Postgraduate Certificate (PGCert) in Surgical Education
Currently Open for Applications for Entry in the Academic Year 2026/2027.
Overview of the Programme
The Postgraduate Certificate (PGCert) in Surgical Education is aimed at surgical trainees of all surgical specialities and levels (CST1 – ST8) who are involved in, or intend to be involved in, the education of junior surgical colleagues. It is heavily focused on the learner’s surgical educational practice, entwining theoretical knowledge in the field of education with practical ability in surgery to enhance the learner’s aptitude as a surgical educator.
The flexible approach of this part-time programme allows learners to complete the modules alongside clinical commitments. The programme is primarily delivered online through individual tasks, small group work, discussion boards, and interactive webinars, all of which are facilitated by surgical educationalists. Learners are also required to demonstrate the way in which they teach content related to surgery such as surgical anatomy, surgical skills, clinical examination, and communication skills. Their performance will be assessed and will contribute to their overall outcome for the programme.*
This is a competitive programme, with only 15 places available each academic year. These places are awarded to a carefully selected group of high-performing surgical trainees. Offers are made on the basis of demonstrated academic excellence, strong performance at interview, and clear evidence of the personal attributes and professional values required to thrive in a fast-paced academic environment. Successful applicants will demonstrate a genuine commitment to surgical education and a sincere interest in teaching and developing as a surgical educator.
The PGCert in Surgical Education is offered by Doctors Academy Group of Educational Establishments. It relies on a multidisciplinary approach which, essential to both surgery and education, enables the expertise of academics and professionals in different fields to collaborate to provide a relevant and valuable programme that will enhance the skills of surgical trainees and, ultimately, positively impact patient care.
If you have any queries about the PGCert in Surgical Education, please email us at pgcert@doctorsacademy.org.uk. We would, however, advise that you first read this page in its entirety since it is possible that the information you require is available here.
*Learners will be given the opportunity to complete this element of the programme by teaching in suitable courses held at the College of Physicians and Surgeons of Cardiff, Cardiff. Those who reside outside the UK will be given an alternative manner through which they can demonstrate their teaching in various aspects of surgical education. This will be discussed and agreed with the programme director.
Modules
The PGCert in Surgical Education comprises 8 modules, each of which is assessed by a formative or summative assessment. The assessments will take the form of written reflections, academic posters, blueprints of surgical courses and resources, and observations of teaching.
The modules of which this programme is comprised are:
Module 1: The History and Evolution of Surgical Education and Training
Module 2: Theoretical Frameworks in Surgical Education
Module 3: Teaching Basic and Surgical Anatomy
Module 4: Teaching Surgical Skills and Non-Operative Technical Skills
Module 5: Teaching Clinical Examination in Surgery and Patient-Centred Communication Skills
Module 6: Planning Surgical Courses, Workshops and Teaching Sessions
Module 7: Assessing Surgical Trainees
Module 8: Providing Objective and Constructive Feedback in Surgical Education and Training
Learning Outcomes
Module 1
By the end of this module, the learner will be able to:
apply knowledge of the history of surgical education and training to consider his/her practice as a surgical educator.
use models of reflective practice to enhance his/her practice as a surgical educator.
reflect on the teaching sessions that he/she delivers in a structured manner, critically evaluate them, and plan steps to improve future sessions.
Module 2
By the end of this module, the learner will be able to:
provide an overview of the most common theories of learning.
use key principles of learning theories to design and deliver effective teaching sessions.
use frameworks of technical skills development to design and deliver effective teaching sessions.
Module 3
By the end of this module, the learner will be able to:
confidently use cadaveric prosections, osteology, anatomical images, and anatomical drawings to teach basic and surgical anatomy.
explain important basic and surgical anatomical concepts with and without visual aids.
apply key theoretical principles to deliver effective teaching in basic and surgical anatomy.
Module 4
By the end of this module, the learner will be able to:
demonstrate an ability to teach core components of surgical skills and non-operative technical skills.
appreciate the intricacies of teaching practical skills to students who possess different degrees of competency.
guide students to unlearn negative habits that impede their ability to proficiently perform technical and non-technical skills.
apply key theoretical principles to deliver effective teaching in surgical skills and non-operative technical skills.
Module 5
By the end of this module, the learner will be able to:
demonstrate an ability to teach core components of clinical examination skills in surgery and patient-centred communication skills.
provide students with structured approaches through which to perform clinical examinations in surgery and communicate with patients.
apply key theoretical principles to deliver effective teaching in clinical examination in surgery and patient-centred communication skills.
Module 6
By the end of this module, the learner will be able to:
plan surgical educational events that are underpinned with core components relevant to surgical education, selecting appropriate teaching, feedback and assessment strategies.
discuss important theoretical principles that facilitate effective educative design.
demonstrate a critical awareness of the principles of course design.
Module 7
By the end of this module, the learner will be able to:
critically reflect upon the quality of different surgical assessment designs and advocate for reasonable measures of improvement.
evaluate the impact of various surgical assessments on learning and teaching.
summarise the technical and statistical analysis of surgical assessment data.
Module 8
By the end of this module, the learner will be able to:
explain the importance of providing learners with objective and constructive feedback.
use frameworks to structure the feedback he/she delivers to his/her learners whilst considering aspects that will enable and prevent the delivery of effective feedback.
provide objective and constructive feedback to learners in a structured and effective manner.
Entry Requirements
I. Academic Ability
Undergraduate Medical Degree
Applicants must hold a first-class or upper second-class (or equivalent) undergraduate degree in Medicine. The applicant’s undergraduate degree in Medicine may be awarded by any Medical School in the world.
Postgraduate Examination
Applicants must have passed the first part of a relevant postgraduate examination such as the Membership of the Royal College of Surgeons (MRCS) Part A or the Membership of the Royal College of Obstetrics and Gynaecology (MRCOG) Part 1. International postgraduate examinations (outside the UK) are accepted.
Proficiency in the English Language
If the applicant’s first language is not English, he/she will need to provide evidence that he/she has achieved the minimum required score in the IELTS (Academic) or the OET. The minimum overall score for the IELTS (Academic) is 7.5, and applicants must have achieved a minimum score of 7.0 in each component (listening; reading; writing; speaking). Applicants who have taken the OET must have achieved a minimum score of 350 in each of the four sub-tests (listening; reading; writing; speaking).
Ability to Undertake Part-Time Study
Applicants will need to demonstrate the ability to undertake part-time study. This will be evidenced in the applicant’s Statement of Purpose and supported by the written reference(s).
II. References
Applicants are required to provide the names and contact details of two references: one academic and one professional. The referees will be contacted and requested to provide a written reference. Please be advised that the application cannot progress until the references have been received, and applicants are therefore advised to select referees who will be able to provide a timely reference.
An applicant’s references will validate his/her academic ability, interest in and enthusiasm for surgical education, current and/or prospective involvement in surgical education, and ability to complete a part-time postgraduate programme alongside clinical commitments.
III. Supporting Documents
An applicant will need to upload the following supporting documents with his/her application:
The transcripts from his/her undergraduate degree in Medicine and any other university-level qualifications that he/she has achieved. The official document(s) issued by the awarding university should be uploaded. If the transcript is not in English, a certified translation must also be provided.
An academic CV that highlights his/her academic achievements and relevant professional experience. This must be provided as a Word document or a PDF.
A Statement of Purpose which illustrates his/her enthusiasm for surgical education, his/her current and/or prospective involvement in surgical education, and the reasons for which he/she wishes to enrol in this programme. The Statement of Purpose should not exceed two sides of A4 (1.5 spacing). It must be provided as a Word document or a PDF.
