module specification - university of leicester · 2020-06-21 · module specification ......

Module Specification

No. Assessment Description Weight % Qual Mark Exam Hours Ass't Group Alt Reass't

001 Written critique of an observed structured education programme(3500 words)(qualifying element)

50 50

002 Essay Question (3500 words) (qualifying element) 50 50

Period: MarchOccurence: ACoordinator: Susan CradockMark Scheme: PGT Mark Scheme

Academic Year: 2017/8Module Level: PostgraduateScheme: PGDepartment: Medical and Social Care EducationCredits: 20

Intended Learning OutcomesModule Lead: Marian CareyBy the end of the module a student should be able to:1.Describe the origins of interventions that support self-management and explain how these are underpinned by evidence andnational health policies.2.Develop, evaluate and critically appraise a philosophy that informs self-management interventions.3.Describe and explain the psychological/learning theories that underpin self-management.4.Identify and critique interventions developed to support self-management5.Critically appraise published research in the field of self-management (including Structured Self-Management EducationProgrammes)6.Identify, describe and critically appraise effective communication skills that support self-management.7.Identify and demonstrate skills and abilities associated with Structured Self-Management Education Programmes (withspecific reference to: eliciting health beliefs; effective behaviour change planning and goal setting; active listening)8.Describe the principles/mechanisms of evidences based models of care/structured self-management educationprogrammes and discuss how these can be applied to other cultural/geographical contexts.9.Identify and critically appraise strategies that help others maintain positive self-management behaviours and recentadvances in this area10.Identify and explore ways to achieve and maintain competency when facilitating self-management education programmes(including observation of delivery).

Teaching and Learning MethodsLectures, Seminars, Demonstrations, Directed reading, Self directed learning, Group work, problem solving classes, RolePlay

Assessment MethodsAssessment 1: Written critique of an observed structured education programme (3500 words) Assessment 2: Essay Question (3500 words)Student will need to gain an overall score of 50% in each element to pass the module

Pre-Requisites

Co-Requisites

Excluded Combinations-

Lectures 18Seminars 10

Practical Classes & WorkshopsTutorials 2

FieldworkProject Supervision

Guided Independent Study 170Demonstration

Supervised time in studio/workshopWork Based Learning

PlacementYear Abroad

Total Module Hours 200

Student Workload (hours)

MD7001 Self Management in Diabetes Care (Optional)

Last Published: 8 July 2020


Guided Independent Study: Indicative Activities

MD7001 Self Management in Diabetes Care (Optional)




001 Essay question (3,500 words)(qualifying element) 50 50002 Written debate (3,500 words)(qualifying element) 50 50

Period: Semester 2Occurence: ACoordinator: Deirdre HarringtonMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module a student should be able to:1.Discuss the historical/societal/evolutionally factors that have contributed to the current global epidemic of diabetes2.Describe and critically appraise both national and international screening programmes3.Describe and critically appraise currently available diabetes risk scores4.Develop and evaluate diabetes screening tools and prevention programmes; demonstrating how these could beimplemented and managed in line with current guidelines.5.Critically discuss psychological issues associated with screening for diabetes6.Describe the relative roles of pharmaceutical products and lifestyle in the prevention of type 2 diabetes; demonstrating anability to critique major prevention studies which have been undertaken7.Describe the role of physical activity and sedentary behaviour in the prevention of diabetes8.Describe the role of diet and weight loss in the prevention of diabetes9.Debate the independent and combined impact of weight loss, diet, physical activity, sedentary behaviour in the prevention ofdiabetes.

Teaching and Learning MethodsLectures, Seminars, Demonstrations, Directed reading, Self directed learning, Group work, problem solving classes,Classroom debate.

Assessment MethodsAssessment 1: Essay: Written Debate (3500 words)(50%)Assessment 2: Essay Question (3500 words)(50%)Students will need to gain a pass mark of 50% in each element to pass the module

Pre-Requisites

Co-Requisites



LecturesSeminars

Practical Classes & WorkshopsTutorials


Guided Independent StudyDemonstration



Total Module Hours


MD7002 Prevention, Screening & Early Detection in Diabetes (Optional)




001 Written Case Study(3,500 words)(qualifying element) 50 50002 Essay Question (3,500 words) (qualifying element) 50 50

Period: Semester 1Occurence: ACoordinator: Jacqui TroughtonMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module a student should be able to:1. Describe the pathophysiology of obesity2. Discuss the clinical, social and psychological implications of obesity3. Discuss the risk factors for, and the health implications of, obesity through the life course4. Evaluate screening, prevention and mangement approaches for paediatric obesity5. Identify and appraise tools to assess obesity status6. Critically appraise the management options for obesity, including diet, activity, pharmacotherapy, surgery and psychologicalapproaches7. Identify and appraise appropriate individualised management plans8. Identify and appraise the skills required for effective management of individuals with obesity9. Describe national and local initiatives for obesity prevention and management10. Discuss and debate the implications of obesity on the public health agenda

Teaching and Learning MethodsLectures, Seminars, Demonstrations, Directed reading, Self directed learning, Group work, problem solving classes,Classroom debate

Assessment MethodsWritten Case Study (50%) (3,500 words) and Essay Question (50%) (3,500 words) Students will need to gain a pass mark of 50% in each assessment element to pass the module

Pre-Requisites

Co-Requisites



LecturesSeminars






Total Module Hours


MD7003 Diabetes & Obesity (Optional)




001 Examination (qualifying element) 50 50 2002 Written Case study or Written Debate (qualifying element) (3,500

words)50 50

Period: NovemberOccurence: ACoordinator: Sudesna ChatterjeeMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module a student should be able to:1. Identify the microvascular and macrovascular complications associated with diabetes2. Explain and identify the current screening, assessment and treatment of individuals suspected of having retinopathy inrelation to the current evidence3. Explain and identify the skills and current knowledge required to diagnose and treat neuropathy in people with diabetes4. Explain and identify the advanced skills and knowledge required to diagnose and treat nephropathy in people with diabetes5. Explain and critically appraise the diagnosis and management of hypertension in diabetes6. Explain and critically appraise the diagnosis and management of dyslipidaemia in diabetes7. Describe the pathophysiology of foot ulcers and identify and appraise appropriate clinical management in line with currentknowledge in this field8. Explain and critically appraise the diagnosis and management of sexual health for people with diabetes9. Describe and appriase the Annual Review Process for diabetes10. Identify and discuss psychological implications of diabetes and its complications11. Identify and explain the treatment for acute complications of Diabetes (e.g. HHS and DKA)


Assessment MethodsExam paper (50%) SAQs and MCQs, Written Case study or Written Debate (50%)(3500 words)Students will need to gain a pass mark of 50% in each assessment element to pass the module

Pre-Requisites

Co-Requisites




Practical Classes & Workshops 4Tutorials







MD7004 Clinical Presentation and Management of Diabetes: Complications andCardiovascular Disease (Core)




003 Examination (qualifying element) 50 50 2004 Written Case Study or Written presentation (3,500 words)(qualifying

element)50 50

Period: Semester 2Occurence: ACoordinator: Sudesna ChatterjeeMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module a student should be able to:1. Describe the types and usage of injectable therapies. 2. Describe the action, type and side effects of insulin and insulin treatment.3. Explain and critically appraise injectable treatments for the gycaemic management of diabetes.4. Identify demonstrate the advanced skills and ability to select or change to appropriate regimens based on clinical evidenceand current knowledge to meet individual needs.5. Demonstrate the ability to critically assess and evaluate the education and management needs of people with diabetes.6. Identify when and how to adjust insulin treatment or combine a GLP-1 receptor agonist with insulin according to age,diagnosis, licence and individual circumstances.7. Identify and appraise the skills and abilities required for an empowerment approach which supports a person to achieveand individualised level of self-management and independence in the area of injectable therapy.8. Debate the potential psychological impact of injectable therapy and identify how support can be offered to a person withdiabetes9. Demonstrate the advanced skills and abilities related to practical aspects of injectable therapies, these include initiation ofinjectables, self monitoring and choice of devices.10. Critically evaluate current published evidence and evaluate how this can be translated into current clinical practice in thischanging field.11. Debate the impact of food choices, weight management and physical activity when managing a people on injectabletherapies.12. Describe and critically assess the use and benefits of insulin pump therapy in the treatment of people with diabetes

Teaching and Learning MethodsCase study discussion and exploration in small groups with facilitation Practical demonstrations and group learning through devices workshops and food models/cards.Exam quiz revisionSharing case study notes using a problem solving approachPatient participation involvement-PUMP user invitation to the groupFormal presentations

Assessment MethodsExamination(50% SAQs and MCQs) Written Case study or Written Presentation (50%) 3,500 Words.Students will need to gain a pass mark of 50% in each element to pass the module

LecturesSeminars






Total Module Hours


MD7005 Injectable Therapies



Pre-Requisites

Co-Requisites



MD7005 Injectable Therapies




001 Exam paper (qualifying element) 50 50 2002 Written Case Study(3,500 words) (qualifying element) 50 50

Period: FebruaryOccurence: ACoordinator: Ragini BhakeMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module a student should will be able to:1.Describe and explain the control of the hypothalamo –pituitary axis.2.Explain and describe the clinical presentation, management and diagnosis of endocrine disease.3.Critically appraise the evidence base for the treatment options in endocrine disease.4.Be able to interpret biomedical data in relation to endocrine disease and critically discuss this in relation to clinical casestudies.5.Identify the knowledge and skills required for assessment of growth and puberty and relate this to clinical case studies.6.Describe and critique the clinical aspects of thyroid disease.7.Explain the presentation and treatment of pituitary tumours and endocrine incidentalomas.8.Explain the clinical and biomedical assessment of the adrenal axis.9.Critically explain and debate the importance of clinical genetics and endocrinology.10.Explain the importance of Vitamin D and Calcium deficiency and discuss the implications for clinical practice11.Describe and explain the common gynaecological problems seen in Endocrinology12. Describe amd critique clinical aspects of Osteoporosis

Teaching and Learning MethodsLectures, Seminars, Demonstrations, Directed reading, Self directed learning, Group work, problem solving classes, RolePlay

Assessment MethodsExam Paper (50%, SAQs and MCQs)Written Case Study (50%) (3,500 words)Students will be required to gain a 50% pass rate in each assessment element to pass the module

Pre-Requisites

Co-Requisites



Lectures 22.0Seminars 11.0

Practical Classes & WorkshopsTutorials 2.0







MD7006 Clinical Presentation and Management of Endocrine Disorders




001 Writeen Dissertation (12,000 to 15,000 words) 85 50002 Oral Presentation 15

Period: AprilOccurence: A17Coordinator: David WebbMark Scheme: PGT Mark Scheme


001 Writeen Dissertation (12,000 to 15,000 words) 85 50002 Oral Presentation 15

Period: SeptemberOccurence: A17Coordinator: David WebbMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the dissertation a student should be able to:Complete a supervised research project, applying the knowledge from taught modules; Produce a 12,000 - 15,000 word written dissertationConduct a focused literature review;Develop an answerable research question; Select and critically appraise appropriate methods of enquiry;Justify whether or not the project requires ethical and governance approval Identify and explain a rigorous and organised approach to data collection; Interpret, analyse and critically appaise the data collected;Interpret new findings in relation to existing literature;Make recommendations for application of findings and topics for further research

Teaching and Learning MethodsTutorials, Seminars, Field Work.Students will be required to complete the taught modules with a credit weighted average of not less than 50% beforeprogressing to the dissertation. These may be either primary research, systematic reviews or novel analyses of existingdataset.Module cordinator: Sue Cradock

LecturesSeminars


Fieldwork 100Project Supervision






MD7007 Dissertation



Assessment MethodsWritten dissertation (85%). This will be marked independently by two examiners, using the framework used for MScdissertations.Students will be required to score a 50% mark in order to pass the dissertation element of the MSc Diabetes Programme. The external examiner will be asked to review 10% of all dissertations. The external examiner is unable to change the finalmark. The oral presentation will be marked by a panel of examiners

Pre-Requisites

Co-Requisites



MD7007 Dissertation




001 Assessed Recorded Consultation (qualifying element) 50 50002 Critique of Recorded Consultation (3,500 words, qualifying element) 50 50

