PGCert in Workplace-Based PG Medical Education Handbook 11/12

Postgraduate Certificate inWorkplace-Based

Postgraduate Medical Education

Programme Handbook 2011/12

Postgraduate Certificate inWorkplace-Based Postgraduate Medical Education

Programme Handbook 2011/12

CONTENTS

1. INTRODUCTION p.3

2. PROGRAMME EXIT AWARD p.32.1 Interim Awards p.32.2 Higher Education Academy p.4

3. AIMS OF THE PROGRAMME p.43.1 Aims p.43.2 Professional Values p.5

4. PROGRAMME STRUCTURE p.54.1 Timing p.54.2 Programme Modules p.54.3 Programme Scheduling p.64.4 Contact Time p.6

5. ASSESSMENT p.75.1 Criteria for a Pass at Masters Level p.75.2 Assessment Protocol p.85.3 Academic Malpractice p.85.4 Assessment Strategy for the Programme p.9

6. APPROACHES TO LEARNING AND TEACHING p.96.1 Roles of the Tutors p.96.2 Tutor Support p.106.3 Peer Group Support p.106.4 Teaching & Learning Strategies p.116.5 Learning Material p.126.6 Formal Teaching and Learning Facilitation Activities p.12

7. ACADEMIC SUPPORT p.137.1 Inclusive Learning p.137.2 Disabilities / Specific Learning Difficulties p.13

(eg: Dyslexia, Dyspraxia)

8. MAIN CONTACT DETAILS p.14

Appendix 1: Attendance, Participation & Assignment Submission Regulations p.16

Appendix 2:Protocol For Preparation, Submission, Marking & Providing Feedback On Assessment p.19

Appendix 3: Generic Grading Criteria p.23

PGC Workplace-Based Postgraduate Medical Education: Programme Handbook, 2011/12 2

EDGE HILL UNIVERSITY & NORTH WESTERN DEANERY

Postgraduate Certificate inWorkplace-Based Postgraduate Medical Education

1. INTRODUCTION

Welcome to this programme, which is a joint venture between Edge Hill University and the North Western Deanery. The programme is designed to meet the needs of medical educators at all levels across the NW Deanery, enabling individuals to meet the new GMC and Deanery standards for trainers.

The 2011/12 Programme Management Team comprises:Cathy Sherratt, Programme Leader (Edge Hill University)Amy Brockbank (NW Deanery)Carol Chatten (Edge Hill University)Jill Cochrane (Edge Hill University)Alison Devine (Edge Hill University)Kathy Duffy (NW Deanery)Saleem Farook (NW Deanery)Andy Jones (NW Deanery)Helen McNeill (Edge Hill University)Andrew Sackville (Edge Hill University)

The programme is delivered by a wider Programme Team, comprising both academic staff and experienced clinicians. The team of tutors associated with each module will be specified in full within the Blackboard VLE material for the module.

This handbook provides an introduction to your programme and an outline of the topic areas to be discussed during the programme, together with details of their assessment. Of necessity it is no more than an outline. More details are available on the programme website (VLE), and help and advice are available from members of the Programme Team. You will find individual contact details in Section 8 of this handbook.

2. PROGRAMME EXIT AWARD

Successful completion of the programme will lead to the award of Postgraduate Certificate in Workplace-Based Postgraduate Medical Education, from Edge Hill University.

2.1 Interim AwardsParticipants successfully completing the first 2 modules will be entitled to receive a Certificate of Achievement from Edge Hill University, as well as academic credits at Level 7 (Masters level).


All participants successfully completing Module 1 will also be formally recognised by the NW Deanery as Approved Clinical Supervisors; and everyone successfully completing Module 2 will be formally recognised as Approved Educational Supervisors.

2.2 Higher Education AcademyWe are hoping to obtain accreditation for this programme from the Higher Education Academy, and elements of the programme have therefore been mapped against the Professional Standards Framework. http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStandardsFramework.pdf

Throughout the programme, we will be inviting participants to reflect on the Professional Standards Framework, and to consider your progress towards achieving these standards.

3. AIMS OF THE PROGRAMME

3.1 AimsThe overall purpose of the programme is to support and accredit the professional development of clinical practice staff in respect of teaching and providing learning support. To this end the aims of the programme are as follows:

To provide opportunities for participants to critically analyse and explore the role of teaching and learning in the clinical context.

To provide a knowledge base, including theories of learning, teaching and assessment for making critical judgements within the medical workplace.

To enhance the ability of the participants to use appropriate skills of teaching, assessment, appraisal and supervision.

