Opportunities to contribute to MBChB Student Education

The Undergraduate Medical School is looking to recruit enthusiastic educators to the MBChB curriculum.

The Undergraduate Medical School is greatly appreciative of the contributions made by those who assist with the teaching and assessment of our students.

This page outlines a number of excellent opportunities to get involved with MBChB Student Education.

Case Based Learning

Case Based Learning Opportunities

The Medical School recruits clinicians from FY2 onwards to contribute to Case Based Learning (CBL).

When and where is CBL undertaken?

CBL Tutorials take place in Phase 3 (the first 15 weeks of Year 3). All 2021-2022 CBL teaching will be delivered online via Zoom.

What is CBL?

Case Based Learning (CBL) is a form of small group learning, which incorporates:

  • Group discussion of case scenarios presenting a problem.
  • Working and actively learning in groups.
  • Integration of prior and newly acquired knowledge.
  • Co-construction of the clinical reasoning process and outcome.
  • Development and improvement of problem solving skills and critical thinking.
  • Use of self-study to consolidate learning that occurred in groups.

The advantage of this process is its ability to model the process of accessing information and solving medical problems which are the core activities of most physicians.

Role of a CBL Tutor

  • Prepare for each meeting by reading the materials compiled by the Week Leads.
  • Attend each session with your designated CBL group at the agreed time.
  • Complete the student attendance form for each meeting.
  • Highlight to the Medical School any students about whom you have academic or other concerns.
  • Work with the student group as a clinical teacher.
  • Facilitate, teach and guide students to reach an understanding of the material addressed.
  • At the end of CBL ensure the group reviews the learning objectives and make sure they have achieved them.
  • Provide formative feedback at the end of the session.

Benefits for a CBL Tutor

  • It is an enjoyable experience.
  • Tutors will receive a certificate confirming their contribution to undergraduate teaching.
  • Tutors who sign up to take a CBL group on four or more dates during the 15-week period will be given the opportunity to obtain individualised feedback. 
  • Certificates and feedback can be uploaded to e-Portfolio.
  • Provides excellent revision for post-graduate exams.
  • Teaching can be linked to specialties of interest that would help show 'commitment to specialty' at Core Medical Trainee interview.

Structure of CBL

CBL is led by a clinical tutor and takes place in small groups of approximately 15 students. 

The focus of CBL is on a clinical case history, the format of which is identical to that used in clinical practice, and the investigations appropriate to that case.

Each topic has a Week Lead, who is responsible for preparing the CBL materials.  Instructions, Zoom links and the teaching materials will be emailed out to tutors no later than one week in advance of their CBL Session.

Group Processes which occur during CBL

The following group processes occur during CBL:

  • Students work together as a group.
  • The group attempts to solve problems using critical thinking.
  • The discussion is student centred but tutor lead.
  • The discussion allows the students to integrate knowledge gained while exploring the case.
  • The tutor helps facilitate group discussion.
  • The tutor helps by correcting incorrect statements the students may make and by helping to explain difficult concepts.
  • The tutor does not lecture, dominate discussion or become the focus of group discussion.

Training Materials

All CBL Tutors are encouraged to access the Medical School's online training module, which provides an introduction to Case Based Learning.

The training module is designed to give tutors an overview of the programme in which CBL is used as an educational method, discuss current theories underpinning this modality of teaching and provide practical tips and solutions to running a session. The module covers two different methods of running a CBL session and provides (i) an opportunity to see a CBL session in action and (ii) hear from students and experienced tutors.

Access to the training module will be provided to tutors after signing up for CBL tutorial(s).

Tutor Feedback

Tutors who sign up to take a CBL group on five or more dates during the 15 week period will be given the opportunity to obtain individualised feedback and a constructive review of their teaching.   Tutors will be evaluated on their final CBL session by the students within their CBL group.   Afterwards the evaluation forms will be reviewed by the Year 3 Team and a report will be emailed to you.

