MChiro Master of Chiropractic
01 Sep 2024 - 31 Aug 2030
| Course Leader | Paul McCambridge |
|---|---|
| Course Team | Alfred Turner, Kevin Cox, Lora Roberts, David Byfield, Benjamin Stacey, Anne Newsam, Karl New, Tom Owens, Leon Yandle, Monika Dobrowolska, Samera Bhatti, Jayne Ludlow, Michael Jordan, Angela Sims, Luke Davies |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 10 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2030 |
QAA Benchmarks
There is no specific QAA Benchmark statement for chiropractic, however the programme adheres to the General Chiropractic Council Educational standards (2022), and we have reviewed the QAA Benchmark statements QAA Masters Degree Characteristics Statement (2020). (2020) for Physiotherapy and Osteopathy, which appear to be similar to the GCC requirements.
Educational Aim
The primary aim of the chiropractic course is to produce reflective graduates, who are capable of solving problems arising within clinical practice, together with responding appropriately to the health needs of their patients and the community as a whole. The course ensures that students acquire the knowledge, understanding, skills and attitudes required for safe and competent practice. It also fosters and encourages those qualities essential for future personal and professional development. These attributes include independent and open-minded thinking, a commitment to life-long learning critical appraisal skills, and an active interest in research. This together with a strong sense of personal responsibility towards patients, colleagues and the wider health care community and in compliance with the GCC Education standards 2022.
As a course constructively aligned to fulfil the requirements of the GCC and ECCE criteria for degree recognition, the following aims are implicit:
To prepare graduates to act as safe and competent primary contact clinicians
To produce graduates who can deliver the highest standards of evidence-based care and respond to the health needs of their patients in the context of the wider health care environment
To produce graduates capable of practicing within a patient centered model with the skills and approach that enables the integration of critically evaluated research evidence, clinical expertise and patient choice
To produce graduates with the attitudes and skills that engender lifelong learning and continuing professional development, with a view to achieve and maintain high professional standards
To provide graduates with an understanding of the scientific method in the context of modern healthcare and the knowledge and the skills that underpin this
To produce graduates with effective skills of listening, interpreting and communicating within the healthcare are
Learning Outcomes
| A1 | Demonstrate understanding and implement relevant safeguarding procedures and guidance in relation to vulnerable people (GCC 1.1) |
| A2 | Demonstrate a range of appropriate and effective methods for communicating with others and listening, being able to select from and move between these (GCC 2.1) |
| A3 | Recognise the importance of promoting accessible healthcare for all (GCC 4) |
| A4 | Implement and demonstrate ability to integrate continuous improvement of quality into their own practice (GCC 6.1) |
| A5 | Explain the nature and context of chiropractic as a regulated profession in the UK, as well as chiropractors’ duties as registered healthcare professionals and compare the UK context with others around the world (GCC 7) |
| A6 | Recognise, understand and describe specific legislation, regulatory standards and guidance relevant to the work of chiropractors (GCC 8) |
| A7 | Demonstrate understanding of the range of health needs that present to chiropractors and the nature and impact of physical, psychological and social determinants of health (GCC 12.1) |
| A8 | Distinguish between normal and abnormal structure and functioning of the human body (GCC 12.2) |
| A9 | Critically select, instigate and interpret appropriate investigative imaging and tests to aid diagnosis, ensuring that these are necessary and are in the patient’s best interest (GCC 12.5) |
| A10 | Recognise complexity and uncertainty, their impacts on clinical reasoning, and identify strategies to approach these (GCC 13.4) |
| A11 | Recognise potential serious underlying pathology and appropriately refer patients onwards in a timely manner (GCC 14.1) |
| A12 | Critically select from and apply a comprehensive range of manual approaches to the management of conditions, drawing appropriately from evidence supporting the rationale for their use (GCC 14.3) |
| A13 | Critically select and apply appropriate rehabilitative interventions to promote the recovery of patients from musculoskeletal conditions, reduce disability and optimise functioning, drawing appropriately from evidence of effectiveness (GCC 14.4) |
| A14 | Apply appropriate approaches to the education of patients about pain, its management, and the provision of other advice, drawing upon evidence of effectiveness (GCC14.5) |
| A15 | Ability to describe the role of relevant pharmacotherapy, injection therapy and surgical interventions and their implications for chiropractic care, providing information appropriately and signposting or referring patients for specialist advice, as necessary (GCC 14.6) |
| A16 | Identify circumstances when it is appropriate to cease care, and implement appropriately (GCC 14.8) |
| B1 | Describe the different research methods that inform professional practice, and the strengths and limitations inherent in their design (GCC 10.1) |
