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Welcome from the Programme Director

Welcome to the PGCert Healthcare Education Programme. We are delighted that you will be joining us in the 2022-2023 academic year, and we very much look forward to seeing you in September. Please navigate around the site carefully to access key information.

- Dr Helen Bilton, PGCert Healthcare Education Programme Director.

 

Programme Contacts:


Study Support morning

This is a compulsory session and will involve learning about: outline of the programme, expectations and systems, writing for social sciences, and information skills you didn’t think you needed. You will also then be familiar with the campus and building you will be taught in throughout the year, collect campus cards, get to know each other and be ready to start the first module on 4 October 2022. Our first meeting will be as follows:

  • Date: 29 September 2022
  • Time: 9:00 - 14:00
  • Venue: Earley Road Campus, Agriculture Building, Room L106
 

Tasks to complete before the start of the programme

Tasks to complete for EDM186 before the start of this module

  • Watch this simulation and consider the players involved, what character traits do they need to ensure success for this patient and to get the most from this educational scenario?  What character traits does the educator need to ensure success for those involved in the simulation? Please make notes as you will be expected to share your thoughts on the first taught day
  • Watch this simulation debrief - what strikes you as surprising from what those involved say? Do write your thoughts down ready to share on the first taught day

Please bear in mind that this course will be quite different in terms of style and content from much of the learning you may have encountered before and may take a while to get used to. This is because the practice of medicine draws upon disciplines in the physical sciences (e.g. biology, anatomy, chemistry). By contrast, education is a practice which draws upon disciplines from the social sciences (e.g. psychology, sociology, history). This difference has given rise to differences in learning intentions, teaching style and forms of assessment:

 
 
  

Physical sciences

 
  

Social sciences

 
 
 

Based on factual data

 
 

Based on observations or what people have said

 
 
 

Measurements of physical phenomena (e.g. blood pressure)

 
 

Measurements of viewpoints (e.g. how many people thought this?)

 
 
 

The best way of doing something can be proven clinically

 
 

The ‘best way’ of doing something will depend upon the political and cultural situation

 
 
 

You can show your understanding by being tested on factual retention of information

 
 

You can show your understanding by providing an argument which shows awareness of the relevant issues.

 
 
 

Teaching is about imparting information in a way that helps students retain as much of it as easily as possible.

 
 

Teaching is about sharing and deepening cultural, ethical and political viewpoints so that students have a sophisticated grasp of the issues.

 
 
 

In professional preparation, the focus is on training to carry out tasks efficiently and knowledgeably

 
 

In professional preparation, the focus is on education to practice in a reflective and inclusive way

 
 
 

Writing brief and factual bullet points is best (I.e. a report)

 
 

Writing a well-supported discussion is best (I.e. a critical argument)

 
 
 

80% means you got 8 out of 10 questions factually right

 
 

80% means that you provided an argument that was persuasive and convincing.

 
 
 

The benefit of this course is that I can now do this specific procedure which I could not do before. I went and did it the next day

 
 

The benefit of this course is that my understanding of the holistic aims and processes of education has deepened. This is likely to affect my practice in a pervasive but more gradual way

With these differences in mind, we will therefore be asking you to be prepared to:

  • Work in groups during the sessions, discussing key ideas and listening to viewpoints which might differ from your own
  • End each day with spontaneous scribbled ideas, key questions and conceptual diagrams rather than ‘lecture notes’

  • Have patience with the pedagogical approach and ‘trust the process’