To further the development of reflective practice and experiential learning in teaching and learning facilitation.

To provide a context in which participants can review their own professional needs, and plan and undertake relevant and appropriate activities to meet these identified needs.

To enable participants to support and contribute to the growth of the Health Services learning community.


http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStandardsFramework.pdf


3.2 Professional ValuesParticipants on the programme will be expected to adhere to the following professional values in their teaching and learning support roles in the clinical setting:

A commitment to scholarship informing their practice in teaching within the clinical setting.

Respect for individual learners and for their development and empowerment.

A commitment to the development of learning communities both amongst their own profession and in cross-disciplinary/multi-professional teams.

A commitment to equality of educational opportunity and to encouraging continual learning in their students, juniors/trainees.

A commitment to continued reflection and evaluation and consequent improvement of their own practice.

The programme has also been mapped against the national Professional Standards Framework, for Higher Education Academy accreditation, and participants are also expected to strive to meet all of these professional standards by the end of the programme. http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStandardsFramework.pdf

4. PROGRAMME STRUCTURE

4.1 TimingThe programme is offered on a ‘step on – step off’ basis, allowing participants to take a break between modules, and to choose their speed of progression, according to individual circumstances. Up to 3 years can be allowed for completion of the whole award.

4.2 Programme ModulesIn order to gain the Postgraduate Certificate in Workplace-Based Postgraduate Medical Education, participants must have completed and passed the assessment for the following three modules:

(i) Module 1: Teaching & Learning in the Medical Workplace, CPD4706, (20 credits)This module offers an introduction to medical education in the clinical workplace. The syllabus is designed to meet the needs of medical professionals already carrying out the Clinical Supervisor role, and also those clinicians who aspire to take on this role.




(ii) Module 2: Supporting the Postgraduate Learner in the Medical Workplace, CPD4707, (20 credits)This module offers a more in-depth exploration of medical education in the clinical workplace. The syllabus is specifically designed to meet the needs of medical professionals carrying out the Educational Super-visor role, and those clinicians who aspire to take on this role.

(iii) Module 3: Managing & Developing Medical Education, CPD4708, (20 credits)This module is designed to meet the needs of medical professionals who can be identified as taking on or aspiring to the role of Education-al Leaders. It will introduce and raise students’ awareness of key con-cepts involved in leadership and management within the context of the medical workplace.

4.3 Programme SchedulingYou will find a calendar on the programme website (VLE) for each module, which suggests the dates between which you should be working on the activities connected with the module material. The overall structure of the programme for 2011/12 is as follows:-

The first module of the programme (Teaching & Learning in the Medical Workplace) will run twice during the year, in Autumn 2011 and Spring 2012.

Module 2 (Supporting the Postgraduate Learner in the Medical Workplace) will also run twice during the year, in Autumn 2011 and Spring 2012.

The final module (Managing & Developing Medical Education) will also run twice during the year, in January 2012, and June 2012.

4.4 Contact TimeBecause of the nature and pedagogic approach of this programme, the contact time outlined here is only indicative.

In addition to studying online, there are designated contact days/half-days within each module of the programme, which all participants are expected to attend. For the first module, there is a whole-day introduction, followed by 3 half-days spread throughout the module.

There is a choice of dates for face-to-face contact sessions, and it is your responsibility to ensure that you register for and attend the face-to-face sessions. Sign-up sheets will be made available within Blackboard to assist in the registration process.


A series of online tasks form part of the structure of the programme. Each of these tasks sits within a three-week “time envelope”, and is shown on the Blackboard Calendar. Participants are required to respond to at least 70% of the online tasks for each module (see the ‘Assessment Strategy’ section of this handbook), although we very much hope that you will want to respond to all of the online activities!

In addition to the Discussion Board, tutor support is also available via electronic mail, telephone, etc (as appropriate). This will usually be on a one-to-one basis, although tutorial groups may also be established. Individual face-to-face contact between participants and tutors may also be arranged, by mutual agreement, as and when necessary. (See Section 6 for more details).

Tutors will be supportive and sympathetic to your needs, but you should be aware that we expect you to actively take responsibility for your own learning. Therefore, it will be up to you to make contact with your Tutors, as and when you need support or guidance.

5. ASSESSMENT

The programme is aimed at experienced medical professionals, who are involved in teaching, supporting the learning of staff and students, and assessing and evaluating learning as part of their current or planned role.

The programme has therefore been designated at Masters level to reflect the nature and complexity of their role and the level of academic study.