Guidance for Applicants
Your Statement of Purpose will prove crucial in helping us to determine if this PGCert in Surgical Education is appropriate for you. We will assess it for:
your commitment to surgical education (at present and beyond this programme).
your current involvement in surgical education.
the reasons for which you wish to complete this programme.
the reasons for which you believe you are suited to this programme.
your ability to write coherently in English.
your propensity to undertake part-time study alongside your clinical commitments.
your ability to engage in learning and thrive in an online environment.
IV. Interview
As part of the admissions process, an applicant will be invited to interview if his/her written application is strong and he/she meets the selection criteria. The interview will be held via Zoom, and the panel will consist of experienced surgical educationalists and consultant surgeons who will assess the applicant’s suitability to the programme. Applicants will be informed by email if they have been invited to interview as soon as the application has been reviewed.
Important Dates
1st January 2026 (0900 hours GMT). Applications for entry in the academic year 2026/2027 open.
31st August 2026 (2000 hours BST) Applications for entry in the academic year 2026/2027 close.
5th October 2026 (0900 hours BST)
Programme starts.
Fees for Academic Year 2026/2027
The fee for the PGCert in Surgical Education for the academic year 2026/2027 is £2,895. The same fee applies for ‘Home Students’ (i.e., those whose permanent residence is in the UK) and for International Students (i.e., those whose permanent residence is outside the UK).
The fee can either be paid in full before the start of the programme, or it can be paid in four equal instalments of £723.75. The dates of each instalment are:
Instalment 1: 1st October 2026 Instalment 2: 1st December 2026 Instalment 3: 1st March 2027 Instalment 4: 1st June 2027
The fee must be paid in full by 1st June 2027.
Please note that, as part of this programme, you are required to attend sessions at the College of Physicians and Surgeons of Cardiff, Cardiff. You may incur additional travel and accommodation expenses for this, and these are not covered within the programme fee.
Frequently Asked Questions (FAQs)
For whom is the PGCert in Surgical Education suitable?
The PGCert in Surgical Education is intended for surgical trainees from CST1 to ST8 across all specialties who are currently involved in teaching or who anticipate taking on educational responsibilities in the near future. Surgical trainees are often expected to teach medical students, junior surgeons, and members of the multidisciplinary team. This programme supports that expectation by providing structured knowledge and practical application of educational methodology. Applicants must demonstrate a clear commitment to surgical education during the admissions process since this ensures that those enrolled on the programme are motivated to fully engage with its academic and practical components.
Is this programme suitable for trainees at different stages of training?
Yes. The programme is designed to support learners at varying stages of surgical training. Early-stage trainees benefit from developing structured teaching approaches at the outset of their careers, while more senior trainees consolidate existing experience and refine their educational practice. Testimonials from previous participants suggest that trainees across all levels gain confidence and clarity in their teaching roles through the programme.
How much time will I need to dedicate to the programme?
Learners typically dedicate between two and four hours per week to the programme. This includes reviewing academic materials, attending webinars and completing assignments. Additional time may be required when participating in teaching activities. The programme is designed to be manageable alongside clinical commitments, but sustained engagement is essential for successful completion.
How will I be supported during the programme?
Each learner is assigned a tutor who provides guidance throughout the programme. This includes scheduled virtual meetings and ongoing communication via email. Academic tutors also offer support within individual modules. Participants frequently note that this structured support enhances their ability to integrate educational development with clinical responsibilities.
Will I need to attend face-to-face sessions?
Learners are required to attend one face-to-face session at the Doctors Academy Institute in Cardiff Bay towards the end of the academic year. Aside from interactive discussions and structured teaching, this session summatively assesses their academic and teaching skills, which contributes to the overall programme outcome.
Will the programme make me a more confident educator?
Participants often report increased confidence in delivering structured teaching sessions. Through exposure to the practical application of educational theory, learners develop the ability to teach complex topics clearly and effectively. Testimonials indicate that this confidence extends beyond teaching and contributes to improved communication within clinical teams.
Does the programme only focus on theory?
No. While knowledge of relevant educational theory is important, the programme simultaneously emphasises a practical ability to teach. Learners are, therefore, taught to apply educational principles directly to clinical teaching environments. This approach ensures that learning is relevant and immediately transferable to real-world settings.
Will I gain skills beyond teaching?
Yes. In addition to skills in teaching, learners develop competence in core areas of surgical education such as course design, assessment design, and feedback delivery. These skills are essential for those who wish to take on educational leadership roles in the future.
Can the programme help me with career progression?
Many participants feel better equipped to undertake leadership roles in surgical education after completing the programme. Testimonials frequently highlight increased readiness to contribute to curriculum development and training initiatives.
Will I learn how to design a course?
Yes. Learners gain experience in structuring teaching programmes, defining learning outcomes, and aligning teaching with assessment. These skills are directly applicable to roles in educational leadership.
Will I gain practical experience in teaching?
Yes. A central strength of the programme is its emphasis on practical teaching within authentic environments. Learners are not confined to theoretical study. Rather, they must actively participate in delivering teaching sessions to surgical residents. This includes involvement in recognised national courses where trainees are preparing for high-stakes assessments. Through exposure to these environments, learners develop confidence in structuring teaching sessions, responding to the needs of learners, and managing dynamics within groups. This experiential approach ensures that educational competence develops through real-world practice rather than simulation alone.
Does the programme enhance feedback skills?
Yes. Providing effective feedback is a core responsibility of surgical educators, yet many clinicians receive little formal preparation in this area. The programme introduces structured approaches to feedback that are objective, constructive, and supportive of learner development. Participants learn how to identify strengths, address areas for improvement, and communicate observations in a manner that promotes reflection rather than defensiveness. Testimonials frequently indicate that this aspect of the programme improves not only teaching interactions but also supervisory relationships within clinical practice.
Will I learn to work in educational teams?
Yes. This is an important aspect of the programme since contemporary surgical education rarely occurs in isolation; teaching is often delivered collaboratively within multidisciplinary settings. The programme incorporates opportunities for peer engagement through discussion forums and group-based activities. This encourages learners to exchange perspectives and appreciate diverse approaches to teaching. Participants develop an understanding of how educational teams function and how collective responsibility contributes to learner development. Such collaboration is essential for those who may later assume leadership roles in educational programmes.
Can I enrol in the programme if I am not based in the UK ?
Yes. The programme is accessible to international learners based outside the United Kingdom. Where travel to Cardiff is not feasible, alternative arrangements may be agreed in advance to allow demonstration of teaching competence within local institutions. These arrangements ensure that international participants can engage meaningfully with the programme while maintaining consistent academic standards. This flexibility allows learners from diverse healthcare systems to benefit from the structured approach to surgical education offered by the programme.
Are you able to support visa applications?
If an individual is offered a place on the programme, a confirmation letter can be provided to support a visa application where necessary. However, the programme does not sponsor student visas. Applicants should ensure that they hold appropriate permissions for travel where required. Our Administrative Team may be able to provide guidance regarding documentation, but we are unable to act as a sponsoring body.
How will I be assessed?
The programme assesses learners’ theoretical understanding and practical teaching competence. Learners undertake summative tasks such as developing a curriculum blueprint, creating educational resources, and reflecting on their teaching practice. They will also be observed teaching since this allows faculty to evaluate their practical ability within real settings. This multidimensional framework ensures that learners are assessed across the full spectrum of educational responsibilities expected of surgical trainers.
How will my assignments be graded?
All assignments are graded with structured criteria that assess depth of knowledge, application of educational principles, and clarity of presentation. This ensures that marking is consistent and aligned with expectations of study at a postgraduate level. The criteria allow differentiation between levels of performance and provides clear feedback to guide improvement. Learners often find that this structured evaluation enhances their understanding of educational standards.
What happens if I fail an assignment?
