Lecturer Public Health in Medicine

Date Posted: 30+ days ago

Job Description

In a developing capacity, to contribute to the delivery and development of high

quality undergraduate medical education, training and research in the specific area

of Public Health and related subjects.

To teach, support and assess students and to ensure a high-quality learning

experience throughout the student journey.

To engage with professional practice and scholarly activity to ensure the School’s

programmes are informed by research lead current practice.

To contribute to the provision of excellent academic practice within the faculty by

making a balanced contribution across all areas of academic activity.

Key Responsibilities

and Accountabilities:
Faculty and School Specific:
  • Develop and deliver an innovative range of teaching and learning activities
and inter-professional learning opportunities within Medicine.

  • Effectively contribute to the delivery, and associated administration of
academic provision within the School of Medicine. Ensuring a high-quality

learning experience throughout the full student journey.

  • Contribute to the delivery of Problem Based Learning activities within the
Medical School.

  • Contribute to the research activity of the School and Faculty by undertaking
high-quality (collaborative) research and contributing to external funding


  • Work closely with members of the assessment team and relevant
Year/Unit/Block leads across a variety of related activities, including

standard setting, question writing and question performance analysis.

  • Engage effectively with professional practice and scholarly activity to
ensure the School’s programmes are informed by research led current


  • Delivery of effective pastoral support to students at all levels.
  • In a developing capacity, supervise undergraduate and postgraduate
research projects.

  • Proactively represent the School/Faculty in order to raise the external
profile by establishing close working relationships with local, national and

relevant academic groups within Medical Education.

  • Develop and deliver a range of teaching and learning activities and inter-
professional learning opportunities within the area of Medicine.

  • You may be asked to perform other duties occasionally which are not
included above, but which will be consistent with the role.


Be prepared to undertake any appropriate and necessary staff development

training, including in teaching and learning in Medical Higher Education.

Part 1 B: Generic to all Lecturer roles:
Individuals carry out a range of duties and have responsibility taken from the

following. Whilst it is not anticipated that all of the activities listed below will

be covered by one individual, it is expected that over time all individuals will

make a balanced contribution to the three areas of academic activity

(research, teaching and learning and reach-out).

Academic Practice

  • Agree and manage own teaching, research, reach-out and academic
management/administration responsibilities, with guidance from a mentor if


  • Teach as a member of a teaching team in a developing capacity within an
established programme of study.

  • Teach in a developing capacity in a variety of settings from small group
tutorials to large lectures.

  • Transfer knowledge in the form of practical skills, methods and techniques.
  • Identify learning needs of students and define appropriate learning objectives.
  • Ensure that content, methods of delivery and learning materials will meet the
defined learning objectives.

  • Develop own teaching materials, methods and approaches with guidance.
  • Develop the skills of applying appropriate approaches to teaching , challenge
thinking, foster debate and develop the ability of students to engage in critical

discourse and rational thinking.

  • Supervise the work of students, provide advice on study skills and help them
with learning problems.

  • Select appropriate assessment instruments and criteria, assess the work and
progress of students by reference to the criteria and provide constructive

feedback to students.

  • Seek ways of improving performance by reflecting on teaching design and
delivery and obtaining and analysing feedback , including peer review of


  • Develop and implement personal research and reach-out plans.
  • Conduct individual and/or collaborative research and reach-out projects.
  • Contribute to writing proposals for external funding for research and/or reach-
out activities and contribute to the subsequent delivery of projects that are


  • Disseminate the outcomes of research and/or reach-out through publication,
presentation or exhibition.

  • Continually update knowledge and understanding at the forefront of the
academic discipline and, if appropriate, also at the forefront of the relevant

area of professional practice.

  • Translate knowledge of advances in the subject area or professional practice
into the course of study.


  • Communicate complex ideas and information clearly and effectively (orally, in
writing and electronically) and encourage in others commitment to learn.

Liaison and Networking

  • Liaise with colleagues/students and participate in internal networks.
  • Join external subject/research networks to share information and ideas.
Managing People

  • May supervise post-graduate students or researchers or other grant-funded


  • Collaborate with academic colleagues as appropriate.
  • Attend and contribute to subject group and team meetings.
  • Contribute to effective management of the Academic Area by performing
duties outside of immediate academic practice, as agreed with the staff team

leader or Head of School.

Pastoral Care

  • Use listening, interpersonal and pastoral care skills to deal with sensitive
issues concerning students and provide support.

  • Appreciate the needs of individual students and their circumstances.
  • Act as personal tutor, giving first line support.
  • Refer students as appropriate to services providing further help.
Initiative, Problem Solving and Decision Making

  • Develop initiative, creativity and judgment in teaching and learning, research
and reach-out activities.

  • Respond to pedagogical and practical challenges.
  • Contribute to collaborative decision making with colleagues.
  • Comply with the University’s expectation of an individual member of academic
staff in relation to their own self-monitoring, continuing professional

development and self-regulation.

Planning and Managing Resources

  • Use teaching and research resources, laboratories and workshops as

  • Act as unit/ module leader and manage personal administrative tasks including
contributing to the planning of delivery of taught programmes, research

student programmes, research projects and other projects as relevant so as to

contribute to quality enhancement in all areas of academic activity.

