Supporting educators to embed Realistic Medicine
This page provides a collection of case studies and flexible teaching materials to inspire, inform, and empower HEI educators as they integrate Realistic Medicine and Value Based Health & Care into their programmes.
Higher education institution resources
The Realistic Medicine and Value Based Health & Care Summary Slides for higher education institutions (HEIs) have been created to support educators in strengthening their teaching on Realistic Medicine and Value Based Health & Care. The slide set is fully adaptable – use it as a complete package or take a pick-and-mix approach, lifting the elements that best suit your learners, programmes, and context.
You are warmly encouraged to tailor, reuse, and integrate these slides in whatever way is most useful for your institution. When sharing or repurposing, please ensure you provide attribution to Public Services Delivery (PSD) Scotland's Realistic Medicine team and that all sharing and repurposing is for non-commercial purposes.
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HEI Case Studies: embedding Realistic Medicine and Value Based Health & Care into curricula
PSD Scotland is delighted to share a series of case studies from Higher Education Institutions across Scotland, showcasing how Realistic Medicine and Value Based Health & Care are being meaningfully embedded into undergraduate and postgraduate curricula.
These examples show what’s working in practice—from innovative teaching to strong partnerships with NHS and community teams—and offer practical insights others can adapt. Explore the case studies to spark ideas, spot opportunities for your own context, and connect with a growing community committed to developing practitioners who can lead improvement and deliver care that truly matters to people.
We are deeply grateful to the authors and institutions who generously shared their work. Their contributions strengthen our collective understanding and help shape the future of health and care education in Scotland.
“Queen Margaret University’s Dietetics programmes have embedded Realistic Medicine and Value Based Health & Care through tailored resources and reflective learning. This approach has improved students’ confidence in person-centred care and communication, especially during clinical placements. While formal evaluation is pending, feedback is positive, and further development of dietetics-specific materials is recommended to enhance relevance and impact.”
Alison Lyles, Lecturer and Programme Leader, MSc Dietetics, Queen Margaret University
“Robert Gordon University has taken a structured approach to embedding RM and VBH&C across its midwifery programmes, using a blend of theoretical and practical learning methods. This initiative has improved student awareness and engagement with RM principles, with success coming in part from continued collaboration with clinical partners, and tailored educational resources are key to sustaining and scaling this work.”
Vicki Falls, Course Leader, BSc/MSc Midwifery, Robert Gordon University
“The University of Dundee’s clinically embedded medical programme integrates improvement science and Realistic Medicine through experiential, team-based projects. Students develop leadership, communication, systems thinking, and person-centred care skills while working with NHS and community partners. Evaluation shows strong gains in confidence, empathy, and improvement capability, demonstrating the value of holistic, practice-based learning for future clinicians.”
Vicki Tully, Associate Director for Medical Education – Quality, University of Dundee/NHS Tayside
“ScotGEM’s Agents of Change curriculum embeds RM and VBH&C throughout medical education, preparing students to lead system improvement. Through a spiral curriculum, mentoring, and real-world projects, students gain skills in leadership, quality improvement, and patient-centred care. The approach has increased engagement and confidence, aligning with NHS Scotland’s strategic goals and offering a scalable model for modern medical training.”
Angela Flynn, ScotGEM Agents of Change Director, University of St Andrews