Learners who do not achieve a pass in an assignment are permitted one opportunity to resubmit their work. This enables them to address identified weaknesses and demonstrate improved understanding. The resubmission process encourages reflection and supports academic development whilst maintaining programme standards.
Does the programme support the development of leadership skills?
Yes. Many learners report that the programme strengthens their confidence in taking on leadership roles within educational settings. By developing competence in course design, assessment design, and feedback delivery, learners are better prepared to contribute to the organisation and governance of training initiatives. Testimonials frequently highlight increased readiness to lead teaching sessions and participate in curriculum development.
Does the programme support evidence-based teaching?
Yes. Learners are introduced to established educational frameworks and encouraged to align their teaching practice with recognised principles of adult learning. This ensures that instructional methods are not solely based on personal experience but are informed by educational scholarship. Such an approach enhances credibility and effectiveness within training environments.
Will I be able to design assessments?
Yes. Learners gain experience in developing structured assessment tools that align with defined learning outcomes. They, therefore, learn how to evaluate performance in a fair and consistent manner. The ability to design assessments is essential for those who supervise trainees and contributes to the maintenance of standards within surgical education.
Can this programme influence my long-term career direction?
Many learners find that engagement with the programme stimulates interest in educational leadership roles and academic roles. The structured approach to teaching encourages reflection on professional identity and may open pathways towards further involvement in curriculum design or faculty development initiatives. Testimonials often indicate that learners feel more prepared to contribute to the future of surgical training after having completed the programme.
Will I gain confidence in teaching diverse learners?
Yes. Surgical trainees encounter learners with varied levels of experience and different learning needs. The programme equips learners with strategies to adapt teaching accordingly. This includes recognising individual differences and tailoring instruction to promote understanding. Learners frequently report increased confidence in engaging with individuals across a range of training stages.
Who should I contact for further information?
For enquiries, please contact:
pgcert@doctorsacademy.org.uk (+44) 2920 616765
Faculty
Mr Rajive Jose
MBBS, MS (Gen Surg), MCh (Plast Surg), FRCS (Ed), FRCS (Plast)
Consultant Hand Surgeon
Queen Elizabeth Hospital, Birmingham and Royal Orthopaedic Hospital, Birmingham
Miss Clare Carpenter
BSc, MB BCh, MRCS (Eng), FRCS (T&O)
Consultant Paediatric Orthopaedic Surgeon
University Hospital of Wales, Cardiff
Professor Stuart Enoch
MBBS, MRCS (Edin), MRCS (Eng), PhD
Professor in Higher Surgical Education
Programme Director of PGCert in Surgical Education
Doctors Academy Group
Mr Yogesh Nathdwarawala
MBBS, MS (Orth), MSc, FRCS (T&O)
Consultant Trauma and Orthopaedic Surgeon
The Grange University Hospital, Cwmbran
Miss Leila Touil
BSc, MB ChB, PGCert, MRes, MRCS, FRCS (Plast)
Consultant Reconstructive Face and Neck Surgeon
Leeds Teaching Hospitals NHS Trust
Miss Yan Mei Goh
MB ChB, MRCS, PG Dip (Clinical Education), PhD, FRCS (Gen Surg)
Senior Clinical Fellow in Upper GI Surgery
Liverpool University Hospitals NHS Foundation Trust
Dr Gurbilas Plato Singh
MBBS, MRCP(UK), FRCP (London)
Consultant (Locum) Gastroenterologist
Queen Elizabeth Hospital, King's Lynn
Testimonials
Mr Vishesh Khanna
MCh (Hip and Knee), MRCS, DNB Ortho, MNAMS, Dip SICOT, PGCert (Surg Ed)
ST4 in Trauma and Orthopaedic Surgery
Mersey Deanery PGCert in Surgical Education 2024
“The PG Cert in Surgical Education from Doctors Academy has provided me with valuable lessons, training and practice on surgical teaching which I am able to implement on an immediate basis. Coming into the program whilst being in speciality training has also laid my foundations on how to teach effectively. Whilst other programs have taught medical education skills, this programme has mentored us in imparting surgical skills which is very unique in itself.
Having completed all modules of this programme successfully, I feel more confident in my abilities as a tutor. From the point where learning theories were discussed in detail, I have been able to understand myself better by knowing my potential as a trainer. I have started looking at surgical education with a broader vision rather than a see one and do one approach.
In the current world where high competition ratios are encountered whilst applying for surgical specialities, such a course is vital for trainers and trainees to understand the surgical learning process and the science behind it. I have also been able to understand my trainers better which makes the precious surgical training opportunity more valuable and memorable.
Not only have I imbibed teaching skills, I have also been mentored and coached on handling challenging scenarios, preparing single-best-answer questions, providing effective feedback, interpreting feedback, conducting effective work-based assessments and effectively participating as a team member.
I will carry this forward into my subsequent ventures and I have already planned 2 teaching programs in the upcoming months applying the same principles that I have learnt from this course.”
Miss Amenah Galo
MBChB, MRCS, PGCert (Surg Ed)
ST3 in Plastic Surgery
Yorkshire and the Humber PGCert in Surgical Education 2024
“This postgraduate certification consolidated my teaching abilities in surgical education. I am now more confident teaching core surgical trainees, from delivering practical sessions and giving constructive feedback to observing teaching by other faculty.
It has added real value to my future career through being able to improve and consolidate my teaching style as a surgical trainer.”
Mr Jehan Zaib
MBBS, MRCS, FRCS (Tr&Orth), PGCert (Surg Ed)
Consultant Orthopaedic Surgeon
Hywel Dda University Health Board, West Wales PGCert in Surgical Education 2024
“This has been a very useful experience. I got from it what I expected. It covered aspects like curriculum and MCQ development which I really liked. Assessment development was also a good project. The programme, even though it was online, made us work in teams which was really enjoyable. It helped us to become involved practically with teaching, which was also a good experience.
This programme has made me more confident in teaching and giving feedback. Using the knowledge I received, I’ll try to develop courses of my own in the near future. I've become more confident now in giving feedback, making MCQs and structuring courses.”
Mr Chamath Abeykoon
MBBS, MD, MRCS(Eng), FRCS T&O, FEBOT, PGCert (Med Ed), PGCert (Surg Ed)
Senior Clinical Fellow in Trauma and Orthopaedic Surgery
Aneurin Bevan University Health Board, Newport PGCert in Surgical Education 2025
"This programme has been immensely valuable to me both in the immediate and long-term context of my surgical career. In the short term, it has provided me with a structured framework and evidence-based principles for designing and delivering high-quality surgical teaching sessions. I now approach each teaching encounter with a more defined educational strategy, ensuring that my sessions are learner-centred, outcome-driven, and aligned with recognised educational theories and models. This has already improved the clarity, effectiveness, and impact of my teaching for foundation doctors, core trainees, and early-year registrars.
In the long term, the programme will significantly strengthen my academic and leadership portfolio. It has given me the tools and confidence to take on more formal roles in surgical education, curriculum development, and simulation-based training. I believe these skills will be invaluable as I progress towards senior training and consultant roles, where educational leadership plays an increasingly important part in shaping future generations of surgeons. Additionally, the qualification enhances my academic credibility and opens doors for involvement in teaching programmes, faculty roles in national courses, and potential higher qualifications in surgical education.
After completing this programme, my confidence in teaching has increased significantly. Previously, much of my teaching was based on personal experience and intuition. Now, I am able to integrate structured educational principles such as constructive alignment, Miller’s pyramid, Bloom’s taxonomy, and the Dreyfus model of skill acquisition into my daily teaching practice.