| B2 | Critically appraise quality within individual studies, and across a body of evidence, and identify limitations to the interpretation of findings (GCC 10.2) |
| B3 | Integrate critically appraised evidence into professional practice (GCC 10.3) |
| B4 | Engage appropriately with research (GCC 10.4) |
| B5 | Use reflective practice as a tool for personal development; take responsibility for their own learning needs, in the interests of enhancing the care and safety of patients (GCC 11) |
| B6 | Make reasoned decisions that include evidence and ethical considerations and take personal responsibility for these (GCC 13.2) |
| B7 | Demonstrate the process of evidence-based practice, to answer a clinical question (GCC 13.3) |
| C1 | Assess the mental capacity of a patient to make a particular decision, knowing when and how to take action (GCC 1.3) |
| C2 | Maintain confidentiality and respect the dignity and privacy of patients (GCC 1.4) |
| C3 | Appropriately gain and record the informed consent of patients throughout the care process (GCC 1.5) |
| C4 | Compose clear and attributable patient records (GCC 1.6) |
| C5 | Engage with systems and procedures to promote the safety of patients (GCC 5.2) |
| C6 | Manage safety incidents, errors or complaints, to protect the safety of patients and to prevent future harms (GCC 5.3) |
| C7 | Explain the nature and context of chiropractic as a regulated profession in the UK, as well as chiropractors’ duties as registered healthcare professionals and compare the UK context with others around the world (GCC 7) |
| C8 | Recognise, understand and describe specific legislation, regulatory standards and guidance relevant to the work of chiropractors (GCC 8) |
| C9 | Demonstrate an understanding of the nature of professionalism, professional ethics and accountability (GCC 9.1) |
| C10 | Demonstrate professional insight into their own behaviour and performance (GCC 9.2) |
| C11 | Maintain appropriate professional relationships (GCC 9.3) |
| C12 | Take and record effective, purposeful and comprehensive, case histories with information drawn from the narrative of the patient (GCC 12.3) |
| C13 | Conduct and record effective assessment of patients using evidence-based tools and techniques (GCC 12.4) |
Course Structure
Level 3 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| CH0S04 | MOD005246 | Foundation Human Physiology for Chiropractors | Running | 20 | core |
| CH0S07 | MOD009523 | Foundations of Professional Development in Chiropractic | Running | 20 | core |
| CH0S09 | MOD010871 | Foundation Anatomy for Chiropractic | Running | 20 | core |
| CH0S10 | MOD010873 | Foundation Biophysics | Running | 20 | core |
| CH0S11 | MOD010869 | Foundations of Clinical Management | Running | 20 | core |
| CH0S13 | MOD013802 | Foundations of Life Science | Running | 20 | core |
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| CH1S17 | MOD010876 | Clinical Physiology 1 | Running | 20 | core |
| CH1S18 | MOD010880 | Clinical Anatomy | Running | 20 | core |
| CH1S19 | MOD010878 | Clinical Imaging | Running | 20 | core |
| CH1S20 | MOD010879 | Clinical Management 1 | Running | 20 | core |
| CH1S21 | MOD010877 | Biomechanics | Running | 20 | core |
| CH1S22 | MOD010875 | Behavioural Science | Running | 20 | core |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| CH2S14 | MOD010885 | Clinical Physiology 2 | Running | 20 | core |
| CH2S16 | MOD010889 | Clinical Management 2 | Running | 20 | core |
| CH2S17 | MOD010887 | Clinical Diagnosis 1 | Running | 20 | core |
| CH2S18 | MOD010890 | Public Health for Chiropractors | Running | 20 | core |
| CH2S19 | MOD010884 | Neuroanatomy and Clinical Neurology | Running | 20 | core |
| CH2S20 | MOD013708 | Clinical Imaging and Diagnosis | Running | 20 | core |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| CH3S10 | MOD000298 | Clinical Neuro-orthopaedics | Running | 20 | core |
| CH3S16 | MOD010895 | Research Methodology | Running | 20 | core |
| CH3S17 | MOD010894 | Clinical Preparation | Running | 20 | core |
| CH3S18 | MOD010891 | Clinical Diagnosis 2 | Running | 20 | core |
| CH3S21 | MOD013711 | Functional Management and rehabilitation | Running | 20 | core |
| CH3S20 | MOD010893 | Clinical Management 3 | Running | 20 | core |
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| CH4S17 | MOD010896 | Research Project | Running | 20 | optional |
| CH4S18 | MOD010899 | Translating Evidence into Clinical Practice | Running | 20 | optional |
| CH4S19 | MOD010897 | Contemporary Clinical Practice | Running | 20 | core |
| CH4S20 | MOD010898 | Clinical Diagnosis and Management | Running | 20 | core |
| CH4T02 | MOD000305 | Chiropractic Clinic | Running | 60 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
The MChiro is a health professional degree and specifically prepares students to practice as independent chiropractors in the UK and Europe. As a result, there are many occasions during the academic calendar when professional organisations (BCA, RCC, WFC) visit the institution to speak to students about practice opportunities. The Chiropractic Society also invites a variety of chiropractors to address the society on specified evening lectures and students are encouraged to attend professional conferences to meet and engage with potential employers. An example list of previous speakers including world renowned leading researchers speaking to our students in the past include :-
Prof. Jan Hartvigsen – Part of developing the recent (Dec 2023) World Health Organisation clinical guidelines on Low Back pain, also the Lancet Series on Low back Pain
Dr Richard Brown – Secretary General of the World Federation of Chiropractic discussing biopsychosocial model and informed consent.
