• Apply to attend an EMC.

- Application to attend an EMC: Possible participants should submit

· CV

· Covering letter outlining the reasons they wish to be considered

· Supporting letter from the NRC (local lead educator, NCD).

- Participants for the EMC are selected by the EAG in accordance to the following specifications:

- Professional qualification to access: Graduate in Healthcare, Nursing, Medicine, or Health Sciences

- Educational profile

· Preferably a first degree or post graduate qualification in Education or Currently studying for a post graduate qualification in Education or Medical Education (Certificate, Diploma or equivalent)

· Experience of adult education (minimum of 3 years) within a health care setting (ERC courses or equivalent preferable). 

· At least 4 years of continuous activity as a GIC instructor

- Preferably a clinical background and experience in the specialist field

- ERC Associate Gold Membership

- In case of upcoming questions participants may be interviewed by a member of the EAG.

  • Become an EdC.

- Successfully compete the EMC

  • Upgrade to Ed.

- In order to become an Educator, the Educator Candidate needs to take part in the faculty of 2 GIC courses, under the guidance of experienced Educators, to the satisfaction of the Educational Advisory Group.

- The Educator: Educator Candidate ratio should be 1:1.

- During the EMC and the following courses, the EdC will be expected to fulfil the following expectations:

o Knowledge and practical application of adult learning principles

o Familiarity with ERC teaching strategies and techniques

o Expert communication skills (especially in the management of student behaviours and faculty support, with particular emphasis on competence in relational issues, effective feedback and presentation skills)

o Able to demonstrate competence in educational practice in managing teaching and learning (empathy, credibility, honesty, supportive attitude, individual and team orientated).

o Ability to organise, motivate and lead groups of instructors focused on achieving course learning objectives

o Ability to be flexible in managing candidate, faculty or programme related issues

          o Preferably have an expert knowledge and demonstrable commitment to being contemporary in the evidence base supporting both education and health science