The Role
Accountable to the Board of Medical Studies through the Year three GP lead and Head of GP teaching to manage the delivery of the MBBS primary care teaching within the Regional Medical School with a focus on the mental health primary care aspects of the curriculum.
The University has developed a document which summarises the range of activities that colleagues may be expected to perform.
Informal enquiries may be made to Professor Hugh Alberti via or Dr Zoe Muando via
For more information about the School of Medicine please visit:
For more information about the Faculty of Medical Sciences please visit:
The School/Institute holds a silver award in addition to the University’s silver award in recognition of our good employment practices for the advancement of gender equality. At Newcastle University we hold a silver award in recognition of our good employment practices for the advancement of gender equality. We also hold a Bronze award in recognition of our work towards tackling race inequality in higher education REC. We are a employer and will offer an interview to disabled applicants who meet the essential criteria for the role as part of the offer and interview scheme.
Key Accountabilities
The post holder will be primarily responsible for the primary care components of the Mental Health rotations in the MBBS curriculum at Newcastle University which will include:
1. Support and work closely with the Mental Health Course Lead to manage and lead the Mental Health rotations in years 3 and 5,
2. Lead the primary care components of the Mental Health rotations,
3. Develop and implement new ideas and innovations for delivering Mental Health learning outcomes in the primary care setting,
4. Represent primary care in all relevant Mental Health meetings (such as the AQM) and delivery initiatives (such as the IIG Working Groups),
5. Be accountable to the Year three GP lead and Head of GP teaching and when appropriate attend and input to the primary care Strategy/Steering group meetings,
6. More specific tasks within this role include:
7. Preparing, uploading to the MLE and annually updating pre-loading and GP teacher materials for year 3 GP MH sessions (for in practice and online sessions);
8. Reviewing student feedback relating to MH to identify any GP related issues;
9. Dealing with queries from GP teachers and students relating to the GP MH sessions;
10. Delivering teaching to GP teachers relating to content of the MH sessions as required;
11. Contributing exam questions relating to the LOs in the GP MH sessions (via secondary care lead for MH);
12. Participating in standard setting meetings;
13. Keeping in touch with secondary care teachers in MH, so they understand what is covered in GP and in order to understand how year 3 MH placement fits in with year 5 MH placement, changes in LOs, core conditions etc;
14. Keeping in touch with year 3 GP lead, CH GP lead and RH GP lead to ensure that presentation of materials for students is similar throughout the year and that any changes
15. Contribution to the planning of integration days and preparation of integration day materials, doing some of the teaching some integration days and online MH sessions;
16. Ideally attending the psychiatry development day annually;
17. Ideally acting as an OSCE or MOSLER examiner at least once a year.
Generic Responsibilities of all regional GP lecturers
18. To know about the processes and delivery of primary care attachments to ensure as far as possible the equity of student experience,
19. To help plan, organise and manage the attachments as necessary to ensure they remain fit for purpose,
20. To contribute to the clinical assessment and professional assessment processes for GP attachments to ensure standardisation and uniformity across the Regional Medical School,
21. To contribute to review of relevant learning materials (such as Teachers’ Manuals) within required timelines,
22. To contribute to relevant GP lecturer meetings and the Primary Care Annual Quality Monitoring Meeting,
23. To contribute to setting up and running local and regional ‘teaching the teachers’ events,
24. To demonstrate a commitment to developing relevant knowledge and skills in relation to teaching and curriculum management.
Key relationships:
25. Liaison with the Mental Health Course Lead,
26. Liaison with Year 3 GP lead and head of GP teaching.
The Person
Knowledge, Skills and Experience
Essential:
27. Experience in project management,
28. Experience in teaching medical students in general practice and university-based settings,
29. Knowledge of the MBBS curriculum,
30. Experience of teaching,
31. Experience and knowledge of mental health,
32. Potential to link research, practice and teaching,
33. IT skills including experience of MS Office.
Desirable:
34. Experience of leading,
35. Some flexibility in the practice.
Attributes and Behaviour
Essential:
36. Good communicator, both one-to-one and small groups,
37. Collaborative and team working skills,
38. Good organisational skills,
39. Ability to prioritise and organise time effectively,
40. Enthusiasm and creativity,
Qualifications
Essential:
41. Holds an MBBS degree or equivalent,
42. Fully qualified (MRCGP) and currently practising GP,
43. Actively pursuing (or about to embark on studying) a further teaching qualification, such as the Certificate of Clinical Education, a Trainer’s qualification, or a further degree.
Desirable:
44. Possesses a further teaching qualification, such as the Certificate in Clinical,
Newcastle University is a global University where everyone is treated with dignity and respect. As a University of Sanctuary, we aim to provide a welcoming place of safety for all, offering opportunities to people fleeing violence and persecution.
We are committed to being a fully inclusive university which actively recruits, supports and retains colleagues from all sectors of society. We value diversity as well as celebrate, support and thrive on the contributions of all of our employees and the communities they represent. We are proud to be an equal opportunities employer and encourage applications from individuals who can complement our existing teams, we believe that success is built on having teams whose backgrounds and experiences reflect the diversity of our university and student population.
At Newcastle University we hold a silver award in recognition of our good employment practices for the advancement of gender equality. We also hold a Bronze award in recognition of our work towards tackling race inequality in higher education REC. We are a employer and will offer an interview to disabled applicants who meet the essential criteria for the role as part of the offer and interview scheme.
In addition, we are a member of the Euraxess initiative supporting researchers in Europe.
Requisition ID: 28346