Nick Jones – CEO and Registrar of the GCC providing a lecture on importance and role professionalism in chiropractic and how the regulator is embedding these concepts in the Code.
Dr Peter Stilwell – Leading qualitative researcher on chronic pain
Dr Craig Liebenson – Leading figure amongst MSK professions Author of “Patient centered Rehabilitation of the Spine” and leading researcher on patient centered care.
Dr Chris Chippendale – leading figure in patient communication
Dr Alex Smiljanic – presenting early employment strategies for final year students
Dr Simon Billings – presenting neuro-mechanical integration into practice and how nutrition can help patients
Dr Emma Davies – specialist pharmacist and consultant to Welsh Government about prescribing talking to the students about common analgesics and side effects
Dr Mark Jessop – chiropractor and secretary of the Royal College of Chiropractors Public Health Society talking about the role of chiropractors in public health
Dr Alan Jordan – chiropractor and researcher talking to students about the implications of modic changes on MRI and RCT looking at infection
Dr Steve Williams – chiropractor and pediatric specialty
Dr Gary Jackson – chiropractor talking about ethical practice and pitfall looking for the dream job
Dr Luke Davies – chiropractor with a specialty in functional rehabilitation presenting case based workshops
Dr Mark Spriggs – chiropractor and expert consultant in whiplash related disorders
Dr Ulrik Sandstrom – chiropractor presenting evidence based care and the importance of the report of findings
Michael Parkin – chiropractor discussing interprofessional case management
Dr Matt Barks – chiropractors discussing interprofessional case management and opportunities
Angela Sims – DXA scanner discussing referral criteria and safety
Dr Rebecca Rees – chiropractor presenting care of the pregnant female
Dr Cristina Chaves - chiropractor presenting care of the pregnant female
Dr Bjorn Hennius – chiropractor presenting case based problem solving
Dr Ceri Edwards – chiropractor presenting case based problem solving
Dr Sarah Beer – chiropractor presenting clinical skills and exit exam preparation
Dr Elisabeth Angier - chiropractor presenting case based problem solving
Prof Sashin Ahuja – Spinal surgeon presenting hip replacement concepts
Prof Kyriakos Karras – orthopedic surgeon presenting clinical rounds during hospital placement workshops
Industry projects
Work is ongoing with Cwm Taf Morgannwg University Health Board to develop a referral pathway for patients in local GP Clusters direct to the Welsh Institute of Chiropractic Outpatient clinic for patients with back and neck pain with or without peripheral symptoms. This has been an ongoing project developing a working relationship with the Deputy Medical Director and the Clinical Lead for Primary Care. The aim of the project is to provide a rapid referral for patients to the teaching clinic where we would audit patient reported outcome measures at intake and discharge to establish the effectiveness of the care delivered by the final year chiropractic student clinicians under supervision of registered chiropractors.
Course Leader Paul McCambridge is involved in the first collaborative research project involving all Chiropractic educational institutions in the U.K. involving data collection on student cohorts across all the academic institutions. This project is related to the delivery of Pain Neuroscience Education materials and their impact on the understanding of Chiropractic students' knowledge on Chronic pain and their clinical application to Chronic pain patients. The findings of this study are expected to impact the delivery and implementation of this material into the Chiropractic education curriculum.
