Postgraduate study
This course aims to develop expert medical educators for the doctors and healthcare professionals of tomorrow.
MMedSci Medical Education
1 year full-time; 3 years part-time (with the opportunity to complete in a minimum of 2 years)
Entry requirements
2.1 OR pass at MBBS (and other medical degrees where no classification is awarded as standard)
7.0 (no less than 6.0 in any element)

If these grades are not met, English preparatory courses may be available
Start date
UK/EU fees
£9,450 - Terms apply
International fees
£19,575 - Terms apply
Queen's Medical Centre



We support individuals with a background in medicine, dentistry, nursing, pharmacy, veterinary science and other healthcare professions to be the best medical educators they can be locally, regionally, nationally and internationally.

Course mission
  • Develop the professional identity of individuals with a background in medicine, dentistry, nursing, midwifery, healthcare science, physiotherapy, occupational therapy, speech and language therapy, dietetics, and veterinary science in each of the expert roles of a teacher
  • Create and cultivate a community of practice of medical educators that also functions as a personal and professional learning network for each other as well as an effective alumni for future students on the course

What our students say


Full course details

Course director

Dr Rakesh Patel, School of Medicine


The MMedSci programme consists of 11 core and elective modules designed to develop and prepare students for a variety of roles in medical and healthcare professions education. The programme has been granted provisional accreditation by Advance HE so that students who successfully complete the three core taught modules in year one (i.e. the Certificate stage) will be eligible for Fellowship of the Higher Education Academy. The programme will also prepare students interested in applying for professional recognition of their teaching by the Academy of Medical Educators and similar professional bodies.

Students may enter or exit the programme at Certificate, Diploma or Masters level and all courses may be studied part- or full-time.

Each module comprises face-to-face contact days supported by online learning before and after contact days. Educational activities on a typical module include:

  • plenary presentations
  • small group teaching and discussion
  • online webinars
  • moderated self-directed study
  • action-learning sets
  • peer-peer learning
  • journal club
  • one-to-one supervision
  • observation
  • simulated educational encounters
  • personal and professional development
  • guided reading


This is a copy of the provisional timetable to give you an idea of the time commitment required.     


Methods of assessment are tailored to the nature of module and include written assignments; learning resource development; peer-evaluations or personal reflections.



For new students in 2019/20

Core modules

MEDS4015 Principles and Practice of Teaching and Learning (20 credits)
This module introduces students to the principles of teaching and learning described in the broader literature from education and psychology as applied to a medical or healthcare professions education context. The module develops by exploring individual values and beliefs about teaching and learning and investigates the way in which the values, beliefs and held assumptions of teachers, together with expectations from learners, influence the delivery of teaching and the learning experience of students in a medical or healthcare professions education context. The module equips scholars to deliver theory-driven or evidence-based teaching effectively and critically reflect on the experience in order to demonstrate scholarship in their roles as teachers.
MEDS4018 Principles and Practice of Assessment and Feedback (20 credits)
This module introduces students to the principles of assessment and feedback described in the broader literature from education and psychology as applied to a medical or healthcare professions Higher Education context. Students will explore the purpose of assessment for the learner, as well as some of the broader considerations from stakeholders such as patients, the public and the wider profession. The module also investigates the various targets of assessment such as knowledge, skills and behaviours in a medical or healthcare professions education context including some of the areas deserving of particular focus in the 21st century such as clinical reasoning and judgment in uncertain situations as well as professionalism and team-working. Key considerations involved in designing programmes of assessment, such as experts to test expert judgment, pass-fail standards that appropriately reflect developmental levels (with reference to core psychometric concepts as appropriate) and the provision of timely feedback and remediation are explored. Students will learn the fundamentals of psychometrics so they are better able to apply the concepts in practice, either at assessment or beyond the course, and given the importance of psychometrics for medical education more widely. There is also emphasis on the impact of assessment on learning and the role of feedback and formative assessment in the educational process.The educational theory and evidence base for feedback models will be explored with a specific focus on feedback receipt and learner engagement in order to facilitate a change in future learner behaviour and outcomes.
MEDS4014 Principles and Practice of Curriculum Design and the Educational Environment (20 credits)
This module introduces students to curriculum design principles and how they influence the educational philosophy and inform the delivery of education across the continuum of medical or healthcare professions education. It considers the influence of stakeholders such as the profession, the public and patients on curriculum design including the various drivers for change from a policy perspective and legislation such as the Equalities Act.  Students will gain insight into the way in which curriculum design is a process of defining and organising content; teaching and learning strategies; assessment processes; and evaluation processes. The module will explore the ways in which educators can ensure that curriculum design and educational environments are inclusive, as well as how we define culture, diversity and inclusion as they relate to educators. Students will also learn ways in which the structure of the environment as well as institutional culture and norms influence the lived experiences of learners in the classroom or clinical workplace; investigate the influence of the learning environment on modifiable learner factors such as motivation and perception of relevance; and consider the way in which the environment of the classroom or clinical workplace can be structured to consolidate previous learning experiences and facilitate the learning strategies of individuals to create an optimum climate for learning.  
MEDS4023 Introduction to Research Methods in Medical Education (20 credits)
This module prepares and supports students to begin the challenge of undertaking medical education research. The purpose of the module is to provide students with an introduction to the principles and practice of research design, methodology, quantitative and qualitative research methods. Likewise, the module also will also develop the knowledge required to plan data collection and analysis as well as develop the skills required to complete a research proposal and application for ethical approval to undertake research.
MEDS4017 Medical Education Research and Dissertation (60 credits)

The Research Methods Module is a compulsory module for Masters candidates on basic research methods in medical and health science education. It is designed to teach participants knowledge of research skills but also to prepare them to complete a piece of educational research as part of a dissertation project. There will be online content supported by face-to-face teaching.

