflective educator.

• Study the theory that underpins effective practice in teaching, learning, assessment and evaluation.  
• Analyse your role as an educator and reflect on developments in your discipline.
• Develop innovative approaches to learning opportunities, curriculum and learning tools.  

You will be introduced to current theoretical frameworks which are used to underpin effective practice in teaching, learning, assessment and evaluation. In this unit, you will:

• Critically appraise a range of teaching and learning processes that can be used to create an environment conducive to learning.
• Explore current principles and practices related to session design, delivery and evaluation.
• Reflect upon the knowledge and skills needed to enable you to contribute effectively to teaching and learning in a variety of settings.
• Consider the importance of equality and diversity for effective teaching, and the effective evaluation of learning.
• Recognise that your own practice should be informed by broader higher education principles, as well as developments in your discipline area.

This unit aims to:

• Enable you to examine the underpinning theories and principles involved in developing educational learning opportunities, educational curricula and/or educational learning tools.
• Introduce you to theoretical frameworks underpinning effective practice in teaching, learning, assessment and evaluation, encouraging you to critically reflect on developments in your own discipline area.
• Empower you to analyse your own role as a teacher and assessor of students; by developing innovative approaches to developing educational learning opportunities, educational curricula and/or educational learning tool.

Knowledge and understanding

By the end of this unit, you should be able to:

• Critically evaluate a variety of adult learning theories to create and sustain effective learning environments in a variety of settings.
• Demonstrate a critical understanding of the reflective process and the extent to which this impacts upon the personal and academic development of self and others as educators.
• Explore the broader social context in which adult learning takes place and the centrality of valuing diversity and equality in teaching, recognising the potential impact of these factors on learners and healthcare.

Intellectual skills

• Consider your own identity as an educator as you embark upon the reflective process to improve your own teaching practice.
• Critically appraise approaches to teaching and learning as witnessed within your own professional context.
• Reflect on the learning opportunities available to your learners and begin to critique with reference to the teaching and learning literature.

Practical skills

• Contribute to an inter-disciplinary community of teaching practice to facilitate the exchange of educational ideas.

  Transferrable skills and personal qualities

• Develop effective, facilitative communication and relationships as educators to support learners to reach their full potential.

The Art and Science of Teaching

• Explore curriculum in terms of interprofessional education, leadership, mentoring and professionalism.
• Present the principles of curriculum design and course development.
• Introduce a range of teaching and learning methods for critical appraisal.
• Facilitate the selection of appropriate teaching and assessment methods aligned to curriculum to enhance learning.
• Demonstrate a personal teaching style and consider the factors which can influence teaching and learning, from both a learner and educator perspective.

In this unit, we will begin to apply the evidence base and theoretical principles to your individual teaching practice. You will:

• Explore the literature and compare experiences with peers to evaluate how different approaches and methods of teaching can be used to enhance learning.
• Further explore the importance of intelligent design, based on sound theoretical rationale in developing a curriculum.
• Investigate the teaching strategies and methodologies appropriate to specific educational settings as we underline the importance of curriculum design and review.
• Consider how interprofessional education can be incorporated effectively in the curriculum.
• Explore how to incorporate mentoring and support of our learners into the curriculum.

Once you complete this unit, you should be able to:

• Analyse the various components of a curriculum, including educational philosophy/strategy, rationale, content, organisation, implementation, assessment and evaluation.
• Critically appraise a range of teaching and learning methods to ensure inclusivity.
• Ensure the constructive alignment of teaching methods with intended learning outcomes.
• Critically explore the issues around embedding inter-professional education, supervision, mentoring and professionalism into curriculum design.
• Identify the requirements of key stakeholders and review your practice to ensure standards and quality assurance are maintained.
• Critically evaluate the teaching and learning literature, specifically regarding curriculum design and review.
• Subject your current practices of teaching to critical evaluation.
• Plan, design and deliver teaching to enable learning and progression.
• Apply the elements of successful mentoring and supervision to further your own practice as a reflective educator.