Industry visits
There are several visits annually from various associations to USW to speak to our staff and students. We arranged for the Chief Executive Officer from Royal College of Chiropractors to speak to the students about the PRT programme as well as the RCC’s engagement in our audit exercise with the final year students. The British Chiropractic Association also visit on an annual basis to discuss the association after graduation and the BCA sponsors a number of our students to attend their annual conference in terms of transport and registration fees.
We also had a visit from the new Chair of the Education Committee and Education Manager at the GCC in late 2023 to introduce ourselves and provide insight into chiropractic education and the new educational standards.
We have also entertained the Secretary General of the World Federation of Chiropractic who has spoken to both staff and students about the global issues surrounding the profession and other subjects specifically informed consent and biopsychosocial model.
We have also had a visit from the CEO/Registrar of the GCC on an annual basis to discuss professionalism and we are expecting a visit in 2024 from the newly appointed Chair of the GCC.
Volunteering
We have in the past and pre covid we arranged various activities with different organisations on a volunteering basis. For example, we attended the disabled golf tournament at the Vale of Glamorgan with a group of students on a volunteer basis on a rotation basis to provide some care for the players under supervision. There has been some interest from students to align with various rugby clubs in the local area but the majority of this activity was curtailed due to the pandemic and we are now only starting to reconsider some of these activities moving forward. We have established excellent contacts in our local area and the plan is to rekindle these relationships. Many of the students participate in USW sports teams and make themselves available to manage sports injuries in the clinic under supervision. Pitch side care is a specialty and certification is required under these circumstances
Fieldwork
Cadaveric Prosection Observations
Years 1 and 2 attend cadaveric prosection observations at the Welsh Institute of Anatomical Studies at Cardiff University to reinforce their understanding of the human body within clinical anatomy and Neuroanatomy/Clinical Neurology modules. Students attend twice per academic cycle and complete student lead learning tasks under supervision of the USW academic team and supported by the anatomical team at Cardiff University. These visits compliment virtual dissection tasks embedded within anatomical modules and enhance three-dimensional understanding of the human anatomy.
Final year students have the opportunity to undertake supervised care at various sporting events throughout their clinical placement to enhance their treatment of sports related injuries, and to gain with experience working in different clinical environments. Due to the pandemic, many of these activities were discontinued. The British Chiropractic Association provides free tickets for 25 students at their annual conference and students are able to attend to network and meet potential employers. This activity is limited to final year students.
Fieldtrips
Cadaveric Prosection Observations
Years 1 and 2 attend cadaveric prosection observations at the Welsh Institute of Anatomical Studies at Cardiff University to reinforce their understanding of the human body within clinical anatomy and Neuroanatomy/Clinical Neurology. Students attend twice per academic cycle and complete student lead learning tasks under supervision of the USW academic team and supported by the anatomical team at Cardiff University. These visits compliment virtual dissection tasks embedded within anatomical modules and enhance three-dimensional understanding of the human anatomy.
Work Placements or Internships
The 4th year (Level 7) includes a substantial 13-month period of supervised clinical placement and is the focal point of the course. Giving students the ability to apply, refine and enhance the knowledge, skills and behaviours developed throughout the previous years of the programme. The placement takes place within the Welsh Institute of Chiropractic (WIoC) where final year students take responsibility for the management of members of the public seeking chiropractic care, while under supervision of GCC regulated Clinical Tutors and Academic member of the chiropractic teaching team. The academic staff provide a bridge between the pre-clinical training and the placement activity giving continuity and support to the practice based clinical supervisors. This arrangement has been welcomed by both the existing supervisors and students.
Influenced by student feedback we have also significantly increased the amount of academic staff involved in clinical supervision work. This was applied with the intention of bridging the theory/practice gap to help students implement their learning within a clinical environment and ensure contemporary educational knowledge is translated within clinical practice.
It is during the clinical year that students fully integrate and reinforce their prior learning, together with applying their diagnostic and therapeutic skills in the management of fee-paying patients with real problems. Students are expected to demonstrate their masters level skills (Level 7), together with the professional attitudes and behavior expected of a primary care healthcare provider. During this placement, students are expected to meet the skills and competencies set out in the GCC Educational Standards (March 2023). There are a range of skills and competencies focusing on professional behavior, clinical skills, interprofessional working and collaborative healthcare which are embedded and assessed during the clinical placement and other modules delivered in the final year including functional knowledge of the GCC Code and how this pertains to clinical practice. Even though we are moving to a more competency-based approach to the final clinical year placement, student clinicians must manage a set number new patient encounters and treatments to be able to demonstrate acquisition of these competencies.