I feel much more equipped to adapt my teaching style to suit different levels of learners, from early core trainees who need step-by-step guidance to more senior registrars who benefit from higher-level discussions and reflective practice. I am also more confident in delivering structured feedback, facilitating small group teaching, designing OSCE stations, and assessing learners effectively and fairly. Overall, I feel empowered not just to teach, but to teach with purpose, structure, and impact."
Dr Dhruv Mehta
MBChB, BMedSc, PGCert (Surg Ed)
Clinical Fellow in ENT Surgery
University Hospitals Bristol and Weston NHS Foundation Trust PGCert in Surgical Education 2025
"I have gained knowledge and application of learning theories and styles that has vastly improved my teaching practice and given me a strong foundation upon which to expand my teaching beyond one-off sessions into structured programmes and courses. I feel far more confident with the theory and practice gained from this course backing up my teaching methods and style."
Academic Governance, Regulatory Compliance, and Quality Assurance Statute
Executive Summary
This document establishes the governance framework for the Postgraduate Certificate in Surgical Education, setting out the structures, policies, and processes through which the programme is designed, delivered, assessed, and continuously improved. It provides a formal description of how academic standards are maintained, how educational quality is assured, and how oversight is exercised across all aspects of the programme.
The Postgraduate Certificate in Surgical Education is delivered under the governance of the Doctors Academy Group of Educational Establishments and within the corporate framework of the IndoBritish Academy of Science and Technology, a company incorporated in England and Wales. As part of the organisation’s structured postgraduate academic portfolio, the programme reflects a commitment to the advancement of standards in surgical training through rigorous and thoughtfully designed educational provision. The programme operates on a non-profit basis, with fees supporting educational delivery, faculty engagement, digital learning infrastructure, assessment processes, and programme administration.
The governance framework outlined in this document defines the institutional and programme-level arrangements that ensure effective academic oversight. It describes the roles and responsibilities of the committees and academic bodies who supervise the programme, including the Programme Committee, Assessment Board, Academic Committee, and Educational Board. Together, these structures provide a system of accountability through which curriculum design, teaching delivery, and assessment decisions are monitored and reviewed.
Assessment within the Postgraduate Certificate in Surgical Education is designed to evaluate both theoretical understanding and practical teaching competence. This Governance Framework incorporates a range of assessment methods, including written assignments, resource design exercises, reflective tasks, and observed teaching. A structured marking framework and formal Assessment Board ensure that assessment processes are fair, transparent, and consistent with postgraduate academic expectations.
Quality assurance forms a central component of the Governance Framework. The programme employs multiple mechanisms to monitor and enhance educational quality, including student feedback, faculty review, programme monitoring, and periodic curriculum evaluation. These processes support the continuous development of the programme while ensuring that it remains responsive to developments in surgical training and educational practice.
The document also establishes procedures relating to academic integrity, reassessment, learner support, and appeals. Clear processes to address exceptional circumstances and academic misconduct are defined, ensuring that academic decisions are made fairly and consistently.
The Governance Framework itself is subject to periodic review to ensure that it remains effective and aligned with institutional expectations and developments in postgraduate surgical education. Through these arrangements, the document provides a comprehensive structure for maintaining academic standards and supporting the ongoing enhancement of the Postgraduate Certificate in Surgical Education.
Together, the policies and procedures described in this Governance Framework ensure that the Postgraduate Certificate in Surgical Education operates within a robust system of academic governance, enabling the development of skilled surgical educators who can meaningfully contribute to the advancement of surgical training and, ultimately, to the improvement of patient care.
Academic Standards
Academic Standards Framework
The Postgraduate Certificate in Surgical Education is designed and delivered in accordance with recognised expectations for postgraduate education within the United Kingdom’s higher education sector. The programme aligns with the academic level descriptors set out within the FHEQ, with learning outcomes and assessment standards reflecting the expectations associated with Level 7 postgraduate study.
The programme also takes account of the principles articulated in the UK Quality Code for Higher Education, which provides sector-wide guidance on the maintenance of academic standards and the quality of learning opportunities. These expectations inform the programme’s approach to curriculum design, assessment governance, and quality assurance processes.
Level of the Award
The Postgraduate Certificate in Surgical Education is positioned at Level 7, which reflects the advanced level of knowledge, critical engagement, and independent academic judgement expected of participants.
In accordance with Level 7 expectations, learners are expected to demonstrate the ability to:
critically engage with educational theory and research;
apply advanced conceptual understanding to the teaching of surgical knowledge and skills;
analyse complex educational situations within clinical environments;
exercise independent judgement in educational decision-making; and
reflect critically on their own professional educational practice.
Achievement of these outcomes requires learners to engage with both theoretical scholarship and applied teaching practice within surgical educational contexts.
Maintenance of Academic Standards
Academic standards within the Postgraduate Certificate in Surgical Education are maintained through a structured governance framework which includes:
defined learning outcomes aligned with Level 7 descriptors;
transparent assessment criteria and marking standards;
internal moderation and review of assessment decisions;
oversight by an Assessment Board; and
systematic programme monitoring and review.
These mechanisms ensure that assessment outcomes are consistent, fair, and reflective of the academic level of the award.
External and Institutional Oversight
The Postgraduate Certificate in Surgical Education operates within the institutional governance arrangements of the Doctors Academy Group of Educational Establishments and the IndoBritish Academy of Science and Technology. Oversight mechanisms are designed to ensure that academic standards are maintained and that the programme continues to reflect developments in surgical education and higher education practice.
Through these structures, the programme seeks to maintain a rigorous academic environment which supports the development of capable surgical educators whilst ensuring consistency with recognised expectations for postgraduate academic awards.
Programme Philosophy
Educational Philosophy
The Postgraduate Certificate in Surgical Education is founded on the principle that effective surgical training depends not only on clinical expertise but also on the ability to teach, supervise, and assess learners within complex clinical environments. Surgical trainees frequently assume educational responsibilities, but the skills required to teach effectively are often developed informally. The programme therefore seeks to provide structured preparation for this role.
The educational philosophy of the programme is based on the integration of educational theory with authentic teaching practice. Participants are encouraged to develop a conceptual understanding of how learning occurs while simultaneously applying these principles to real surgical teaching environments. In this way, theoretical knowledge is continuously tested and refined through practical experience.
Learning Through Practice
Teaching within surgery occurs in dynamic and often time-pressured clinical settings. The Postgraduate Certificate in Surgical Education therefore emphasises experiential learning and reflective practice. Participants are expected to engage actively in teaching activities, analyse their performance, and refine their instructional approaches in response to feedback and self-reflection.
This approach recognises that competence in teaching develops progressively through observation, practice, and evaluation. Structured opportunities for observed teaching allow learners to receive feedback from experienced surgical educators and to develop confidence in their instructional skills.
Integration of Educational Scholarship
While practical teaching experience is central to the programme, educational practice is grounded in scholarship. Participants engage with contemporary literature in medical and surgical education in order to understand the theoretical foundations that underpin effective teaching. Through this engagement, they develop the ability to evaluate educational methods critically, select appropriate teaching strategies, and design educational activities that are aligned with clearly defined learning outcomes.
Teaching as a Professional Responsibility
Within surgical training, teaching is regarded as a professional responsibility that contributes to the development of the next generation of surgeons. The Postgraduate Certificate in Surgical Education therefore promotes an understanding of teaching as an integral component of professional practice.
Participants are encouraged to approach teaching with the same degree of preparation, structure, and reflection that is expected in clinical practice. This includes planning teaching sessions carefully, evaluating the performance of learners objectively, and providing constructive feedback that supports development.
Contribution to Surgical Education
By combining theoretical study with practical teaching experience, the Postgraduate Certificate in Surgical Education seeks to cultivate surgeons who are capable of contributing meaningfully to surgical education. Graduates of the programme are expected to possess not only the skills required to teach effectively but also the ability to engage with educational practice in a thoughtful and scholarly manner.