Period: MayOccurence: ACoordinator: Yvonne DohertyMark Scheme: PGT Mark Scheme


Intended Learning OutcomesModule Tutors:Heather DalyAt the end of the module a successful student will be able to:Describe the philosophy of person centered collaborative care and critically appraise its context in diabetes careExplain and review the key principles and models underlying the above philosophyDescribe and demonstrate key communication skills that can be used in advanced practiceGive examples of each skill from their experience in small group work during the courseReflect and appraise what they have learnt on the course and how it might impact on their professional practiceDevelop a personal action plan for adopting person centered care in their own workplaceCritically appraise the evidence base in relation to a recorded consultation


Assessment MethodsSimulated Recorded consultation (50%), Written Critique of videotaped consultation (50% - 3,500 words)

Students will need to gain a pass mark of 50%in each assessment to pass the module

Pre-Requisites

Co-Requisites











MD7008 Counselling Skills in Diabetes (Optional)




001 Examination (Qualifying element) 50 50 2002 Written Essay (3500 words) (qualifying element) 50 50

Period: MayOccurence: ACoordinator: David WebbMark Scheme: PGT Mark Scheme


001 Examination (Qualifying element) 50 50 2002 Written Essay (3500 words) (qualifying element) 50 50

Period: OctoberOccurence: ACoordinator: David WebbMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module a student should be able to:1. Identify and describe the pathophysiology of Diabetes2. Explain and describe the clinical presentation, classification and diagnosis of type1 and type 2 Diabetes 3. Explain and critically appraise treatments for the glycaemic management of diabetes4. Explain the principles of Self Management and its relevance to the management of diabetes5. Critically appraise the lifestyle treatment options for people with diabetes6. Explain treatment processes in the management of medical emergencies related to diabetes7. Identify and evaluate the advanced skills and current knowledge required to deal with pre conception and pregnancy issuesrelated to diabetes8. Identify the role and discuss the clinical implications of glucose monitoring (e.g. SMBG, HbA1c, CGMS) in the managementof diabetes9. Evaluate the role of additional novel therapies in the management of diabetes (e.g. bariatric surgery)10. Identify new therapies, explain their pharmacokinetics and debate their role in the management of diabetes11. Outline and discuss the main indications for Islet cell transplantation and critically appraise the benefits and drawbacks12. Describe and Explain the role of diet therapy in the management of diabetes

Teaching and Learning MethodsLectures, Seminars, Demonstrations, Directed reading, Self directed learning, Group work, problem solving classes

Assessment MethodsExamination (50%) SAQs and MCQs , Written Essay (50% - 3500 words)Students are expected to achieve a 50% pass rate in each assessment element to pass the module.

Lectures 22 22.0Seminars 11 11.0

Practical Classes & WorkshopsTutorials 2 2.0


Guided Independent Study 165 165Demonstration



Total Module Hours 200 200


MD7009 Clinical Presentation & Management in Diabetes: Glycaemic Control, New & NovelTherapies (Core)



Pre-Requisites

Co-Requisites



MD7009 Clinical Presentation & Management in Diabetes: Glycaemic Control, New & NovelTherapies (Core)




001 Examination (qualifying element) 50 50 2002 Written Case Study or Written critical appraisal (qualifying element)

(3,500 words)50 50

Period: Semester 2Occurence: ACoordinator: Katherine HigginsMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module a student should be able to:1. Debate the importance of National organisations and bodies which drive National policies regarding Inpatient Diabetescare, standards and national initiatives (eg, NHS England, CQC, Diabetes UK, JBDS, etc)2. Critically appraise the evidence base and debate the benefits of an inpatient diabetes team3. Discuss how we measure indicators of good quality diabetes inpatient care and how this information may be used to shapeand improve services4. Consider and discuss ways in which we can facilitate reductions in length of stay and readmission for inpatients withdiabetes5. Describe and explain the presentation and assessment of someone newly diagnosed with diabetes in hospital6. Interpret biomedical data in relation to diabetic ketoacidosis (DKA) and hyperosmolar hyperglycaemic syndrome (HHS) andrelate this to clinical case studies. 7. Discuss and describe the management of DKA and HHS8. Interpret biomedical data in relation to hypoglycaemia and discuss management in relation to clinical case studies9. Critically explain and debate the evidence for recognizing and treating hyperglycaemia in inpatients with diabetes10. Discuss the importance of prevention of diabetic foot problems and discuss appropriate management in hospital11. Use clinical case studies to explain and discuss the importance of pre and peri operative care planning in patients withdiabetes undergoing fasted procedures12. Discuss ways in which patients with diabetes can be empowered to manage their own treatment whilst in hospital13. Identify and discuss the evidence relating to diabetes control and management in special clinical groups (renal, cardiac,psychiatric, end of life, elderly, ITU and stroke)14. Explore issues relating to patients with diabetes who are being fed using enteral / parenteral feeds and general dietaryissues faced by patients with diabetes


Assessment MethodsExam paper (50%) (SAQ’s & MCQ’s) Written Case study or written critical appraisal on chosen topic/from given titles (50%)(3,500 words)Students are required to gain a 50% or above pass rate in each assessment element to pass the module.

Pre-Requisites

LecturesSeminars






Total Module Hours


MD7010 Adult Inpatient Module



Co-Requisites







001 Exam Paper (Qualifying Element) 50 50 2002 Written Case study or Written Debate (3,500 Words)(qualifying

Element)50 50

Period: AprilOccurence: ACoordinator: Premkumar SundaramMark Scheme: PGT Mark Scheme


Intended Learning OutcomesModule Lead Premkumar SundaramBy the end of the module a student should be able to:1. Explain the aetiology, epidemiology and diagnosis of diabetes in children and young people (CYP)2. Identify various types and clinical presentations of diabetes in CYP and justify the importance of early diagnosis3. Critically appraise the importance of achieving optimal glycaemic control in CYP with diabetes including treatments withpharmacological agents, nutrition and lifestyle.4. Identify and explain the phases of type 1 diabetes and discuss changing insulin requirements during partial remission andin relation to growth and development.5. Appraise the role of the multidisciplinary team in supporting CYP with diabetes and their families.6. Explain and critically appraise the identification, prevention, treatment and monitoring of the acute complications (DKA,hypoglycaemia) of type 1 diabetes, including hospital admissions.7. Critically appraise the identification, prevention, treatment and monitoring of the long term complications and associatedconditions for CYP with diabetes.8. Identify and debate the complexity of chronic illness during adolescence and the need for robust transitional care /pathways for young people with diabetes9. Indentify and evaluate the role of local, national and international drivers (e.g. NICE, National Paediatric Diabetes Audit,Best Practice Tariff, Paediatric Diabetes peer review and Paediatric diabetes Networks) to improve standards and outcomesin CYP with diabetes.10. Indentify and explain the psychosocial aspects of CYP with diabetes, considering the role of child protection in somecases.11. Critically appraise the role of structured education and self management in CYP with diabetes.

Teaching and Learning MethodsLectures, Seminars, Demonstrations, Directed reading, Self directed learning, Group work, problem solving classes

Assessment MethodsExam paper (50%) SAQs and MCQ's, Written Case or Written Debate (50%) (3,500 words)Students will need to gain a pass mark of 50% in each assessment element to pass the module

Pre-Requisites

Co-Requisites









MD7116 Children & Young People with Diabetes





MD7116 Children & Young People with Diabetes




001 Written Case Study (3,000 words) 50 50002 Written Essay (3,000 words) 50 50



Intended Learning OutcomesBy the end of the module a student should be able to:1.Explain and describe the distinction between older people who are mentally alert and those with some degree of dementia2.Discuss the importance of screening for complications of diabetes in the older person, in particular eyes, feet and kidneys3.Explain and discuss the impact of exercise and good nutrition on older people with diabetes4.Critically appraise the impact of specific factors that may affect the quality of life in older people (eg pain andoverprescribing) 5.Identify & appraise when End of Life care should be considered.6.Explain and evaluate the Kitwood approach to people with dementia, and critically discuss the implications for quality of life 7.Identify and discuss the different forms of dementia and the clinical picture they typically demonstrate.8.Evaluate and discuss the experience of working as a health care professional in a nursing home or domiciliary care.9.Describe the pharmacology of dementia, types 1 and 2 diabetes and of reducing cardiovascular risk.10.Discuss the importance of hypoglycaemia when treating older people with insulin and sulphonylureas and how episodes ofhypoglycaemia are different from those in younger patients. Hence the importance of relaxing glucose targets in older people.11.Understand and evaluate the concept of frailty and its relationship to nutrition and exercise

Teaching and Learning MethodsCase studies, Lectures, Seminars, Demonstrations, Directed reading, Self directed learning, Group work, problem solvingclasses, Classroom debate

Assessment MethodsWritten case study (50%, 3,000 words) and a written essay (50%, 3000 words)Students will need to gain a pass mark of 50% in both of the assessments to pass the module

Pre-Requisites

Co-Requisites



LecturesSeminars






Total Module Hours


MD7117 Diabetes and the Older Person




001 Short Answer Paper 100 50002 Practical Skills Assessment 0 100

Period: Academic YearOccurence: ACoordinator:Mark Scheme: PGT Mark Scheme


Intended Learning OutcomesAt the end of this module students will be able to Manage the specific illnesses and diseases that are likely to occur in the mountain environment:Explain the physiological changes that occur on travelling to altitude:Explain the physiological changes associated with exercise at altitude and contrast these with the effects of exercise at sealevelBe proficient in the practical skills of survival and mountain rescue

Teaching and Learning MethodsTeaching and learning methods include lectures, practical classes and demonstrations, small group tutorials, scenario basedteaching, simulation and role play. Private study and guided reading is supported by an allocated faculty mentor andresources available on the Blackboard VLE

Assessment MethodsShort answer paper. Summative assessment of practical skills during field work and seminars. Practical skills assessed by competency based assessments and practical demonstrations. Integrated knowledge andpractical skills assessed by simulation and scenario based assessment. The mark that is assigned to the module for the purpose of transcripts and degree calculation is the numerical mark derivedfrom the written assessment only. However students will not be able to pass the module if the practical element has beenfailed.

Pre-Requisites

Co-Requisites











MD7201 Mountain Medicine: Theory 1




001 Practical Skills Assessment 100 50



Intended Learning Outcomes Discuss the effects of cold and other adverse weather conditions on people. Perform patient assessment and rescue of a simulated casualty in winter conditions.Navigate efficiently to find a patient, tent or snow hole in poor visibility in a white out in winter. Describe different navigationtechniques and aidsBuild a variety of emergency snow shelters such as snow hole, shovel up or igloo. Critique the strengths and uses of each.Construct a variety of belays on snow, rock and ice. Explain the use of each and justify their selection in differentcircumstances.Interpret a weather map and describe the effect of mountains on weather patterns. Have a basic knowledge of snow safetyand avalanche prediction and safety. Undertake avalanche rescue searches with and without avalanche transceivers. Critiquedifferent avalanche safety devices Move safely on snow and ice

Teaching and Learning MethodsTeaching and learning methods include practical classes and demonstrations, small group tutorials, scenario based teaching,simulation and role play. Informal seminars are held in the evenings, and there are a number of formal lectures. Private studyand guided reading is undertaken before the taught part of the module

Assessment MethodsPractical skills assessed by competency based assessments and practical demonstrations. Integrated knowledge andpractical skills assessed by simulation and scenario based assessment

Pre-RequisitesTheory 1 (MD7201)

Co-Requisites




Practical Classes & Workshops 0Tutorials 0

Fieldwork 0Project Supervision 0

Guided Independent Study 0Demonstration 0

Supervised time in studio/workshop 0Work Based Learning 0

Placement 0Year Abroad 0



MD7202 Mountaineering Skills




001 Short Answer Paper 100 50002 Practical Skills Assessment 0 100



Intended Learning OutcomesAt the end of this module, applicants will be able to:Take a detailed travel medicine history.Identify risk factors and indications of travel related illness.Outline current immunisation and prophylatic therapy required for common travel destinations, and outline where further ormore detailed information may be obtained from. Discuss the basic principles of managing pre-existing medical conditions in travellers to altitude, including the effects of theseon altitude related activities and altitude related illnessOutline the medico legal issues of working at high altitude locations, and of giving advice to patients travelling to high altitude.Demonstrate the ability to obtain and assimilate up to date information on travellers health by using and appraising currentlyavailable literature and web based resources. Discuss the basic principles of the management of fever on expeditions and apply these principles to a number of givenscenarios. Explain the diagnosis and management of malaria and the us of anti-malarial drugs.Describe the principle features of common and important maxillofacial or dental injuries that may occur at altitude Demonstrate swift water crossing, and evaluate the different approaches to swift water search and rescue. Describe the role of moutain rescue services in the UK

Teaching and Learning MethodsTeaching and learning methods include lectures, practical classes and demonstrations, small group tutorials, scenario basedteaching, simulation and role play. Private study and guided reading is supported by an allocated faculty mentor andresources available on the Blackboard VLE.