How to Register your Interest

Tutors are asked to sign up for available tutorials via our online form here.  The form is updated on a regular basis to reflect changes in availability of CBL tutorials.

Contact us

If you require further information, or if you would like to be added to our CBL Tutor mailing list and receive updates about available tutorials, please contact: med-sch-teaching@glasgow.ac.uk


Clinical Examination Teaching

Clinical Examination Opportunities

The Medical School recruits clinicians from FY1 onwards to contribute towards MBChB3 Clinical Examination Teaching.

Clinical Examination teaching begins in MBChB2 during Hospital Visits.  During MBChB3 the Medical School has dedicated academic days that build on basic clinical examination skills and prepare MBChB3 students for their specialty blocks within Phase 4. Specific areas covered in MBChB3 are:

  • Cranial Nerve Examination
  • Mental State Examination
  • Peripheral Vascular & Breast Examination
  • Regional Examination of the Musculoskeletal System

The relevant tutor resources will be emailed to you directly once you have signed up to assist with sessions. 

Benefits for a Clinical Examination Tutor

  • Tutors will be given a certificate confirming their participation in the teaching session/s.
  • The majority of Royal Colleges recognise contributions to teaching and assessment in their professional development programmes.
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

Available Sessions

Please use the below sign-up forms to submit your interest in becoming a tutor for the following Clinical Examination Teaching sessions:

  • Breast & PVD - Date to be confirmed
  • Cranial Nerve Examination - Date to be confirmed
  • Regional Examination of the Musculoskeletal System - Date to be confirmed
  • Mental State ExaminationDate to be confirmed

Contact us 

If you would like to note your interest or require further information, please contact: med-sch-y3mbchb@glasgow.ac.uk


Clinical Placements

Educational Supervisor Opportunities

Students are generally allocated to a Consultant or equivalent grade in one ward; sometimes they will delegate clinical teaching to another member of their team - FY1 & FY2 grade doctors and Specialist Training Registrars are well placed to deliver teaching.

When are Clinical Placements undertaken?

Clinical Placements are undertaken during Phase 4 of the curriculum (from the middle of year three onwards).

What Clinical Placements do students undertake?

Child Health 5 weeks
Emergency Medicine 5 weeks
ENT/Ophthalmology 5 weeks
General Practice 5 weeks
Medicine 1 x 10 weeks & 1 x 5 week
Musculoskeletal Medicine 5 weeks
Neurology/Cardiology 5 weeks
Obstetrics & Gynaecology 5 weeks
Psychiatry 5 weeks
Surgery 2 x 5 weeks

Role of an Educational Supervisor

This involves supervising a student/s programme and assessment as follows:

  • Ensuring the clinical placement has a mini curriculum and learning objectives.
  • Observe the student taking a history and/or examining a patient and doing what they would normally do in that situation (Mini-CEX).
  • Discuss a case in which the student has been involved (Case-based Discussion).
  • Look at and assess the students’ portfolio of clinical cases (Portfolio Cases).
  • Provide formative feedback to the student.
  • Complete an assessment of the student’s attachment, this will take place on the Glasgow Undergraduate Medical ePortfolio (GUMeP).

    View an example of a Mini-CEX form
    View an example of a Case-based Discussion Form
    View an example of a Portfolio Case Evaluation Sheet

Benefits for an Educational Supervisor

  • Ability to engage with senior medical students for the duration of their attachment.
  • Useful for job planning in maintaining or increasing SPA allocation.
  • Useful for formalising ratification in the Recognition of Training process.
  • Promotes interaction with the Medical School, which can be formalised by applying for honorary status.

Contact us

If you would like to note your interest or require further information, please contact: med-sch-teaching@glasgow.ac.uk

Clinical Skills

Clinical Skills Opportunities

The Medical School recruits clinicians from FY1 onwards to contribute towards Clinical Skills Teaching

Clinical Skills

Clinical skills begin in Year 1 and continue through to the end of the programme. Specific topics are covered in each year: MBChB1-5 Clinical Skills Programme

Video podcasts and other online resources are available to supplement clinical skills sessions. The focus in the early years is on clinical assessment, including normal clinical history and examination and clinical procedural skills; with the focus being on pathological findings and diagnosis in the later years of the course.

