Education has always been part of universities’ identity, but with recent changes in how we teach students – both before and after the response to Covid-19 – we have transitioned from a lecture-based teacher-focused programme to a group-based student-focused programme. As such, our tutor requirement has increased at least four-fold. With more teaching opportunities, we need a way to widen access to these opportunities to our departmental staff and build bridges to School of Medicine activities.
The Faculty of Medicine’s Postgraduate Education Team has expanded over the last year and our remit has evolved.
Given this, we decided to take some time towards the end of last academic year to reflect on and agree our priorities and identify effective ways to deliver them. In so doing, we agreed a vision statement that we wanted to share with you at the start of our new academic year.
Our priorities for this academic year include the implementation of the curriculum review and a range of strategic activities including the introduction of a Faculty-wide shared project call and the development of an agreed mechanism to recognise the value of teaching. These, and all other projects, as well as the way we work, fall within our vision:
To maintain an outstanding learning experience for our students, through collaboration with FoM PG Medicine educators. To bring this about, we are committed to creating and sustaining an environment in which PG Medicine colleagues can develop their own tools and initiatives. Working together, our goal is to make student learning interactive, engaging and digitally enhanced.
To achieve our vision, the team:
- facilitates and coordinates the efforts of teachers and support staff to create high-calibre learning experiences for students;
- uses evidence as the foundation of the support we provide;
- collaborates with all FoM PG colleagues in practical and pragmatic ways, with a focus on dialogue, solutions and staff fulfilment;
- ensures that our support is accessible and adaptable
- promotes innovation and efficiency as a means to transforming educational practice;
- encourages initiative and reflection among the FoM PG community;
- adopts a strategic approach to supporting the FoM PG teaching community.
The team comprises:
|Sophie Rutschmann||Academic Lead for Postgraduate Taught Programmes|
|Jeffrey Vernon||Principal Teaching Fellow, Postgraduate Medicine|
|Dallas Alexandrou||Project Manager: Attributes and Aspirations (AA) Short Course
Operations Manager: PG Education
|Ania Jones||Teaching Fellow, PG Medicine|
|Latha Ramakrishnan||Teaching Fellow, PG Medicine|
|Katie Stripe||Senior Learning Designer: Attributes and Aspirations (AA) Short course|
|Nousheen Tariq||Postgraduate Education Manager|
|Gemma Williamson||Postgraduate Education Officer|
|Meg Carter||Summer School Administrator|
Joana Dos Santos explains a new short course for Master’s students, IMPACTS (Inclusive Module on Professional And Critical Thinking Skills):
IMPACTS is an elective, non-credit bearing short-course for PG students in the Faculty of Medicine.
What is the IMPACTS short course aiming to address?
As professionals, most of our skills have been acquired and refined through years of practice and interactions within our own scientific community. These essential skills to success notably include identifying key literature, critically engaging with different types of scientific publications, presenting data efficiently as well as interpreting and critically discussing complex data sets. Importantly, we might take some of these skills for granted and consequently expect our students to demonstrate them without having necessarily taught them, or taken into account the cultural, educational, linguistic or learning difficulties background of our students. (more…)
Calling all postgrads!
Imperial College London would like to recruit a postgraduate student representative for the NEW Science, Engineering and Technology Research Ethics Committee (SETREC). SETREC will focus on non-health related projects and will run alongside the ICREC which previously had oversight for all health and non-health studies.
A key aim of the Committee is to enable Imperial to maintain the highest ethical standards in all research relating to human participants.
SETREC will convene monthly on the third Tuesday of each month at South Kensington Campus. If you are interested in joining the Committee, please send a short letter outlining relevant experience and suitability. Please include an up to date copy of your CV.
Closing Date: 28 February 2019
Dallas Alexandrou, project manager for the Attributes and Aspirations module explains this new module:
In parallel to the ongoing curriculum review, the Faculty of Medicine postgraduate team has identified the need to develop high-quality tools and activities to help our Master’s students take ownership of their professional futures and develop their graduate attributes beyond the mastery of their chosen discipline.
