Welcome from the Programme Directors

Welcome to the Postgraduate Certificate in Healthcare Education Programme.

We are delighted that you will be joining us in the 2026-2027 academic year, and we very much look forward to seeing you in September. Please navigate around the site carefully to access key information.
We will be sending further information via email in due course.

Key Programme Contacts

Induction and Study Support day

This is a compulsory start to the programme and will involve learning about: the outline of the programme, expectations and systems, writing for social sciences, and information skills you didn't think you needed. This will set you up to study at Masters level at the University of Reading. You will also then be familiar with the campus, collect campus cards, get to know each other and be ready to start the first module. This study support day will be as follows:

  • Date: Thursday 24 September 2026
  • Time: 09:00 - 17:00
  • Venue: Whiteknights Campus, Pepper Lane entrance, Health and Life Sciences (Building 261 on map), Room G03 (ground floor)

There is nothing for you to prepare for this day other than ensuring you have applied and enrolled.

Parking

Parking at the University is extremely limited and the University advise against driving to and parking on campus where possible. However, if you need to use a car, there is a car park (£12.50 per day) which is then a 20 minute walk to the teaching base. You can apply for a permit but permits are not guaranteed and are issued on the grounds of factors such as caring responsibilities, disability or lack of available public transport. If you wish to apply for a permit we recommend doing this as soon as possible as there is a deadline.

You can find guidance on criteria for campus parking and evidence required.

We appreciate this can be difficult for those of you who are working, find out more about parking and alternative ways to reach us.

Tasks to complete before the start of the programme

Admissions tasks

  • Refer to the admissions guidance you were sent with the acceptance confirmation letter you received from Rebecca Harris, Catherine Foley and Andrew Jacques.
  • Accept your University of Reading offer: after you have submitted your application you will receive an offer email from the University of Reading Admissions Team and this will tell you how to accept your place. Please check for any conditions attached to your offer (such as requests for copies of certificates, passports or immigration status share codes) and send the documents to pgadmissions@enquiries.reading.ac.uk
  • Complete online enrolment: After you have accepted your offer and fulfilled any conditions you will be sent further enrolment information and instructions. This will be sent to you when enrolment opens in the end of August.

Please note: You will not be able to start the programme unless you complete the application and enrolment process.

Pre-programme tasks

Disability Advisory Service (DAS)

  • Students with disabilities, specific learning differences or long-term medical or mental health conditions can register with the Disability Advisory Service to receive information, advice and guidance. You can find information on the Essentials website about some of the possible adjustments that could be discussed with a Disability Advisor.

Student-Staff Partnership Group (SSPG)

  • Our Student-Staff Partnership Group is made up of staff and students which enables students to make a meaningful contribution to quality assurance and to enhancing teaching and learning and the student experience. We have up to three student reps each year, gathering feedback from the group to ensure the programme is working smoothly and effectively for everyone and provide advice on future improvements. Please have a think about whether you would like to take on a role like this. We have two one- hour meetings across the year where you can let us know about the programme and where we address issues raised.   

Tasks to complete before the first module, EDM186, starts on Tuesday 29 September 2026, at 9:00-17:00 in G03, Health and Life Sciences, Whiteknights Campus.

  • Watch this simulation and consider the players involved, what character traits 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? Write your thoughts down ready to share on the first taught day

Please bear in mind that this programme may be quite different in terms of style and content from much of the learning you 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% on an assessment means you got 8 out of 10 questions factually right  80% on an assignment means that you provided an argument that was persuasive, convincing and evidence-informed. 
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 many different groups during the sessions, discussing key ideas and listening to viewpoints which might differ from your own.
  • Continue to reflect on the learning from the taught days and complete the additional and independent work linked to each taught day.
  • Have patience with the pedagogical approach and 'trust the process.'