5.1 Criteria for a Pass at Masters LevelThere is more specific guidance given within the online materials for each module, and the generic grading criteria are specified in Appendix 3.

However, the following is a useful summary. Assignments will be concerned with the following basic criteria:

Evidence of critical reading of a range of relevant literature and research beyond basic texts.

Use of key theories and concepts in the discussion of relevant issues.

Selective and critical use of literature and, where appropriate, researching and developing an argument which goes beyond the reiteration of ideas.

Conclusions and interpretations reached cautiously and discussed critically, with acknowledgement of alternative


interpretations which could be made and related to earlier theoretical arguments.

Evidence of an ability to engage in personally and/or professionally relevant critical reflection.

Written work must be coherent, articulate and follow conventional academic form.

5.2 Protocol for Preparation, Submission, Marking and Providing Feedback on Assessment: see Appendix 2.

5.3 Academic MalpracticeAcademic malpractice is a serious offence. This includes plagiarism and collusion.

Plagiarism can be defined as: the representation of the work, written or otherwise, of any person or any institution (including colleagues, other students, anything found on the Internet, and other sources) as the candidate’s own.

Common examples of plagiarism may be any of the following forms:

The verbatim copying of another person’s work without acknowledgement;

The close paraphrasing of another person’s work (eg by simply changing a few words or altering the order of presentation), without acknowledgement;

Unacknowledged quotation of phrases from another person’s work;

The deliberate and detailed presentation of another person’s concept(s) or idea(s) as one’s own.

Collusion can be defined as: the conscious collaboration, without official approval, between two or more students in the preparation and production of work which is ultimately submitted by each in an identical (or substantially similar) form and / or is represented by each to be the product of her/his individual efforts.

Collusion also occurs where there is unauthorised co-operation or collaboration between a student and another person (for example, a clinical colleague) in the preparation and production of work which is presented as the student’s own.


Software now exists to allow institutions to test written work for plagiarism, and participants should be aware that Edge Hill University subscribes to ‘Turnitin’, which is embedded within the Blackboard Virtual Learning Environment. The Programme Team reserve the right to require assignments to be tested in this way.

Please see Section 3 of the “Protocol for preparation, submission, marking and providing feedback on assessment” (Appendix 2) for more details.

In addition, we invite all participants to use ‘Turnitin’ informally, as a way of developing and improving their academic writing.

5.4 Assessment Strategy for the ProgrammeThe assessment for this Certificate programme has been planned as an integrated whole, to incorporate a variety of different forms of assessment, which will themselves offer useful learning experiences for the participants.

You will be invited to choose from two alternative hand-in dates, which have been designed to afford maximum flexibility and support. The details of assessment and submission dates for each module are contained in the individual module material. Dates will be specified in the calendar facility on the Blackboard site, as well as in the online material relating to each specific assessment task.

The Programme Team will follow normal institutional procedures for negotiating any extensions of deadline because of a participant’s individual mitigating circumstances.

6. APPROACHES TO LEARNING AND TEACHING

Whilst the programme will encourage and expect participants to examine the theoretical writing and the research carried out in learning and teaching, it will lay equal stress on analysing their work, and fellow professionals’ actual practice and experience of teaching and learning facilitation. These two forms of knowledge combine to structure the knowledge and skills, which guide the competent, experienced and reflective practitioner in his/her teaching and learning support.

The programme will help participants to move from an informed ad hoc role of teacher to a more professional role of learning facilitator, and in the process it will accredit and formally recognise this role.

6.1 Roles of the TutorsIn assisting this development, the programme will offer opportunities for reflective dialogue between tutors and participants. This is a distinctive


feature of the course, and one, which distinguishes it from more conventional distance learning approaches. Accordingly the roles of a tutor on a programme of this nature will include:

Providing opportunities and structuring opportunities for participants to reflect on practice;

Supporting participants in analysing and exploring their own practice in the context of theoretical literature;

Making explicit participants implicit theories of teaching and learning assessment;

Identifying a corpus of knowledge which participants can access and evaluate;

Offering sign posts to the study of specific topics;

Helping participants identify skills which they may wish to develop;

Running asynchronous on-line seminars;

Responding to the individual concerns and interests of programme participants;

Modelling/demonstrating different forms of teaching and learning facilitation.

6.2 Tutor SupportBecause of the importance of using dialogue to enhance reflective learning, flexibility has been built into the programme to allow for personal (one-to-one) support. This will be primarily provided via electronic mail, but telephone or fax communication, personal face-to-face contact, or other technology-based solutions (such as ‘Skype’) may also be used where this is preferred and mutually agreed as appropriate. This should be negotiated with your designated Tutors on an individual basis.

