Head of MBBS Assessment Twickenham

The purpose of the role is to act as the Head of Assessment for Phase 1 and 2 (years 1-5) of the MBBS programme and to work with the Executive Dean of Medicine, Director of UG Medicine and Phase Leads to plan, manage and deliver a robust and coherent assessment strategy in accordance with the GMC regulations, aligned to our contingent partner (UCLAN) and internal requirements. The role addresses all aspects of assessment, including gateway, formative and summative assessments; work place based assessments; student feedback and assessor training and recruitment. The postholder will draw upon their extensive academic experience and professional networks to carry out research, enterprise and engagement, professional practice, teaching, leadership and management within their field.

Main Duties and Responsibilities:

• Overall accountability for the assessments of the 5-year MBBS medical programme, ensuring that assessment policies, procedures and documentation relevant to the course are regularly updated and meet the requirements of the GMC and St Marys University and align with the contingent partner.
• Lead on all elements of the assessment strategy in collaboration with others, of all formative and summative assessments across the MBBS programme.
• Design, implement and quality assure assessment processes and operating procedures that are robust, valid reliable and are compliant with the GMC's expectations for the Medical Licensing Assessment (MLA), taking into consideration requirements to make reasonable adjustments under the Equality Act.
• Manage assessments in their entirety, including item development, paper and assessment creation, internal and external review, assessment delivery processes, post examination reviews, review of psychometrics, moderation and exam board preparation.
• Lead on the standard setting procedure for all assessment using appropriate methods (e.g. borderline regression, Angoff, or other appropriate methods).
• Work closely with the Head of OSCEs and Clinical Skills to oversee question OSCE station writing and guide standard setting for all performance-based assessment methods.
• Lead and manage access to MSC question bank and act as the key liaison with MSCAA.
• Take an innovative approach to assessment and feedback.
• Liaise with GMC, Medical Schools Council, other key stakeholders and relevant bodies regarding preparation of students for the MLA.
• Oversee the design, development and delivery of a suitable digital platform to capture the students' assessment journey through the MBBS programme.
• Chair sub-Committees as necessary and end-of-year sub- and full Exam Boards as appropriate.
• Work closely and collaboratively with stakeholders within and external to the University (e.g. NHS, community groups etc.) to ensure assessments are aligned to diverse community needs.
• Provide leadership around communication of assessments and assessment changes to students.
• Respond to student feedback on assessment.
• Work collaboratively with local education providers and other colleagues to ensure high quality assessment provision, including the recruitment and retention of examiners.
• Lead on the development of training in assessment and feedback for supervisors and examiners.
• Lead on internal and external metrics relating to assessment and feedback.
• Lead innovation in performance-based assessments informed by contemporary evidence and best practice in medical education.
• Monitor annual assessment performance and report to the Medical Programme Committee on assessment performance.
• Oversee the recruitment and liaison with external examiners and respond to their feedback.
• Respond to student concerns for issues related to assessment, and resolve issues or concerns which have been escalated including the appeals process, responding to the Office for the Independent Adjudicator and related Freedom of Information requests.
• Ensure equality, diversity and inclusion considerations are applied to all aspects of the assessment strategy and ensure alignment with university policies.
• Oversee the identification of awarding gaps and lead the Schools response to any emerging trends.
• Oversee a strategy for the calculation and recommendation of exit degrees for students who do not complete the MBBS.

Operational Coordination:

• Oversee and coordinate (with the assessment and professional services team) the operational delivery of assessment, including scheduling, venues, equipment, planning, staffing, training logistics and communication.
• Work closely with the administrative and assessment support teams to ensure seamless delivery.
• Liaise with clinical partners, training hubs, and external stakeholders to secure an appropriately trained examiner workforce.

Teaching, Learning Resources and Student Support:

• As appropriate, contribute to clinical and communication skills teaching and OSCE preparation sessions.
• Lead/oversee the creation and development of student learning resources (digital VLE content and written) to support skills acquisition and assessment preparation.
• As appropriate, undertake the pastoral and academic care of students through the personal academic tutor role, referring students to professional services where appropriate.
• Teach as a member of the teaching team at an undergraduate level.
• Teach in a variety of settings from small group tutorials to large lectures.
• Identify learning needs of students and define appropriate learning objectives and ensure that these are met through content, methods of delivery and learning materials.
• Supervise the work of students (including projects, clinical observations and placements) and provide advice and support on study skills and help with learning problems.
• Continually improve and enhance teaching design and delivery by reflecting on own teaching practice and obtaining and analysing feedback from students and peer observation, providing timely and effective feedback in line with university quality standards.
• Collaborate on research projects with other academic staff in the Faculty and across the University.

Collaboration, Leadership and Professional Engagement:

• Foster a culture of crossschool collaboration, professionalism, and respect.
• Maintain strong working relationships with the Head of Clinical Communication Skills, Lead for CPP, the Head of Clinical Skills and OSCE Lead, clinical partners and external stakeholders.
• Represent the School of Medicine at relevant internal and external committees, working groups, and regulatory meetings relating to assessment.
• Engage in continuing professional development and educational scholarship to maintain expertise in medical education and performance-based assessment.
• Undertake activities and duties consistent with the role and the needs of the Faculty as directed by the Director of Undergraduate Medicine.

Ongoing Clinical Commitment:

Given that the purpose of the role is to enable individuals to embed clinical practice in teaching and the curriculum more generally, it is a fundamental condition of your employment that you remain employed in a clinical role within the National Health Service (NHS). The University defines this as: Maintaining full registration with the General Medical Council. (You are advised to continue membership of one of the medical defence organisations.) Hold a GP, or consultant/equivalent level employment contract with GP practice or NHS Trust.

Person Specification:

Skills and Abilities Essential:

• Leadership: ability to establish principles, set direction and motivate colleagues.
• Collaboration: ability to work with senior colleagues within agreed framework.
• Ability to conceptualise and analyse problems and to synthesise complex sets of information and ideas.
• Ability to relate to others with tact and diplomacy.
• Ability to communicate clearly and effectively, both orally and in writing.
• Ability to organise workload and financial planning and monitoring, whilst assessing and managing priorities.
• Team work: proven ability to work collaboratively in a multi-disciplinary team.
• Highly developed negotiating and influencing skills.
• Professional Development: A commitment to ongoing professional development and keeping up-to-date with developments in your area is necessary.

Qualifications Essential:

• Full registration with the GMC Licence to practise in the UK and member of the GMC Specialist/GP Register.
• Certificate of Completion of Specialty Training (CCT).
• Professional accreditation as appropriate, including up to date annual clinical appraisal.
• Postgraduate qualification in medical/clinical education (PGCert; PGDip; Masters).

Experience Essential:

• Significant experience of Medical Education, including designing, blueprinting and quality assuring assessments in medicine/health undergraduate programmes, and knowledge of different assessment methodologies.
• Experience of applying psychometrics in a Medical Education context.
• Knowledge of internal and external quality assurance frameworks, including validation methods in medical education.
• Knowledge and experience of working with digital assessment platforms in a medical education context.
• Knowledge of educational and adult learning theory and evidence of using educational theory in instructional design of teaching.
• Experience designing or delivering OSCEs or similar clinical assessments.
• Knowledge of GMC requirements and national assessment standards.
• Experience working in higher education or postgraduate medical training.

Desirable:

• Evidence of educational scholarship, research or contribution to assessment innovation.

Applications from job seekers who require current Skilled worker sponsorship to work in the UK are welcome and will be considered alongside all other applications.