KSS SFP Programme Medical Education

University Hospitals Sussex NHS Trust in Association with BSMS

Academic Foundation Programme Job Description 

Programme 13, 14, 15, – Medical Education posts based at BSMS/RSCH 

Reference: 2024BSMS/13

Reference: 2024BSMS/14

Reference: 2024BSMS/15 

Type of programme  

Research/Teaching – The main research areas for BSMS are in the areas of simulation, development of clinical reasoning, technology-enhanced learning, bedside and ward round teaching, flipped classroom teaching, compassion in the undergraduate curriculum, teaching and learning of safe and effective prescribing, anatomy education and student admissions.  

The medical educational supervisors may be BSMS academics or UHS Consultants with a medical education background. 

Employing trust:  University Hospitals Sussex NHS Trust 

Academic placement based at:  Brighton and Sussex Medical School BSMS, Mayfield House, Falmer, University of Brighton Campus   


Brief outline of department  

The multi-professional Department of Medical Education (DME) is headed by Professor Gordon Ferns with other members of the academic team including Senior Lecturers, Senior Teaching Fellows, Teaching Fellows, Learning Technologists, PhD and MSc students involved in undergraduate and postgraduate teaching and learning and research. As well as the BMBS undergraduate course, there is a Physician Associate course and various postgraduate MSc courses.  

We have an active research programme comprising: 

1. Simulation in medical education both at BSMS and UHS 

2. Technology enhanced learning and its use in healthcare settings 

3. Flipped classroom approach to teaching 

4. Development of clinical reasoning in students and junior doctors 

5. Development of clinical based teaching 

6. Career support for undergraduate students 

7.Compassion awareness research in undergraduates 

8. The development of a structured approach to teaching and learning of prescribing and therapeutics in UK medical schools and extending this into the foundation years of clinical practice 

9. Development and Evaluation of an innovative Longitudinal Integrated Clerkship in dementia 

10. The impact of the BSMS Widening Participation Scheme into medicine (BrightMed) 

11.The process of student selection; identification of predictors of future performance 

12. Anatomy education 

13. BSMS has a very strong student-led medical education society that is looking at peer-learning 

14. At UHS there is also research into peer-peer teaching  

The post-holder will also be able to apply for a Postgraduate Certificate in Medical Education (with one module funded). Post-holders will be encouraged to get involved in medical school admissions, medical school assessments including writing exam questions and OSCEs and teaching the undergraduates and PA students. There will be an opportunity to run a Student Selected Component. It is expected that the postholders will attend a Medical Education Conference to present their work.  

The post will provide core and translatable skills for a future medical career. 

Departmental academic teaching programme

The post holder is expected to participate in departmental teaching and learning and research meetings. There are regular teaching courses that the students can attend 

Academic Leads:  

Professor Michael Okorie: Senior Lecturer in Medical Education and Clinical Pharmacology University Hospitals Sussex NHS Trust: m.okorie@bsms.ac.uk  

Dr Bethany Davies: Senior Lecturer in Infection, BSMS: b.davies@bsms.ac.uk 

East Kent University NHS Foundation Trust

Programme Reference

Please note that all SFP programmes linked to Kent and Medway Medical School are new for 2023, and details of the academic placements are subject to further development’  

2425/KMMS/04, 2425/KMMS/05, 2425/KMMS/06, 2425/KMMS/07, 

2425/KMMS/08, 2425/KMMS/09 

Type of programme

The aim is to introduce Foundation doctors to academic medicine, in order to encourage individuals to undertake research training and consider a clinical academic career. 

Employing trust: East Kent Hospitals University NHS Foundation Trust

Academic placement based at: Both the F1 and F2 posts are based within East Kent Hospitals University NHS Foundation Trust but may be at any of the sites: Queen Elizabeth the Queen Mother Hospital (Margate), the Kent and Canterbury Hospital (Canterbury) or the William Harvey Hospital (Ashford).  The academic rotations itself will be based in one of the education centres in either Margate, Ashford or Canterbury but will involve working Trustwide. 

Brief outline of department: 

Our Medical Education Department is responsible for the education and training of over 700 doctors-in-training and over 500 medical students per year.  We also support the provision of continuing professional development for all our locally employed doctors and Associate Specialist and Specialist Doctors.  We are one of the largest, acute trusts in the country with a wide and diverse population across clinical settings.  

Our Specialised Foundation Programmes (SFPs) will support some Foundation Doctors to develop academic skills in addition to the clinical skills that are gained during the foundation years. The SFP in East Kent Hospitals University NHS Foundation Trust will provide excellent opportunities to develop Research, Education and Teaching and Leadership and Management skills in addition to the standard competencies outlined in the curriculum.  

We very much hope the programme will inspire and encourage successful individuals to pursue a career in Academic Medicine or Medical Education in the future. As with all Foundation Programmes, the primary aim of the SFP is to enable doctors to acquire and demonstrate the competencies described in the Foundation Programme Curriculum. Doctors on the SFP are required to maintain the same clinical skill level as those on a purely clinical programme, which means that SFP doctors must perform their academic work in addition to their foundation training.  

Each programme starts with a generic clinical F1 year which allows for newly qualified doctors to gain experience in a range of clinical posts, with the F2 year having one 4 month rotation focusing upon academic elements alongside additional clinical experience in the other 2 rotations. 