Assessment MethodsShort answer paper. Practical skills assessed by competency based assessments and practical demonstrations. Integrated knowledge andpractical skills assessed by simulation and scenario based assessment. . The mark that is assigned to the module for the purpose of transcripts and degree calculation is the numerical mark derivedfrom the written assessment only. However students will not be able to pass the module if the practical element has beenfailed.


Co-Requisites













001 Practical Skills Assessment 100 50



Intended Learning OutcomesDemonstrate skills and knowledge to safely assess and manage a casualty or casulaties in the mountain environment.Organise team members to undertake a casualty rescue in a variety of situations (For example on steep ground, in acrevasse). Assess likely dangers and justify decisions made. Perform a primary survey of a simulated casualty. Administer appropriate therapy in the field. Complete a casualty report. Demonstrate a crevasse rescue of a colleague, using a safe approach and employing suitable recognised techniques toperform this efficiently and safely. Critique the options available and justify their selection. Demonstrate safe travel over crevassed ground. Select appropriate personal equipment (including first aid kit) for the field work being undertaken, and justify their selection.

Teaching and Learning MethodsThis module is taught in the field in the European Alps. Teaching and learning methods include practical classes anddemonstrations, small group tutorials, scenario based teaching, simulation and role play. Informal seminars are held in theevenings, but there are no formal lectures. Private study and guided reading is undertaken before the taught part of themodule

Assessment MethodsPractical skills assessed by competency based assessments and practical demonstrations. Integrated knowledge andpractical skills assessed by simulation and scenario based assessment.

Pre-RequisitesTheory 1 (MD7201), Theory 2 (MD7203), Mountain Skills (MD7202)

Co-Requisites



LecturesSeminars 4








MD7204 Alpine Skills




001 Reflective project 100



Intended Learning Outcomes Students will select an area of interest or personal experience from the curriculum to study in more detail. This will normallybe a subject covered in the Theory 1 module.

At the end of the module, students will be able to prepare a reflective report or undertake a project that demonstrates theirability to evaluate information and apply their learning to an area of mountain medicine. They will be abe to illustrate this withexamples from the literature or their own experiences, and compare these with other published work

Teaching and Learning MethodsThere is no formal taught content to this module. Students will independently research their chosen area, following discussionwith their allocated faculty mentor. Project supervision will be undertaken by faculty mentors, who will support directed readingand guide the students to resource based learning hosted on the Blackboard VLE and elsewhere

Assessment MethodsStudents will submit a reflective project. This may take the form of a written report, review, individual research project,reflective portfolio, learning and skills log, oral or poster conference presentation (with accompanying reflective notes), field orexpedition reports, informative or educational books, video or web pages (with accompanying reflective notes) or otheroutputs reflecting learning of the course material at the appropriate level


Co-Requisites



LecturesSeminars








MD7205 Mountain Medicine- Reflective Piece 1








At the end of the module, students will be able to prepare a reflective report or undertake a project that demonstrates theirability to evaluate information and apply their learning to an area of mountain medicine. They will be abe to illustrate this withexamples from the literature or their own experiences, and compare these with other published work.




Co-Requisites



Lectures 0Seminars
















At the end of the module, students will be able to prepare a reflective report or undertake a project that demonstrates theirability to evaluate information and apply their learning to an area of mountain medicine. They will be abe to illustrate this withexamples from the literature or their own experiences, and compare these with other published work




Co-Requisites



LecturesSeminars












001 Research Proposal Outline OR Review 100



Intended Learning OutcomesAt the end of this module participants should be able to:

• Recall the major high altitude research expeditions and experiments that have contributed to our current knowledge base. • Explain and contrast the benefits and limitations of field experiments compared to chamber studies. • Understand and demonstrate the basic research methods that have been used in high altitude research. • Analyse simple data from high altitude studies, selecting and using appropriate statistical techniques and qualitative andquantitative methods • Generate an appropriate research hypothesis and design a research study to test this. • Critique the practical and ethical difficulties of undertaking high altitude research. • Demonstrate a comprehensive knowledge of altitude related reference sources and be able to use them in the appropriateassignments. • Critically appraise current research literature relating to Mountain Medicine

Teaching and Learning Methods This module is delivered entirely as a series of interlinked on-line lectures available through the Blackboard Virtual LearningEnvironment. Private study and guided reading is undertaken during the module and in preparation for the assessment

Assessment MethodsStudents should submit a piece of written work in the form of a research proposal outline or a clinical review paper thatdemonstrates understanding and application of the module learning outcomes

Pre-Requisites

Co-Requisites











MD7208 Research Methods







Intended Learning OutcomesAt the end of this module participants should be able to:

1. Utilise skills, knowledge, and understanding developed within previous modules to critically review theory and researchwithin an approved area of Mountain Medicine to plan, design and write a focussed dissertation

Teaching and Learning MethodsDirected reading, Self-study, data analysis, Dissertation Supervisor support

Assessment MethodsStudents should submit a dissertation (no less than 10,000 words and no more than 20,000 words) that demonstratesunderstanding and application of the programme learning outcomes

Pre-Requisites

Co-Requisites



Lectures 0Seminars








MD7209 MSc Mountain Medicine Dissertation




001 Written critique of self-management programme observation (3,000words)

100 50

Period: Semester 1Occurence: ACoordinator: Susan CradockMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn sucessful completion of the module, students should be able to:

1.Describe the origins of interventions that support self-management and explain how these are underpinned by evidence andnational health policies.2.Develop, evaluate and critically appraise a philosophy that informs self-management interventions.3.Describe and explain the psychological/learning theories that underpin self-management.4.Identify and critique interventions developed to support self-management.5.Critically appraise published research in the field of self-management (including structured self-management educationprogrammes).6.Identify and demonstrate skills and abilities associated with structured self-management education programmes (withspecific reference to: eliciting health beliefs; effective behaviour change planning and goal setting; active listening).7.Describe the principles/mechanisms of evidences based models of care/structured self-management educationprogrammes and discuss how these can be applied to other cultural/geographical contexts.8.Identify and explore ways to achieve and maintain competency when facilitating self-management education programmes(including observation of delivery).

Transferable SkillsVerbal communication skillsIndependent workingTeam/collaborative working (in a seminar setting)Using technology to support independent and collaborative learningReflectionCritical appraisalOrganisation and time managementReport writing

Teaching and Learning MethodsCase study discussion and exploration in small groups with facilitationPractical demonstrations and group learning through devices workshop and food models/cardsGroup work and problem solving classesVoting pads, classroom debatePatient participation/pod casts/lecture captureFormal lectures and seminars









MD7251 Self-management in Diabetes Care



Assessment MethodsFormative:Group work and participation in classroom discussions

Summative:Written critique of self-management programme observation

Students will need to gain a score of 50% or more in the assessment element to pass the module

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesDirected reading, sign-posting to websites, structured group education observation, utilising online digital resources

MD7251 Self-management in Diabetes Care




001 Written essay (3,000 words) 100 50

Period: Semester 2Occurence: ACoordinator: Deirdre HarringtonMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:

1. Identify the historical and societal factors that have contributed to the current global epidemic of diabetes.2. Describe and critically appraise national and international screening programmes.3. Demonsrate an understanding of currently available risk tools.4. Critically appriase major diabetes prevention studies. 5. Describe and critically appraise national and international real world prevention efforts.6. Describe the role of lifetyle factors (i.e. physical activity, sedentary behaviour, weight loss and diet) in the prevntion ofdiabetes.7. Demonstrate the skill of critical appraisal.

Transferable skillsVerbal communication skillsIndependent workingTeam/collaborative working (in a seminar setting)Using technology to support independent and collaborative learningReflectionCritical appraisalOrganisation and time managementReport writing

Teaching and Learning MethodsFormal lectures and seminarsCase study discussions and exploration in small groups with facilitationAcademic article critiquingGroup discussionsClassroom debate

Assessment MethodsFormative:Group work and participation in classroom debate

Summative:Written essay










MD7252 Prevention, screening and early detection in Diabetes



Pre-Requisites

Co-Requisites

Excluded Combinations

Guided Independent Study: Indicative ActivitiesDirected reading, sign-posting to websites, utilising online digital resources

MD7252 Prevention, screening and early detection in Diabetes




001 Written essay (3,000 words) 100 50

Period: Semester 1Occurence: ACoordinator:Mark Scheme: PGT Mark Scheme



1. Describe the pathophysiology of obesity.2. Discuss the clinical, social and psychological implications of obesity.3. Discuss the risk factors for, and the health implications of, obesity through the life course.4. Evaluate screening, prevention and management approaches for paediatric obesity.5. Identify and appraise tools to assess obesity status.6. Critically appraise the management options for obesity, including diet, activity, pharmacotherapy, surgery and psychologicalapproaches.7. Identify and appraise appropriate individualised management plans. 8. Describe national and local initiatives for obesity prevention and management and discuss the implications for publichealth.

Transferable skillsVerbal communication skillsIndependent workingTeam/collaborative working (in a seminar setting)Using technology to support independent and collaborative learningReflectionCritical appraisalOrganisation and time managementReport writingPresentation skills










MD7253 Diabetes & Obesity



Assessment MethodsFormative:Group work and participation in classroom debate

Summative:Written essay


Pre-Requisites

Co-Requisites



MD7253 Diabetes & Obesity




001 Examination 20 50 1002 Oral case study presentation 20 50003 Written case study (3,000 words) 60 50




1. Identify the microvascular and macrovascular complications associated with diabetes.2. Explain and identify the current screening, assessment and treatment of individuals suspected of having retinopathy inrelation to the current evidence.3. Explain and identify the skills and current knowledge required to diagnose and treat neuropathy in people with diabetes.4. Explain and identify the advanced skills and knowledge required to diagnose and treat nephropathy in people with diabetes.5. Explain and critically appraise the diagnosis and management of hypertension in diabetes.6. Explain and critically appraise the diagnosis and management of dyslipidaemia in diabetes.7. Describe the pathophysiology of foot ulcers and identify and appraise appropriate clinical management in line with currentknowledge in this field.8. Explain and critically appraise the diagnosis and management of sexual health for people with diabetes.9. Describe and appraise the annual review process for diabetes.10. Identify and discuss psychological implications of diabetes and its complications.11. Identify and explain the treatment for acute complications of diabetes (e.g. HHS and DKA).12. Identify and discuss implications of metabolic syndrome and its implications on the management of diabetes.13. Explain the use of self-management and its use in the management of the complications of diabetes.