Academic Days

In Years 4 and 5, the students' Clinical Placements include academic days. These involve lectures and small group teaching, the aim of which is to complement the teaching in the Clinical Placements.

Benefits for a Clinical Skills Tutor

  • Tutors will be given a certificate confirming their participation in the teaching session/s.
  • The majority of Royal Colleges recognise contributions to teaching and assessment in their professional development programmes.
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

Resources for Tutors

If you are a tutor assisting to deliver Clinical Skills Teaching, please access the relevant tutor resources below:

Available Sessions

Dates for 2021-2022 will be published in due course:

  • MBChB1 BLS, AEDR and Choking Patient 
  • MBChB1 NEWS Scoring 
  • MBChB1 Peak Flow 
  • MBChB2 Venepuncture, Injection Techniques and Urinalysis
  • MBChB2 Basic Life Support
  • MBChB3 ECG Workshops
  • MBChB3 CAPS 
  • MBChB3 Mini-ILS
  • MBChB4 Transfusion 
  • MBChB5 Sepsis
  • MBChB5 Disorders of Consciousness
  • MBChB5 Trauma
  • MBChB5 Paediatric Emergencies
  • MBChB5 Peri-Operative

Contact us 

If you would like to note your interest or require further information, please contact: med-sch-clinskills@glasgow.ac.uk 

General Practice

General Practice Teaching Opportunities

General Practice recruits General Practitioners to teach students in the following areas of the Undergraduate Medical Curriculum.

Vocational Studies (Years 1 and 2)

Vocational Studies (VS) is an integral part of first and second year medical student education, covering clinical skills, ethics, professional values, and communication skills. It involves small group teaching with 8-9 students meeting with their tutor weekly throughout the academic year.

VS is taught during term times on Tuesdays (am and pm), Wednesdays (am), and Thursdays (am and pm). Most tutors undertake one session a week, primarily in the Wolfson Medical School Building, although some clinical skills sessions and project work are undertaken at GP practices.

VS is highly valued by students and offers early patient contact within the GP practices and hospital visits.

It is ideal if prospective tutors are already associated with a practice in the west of Scotland which can be used as a base for teaching clinical skills. Although the majority of VS tutors are GPs, it is not essential; some of the tutors are based in secondary care.

Clinical Practice in the Community (Year 3)

Students attend general practice in groups of two or three for one day every two weeks from October to January. Tutors may choose seven days of teaching (one group of students), 14 days of teaching (two groups attending on alternate weeks) or more, as agreed. The teaching days are either Tuesdays or Thursdays. It is perfectly acceptable for GPs in a practice to share the teaching involvement. The payment for teaching is £1,100 per student. The fee is paid gross by the health board and includes superannuation.

In a typical day, students may observe surgeries, or practice clinics, and will be expected to conduct short consultations under supervision in a ‘student surgery’. During their placement they will make two home visits to two patients, chosen by their GP Tutor, who have chronic and multi-morbid health problems. This will help them gain some insight into living with chronic health problems. Each day, students should have some time to practise their clinical examination skills on real patients under supervision. At the end of the year students are assessed on their CPC experiences with the Longitudinal Portfolio, and their clinical skills are assessed in the Year 3 OSCE. The CPC module is well evaluated. Students really enjoy their general practice placement and the experience they gain from talking to and examining patients.

Students work independently to complete their Longitudinal Portfolio. They compile a referral letter for one of their patients with chronic disease, and also submit reflective work on two ‘acute’ cases they have seen in their student surgery, and on one of their patients with chronic disease. Finally they do an oral presentation to the primary health care team about one of their patients with chronic health care needs.

Communication Skills (Year 3)

This course builds on the communication skills which the students have practised as part of Vocational Studies in Year 1 and Year 2.