F1 doctors will meet with their academic supervisor(s) during their first year in order to discuss and plan for the following year and to prepare any necessary ethics applications.  They will be encouraged to network with our Medical Education Clinical Fellow during their first year in preparation for collaboration with them in their F2 year. 

The 4- month dedicated medical education placement will involve work, outcomes and competencies as indicated below  

Structure of project/what is expected  

We will discuss with successful applicants the specific nature of work and projects that will develop the academic competencies that the year should help develop.  

Indicative outcomes and the competencies able to be developed:

Outcomes: Adapts teaching style to different learner needs and to different learning environments. 

1) Competencies:  

– Describes and critically appraises the major pedagogic theories.  

– Adapts teaching style, as appropriate, during learning events.  

– Applies these theories to different professional groups, at different career stages (e.g. medical students, doctors, nurses) in different settings e.g. small groups (e.g. seminars, bed side teaching) and large groups (e.g. lecture theatres). 

Examples of relevant supporting evidence  

– Lesson plans. 

– Feedback from participants.  

– Reflective logs on teaching sessions. 

Content suggestions for programme designers 

– Provide educational sessions and electronic resources that cover pedagogic theories.  

– Provide opportunities for foundation doctors to teach different professional groups in different settings.  

Outcome: Develops and/or completes a piece of medical education research. 

2) Competencies:  

– Performs a systematic review of the literature. 

– Formulates a credible/realistic research question. 

– Describes different research methods available.  

Examples of relevant supporting evidence. 

– A completed manuscript.  

– An accepted abstract at a local/national/international meeting. 

Content suggestions for programme designers.  

– Educational session that explores the techniques for completing funding applications and the principles of full economic costing.  

– Guidance and resources to identify suggested funding sources .  

Outcome: Presents a project proposal to senior colleagues 

3) Competencies  

– Produces a high impact written document.  

– Delivers an effective, high impact power point presentation.  

– Adapts presentation style to the specific audience.  

– Responds positively to feedback. 

Examples of relevant supporting evidence  

– Reflection on experience of presenting to senior colleagues.  

– Written document/PowerPoint presentation. 

Content suggestions for programme designers  

– Direct doctors to sample business cases/project proposals.  

– A session covering the art of good power point presentations.  

Outcome: Measures the effectiveness of a project and develops recommendations for the future. 

4) Competencies  

– At the beginning of the project, appraises the different measurement options available.  

– At the beginning of the project, identifies realistic and measurable outcomes. 

– During/at the end of the project, uses a tool(s) to measure the project’s success.  

– Plans how the project will be sustainable. 

Examples of relevant supporting evidence  

– Reports the results of the measurement exercise and the actions taken.  

– Reflection on the results. 

Content suggestions for programme designers  

– A session covering the different ways to measure the success of a project     

Clinical commitments during academic placement  Nil during the 4-month academic placement    

Projects: See indicative outcomes, competencies and examples above    

Academic Leads:  Susan Kennedy, Associate Director of Medical Education susan.kennedy18@nhs.net  

Dr Ciaran Crowe, Clinical Associate Director of Medical Education ciaran.crowe@nhs.net    

Dartford and Gravesham NHS Trust in Association with KMMS

Programme Reference 

Please note that all SFP programmes linked to Kent and Medway Medical School are new for 2023, and details of the academic placements are subject to further development’  

2425/KMMS/01, 2425/KMMS/02, 2425/KMMS/03 

Type of programme 

This is a 4 month Medical Education post which offers practical involvement in medical education and educational research. 

Employing Trust:   

Dartford and Gravesham NHS Trust 

Academic placement based at:  

Kent and Medway Medical School 

Pears Building 

Parkwood Road 

University of Kent CT2 7FS/ 

Darent Valley Hospital 

Darenth Wood Road, Dartford DA28DA  

Brief outline of department: 

Kent and Medway Medical School (KMMS) is an exciting collaboration between Canterbury Christ Church University and the University of Kent and builds on their existing high-quality clinical teaching and research strengths. The state-of-the-art buildings host the first human anatomy facility and the first high-fidelity simulated GP suite to be built in Kent and Medway. 


Medical Education at Dartford and Gravesham NHS Trust (DGT) helps the clinical learners acquire the right knowledge and skills, behaviours and attitudes to meet the challenges the Trust and wider NHS face whist delivering professional care with compassion. DGT is an excellent place for trainees to acquire their curriculum-based and professional skills.  

The Department of Medical Education is headed by Director of Medical Education with a team of Leads in specialty training, leadership, simulation and undergraduate education. 

The post-holder will also be able to apply for a Postgraduate Certificate in Medical Education/Simulation. Post-holders will be encouraged to get involved in teaching the undergraduates and PA students.  

The post will provide core and translatable skills for a future medical career. 

Structure of project/what is expected 

 The project will be decided in agreement with medical school. 

The F2 appointed would be expected to participate in teaching activities. 


Clinical commitments during academic placement 

To be confirmed 


Examples of projects: 

Using learner’s feedback to enhance teaching programme delivery for foundation doctors 

Setting up a peer mentoring network for the foundation for the Foundation Doctors  

Proactively seeking senior feedback in clinical setting and using it to enhance training 

Create peer to peer teaching hubs 

Creating psychological safety for medical student and MDT learner in simulation

Academic Lead: Dr Phillip Chan, Lead for admissions  philip.chan@kmms.ac.uk