As a result, the proposed Attributes and Aspirations (AA) module has been approved by the College Pedagogy Transformation Committee and is currently being developed. It will use interactive pedagogical activities based on a blended, inclusive, innovative and active approach to supporting our students.
Critical to the development of the AA module is that it meets both students’ and employers’ needs. Research has been undertaken to identify the relevant topics and skills our students are keen to develop, together with the skills and attributes identified by employers as being critical graduate skills for current and future employment. Areas including effective career guidance, practice of selection processes and skills such as adaptability, communication, critical thinking, problem solving and effective team work have been identified as priorities.
Subject to the College’s standard approval mechanisms, a pilot delivery of the AA module will commence from Autumn Term 2019-20 in selected Faculty of Medicine MSc/MRes programmes. AA will be non-credit bearing and elective, with much of the delivery online to avoid interfering with students’ timetabled teaching and lab sessions. Following evaluation of the pilot, there is an ambition to offer the module to students from all FoM postgraduate programmes and to students from Faculties across the College. (more…)
My appointment as Vice Dean (Education) was announced last month, and it is a great privilege to be asked to lead our community of creative and inspiring students and education staff. Since the Dean asked me to take on this role, I have been thinking about how I can best support those in the Faculty of Medicine involved in education.
We are in a time of great change and opportunity. As you know, we are currently involved in a comprehensive undergraduate and postgraduate curriculum review. We are also about to make a significant investment in our pedagogy and digital education capacity (initially funded through the Learning and Teaching Strategy). Furthermore, for the first time, there is a clear path to academic promotion based on a person’s scholarly and educational activity.
It is obvious that I cannot manage all this change alone. I propose two things: (more…)
The last year has been, even by our own ‘full-on’ standards, an extraordinarily packed year for the Faculty of Medicine in terms of educational development, both at home and internationally.
The year started with the Faculty welcoming its inaugural student cohort for the newly launched BSc in Medical Biosciences. Harnessing new technologies to deliver a blended syllabus of online and in-class learning, the new interdisciplinary course also taps into the wide-ranging research programmes underway across the Faculty. I congratulate everyone involved in creating and delivering this successful first year of the course.
Whilst innovative delivery has been an important cornerstone in the development of the brand new programme, the Medical Biosciences BSc has by no means had the monopoly on educational invention. Course and module leads from right across the Faculty have been hugely active this year in ensuring innovation and scientific opportunity underpins educational development throughout our existing course portfolio.
Innovation and progress
The College’s Learning and Teaching strategy has set a clear path for Imperial educational delivery, and we have seen the start of developments towards providing innovative teaching spaces which will support the utilisation of new pedagogical methods. Over the last several months, work has progressed on the establishment of major review programmes for the curricula of both our undergraduate MBBS/BSc and the postgraduate taught portfolio. This is a really key and exciting time for educational opportunity in this Faculty, and it is one which holds important possibilities for engagement and skills development for all staff.
You can read more about the work underway for the undergraduate medicine curriculum review, and how you can be part of this key process, on Jo Harris’s recent FoM Staff blog piece. We want to keep all Faculty staff updated on this important evolving process for both undergraduate and postgraduate provision right through next year so please watch out for further updates and do get in touch for further info.
Alongside our review processes, I’ve also been excited to watch opportunity grow for widening the reach of our education and expertise beyond our London campuses with the exploration and initiation of global online learning opportunities. Developments such as work within the School of Public Health to develop a ‘Global Master of Public Health’ create both exciting new formats for our educational provision and outstanding routes to achieving academic impact and spreading the benefits of our work.
I would not want to let this review go by without noting the extraordinary hard work and many individual achievements that have contributed to the developments outlined above, as well as the quality and dedication that shows itself day-to-day in delivering our courses. I would like to congratulate those who are recognised through the President’s awards for Excellence in Education and through our own School of Medicine Teaching awards.
Lastly, as I sign-off from writing this review, I cannot fail to mention that I am writing this not from my office, but sitting in Singapore awaiting the start of an event which truly demonstrates how much the innovation, dedication and talent to be found in our Faculty can achieve – the first graduation ceremony for our inaugural student cohort at LKCMedicine. A truly exceptional effort from two partner universities, from LKCMedicine school staff and, it goes without saying, from the students themselves has brought us to this very proud moment.