Remember that tutors will be supportive and sympathetic to your needs, but you should be aware that we expect you to actively take responsibility for your own learning. Therefore, it will be up to you to make contact with your Tutors, as and when you need support or guidance.

6.3 Peer Group Support


We very much hope that you will come to feel part of a ‘Learning Community’, both with your online Learning Set and within the programme as a whole.

In addition, self-help groups in relevant geographic locations will be encouraged and supported. Other self-help groups may be 'virtual' and may only exist electronically. One purpose of the formal ‘contact’ sessions is to allow participants to identify with others who might provide such peer support, and to facilitate the creation of learning communities.

6.4 Teaching & Learning StrategiesOne of the key concepts underpinning the programme is the recognition of the existing experience and expertise of the programme participants and tutors in the form of a joint learning community. Participants will be expected to assume responsibility for their own learning support provided within the programme.

Reflective dialogue will be supported by the use of C&IT throughout all aspects of the programme. There will be online activities in each of the three modules. Many of these activities involve the sharing of experience and encourage reflection.

The Programme Team have adopted a model of pedagogy which is based on a social constructivist model of learning. A number of features have been identified as being crucial to this model:-

Learning is experiential. It builds on both previous and current experience, so ‘real tasks’ are used within the learning opportunities wherever possible.

Learning is active. A predominantly didactic model of teaching is avoided. Whilst it is expected that information and ideas will be shared directly by tutors and peers, the emphasis will be on processing such information so as to ensure a deeper level of engagement. As such, participants are expected to interact with learning resources (material, people, etc).

Learning is critical. Activities encourage participants to challenge the status quo, and to question “taken-as-read” statements and approaches.

Learning is applied. The practical uses of knowledge and research to the actual practice of clinical education are at the forefront of learning.

Learning is reflective. Assessment emphasises the importance of reflecting before, during and after activity as a major learning strategy.


Learning is a collaborative venture. All participants – tutors and students are members of a learning community committed to the development of their own practice in clinical education.

6.5 Learning MaterialThis will be primarily provided in electronic format, supported by additional material provided for face-to-face sessions. A specific Internet site is available for this programme, and a separate site will also be provided for each individual module. They are presented using the “Blackboard” Virtual Learning Environment, and contain:

A resource guide;

Specially written material for this programme;

Interactive activities for participants to engage in with each other and with tutors;

Electronic mail (“Blackboard Messages”), for contact with other participants, with tutors, and with staff from Learning Services;

Discussion Boards (written and/or oral);

Links to recommended Internet resources;

Access to electronic databases, e-journals and e-books;

Access to the Edge Hill Library Catalogue;

Access to online study skills tutorials;

Copies of handbooks and handouts from face-to-face days.

Participants may also need to access printed books and journal articles, which can be obtained from the Edge Hill Library (Ormskirk, Chorley or Aintree campuses), or by means of the Edge Hill off-campus and postal support service.

However, participants should be aware that the large of amounts of printed material provided on other traditional distance learning courses will not be a feature of this programme, and all relevant course materials will be provided electronically. It is also highly likely that the majority of resources needed by participants will be available either from electronic books and journals or from other electronic sources.


6.6 Formal Teaching and Learning Facilitation ActivitiesThese will take place during the face-to-face contact sessions, as indicated above; and through regular asynchronous online seminars (usually via written Discussion Boards).

7. ACADEMIC SUPPORT

Throughout the programme participants will receive academic counselling and support from their Online Tutors who will be allocated at the start of each module. The Programme Team recognise that participants may also have their own professional support systems in their work location - both formal and informal - who will also offer them support and advice during the programme.

Additional sources of support (such as study skills and technology skills) are available from the Edge Hill Learning Services department. All participants will be fully briefed on the type and level of learning support available for them, and information and self-help tutorials will be provided on the programme website.

Support of a purely technological nature will be expected to be provided by the participants’ own support services (such as their own employer).

7.1 Inclusive LearningIt is our aim to make our services and provision accessible to all our users. If you need us to present any of our resources/ information /handouts in a different format (eg: electronic copy, large print), or if you need any other modifications, please contact the Programme Leader, and we will do our best to accommodate your requirements.

All students who have particular needs are entitled to apply for of an alternative form of assessment, which will be considered at an Assessment Modification Board.