Communication Skills tutors work with small groups of seven to eight students and will tackle more demanding scenarios such as: breaking bad news, difficult communication, ethical dilemmas. This third year course is delivered over five sessions on Tuesdays (am) or Thursdays (am) running from September to January. Payment is currently £200 per session (gross fee – subject to deductions).

Ideally, tutors will register for one group of students (i.e. five sessions).   However, if this is not possible, the tutor may opt for fewer sessions, and provide cover, where required, for an existing tutor.   

The course is based in the Medical School and does not require you to be working in a practice.

Clinical Studies General Practice Attachment (Year 4 or 5)

One student is based in your general practice for five continuous weeks as part of the clinical rotation which spans the final two years of the curriculum. The emphasis of the rotation is on student-centred learning, and supervisors will help students to identify learning objectives for the attachment.

Supervisors are asked to spend one hour each week reviewing the student’s progress – helping them to meet their learning objectives, discussing portfolio cases (two required in five weeks) and providing feedback on and assessment of their general performance.

The usual week will also include four ‘teaching surgeries’ (with the supervisor or other partners), where extra time is allowed for discussion and teaching, and a short ‘student surgery’ where the student conducts the consultation and is given constructive feedback. Students are encouraged to lead all, or part of, as many consultations with patients as possible. The remainder of the week is allocated for personal study time or for ‘flexible sessions’, where students may undertake various activities, agreed in consultation with their supervisor. Input to learning is expected from the whole practice team.

There are eight GP blocks during the academic year but practices may offer as many or as few placements as they wish: the average is two to three per year. The fee for each placement is £3,825 and is paid gross by the health board and includes superannuation.

Associate Teaching Practice

Associate Teaching Practices provide the context for students in Years 1 and 2 to explore the role of general practice in the community and provide access to patients for clinical teaching. Through this system students learn how a GP surgery functions by meeting different members of the practice team. They also receive an introduction to other aspects of how the practice works.

Students are always accompanied by their own Vocational Studies tutor who is medically trained and provides the clinical teaching. The tutors are typically salaried GPs who do not have their own practice. There are normally four to eight students on each visit. Much of the time is spent in the patients’ homes although sometimes a room is required in the surgery.

The services of Associate Teaching Practices are normally provided by GP partners who are required to identify appropriate patients and occasionally provide a room suitable for teaching.

Contact us

If you would like to note your interest, please contact: gpteachingopps@glasgow.ac.uk

OSCE Examinations

OSCE Examiner Opportunities 

The Medical School recruits’ clinicians from ST1 onwards to examine in the Medical School OSCEs (although, ideally OSCE examiners should be experienced clinicians - Consultants, GPs, Senior Training Grades or Speciality Doctors). 

The involvement of experienced clinicians in our assessment processes is essential for the provision of suitably trained and evaluated medical graduates to the Health Service. 

What are OSCEs?

Objective Structured Clinical Examinations (OSCEs) are a fundamental component of the University of Glasgow’s summative assessment of student's clinical skills throughout the undergraduate medical curriculum. An OSCE is a performance-based test used to measure candidates’ clinical competence, where components of competence are assessed objectively in a planned and structured way.


  • Are observed and evaluated as they go through a series of stations and perform a variety of clinical tasks.
  • Interview, examine and treat actors or volunteer patients who present with a medical problem.

Role of an OSCE Examiner

Examiners play a vital role in the OSCE process in delivering a reliable and fair assessment process and prior to examining are:

  • Expected to undertake online training via Moodle.
  • Required to have up-to-date Equality and Diversity Training, and forward on evidence of this prior to examining.
  • Required to watch the five minute OSCE Examiner Briefing video.
  • Required to read the OSCE Examiner Instructions Booklet.
  • Required to examine half or full day OSCE sessions as agreed.
  • Required to carefully observe all candidates' performances for the duration of the OSCE station.

