Lecturer : Graduate Entry Medicine (GEC) – Clinical Sciences – 54580 – Grade 8-(2100019V)


Position Details

Institute of Clinical Sciences
Location: University of Birmingham, Edgbaston, Birmingham UK
Full time starting salary is normally in the range £41,526 to £49,553, with potential progression once in post to £55,750 
Grade 8
Part Time (30%)/Permanent 
Close Date 4th August 2021


To develop and deliver the GEC Phase 1 undergraduate programme, as appropriate to the disciplinary area and to contribute to the management and administration of the School as appropriate.
GEC overview:
Phase 1 of the GEC programme is student-centred and inquiry-based in line with the University teaching strategy. Problem-based learning (PBL) is a mode of teaching used in GEC with great emphasis on learning in context and self-directed learning. Clinical cases form the basis of PBL group discussion with each group comprising 8-10 students plus a moderator (lecturer). PBL takes place within specially designed rooms which are conducive to the process of group discussion and self-directed study. The moderator’s role in PBL involves a plethora of implicit and explicit actions that are used at appropriate points in order to facilitate the group work. Moderators/Lecturers are involved in PBL facilitation, course development, assessment strategy, pedagogic research, student evaluation and hold module lead responsibilities. They assist students as they go through the transition from didactic teaching to PBL and inquiry-based learning.
The aim of GEC year 1 is to ensure students have the skills and knowledge to cope with the academic content of MBChB year 3 and beyond. The GEC students will thus have skills and knowledge equivalent to main course students at the end of year 2. 

Summary of Role

Contributing to the whole range of teaching and administration in Year 1 of the Graduate entry Medicine Course. 

Teaching is likely to include a substantial contribution to: (a) the management, development (including programme/module review) and delivery of teaching and assessment and (b) enhancement of the student experience or employability. The role will typically also involve developing and advising others, including: (a) providing expert advice to staff and students, and (b) developing and advising others on learning and teaching tasks and methods. 

Teaching focussed role-holders should advance the practice of teaching in their modules within the school, take a role in leading curriculum development, and play an important role in student academic support. They should also deliver excellent teaching that inspires students, and is informed by discipline-based research. 

Management and administration is likely to involve contributions at Departmental and School level, and/or making an important contribution to some managerial/leadership (e.g. working groups) within the University. This may include developing and making substantial contributions to knowledge transfer, enterprise, business engagement, public engagement widening participation, schools outreach, or similar activities at Department/School level or further within the University.

Main Duties

Teaching focused Lecturer role-holders will:
1. Contribute to leading curriculum development and/or renewal, specifically:
a) Take overall responsibility for a module as module lead
b) Take overall responsibility for ensuring module content and learning outcomes are updated and consistent with Programme aims
c) In liaison with the programme lead and administrator, ensure coordinated teaching by subject experts, other PBL moderators and GP tutors within their module
d) Ensure that weekly teaching is focused on the theme of the week where possible
e) Discuss with the programme lead and find solutions to problems that may arise which may affect module delivery, for example staffing issues

2. Develop and manage approaches to teaching and learning that are innovative to the subject area or institution, specifically:
a) Help students prioritise learning – both taken as a group and individually
b) Skilfully manipulate group dynamics to obtain balance and full participation
c) Assist students in their transition from former to current learning style
d) Instruct and remind students of the PBL process and its pedagogic basis
e) Encourage discussions of depth and extent of knowledge required to address the problem

3. Advise others on aspects of learning, teaching and assessment; and
4. Deliver (where appropriate to the discipline) specific professional programmes, specifically:
a) Use clinical science and medicine in society knowledge to support self-study by students
b) Encourage students to develop awareness of conscious and subconscious misperceptions

5. Advance the practice of teaching in their modules and within the school, and play an important role in student academic support, specifically:
a) Support students in identifying their needs
b) Guide students where appropriate to ensure they identify gaps in their knowledge
c) Assist students in identifying appropriate resources
d) Liaise with Student Services in order to fully support students where appropriate

6. Inform their teaching practice by discipline based research; and
7. Frequently update their own subject expertise, and undertake personal professional development in teaching, including self-reflection on own teaching, using student and peer review feedback, to enhance own teaching and learning processes; and
8. Play an important role in the recruitment & admission of students
9. Typically carry a higher teaching load than those staff who carry out both teaching and research; and
10. Develop and make substantial contributions to knowledge transfer and enterprise (including business engagement, public engagement) and similar activity that is of manifest benefit to the College and the University.