Transferable skills

Verbal communication skillsIndependent workingTeam/collaborative working (in a seminar setting)Using technology to support independent and collaborative learningReflective writingCritical appraisalApplication of theory to practiceReflection on own practice and interdisciplinary perspectivesOrganisation and time managementReport writingPresentation skills









MD7254 Clinical Presentation & Management of Diabetes: Complications & CardiovascularDisease



Teaching and Learning MethodsCase study discussion and exploration in small groups with facilitationPractical demonstrations and group learning through devices workshopExam quiz revision. Group work and problem solving classesVoting padsPatient participation/pod casts/lecture captureFormal lectures and seminars

Assessment MethodsFormative:Case study discussions

Summative:Examination Oral case study presentation Written case study

Students will need to gain a score of 50% or more in each assessment element to pass the module

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesGuided reading list, links to appropriate websites, clinical observation, exam revision and preparation, utilising online digitalresources

MD7254 Clinical Presentation & Management of Diabetes: Complications & CardiovascularDisease




001 Examination 20 50 1002 Written case study (2,000 words) 80 50




1.Demonstrate the ability to critically assess and evaluate the education and management needs of people with diabetes.2. Identify when and how to adjust insulin treatment or combine GLP-1 receptor agonist with insulin according to age,diagnosis, license and individual circumstances.3. Identify and appraise the skills and abilities required for an empowerment approach which supports a person to achieve anindividualised level of self management and independence in the area of injectable therapy.4.Debate the potential psychological impact of injectable therapy and identify how support can be offered to a person withdiabetes.5.Demonstrate and reflect upon the advanced skills and abilities related to practical aspects of injectable therapies, theseinclude initiation of injectables, self monitoring (including CGMS) and choice of devices.6. Critically evaluate current published evidence and evauate how this can be translated into current clinical practice in thischanging field.7. Debate the impact of food choices, weight management and physical activity when managing a person on injectabletherapies. 8. Describe and critically assess the use and benefits of insulin pump therapy in the treatment of people with diabetes.9. Outline the practical management of people using pump therapy within a clinic setting.10.Identify the advanced skills and abilities to change to appropriate regimens based on clinical evidence and currentknowledge to meet individual needs.

Transferable skills

Verbal communication skillsIndependent workingTeam/collaborative working (in a seminar setting)Using technology to support independent and collaborative learningReflective writingCritical appraisalApplication of theory to practiceReflection on own practice and interdisciplinary perspectivesOrganisation and time managementReport writing









MD7255 Advanced Injectable Therapies



Teaching and Learning MethodsCase study discussion and exploration in small groups with facilitationPractical demonstrations and group learning through devices workshop and food models/cardsExam quiz revision. Group work and problem solving classesVoting padsPatient participation/Pod casts/Lecture captureFormal lectures and seminars


Summative:ExaminationWritten case study


Pre-Requisites

Co-Requisites



MD7255 Advanced Injectable Therapies





Period: Semester 2Occurence: ACoordinator: Ragini BhakeMark Scheme: PGT Mark Scheme



1.Describe and explain the control of the hypothalamo–pituitary axis.2.Critically appraise the evidence base for the diagnosis and treatment of common endocrine disorders (thyroid/pituitary/gonad/adrenal.3.Be able to interpret biomedical data in relation to endocrine disease and critically discuss this in relation to clinical casestudies.4.Identify the knowledge and skills required for assessment of growth and puberty and relate this to clinical case studies.5.Explain the presentation and treatment of pituitary tumours and endocrine incidentalomas.6.Critically explain and debate the importance of clinical genetics and endocrinology.7.Describe and explain the common gynaecological problems seen in Endocrinology.8. Describe and critique common disturbances of calcium and bone metabolism: parathyroid, vitamin D and osteoporosis.

Transferable skills


Teaching and Learning MethodsCase study discussion and exploration in small groups with facilitationPractical demonstrations and group learning through devices workshop and food models/cardsExam quiz revision. Group work and problem solving classesVoting padsPatient participation/pod casts/lecture captureFormal lectures and seminars









MD7256 Clinical Presentation & Management of Endocrine Disorders



Assessment MethodsExamination Written case study


Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesGuided reading list, links to appropriate websites, exam revision and preparation, utilising online digital resources

MD7256 Clinical Presentation & Management of Endocrine Disorders




001 Oral presentation 10 50002 Written dissertation (12,000 - 15,000 words) 90 50

Period: Academic YearOccurence: A17Coordinator: Susan CradockMark Scheme: PGT Mark Scheme



1. Complete a supervised research project, applying the knowledge from taught modules.2. Produce a 12,000 - 15,000 word written dissertation.3. Conduct a focused literature review.4. Develop an answerable research question.5. Select and critically appraise appropriate methods of enquiry.6. Justify whether or not the project requires ethical and governance approval. 7. Identify and explain a rigorous and organised approach to data collection. 8. Interpret, analyse and critically appraise the data collected.9. Interpret new findings in relation to existing literature.10. Make recommendations for application of findings and topics for further research.

Transferable skills

Project planning, organisation and time managementIndependent study and identifying learning needsProblem solving and decision makingWorking with a supervisorLiterature searching and review skillsCritical appraisalIdentifying research topics and contributing factorsDefining research problem/questionsIdentification and application of appropriate research methodologyInterpretation of quantitative and/or qualitative dataOral communication and presentation skillsReport writingReflective writingUse of software to facilitate literature searching, managing references, data analysis

Teaching and Learning MethodsTutorials, seminars, project supervision, independent research, field work.Dissertations may be either primary research, systematic reviews, audits of clinical care (indepth/full cycle) or novel analysesof existing datasets.

LecturesSeminars 10


FieldworkProject Supervision 10






MD7257 Dissertation (MSc Diabetes)



Assessment MethodsOral presentationWritten dissertation (12,000-15,000)


Pre-Requisites

Co-Requisites



MD7257 Dissertation (MSc Diabetes)




001 Recorded consultation 20 50002 Written critique of recorded consultation (2,000 words) 80 50




1.Describe the philosophy of person centred collaborative care and critically appraise its context in diabetes care.2.Explain and review the key principles and models underlying the above philosophy.3.Describe and demonstrate key communication skills that can be used in advanced practice.4.Give examples of each skill from their experience in small group work during the course.5.Reflect and appraise what they have learnt on the course and how it might impact on their professional practice.6.Develop a personal action plan for adopting person centred care in their own workplace.7.Critically appraise the evidence base in relation to a recorded consultation.

Transferable skills

Verbal (and non-verbal) communication and listening skillsTeam/collaborative working (in a seminar setting)Independent workingUsing technology to support independent and collaborative learningReflective writingCritical appraisalApplication of theory to practiceReflection on own practice and interdisciplinary perspectivesOrganisation and time managementReport writing

Teaching and Learning MethodsCase study discussion and exploration in small groups with facilitationPractical demonstrations and group learning through devices workshop and food models/cardsGroup work and problem solving classes, recorded consultationsVoting pads, classroom debatePatient participation/Pod casts/Lecture captureFormal lectures and seminars









MD7258 Counselling Skills in Diabetes



Assessment MethodsFormative:Group work/discussion

Summative:Recorded ConsultationWritten critique of recorded consultation


Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesDirected reading, sign-posting to websites, observation of consultations, utilising online digital resources

MD7258 Counselling Skills in Diabetes




001 Examination 20 50 1002 Written case study x 2 (two assessments of 2,000 words) 80 50

Period: Semester 1Occurence: ACoordinator: David WebbMark Scheme: PGT Mark Scheme



1. Explain and describe the pathophysiology of diabetes.2. Explain and describe the clinical presentation, classification and diagnosis of type1 and type 2 diabetes. 3. Critically appraise treatments for the glycaemic management of diabetes.4. Explain the principles of self-Management and its relevance to the management of diabetes.5. Reflect upon and critically appraise the lifestyle treatment options for people with diabetes.6. Explain treatment processes in the prevention and management of hypoglycaemia.7. Identify and evaluate the advanced skills and current knowledge required to deal with pre-conception and pregnancy issuesrelated to diabetes.8. Identify the role and discuss the clinical implications of glucose monitoring (e.g. SMBG, HbA1c) in the management ofdiabetes.9. Consider the role of additional novel therapies in the management of diabetes (e.g bariatric surgery).10. Identify new therapies, explain their pharmacokinetics and debate their role in the management of diabetes.11. Outline and discuss the main indications for islet cell transplantation and critically appraise the benefits and drawbacks.12. Describe and reflect upon the role of diet therapy in the management of diabetes.13. Describe the types and usage of injectable therapies.14. Describe the action, type and side effects of insulin and insulin treatment.15. Explain and critically appraise injectable treatments for the glycaemic management of diabetes.16. Identify the advanced skills and ability to select an appropriate regimen based on clinical evidence and current knowledgeto meet indvidual needs.

Tranferable skills










MD7259 Glycaemic Management



Teaching and Learning MethodsCase study discussion and exploration in small groups with facilitationPractical demonstrations and group learning through devices workshop and food models/cardsExam quiz revision. Group work and problem solving classesVoting padsPatient participation/Pod casts/Lecture captureFormal lectures and seminars


Summative:Examination Written case study x 2


Pre-Requisites

Co-Requisites



MD7259 Glycaemic Management





Period: Semester 2Occurence: ACoordinator: Katherine HigginsMark Scheme: PGT Mark Scheme



1. Debate the importance of national organisations and bodies which drive policies regarding inpatient diabetes care,standards and national initiatives (e.g. NHS England, CQC, Diabetes UK, JBDS).2. Critically appraise the evidence base and debate the benefits of an inpatient diabetes team.3. Discuss how we measure indicators of good quality diabetes inpatient care and how this information may be used to shapeand improve services.4. Consider and discuss ways in which we can facilitate reductions in length of stay and readmission for inpatients withdiabetes.5. Describe and explain the presentation and assessment of someone newly diagnosed with diabetes in hospital.6. Interpret biomedical data in relation to diabetic ketoacidosis (DKA) and hyperosmolar hyperglycaemic syndrome (HHS) andrelate this to clinical case studies by discussing clinical management. 7. Interpret biomedical data in relation to hypoglycaemia and discuss management in relation to clinical case studies.8. Critically explain and debate the evidence for recognising and treating hyperglycaemia in inpatients with diabetes.9. Discuss the importance of prevention of diabetic foot problems and discuss appropriate management in hospital.10. Use clinical case studies to explain and discuss the importance of preoperative and perioperative care planning in patientswith diabetes undergoing fasted procedures.11. Identify and discuss the evidence relating to diabetes control and management in special clinical groups (renal, cardiac,psychiatric, end of life, elderly, ITU and stroke).12. Explore issues relating to patients with diabetes who are being fed using enteral / parenteral feeds and general dietaryissues faced by patients with diabetes.

Transferable skills















Summative:Examination Written case study

Students will need to gain a score of 50% or more in each assessment element to pass the module.

Pre-Requisites

Co-Requisites







001 Examination 20 50002 Written case study (2,000 words) 80 50

Period: Semester 2Occurence: ACoordinator: Premkumar SundaramMark Scheme: PGT Mark Scheme



1. Explain the aetiology, epidemiology and diagnosis of diabetes in children and young people (CYP).2. Identify various types and clinical presentations of diabetes in CYP and justify the importance of early diagnosis.3. Critically appraise the importance of achieving optimal glycaemic control in CYP with diabetes, including treatments withpharmacological agents, nutrition and lifestyle.4. Identify and explain the phases of type 1 diabetes, and discuss changing insulin requirements during partial remission andin relation to growth and development.5. Explain and critically appraise the identification, prevention, treatment and monitoring of the acute complications of type 1diabetes (i.e. DKA, hypoglycaemia), including hospital admissions.6. Critically appraise the identification, prevention, treatment and monitoring of long term complications, and associatedconditions, for CYP with diabetes.7. Identify and debate the complexity of chronic illness during adolescence and the need for robust transitional care /pathways for young people with diabetes.8. Identify and explain the psychosocial aspects of CYP with diabetes, considering the role of child protection in some cases.9. Critically appraise the role of structured education and self- management in CYP with diabetes.

Transferable skills










MD7261 Children and Young People with Diabetes




Assessment MethodsFormative:Group work

Summative:Examination Written case study


Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesGuided reading list, links to appropriate websites, exam revision and preparation, utilising online digital resources

MD7261 Children and Young People with Diabetes




001 Written case study (3,000 words) 100 50




1.Explain and describe the distinction between older people who are mentally alert and those with some degree of dementia.2.Discuss the importance of screening for complications of diabetes in the older person, in particular eyes, feet and kidneys.3.Explain and discuss the impact of exercise and good nutrition on older people with diabetes.4.Critically appraise the impact of specific factors that may affect the quality of life in older people (e.g. pain andoverprescribing).5.Identify and appraise when end-of-life-care should be considered.6.Explain the different forms of dementia, and evaluate the Kitwood approach and critically discuss the implications for qualityof life. 7.Describe the pharmacology of dementia, type 1 and type 2 diabetes, and of reducing cardiovascular risk.8.Discuss the importance of hypoglycaemia when treating older people with insulin and sulphonylureas, and how episodes ofhypoglycaemia are different from those in younger patients. 9.Understand and evaluate the concept of frailty and its relationship to nutrition and exercise.