Through the development of competent surgical educators, the Postgraduate Certificate in Surgical Education ultimately aims to support the improvement of training environments and, in doing so, contribute to the advancement of patient care.
Programme Governance Structure
Reporting Structure
The Postgraduate Certificate in Surgical Education reports to:
the Academic Committee.
Doctors Academy Educational Board.
Programme Governance Roles
Role
Responsibilities
Accountability
Programme Director
· Strategic Oversight
· Curriculum Leadership
· External Representation
Academic Committee
Module Leads
· Content Development and Delivery
· Assessment Design
· Student Support
Programme Director
Assessment Lead
· Assessment Governance
· Moderation
· Standard Setting
Programme Director
Quality Lead
· Annual Review
· Risk Monitoring
· Quality Assurance Reporting
Academic Committee
External Examiner
· Independent Oversight of Standards
Educational Board
Programme Administrator
· Operational Coordination
Programme Director
Programme Committee
Terms of Reference: Purpose
The Committee’s purpose is to provide academic oversight, quality assurance, and strategic direction for the Postgraduate Certificate in Surgical Education.
Terms of Reference: Authority
The Committee is authorised by the Educational Board to:
monitor academic standards.
approve minor modifications to the curriculum.
review assessment outcomes.
oversee risk management.
recommend major changes to the Academic Committee.
Terms of Reference: Responsibilities
The Committee shall:
monitor delivery of the programme against approved curriculum.
review student performance data.
consider reports from external examiner.
oversee implementation of action plans.
monitor equality, diversity, and inclusion data.
maintain a programme risk register.
ensure compliance with the organisation’s regulations.
Terms of Reference: Membership
The Programme Committee includes:
Programme Director (Chair)
Module Leads
Assessment Lead
External Examiner (Observer)
Administrative Officer
The Student Representative may also be invited.
Terms of Reference: Quorum
A meeting shall be quorate when the Chair and at least two Module Leads are present.
Terms of Reference: Frequency of Meetings
A minimum of two meetings are held each academic year. Additional extraordinary meetings are conducted as required.
Terms of Reference: Reporting
The minutes and action logs of each meeting shall be submitted to the Educational Board.
Terms of Reference: Review of Terms
These Terms of Reference shall be reviewed every three years.
Curriculum Governance
Curriculum Design Principles
The curriculum is underpinned by:
constructive alignment.
evidence-based medical education.
workplace-based learning.
simulation-based education.
Programme Learning Outcomes
The learning outcomes of the programme are written at Level 7 in accordance with the FHEQ. They reflect the cognitive, analytical, and professional expectations of study at a Master’s level.
Each learning outcome:
demonstrates systematic understanding of educational theory and practice.
requires critical evaluation of contemporary issues in surgical education.
supports originality in the application of educational knowledge within surgical contexts.
promotes autonomous, reflective, and ethically informed professional practice.
The learning outcomes are formally mapped to:
FHEQ Level 7 descriptors.
institutional postgraduate attributes.
recognised professional educator standards.
competencies required of surgical trainers.
A full mapping matrix is provided in Appendix A.
Regulatory and Academic Framework Alignment
The Postgraduate Certificate in Surgical Education has been designed in accordance with Level 7 of the FHEQ. The programme therefore operates at Master’s degree level and reflects the Level 7 qualification descriptors as defined within the UK Quality Code for Higher Education.
This ensures that graduates demonstrate systematic understanding of knowledge, critical awareness of current problems and/or new insights, originality in application, and a comprehensive grasp of research-informed practice in surgical education.
The award comprises 60 credits at Level 7 and conforms to institutional regulations that govern postgraduate taught provision.
Curriculum Review
The Postgraduate Certificate in Surgical Education is subject to systematic review to ensure ongoing academic quality, regulatory compliance, and relevance to contemporary surgical training.
The curriculum review operates at three levels:
Annual Monitoring
Periodic Comprehensive Review
Triggered or Exceptional Review
Annual Programme Review
The curriculum is formally reviewed on an annual basis through the APR process.
The review includes:
analysis of student performance data (pass rates, progression, classification).
review of external examiner reports.
student feedback.
faculty reflections.
equality, diversity, and inclusion data.
resource adequacy (e.g., staffing, digital platforms).
review of assessment validity.
review of alignment with Level 7 FHEQ descriptors.
An Annual Action Plan is developed and approved by the Programme Committee. Progress against actions is reviewed at subsequent meetings.
Periodic Comprehensive Review
The programme undergoes formal periodic review every three years. This review includes:
full curriculum mapping against:
FHEQ Level 7 descriptors.
institutional postgraduate regulations set by Doctors Academy Group of Educational Establishments.
professional educator standards.
surgical trainer competency frameworks.
external academic review.
external examiner longitudinal analysis.
market and workforce analysis.
stakeholder consultation (e.g., Training Programme Directors).
benchmarking against comparable national and international programmes.
The outcomes of the periodic review may include:
curriculum redesign.
module restructure.
credit redistribution.
revision of learning outcomes.
changes to assessment strategy.
Any major modifications require approval from the Educational Board.
Triggered or Exceptional Review
An exceptional curriculum review may be initiated in response to:
professional body representatives (where relevant).
Feedback is gathered through:
structured focus groups.
survey instruments.
consultation workshops.
advisory panel input.
External Benchmarking
The programme benchmarks against:
surgical educator development programmes.
national professional standards.
published scholarship in surgical education.
Quality Enhancement Cycle
The programme’s curriculum review follows a continuous enhancement model of plan, deliver, evaluate, and enhance. This ensures alignment with FHEQ Level 7 standards, professional surgical educator competencies, institutional regulations, and patient safety considerations.
The cycle integrates curriculum design, delivery, assessment, monitoring, and enhancement within a structured governance framework.
Figure 1: Curriculum Governance Cycle for Postgraduate Certificate in Surgical Education
Enhancement initiatives may include:
integration of emerging educational technologies.
strengthening simulation pedagogy.
embedding human factors and patient safety more explicitly.
strengthening interprofessional elements.
Documentation and Reporting
All curriculum review activity is:
documented in Programme Committee minutes.
reported in APR documentation.
logged in the Programme Risk Register (where relevant).
retained for audit and validation purposes.
Assessment Governance
Purpose
Assessment governance ensures that all formative and summative assessments within the Postgraduate Certificate in Surgical Education:
are aligned to the learning outcomes of the programme.
meet FHEQ Level 7 standards.
are valid, reliable, fair, and transparent.
are subject to appropriate internal and external scrutiny.
comply with institutional academic regulations.
Assessment governance safeguards academic integrity and protects the credibility of the award.
Assessment Principles
All assessments within the programme are designed in accordance with the following principles:
ConstructiveAlignment The assessment tasks directly evaluate the achievement of the stated learning outcomes which, themselves, are aligned with the content taught in the programme.
Academic Level All assessments require critical analysis, synthesis, and independent application consistent with Level 7 expectations.
Authenticity The assessments reflect real-world surgical education contexts.
Inclusivity The assessments are designed to ensure accessibility and allow reasonable adjustments where required.
Transparency The marking criteria and rubrics are available to students.
Assessment Design and Approval
All new or amended assessment tasks must be:
reviewed by the Module Lead.
internally peer-reviewed.
approved by the Programme Committee.
made available to the External Examiner for comment.
Each assessment brief must clearly specify:
the word count.
the required format.
the marking criteria.
the submission deadline.
penalties for late submission.
expectations around academic integrity.
Types of Assessment
The programme includes:
blueprints (of assessments and educational events).
creation of educational resources (SBA questions; simulated scenarios).
observation of teaching.
posters.
short commentaries.
written reflections.