My thanks to all who have been part of this extraordinary year of opportunity for medicine education at Imperial.
In response to an ever-changing landscape for medical education, Imperial College School of Medicine is undertaking a major curriculum review covering all aspects of our undergraduate medical programme.
If you’d be interested in being involved in delivering the new curriculum in any capacity or any of the below descriptions applies to you, or if you’d be interested in providing a research experience for the Clinical Research and Innovation module, please get in touch with the Curriculum Review team on email@example.com. (more…)
A new Imperial blog entitled ‘NeurOn Topic: Learning and Teaching’ has launched this week.
The key aims of this new blog are to enhance the curriculum, innovate pedagogy and inspire society.
With questions submitted by current Master’s students, the first blog post features an interview with Dr Magdalena Skipper, former Imperial alumna and new Editor-in-Chief of Nature. She is the first female Editor-in-Chief over the last 149 years and started her new role at the beginning of July.
Some of the topics that will be covered in future blog posts include the relationship between brain science and spirituality, the neuroscience behind the ‘perfect’ morning cup of coffee, and the neuroscience of revision. There will be also space for notes on the cognitive changes in depression and on the neurological aspect of HIV, as well as on the important role the anterior part of our brain plays in learning and cognition.
Furthermore, other interviews with special guests have already been planned.
Stay tuned! Visit the blog at: http://wwwf.imperial.ac.uk/blog/neuron-topic/
What is IMPACTS?
The Inclusive Module for Professional And Critical Thinking Skills (IMPACTS) is a project funded by Imperial College Excellence Fund for Learning and Teaching Innovation for a year. Its aim is to develop – for all postgraduate taught programmes in the Faculty of Medicine – a blended online/face-to-face module to introduce our Masters students to the professional skills and critical thinking required to undergo their research project.
Inspired by the daily practice of the scientific community, IMPACTS will be a blended and inclusive learning approach to these professional skills, such as efficient article reading and data presentation as well as claim analysis or problem-solving. The teaching will be delivered through an interactive online pre-session element and a subsequent face-to-face element, relying on active sessions directly integrated into individual programmes’ curricula. Through its interactive, blended and inclusive nature, IMPACTS fits nicely within the College Learning and Teaching strategy.
New Teaching Fellow Post
To support this project, we are recruiting a Teaching Fellow (TF, 0.5FTE level 3b for 12 months) who will, by working alongside our students, postgraduate programmes and the IMPACTS team, coordinate the design, development and timely delivery of the IMPACTS module.
More details about the post can be found in the Job Description, including a link to the application page.
If you have any queries about the role, please contact Sophie Rutschmann.
Applications should take the form of a CV and a cover letter outlining the skills and experience you would bring to the role and should be sent to me by 12 noon on Wednesday 4 July. All application received will be acknowledged.
Sadly for us, Gabby Da Silva will be leaving us and I’m sure you’d like to join me in thanking her for her support of our students, particularly in her leadership roles of Exams Lead and Senior Tutor for Medical Biosciences, and in wishing her well in the future. We are now seeking a replacement for Gabby as Head of Assessment and Feedback for the BSc in Medical Biosciences which commenced last October.
Reporting to the Head of Programme, the post holder will play a key role in ensuring the reliability and validity of assessments and in supporting staff to develop and continuously improve assessment and feedback. The appointee will be an experienced teacher with in-depth knowledge of undergraduate biomedical science education. S/he will have enthusiasm and passion for the teaching and assessment of undergraduates in addition to the ability to develop strong working relationships
The job description and person specification can be found at https://bb.imperial.ac.uk/bbcswebdav/xid-3781226_1
Applications should take the form of a CV and covering letter outlining the skills and experience you would bring to the role and should be sent to me, firstname.lastname@example.org, by 12 noon on Friday 25th May. All application received will be acknowledged.