Learning and Teaching
1. To use a variety of methods teaching and advising individuals and groups of undergraduates, postgraduates, or CPD students. This may include:
a) Undertaking and developing the full range of responsibilities in relation to supervision, marking and examining on the GEC programme, (including summative assessment, assessed work contributing to the final award – as a mark or as credit- such as unseen examinations, essays dissertations or presentations)

2. Plan and review own teaching approaches and acting as a mentor to encourage others to do the same, specifically:
a) Ensuring that examinations are calibrated for each module
b) Developing and sourcing examination questions for the module from subject experts
c) Ensuring that external examiners’ comments are addressed
d) Attending all Examination Board meetings

3. Develop programme proposals and make substantial contributions to the design of teaching programmes more widely in the Department or School, as appropriate
4. Use appropriate approaches to learning and teaching in their field: 
a) Give individual feedback to students about their learning at the end of each module
b) Address any issues arising during PBL group discussions that may impact on students’ learning
c) Encourage students to reflect on their learning

5. Disseminate appropriate practices through suitable media
6. Develop and advise others on learning and teaching tasks and methods.
7. Develop and make substantial contributions to knowledge transfer, enterprise, business engagement, public engagement or similar on own specialism that enhances the student experience or employability and is of manifest benefit to the College and the University

Management/ Administration
1. To contribute to Departmental /School administration or have a high level of responsibility for others. This may include:
a) Contribute to the administration/management of teaching across the Department/School:
b) Attend curriculum and examination meetings
c) Lead and manage a team of GEC subject experts:
d) Ensure that all moderators are familiar with content of the clinical problem of the week
e) Modify and adapt problems in the module to meet course learning outcomes
f) Keep accurate and detailed accounts of students’ progress within groups
g) With the help of the administrator, ensure course documents like module handbooks and moderators’ notes are prepared for students and staff
h) Preparing end-of-module reports
i) Taking responsibility for evaluation of the module

4. Manage enterprise, business development, and public engagement activities that are of manifest benefit to the College and University.
5. Develop and make substantial contributions e to knowledge transfer, enterprise, business engagement, public engagement, widening participation, schools outreach.
6. Actively manages equality, diversity and inclusion through monitoring and evaluation and actively challenging unacceptable behaviour.

Person Specification

• Normally, a higher Degree relevant to Medicine/Medical Sciences area (usually PhD/MBChB)(or near to completion) or equivalent qualifications.
• Extensive research/teaching experience and scholarship within Medicine/Medical Education, with particular experience in problem-based or case-based learning being preferred
• Proven ability to devise, advise on and manage learning.
• Skills in managing, motivating & mentoring others successfully at all levels.

• Ability to design, deliver, assess and revise teaching programmes. 
• Extensive experience and demonstrated success in developing appropriate approaches to learning and teaching Medicne/Medical Sciences and advising colleagues 
• Experience and achievement in knowledge transfer, enterprise and similar activity that enhances the student experience or employability

Management Administration
• Ability to contribute to School/Departmental management processes
• Ability to assess and organise resources effectively
• Understanding of and ability to contribute to broader management/administration processes.
• Experience of championing Equality, Diversity and Inclusion in own work area. 
• Ability to monitor and evaluate the extent to which equality and diversity legislation, policies, procedures are applied. 
• Ability to identify issues with the potential to impact on protected groups and take appropriate action

Valuing excellence, sustaining investment

We value diversity and inclusion at the University of Birmingham and welcome applications from all sections of the community and are open to discussions around all forms of flexible working

Primary Location



:Academic Non-clinical


:Clinical Sciences



Job Posting

:12.07.2021, 7:00:00 PMGrade (for job description):Grade 8

Salary (Pay Basis)


Maximum Salary


Advert Close Date

:04.08.2021, 6:59:00 PM

Apply For This Job

You can apply for this job externally via the button below.

Apply for this job externally