Transferable skills











MD7262 Diabetes & the Older Person



Assessment MethodsFormative:Group work

Summative:Written case study


Pre-Requisites

Co-Requisites



MD7262 Diabetes & the Older Person




001 Written dissertation (15,000 - 20,000 words) 80002 Viva 20

Period: Academic YearOccurence: A17Coordinator: Andy WilsonMark Scheme: PGT Mark Scheme

Academic Year: 2017/8Module Level: PostgraduateScheme: PGDepartment: Health SciencesCredits: 120

Intended Learning Outcomesa) Discipline specific knowledge and skillsBy the end of the module typical students will be able to:Complete a supervised research project, applying the knowledge from taught modules; Conduct a focussed literature review;Define an answerable research question; Select appropriate methods of enquiry;Understand the need for ethical and governace approval Demonstrate a rigorous and organised approach to data collection; Interpret and critically appraise the data collected;Interpret new findings in the context of existing literature;Make recommendations for application of findings and topics for further research

b)Transferable skillsWorking with a supervisorIdentifying learning needsProblem solving Critical appraisal Data collection and analysis Interpretation of dataVerbal and written communication skillsReport writingReflection Organisation

Teaching and Learning MethodsInitial ideas for the dissertaation will be discussed with the student's personal supervisor, who will be responsible for allocatinga dissertation supervisor. The student will then produce a 2000 word dissertation proposal. After this has been approved bythe dissertation supervisor, documented supervsion meetings will take place at least once a month (pro rata for part timestudents)

LecturesSeminars








MD7430 Dissertation (Applied Health Research)



Assessment MethodsWritten dissertation (80%). This will be marked independently by two examiners, using a standard framework. Markdistribution is as follows: background/aims: 20%, methods employed: 20%, analysis and presentation of results: 25%,discussion/conclusion: 25%, presentation 10%.

Viva (20%), This will be conducted by both examiners. Marks will be awarded according to the students’ ability to demonstratean understanding of the topic under investigation, justification of the methods used in collecting and analysing data, theirinterpretation of results and their ability to reflect on their learning

Pre-RequisitesMD7431, MD7432, MD7433 plus optional module

Co-Requisites


Guided Independent Study: Indicative ActivitiesLiterature review, fieldwork (if applicable: some students will conduct a systematic review), writing up

MD7430 Dissertation (Applied Health Research)




001 Written assignment for research proposal (2500 words) 85002 Oral presentation (10 minutes plus 5 minutes discussion) 15

Period: Semester 1Occurence: ACoordinator: Andy WilsonMark Scheme: PGT Mark Scheme


001 Research proposal (2500 words) 85002 Oral Presentation (FINAL) 15



Intended Learning OutcomesDiscipline specific knowledge and skills:Demonstrate an understanding of how applied health research can contribute to practice;Discuss the range of disciplines that contribute to applied health researchand social research and how these can be used todesign robust research studies;Formulate focused research questions with reference to public policy and propose and justify study designs to address thesequestions;Find and appraise literature on and around a research question; Explain ethics processes and key ethical principles for research in the NHS;Demonstrate an understanding of good research practice and governance, including meaningful PPI;

Transferable skills:Analysis and interpretation of data Critical appraisalReport writingReflection Organisation

Presentation skills: organisation of material, delivery (pace, clarity, language, non verbal communication)

LecturesSeminars 30








MD7431 Fundamentals of Applied Health Research



Teaching and Learning MethodsThe module includes the following 10 interactive seminars, all lasting 3 hours:Applied health research, from evidence to practiceFinding research evidenceSynthesising research evidenceCritical appraisal of systematic reviews Introduction to quantitative methodsIntroduction to qualitative methodsEthics: Key principles and processesResearch governance Patient public involvementDeveloping and presenting a research proposal

Assessment MethodsWritten assignment and oral presentation

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading around seminar topics, using the list included in the course handbook and on BlackboardStructured literature search and synthesis of evidence for assignment.Using material from seminars and wider reading to design a research proposal





001 Analysis of sample data and written report 70002 Problem based exercises on quantitative methodologies 30

Period: Semester 1Occurence: ACoordinator: Laura GrayMark Scheme: PGT Mark Scheme


001 Analysis of sample data and written report 70002 Critical Appraisal of Research Designs (FINAL) 30

Period: Semester 2Occurence: ACoordinator: Nafeesa DhalwaniMark Scheme: PGT Mark Scheme


Intended Learning Outcomes1) Demonstrate an understanding of current approaches to quantative methods in applied health research2) Accurately analyse a complex dataset using statistical software, including descriptive, univariate and multivariate analyses3) Present complex data in a clear and appropriate scientific format, identifying areas of uncertainty 4) Report findings in a style suitable for journal publication5) Select and apply appropriate quantitative methods for a specific applied health research question6) Appraise the advantages and disadvantages of a range of quantitative methodologies in addressing questions in appliedhealth research

Teaching and Learning MethodsSeminars, Directed reading, Computer practical classes, self-directed learning, group work

Assessment MethodsAnalysis of sample data and written report and problem based exercises on quantitative methodologies.

Pre-Requisites

Co-Requisites


LecturesSeminars 22.5

Practical Classes & Workshops 7.5Tutorials







MD7432 Quantitative Methods in Applied Health Research



Guided Independent Study: Indicative ActivitiesAnalysis exercises, further reading, accessing online resources for each research method

MD7432 Quantitative Methods in Applied Health Research




001 Critical Appraisal of Qualitative Research Paper 30002 3000-word reflective essay on the experience of carrying out a

qualitative interview70

Period: Semester 2Occurence: ACoordinator: Nicola MackintoshMark Scheme: PGT Mark Scheme


Intended Learning OutcomesDiscipline specific knowledge and skills:Distinguish between qualitative and quantitative research;Outline basic features of a range of qualitative methods and identify those commonly used;Discuss the criteria used in making judgement about the quality of published qualitative research;Critically appraise qualitative publications

Use a research question to guide the design and planning of a qualitative project;Explain good practice in the relation to the conduct of interviews and focus groups; Prepare a prompt guide for an interview or focus group;Undertake a brief semi-structured interview;Develop a coding frame and code and organise qualitative data using dedicated software;Outline a range of approaches to analysing qualitative data

Transferable skills: Analysis and interpretation of qualitative data Critical appraisalReport writingCommunicationReflection Organisation

Teaching and Learning MethodsThe module covers the following topics in 10 interactive seminars each of 3 hours:Epistemological and ontological assumptions underlying qualitative research methodologies;Identifying research questions for qualitative enquiry;Developing a critical and reflexive approach;Designing and planning a qualitative research project including consideration of ethical issues and research datamanagement;Conducting interviews, focus groups and ethnographic observation;Approaches to the analysis of qualitative data (including open coding and the constant comparative method, discourseanalysis and visual analysis);Using qualitative analysis software;Critical appraisal of qualitative research papers;Communicating findings of qualitative research.









MD7433 Qualitative Methods in Applied Health Research



Assessment MethodsCritical appraisal, Reflective essay

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesGuided reading, as directed in course handbook and on Blackboard

MD7433 Qualitative Methods in Applied Health Research




001 Coursework1 10002 Coursework2 20003 Exam 50 1.5004 Coursework3 20

Period: Semester 1Occurence: ACoordinator: Stephanie HubbardMark Scheme: PGT Mark Scheme


001 Coursework1 10002 Coursework2 20003 Exam 50 1.5004 Coursework3 20

Period: Semester 1Occurence: A17Coordinator: Stephanie HubbardMark Scheme: PGT Mark Scheme


Lectures 25Seminars








MD7440 Fundamentals of Medical Statistics



Intended Learning OutcomesStatistical Computing Students should be able to 1. perform basic data handling skills in R and Stata 2. demonstrate basic knowledge of the command languages of R and Stata

Statistical Methods Students should be able to1. describe a number of simple statistical methods and show when and how to use them.2. explain the importance of sampling variation, how it can be quantified and its role in hypothesis testing and confidenceintervals.3. state and verify the assumptions made in various statistical methods.4. apply statistical methods to simple datasets using statistical software and interpret the findings.5. select an appropriate statistical method

Statistical Inference Students should be able to1. define a Likelihood, maximum likelihood estimate (MLE) and the information2. interpret differences on a log likelihood curve, and read and interpret support intervals3. calculate MLE and the observed information for simple distributions algebraically 4. understand the connection between Likelihood ratio tests, Score tests and Wald tests5. define Bayes' theorem for both binary and general quantities6. understand the nature and source of prior distributions & how to interpret posterior distributions7. implement and understand conjugate models

Teaching and Learning MethodsLectures, Problem-solving classes, Computer practical classes, Group problem-solving and presentations

Assessment MethodsCoursework1 Statistical Methods - will consist of problem-based and computer-based exercisesCoursework2 Statistical Computing - will consist of problem-based and computer-based exercisesCoursework3 Statistical Inference will consist of problem-based and computer-based exercisesShort-answer examination.

Pre-Requisites

Co-Requisites



MD7440 Fundamentals of Medical Statistics




001 Linear Models 50002 GLM Exam (FINAL) 50 1.5

Period: Academic YearOccurence: ACoordinator: Mark RutherfordMark Scheme: PGT Mark Scheme


001 Linear Models 50002 GLM Exam (FINAL) 50 1.5

Period: Academic YearOccurence: A17Coordinator: Mark RutherfordMark Scheme: PGT Mark Scheme


Intended Learning OutcomesLinear Models1. Define the principles and assumptions which underlie the linear model framework2. Demonstrate the ability to apply a linear model to a dataset using statistical software, Stata and R. 3. Interpret the computer output following fitting a linear model 4. Formulate and appraise strategies for fitting and comparing competing model specifications5. Judge whether the modelling assumptions are satisfied6. Recognise when and why it is a appropriate to use linear models in both observational and experimental (randomisedcontrolled trial) contexts. 7. Produce a correctly structured report following the analysis of a dataset using linear models

Generalised Linear Models1. Demonstrate knowledge of the theory of G.L.M.s and methods of fitting using likelihood.2. Fit G.L.M.s using statistical software such as Stata and R.3. Assess model fit and model assumptions and comment on problems arising4. Apply an appropriate model fitting strategy and compare competing models.5. Interpret model coefficients in the context of medical studies.

Teaching and Learning MethodsLectures, Computer practical classes, Group discussions

Assessment MethodsCoursework: Problem based exercisesExam: Short answer examination









MD7442 Statistical Modelling



Pre-RequisitesAcceptance on the MSc in Medical Statistics, or equivalent experience and qualification

Co-Requisites



MD7442 Statistical Modelling




001 Computationally Intensive Methods - CIM - Likelihood 25002 Computationally Intensive Methods - CIM - Simulation 25003 MCMC & Bayesian Inference (FINAL) 50

Period: Academic YearOccurence: ACoordinator: John ThompsonMark Scheme: PGT Mark Scheme


Intended Learning OutcomesNon-Bayesian methods1. Maximise multi-parameter likelihoods using the Newton-Raphson algorithm2. Understand and be able to use the EM algorithm, including use with missing data3. Plan and program a simulation study4. Model non-linear relationships using splines and fractional polynomials5. Estimate uncertainty using bootstrapping and Jacknifing

Bayes and MCMC1. understand the use of Bayes' theorem in multi-parameter models2. understand the concepts of marginal posterior distributions, conditional distributions, predictive distributions and bivariatedistributions3. appreciate the different methods that may be used to obtain marginal posterior distributions (conjugacy, approximation,quadrature and simulation) 4. Demonstrate clear knowledge of the underlying theory of Markov chain Monte Carlo Methods and discuss issues aboutproposal distributions, convergence monitoring, starting values and stopping times.5. Draw and interpret a simple graphical model representation.6. Perform an MCMC analysis in WinBugs and correctly interpret the output.