The module will build on the knowledge and skills developed in the MEDS4023 module and further refine the understanding of scholars about quantitative and qualitative research methods, basic statistical techniques and qualitative data analysis. Research design principles and dissertation structure will be described and discussed so scholars are prepared to submit their work in a timely and effective manner. At the start of this module participants should be in a position to undertake research guided by a research proposal and protocol designed in collaboration with their supervisor. If appropriate ethical approval must be sought.

The dissertation is a supervised research or literature based investigation using appropriate research or investigatory methodology into an aspect of clinical education. It leads to the production of a 20,000-word dissertation. Supervisory contact is maintained by email, Skype or face to face meetings. Participants will produce a draft dissertation for appraisal by their supervisor prior to formal submission.



Elective modules

Students must take 40 credits from this group. 

MEDS4011 Coaching, Mentoring, Supervision (20 credits)
This module develops the knowledge and understanding for scholars in this domain of medical education given the lack of conceptual clarity around coaching, mentoring and supervision across the various healthcare professions education literature and the lack of consistency in experience of learners receiving coaching, mentoring or supervision in practice. The module equips scholars with practical tools and techniques for asking skilled questions and demonstrate active listening during their conversations with learners so individuals receiving help are appropriately supported or challenged as appropriate.
MEDS4007 Learning in Complex and Uncertain Environments (20 credits)
This module examines the challenges for healthcare professions educators of delivering teaching or educational activities in clinical or workplace-based environments. The module draws on insights from the broader literature in education, leadership, management, psychology and sociology applied to a medical or healthcare professions education context. The module equips scholars with the knowledge and skills for designing or facilitating the learning of individuals in challenging or changing circumstances given the inherent uncertainty or complexity associated with healthcare delivery.
MEDS4016 Problem-Based Learning, Case-Based Learning and Clinical Diagnostic Decision-Making (20 credits)
This module investigates approaches such problem-based learning (PBL) and case-based learning (CBL) for developing clinical diagnostic decision-making skills among novices in a medical or healthcare professions education context. The module draws on insights from the broader literature in clinical reasoning, decision-making, education and psychology and sociology applied to a medical or healthcare professions education context. The module equips scholars with the knowledge and skills to design effective problem-solving and decision-making skills among learners using a range of educational activities and across a variety of healthcare contexts.
MEDI4014 Principles and Practice of Applying Psychometrics in Assessment (20 credits)

Students will have the opportunity to learn about the post examination analysis of assessment items and OSCEs and its interpretation - an essential component of the examination cycle that provides valuable feedback for improving the quality of the curriculum and standards of teaching and assessment. The underpinning principles of Classical Test Theory (including Generalizability theory), Item Response Theory will be discussed and students will have the opportunity apply their learning to a variety of in-class practical exercises and in private study. In addition, students learn SPSS and Excel in order to run psychometric properties of assessment items.  It is intended to be an introductory course for students who have a very limited background in statistics and mathematics.

MEDS4010 Technology Enhanced Education
This module explores the role and relationship of digital learning resources and simulation-based learning technologies in the education of healthcare professionals. The module draws on insights from the broader literature in business, computer-science, education and psychology and sociology applied to a medical or healthcare professions education context. The module equips scholars with the capability to design and develop digital learning resources or simulation-based learning technologies for developing the knowledge, skills, values and desirable behaviours of learners in their educational context.
MEDS4012 Underperformance and Performance Enhancement (20 credits)
This module provides an in-depth examination of the fundamental issues present in area of underperformance within a healthcare professions education context. The module draws on insights from the broader literature in education, psychology and sociology to make sense of learner and teacher experiences of underperformance. The module equips scholars to develop their diagnostic skills for making sense of the learner in difficulty but also design remediation for enhancing the performance of individuals on a given task or at assessment.  


The above is a sample of the typical modules that we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Due to the passage of time between commencement of the course and subsequent years of the course, modules may change due to developments in the curriculum and information is provided for indicative purposes only.


Fees and funding

UK/EU Students

The Graduate School at the University of Nottingham provides more information on internal and external sources of postgraduate funding.

International Students

Opportunities for funding may be available to overseas students through the University's International Office.


Careers and professional development

Most UK graduates go on to work in the NHS, while some international graduates work for non-governmental organisations, for their Ministry of Health, or in a range of academic careers.

Where our students come from

Past students have come from all over the world, including:

  • Oman
  • Nigeria
  • Saudi Arabia
  • Indonesia
  • Maldives
  • Mexico
  • Hong Kong
  • Tanzania
  • Thailand
  • Palestine
  • Myanmar
  • Pakistan
  • UK

Average starting salary and career progression

In 2017, 95.7% of postgraduates from the Faculty of Medicine and Health Sciences who were available for employment had secured work or further study within six months of graduation. The median starting salary was £28,625 with the highest being £76,001.*

* Known destinations of full-time home postgraduates, 2016/17. Salaries are calculated based on those in full-time paid employment within the UK.

Career prospects and employability

The University of Nottingham is consistently named as one of the most targeted universities by Britain’s leading graduate employers* and can offer you a head-start when it comes to your career.

Our Careers and Employability Service offers a range of services including advice sessions, employer events, recruitment fairs and skills workshops – and once you have graduated, you will have access to the service for life.

The Graduate Market 2013–2019, High Fliers Research




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This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

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Amanda Bamford
(Course Administrator)
School of Medicine
The University of Nottingham B83, Medical School, QMC
Nottingham, NG7 2UH
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