Transferable skills and personal qualities

• Teach effectively in a variety of contexts.

Pass or Fail, Who Decides?

• Explore current assessment practices within the context of your discipline
• Consider how assessment fits into the broader remit of evaluation and quality assurance
• Understand the impact and value of feedback

This course considers ways in which meaningful assessment has a strong influence on learning. In this unit, you will:

• Explore current methods and directions in assessment of learning in higher education generally and in medical and healthcare education.
• Consider both formative and summative assessment.
• Explore assessment theory, particularly in relation to concepts of validity, reliability, transparency, professional accountability, and generalisability.
• Best practice in supporting learners who are struggling or failing to progress.
• Adopt a critical approach to developing, delivering and evaluating assessment, evaluation and feedback strategies.

The unit aims to:

• Explore assessment of learners’ work within the context of higher education and beyond.
• Facilitate student evaluation of a range of relevant literature on assessment in their relevant disciplines.
• Invite the exploration of current assessment practices in the context of student’s activity and their own practice discipline.
• Explore how assessment fits into the broader remit of evaluation and quality assurance.
• Emphasise the impact and value of giving feedback.

Upon completion of this unit, you will able to:

• Critically evaluate the contemporary theories and principles of assessment, evaluation and feedback.
• Articulate a coherent argument regarding the impact and value of providing high quality feedback to learners.
• Critically appraise the factors that influence assessment of clinical competency to ensure standards are maintained for quality assurance purposes.
• Ensure constructive alignment of assessment methods with intended learning outcomes.
• Subject your current assignment assessment practice to critical evaluation through the process of reflection.
• Critically appraise existing assessment and feedback mechanisms to enable progression.
• Make informed evidence-based judgements on appropriate assessment and feedback practices.

Transferrable skills and personal qualities

• Demonstrate awareness of the wider context of skills and experience in assessment and feedback.

Course structure

Our course is aimed at those who want to further develop their teaching skills through a course with a strong emphasis on professional practice. Interprofessional learning is central to the ethos of the course and provides the added value of learning alongside colleagues from other disciplines. You will benefit from the wisdom and experience of your peers, as well as the expertise offered by healthcare teaching professionals. This course is designed to be completed alongside work commitments.

There are three units in this PGCert in Medical and Health Education. You'll start your learning with 'The Reflective Educator', then in November with 'The Art and Science of Teaching' and finally, 'Pass or Fail, Who Decides?'

Course units may be taken as standalone 20-credit CPD units or taken together to make up a PGCert qualification. To learn more about taking individual CPD units, please contact our Course Advisor .

Course learning aims

This course is suitable for all experienced clinicians, including medical doctors, dentists, nurses and all other allied health professionals involved in teaching, learning or assessment in the workplace, whether formal or informal.

You'll build the professional confidence and the recognition to effectively facilitate teaching and learning within a variety of settings.

As a recognised postgraduate qualification, this PGCert reflects the teaching competencies set out by relevant professional bodies, giving you a unique opportunity to broaden your role and apply your educational know-how in the workplace.

Teaching and learning

This course is 100% online and delivered flexibly to suit your lifestyle,specifically designed to help you learn alongside your career.

Our teaching and learning methods include videos, webinars and other online learning exercises. These provide insights into key concepts and guide you towards where to focus directed study.

Through discussion boards and tutorials, you'll take part in guided discussions around issues related to teaching practice. This will establish the links between theory and practice, helping you to create practical strategies to deal with these real-world problems.

'Drop in' tutorial sessions will provide you with opportunities to discuss your personal goals and progress. Reflective activities will allow you to consider your own skill and project development.

You will be assigned a Study Advisor who will be with you throughout your studies with us. Your Study Advisor will be your first point of contact - by phone or email - for any queries that aren't directly related to course content. You'll take an active role in your learning, committing to approximately 20 hours per week.