Director of Education Management
The BSc Medical Biosciences (BMB) launched in October 2017 using blended teaching methodologies, sometimes referred to as flipped learning. This involves individual on-line learning using eModules and face-to-face sessions where most learning activities are carried out in group. We are currently developing the learning assets for Year 2 and wish to appoint subject matter experts to develop bespoke eModules.
This opportunity is open to both internal and external candidates.
We are looking to appoint content writers to assist with the development of 55 online eModules across eight subject areas, namely:
- Genetics & Genomics (GEN)
- Stem Cells & reproductive Biology (SCRB)
- Pharmacology (PHAR)
- Microbiome in Health & Disease (MHD)
- Cancer Biology (CBIO)
- Immunology & Inflammation (IMI)
- Neurobiology (NEURO)
- Cardiovascular and Thoracic Biology (CTB)
Successful candidates will have a proven record and be very knowledgeable in at least one of the areas listed above. The role is likely to suit teaching fellows or postdocs but we welcome enquiries from other similarly qualified individuals.
Content Writer responsibilities include:
- Gathering appropriate resources (e.g. videos, images etc.)
- Writing engaging course content including knowledge checks and audio scripts
- Editing content in response to feedback
- Collaborating with Module leadership to ensure consistency across Module content
- Ensuring content is aligned to session and module learning outcomes
- Meeting all agreed-upon turnaround times for deliverables and deliverable reviews
Each subject area requires a different number of eModules to be developed; with between 4 and 10 eModules in each subject area. Each eModule will take roughly a week to draft the content for storyboarding and up to 2 days to finalise the review of developed eModules.
We anticipate that the content for Term 1 eModules will be completed by mid-June and the content for Term 2 eModules will be completed by end-July; with review following in August onwards.
Please contact the Instructional Designers to discuss the exact timings for each eModule and how they can provide support if applicants have not had any previous experience in writing eModules.
You will be paid £750 per eModule developed and can apply for as many eModules as your time allows.
Successful applicants will be responsible for managing their time to meet the agreed deadlines. Internal applicants should discuss with their line manager before applying. The table below shows the number of eModules per subject area.
|TERM 1 Modules||No of eModules||Content Writing deadline||Review period|
|Genetics and Genomics||6||Mid-June||Aug/Sep|
|Stem Cells and Reproductive Biology||6||Mid-June||Aug/Sep|
|Pharmacology and Toxicology||8||Mid-June||Aug/Sep|
|Microbiome in Health and Disease||6||Mid-June||Aug/Sep|
|TERM 2 Modules|
|Immunology and Inflammation||10||End-July||Oct/Nov|
|Cardiovascular and Thoracic Biology||4||End-July||Oct/Nov|
How to apply
To formally apply, please send your CV and information about the eModule that you’re interested in working on to email@example.com.
Closing date is Friday 11 May at 8am.
What is IMPLEMnT?
Last year James Moss and I (Katie Stripe) of the National Heart and Lung Institute (NHLI) and Alexandra ‘Chippy’ Compton, medical student and ICU president, received a grant from the Excellence Fund in Learning and Teaching Innovation to develop a tool that will help educators navigate their way through today’s technology-saturated world in order to more effectively use digital methods in their teaching. Ultimately we hope to create a tool that will help anyone in a teaching role, be that a lecturer, a doctor teaching at the bedside, a lab demonstrator, or any one of the huge variety of educators we have in the faculty and across college, to make informed decisions about which technologies are most appropriate for the type of teaching they are providing. There are many sites listing the myriad technologies that can be used in learning but none, so far, that have combined that information with teaching methodology to give practical advice on what to use and when.
Embarking on this project we rather naively thought it would be simple to curate a list of technologies and teaching methodologies then join them together. We were wrong, very wrong! Once we began looking at the technology used in teaching it became clear that there an overwhelming number so we hope to make this into a college-wide community project by asking colleagues and student partners which technologies they use and how. We can then build a bank of technologies that grows dynamically as technology develops but is also relevant to our teaching community.