The assessments demonstrate:
application to the learner’s own surgical educational context.
evidence-informed practice.
critical evaluation.
Marking and Moderation
Marking
All summative work is marked against criteria.
Markers must be appropriately qualified.
Marking must demonstrate clear feedback and justification of the grade awarded.
Internal Moderation
A sample of assessments is second-marked.
All borderline and fail cases are second-marked.
The outcomes of moderation are documented.
External Examiner Review
The External Examiner:
reviews assessment briefs in advance.
samples marked work across grade bands.
confirms Level 7 standard.
submits an annual report.
No award is confirmed without the opportunity for External Examiner oversight.
Assessment Board Oversight
The Assessment Board:
confirms the marks awarded.
ratifies decisions around progression.
confirms awards.
ensures regulations are applied consistently.
reviews attainment data.
The Board operates under formally approved Terms of Reference.
Terms of Reference: Purpose
The Assessment Board is responsible for safeguarding academic standards, confirming student progression, and confirming award decisions for the Postgraduate Certificate in Surgical Education.
The Board ensures that:
assessment processes are fair, valid, and reliable.
decisions are consistent with institutional regulations.
academic standards are maintained at FHEQ Level 7.
external examiner oversight is fully integrated.
Terms of Reference: Authority
The Assessment Board is authorised by the Academic Committee and operates under delegated authority from the Educational Board.
The Assessment Board has authority to:
confirm module marks.
ratify progression decisions.
confer the award of Postgraduate Certificate in Surgical Education.
apply compensation rules (if permitted under regulations).
consider extenuating circumstances.
recommend reassessment opportunities.
The Assessment Board cannot amend approved regulations.
Terms of Reference: Responsibilities
The Assessment Board shall:
confirm that marking and moderation processes have been completed appropriately.
consider reports from:
Module Leads.
Internal Moderators.
External Examiner.
ensure assessments align with approved learning outcomes.
review cases of academic misconduct (where escalated).
consider recommendations related to mitigating circumstances.
monitor patterns of student performance.
ensure consistency in application of marking criteria.
confirm classification.
ensure that academic standards are consistent with Level 7 expectations.
Terms of Reference: Membership
The Assessment Board shall comprise:
Programme Director (Chair).
Assessment Lead.
Module Leads.
External Examiner.
Terms of Reference: Quorum
The Assessment Board shall be quorate when the Chair (or approved Deputy Chair) and at least two academic members are present, and the External Examiner has submitted a report and is either present or formally consulted.
No award may be confirmed without External Examiner oversight.
Terms of Reference: Frequency of Meetings
The Assessment Board shall meet:
at the end of each academic cycle.
following reassessment periods.
at additional extraordinary meetings if required.
Terms of Reference: Decision-Making
Decisions shall be made:
in accordance with institutional regulations set by Doctors Academy Group of Educational Establishments.
by majority agreement where necessary.
with the Chair holding a casting vote.
All decisions must be recorded formally.
Terms of Reference: Confidentiality
The proceedings of the Assessment Board are confidential.
Members must:
declare conflicts of interest.
maintain student data confidentiality.
comply with data protection legislation.
Terms of Reference: External Examiner Role
The External Examiner:
reviews assessment briefs and marking criteria.
samples marked work.
confirms standards are appropriate for Level 7.
provides an independent report.
No award shall be confirmed without the opportunity for the External Examiner to comment.
Terms of Reference: Academic Integrity
The Assessment Board will:
review cases of academic misconduct.
ensure penalties are applied consistently.
monitor trends in academic integrity concerns.
Terms of Reference: Equality, Diversity, and Fairness
The Assessment Board shall:
ensure reasonable adjustments have been implemented.
ensure decisions are free from bias
Terms of Reference: Reporting
The Assessment Board reports to:
the Academic Committee.
the Educational Board (via summary report).
The minutes and outcomes are retained in accordance with institutional policy.
Terms of Reference: Review of Terms of Reference
These Terms of Reference shall be reviewed:
every three years.
following major regulatory change.
following institutional governance reform.
Standard Setting
Standard setting ensures that assessment thresholds are consistent with Level 7 academic expectations and applied equitably across cohorts and modules.
The Postgraduate Certificate in Surgical Education adopts a criterion-referenced approach to grading. The performance of each student is judged against defined academic standards rather than relative performance within a cohort.
Given the authentic and practice-based nature of assessments in surgical education:
academic rigour is prioritised over success of an intervention.
clinical hierarchy does not influence grades.
educational analysis is weighted more heavily than operational outcomes.
Students are assessed on:
critical evaluation;
theoretical grounding;
analytical depth; and
ethical awareness.
Academic Level Threshold
The pass threshold is derived from the Level 7 qualification descriptor of the FHEQ, as published by the Quality Assurance Agency for Higher Education (QAA), and is interpreted in accordance with institutional postgraduate regulations.
A pass at Level 7 requires evidence that the student demonstrates:
systematic understanding of educational theory.
critical engagement with relevant literature.
application of educational theory and relevant literature to surgical contexts.
conceptual evaluation.
structured, coherent, and evidence-informed argument.
independent academic thought and reflective academic judgement.
A pass does not require originality, but it must demonstrate analytical depth beyond descriptive engagement. Markers are instructed that purely descriptive work does not meet Level 7 threshold.
Merit and Distinction Standards
The Postgraduate Certificate in Surgical Education awards graded classifications (i.e., Pass, Merit, and Distinction). The descriptors are defined as follows:
Merit (60–69%)
The student demonstrates:
consistent critical analysis.
strong integration of literature.
clear and persuasive argumentation.
evidence of independent judgement.
effective application to surgical education practice.
Distinction (70%+)
The student demonstrates:
sophisticated synthesis across domains.
original insight or innovation.
conceptual depth.
advanced critical evaluation.
work of potential publishable quality.
The grade boundaries are defined in accordance with institutional postgraduate regulations.
Use of Marking Rubrics
Each summative assessment is accompanied by a marking rubric which:
directly maps to the relevant learning outcomes of the module.
reflects Level 7 expectations.
clearly distinguishes between grade bands.
minimises subjective variability.
All rubrics are reviewed annually.
Calibration of Markers
To ensure consistency, the programme implements marker calibration processes, which include:
pre-marking standardisation meetings, where required.
review of sample scripts before full marking, where required.
discussion of borderline and fail cases.
documentation of agreed interpretive standards.
Where multiple markers are involved, comparative marking exercises may be undertaken.
Internal Moderation for Standard Assurance
Internal moderation ensures:
consistency between markers.
appropriate application of grade descriptors.
correct identification of fail and distinction work.
Specific focus is placed on borderline passes, fail decisions, and any anomalous grade distributions.
Moderation decisions are documented and reported to the Assessment Board.
External Examiner Oversight
The External Examiner provides independent confirmation that:
standards are appropriate for Level 7.
grade distributions are reasonable.
threshold standards are applied consistently.
assessment aligns with broader professional expectations.
Feedback from the External Examiner informs refinement of future standard-setting.
Cohort Comparability
To ensure longitudinal consistency:
grade distributions are reviewed annually.
cohort comparisons are undertaken.
significant variation triggers review.
Where deviation occurs, the Programme Committee considers:
changes in the profile of the cohort.
changes in assessment design.
marking variability.
support needs.
Handling Borderline Cases
Borderline marks are reviewed through second marking, moderation discussion, explicit reference to grade descriptors, and Chair oversight at Assessment Board if required.
No mark is adjusted without documented justification.
Review of Grade Descriptors
Grade descriptors are:
reviewed annually.
updated in response to institutional regulatory change.
reviewed following external examiner feedback.
