Course summary

The information provided on this page was correct at the time of publication (November 2024). For complete and up-to-date information about this course, please visit the relevant University of Oxford course page via www.graduate.ox.ac.uk/ucas. The PGCert in Teaching Evidence-Based Health Care aims to foster and develop future leaders in teaching evidence-based health care by exploring different teaching styles, identifying development needs and through planning effective curriculum. The Postgraduate Certificate in Teaching Evidence-Based Health Care will position you to use theories and research evidence to inform your own teaching practice in health care and educational settings. It can be taken part-time alongside work commitments, generally over one to two years. This is a joint programme between the Nuffield Department of Primary Care Health Sciences and the Department for Continuing Education. The programme works in collaboration with the renowned Centre for Evidence-Based Medicine in Oxford. This programme has teachers and contributors who are internationally recognised leaders in the field of evidence-based practice, research-led teaching and experts in medical education. The flexible structure of the course has been devised to fit with the structure of specialist training and to accommodate student choice. The aims of the course are for you to:

• articulate the critical components of the practice of EBHC which is informed by your academic discipline and/or area of professional practice;

• design and evaluate teaching of the core competencies of EBM and to self-reflect efficiently on your teaching experience;

• evaluate crucial pedagogy principles and research underpinning the evidence-base for differing teaching, assessment and evaluation methods;

• apply originality in the application of teaching styles and techniques, together with a practical understanding of methodologies to enhance teaching skills tailored to your own teaching contexts;

• develop skills in practical curriculum design, delivery, assessment and evaluation in teaching and learning;

• deal with and adapt to challenging circumstances you may encounter teaching evidence-based medicine, ensuring the needs of learners are met in unison with the aims and objectives of your teaching and learning; and

• articulate how (and why) your own teaching practice and understanding of learning and teaching has evolved over time and ideas for future development.