The socio- demographics of the area are such that a substantial number of patients attending the clinic often have comorbidities not amenable to chiropractic care, giving students a wide clinical experience and the opportunity for interaction with other health care providers.
Work-based Learning
Final year students engage in a hospital placement programme where the attend various activities at three sites across our health Board (Prince Charles Hospital, Princess of Wales Hospital and Royal Glamorgan Hospital). We work with Prof Kyriakos Karras at Prince Charles directly as the education lead who organises students into specific areas of the hospital including rounds, surgery, multidisciplinary meetings. We also work closely with the Health Board Nursing Education staff who help to place our students into various wards with nurse specialists reviewing patient progress and care.
Sandwich Years
N/A
Employer Forums
The WIOC welcomes individual chiropractors to interview potential graduates usually during their final year where an employer/employee speed meet is held.
Other
The division receives job notifications, and these are managed by the Clinic Manager and made available to final year students.
The subject area supports and encourages students to attend external interviews during their final year to give them the best opportunity of securing employment.
Employability of chiropractic graduates is consistently >90%, 6 months after graduation (Anecdotal data).
Means of Assessment
Practical Examinations
Classroom Tests
Written Assessments
Group Presentation
Written Examinations
Coursework
Presentations
Portfolio
OSCE
OSLER
Dissertation
Learning Support
The chiropractic division participates in the University-wide Personal Academic Coaching/tutor system where all students (including foundation year) are assigned a specific member of staff to consult during the academic year. The personal tutor acts as a contact point to discuss issues related to the student experience on the course. We also encourage students to communicate with module leaders/assistants at any time to resolve any academic issues. Academic staff within Chiropractic are proactive in observing student behaviour and academic progress through the year, which may highlight potential problems that may be developing within the student population. The chiropractic team takes pride in this activity and takes a very student-centered approach to the delivery of the programme. The personal tutors are supported by the Faculty Advice Shop Managers who provide guidance and support for students requiring information concerning extenuating circumstances, transfers, withdrawals or suspension of studies.
Student Services play an active role in assessing student’s capabilities and identifying students who may require additional support via the Disability and Dyslexia Service. All students are issued with handbooks, which contain all the contact numbers and details of the services that are available.
Since June 2023 a Subject Support Officer has been implemented to work with the Chiropractic staff and students and have been an invaluable support to the students enabling further 1-1 support, quicker contacts to students support services and quicker spotting of engagement issues amongst students.
Induction
Foundation and year 1 student undertake a full six-week induction programme to integrate new students within the established chiropractic student body. Our SSO regularly monitors engagement and attendance during this time and meets with all students falling below 80% attendance to practical classes to help support maximal engagement with the course.
Chiropractic has implemented a voluntary system whereby students in years 2-4 are linked with incoming year 1 and foundation year students. This is referred to as our “Buddy System” and during induction week a social event occurs external to campus, facilitated by members of staff to help unite students across all years together.
Chiropractic staff also provide administrative support for the Chiropractic Student Society who organise and manage a variety of social events associated with the programme.
We also provide a Chiropractic buffet at the end of Induction week for students across all years funded from the Chiropractic budget. This is a relaxed meet and greet session for staff and students across all years to relax, bond and build their identity as a USW Chiropractic student.
Feedback from students indicates that this is extremely well-received and has been acknowledged as a model of best practice within the University.
Induction week also includes a presentation titled “What it means to be a regulated Healthcare Professional” delivered by our GCC Council Member Dr Annie Newsam which helps our students understand the professional expectations and student code behaviour requirements they now fall under, both internally and externally to the university (Social Media inclusive).
Held every September and February, the International Welcome Programme is a series of social events that help students settle in, make friends and get used to being in the UK.? Students have the opportunity to meet other new students, as well as students who have been here for a while and can share their own experiences.? It ensure that students are fully prepared and settled before starting their academic journey.? There are a wide range of trips and activities on offer and each student can “build” their own personalised programme.? All students attend a compulsory welcome session and can then choose optional information sessions – living and learning in the UK, keeping safe under Tier 4 and driving in the UK.? Activities vary from treasure hunts to cooking demonstrations, picnics to quizzes and city walks to guest lectures from local historians.? There are also opportunities to learn new skills such as world dance, Zumba or drumming.? Students can visit local attractions, hear a professional Welsh storyteller, have a go at karaoke, watch a film and even show off their talents at a talent show.? As well as the fun activities there will be staff and current students available to show students around the campuses, make sure they have somewhere to live and assist with opening a bank account. Immigration & International Student Advice | University of South Wales
Personal Academic Coach1
The University introduced in 2017 the Personal Academic Coaches (PAC) system, as part of normal academic practice. This currently has been rolled out to all students from FY to Year 4 on the MChiro programme.
