Academic careers: turn teaching into credible academic outputs (not just a nice extra)

If you’re aiming for an academic pathway, ACF/clinical lectureship, a higher degree, research fellowship, educational leadership, or an academic consultant post, your teaching isn’t just “good citizenship.” It’s part of your academic profile.

The challenge is that many clinicians teach a lot, but the evidence doesn’t look academic: it’s not structured, not evaluated, and not easy to summarise on a CV or in an application.

This course helps you turn routine teaching into repeatable, evidence-backed outputs that strengthen your academic narrative.

At a glance

If you’re building an academic profile: this course helps you generate teaching evidence that’s structured, evaluable, and easy to present in applications, CVs, and reviews.

What you leave with: a teaching framework + feedback tools + reflection method, so your teaching becomes defensible “academic evidence,” not informal activity.

Why teaching matters in academic progression

Academic reviewers and panels usually want to see more than “I delivered teaching.” They’re looking for signs of:

• intentional design (clear aims, audience, structure)

• evaluation (feedback/data, not just opinion)

• improvement over time (development, not one-off sessions)

• impact (what changed for learners, or what you improved)

• outputs you can document (easy to cite, summarise, and evidence)

This course gives you the tools to hit all of that without adding loads of admin.

How the course helps your academic career (practically)

1) It makes your teaching “academic-looking”

You’ll learn a simple, reusable session structure that naturally generates:

• a clear plan (aims, level, format)

• a consistent method of delivery

• learner engagement techniques you can describe

• an evaluation method you can repeat

That turns your teaching into something you can present as a programme of work, not random sessions.

2) It helps you build an evidence trail (fast)

Instead of “I taught X,” you’ll have:

• feedback summaries with themes

• reflections that show insight + change

• a clear “what I did differently next time” loop

That loop is one of the strongest signals of maturity in education, because it demonstrates scholarship-like thinking: plan → deliver → evaluate → improve.

Academic teaching isn’t about optics, it's about being structured, evaluated, and improving over time.

3) It upgrades your academic CV instantly

With the course outputs, you can write stronger CV lines like:

• “Designed and delivered X sessions using a structured framework; evaluated with feedback (n=__); implemented changes leading to improved learner-reported clarity/confidence.”

• “Introduced a repeatable feedback + reflection system for departmental teaching; documented iterative improvement across multiple sessions.”

These read better than generic “delivered ward teaching,” because they show process and impact.

4) It gives you a foundation for “education outputs”

If you want to go further academically, the course outputs can become the base for:

• a small educational evaluation project (even simple pre/post confidence scores)

• a departmental teaching improvement initiative

• a poster/abstract about a teaching intervention (where appropriate)

• a teaching portfolio section you can reuse across applications

You’re not being asked to do “extra” work, just to capture what you already do in a way that can be converted into outputs.

5) The optional written assignment can act as a polished portfolio piece

If you choose to do the complimentary written assignment, you end up with a structured, file-ready document that can sit in your teaching portfolio as an additional “output” (plus extra CPD).

FAQs

I’m research-focused, does this still help?

Yes. Teaching evidence strengthens fellowship and training applications, supports job planning and supervision roles, and signals rounded academic development, especially when it’s evaluated and documented.

I already teach regularly, what will change?

How it lands on paper. The course helps you present teaching as structured work with evaluation, improvement, and outcomes, so it’s stronger in applications and CVs.

Do I need a formal teaching role?

No. Ward teaching, tutorials, induction, simulation support, departmental sessions, online teaching, any of these can become “academic-ready” if you structure and evidence them properly.

Closing

Academic careers reward clarity and outputs. This course helps you turn teaching you already do into structured, evaluated, evidence-backed work, the kind that reads well on a CV, supports applications, and stands up in portfolio review.