We have already constructed a framework at implemntproject.com where we have so far compiled a small number of technologies, however, we have a list of over 300 more unfinished plus the thousands that we have not yet encountered. Since IMPLEMnT aims to be a tool that works for people from across college it seems fitting that those teachers should be able to contribute. If you have ideas or suggestions you can contact us through the site, via twitter @implemntproject or you can join us for a mass online co-authoring session on 25 April at 12pm. This event will have two face-to-face sessions running at the South Kensington campus where staff can come together and contribute technologies, methodologies and case studies via post-it notes, marker pens and other more traditional means, and running alongside this there will be several online rooms which you can drop in and out of depending on experience and interest: (more…)
The Faculty of Medicine Medical Education Research Unit (MERU) launches its 2018 programme of events today, and all are invited to the launch event this evening to find out more about MERU’s work and to network with current members.
Now entering its fourth year, MERU conducts and supports innovative educational research activity to evaluate and enhance Imperial’s teaching and curriculum.
It aims to build a community, including both staff and students, uniting them through an interest in medical education research. Made up of a multidisciplinary group of staff from Imperial, its NHS partners and sister unit at the Lee Kong Chian School of Medicine in Singapore, the Unit also recruits and encourages interested students to become involved in existing research projects and to consider conducting their own research.
The Unit also supports members by offering financial support to those attending medical education conferences, and advises on ways to develop research questions into feasible studies that yield publishable data, as well as guidance on ethics applications.
Over the past three years, MERU has funded more than a dozen original research projects, made 64 travel awards allowing members to attend conferences, and delivered monthly meetings and workshops to small groups of interested staff. The Unit also offers one-to-one support to any members requiring it, and brings together those with similar research interests to allow them to assist and advise one another in their various projects. (more…)
The College’s ‘Original Academic Staff Time’ (TOAST) survey is currently in progress for 2017/18. So far, the Faculty of Medicine has achieved a response rate of 76% compared to 85% for the College. All Lecturers, Senior Lecturers, Readers and Professors will be sent a total of three survey invitations throughout the year with guidance and a link to the online survey. Your participation in this anonymous survey is essential for the College to fulfil its responsibilities to demonstrate a transparent approach to costing.
Two final-year Imperial medical students have been acknowledged jointly by the General Medical Council and the Medical Schools Council for their design of a teaching session on professionalism.
Sixth-year MBBS students, Luke Reader and Sam Easdon, created a lesson plan which aims to ‘introduce students to a discussion on honesty and integrity in interactions with peers, colleagues and patients’.
Initially shortlisted, the two were then awarded a runner-up position, claiming one of the top spots from the 97 overall entries to this year’s competition.
The lesson suggests beginning by asking students, ‘What is honesty and integrity to you?’, and facilitating a discussion encouraging students to reflect on their personal definitions of these themes. (more…)
Scientific conferences are an essential mechanism for the communication of scientific findings, career networking and collaboration. However, there is no formal training for conferences and opportunities to attend such meetings are often strictly limited due to their high cost.
Therefore, to help students within the Division of Infectious Diseases (DID) acquire conference experience, a PhD Student Away Day was organised with funding support from the supplies company Qiagen. The event took place on 30 November 2017 at LT2 Wolfson Education Centre, Hammersmith Campus.
In total 85 students attended the day, including participants from each Section within DID based on four campuses. To create the atmosphere of a student-led conference, the only academics present were Professor Charles Bangham (Head, DID), Principle Investigators who voted for the best presentation and poster, and co-organisers Dr Sophie Helaine and Dr Nathalie MacDermott. This helped to ensure that students were able to ask questions and lead discussions, which can sometimes be dominated by senior academics at national or international conferences. (more…)
The undergraduate School’s annual awards ceremony took place on Wednesday 15 November at Imperial’s Charing Cross campus.
In conjunction with the Medical Students’ Union, teaching staff of all levels and disciplines are recognised with a variety of awards, spanning both clinical and non-clinical teachers, personal tutors, teaching fellows and student support roles.
Students who nominate staff members are invited to speak about the recipient prior to each award’s presentation. This year, each noted in particular the care and attention given to individual students, and the emphasis put on the importance of learning, by the staff members recognised. (more…)
Calling all postgrads!