Teaching and Learning MethodsLectures & supervised practical classes

Assessment MethodsCoursework 1 and 2: Computer programmes, computer based exercises, problem based exercises.

Pre-RequisitesParticipation in Fundamentals and Statistical Modelling modules

Co-Requisites











MD7443 Computationally Intensive Methods




001 Survival Analysis - SA 25002 Multilevel Modelling - MM 25003 SA and MM exam (FINAL) 50 1.5

Period: Spring TermOccurence: ACoordinator: Paul LambertMark Scheme: PGT Mark Scheme


001 Survival Analysis - SA 25002 Multilevel Modelling - MM 25003 SA and MM exam (FINAL) 50 1.5

Period: Spring TermOccurence: A17Coordinator: Paul LambertMark Scheme: PGT Mark Scheme










MD7444 Advanced Statistical Modelling



Intended Learning OutcomesSURVIVAL ANALYSISOverall: To understand the main theoretical concepts of survival data analysis, and to have knowledge and practicalexperience of both carrying out analyses and interpreting the results.

The students should be able to:• Have an understanding of ‘survival data’, and why it needs specialised methods for statistical analysis - and thatfundamental to this is the idea of ‘censored’ data. • Have an understanding of how to obtain an estimate of the survival curve using Kaplan-Meier and Lifetables techniques andhow to compare survival curves using the log-rank (and related) tests.• Have an understanding of fitting Cox proportional hazards models and how to investigate the assumptions of these models.• Have an understanding of fitting parametric models to survival data, with experience of using the Exponential and Weibull. • Know how to perform the above analyses in STATA and SAS.• Have experience of applying the above techniques to a ‘real’ dataset.

MULTILEVEL/MIXED MODELSOverall: To introduce students to multilevel models

The students should be able to:• recognise hierarchical and longitudinal data• discuss the issues in the modelling of hierarchical or repeated measurements data such as intra-class/individual correlationbetween responses and the difficulties posed by missing data;• use summary measures for analysis of repeated measures data, including the pros and cons of analyses based upon thistype of measure;• understand how to analyse continuous data as hierarchical structures using random effects/mixed models in MlwiN, Stataand SAS and interpret the results;• have experience of analysis of binary repeated measures data through random effects logistic regression models;• understand when to use different techniques through their own analysis of data sets and through critical appraisal of articlespresenting repeated measures data;

Teaching and Learning MethodsLectures, Problem-solving classes, Computer practical classes, Group problem-solving and presentations

Assessment MethodsCoursework 1: problem based exercisesCoursework 2: problem based exercisesExam: Short answer examination

Pre-RequisitesParticipation in Statistical Modelling module, or equivalent experience or qualification

Co-Requisites



MD7444 Advanced Statistical Modelling




001 Project (Final) 100

Period: Summer TermOccurence: A17Coordinator: Stephanie HubbardMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThe students should be able to 1. demonstrate that they can carry out an extended and in-depth piece of work either applying methodology learnt as part ofthe course or in a new area2. work independently under supervision3. manage their time on a major piece of work4. write an extended technical report in a scientific manner5. critically evaluate their project work6. present their project work in a formal setting

Teaching and Learning MethodsSeminar, individual supervision, presentation

Assessment MethodsWritten project report

Pre-RequisitesSuccessful completion of the MSc taught modules. Students taking the streams in Modern Epi and Health TechnologyAssessment must have completed the appropriate module.

Co-Requisites



LecturesSeminars 6








MD7446 Project




001 Coursework 1 50002 Coursework 2 (FINAL) 50

Period: Summer TermOccurence: ACoordinator: Stephanie HubbardMark Scheme: PGT Mark Scheme


001 Coursework 1 50002 Coursework 2 (FINAL) 50

Period: Summer TermOccurence: A17Coordinator: Stephanie HubbardMark Scheme: PGT Mark Scheme


Intended Learning Outcomes1. demonstrate knowledge in two advanced medical statistics areas such as multivariate analysis, survival analysis, statisticalcomputing in SAS, genetic epidemiology, decision modelling2. conduct and present the findings of either an analysis or research in their chosen advanced medical statistics areas

Teaching and Learning MethodsLectures, problem-solving classes, computer pratical classes, group problem-solving, presentations, individual researchprojects

Assessment MethodsCoursework 1: problem based exercisesCoursework 2: problem based exercises

Pre-Requisites

Co-Requisites











MD7447 Further Topics in Medical Statistics




001 Genetic Epidemiology 1 50002 Genetic Epidemiology 2 (FINAL) 50

Period: Summer TermOccurence: ACoordinator: Louise WainMark Scheme: PGT Mark Scheme


001 Genetic Epidemiology 1 50002 Genetic Epidemiology 2 (FINAL) 50

Period: Summer TermOccurence: A17Coordinator: Louise WainMark Scheme: PGT Mark Scheme


Intended Learning OutcomesIntroduction to Genetic Epidemiology

Students should be able to:1. demonstrate clear knowledge of the basic biology and genetics underpinning modern genetic epidemiology2. demonstrate clear knowledge of the basic epidemiological and statistical concepts underpinning modern geneticepidemiology3. demonstrate an understanding of the fundamental concepts underpinning analyses of family-based data and be able todiscuss recurrence risk ratios, heritability and variance components analysis.4. discuss issues of causal inference in observational epidemiology using Mendelian randomisation.

Further Topics in Genetic Epidemiology

Students should be able to:1. demonstrate clear understanding of the epidemiological analysis of different types of genomic data2. demonstrate clear understanding of causal inference in obervational epidemiology uising Mendelian randomisation

Teaching and Learning MethodsLectures, problem-solving classes, computer practical classes, group problem solving, group presentations, self-directedstudy

Assessment MethodsCoursework 1: Research paper critique (max 2000 words)Coursework 2: Analysis of data exercise (max 3000 words)

Pre-Requisites









MD7448 Genetic Epidemiology



Co-Requisites



MD7448 Genetic Epidemiology




001 Decision Modelling 50002 Advanced Evidence Synthesis (FINAL) 50

Period: Summer TermOccurence: ACoordinator: Alex SuttonMark Scheme: PGT Mark Scheme


001 Decision Modelling 50002 Advanced Evidence Synthesis (FINAL) 50

Period: Summer TermOccurence: A17Coordinator: Alex SuttonMark Scheme: PGT Mark Scheme


Intended Learning OutcomesDecision Modelling1. Understand why (economic) decision models are often used to evaluate healthcare interventions2. Understand the principles which underlie decision models for both acute and chronic conditions3. Evaluate both decision trees and markov models using Excel and the WinBUGS software4. Understand how and why it is important to express uncertainty on model parameters5. Appreciate how parameters can be corrolated and understand how these correlations can be preserved through advancedmodelling 6. Integrate evidence synthesis models within a decision model

Advanced Evidence Synthesis1. Appreciate the role that standard meta-analysis methods covered previously in the course have to play and the potentialadvantages offered by the more advanced models considered in this module2. Understand the difference between single and multi-parameter synthesis models3. Understand the difference between basic and functional parameters in a synthesis model4. Fit multiparameter models using the WinBUGS software, including a network meta-analysis model to allow multipletreatment alternatives to be ranked in terms of probability they are the best and fit a regression model with measurementerror.5. Understand the assumptions required for a valid network meta-analysis and know how to assess whether suchassumptions are likely to hold in a particular application.

Teaching and Learning MethodsLectures, Computer practical classes, Problem-solving group work









MD7449 Health Technology Assessment



Assessment MethodsCoursework 1: Problem based exercisesCoursework 2: Problem based exercises

Pre-Requisites

Co-Requisites



MD7449 Health Technology Assessment




001 Introduction to Clinical Trials 10002 Mini Project 60003 Advanced Clinical Trials (FINAL) 30

Period: Academic YearOccurence: ACoordinator: Keith AbramsMark Scheme: PGT Mark Scheme


Intended Learning OutcomesIntroduction to Clinical Trials:Students should be able to• describe and explain the principles and rationale of clinical trial design and conduct• identify the problems of analysis and interpretation of clinical trials results, and explain the ways in which good experimentaldesign can help avoid these• identify and describe the ethical and regulatory issues surrounding clinical trials & their use in health technology assessment• explain specific design issues in clinical trials, including; inclusion/exclusion criteria, blinding, and randomisation methods• develop a clinical trial protocol • calculate the sample size required for a clinical trial with a binary or continuous outcome

Clinical Trials Project:Students should be able to• carry out an extended piece of statistical analysis using computer software• summarise and interpret , in writing, the results of a statistical analysis for both a technical and non-technical audience• deal with real and difficult analysis issues and to appreciate no single “correct” solutions exist• have a practical understanding of the methods covered in Clinical Trials

Advanced Clinical TrialsStudents should be able to:• describe and explain with examples the interplay between statistical principles, practical/ethical constraints, and context,with particular reference to principles and practice of clinical trial design, conduct, analysis and interpretation.• apply principles of experimental study design, as modified by practical, ethical and economic constraints, to thedetermination of appropriate details of the design of clinical trials for specific problems.• describe, apply and interpret special methods of analysis for clinical trial data (including economic data and data from clusterand crossover designs) and meta-analytical data.• critically evaluate reports of clinical trials and meta-analyses in terms of criteria based on the above issues• present the results of an in-depth statistical analysis in a technical report .

Teaching and Learning MethodsLectures, seminars, directed reading, problem-solving, practical classes, computer practical classes, group problem-solving,group presentations and self-directed study.









MD7451 Clinical Trials



Assessment MethodsCoursework 1: Problem-based exercisesCoursework 2 and Mini-project: Written report

Pre-Requisites

Co-RequisitesMD7440



MD7451 Clinical Trials




001 Intro to Epidemiology 30002 Modelling in Epidemiology Mini Project (FINAL) 70

Period: Academic YearOccurence: ACoordinator: Mark RutherfordMark Scheme: PGT Mark Scheme


Intended Learning OutcomesStudents should be able to• describe the main features of some principal epidemiological study designs (including cross-sectional, case-control andcohort study designs) and their use, where appropriate, in identification and quantification of risk factors.• describe sources of bias in epidemiological studies, and methods for their avoidance.• apply principles of study design (including methods of bias avoidance), as modified by practical, ethical and economicconstraints, to the determination of the details of the design of epidemiological studies for specific problems.• apply and understand basic descriptive and comparative methods of analysis to epidemiological study data• critically evaluate reports of epidemiological studies in terms of criteria based on the above issues.• present a brief lecture, using visual aids as appropriate.• contribute more effectively to group work and exhibit more effective time and project management skills Modelling in Epidemiology Project:Students should be able to• carry out an extended piece of statistical analysis using computer software• summarise and interpret , in writing, the results of a statistical analysis for both a technical and non-technical audience• learn to deal with real and difficult analysis issues and to appreciate no single “correct” solutions exist• have a practical understanding of the methods covered in Epidemiology and Statistical Modelling and be able to apply themto realistic epidemiological datasets

Teaching and Learning MethodsLectures, seminars, directed reading, problem-solving, practical classes, computer practical classes, group problem-solving,group presentations and self-directed study.