Any student who may need to have alternative forms of assessment approved, following decisions made at the Assessment Modification Board, will meet with the Programme Leader to discuss the Board’s recommendation. If an alternative form of assessment is required, then the Programme Leader will work with relevant colleagues to develop the alternative assessment, and will seek feedback and support from the appropriate External Examiner.

You are advised to contact the Programme Leader as soon as possible if you feel that you may need an alternative form of assessment.


7.2 Disabilities / Specific Learning Difficulties (eg: Dyslexia, Dyspraxia)If you have a disability or a Specific Learning Difficulty (such as Dyslexia or Dyspraxia), we will be able to support you better if you let us know about it.

If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill University can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to explore your learning requirements and help you make informed choices regarding support.

Key Contacts:Disability (eg: physical, sensory or mental health):Inclusion Team, Student Information CentreTel: 01695 584190 email: [email protected] Specific Learning Difficulties (eg: Dyslexia, Dyspraxia):Skills Development Team, Edge Ahead Centre Learning Resource Centre (LRC), First FloorTel: 01695 584372 email: [email protected]

You can also talk to your Tutors, the Programme Leader, or another member of the Programme Team, and they will be able to signpost you to additional services and support, as appropriate.


mailto:[email protected]


8. MAIN CONTACT DETAILS FOR 2011/12:

Programme Leader: Cathy [email protected] 584154

Module Leader, Module 1: Jill Cochrane

[email protected] 584479

Module Leader, Module 2: Alison [email protected] 650815

Module Leader, Module 3: Helen [email protected] 650846

Learning Technologist: Carol [email protected] 650981

Administrator: Paula [email protected] 650822








APPENDIX 1:

Attendance, Participation & Assignment Submission Regulations

With your busy, professional schedule in mind, each of the three modules to this PG Certificate course have been designed with a higher than usual degree of flexibility. This course offers you flexibility of access to study materials via Blackboard, flexibility of access to face to face learning with each workshop running a number of times in different locations on different dates, flexibility of access to a team of clinical and academic tutors from the North Western Deanery and Edge Hill University and flexibility regarding submission of assignments. In return, we ask for your full cooperation, participation and attendance in keeping with your professional status.

Attendance at Face-to-Face Days: 100% Required

To satisfy Deanery requirements for receiving your Certificate of Clinical Supervisor Status (module 1) or Educational Supervisor Status (module 2), you must demonstrate 100% attendance at the face-to-face days. Each face-to-face day will run on more than one date, in different locations and at different times of the day in order to allow you to choose a session which best suits your schedule. It is expected that you will book study leave to enable attendance at these sessions. It is imperative that you sign up in advance via Blackboard and sign in on the day.

If you are prevented from attending the face-to-face day for which you signed up, with proper documentation (see below), you may contact an Edge Hill tutor to sign up to attend the next occurrence of the relevant workshop. If you were signed up to the last occurrence of a workshop within your module cohort, you must sign up to attend the next time the module runs (6 months later). However, please note, priority will be given to current cohort participants and there may not be space available on your first choice of date.

If you do not achieve 100% attendance at these face-to-face days, but do achieve the Edge Hill minimum ‘attendance’ requirement of completion of 70% of the on-line compulsory activities, once you have successfully completed the assignments, you will still gain 20 academic credits per module from Edge Hill University.

Online Discussion Activities: 70% Required

In order to maximise your learning opportunities by interacting with others, we strongly advise that you contribute to compulsory discussion activities during the suggested time-frame. Although there is flexibility within the module to allow you to catch up if you fall behind the specified calendar. However, if you find yourself unable to complete the required 70% during the course of the module and need to delay your input, with the proper documentation (see below), you can negotiate an alternative contribution pattern with your Edge Hill learning set tutor.


Please be sure to give your full name, course code (CPD4706, CPD4707 or CPD4708 for modules 1, 2 or 3) start date and learning set number in any such correspondence. If you are contacting someone who is not your learning set tutor, please also give your learning set tutor’s name.

Extensions for Submitting Written Assessments

Your written assessment(s) are due at the end of each module and if you have no unusual demands on your schedule, we strongly recommend that you aim to complete your assessment(s) while your studies are fresh in your mind, especially if you would like to progress to the next module. We understand that you might become unusually busy at work or with other personal circumstances and so have built in the flexibility to allow for two alternative hand-in dates. In cases of severe difficulty, we may also allow you an additional short extension, but should you wish to make use of the flexibility in submission date, we expect you to keep your tutor informed of the foreseeable extra demands on your time and of the progress you are making with the module. If you are still unable to submit your written assessment six months after the module has finished, you must demonstrate (with relevant paperwork) that there have been Exceptional Mitigating Circumstances’ and your submission will then be considered by the EMC Panel within the Edge Hill Faculty of Education. Failure to demonstrate exceptional mitigating circumstances will be considered as failure to submit for assessment and your work will be awarded a zero mark and treated as a REFERRAL. In this latter case, you would still be able to submit your work at a later date, but it would not be eligible for a grade higher than ‘pass’ and the remark ‘pass at second attempt’ will be recorded on your academic transcript.

