Job Description

Position Details

Birmingham Medical School, School of Medical Sciences, College of Medicine and Health

Location: University of Birmingham, Edgbaston, Birmingham UK

Full time starting salary is normally in the range £71,694 to £113,761

Grade: Clinical

Part Time, 0.2 FTE

Fixed Term contract up to September 2029

Closing date: 27th July 2026

Background

In the UK there is increasing pressure on General Practices to provide improved patient access and thus their focus has been drawn to service provision. One consequence of this has been the reduced capacity of some practices to prove undergraduate teaching due to a lack of the time and physical space to accommodate students.

To provide medical students with sufficient exposure to General Practice (GP) Birmingham Medical School is redesigning its methods of teaching delivery. We are creating opportunities for students to engage with topics directly related to healthcare provision in the General Practice that can be delivered in the University rather than in the practice setting.

The senior clinical tutor (SCT) role has been created to provide teaching and supervision to undergraduate MBChB students within own subject area and within the MBChB programme. The SCTs will be supervised by the Associate Clinical Professors from the General Practice team, who hold ultimate responsibility for the design, delivery and assessment of the teaching programme.

For this role, the postholder must be available on Fridays in the Academic Year 2026-27 to deliver teaching on-site at the campus of the University of Birmingham. Future work schedules may be subject to change.

• The focus of the role is the development and facilitation of small group teaching sessions for General Practice Clinical Teaching Days, which are based on Campus at the University of Birmingham. Clinical Tutors will primarily be involved in the delivery of the year 3 course within the MBChB programme on a wide range of clinical subjects applicable to General Practice.
• The role also involves collecting, reviewing and creating action plans in response to student feedback.
• Other tasks may include taking part in clinical assessments (both as OSCE/CPSA examiner and marking written submissions), facilitating clinical communications sessions, writing assessment materials, organising teaching sessions.

Main Duties

Under guidance from the academic supervisors who have the ultimate responsibility for the design, delivery and assessment of the module or teaching programme:

• Contribute to the design of modules with other colleagues including the development of on-line and face to face learning materials.
• Teach courses across the undergraduate medical curriculum, predominantly through lectures and small group teaching, so that the programme’s teaching objectives are met.
• Plan and prepare own teaching, including guidance notes and handouts in accordance with the established objectives of the teaching programme.
• Undertake, under guidance initially, examining in CPSA examinations, invigilating AKT examinations, marking written submissions and taking part in simulated CPSA preparation sessions (which will include providing students with immediate verbal feedback). Contribute, under supervision, to assessments including writing examination questions, organising pilots of new questions, taking part in standard setting.
• Contribute to the development and delivery of faculty development training sessions for clinical and non-clinical staff contributing to the MB ChB programme.
• Undertake administration arising from teaching.
• Undertake personal professional development in medical education, including self-reflection on own teaching, using student and peer review feedback, to enhance own teaching and learning processes and scholarship activities.
• Engage in continuing professional development which aligns with the needs of the programme and maintains medical knowledge.
• Contribute to public engagement activities of manifest benefit to the College and the University, often under supervision of a project leader.
• Promote equality and diversity values, acting as a role model and fostering an inclusive working culture.

Person Specification

Essential

• Primary Medical Qualification (MB ChB, MBBS or equivalent) and MRCGP
• Clinical experience as a General Practitioner
• Evidence of achievement of Foundation competencies in line with GMC standards/Good Medical Practice (or equivalent)
• Ability to teach in an undergraduate medicine context
• A knowledge of the GMC Outcomes for Doctors and the principles of the Medical Licensing Assessment
• Good organisational skills including the capacity to manage time and prioritise workload, balance important and urgent demands, as well as follow instructions.
• Excellent communication skills
• Ability to establish good relations with colleagues
• Ability to use IT for teaching
• Willingness to learn and contribute to broader management/administration processes
• Willingness to undertake Postgraduate Qualification in Education, if not already held
• Willingness to undertake professional development, relevant to the educational and medical components of the programme.
• Hold and maintain GMC registration.
• Knowledge of the protected characteristics of the Equality Act 2010, and how to actively ensure in day-to-day activity in own area, that those with protected characteristics are treated equally and fairly.

Desirable

• Experience of creating learning materials for use by medical students
• Experience of running and developing scenarios for use in simulation
• Knowledge of web-based learning design

OH&DBS required

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 a satisfactory Occupational Health and DBS clearance prior to appointment.

Further particulars can be found here

Informal enquiries to Tania Feghali, email: t.feghali@bham.ac.uk

Use of AI in applications: We want to understand your genuine interest in the role and for the written elements of your application to accurately reflect your own communication style. Applications that rely too heavily on AI tools can appear generic and lack the detail we need to assess your skills and experience. Such applications will unlikely be progressed to interview.

We believe there is no such thing as a 'typical' member of University of Birmingham staff and that diversity in its many forms is a strength that underpins the exchange of ideas, innovation and debate at the heart of University life. We are committed to proactively addressing the barriers experienced by some groups in our community and are proud to hold Athena SWAN, Race Equality Charter and Disability Confident accreditations. We have an Equality Diversity and Inclusion Centre that focuses on continuously improving the University as a fair and inclusive place to work where everyone has the opportunity to succeed. We are also committed to sustainability, which is a key part of our strategy. You can find out more about our work to create a fairer university for everyoneon our website