Assessment MethodsCoursework: Research paper critiqueMini-project: Written report

Pre-Requisites

Co-RequisitesMD7440 and MD7442










MD7452 Epidemiology




MD7452 Epidemiology




001 Group presentation (QI intervention design & evaluation) 20002 Written report (QI intervention design & evaluation, 1500 words) 30003 Written case study report (2000 words) 50

Period: Semester 1Occurence: ACoordinator: Helen EborallMark Scheme: PGT Mark Scheme


Intended Learning OutcomesSummary: This module will introduce major approaches to quality in healthcare, with a particular emphasis on approaches toimprovement. Starting with a brief history of the quality movement, it will characterise challenges in conceptualising andmeasuring quality. It will provide an overview of the strengths, weaknesses and evidence bases of the major approaches toimproving healthcare quality and will offer a critique of policy approaches to improving the organisation and delivery ofhealthcare. The module will encourage constructively critical thinking about methods for improvement that have been adaptedfrom industry and from other non-healthcare sectors.

a) Discipline specific knowledge ILOs• Describe briefly the history of quality and safety in healthcare.• Identify challenges in conceptualising and defining quality.• Characterise major policy approaches to quality in healthcare, including regulation, large-scale data collection, publicreporting, clinical guidelines and institutional arrangements. • Explain the rationale for undertaking quality improvement (QI) in healthcare.• Define and apply the principles of the leading approaches to QI, and discuss and critically reflect on their applicability todifferent contexts.• Recognise the role of programme theories and logic models in QI efforts.• Recognise and evaluate the role of PDSA cycles in QI efforts.• Identify methods for evaluating QI efforts and be able to map evaluation questions to appropriate study designs.• Design an evaluation of an example QI intervention.• Explain theories of dissemination and implementation of improvement interventions.• Apply learning from the module to example case studies and, where relevant, to one’s own practice.

b) Transferable skills• Communication: report writing, reflective writing and oral presentation • Team-working (in seminar setting and virtually via the virtual learning environment (VLE))• Research/Analysis: defining a problem and its contributing factors• Solution design and testing• Application of theory to practice• Appreciation of interdisciplinary perspectives • Organisation and time management• Planning, coordinating and working with peers• Independent working • Reflection• Using technology to support independent and collaborative working

LecturesSeminars






Total Module Hours


MD7455 Quality and Quality Improvement in Healthcare



Teaching and Learning MethodsLectures, Seminars, Group work, Directed reading, Blended learning (i.e. interaction with, and contribution to VLE activitiesbetween taught sessions).

Assessment MethodsFormative:• Design a literature search strategy to inform a quality improvement project. • Design and plan a strategy for disseminating a quality improvement intervention, using multiple communication channels • Ongoing completion of reflective learning diary (facilitated via the VLE): minimum of three contributions to reflective portfolio(e.g. how has my learning from this session impacted on my approach to quality and safety in healthcare, and how can I applythis learning to practice in my current/future role/workplace?) (

Summative:• Design a) a QI intervention (using a structured list of criteria) and b) an evaluation. o Group oral and visual presentation (20%) o Written report drawing on relevant theory and literature (produced independently, 30%, 1500 words) • Case study report, applying learning from whole module (50%, 2000 words)

Pre-Requisites-

Co-Requisites-



MD7455 Quality and Quality Improvement in Healthcare




001 Oral and visual presentation 30002 Written essay (2500 words) 70



Intended Learning OutcomesSummary: This module will provide an understanding of the influences on patient safety and how improvements can besecured in healthcare environments, including both hospital and community-based care. It will draw upon theory from avariety of disciplines and on the internationally-renowned research of the University of Leicester in this area. Using practice-based examples relating to several high-risk areas of healthcare practice, it will enable students to develop their skills incontributing to debates about patient safety, conducting critical appraisal and research in patient safety, measuring andmonitoring patient safety, and managing patient safety in practice.

a) Discipline specific knowledge• Explain briefly the background to and drive behind the patient safety movement in healthcare, including the policy contexts.• Discuss and critically reflect on major approaches to measuring and monitoring safety in health systems and health services.• Identify the major constructs and theories underlying the study of patient safety from different perspectives.• Critically reflect on how and what healthcare can learn from high reliability industries.• Characterise safety problems in a sample of priority areas, identifying the principles that can apply to other areas.• Critically evaluate evidence relevant to improving safety• Identify the range of challenges in improving patient safety, including those relating to intervention design, evaluation andimplementation.• Explain how social science methods can improve understanding of whether and how efforts targeting patient safety succeed.

b) Transferable skills• Communication: report writing and reflective writing • Team working • Research/Analysis: defining a problem and its contributing factors• Organisation and time management• Planning, coordinating and working with peers• Critical appraisal• Solution design and testing• Independent working • Reflection• Using technology to support learning

Teaching and Learning MethodsLectures, Seminars, Group work, Directed reading, Independent research, Blended learning.









MD7456 Patient Safety



Assessment MethodsFormative:• Critical appraisal task.• Ongoing completion of reflective learning diary (VLE) – minimum of three contributisons to reflective diary - see ModuleMD7455

Summative:• Individual oral and visual presentation on a choice of set questions and topics (30%)• Written essay: using a contemporary topic in patient safety, apply learning from the module and draw on relevant literatureand theory to: explain the problem, describe approaches/interventions taken to address it, discuss associated challenges, andexplain how social science has/could be used to study it/the interventions. (70%, 2500 words)

Pre-Requisites-

Co-Requisites-



MD7456 Patient Safety




001 Group presentation 25002 Written assignment (essay, 3000 words) 75

Period: Semester 2Occurence: ACoordinator: Ceri JonesMark Scheme: PGT Mark Scheme










MD7457 Human Factors and Ergonomics for Patient Safety



Intended Learning OutcomesSummary: The module will provide students with an introduction to the discipline of ergonomics and human factors and howthe application of relevant methods and knowledge is critical to patient safety and improvement in the healthcare field. It will cover a broad but detailed basis of the human factors discipline relevant to patient safety, including: human factorshistory, philosophy, definition and scope; systems ergonomics: patient safety systems and methods; human error; medicaldevice design and evaluation, with reference to relevant ISO standards required by law; workstation design and evaluation;design of environments and work: health and safety; environmental and spatial requirements for care; human-systeminteraction; person-centred design; safety culture and management; psychology of human performance; organisationalpsychology. It will provide students with familiarity, tools and skills to evaluate patient safety through a number of key ergonomics andhuman factors tools and techniques, including contextual inquiry, AcciMaps, interviews and focus groups, function and taskanalysis, expert review, formative evaluations, accident and serious incident investigation, and patient-centred design.

a) Discipline-specific ILOsSkills:• Define the breadth of human factors and ergonomics with respect to the background and application in healthcare acrosskey topic areas (listed in the summary above) and how they relate to quality improvement. • Discuss the many aspects of Human Factors and their interdependency to one another and patient safety. •Demonstrate awareness and application of Human Factors theoretical knowledge in the healthcare environment.

Knowledge• Demonstrate through practice the application of Human Factors knowledge to the patient environment.• Identify the relevant tools to provide a Human Factors solution to a practical problem. For example, medication, medicalequipment, patient services or systems. • Critique the healthcare environment and design solutions based on an appropriate empirically based approach• Discuss and present Human Factors problems and solutions • Explain Human Factors through written accounts and relevant illustrations where required.

b) Transferable skills• Communication: report writing, reflective writing, oral communication and presentation skills • Research/Analysis: defining a problem and its contributing factors, solution design and testing• Organisation and time management• Team working • Planning, coordinating and working with peers• Independent working • Reflection• Using technology to support learning• Critical appraisal

Teaching and Learning MethodsLectures, Seminars, Group work, Case study analysis, Blended learning.

Assessment MethodsFormative:• Ongoing completion of reflective learning diary (VLE) – minimum of three contributions to reflective diary - see ModuleMD7455.

Summative:• Group work and presentation: 25% (presentation and slide content evaluated separately)• Individual written assignment (essay): 75%, 3000 words.

Pre-Requisites-

Co-Requisites-



MD7457 Human Factors and Ergonomics for Patient Safety




001 Written report on formative group task (1500 words) 20002 Report on an example of measuring a quality indicator (2000 words) 80

Period: Semester 2Occurence: ACoordinator: Brad ManktelowMark Scheme: PGT Mark Scheme


Intended Learning OutcomesSummary: This module will provide students with understanding of the methodologies used in the measurement, reportingand interpretation of clinical quality and safety indicators. The topics covered will include an introduction to statistical processcontrol, generating operational definitions, the choice of an appropriate indicator, statistical and graphical methods forpresenting and summarising data, and the interpretation of summarised data. Real data will be used to illustrate the issuesand to explore the advantages and disadvantages of different methods. Students will gain an understanding of the practicalissues in both cross-sectional and continuous monitoring quality and safety indicators, which will allow them to developmonitoring systems within their practice. They will also learn about the challenges involved with measuring and monitoring,and the importance of critically evaluation.

a) Discipline specific knowledge ILOs• Explain the role of the monitoring of clinical indicators in the process of quality improvement.• Identify and discuss the desirable characteristics of a quality indicator in healthcare.• Describe and explain basic methodologies for reporting quality indicators: longitudinal and cross-sectional data.• Develop a measurement plan for a QI project.• Formulate and apply operational definitions for quality measures.• Establish a data collection system.• Explain and apply principles of statistical process control in the context of quality improvement efforts.• Discuss the challenges of comparing data from different organisations, or populations, and explain how this might beovercome.• Describe and explain criteria used in identifying ‘signals’ in control charts.

b) Transferable skills • Communication (report writing, oral presentation) • Team-working• Research / Analysis: critical appraisal, defining a problem and contributing factors, and deciding what needs to bemeasured, application of appropriate and sophisticated research methodology, use of statistical packages, analysis andinterpretation of quantitative data • Numeracy• Organisation • Independent working• Digital Skills

Teaching and Learning MethodsLectures, Seminars, Group work, Computer practical classes, Directed reading, Independent research, Blended learning.









MD7458 Measuring & Monitoring in Healthcare



Assessment MethodsFormative:• Group work to critically appraise and present an example of the analysis and reporting of the monitoring of a qualityindicator.• Ongoing completion of reflective learning diary (VLE) – minimum of three contributions to reflective diary - see ModuleMD7455

Summative:• Written report on formative group work task (1500 words, 20%)• Undertake and report an example of measuring a quality indicator in healthcare, including a discussion and critique of thework (2000 words, 80%).

Pre-Requisites-

Co-Requisites-



MD7458 Measuring & Monitoring in Healthcare




001 Group-based presentation 10002 Written report on case study (1500 words) 30003 Essay (2000 words) 60



Intended Learning OutcomesThis module will cover wider issues of professional and managerial practice in healthcare, with a particular focus on qualityand safety. It will offer introductions to effective management, leadership and partnership working across professional andorganisational groups, drawing on the academic literature on these activities but also providing practical learning to assiststudents in putting principles into practice. It will give students a scientific understanding of the organisational challenges thatcan plague complex healthcare systems, and practical guidance on how to co-ordinate and lead improvement efforts in theirown organisations.

a) Discipline specific knowledge• Describe and critically reflect on major theories of leadership, change management, governance and organisation, withparticular reference to the context of healthcare. • Understand the particular characteristics of healthcare organisation and the implications of these for leadership,management and team work.• Identify key strategies for leadership and change management (including negotiating, managing conflict, coaching,approaches to service transformation and addressing behaviours that undermine safety culture).• Recognise the impact of national policy on quality and safety in healthcare and the implications of this for management,leadership and clinical practice• Describe and critically reflect on strategies for leading and engaging others in improving quality and safety in healthcare • Analyse real world case studies of leading and managing change/improvement, breaking them down into their componentparts• Articulate key challenges and dilemmas of leading and managing in the current healthcare context (including the structuralcontext)• Reflect critically on their personal skills in teamworking, leading and following.

b) Transferable skills• Communication: report writing, reflective writing and oral presentation • Team working (in seminar setting and virtually via VLE)• Research/Analysis: defining a problem and its contributing factors• Operational design• Organisation and time management• Strategic planning, coordinating and working with peers• Independent working • Reflection• Using technology to support independent and collaborative working









MD7459 Leading, Managing and Organising Quality & Safety in Healthcare



Teaching and Learning MethodsLectures, Seminars, Group work, Case study analysis, Directed reading, Independent research, Blended learning.

