External tutors and academic departments: supporting distance learners on a teaching certificate course

Offering tutor support to adult learners at the local level has been regarded as a positive recruitment feature of a postgraduate certificate in medical education delivered by distance learning. This paper reports on the efforts of the academic department in question to compare the expectations and perceptions of tutoring practice of key stakeholders. A multifaceted methodology revealed variations in the views of students, external tutors and central academic department of their mutual roles and responsibilities in support relationships. Analysis of these variations assisted a clearer interpretation of ongoing concerns about the persistence, understanding, reflection and attainment of learners, and directly informed developments in the course and its tutoring arrangements.