Academic teaching start dates:

September 2025 entry - 1 September 2025

The welcome event and induction take place one week before the academic teaching start date. Our admissions team will confirm your induction date closer to the time.Please ensure that you complete your registration ahead of your chosen entry date to gain access to the online learning material and library services.

Coursework and assessment

Each unit on this PGCert in Medical and Health Education is assessed through a number of methods including presentations, papers and other coursework, both individually and in groups.

Coursework and assessments are tailed to the specific learning objectives of each unit. These allow you to demonstrate your progress, showing your ability to gather and critically analyse relevant information to form logical, coherent arguments.

Each 20-credit unit lasts 11 weeks. For the first eight, each week will be split like this:

Online learning - 10 hours

Tutor and peer-led discussion - 1 hour

Live and recorded tutorials - 1 hour

Independent reading and study - 5 hours

The final two weeks of each unit are dedicated to assignment preparation and submission. Your time will be divided as follows:

Independent reading and study - 20 hours

Throughout the course, you will be able to take online quizzes and self-assessment tests to gauge your progress and potential areas for improvement.

Admissions information

From your initial expression of interest right through to graduation, you’ll receive all the support you need. We can support you with enrolment and subject assistance, administrative logistics and fee options, online learning skills, workload management and special circumstances including a possible professional entry route.

Academic entry qualification overview

• a primary medical degree or other registered health care/social work professional qualification
• an Upper Second class degree (2.1) or overseas equivalent in a subject allied to medical or health education, such as biosciences, psychology or physician associate studies.

Non-standard applicants for the course from other experienced healthcare professionals/educators who have relevant professional experience and/or where the academic qualification falls below an Upper Second class degree will be considered on an individual basis, and may be admitted, at the discretion of the Course Director.

English language

Specifically, we require a minimum of:

• IELTS : 6.5 overall (and a minimum of 6 for writing) or equivalent. Discover more about English language requirements

English language test validity

Application and selection.

To begin the application process please click here

Your application can only be considered when the application form is complete and your supporting documentation has been received.

• Application form
• As part of the application process you will be asked to provide contact details for one referee, professional or academic.  The University will contact your referee directly after you submit your application and direct them to complete our online reference form.
• Degree certificate and transcripts/Professional qualification documents (with an official English translation if the original is not in English)
• English language score report (if applicable) or alternative evidence to demonstrate your English language competency
• A copy of your CV
• A personal statement (maximum 500 words)

For support and advice, please contact us at  [email protected]

Advice to applicants

Total course tuition fees in Sept '25 are:

Please note the tuition fees are subject to an incremental rise in September.

Tuition fee discounts

• Alumni discount (5%): If you have successfully graduated from a credit-bearing qualification at The University of Manchester or UMIST, you can receive a 5% discount on the tuition fees that you are personally funding.
• Corporate discount (up to 10%): If 5-9 fellows are sent from the same trust: 5% discount, if 10-14 fellows are sent from the same trust: 7% discount, if 15+ fellows are sent from the same trust: 10% discount
• NHS employee discount (10%)

To receive an NHS discount on your tuition fees you must fit our eligibility criteria and provide evidence to support your discount claim. To process your discount claim, our admissions team must receive a letter from your employer, detailing your employment and contract type. This letter must be sent from a workplace email on official headed paper to verify your employment status. To qualify for the discount you must be employed at the start of the course and evidence must be provided before a discount is granted.

One-discount policy: Discounts and scholarships are not accumulative. If you qualify for more than one, you will be awarded the one that is the highest amount.

Employer funding

If you are looking to secure funding from your employer, we can help you build a business case or talk to your employer directly. Contact us on [email protected] to arrange a consultation.

Payment by instalments

During registration you will have the opportunity to pay your fees in three equal instalments. Learn more.

Postgraduate loans (UK/EU)

If you're an English or EU student living in the UK, you may be eligible for a loan.

Funding for students with disabilities

If you have a disability, we can help you apply for relevant funding.

Explore more funding opportunities

Additional cost information

Policy on additional costs.

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

Regulated by the Office for Students

The University of Manchester is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the OfS website .