Benefits for an OSCE Examiner

  • Examiners will be given a certificate confirming their participation in the OSCE.
  • Examiners will receive feedback on their marking.
  • Contributions to the assessment of undergraduate medical students are recognised within appraisal and GMC revalidation processes.
  • The majority of Medical Royal Colleges also recognise contributions to teaching and assessment in their professional development programmes.
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

Examiner Training 

The Medical School expects that everyone who completes OSCE Examiner Training, will make themselves available as an examiner in the same academic year.

It is compulsory for all examiners to watch the five minute OSCE Examiners’ Briefing and Read the OSCE Examiner Instructions prior to examining. 

The Medical School also strongly recommends that all new examiners or examiners wishing a refresher undertake the online training module via Moodle: https://glasgowonline.gla.ac.uk - please note that the online training module is currently being revised and will be available early 2021. Instructions detailing how to access the training module can be viewed here.  This training outlines the Glasgow OSCE, the role of an examiner, explains how standards are set and also gives you the opportunity to mark stations/review your marking.  After completion of the training module you will be added to the OSCE Examiner mailing list and will be contacted throughout the year with a note of all OSCE sessions that require cover.

Typical Format of an OSCE

Examiners will be informed at least 6 weeks prior to the examination of the date, time and venues for the OSCE.

On the day of the OSCE a Clinical Lead will be present for briefing examiners, troubleshooting and answering all clinical queries with regards to all stations.  

The five minute OSCE examiner briefing will be shown fifteen minutes prior to the start of the OSCE, after this has been shown you will be asked to go to your station.

Examiners are responsible for the running of their station.  All stations should have been prepared accordingly, however prior to the start of the examination examiners are required to check this personally:

  • In history taking or communication skills stations, examiners must run over the narrative with the simulated patient.
  • In examination stations examiners must examine the volunteer patient to ascertain the negative and positive findings.  
  • If relevant for the station examiners must make sure that the apparatus or components are all present and that disposal and hand washing facilities are adequate.

During the station examiners are required to make an item by item judgement using the criterion marking schedule. Examiners must give a mark if the task is completed accurately and if a task is not attempted, incomplete or inadequately performed examiners do not award the mark. Additional to the criterion mark sheet, all examiners are asked to make an unrelated and separate global judgement of the candidate (fail, borderline, pass, good pass).

Examiners must also take time at the end of the session to evaluate their station. Prior to stations running again in future OSCEs, Speciality Leads receive a copy of the evaluation forms completed for their station, and are required to take on board all comments, including making necessary improvements to their station for the next diet in which this will run.

Examiner Feedback

After all OSCEs, examiners receive an individualised statistical analysis report detailing their performance as an examiner.   The aim of the report is for examiners to reflect on their performance in comparison to fellow examiners.  Some examiners may be more stringent or lenient and it is important for examiners to review this information, and if necessary consider how they may change their practice in future OSCEs.

Each report details:

  • The station/s marked.
  • The median pass mark of the station/s marked.
  • Your station statistics.
  • Station statistics by venue for site comparisons.
  • Station statistics by day for comparison of the marking over a number of days.

Examiners are recommended to attend further OSCE examiner training, if their mean mark is outwith -/+ 2 standard deviations of the mean of the station they examined.

View an example of the Individualised Statistical Analysis Report

OSCE Dates and Venues

In session 2020-2021, students will undertake summative OSCEs in Years 3, 4 and 5 at the Golden Jubilee National Hospital and the Wolfson Medical School Building as follows:

MBChB5 OSCE Wednesday 5 May 2021 GJNH & WMSB 
MBChB5 OSCE Thursday 6 May 2021 GJNH & WMSB 
MBChB5 OSCE Friday 7 May 2021 GJNH & WMSB 
MBChB4 OSCE Wednesday 2 June 2021 GJNH & WMSB
MBChB4 OSCE Thursday 3 June 2021 GJNH & WMSB
MBChB5R OSCE Thursday 10 June 2021 WMSB
MBChB5R OSCE Friday 11 June 2021 WMSB
MBChB3 OSCE Wednesday 23 June 2021 GJNH & WMSB 
MBChB3 OSCE Thursday 24 June 2021 GJNH & WMSB 
MBChB4R OSCE Wednesday 14 July 2021 WMSB
MBChB3R OSCE Wednesday 4 August 2021 WMSB

