Medical Education (MSc)
- Duration: 3 years
- Mode: Part time
Why study this course
Our programme will appeal to those wishing to explore the issues fundamental to effective health professions education in a dynamic, stimulating and supportive setting.
Benefit from our longstanding passion and expertise in leading medical education courses that integrate research and scholarship
Sequenced modules with immersive teaching days promote development and support educational leadership roles and responsibilities.
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.
Our MSc in Medical Education enables healthcare professionals with a special interest in education to professionalise the role of clinician as teacher. It recognises the diverse, complex and challenging contexts of both those new to educator roles and responsibilities and those with considerable years of experience. By studying on this programme, you will be equipped to promote excellence in learning and teaching for health professionals. Our goal is to encourage a culture for training of healthcare professionals by the development of a network of educators committed to improving the future of healthcare education. This programme is for all medical, dental and other health professionals who wish to expand their understanding of learning and teaching, and to develop their ability to apply educational theory to improve future healthcare education.
The course is highly practical and aims to model best practice in learning and teaching and draws upon a wide range of approaches to learner support and development, emphasising principles and application through interactive discussion and activities. A comprehensive series of face-to-face modules will enable you to contribute to critical dialogues that promote deeper insights into educational theory and principles applied to clinical practice. There will be time for you to develop and clarify understanding of the module topic, apply new concepts and skills, and reflect on and share experiences and insights with colleagues. Many of the projects provide the basis for practical innovations in the workplace and can also extend engagement with and contribution to the wider medical education community.
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).
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.
- A personal statement which demonstrates your interest/involvement in learning and teaching in healthcare contexts. This should cover details of your teaching, assessment, and related educational responsibilities. Please supply your statement as a PDF (500 words) and include the following questions as headings:
1. What experience do you have as a health professional? You should have at least one years' post-graduation experience.
2. Why do you wish to follow this course?
3. What post-qualification experience do you have of teaching as a health professional?
4. 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.
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.
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.
Applicants who require a Student visa to study in the UK must present an acceptable English language qualification in order to meet UKVI (UK Visas and Immigration) requirements.
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.
This is a master’s level programme taught part time over three years. It involves attending six 20-credit modules over two years and a final 60-credit dissertation module, totalling 180 credits at Level 7.
Taught modules involve attending two-day sessions in Cardiff every six weeks during the two academic years (September to June). You will therefore spend about 22 days in Cardiff, 10 days during the first academic year and 12 days in the second academic year. The first session of each two-day module is a synthesis of the previous module and the independent study period. This three-stage process develops and clarifies understanding of the module topic, gives the opportunity and time to apply new concepts and skills, and concludes by allowing reflection on and sharing of experiences and insights with colleagues. Students who have successfully completed the taught modules, will be eligible for the award of Postgraduate Diploma or Postgraduate Certificate should they exit at this stage.
This component follows the successful completion of the taught stage, during which you will undertake a supervised educational project, culminating in the submission of a dissertation.
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.
The first academic year you will study Learning and Teaching in Clinical Education, Educational Media & Technologies, Assessing Learning and attend a student-led symposia on a contemporary issue in medical education (Practical Teaching Project).
|Module title||Module code||Credits|
|Learning and Teaching in Clinical Education||MET963||20 credits|
|Educational Media and Technologies||MET964||20 credits|
|Assessment of Learning and Peer Review of Teaching||MET965||20 credits|
The second academic year you will attend modules on Evaluating Courses, Research Skills, Contemporary Issues, and undertake the Practical Teaching Project.
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?
The taught stage uses a wide range of approaches to learner support and development. Learning and teaching methods encompass a range of strategies and techniques to promote cooperative, purposeful learning. The teaching takes place during set days in Cardiff using a variety of group tasks and activities, facilitated by a dedicated team of experienced educational tutors. There is the opportunity for discussion, debate, exploration and peer and tutor interactions designed to enhance learning in addition to guided and independent study. Practical application is a key feature of the course, and you will be encouraged to try out new approaches to learning and teaching 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 assessments and formative work. Opportunities to develop your team working and collaboration skills will be available through your tasks, activities and general engagement in debate and exploration with tutors and peers. The dissertation stage involves a supervised independent project, negotiated with the programme faculty and supervisor.