Mitigating Circumstances
Students may apply for consideration of extenuating circumstances in accordance with institutional policy.
Decisions regarding mitigation are:
made by an authorised panel (and not individual markers).
recorded formally.
applied consistently.
Academic Integrity
The Postgraduate Certificate in Surgical Education is committed to maintaining the highest standards of academic integrity. Academic integrity safeguards the credibility of the award, protects institutional reputation, and ensures fairness to all students.
All students and faculty are expected to adhere to institutional regulations on academic conduct.
Principles
Academic integrity within the programme is underpinned by the following principles:
Honesty in the presentation of work
Transparency in authorship
Accurate attribution of sources
Ethical use of data
Respect for intellectual property
Responsible use of AI tools
The programme adopts a preventative, educative, and proportionate approach to academic misconduct.
Forms of Academic Misconduct
Academic misconduct includes, but is not limited to:
plagiarism (including self-plagiarism).
collusion.
cheating.
fabrication or falsification of data.
misrepresentation of workplace-based educational activity.
inappropriate use of generative AI tools.
Given the professional background of students, particular attention is paid to:
accurate reporting of educational interventions.
ethical representation of interactions with trainees.
protection of patient-identifiable information.
Preventative Education
To promote academic integrity, the programme provides:
clear written guidance on referencing.
instruction on paraphrasing and synthesis.
explicit guidance on acceptable use of AI.
examples of good scholarly practice.
statements regarding expectations around integrity.
Students are reminded that academic standards apply equally, regardless of clinical seniority.
Use of Artificial Intelligence Tools
The programme recognises that generative AI tools are increasingly used in professional contexts. Students must:
declare the use of AI tools where institutional policy requires.
ensure all submitted work reflects their own intellectual analysis.
verify the accuracy of AI-generated material.
avoid using AI to generate substantive analytical content.
The undisclosed or inappropriate use of AI may constitute academic misconduct under institutional regulations.
AI policy is reviewed annually in line with institutional guidance.
Plagiarism Detection and Screening
All written assessments may be submitted through approved plagiarism detection software.
Additionally, markers are trained to:
interpret similarity reports appropriately.
distinguish between poor referencing and deliberate plagiarism.
identify indicators of potential AI-generated text.
Similarity scores alone do not determine misconduct; academic judgement is applied.
Management of Suspected Misconduct
Where academic misconduct is suspected:
the concern is documented by the marker.
the Programme Director is notified.
the case is referred in accordance with institutional academic misconduct procedures.
the student is informed and given the opportunity to respond.
a formal panel (where required) determines the outcome and penalty.
The Assessment Board is informed of confirmed outcomes, but it does not investigate cases independently.
Proportionality and Due Process
Penalties are applied in accordance with institutional regulations and may include:
reduction in marks.
requirement to resubmit.
award of fail.
referral to higher disciplinary authority.
The student’s professional background does not alter the academic process.
All decisions are documented, confidential, and subject to appeal.
Confidentiality and Clinical Governance
A method of assessment embedded within the Postgraduate Certificate in Surgical Education is observation of teaching. As a result, teaching sessions are sometimes recorded by the student. In these instances, the student must:
remove any patient identifiers.
obtain appropriate permissions.
Failure to maintain confidentiality may constitute both academic and professional misconduct.
Monitoring and Trend Analysis
The programme monitors:
the number of misconduct cases.
the type of offence.
recurrence patterns.
AI-related concerns.
An annual review of trends informs preventative education and policy updates.
avoid ghost-writing or over-editing the work of students.
Supervisors must not rewrite or substantially edit students’ assignments.
Feedback Governance
Feedback that is timely, constructive, and academically appropriate is essential to academic standards within the Postgraduate Certificate in Surgical Education. The programme ensures that feedback processes are transparent, consistent, and aligned with institutional regulations.
Content of Feedback
All summative assessments must include feedback that:
explains the rationale for the grade awarded.
identifies strengths in the work submitted.
highlights areas that require improvement.
provides guidance for future assessments where appropriate.
Feedback must be sufficiently detailed to enable the student to understand how the grade was determined.
Timeliness of Feedback
Feedback is provided within institutional turnaround expectations.
Typically:
written feedback will be returned within 15–20 working days of submission.
students will be informed in advance if delays occur due to moderation or external review.
Timeliness of feedback is monitored through the programme’s quality assurance processes.
Format of Feedback
Feedback may be delivered through:
written comments on assignments.
structured marking rubrics.
electronic annotations.
audio or video feedback where appropriate.
Where verbal feedback is provided (e.g., following presentations), a brief written summary must be recorded.
Consistency and Moderation of Feedback
To ensure fairness and consistency:
feedback is aligned with published marking criteria.
moderators review feedback samples during internal moderation.
Module Leads review quality of feedback as part of assessment oversight.
Where inconsistencies are identified, corrective guidance is provided to markers.
Student Engagement with Feedback
Students are expected to engage actively with feedback and use it to inform subsequent academic work.
The programme encourages this through:
reflective elements within assignments.
feedforward guidance.
opportunities to discuss feedback with faculty where appropriate.
Reassessment and Progression
The programme operates reassessment and progression processes that ensure fairness, transparency, and maintenance of academic standards. These processes are conducted in accordance with institutional academic regulations.
Principles
Reassessment is designed to:
provide students with a fair opportunity to demonstrate achievement of learning outcomes.
maintain the academic integrity and level of the award.
Reassessment does not lower the academic standard required to pass a module.
Eligibility for Reassessment
Students who fail a summative assessment may normally be permitted a reassessment attempt in accordance with institutional regulations.
Eligibility for reassessment may depend on:
the nature of the failed assessment.
institutional limits on reassessment attempts.
The Assessment Board confirms eligibility for reassessment.
Nature of Reassessment
Reassessment tasks must:
assess the same learning outcomes as the original assessment.
maintain equivalent academic demand.
be approved by the Module Lead and Programme Director.
Reassessment may take the form of:
resubmission of revised work.
submission of a new assignment.
alternative assessment tasks where appropriate.
Marking of Reassessed Work
Reassessed work is marked in accordance with the same academic standards and marking criteria as the original assessment.
Reassessed marks are capped at the pass threshold of 50%.
Progression Requirements
To successfully complete the programme, students must:
pass all required modules.
demonstrate achievement of all learning outcomes.
meet the credit requirements for the award.
Decisions around progression and award are formally confirmed by the Assessment Board.
Mitigating Circumstances
Where a student experiences exceptional circumstances that affect his/her performance in an assessment, he/she may apply for consideration under the mitigating circumstances policy.
Approved mitigation may result in:
extension of submission deadline.
deferral of assessment.
opportunity for uncapped reassessment where permitted.
Mitigation decisions are documented and applied consistently.
Monitoring of Reassessment Outcomes
The programme monitors reassessment rates to identify potential issues with:
assessment design.
student support.
workload balance.
academic preparedness.
Patterns of reassessment are reviewed annually as part of programme quality assurance.
Appeals
Students have the right to appeal assessment decisions in accordance with institutional academic appeals procedures.
Appeals are considered on procedural or regulatory grounds and are not a mechanism for remarking academic work.
Data Management and Confidentiality
Assessment data are:
stored securely.
retained according to institutional retention schedules.
accessible only to authorised personnel.
Continuous Enhancement of Assessment
The assessments and the assessment strategy are reviewed annually to:
ensure alignment with evolving surgical education practice.
incorporate advances in educational research.
improve authenticity and ensure fairness.
address relevant feedback from students.
respond to regulatory change.
