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School of Medicine, Pharmacy and Health

The School of Medicine Pharmacy and Health is undertaking a review of our medical education provision as a result of recent staff changes. With regret, we have come to the conclusion that we will not be able to provide teaching for the Masters in medical education for the academic year 2015-16. We apologise for any disappointment and inconvenience this may cause. We trust you will find a suitable study programme elsewhere and wish you well in your future endeavours.

Our Medical Education programmes are designed to improve the quality and effectiveness of teaching practices within clinical or academic teaching environments and meet students' needs for professional recognition and accreditation as medical educators. The programmes are aimed at graduates (or equivalent) in a variety of health and clinical settings who either have, or expect to have, responsibilities in clinical education, whatever their career stage. The courses contribute to improved service delivery through improving teaching methods and developing research capacity and capabilities within the health service.

The courses provide an in-depth understanding of the educational principles underlying good practice in medical and clinical education and the research skills to continue to extend these over the course of your professional life. They can be taken at any postgraduate level from CPD through to masters. The focus of the Masters is on ‘the teacher as a researcher’.

Our students are commonly qualified doctors, nurses or allied health professionals, undertaking employment related development plan to further them for roles in health education. We also have intercalating students and people with other disciplinary backgrounds with an interest in improving the education of health professionals.

The programmes are aligned to meet the GMC's Framework for the Professional Development of Postgraduate Medical Supervisors. Following an application in 2013, Accreditation with the Academy of Medical Educators has been granted of this course. The programmes are also aligned with Descriptors 2 of the UK Professional Standards Framework to facilitate application for HEA Fellowship.

The course structure is flexible with enrolment offered on full-time, part-time or modular bases. All modules are delivered at the Queen's Campus, Stockton. Teaching sessions are delivered through short intensive classroom blocks with supported self-learning. This form of teaching structure is designed to suit all needs, whether you are studying full-time or balancing your study with professional commitments. As a student you will receive education and guidance from our internationally highly regarded staff. In addition, you can attend regular guest lectures and seminars from experts engaged in developing and delivering health-related policies within the UK.

Core programme regulations, module content and description can be found on the following links:


A Critical Analysis of the Literature Relating to Non-Surgical Prevention and Treatment of Parastomal Hernias

What impact do near peers have on the development of year 1 and 2 medical students professional behaviour?

A systematic literature review to explore undergraduate education in the United Kingdom (UK) for the surgical sub-speciality Ears, Nose and Throat (ENT), from the perspective of medical personnel who have directly experienced ENT undergraduate training in the UK 

The Medical Registrar’s Experience of Acute Medicine on Call; an ethnographic Study 

How pharmacists improve themselves? Exploring the gap between pharmacists’ difficulties and peoples’ expectations. 


An exploration of anatomists’ views towards the use of body painting in medical education

A review of the literature concerning the use of high-fidelity simulation for teaching basic sciences in a pre-clinical curriculum

Pastoral Care for Durham Medical Students: An Interpretative Phenomenological Analysis

Identifying the strengths and weaknesses of introducing a Problem Based Learning curriculum for undergraduate medical students and applying this knowledge to Problem Based Learning in Thailand


From specialty trainee to consultant psychiatrist: ’Do I need a mentor?’

The challenges that overseas doctors might face when taking up their first appointment in the NHS

There are no examinations in the School’s masters courses; assessment is undertaken through a variety of assignment formats.

Inspirational and thought provoking with positive impact upon area of work

Julie Khan, UK