Community Based Medicine (CBM) is a strand in the MBChB programme where medical students learn about medicine from a Primary Care perspective. The majority of the teaching that students receive occurs on placement in General Practices across the West Midlands and beyond.
The Academic Lead for CBM provides leadership to a team of 5 Senior Clinical Tutors, each of whom takes responsibility for a year of the MBChB programme and supervises a team of Clinical Tutors who facilitate small-group teaching, on-campus. This is a high level, strategic post. The postholder will be responsible for developing relationships with placement providers and will contribute strategically to the development of novel community-based placements, in order to enhance the student experience. They will work with relevant professional services staff as well as other academics to ensure the content, structure, delivery and quality of the CBM component meets the requirements of the Programme and the General Practices used for placements. The lead will contribute to the ongoing development of a new MBChB curriculum and will have the opportunity to be involved in the design of a new Clinical Skills building.
The postholder will take part in NHS Faculty development – in particular working with the Academy of Community Based Medicine team to deliver annual GP tutor training to provide continuing professional development for the GP tutors and help ensure the quality of teaching and assessment. They will also be involved in planning and delivering joint tutor training with hospital tutors.
The postholder will be responsible to the MBChB Programme Director and will work with other CBM team members including the Education Development Specialist and CBM Academy team as well as colleagues from the wider College environment, including working with the MBChB Assessment group, module/component co-ordinators, academic staff and MBChB professional services staff to ensure that CBM assessments meet best practice guidelines including University guidance and are grounded in educational theory.
Externally, the lead will represent CBM at the Local and Regional Medical School Liaison Committees.
Summary of Role
Contribute at a senior level on a sustained basis to the whole range of teaching leadership and administration. In addition you will be expected to contribute to academic citizenship, likely to be demonstrated through generous, mutually respectful and supportive working relationships with all staff and students.
Teaching is likely to include: (a) development and leadership of major teaching programmes or equivalent; and (b) enhancement of the student experience or employability, that are of manifest benefit to the College and the University. It is expected that you will demonstrate a significant contribution to the advancement of teaching (policy, practice, standards) of the subject, provide leadership in teaching and learning that is innovative to the subject area or institution, with a significant contribution to the debate nationally about teaching.
Management and administration is likely to include Departmental/School leadership and management activity with University wide involvement – for example through sustained high value impact knowledge transfer, enterprise, business engagement, public engagement or similar activities.
You will contribute across the range of teaching and learning activities:
• making a significant contribution to the pedagogical knowledge base of the subject that advances teaching through the enhancement of practice, the development of teaching resources and/or through practice-based research;
• leading on the management and the development of approaches to teaching and learning, including designing innovative approaches and supporting colleagues to use them in the subject area or institution;
• leading on curriculum design at module and programme level to ensure it is contemporary, inclusive, engaging and academically challenging;
• actively engaging students in curriculum design;
• making an impactful, high quality contribution to debates about education policy, methods and practices through internal and external publications, subject societies and conference activity;
• developing an external profile evidenced through engaging in external quality assurance activities related to teaching, eg. external examining and engaging with/supporting education in other institutions;
• where appropriate, playing an important and sustained role in the recruitment and admission of students;
• co-supervising doctoral students to completion;
• leading the development of teaching, learning and assessment policies and strategies;
• acting as an education mentor to colleagues in the School/Department/College or more widely;
• leading the development of new and appropriate approaches to learning and teaching.
• leading sustained high value impact in knowledge transfer and enterprise (including business engagement, public engagement) that enhances the student experience and/or employability, and is of manifest benefit to learning and teaching in the College and the University
• undertaking own teaching, which will include teaching and examining courses at a range of levels, planning and reviewing own teaching approaches, developing programme proposals,
supervision, marking and examining. You will ensure that your teaching practice is informed by discipline based research, through participating in the research culture of the School.
Lead activities in the Department/ School and represent the School on College/ University committees or working groups. Where appropriate to the discipline, this is likely to include some but not all of the responsibilities listed below.