Faculty Governance
Purpose
Faculty Governance ensures that all academic staff who contribute to the Postgraduate Certificate in Surgical Education:
are appropriately qualified and experienced.
maintain academic and professional standards.
engage in ongoing development.
deliver teaching and assessment consistent with Level 7 expectations.
operate within clearly defined accountability structures.
Faculty Roles and Responsibilities
The programme recognises the following academic roles:
Programme Director Responsibilities:
Strategic Leadership
Curriculum Oversight
External Representation
Regulatory Compliance
Chair of Programme Committee
Module Leads Responsibilities:
Module Design
Module Delivery
Assessment Design and Oversight
Marking and Moderation Coordination
Student Academic Support
Assessment Lead Responsibilities:
Oversight of Marking Standards
Coordination of Standard-Setting
Moderation Processes
Reporting to Assessment Board
External Examiner Responsibilities:
Independent Oversight of Academic Standards
Confirmation of Alignment with Level 7 Expectations
Annual Reporting
Appointment Criteria
Faculty must meet defined eligibility criteria appropriate to their role. They must normally:
hold a postgraduate qualification in a relevant discipline (e.g., Medicine, Science, Education) at Level 7 or above.
demonstrate experience in health professions education.
possess subject-matter expertise in surgical education.
demonstrate scholarly engagement.
Where appropriate, faculty may hold:
Fellowship or Membership of recognised professional bodies.
formal recognition as a surgical trainer.
Alignment with expectations of the GMC around trainers may be considered where relevant.
Faculty Development and Continuous Professional Development
Faculty are expected to engage in ongoing professional development in:
contemporary educational theory.
assessment and feedback practice.
pedagogy of digital and simulation-based education.
educational leadership.
The programme supports faculty development through:
annual development sessions.
peer observation of teaching.
calibration workshops for marking.
reflection on external examiner feedback.
Peer Observation and Review of Teaching
The quality of teaching within the Postgraduate Certificate in Surgical Education is monitored through:
peer observation.
student evaluation data.
informal review discussions.
The outcomes of peer observation can be used to inform the development plan of the individual faculty.
Performance Monitoring
The contribution of individual faculty is reviewed through:
analysis of student feedback.
outcomes of assessment moderation.
timeliness of marking.
engagement with governance meetings.
scholarly contribution to the programme.
Concerns regarding faculty performance are escalated to the Programme Director.
Management of Conflict of Interest
Faculty must declare conflicts of interest including:
direct supervisory relationships.
personal or professional relationships.
research collaboration conflicts.
Where conflicts exist:
alternative markers are appointed.
decisions are documented.
Workload and Sustainability
The programme monitors:
the allocation of faculty workload.
balance between clinical and academic responsibilities.
succession planning, which includes:
identification of deputy roles where appropriate.
development of future Module Leads.
faculty recruitment.
Equality, Diversity, and Inclusion
Faculty are expected to:
adopt and promote inclusive teaching practices.
support the needs of diverse learners.
reflect upon potential biases.
External Scrutiny
Faculty Governance is subject to:
oversight of the External Examiner.
quality review from the institution.
periodic revalidation.
Quality Assurance and Programme Monitoring
Purpose
Quality assurance processes ensure that the Postgraduate Certificate in Surgical Education maintains high academic standards, delivers an effective learning experience, and remains aligned with institutional and sector expectations.
Programme monitoring supports continuous improvement through systematic evaluation of teaching, assessment, and outcomes.
Programme Oversight
Oversight of the quality of the programme is maintained through a structured governance framework.
The key oversight bodies include:
Programme Committee
Assessment Board
Academic Committee
Educational Board
These bodies collectively ensure that the programme operates in accordance with institutional academic regulations and standards of the sector.
Programme Quality Assurance Ecosystem Diagram
Figure 2: Programme Quality Assurance Ecosystem The Postgraduate Certificate in Surgical Education maintains academic standards through an integrated system of curriculum governance, assessment governance, faculty oversight, programme monitoring, and risk management. Evidence from student feedback, academic outcomes, and external review informs programme enhancement and continuous improvement.
10.4 Annual Programme Review
The Postgraduate Certificate in Surgical Education undergoes an annual review process to evaluate performance and identify areas for improvement.
The review considers:
student feedback.
assessment outcomes.
External Examiner reports.
module evaluation data.
progression and completion rates.
The review culminates in an Annual Programme Report, which includes an action plan for enhancement.
Student Feedback Mechanisms
The perspectives of students are central to the improvement of the Postgraduate Certificate in Surgical Education.
Feedback is gathered through:
end-of-programme evaluation surveys.
programme-level evaluation.
informal feedback channels.
representation through student representatives.
The feedback gathered from students is reviewed by the Programme Committee and informs curriculum development and improvements to teaching.
External Examiner Oversight
Independent oversight of academic standards is provided by an External Examiner.
The External Examiner:
reviews the design of assessments and the standards of marking.
samples assessed work across grade bands.
confirms alignment with Level 7 expectations.
provides an annual report with recommendations.
Feedback from the External Examiner is formally considered during the APR.
Periodic Programme Review
In addition to annual monitoring, the Postgraduate Certificate in Surgical Education undergoes periodic institutional review, typically every five to six years.
The Periodic Programme Review evaluates:
continued relevance of the curriculum.
alignment with national qualification frameworks.
assessment strategy.
student outcomes.
programme governance arrangements.
The review may result in revisions to the programme.
Curriculum Enhancement
Enhancement of the curriculum is informed by:
educational research developments.
advances in surgical education practice.
feedback from students and faculty.
recommendations from the External Examiner.
changes in regulatory or professional requirements.
Enhancements are approved through the programme’s governance structures before they are implemented.
Monitoring of Student Outcomes
The programme monitors key academic indicators, which include:
pass rates.
progression rates.
completion rates.
award classifications.
frequency of reassessment.
Where unusual trends are identified, the Programme Committee conducts a review to determine appropriate actions.
Risk Management and Programme Sustainabilityy
Purpose
Risk management ensures the long-term sustainability, quality, and resilience of the Postgraduate Certificate in Surgical Education.
The programme identifies, monitors, and mitigates risks that may affect academic standards, student experience, or operational delivery.
Programme Risk Register
A programme-level risk register is maintained and reviewed annually by the Programme Committee.
Typical risk categories include:
academic standards risks.
faculty capacity risks.
student recruitment risks.
operational delivery risks.
regulatory compliance risks.
Mitigation strategies are documented for each identified risk.
Faculty Sustainability
Given the nature of the programme, faculty availability may be influenced by clinical commitments.
The programme therefore ensures:
succession planning for key academic roles.
development of future Module Leads.
distribution of teaching responsibilities.
recruitment of additional faculty where necessary.
Student Recruitment and Cohort Viability
The programme monitors recruitment trends to ensure that cohort sizes remain viable whilst quality is maintained.
Strategies to support recruitment may include:
engagement with surgical training bodies.
promotion through professional networks.
alignment with faculty development programmes for surgical trainers.
Regulatory and Compliance Risks
The Postgraduate Certificate in Surgical Education operates in alignment with institutional regulations and national higher education standards.
Changes in regulatory requirements are monitored through:
institutional academic governance structures.
updates from relevant regulatory bodies.
guidance related to postgraduate education.
Where regulatory changes occur, the programme will update governance or curriculum arrangements accordingly.
Digital and Educational Infrastructure
Delivery of the Postgraduate Certificate in Surgical Education relies on digital learning platforms. Operational risks are mitigated through:
institutional IT support services.
backup systems for online teaching.
faculty training in digital pedagogy.
Contingency planning is in place for disruption to digital infrastructure.
Continuous Improvement Culture
Risk management is integrated with the programme’s commitment to continuous improvement.
The programme fosters a culture of reflective practice amongst both students and faculty, encouraging proactive identification of issues and collaborative development of solutions.
