Skip to main content

Advertisement for Academic Leadership Positions – Three Course Leader Roles

On behalf of Susan English, Director of Education Management
Academic Leadership Positions – Three Course Leader roles – First Responder (BLS), Reproduction, Development and Aging, and Genetics

Dear colleagues

I am writing to inform you of three Course Leader vacancies for which we are inviting applications.  These are new roles and the successful applicants will be responsible for providing the academic leadership for the relevant course. S/he will ensure that the course is current and valid, and that the design, content and delivery of the curriculum meet the overall aims of the year; also that the assessment is of high quality and aligns to the stated learning outcomes. This will involve working with course teachers to ensure high quality teaching.  The time commitment for these roles is not onerous, and this is an opportunity for clinicians and scientists with an interest in education to take on a leadership role and contribute to the exciting improvements we are making.


Course Leader – First Responder – Years 1-3

The First Responder, Basic Life Support Course will consist of 3 practical sessions across the first 3 years of the MBBS course within the Foundations of Clinical Practice Theme; these sessions have been trialled in all 3 years. 
This is an exciting opportunity for someone with a strong interest in teaching and practical experience of Basic Life Support to contribute to the training of our students in this important area.



Course Leader - Reproduction, Development and Ageing

The Reproduction, Development and Ageing Course currently consists of 13 lectures and 6 hours of directed discussions, and comprises one of the 8 integrated courses within the Life Cycle & Regulatory Systems Theme taught in the Spring Term of Year 2. The content of RDA course differs from many other early year courses because it is integrated across specialities. With an emphasis on primary care and community based medicine this course provides a powerful link for students moving to their clinical attachments in Year 3.
This is an exciting opportunity for an individual with a strong interest in teaching to become engaged in curriculum development and course design for the School of Medicine, working in a multidisciplinary environment.



Course Leader – Genetics – Year 1

The Genetics Course currently consists of 7 lectures and a computer-based practical, and comprises one of the 8 integrated courses within the Molecules, Cells and Disease Theme taught in the Autumn Term of Year 1. Genetics and genetic techniques are becoming increasingly important in modern medicine, and this course aims to provide a solid foundation for students to build on.
This is an exciting opportunity for an individual with a strong interest in teaching to become engaged in curriculum development and course design for the School of Medicine, working in a multidisciplinary environment.


For an informal discussion about the roles, please contact Professor Mary Morrell, Head of Years 1 and 2: m.morrell@imperial.ac.uk

Applications should take the form of a CV and covering letter outlining the skills and experience you would bring to the relevant role and should be sent to me by email (s.english@imperial.ac.uk)) by 12 noon on Monday 25th July. 

Kind regards
Susan

Susan English

Director of Education Management

Comments

Popular posts from this blog

Brief physical activity guidance for older adults in isolation

Resources on brief physical activity guidance for older adults in isolation for patients and clinicians Giving Older Adults Brief Physical Activity Advice. Given current clinical pressures, clinicians dealing with older adults will likely have limited time, and this adapted 3As model may provide a possible structure to clinician’s advice. Ask: Permission to discuss physical activity as something that could make a difference to health and wellbeing Advise /Explain/Explore: Ask how they physical activity levels have changed and what they could do to increase it?  Agree: A plan considering what they will do, how they will do it. Try to ensure that it includes some cardiovascular, muscle and bone strengthening activities including resistance exercises, balance and co-ordination elements to the plan. Cardiovascular : Ideally the individual should be slightly out of breath when performing the activity. Aim to build to 150 minutes

Family Medicine Residency Training Program in Saudi Arabia

Dr Ahmed Al-Mujil is a Family Medicine Doctor from Saudia Arabia on a one year attachment to the Academic Dept of Primary care at Imperial.   In this blog he gives us a unique insight into Family Medicine training in Saudia Arabia. The Family Medicine Residency Training Program in Saudi Arabia was established in 1994, at which time the first edition of the curriculum was written. Since then, Family Medicine and medical education have undergone significant changes. The curriculum was revised many times, until recent adoption of the Canadian Medical Education Directive for Specialists- CanMeds competencies framework in which the “competent physician” seamlessly integrates the competencies of all seven CanMEDS Roles. (Medical expert, Collaborator, Communicator , Leader , Health Advocate, Scholar and Professional). The duration of training in Family Medicine is four years starting from the first of October every year. All trainees must go through the rotations in their training m

Leveraging Community Assets to Tackle Social Isolation and Loneliness

Leveraging Community Assets to Tackle Social Isolation and Loneliness: A Needs Assessment of the London Borough of Hammersmith & Fulham Executive Summary Dissertation by: Mr Hao Yang Pang, Master of Public Health (MPH) Co-Supervisors: Drs Marize Bakhet & Shamini Gnani Supervisor & Principal Investigator: Dr Austen El-Osta (ICREC #19IC5385) This study is an investigation of factors that influence the routine adoption & diffusion of evidence-based asset-based community development (ABCD) initiatives to tackle social isolation & loneliness (using LBH&F as a case study)  INTRODUCTION ·        Social isolation may affect people of all ages, but it does not equate to loneliness and vice versa. Although acknowledged to be different concepts, social isolation and loneliness (SI&L) are often considered together. ·        SI&L is a rising problem in society and has negative impacts to individual