Assessment MethodsFormative:• Ongoing completion of reflective learning diary (VLE) – minimum of three contributions to reflective diary - see ModuleMD7455

Summative:• Group-based presentation (10%) and individual written report on a case study of managing change in quality and safety inhealthcare (1500 words 30%)• Individual written essay in response to a choice of set questions on challenges and opportunities for leadership,management, partnership working and collaboration in healthcare (2000 words, 60%)

Pre-Requisites-

Co-Requisites-



MD7459 Leading, Managing and Organising Quality & Safety in Healthcare




001 Oral presentation 10002 Written dissertation (12,000 words) 90

Period: Academic YearOccurence: A17Coordinator: Brad ManktelowMark Scheme: PGT Mark Scheme


Intended Learning Outcomesa) Discipline specific knowledge• Complete a supervised research, evaluation and/or improvement project, applying the knowledge from taught modules; • Conduct a focused literature review drawing on relevant research literature;• Define an answerable research or evaluation question or an intended improvement objective; • Select appropriate methods of enquiry and, where appropriate, intervention;• Understand the need for ethical and governance approval (where appropriate);• Demonstrate a rigorous and organised approach to design and implementation of intervention, and/or data collection forimprovement and understanding; • Interpret and critically appraise the data collected;• Interpret new findings in the context of existing literature;• Make recommendations for application of findings in local practice and beyond, and make recommendations for topics forfurther research and/or improvement

b) Transferable skills• Communication: report-writing, reflective writing, oral communication and oral presentation skills. • Research / Analysis: critical appraisal, defining a problem and contributing factors, and deciding what needs to bemeasured, application of appropriate and sophisticated research methodology, use of software to facilitate analysis, analysisand interpretation of quantitative and/or qualitative data• Problem solving and decision making• Project planning and organising, time management• Managing change and influencing colleagues effectively• Independent study, and identifying learning needs• Working with a supervisor• Writing for publication• Reflection

Teaching and Learning MethodsDirected reading, independent research, field work (i.e. generating/collecting data in/from a healthcare setting), projectsupervision.

LecturesSeminars






Total Module Hours


MD7460 Dissertation (Quality and Safety in Healthcare)



Assessment MethodsFormative:• Ongoing completion of reflective learning diary (VLE) – minimum of three contributions to reflective diary - see ModuleMD7455

Summative:• Written dissertation 90% & Oral presentation 10% (12,000 words).

Pre-Requisites-

Co-Requisites-



Intended Learning Outcomes

Teaching and Learning Methods

Assessment Methods

Pre-Requisites

Co-Requisites



MD7460 Dissertation (Quality and Safety in Healthcare)




001 Written assignment for research proposal (2500 words) 50002 Oral presentation (10 minutes plus 5 minutes discussion) 10003 Critical appraisal of systematic review (1500 words) 40 1.5




Discipline specific knowledge and skills:- Demonstrate an understanding of how applied health research can contribute to practice;- Discuss the range of disciplines that contribute to applied health research and social research and how these can be used todesign robust research studies;- Formulate focused research questions with reference to public policy and propose and justify study designs to address thesequestions;- Find and appraise literature on and around a research question;- Explain ethics processes and key ethical principles for research in the NHS;- Demonstrate an understanding of good research practice and governance, including meaningful PPI

Transferable SkillsAnalysis and interpretation of dataCritical appraisalReport writingReflectionOrganisationAnalysis and interpretation of qualitative data Report writingCommunication Reflection OrganisationPresentation skills: organisation of material, delivery (pace, clarity, language, non verbal communication)

LecturesSeminars 30











Teaching and Learning MethodsThe module includes the following 10 interactive seminars, all lasting 3 hours:

Applied health research, from evidence to practiceFinding research evidenceSynthesising research evidenceCritical appraisal of systematic reviewsIntroduction to quantitative methodsIntroduction to qualitative methodsEthics: Key principles and processesResearch governancePatient public involvementDeveloping and presenting a research proposal

Assessment MethodsWritten assignment for research proposal (2500 words) Oral presentation (10 minutes plus 5 minutes discussion) Critical appriasal of systematic review (1500 words)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative Activities- Reading around seminar topics, using the list included in the course handbook and on Blackboard (30 hours)- Structured literature search and synthesis of evidence for assignment (45 hours)- Using material from seminars and wider reading to design a research proposal (40 hours)- Preparation for presentation (5 hours)- Critical appraisal of systematic review (50 hours)





001 Critical Appraisal of Qualitative Research Paper 20002 3000-word reflective essay on the experience of carrying out a

qualitative interview55

003 Additional individual (15 minute) oral presentation 25

Period: Semester 2Occurence: ACoordinator: Nicola MackintoshMark Scheme: PGT Mark Scheme



Discipline specific knowledge and skills:- Distinguish between qualitative and quantitative research;- Outline basic features of a range of qualitative methods and identify those commonly used;- Discuss the criteria used in making judgement about the quality of published qualitative research;- Critically appraise qualitative publications

• Use a research question to guide the design and planning of a qualitative project;• Explain good practice in the relation to the conduct of interviews and focus groups;• Prepare a prompt guide for an interview or focus group;• Undertake a brief semi-structured interview;• Develop a coding frame and code and organise qualitative data using dedicated software;• Outline a range of approaches to analysing qualitative data

Transferable skills: Analysis and interpretation of qualitative dataCritical appraisalReport writingCommunicationReflectionOrganisation

Presentation skills: organisation of material, delivery (pace, clarity, language, non verbal communication)

LecturesSeminars 30








MD7464 Qualitative Methods in Applied Health Research - 20-credit version for Soc Sci Respathway



Teaching and Learning MethodsThe module covers the following topics in 10 interactive seminars each of 3 hours:

- Epistemological and ontological assumptions underlying qualitative research methodologies;- Identifying research questions for qualitative enquiry;- Developing a critical and reflexive approach;- Designing and planning a qualitative research project including consideration of ethical issues and research datamanagement;- Conducting interviews, focus groups and ethnographic observation;- Approaches to the analysis of qualitative data (including open coding and the constant comparative method, discourseanalysis and visual analysis);- Using qualitative analysis software;- Critical appraisal of qualitative research papers;- Communicating findings of qualitative research

Assessment MethodsCritical Appraisal of Qualitative Research Paper 3000-word reflective essay on the experience of carryingout a qualitative interviewStudents will use a CASP tool to critically appraised two qualitative research papers as a mid-module formative exercise.Students will design a topic guide for a qualitative semi-structured interview or focus group as a mid-moduleformative exercise.Additional individual (15 minute) oral presentation.

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesGuided reading, as directed in course handbook and on Blackboard (108 hours)Preparation for presentation (50 hours)

MD7464 Qualitative Methods in Applied Health Research - 20-credit version for Soc Sci Respathway




001 Group presentation 20002 Written assignment (essay, 3000 words) 55003 Individual presentation of mini project (15 mins) 25











MD7465 Human Factors and Ergonomics for Patient Safety - 20-credit version for SocialScience Research pathway




Summary: The module will provide students with an introduction to the discipline of ergonomics and human factors and howthe application of relevant methods and knowledge is critical to patient safety andimprovement in the healthcare field.It will cover a broad but detailed basis of the human factors discipline relevant to patient safety, including: human factorshistory, philosophy, definition and scope; systems ergonomics: patient safety systems and methods; human error; medicaldevice design and evaluation, with reference to relevant ISO standards required by law; workstation design and evaluation;design of environments and work: health and safety; environmental and spatial requirements for care; human systeminteraction; person-centred design; safety culture and management; psychology of human performance; organisationalpsychology.It will provide students with familiarity, tools and skills to evaluate patient safety through a number of key ergonomics andhuman factors tools and techniques, including contextual inquiry, AcciMaps, interviews and focus groups, function and taskanalysis, expert review, formative evaluations, accident and serious incident investigation, and patient-centred design.

Discipline specific knowledge and skills:• Define the breadth of human factors and ergonomics with respect to the background and application in healthcare acrosskey topic areas (listed in the summary above) and how they relate to quality improvement.• Discuss the many aspects of Human Factors and their interdependency to one another and patient safety.•Demonstrate awareness and application of Human Factors theoretical knowledge in the healthcare environment.

Knowledge• Demonstrate through practice the application of Human Factors knowledge to the patient environment.• Identify the relevant tools to provide a Human Factors solution to a practical problem. For example, medication, medicalequipment, patient services or systems.• Critique the healthcare environment and design solutions based on an appropriate empirically based approach• Discuss and present Human Factors problems and solutions• Explain Human Factors through written accounts and relevant illustrations where required.

Transferable Skills• Communication: report writing, reflective writing, oral communicationand presentation skills• Research/Analysis: defining a problem and its contributing factors,solution design and testing• Organisation and time management• Team working• Planning, coordinating and working with peers• Independent working• Reflection• Using technology to support learning• Critical appraisal

Teaching and Learning MethodsLectures, Seminars, Group work, Case study analysis, Blended learning, Guided independent study, Tutorials (to discuss/feedback on guided independent study).

Assessment MethodsFormative:• Ongoing completion of reflective learning diary (VLE) – minimum of three contributions to reflectivediary - see Module MD7455.

Summative:• Group work and presentation: 25% (presentation and slide content evaluated separately)• Individual written assignment (essay): 75%, 3000 words.+ Individual presentation of mini project (15 mins)

Pre-Requisites

Co-Requisites





Guided Independent Study: Indicative ActivitiesReading around lecture and seminar topics, using the list included in the course handbook and on Blackboard (55 hours)Structured literature search, reading and writing of written assignment (52 hours)Individual reading and preparation in group for group presentation (15 hours)Preparation of individual presentation of mini project (50 hours)





001 Written report on formative group task (1500 words) 15002 Report on an example of measuring a quality indicator

(2000 words)60

003 Individual presentation of mini project (15 mins) 25











MD7466 Measuring & Monitoring in Healthcare - 20-credit version for Social ScienceResearch pathway




Summary: This module will provide students with understanding of the methodologies used in the measurement, reportingand interpretation of clinical quality and safety indicators. The topics covered will include an introduction to statistical processcontrol, generating operational definitions, the choice of an appropriate indicator, statistical and graphical methods forpresenting and summarising data, and the interpretation of summarised data. Real data will be used to illustrate the issuesand to explore the advantages and disadvantages of different methods. Students will gain an understanding of the practicalissues in both cross-sectional and continuous monitoring quality and safety indicators, which will allow them to developmonitoring systems within their practice. They will also learn about the challenges involved with measuring and monitoring,and the importance of critically evaluation.

a) Discipline specific knowledge ILOs• Explain the role of the monitoring of clinical indicators in the process of quality improvement.• Identify and discuss the desirable characteristics of a quality indicator in healthcare.• Describe and explain basic methodologies for reporting quality indicators: longitudinal and cross-sectional data.• Develop a measurement plan for a QI project.• Formulate and apply operational definitions for quality measures.• Establish a data collection system.• Explain and apply principles of statistical process control in the context of quality improvement efforts.• Discuss the challenges of comparing data from different organisations, or populations, and explain how this might beovercome.• Describe and explain criteria used in identifying ‘signals’ in control charts.

b) Transferable skills• Communication (report writing, oral presentation)• Team-working• Research / Analysis: critical appraisal, defining a problem and contributing factors, and deciding what needs to bemeasured, application of appropriate and sophisticated research methodology, use of statistical packages, analysis andinterpretation of quantitative data• Numeracy• Organisation• Independent working• Digital Skills

Teaching and Learning MethodsLectures, Seminars, Group work, Computer practical classes, Directed reading, Independent research, Tutorials (to dicuss/feedback on directed reading and independent study), Blended learning.

Assessment MethodsFormative:• Group work to critically appraise and present an example of the analysis and reporting of the monitoring of a qualityindicator.• Ongoing completion of reflective learning diary (VLE) – minimum of three contributions to reflective diary - see ModuleMD7455

Summative:• Written report on formative group work task (1500 words, 20%)• Undertake and report an example of measuring aquality indicator in healthcare, including a discussionand critique of the work (2000 words, 80%)+ Individual presentation of mini project (15 mins).

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading around lecture and eminar topics, using the list included in the course handbook and on Blackboard (27 hours)Individual reading and writing of report of example quality indicator (50 hours)Individual reading and writing up of group task (40 hours)Preparation of individual presentation of mini project (50 hours)

MD7466 Measuring & Monitoring in Healthcare - 20-credit version for Social ScienceResearch pathway




001 Coursework (systematic review and research proposal) 100

Period: Semester 2Occurence: A17Coordinator: Matthew BownMark Scheme: PGT Mark Scheme


001 Coursework (systematic review and research proposal) 100

Period: Summer TermOccurence: A17Coordinator: Matthew BownMark Scheme: PGT Mark Scheme

Academic Year: 2017/8Module Level: PostgraduateScheme: PGDepartment: Medical SchoolCredits: 150

LecturesSeminars


FieldworkProject Supervision 40






MD7469 Dissertation


module specification - university of leicester · 2020-06-21 · module specification ......

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