Associate Clinical Professor (GP Education) - Birmingham Medical School - 107433 - Clinical

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

Location: University of Birmingham, Edgbaston, Birmingham UK

Full-time starting salary is normally in the range of £109,725–£145,478. As this vacancy has limited funding the maximum salary that can be currently offered is £109,725 (spine point 1)

Grade: Clinical

Part Time (one post - 0.2 FTE and two posts - 0.5 FTE are available)

Permanent

Closing date: 20th May 2026

3 positions available

Background

The School of Health Sciences, Birmingham Medical School is seeking two Associate Clinical Professors to work as Deputy Lead(s) for the Introductory Clinical Course (ICC). The ICC is a new course designed for first and second year medical students as part of Curriculum 2030 to introduce medical students to the clinical skills they will develop throughout their five-year degree.

This is an excellent opportunity for an experienced educator to join a dynamic undergraduate medical programme, help shape innovative clinical education, and inspire the next generation of doctors, working in the cutting edge Birmingham Centre for Anatomy, Surgical and Clinical Skills Centre.

This is a clinical academic post and as such the post holder should be a practising GP (MRCGP) and be fully registered with a licence to practise with the GMC with evidence of participation in clinical appraisal and revalidation. The post holder should have experience of working as a GP in the UK NHS system.

You will be managing the day to day running of the campus based ICC sessions, developing, evaluating and updating teaching and resources and assessments in line with the Curriculum 2030 learning outcomes. You will work alongside the GP Education team, Interactive Studies Unit and Clinical Teaching Fellows. You will report to the ICC lead and will train and share line management of initially 14 and, once year 2 ICC has started, 28 total ICC Campus GP tutors who teach across Thursdays and Tuesdays.

For this role, the post holder must be available on-site on Tuesdays and Thursdays to oversee the delivery of teaching on campus.

In addition, you will be expected to demonstrate academic citizenship, developing and maintaining mutually respectful and supportive working relationships with all staff and students, and ensuring the way you carry out your role impacts positively on how others carry out theirs.

Future work patterns may be subject to change.

Role Summary

Contribute at a senior level on a sustained basis to the whole range of teaching leadership and administration. In addition, you will be expected to contribute to academic citizenship, likely to be demonstrated through generous, mutually respectful and supportive working relationships with all staff and students.

Teaching is likely to include:

• Development and leadership of major teaching programmes or equivalent;
• Enhancement of the student experience or employability, that are of manifest benefit to the College and the University.

It is expected that you will demonstrate a significant contribution to the advancement of teaching (policy, practice, standards) of the subject, provide leadership in teaching and learning that is innovative to the subject area or institution, with a significant contribution to the debate nationally about teaching.

Management and administration is likely to include Departmental/School leadership and management activity with University wide involvement – for example through sustained high value impact knowledge transfer, enterprise, business engagement, public engagement or similar activities.

Main Duties

Education

You will contribute across the range of teaching and learning activities:

• Making a significant contribution to the pedagogical knowledge base of the subject that advances teaching through the enhancement of practice, the development of teaching resources and/or through practice-based research;
• Leading on the management and the development of approaches to teaching and learning, including designing innovative approaches and supporting colleagues to use them in the subject area or institution;
• Leading on curriculum design at module and programme level to ensure it is contemporary, inclusive, engaging and academically challenging;
• Actively engaging students in curriculum design;
• Making an impactful, high quality contribution to debates about education policy, methods and practices through internal and external publications, subject societies and conference activity;
• Developing an external profile evidenced through engaging in external quality assurance activities related to teaching, eg. external examining and engaging with/supporting education in other institutions;
• Where appropriate, playing an important and sustained role in the recruitment and admission of students;
• Co-supervising doctoral students to completion;
• Leading the development of teaching, learning and assessment policies and strategies;
• Acting as an education mentor to colleagues in the School/Department/College or more widely;
• Leading the development of new and appropriate approaches to learning and teaching.