Unforeseeable, Sanctioned Absences & Documentation

Despite having signed up for a face-to-face day, there are, of course, unforeseeable circumstances which can prevent you from attending. While we hope you will not experience any of these, please read the information below:

The reasons for absence must pertain to you or immediate family members1. You are required to submit official documentation after a spontaneous absence; for example, a police report following a road traffic accident.

While it is impossible to give an exhaustive list of possible causes for absence, the examples below should provide an illustrative guide:

Illness & injury to self or immediate family members1 (submit attending physician’s report)

Bereavement of immediate family members1

1 An immediate family member means self, spouse or equivalent, parent, child, live-in relative or any other relative for whom the student is a legal carer.


Victim of crime (submit copy of police crime report)

Road traffic accident or breakdown (with copy of police or RAC report)

Last minute change of shift / on-call duty / cover for a colleague –despite having booked study leave e.g. due to sudden illness to colleague (submit appropriate substantiating paperwork)

Workshop Etiquette

You must take study leave to attend a face to face day. Where possible, we suggest that you attend a workshop ‘off-site’, i.e. away from you primary place of employment in order to minimise the risk of interruption. We expect your full attention and participation during the study session and it is not acceptable to spend lengthy amounts of time outside the booked rooms, for example, answering phone calls in the corridor. Anyone who does so may be marked as ‘absent’ by the tutors present and will be required to re-attend the session in its entirety (when space becomes available – see above) in order to receive the Deanery certificate of completion.

Similarly, anyone who is over 20 minutes late may be recorded as ‘absent’ by tutors and required to re-attend. If you are late, please join the study session as quickly and quietly as possible, causing minimum disruption to others. Tutors will make every effort to help you catch up and join in at the most appropriate time. However, other than clarification of the current activity, questions you have for your tutors should wait until the end of the day or a scheduled Q&A session.

During the workshops, please make sure that you switch off your mobile phones and bleepers. Should you have a specific need to keep your phone or bleeper turned on (silently), please make this clear to the workshop tutors and receive approval in advance of the session commencing. This will help to ensure minimal disturbances to all.

Please note the start times for all workshops are as follows:

Coffee & Registration Start

AM 9.00am 9.15am

PM 1.45pm 2.00pm


APPENDIX 2:

Protocol for Preparation, Submission, Marking and Providing Feedback on Assessment

Introduction

This protocol is designed to identify tutor and participant expectations and practices in relation to the preparation, submission, marking and providing feedback on assessments connected with the PGCert.

1. Preparation of Assignmentsa) Guidance on the steps to be taken in negotiating and agreeing the focus,

topics and titles of assignments is given in the online programme material relating to each specific assignment.

b) Guidance on the assessment criteria, which will be used to make a judgement on the assignments, are also given in the online programme material relating to the specific assignment; and the generic grading criteria are provided in a grid, for ease of use.

c) General guidance on writing assignments will be found in the booklet on “Refreshing and Developing Your Lifelong Learning Skills: preparing for Assessment”. This booklet also contains references to further material, both in paper-based format and online format, which may assist participants in reflecting on and developing their academic writing skills. NB: this booklet can be accessed electronically within the PGCert Blackboard site.

d) Participants should contact their allocated Tutors for further advice on the preparation of assignments. This should be done as early as possible, and it is unrealistic and unreasonable to expect tutors to give advice and guidance in the week preceding any hand-in date.

e) You are strongly recommended to seek formative feedback, by means of draft assignments. This should be sought from your Tutors at least 2 weeks prior to the hand-in date.

f) Participants are also encouraged to consider using the ‘Turnitin’ software (available within the Blackboard VLE), on an individual and informal basis, to assist them in developing their academic writing.