Imperial College London would like to recruit a PG Student Representative for the Imperial College Research Ethics Committee (ICREC). Imperial College Research Ethics Committee was set up in order to meet requirements from external research funders for ethical review of proposals, which are not within the remit of NHS Research Ethics Committees.
A key aim of the Committee is to enable Imperial College to maintain the highest ethical standards in all research relating to human subjects. ICREC normally convenes 6 times during each academic year, on a bi-monthly basis. The meetings normally take place on the second Tuesday of each month at our South Kensington Campus.
If you are interested in joining the Committee, please send a short letter outlining relevant experience and suitability. (more…)
Over the summer months, three lecture theatres in the Lab Block at the Charing Cross campus underwent extensive refurbishment. The changes are in line with the College’s Learning and Teaching Strategy, and the spaces have been redesigned to facilitate different, more effective teaching methods, and better accommodating small group teaching.
While the 10th floor space remains in a tiered, theatre structure, it has been fully redecorated and includes new seating and brighter lighting.
What: PhD Student Away Day
When: Thursday 30 November 2017 from 09:00 – 18:00
Where: LT2, Wolfson Education Centre, Hammersmith Campus
This was the question posed to the participants of the 2017 Outreach Summer School, in the form of a gripping real-life crime scene investigation, organised and run by Dr Argita Zalli and Dr Luisa Garcia-Haro, Teaching Fellows on the BSc Medical Biosciences (BMB) programme.
A classic case of ‘whodunnit’, the exciting scenario started with Dr Garcia-Haro explaining to students the importance of statistics which quickly took a dark turn when the session was interrupted by police officers who notified everyone that a famous model had been murdered! The scene was further set by Dr Zalli, who read out a newspaper article about the murder, while a video was used to summarise the key details of the gruesome crime. Participants were split into 5 groups and introduced to the handcuffed suspects, whom they interrogated using a real interrogation sheet, and went on to gather evidence from the crime scene. Each group was also allocated a suspect they had to defend in a mock court trial – the finale of their investigation. (more…)
Since 2003, Imperial College School of Medicine, together with Imperial College School of Medicine Student’s Union, have held an annual awards programme recognising the valued contributions of clinical teachers and support staff in delivering its undergraduate medicine course.
Teaching was recognized with the following awards:
- Teaching Excellence Award – Clinical Teachers
- Teaching Excellence Award – Non-Clinical Teachers
- Teaching Fellow Teaching Excellence Award
- Distinguished Teacher Award
- Supporting the Student Experience Award
- Associate Dean’s Award
Find the full list of this year’s winners on the School of Medicine website.
The third Revolutions in Biomedicine summer school will take place in in the Faculty of Medcine during July 2017. Undergraduate students from over 20 different nationalities will stay at Imperial for four weeks and learn from our academic community about research strengths in the Faculty of Medicine and the wider college.
Those who attend will further their understanding of topics such as metabolism, global health, genomics, big data, brain sciences and robotics via talks, demonstrations and interactive group work. They will also undertake a ten-day lab-based Mini Research Project, and attend keynote lectures.
A team of current Imperial undergraduate students will work as ambassadors during the programme, and will showcase the additional advantages of studying in London via an optional cultural and social programme. This programme will combine visitor highlights such as the Tower of London and West End theatre with hidden points of interest such as a street art walking tour of East London.
For further information, please see the Revolutions in Biomedicine website. If you wish to be involved in any of the academic activities, please contact the Academic Coordinator Jeffrey Vernon, firstname.lastname@example.org.
The Undergraduate Primary Care Education team has kicked off an exciting new work experience programme called WATCCH – Widening Access to Careers in Community Healthcare. WATCCH aims to open up work experience opportunities in the healthcare sector by offering placements for sixth form pupils from disadvantaged backgrounds to shadow various allied healthcare professionals in GP practices.
Pupils will attend a pre-placement induction at Charing Cross campus, and will then have a 3-day work experience session at a GP practice where they will observe a variety of allied healthcare professionals in the community, e.g. health visitors, phlebotomists, nurses and physiotherapists.
Email WATCCH for more info.