Contact us

If you would like to note your interest or require any further information, please contact: med-sch-assessment@glasgow.ac.uk

Problem Based Learning

Problem Based Learning Opportunities

The Medical School recruits academic staff, clinicians from FY1 onwards, postdoctoral fellows employed by the College of MVLS at the time training takes place, and current PGR students in the College of MVLS (in Year 2 or beyond) to contribute to Problem Based Learning (PBL).

When and where is PBL undertaken?

PBL is undertaken in Phase 1 (Semester 1 of Year 1) and Phase 2 (Semester 2 of Year 1 and all of Year 2) and usually takes place within the Wolfson Medical School Building, but may also be delivered online if necessary.

What is PBL?

PBL tutorials are small group sessions, with a Facilitator, and are based around clinical scenarios. 

PBL allows students to test their understanding of topics through facilitated discussion, and to integrate material from different disciplines/specialties.  The PBL Facilitator is likely to have expertise in a discipline/specialty relevant to the integrated PBL scenario.

Role of a PBL Facilitator

  • Attend and complete Sessions 1, 2a/b and 3 of the Facilitator Training Programme (8 hours).
  • Meet with your PBL group, twice weekly, for 1 hour for 4 to 6 weeks (total contact time is generally from 8 to 12 hours for different teaching blocks).
  • Support students to develop self-directed learning skills, rather than act as a direct provider of information.
  • When required, conduct formative assessment interviews with students in facilitated groups (provide feedback on their performance in PBL).
  • Participate in CPD opportunities for facilitators, including a peer observation programme and yearly CPD workshop for quality assurance purposes.

Benefits for a PBL Facilitator

  • After training, and facilitation of a full teaching block, all Facilitators are entitled to receive a certificate confirming their contribution to PBL.
  • Facilitators receive feedback from students and by participating in the peer observation programme.
  • Facilitators have access to a Moodle-based (electronic) resource and also to the relevant student Virtual Learning Environment.
  • Facilitators are invited to attend specific staff development sessions (5 or 6 per academic session).
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

PBL Facilitator Training Programme

All PBL Facilitators are required to undertake the Medical School’s PBL Training Programme prior to facilitating.

View a description of the sessions that comprise the Training Programme.

Peer Observation

Participation in this process will give you the opportunity to reflect on the quality of your facilitation in the Medical School.

The aims of peer observation are to:

  • Provide staff with formative feedback about the quality and style of their facilitation.
  • Provide a mechanism for identifying good practice.
  • Increase discussion of facilitation.
  • Reflect on your own practice by observation of peers and reflection on comments of being observed.
  • Learn from observing and being observed.
  • View the Peer Observation Process.

Topics and Dates

All PBL sessions take place within the Wolfson Medical School Building. 

Year One 
Phase Topic Dates (Every Monday & Thursday)  Times
Phase 1 Cells & Tissues, Pathology Molecular Biology From 21/09/2020 until 30/10/2020 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm
Phase 1 Introduction to Body Systems From 02/11/2020 until 11/12/2020 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm
Phase 2 Limbs and Back From 11/01/2021 until 19/02/2021 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm
Phase 2 Cardiovascular & Respiratory From 22/02/2021 until 26/03/2021 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm
Phase 2 Keeping People Healthy From 19/04/2021 until 14/05/2021 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm


Year Two
Phase Topic Dates (Every Tuesday & Friday) Times
Phase 2 Gastrointestinal From 21/09/2020 until 16/10/2020 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm
Phase 2 Reproduction, Nephrology and Urology From 19/10/2020 until 13/11/2020 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm
Phase 2 Endocrinology From 16/11/2020 until 11/12/2020 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm
Phase 2 Head, Neck and Neurology From 15/02/2021 until 26/03/2021 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm
Phase 2 People and Illness From 19/04/2021 until 14/05/2021 10.00-11.00am, 11.30-12.30pm and 1.00-2.00pm