Management/administration

Lead activities in the Department/ School and represent the School on College/ University committees or working groups. Where appropriate to the discipline, this is likely to include some but not all of the responsibilities listed below.

• Making an important contribution to the development and running of the Department or School, for example, leading activity on teaching assessment;
• Leading a successful international engagement at School or College level;
• Developing and managing staff and resources in support of major teaching activities;
• Making important contributions to the development of the Department’s (and the University’s) learning and teaching strategy;
• Contributing significantly to the development and delivery of knowledge transfer, enterprise, business engagement and public engagement activities with sustained high value impact of manifest benefit to the College and the University in a teaching/education context;
• Develops and implements a culture (including policies and procedures) that promotes Equality and values diversity and inclusion;
• Leading, serving on and assisting the work of committees and task and finish groups beyond School/Department, e.g., Senate, Council, University Education or Research Committee etc.;
• Leading external committees, e.g., those associated with public/professional bodies or delivery of activities for an external body at an appropriate level, e.g., chairing sub committees associated with large elements of work;
• Leading/project managing a team to devise and implement a new and/or revised process (e.g. new programme or a recruitment drive);
• Making a sustained contribution to widening participation, schools outreach and/or public understanding of the discipline;
• Contributing to administrative activities within the University (e.g. appeals panels, working groups).

Citizenship

Identifying wellbeing issues within the School/College/University and developing appropriate solutions to address these; taking collective ownership of challenges faced by the School or College and working with colleagues to develop solutions; mentoring and coaching of colleagues, particularly those in the early stages of their career.

Person Specification

Primary Medical Qualification (MB ChB, MBBS or equivalent) and MRCGP

Evidence of working as a General Practitioner in the NHS

Evidence of registration on the GMC GP Register with a licence to practice

Evidence of participation in clinical appraisal and revalidation

A knowledge of the GMC Outcomes for Doctors and the principles of the Medical Licensing Assessment

Demonstrated excellence in Learning and Teaching, and Management and administration.

Learning and teaching requirements

An excellent teaching profile and performance in terms of both impact and quality. Teaching quality demonstrated to be informed by an appropriate level of scholarship. Evidence of success under the following headings:

• Development of teaching and learning excellence within the discipline;
• Successful and sustained use of a range of appropriate teaching methods, and assessment strategies that promote high quality learning, including learning that is flexible, distinctive and current and stimulates learners’ natural curiosity;
• Significant and sustained contribution to one or more of the following: strategic development of new programmes, approaches to learning, the development of learning resources;
• High quality and sustained contributions to fostering excellence in teaching activities more widely, i.e. in the Department/School or College and/or externally;
• Mentoring and expert advice which develops the skills of colleagues in teaching and in fostering learning;
• Sustained high value impact knowledge transfer and enterprise that is of manifest benefit to the College and University.

Management and administration-related requirements

Demonstrated significant achievement in management and administration-related activities, which may include leadership of activities/initiatives. Evidence of success under the following headings:

• Successful and sustained performance in significant administrative/managerial role (s) (e.g. exams officer);
• Significant and sustained high quality innovative contributions to the management/administration of the Department/School/College or University;
• Successful and sustained contribution to the corporate life of the School/College/University, displaying willingness to contribute actively to committees, collaborative teaching and administrative tasks;
• Actively promotes equality and diversity to internal and external stakeholders;
• Able to use data to identify equality and diversity issues. Experience of developing interventions to address equality and diversity issues.

Interviews are expected to take place in early June 2026, you will be expected to deliver a 10 minute presentation followed by questions from the panel.

Presentation ‘Incorporating clinical reasoning teaching and assessment into clinical learning for first year medical students.’ Prepare a 10 minute presentation critiquing best practice and suggest a 50 minute teaching session for 40 first year medical students with two facilitators that incorporate these ideas.

Informal enquiries to Dr Anna Caley, email: a.b.caley@bham.ac.uk and Dr Louise Hammersley, email: r.l.hammersley@bham.ac.uk

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

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