Students studying the MSc in Health Professions Education are very much part of our research community, and experience much of their learning through research and inquiry. This leads to our students producing high quality research for their dissertation, which we encourage and support them to publish in academic journals.
A selection of their publications include:
Coleman A and Finn GM. Post Qualification Dental Training. Part 1: Perceptions of different dental foundation & dental core training pathways. British Dental Journal. (2019) 227; 915–921.
Hollingsworth, C.E., Wesley, C., Huckridge, J., Finn, G.M. and Griksaitis, M.J., 2018. Impact of child death on paediatric trainees. Archives of disease in childhood, 103(1), pp.14-18.
Gajebasia S, Redman M, Pearce J, Johnson M, Finn GM. How can training in care of the dying be improved? The Clinical Teacher. (2019).16: 610–614.
Laughey W, Sangvik Grandal N and Finn GM. Medical communication: the view of simulated patients. Medical Education. (2018). 52 (6), 664-676.
Boland, J. W., Brown, M. E., Duenas, A., Finn, G. M., & Gibbins, J. (2020). How effective is undergraduate palliative care teaching for medical students? A systematic literature review. BMJ open, 10(9), e036458.
Teaching experience and the associated skills and knowledge you will develop on this programme are increasingly in demand by employers.
Many of our graduates from the Certificate go on to study the Diploma and Masters programmes, and forge exciting careers as educators, leaders, researchers, practitioners and clinicians. We hope their stories will inspire you to take this next step on your career path. The programme is also an excellent stepping stone for pursuing a PhD in the field.
Applicants to the Certificate must hold a relevant undergraduate degree or its equivalent and have access to an appropriate level of teaching activity (we recommend around 18 hours which should ideally consist of a few separate events) during the year of the programme.
Part-time Diploma or Masters
Applicants who have completed the certificate and/ or diploma modules elsewhere and wish to progress to the Diploma or MSc may apply for transfer of credit. Applicants without an existing qualification can, in exceptional circumstances, apply for credit for experiential learning.
Applicants to the full-time MSc must hold a relevant undergraduate degree or its equivalent. Students must have access to an appropriate level of teaching activity (we recommend around 18 hours which should ideally consist of a few separate events) during the year of the programme.
Students considering intercalating on the full-time MSc in Health Professions Education must have satisfactorily completed a minimum of three years on their undergraduate degree. Intercalating students will be offered peer teaching opportunities to help them meet the programme outcomes. We welcome intercalating students from other institutions.
English language requirements
Applicants whose first language is not English will be required to demonstrate evidence of proficiency in English Language with one of the following:
- IELTS: 6.5, with no less than 6.0 in each component
- PTE Academic: 61, with no less than 55 in each component
- CAE and CPE (from January 2015): 176, with no less than 169 in each component
- TOEFL: 87, with a minimum of 21 in each component
- Trinity ISE: Level 3 with Merit in all components
- Duolingo: 110, minimum 100 in all other components
Fees and funding
Fees for 2021/2022 are:
Home, International and EU students fees (2020/2021)
The fee per stage is £3,380 (stage 1 - Certificate; stage 2 - Diploma; and stage 3 - Masters).
Fees for subsequent years are subject to confirmation.