2. Submission of Assignmentsa) A range of acceptable hand-in dates for the submission of each assignment

will be set, and instructions for negotiating individual hand-in dates will be provided within the Blackboard VLE. Dates will be specified in the calendar facility on the Blackboard site, as well as in the online material relating to each specific assessment task.


b) Participants are expected to plan their work around their submission date, and to hand in their assignments on that date. Where there are exceptional circumstances (personal or work related) which are likely to prevent a participant keeping to a deadline, he/she is expected to contact their allocated Tutors at the earliest available time to inform them of the potential difficulty, and to negotiate a short extension of the hand in date. This must be done in advance of the hand-in date .

c) If a participant is not able to submit work for assessment within the specified time-frame, or if a longer period of time is required, this will be subject to formal faculty processes, and documentation will be required to evidence Exceptional Mitigating Circumstances.

This must be discussed at the earliest opportunity with the Programme Leader.

d) ‘Referred’ work may be re-submitted on one occasion (with hand-in date negotiated individually), but will only be eligible for the award of a PASS grade (see 6b, below).

e) Assignments submitted late without prior agreement will automatically fail and will be marked as Referrals (ie pegged to a maximum of PASS grade - see 6b, below).

f) All participants are also expected to hand in a draft of their assignment by the specified interim hand-in date (definitely not less than two weeks prior to final submission date). Formative feedback will then be given on this draft, to allow improvement and development before the final assignment is submitted.

g) Participants will be required to submit their work electronically, using the ‘Assignment Drop-box’ facility in Blackboard. At the same time, a Blackboard-mail message should also be sent to their Tutor, confirming that work has been left in the drop-box.

h) A printed copy of the assignment should also be submitted, either by post or in person, to the Programme Administrator. This should be sent as soon as reasonably possible, and we will expect to receive the hard copies within a maximum of one week after submitting electronically.

i) Assignments should be typed, and presented as Microsoft Word documents, or an alternative format by agreement, and should use the specified layout as defined within the online programme material. You should note that guidance is also provided in the booklet on “Refreshing and Developing Your Lifelong Learning Skills: Preparing for Assessment”.

j) Each assignment must have a cover sheet, which indicates the title of the programme, the assignment title, the date it was written, the author of the assignment (including student number) and the name of their Tutors.


k) All pages of each assignment, apart from the cover-page, must be numbered (paginated).

l) The filename of each assignment (for electronic submission) should also include the student’s name.

m) These same submission requirements will have to be met if a participant is recommended to re-submit an assignment (see 4a below).

3. Academic Malpractice a) Academic malpractice (including plagiarism and collusion) is a serious

offence, whether committed intentionally or unwittingly, and ignorance is not a defence.

You should therefore take great care to ensure that your work is properly referenced, and seek guidance where needed.

b) Your attention is drawn to the existence of software designed to allow institutions to test written work for plagiarism. Edge Hill University subscribes to ‘Turnitin’, and the Programme Team reserve the right to require assignments to be tested in this way. By submitting your assignments you indicate your agreement to your work being possibly subjected to this process.

Should you have any concerns or questions, or should you wish to specifically withhold your consent to such testing, then please contact the Programme Leader as soon as possible, and definitely before submitting your assignments.

4. Marking Assignmentsa) All assignments will be marked by members of the Programme Team

(normally one of your allocated Tutors and one other tutor). They will write comments on specific points relating to the assignment, and will make a judgement as to whether the assignment meets or does not meet the assessment criteria set for that assignment. If any of the assessment criteria are not met, the tutors will recommend that the assignment be resubmitted after amendment /redrafting.

b) Assignments will be second-marked and moderated by another tutor, according to the Edge Hill Faculty of Education Protocol on Assessment, and both tutors will complete a formal assignment mark-sheet, recording their judgements and any general comments about the assignment. If the tutors are in dispute about any particular assignment, a third tutor will mark the assignment, and the piece of work will be discussed and a decision agreed by the Programme Team as a whole.


c) All marks and feedback should be regarded as provisional, pending a monitoring of the standards of the work by the External Examiner for the Programme, and confirmation at formal Assessment and Awards Boards.

5. Grading of Assignmentsa) Assignments will be marked according to generic criteria (see Appendix 3)

and also the Module Learning Outcomes and specific criteria (provided in the online material). Successful assignments may be graded as PASS, MERIT or DISTINCTION.

b) Where participants achieve an average mark of MERIT or DISTINCTION, the final award of PGCert will also be made with Merit or Distinction.

c) For final award with MERIT of DISTINCTION, this will usually be possible with 2 modules at the requisite grade (as long as the grade in the third module is not especially weak). Of course, consistent performance at the higher grade is desirable, and formative feedback from Tutors should help participants to achieve this. Further guidance on graded awards can be provided by the Programme Leader.