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 designing and producing some instructional media for a specific teaching need you identify, critically reviewing an assessment method you use, reflecting on your experience of participating in peer review of teaching, designing a research proposal for an educational project in your clinical teaching context. A satisfactory standard in the taught stage is required for progress on to the dissertation. This stage will require the completion of an educational project, typically a small scale empirical or literature-based study, culminating in the submission of a dissertation.
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/dissertation supervisor who will support your progress on the course, monitoring your general progress, discussing relevant issues, and providing advice, guidance and support. There are a variety of practical tasks and activities throughout the taught stage, and you will explore and discuss a range of educational issues through engagement in group activities with tutors and peers. Synthesis sessions will often entail giving a brief report or presentation to colleagues about the relevance of a module topic to your own context; discuss specific educational challenges to inform improvements and educational change. Personal tutors will comment on your reflective journal if you wish, and this exchange is an opportunity for you to further engage in dialogue about your educational roles, responsibilities and experiences in your clinical setting.
During the dissertation stage of the course, you will have an opportunity to receive feedback on the project design and draft dissertation chapters. You will be allocated a dissertation supervisor to support your study during this final component of the course.
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
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.
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.
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 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.
We’re based in one of the UK’s most affordable cities. Find out more about living costs in Cardiff.
Over 500 clinicians and other health professionals have joined our courses 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 alumni have to say about how the course has benefitted them professionally:
"A few months after completing the MSc, I was appointed as lead for the Cardiff University Diploma in Practical Dermatology (DPD). The DPD is an online distance learning course taken by 300 GPs each year with an annual budget of £1million. I now lead a coordinating team including 4 administrators and a learning technologist, as well as more than 80 external tutors. The comprehensive content of the Cardiff University Medical Education MSc, including modules covering assessment and course evaluation are proving useful on a daily basis.”
John Ingram, Dermatology Consultant, UK
"Since returning to Thailand where I am a general practitioner and a lecturer at the Faculty of Medicine at the Prince of Songkla University (PSU), I am delighted with the extent to which I have already been able to use the knowledge, skills and experiences gained at Cardiff in order to improve medical education here. I have set up the Thai Medical Education Interest Group to enable social networking among the medical community. I have also been collaborating with the Medical Education Unit at my medical school to develop the PSU Medical Education Resources website to provide easy access to reliable up to date medical education information. I am really proud of this initiative which has undoubtedly been underpinned by my learning gained through the MSc at Cardiff.”
Krishna Suvarnabhumi, GP, Prince Songkia University, Thailand
“It was an energizing course that reinforced my teaching skills and has dramatically boosted me both professionally and personally. The course is very well-designed and organised and is being taught by leading experts in this field. The programme staff were extremely supportive and recognised our diverse backgrounds. For all those reasons, I would strongly recommend this course to anyone planning to enhance his/her career as an educator in the field of health profession.”
Yaser Zeitoun, Dentist, UK
“Coming to Cardiff University for my MSc in Medical Education was one of the best decisions that I made. The MSc program is so well structured and designed that it really challenges you but doesn't get too overwhelming. Professionally it has made a tremendous impact on my career as an academician. I feel more confident now as a teacher and facilitator of learning. The MSc has really helped me to progress as an academic. I have been appointed as The Deputy Director of Quality Assurance for my institute and have been promoted as Head of Department and Associate Professor following my MSc from Cardiff. I owe a lot of this progression to my Masters from Cardiff University and to all the amazing tutors who were a privilege to learn from.”
Syed Hammad Hassan, Dentist, Pakistan
"I believe that the course will be career-altering if not life-changing. I have now been invited on to the education and training committee of the British Society for Surgery of the Hand (BSSH). We are currently developing a curriculum for hand surgery to use in collaboration with e-learning for health programmes. This is an exciting project, which a year ago I would never have dreamed of being able to be involved with.”
Jill Webb, Consultant Hand and Plastic Surgeon, UK
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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.