Sensory, Physical and Emotional Demands

  • Sensory and physical demands will vary from relatively light to a high level
depending on the discipline and the type of work and will involve carrying out

tasks that require the learning of certain skills.

  • Balance, with help, the competing pressures of teaching, research, reach-out,
academic management/administrative demands and deadlines.

Work Environment

  • Is required to be aware of the risks in the work environment and their potential
impact on their own work and that of others.

  • Adhere to academic governance, equality and diversity, relevant health and
safety and risk management requirements.

University of Sunderland

Role Profile

Part 2

Part 2A: Essential and Desirable Criteria

These criteria are

assessed at the short

listing stage.

The essential criteria

must be met in order

to be eligible for



Qualifications and Professional Memberships:
  • A postgraduate degree in Public Health or equivalent professional
qualification or, in exceptional circumstances, has significant experience as

a practitioner in Public Health

  • Previous teaching experience in an FE or HE environment or have
experience as a public health practitioner.

Key Knowledge and Expertise:
  • Up to date understanding of the use of technology in undergraduate and/or
post graduate learning and teaching and/or research.

  • Possess sufficient breadth or depth of specialist knowledge in the discipline
to apply this to Medical Education


Qualifications and Professional Memberships:
  • PhD / Doctorate.
  • Higher Education teaching qualification (e.g. PG Cert)
  • Higher Education Academy Fellowship status.
  • Membership of relevant professional body.
  • Understanding of the requirements in medical education.
  • Understanding of Problem Based Learning.
  • Track record in research (e.g. contribution to publications, presentations at
conferences, grant applications, income generation) in a developing



Achievement of HEA Fellowship

Lecturers without Higher Education Academy Fellowship status will be expected to

achieve Fellowship within two years of commencing their role.

Academic staff progression from Lecturer to Senior Lecturer:
There is also an expectation that staff appointed to the Lecturer Role Profile will

have the opportunity to develop the role and take on the duties and responsibilities

of the Senior Lecturer role. The process for progression from the Lecturer to Senior

Lecturer role is outlined in the Academic Staff Progression guidelines document.

Part 2B: Key Competencies

Competencies are

assessed at the


testing stage

Key Knowledge and Expertise (generic):
  • Possess sufficient breadth or depth of specialist knowledge in the discipline
to work within established teaching, research and reach-out programmes.

  • Engage in continuous professional development.
  • Possess the qualities and transferable skills necessary for the exercise of
personal responsibility and largely autonomous initiative in complex and

unpredictable situations, in professional or equivalent environments.

Analysis and Research:
  • Gathers data rigorously and conducts robust analysis, questioning
assumptions and existing knowledge.

  • Develops hypotheses and concepts to explain data, events and

  • Reports findings to wider community and is able to withstand challenge by
relying on evidence gathered and processes used for analysis.


  • Summarises and interprets complex, conceptual and special matters to aid
others' understanding and aimed at their needs.

  • Uses appropriate styles and arguments to influence and negotiate
satisfactory outcomes.

  • Monitors understanding of others, develops approach and takes corrective
action if required.


  • Conveys information of a complex, conceptual and specialist nature using a
range of styles and media selected to meet the needs of others.

  • Presents complex information in formats appropriate to non-specialists
without comprising meaning.

  • Monitors the reactions of others and takes appropriate steps to remedy any

Decision Making:
Independent decisions

  • Considers wider impact of decisions, assesses possible outcomes and their

  • Uses judgment to make decisions with limited or ambiguous data and takes
account of multiple factors.

  • Distinguishes between the need to make a decision, when to defer and
when not to take a decision.

Collaborative decisions

  • Helps others to explore options that initially appear to be inappropriate or
unfeasible and recognise when a decision is or is not needed.

  • Enables others to contribute to decisions.
  • Ensures that options are weighed, outcomes identified and chances of
success considered.

  • Challenges decisions, appropriately to ensure consideration and processes
are robust.

Contribute to the decision making of others

  • Anticipates and highlights issues that need to be taken into account.
  • Outlines possible impacting factors, assessing their degree of influence on
the choice of options.

  • Ensures previous learning is included.
Initiative and Problem Solving:
  • Analyses problems to identify their cause.
  • Takes action to prevent recurrence of problems.
  • Considers possible solutions to identify those which offer wider benefits.
  • Obtains evidence to support intuition.
Pastoral Care and Welfare:
  • Calms and reassures those in distress.
  • Deals with difficult situations or confidential matters, according to policy and

  • Involves others or refers elsewhere for assistance if the situation becomes
more complex and if additional help or information is required.

Service Delivery:
  • Adapts services and systems to meet customers’ needs and identifies ways
of improving standards.

  • Learns from complaints and takes action to resolve them.
  • Collates feedback and views from customers and keeps up-to-date with
market trends to inform service development and make changes.

  • Actively promotes services.
Teaching and Learning Support:
  • Contributes to the long term planning and development of learning

  • Continuously reviews areas identified for improvement and develops
content and delivery methods, learning support and assessment


  • Mentors other staff outside the immediate work team.
  • Reflects on own and others practice and develops insights into the learning

Teamwork and Motivation:
  • Helps to clarify priorities and ensure they are understood by all.
  • Supports colleagues in need of extra help.
  • Monitors progress and takes appropriate action to deal with difficulties or

Date Completed: April 2021

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