Overview

This interactive distance learning course helps you gain a basic understanding of how assessment is used in healthcare settings, including the fundamental principles of assessment and an exploration of different assessment modalities. You will be introduced to the theoretical underpinnings of assessing students, trainees, and junior healthcare practitioners, drawing on clinical education research and the wider educational literature.

Who this course is for

The course is for any healthcare professional whose education practice includes assessment, or who would like to develop their expertise in this area for future practice in assessment. This may include healthcare professionals who have responsibilities in setting and/or delivering examinations; in undertaking Workplace Based Assessment; in supervisory roles, such as Nursing or Pharmacy Preceptors, or Clinical / Educational Supervisors.

This module is also suitable for those who are not in supervisory or assessment roles, and who wish to learn the fundamentals of assessment as part of a broad foundation in Health Professions Education.

Course content

The module supports you to:

• Develop an up-to-date knowledge of assessments.
• Gain a better understanding of assessments in clinical and medical education, from both theoretical and practical perspectives.
• Find out more about effective strategies for improving assessments in your clinical environment.
• Improve your existing skills to become a more effective clinical educator or supervisor.

Learning outcomes

By the end of this course, you should be able to:

• Understand the basic principles of assessment in the setting of Healthcare Professions Education.
• Describe the practical steps necessary to design and set an examination in a healthcare setting.
• Explain the strengths and weaknesses of some of the types of assessment used in clinical education, particularly those relevant to your setting.
• Feel confident in discussing some of the issues relating to Assessment of Professionalism.

Teaching and structure

Learning on this module involves self-directed study at Master's level, which includes proactively reading peer-reviewed journal articles with a critical mindset.

This module is delivered through activities on Moodle (UCL’s Virtual Learning Environment), and live 'synchronous' sessions on Zoom (including a synchronous day of study). The eight-week programme is structured in one- or two-week 'units', which you study in a self-directed manner, using learning activities on Moodle, which are announced at the start of each week. Live tutorials give you the chance to explore key topics alongside peers and tutors, to 'check in' regarding more challenging aspects of learning, and to receive feedback during assignment preparation.

This self-directed approach combines educational methods that encourage reflection on personal experience, critical thinking and access to extensive online resources. Using Moodle allows you to engage in collaborative learning with your peers and to be in regular contact with module tutors for academic support. The teaching approach will vary depending on the type of learning activity. At times, there will be close facilitation of online activities, and at others learning will be more self-directed, or involve peer feedback. Tutors are available for any queries via the 'Help' forum on the Moodle page.

Certificates and assessment

Formative assessment

You are expected to engage with mandatory activities on Moodle every week. Study is divided into 1-4-week units, each with its own theme, course materials, reading list and learning activities. Each week you will work through course materials, which include recommended readings and other materials, and undertake learning activities in collaboration with peers. To allow peer discussion around each unit, there will be a weekly or two-weekly deadline for completing the learning activities so that all students are posting in the forums during the same one- or two-week period.

Summative assessment

For those considering a further qualification, you can choose to take a summative assessment to gain 15 FHEQ Level 7 credits. This would count towards further PGCert / PGDip / MSc credits if you decide to continue your learning with our Health Professions Education programme (and may be accepted as prior learning elsewhere).

CPD points/credits

The credit-bearing option is worth 15 credits at FHEQ Level 7

Costs

• £1,058.33 | FHEQ Level 7 credit-bearing course, with assessment (UK/EU learner). 2025 fee TBC
• £2,158.33 | FHEQ Level 7 credit-bearing course, with assessment (overseas learner). 2025 fee TBC
• £500 | Non-credit-bearing course (personal CPD only) 2025 fee TBC

Application deadline

• August 2025 (TBC)

Course dates

• Late September - Late November 2025 (TBC)

Course team

Miranda Kronfli

Miranda Kronfli is co-Director of the MSc in Health Professions Education, a Personal Academic Tutor, and leads several modules in the programme. As the Divisional Graduate Tutor, she oversees Quality Assurance for teaching, learning, and assessment in postgraduate taught programmes at UCL Medical School.

Alison Sturrock

Alison Sturrock is a Senior Clinical Lecturer in Medical Education with a background in medicine, specialising in diabetes and endocrinology. She also serves as a Lecturer in Health Professions Education.

Course information last modified: 27 Jan 2025, 19:11