Contact us

If you would like to note your interest or require further information, please contact: 

MBChB1: med-sch-y1mbchb@glasgow.ac.uk
MBChB2: med-sch-y2mbchb@glasgow.ac.uk

Student Selected Components

Student Selected Components Opportunities

The Medical School recruits clinicians from ST5 onwards to supervise Student Selected Components (SSCs).

What are Student Selected Components?

Student Selected Components (SSCs) complement the MBChB degree programme by offering students the opportunity to choose subjects they wish to study in depth. This fulfils the GMC requirement which states that a minimum of 10% of the curriculum should be made available for student choice.

It is for each UK medical school to design its own SSC programme to suit its own circumstances. In the University of Glasgow this takes the form of a 5 week dedicated block selected by students from a wide range of options and is undertaken once in each of year 2, 3 and 4. SSCs are delivered across a variety of teaching formats and cover topics such as research projects, the study of core curriculum-related topics in more depth, and topics outside medicine including humanities and languages.

Although programmes vary between medical schools, the GMC provide the following guidance as to what particular skills students should have the opportunity to develop:

  • Learn about and begin to develop and use research skills.
  • Have greater control over their own learning and develop their self-directed learning skills.
  • Study, in depth, topics of particular interest outside the core curriculum.
  • Develop greater confidence in their own skills and abilities.
  • Present the results of their work verbally, visually or in writing.
  • Consider potential career paths.  

Typical SSC Project Titles can be found here.

Role of a SSC Supervisor

  • Provide a written outline for a 5 week module including aims and intended learning outcomes (template provided).  
  • Decide on the delivery method of the SSC.
  • Decide on which block(s) and the number of student places (i.e. 1-2 per block, more if applicable).
  • Set aside time to supervise – this varies according to the nature of the SSC.
  • Consider the most appropriate method for assessing the SSC (at least 60% written format with remainder usually being supervisor’s assessment and/or oral presentation).
  • Encourage the development of a wide and varied range of skills such as curiosity, the ability to critically evaluate evidence, problem-solving and generic skills.
  • Provide a written outline for a 5 week module including aims and intended learning outcomes, information can be found here: SSC Menu Outline Exemplar

Benefits of an SSC Supervisor

  • Satisfaction from supervising enthusiastic and interested students for an intense 5 week period. 
  • Anonymised student feedback is provided which can be included in job planning and appraisals.
  • Help with clinical governance tasks such as audits, reviews, clinical effectiveness, etc.
  • Increase the potential for future recruitment into your speciality: View footage from a former student
  • Improve staff skills and training such as supervision and assessment expertise.
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

How do I find out more?

  • We are always keen to encourage more staff to offer modules and can provide guidance and support.  SSC student, supervisor and assessor guides can be found here.

SSC Dates

Session 2020-2021 dates:

Year 4


Block 1 - Monday 6 September 2021 - Friday 8 October 2021

Block 2 - Monday 11 October 2021 - Friday 12 November 2021

Block 3 - Monday 15 November 2021 - Friday 17 December 2021

Block 4 - Monday 10 January 2022 - Friday 11 February 2022

Year 2


Monday 10 January 2022 - Friday 11 February 2022

Year 3


Block 1 - Monday 28 February 2022 - Friday 1 April 2022

Block 2 - Monday 4 April 2022 - Friday 6 May 2022

Block 3 - Monday 9 May 2022 - Friday 10 June 2022

Contact us

If you would like to note your interest or require further information, please email: med-sch-ssc@glasgow.ac.uk

Honorary Status: is awarded in recognition of an individual’s contribution to teaching, research and scholarship in the College.  For further details please visit Honorary Status Appointment Information.