You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

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Courses at medical school

There are a range of different learning styles and courses at each medical school. Find out what the best course is for you.

Perhaps you prefer learning on the job, solving a problem or being presented with a scenario. Whatever your learning style, every undergraduate course has its own syllabus and set of regulations, so it’s important to consider these before applying to medical school.

Types of courses

Under the overall supervision of the GMC, which sets standards for undergraduate medical education, every university, medical faculty and medical school has its own syllabus and regulations for the course of study in medicine.

Each course is different and uses different methods of teaching. It's important to think carefully about the kind of course that would suit you and your learning style.

Before applying to a medical school, get a copy of their syllabus and find out the type of course they provide. Make sure the style of teaching and course structure is a good fit for you.

There are generally six approaches to the training provided at medical school:

• a traditional pre-clinical and clinical course
• an integrated/systems based course
• problem-based learning (PBL)
• case-based learning (CBL)
• enquiry-based learning (EBL)
• multi or inter-professional learning course.

Read on to get an idea of how the courses compare and what type of study you will undertake with each approach.

Traditional pre-clinical and clinical courses

For the traditional courses, students begin their training with two years of 'pre-clinical' work, involving study of the basic medical sciences. This is followed by the 'clinical' course, of approximately three years, during which they work in hospital wards under the supervision of consultants.

Throughout the final three years they also attend lectures on all aspects of medical practice. This is a subject based course of lectures, where, for example, you would undertake anatomy, physiology, biochemistry etc, all as completely separate courses.

This type of teaching tends to have the traditional pre-clinical/clinical break after the third year with almost all teaching lecture based.

Medical schools that offer this style of course

Integrated/systems-based courses.

Integrated courses which the majority of medical schools have now implemented, integrate what was previously learnt at the pre-clinical and clinical stages, to provide a seamless course. Teaching methods can include problem-based learning (PBL) and practical clinical skills.

Integrated courses are the GMC's recommended approach to medicine; instead of teaching anatomy and physiology etc. as separate courses, the idea is to join them into systems (also known as the systems based approach) where you will take a bodily system, such as the circulatory system and consider the anatomy, physiology, biochemistry, pharmacology, pathology of it all at once.

Encourages early patient contact

The new integrated approach also encourages early patient contact and self-directed learning. Much of the teaching has a basis in lectures, supplemented with tutorials and your own self-directed work.

However, there have been many interpretations of how this new integrated approach can be implemented, one of the big 'different interpretations' was pioneered by Manchester and is what we refer to as problem based learning (PBL).

There are subtle, theoretical differences between learning styles of integrated learning courses provided at medical schools; problem based learning (PBL), enquiry based learning (EBL) and case based learning (CBL), but in most cases the lines between each of these are significantly blurred.

Problem based learning (PBL)

PBL is a very patient-oriented approach and students can expect to see patients right from the beginning of their course.

Students are given medical cases to resolve and learn from, guided by group work with a tutor as well as self-directed learning. Group work, on top of academic and clinical learning, helps students develop communication, teamwork and problem solving skills, personal responsibility and respect for others.

PBL is an 'open inquiry' approach where facilitators play a minimal role and do not guide the discussion. There are now very few medical schools in the UK using a pure PBL approach to curriculum delivery. There is a more blended approach with more interaction from facilitators and the provision of lectures and seminars etc. to support the individuals learning.

• East Anglia.

Case based learning (CBL)

Case based learning uses virtual 'trigger' cases to stimulate interest in a particular area of the curriculum. Working in small groups over a short period, a case is used to think about the knowledge and skills needed and why these might be useful.

CBL is backed up and reinforced by a variety of interlinked learning opportunities including:

• life sciences resources
• clinical skills practice
• small group learning
• individual study
• patient-focused learning out in the community.

Small groups are led by tutors with training and expertise not just in the subject and content of the learning module but also in the skills and processes involved in facilitating this type of learning.

Each case is used to combine [integrate] learning from all these sources and the two week period is topped off with a wrap-up session where students review what they have learnt and understand how it will apply to their future practice.