6. Feedbacka) After marking assignments, tutors will usually communicate their judgement

on the work to the participant by Blackboard-mail, together with any general comments, within 28 days of the agreed hand-in date (or date of receipt of the assignment, if an extension has been granted). This feedback is designed: (a) to let the participant know how they are progressing so far; and (b) to give any additional formative feedback and guidance which might help them in the preparation of their future assignments.

b) If there are any serious concerns about the assignment, the Tutor will recommend the resubmission of the assignment after amendment/redrafting (see 4a) and will negotiate a timescale for this resubmission. In these cases, a copy of the assignment, which contains the tutor’s written comments, will be returned to the participant.

c) Participants will be allowed one formal resubmission for each assignment during the timescale of the programme. If the resubmitted assignment still does not warrant a pass grade, it will be referred to the Programme Assessment Board and the External Examiner, who will decide whether a second resubmission is permissible.

d) The formal assignment mark sheet will be returned to the participant (usually via Blackboard-mail), after second-marking and moderation has been concluded. This is summative feedback, which records the general progress of the participant.


APPENDIX 3:

GRADING CRITERIA

On the following page, you will find a grid of generic Masters-level grade descriptors that will be used in the marking process to allocate grades in all modules in this programme.

In addition to these Generic Criteria, assignments will be subject to module-specific criteria, details of which will be provided in the online material.

Successful completion of a module requires an overall grade of PASS; MERIT; or DISTINCTION.

Assignments which do not reach a satisfactory standard to achieve a pass grade will be referred for resubmission (shown in the grade descriptors as ‘Resubmission required’). You should note that resubmitted work can achieve only a maximum of a PASS grade.


CLINICAL EDUCATION: Generic Assessment Criteria

DistinctionEvidence of…

MeritEvidence of…

PassEvidence of…

Resubmission required

Some revisionEvidence of…

Substantial revision

Evidence of…

Academic Knowledge and Understanding of the academic discipline, field of study

As ‘Merit’ plus: Excellent coverage, offering sophisticated or original insights. A synthesis, possibly, of disparate material.

As ‘Pass’ plus:

An awareness of problems and insights much of which is at, or informed by, the forefront of the discipline/practice.

A systematic understanding of relevant knowledge. Good identification, selection and understanding of key issues.Awareness of current problems and/or new insights. Conceptual awareness enabling critical analysis. Accuracy in detail.An understanding of different views.

Coverage of some or most relevant issues with reasonable understanding. Identification of some or most central issues.Some acknowledgement of different views but not much evidence of understanding of application of these.

Paucity of relevant material in support of response.Areas of controversy ignored or not understood.

Critical analysis and interpretation

As ‘Merit’ plus:

Imaginative, insightful, original or creative interpretations. Impressive, sustained level of analysis and evaluation. A cogent argument with awareness of limitations.Extensive, well-referenced research both in breadth and depth. Clear and expert command over the subject matter, offering an original interpretation and/or contribution to the field of study.

As ‘Pass’ plus:

A command of accepted critical positions. Conceptual understanding that enables the student to propose new hypotheses.A range in breadth or depth of well-referenced research.

The ability to deal with complex issues both systematically and creatively, and make sound judgements. Consistent analysis and critical evaluation of current research and advanced scholarship in the discipline. Consideration of alternative interpretations.A coherent argument supported by evidence.A good range of reading, beyond core or basic texts, including mostly up-to-date sources, with sources appropriately acknowledged according to academic conventions of referencing.

Some ability to deal with complex issues. Judgements not all well substantiated. Some evaluation of research and scholarship. Analysis limited in range and relatively superficial.The ability to construct an argument may be limited.The range of reading may be limited. Sources not always explicitly or accurately acknowledged.

Mainly descriptive.Analysis is limited, deriving from limited sources and/or too limited to a single perspective. Argument or position not made clear. Self-contradiction or confusion.Inadequate resourcing and/or sources insufficiently acknowledged.

Critical reflection: Personal and/or professional application and evaluation

As ‘Merit’ plus:

Sophisticated critical self-evaluation. New insights informing practical situations.

As ‘Pass’ plus:

Originality in addressing needs or specifications, and /or solving problems.

Relevant, appropriate, and explicit links made to professional practice.The independent learning ability and self-evaluation required to continue to advance the student’s knowledge and understanding, and to develop new skills appropriate to a professional context.

Some relevance and links to professional practice. Some exercise of initiative and personal or professional responsibility but a limited self-evaluation

No link to professional practice.Weakness in independent learning, decision-making and/or self-evaluation.

Documents

PGCert in Workplace-Based PG Medical Education Handbook 11/12