• making an important contribution to the development and running of the Department or School, for example, leading activity on teaching assessment;
• leading a successful international engagement at School or College level;
• developing and managing staff and resources in support of major teaching activities
• making important contributions to the development of the Department’s (and the University’s) learning and teaching strategy
• contributing significantly to the development and delivery of knowledge transfer, enterprise, business engagement and public engagement activities with sustained high value impact of manifest benefit to the College and the University in a teaching/education context;
• develops and implements a culture (including policies and procedures) that promotes Equality and values diversity and inclusion
• leading, serving on and assisting the work of committees and task and finish groups beyond School/Department, e.g., Senate, Council, University Education or Research Committee etc.;
• leading external committees, e.g., those associated with public/professional bodies or delivery of activities for an external body at an appropriate level, e.g., chairing sub committees associated with large elements of work;
• leading/project managing a team to devise and implement a new and/or revised process (e.g. new programme or a recruitment drive);
• making a sustained contribution to widening participation, schools outreach and/or public understanding of the discipline;.
• contributing to administrative activities within the University (e.g. appeals panels, working groups).
• identifying wellbeing issues within the School/College/University and developing appropriate solutions to address these;
• taking collective ownership of challenges faced by the School or College and working with colleagues to develop solutions;
• mentoring and coaching of colleagues, particularly those in the early stages of their career.
• Demonstrated excellence in Learning and Teaching, and Management and administration.
• This is a clinical academic post and as such the postholder should be a practising GP (MBChB, MRCGP/FRCGP) and be fully registered with a licence to practise with the GMC and participate in clinical appraisal and revalidation. It would be desirable for the post holder to have a postgraduate qualification in Education e.g. PGCert or higher qualification.
Learning and teaching requirements
An excellent teaching profile and performance in terms of both impact and quality. Teaching quality demonstrated to be informed by an appropriate level of scholarship.
Evidence of success under the following headings.
• High national reputation for the development of teaching and learning excellence within the discipline
• Successful and sustained use of a range of appropriate teaching methods, and assessment strategies that promote high quality learning, including learning that is flexible, distinctive and current and stimulates learners’ natural curiosity.
• Significant and sustained contribution to one or more of the following: strategic development of new programmes, approaches to learning, the development of learning resources.
• High quality and sustained contributions to fostering excellence in teaching activities more widely, i.e. in the Department/School or College and/or externally.
• Mentoring and expert advice which develops the skills of colleagues in teaching and in fostering learning
• Sustained high value impact knowledge transfer and enterprise that is of manifest benefit to the College and University.
Management and administration-related requirements
Demonstrated significant achievement in management and administration-related activities, which may include leadership of activities/initiatives. Evidence of success under the following headings.
• Successful and sustained performance in significant administrative/managerial role (s) (e.g. exams officer).
• Significant and sustained high quality innovative contributions to the management/administration of the Department/School/College or University.
Successful and sustained contribution to the corporate life of the School/College/University, displaying willingness to contribute actively to committees, collaborative teaching and administrative tasks.
• Actively promotes equality and diversity to internal and external stakeholders.
• Able to use data to identify equality and diversity issues.
• Experience of developing interventions to address equality and diversity issues.
The University is committed to safeguarding and we promote safe recruitment practice, therefore all associated pre-employment checks will be undertaken before any appointment is confirmed. Due to the nature of the work undertaken in this role all successful applicants will be subject to satisfactory DBS clearance prior to appointment.
Further particulars can be found here:http://www.download.bham.ac.uk/vacancies/jd/MDSFPs.pdf
Informal enquiries can be made to Professor Kate Thomas, MBChB Programme Director, email: C.P.THOMAS@BHAM.AC.UK
Valuing excellence, sustaining investment
We value diversity and inclusion at the University of Birmingham and welcome applications from all sections of the community and are open to discussions around all forms of flexible working.