• Glasgow (throughout phase three from September to February of the third year).

Enquiry based learning (EBL)

Enquiry based learning starts by posing questions, problems or scenarios rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator.

You, the student, are in charge of your own learning and at the centre of the learning experience. The emphasis is very much on you learning rather than the teacher (or lecturer) teaching. Students will identify and research issues and questions to develop their knowledge or solutions.

Enquiry based learning is very similar to and includes problem based learning. It is generally used in small scale investigations and projects, as well as research.

Multi or inter-professional learning

There are also medical schools which focus on multi or inter-professional learning. Multi professional learning methods involve two or more professions learning the same content side by side.

Inter-professional learning focuses on not only the subject matter, but also on the way in which practitioners work together.

It may include aspects on developing respect for other professions, appreciation of different ways of working, trust and communication skills in working with other professions, and the strengths of a diverse workforce.

Extended medical degrees

Several medical schools run a six year course, which includes a one year foundation/pre-clinical course before the undergraduate medical career.

These courses aim to better prepare applicants for undergraduate medical education. They are often designed for those with a good academic record but with no, or limited experience, of laboratory based science and have not previously studied chemistry.

These courses also facilitate a career in medicine for those from disadvantaged backgrounds.

Learn more about applying as a graduate, mature aged or foundation student to medical school .

See more information on widening participation into medicine and whether you may be eligible for assistance.

See our guidance for international students looking to study or train in the UK.

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Short courses

Short courses offered within the Faculty of Medicine

We offer a range of short courses, some in collaboration with the College’s Centre for Continuing Professional Development (CPD). These programmes offer focused study in a variety of research and healthcare subject areas.

A to Z list of short courses

• Allergic airways disease and asthma
• Allergic skin disease
• Diagnosis and treatment of allergic diseases
• Food hypersensitivity
• Rhinitis, rhinosinusitis and immunotherapy
• Scientific basis of allergy
• Paediatric allergy
• Introduction to bioinformatics for cancer research
• Revolutions in biomedicine summer schools
• Cancer informatics
• Attributes & Aspirations (AA)
• Coding for medics
• Healthcare and design
• Adapt to Postgrad (ATP) - Archived 12 June 2024 by S Thomas
• Developing Educational Supervisors
• Applied clinical ethics
• Law and ethics in paediatrics
• Medical ethics
• Medico-legal skills
• Genomic Medicine short courses
• MRCOG revision course
• Symposium Office courses
• Advanced haematology morphology
• Histopathology of the bone marrow
• Laboratory aspects of haemoglobinopathy diagnosis
• Morphology update for biomedical scientists and first-year senior trainees
• Update in thrombosis and haemostasis for consultants and advanced specialist trainees
• Health policy
• Mastering laboratory skills
• Data analysis for metabolic profiling
• LC-MS for metabolic profiling
• Metabolic phenotyping in disease diagnosis and personalised health care
• NMR spectroscopy for metabolic profiling
• Renal pathology for the nephrologist
• Short course on glomerular disease
• Creating healthy active local kids (CHALK) training
• Human Nutrition
• Adolescent health
• Child population health and social paediatrics
• Fundamentals of human genetics and genomics
• Paediatric infection
• Perinatal care
• Principles of paediatric allergy
• Stabilisation and transport of the critically ill child
• Epidemiology and control of infectious diseases
• Global health short course
• Geographic Information Systems (GIS) for public health
• International course in nutritional epidemiology
• Stat-XP: statistics to analyse OMICs data and characterise the exposome
• Statistical analysis of genome-wide association studies
• Cardiovascular and respiratory healthcare short courses
• Patient safety
• Hamlyn Winter School on Surgical Imaging and Vision
• Laryngectomy: rehabilitation and surgical voice restoration (Advanced Level)
• London School of Surgery Training Programme
• Surgical innovation
• Surgical orthopaedic courses
• Understanding laryngectomy surgery (online course)