PAC’s aim to:
• Formally schedule meetings with students at least twice a year following the initial group meeting during induction.
• Enable students to settle into University, and to progress effectively in their studies through a review of their academic progress and engagement on a regular basis at each level of study.
• Offer a supportive, constructive and accessible point of contact directly related to their course and career aspirations.
• Support students to consider their progress holistically across all modules on the course, through personal reflection upon the feedback and grades they have received.
• Support students to identify their strengths, weaknesses and developmental opportunities and reflect on how they can address these to progress effectively.
• Support students to set goals and targets
• Encourage student completion of a record of discussion as part of their personal coaching responsibilities.
• Keep records of attendance and engagement, following up with students and informing the Advice Zone and Course Leader should these be of concern.
• Be an appropriate point of referral for, and direction to, other support services.
• Support students in considering career ambitions directly and through referral to appropriate University services, including access to careers
advice, placement / internship opportunities and extra-curricular activities
• Where required to act a personal reference for students in applying for placement, internship or employment.
Personal tutors:
Currently all students are assigned a specific member of staff to consult during the academic year. The personal tutor acts as a contact point to discuss issues related to the student experience on the programme and act as a contact point who can direct the student for additional advice/support if appropriate. Tutors are generally selected in accordance with the Year group which they teach most lessons within, building more familiarity with the students.
Additional student support
Students are encouraged to communicate with module leaders/assistants at any time to resolve any academic issues. The staff operate an open-door policy and have a good understanding of the support mechanism within USW.
Academic staff within the subject area are proactive in observing student behaviour and academic progress through the year which may highlight potential problems that may be developing within the student population.
Attendance is monitored by Module Leaders for all practical classes and lectures across all years to identify any students that may be having difficulties and disengaging from the course. This information is fed back to the Course Leader on an ongoing basis. Identified students are then contacted and support offered by the Course Leader and SSO. If a lack of engagement if noted and no effort is reciprocated from the student, then a Contact 1 letter is issues as per the engagement and monitoring system. If this is not replied to within 5 working days the engagement and monitoring team start their processes to help the student re-engage with the course.
The chiropractic team takes pride in the PAC activity and takes a very student-centered approach to the delivery of the programme. The personal tutors and PACs are supported by the Faculty Advice Centre, which provides guidance and support for students requiring information concerning extenuating circumstances, transfers, withdrawals or suspension of studies.
Learner Analytics
Learner Analytics are used within USW to monitor students attendance, engagement and performance on their course. Student attendance at lectures is monitored using Study Goals where students enter a 4-digit pin to confirm attendance at a teaching session. This data is then collected in the STEAM database which is updated for Academics and Support Staff on a weekly basis. The data can be used to identify non-attendance along with patterns of engagement at modular level. Once students are identified as having low attendance, they are discussed in regular meetings between the Year Tutors and Subject Support Officer – where support plans can be agreed. Early identification of non or low engagement means that students can be offered support at a point in time where they are more likely to re-engage and resume studies.
Alongside physical engagement at lectures, student engagement is also monitored using JISC and the VLE (Virtual Learning Environment). This allows us to monitor engagement with online Blackboard content such as Panopto Video’s, recorded lectures and supplementary learning materials. A lack of activity on the VLE would highlight that the student is not fully engaged with the course and can provide an opportunity to discuss support mechanisms with the student.
Student Assessment marks are collated and monitored by the SSO for all Modules. A profile of the student is created whereby patterns of failed assessments or non-attendance at an assessment can be highlighted early on. Students who fail to submit 2 or more assessments are invited to meetings with the SSO to look at additional measures that could be implemented to support the student and their learning.
Office hours
Typically, staff are available during normal office hours when not teaching
Tutorials
Where relevant, some modules have tutorial sessions where students are able to practice and discuss what they are learning and receive individual support.
Seminars
Tutor-supported seminars allow flexible classroom time for students to learn by practicing and demonstrating their work.
Formative Assessment
Practical classes, simulation, clinical placements and lectures contain formative exercises to encourage students to integrate learning and receive feedback and feedforward advice and guidance.
Progress meetings
Each student will meet with their PAC tutor once a term to discuss progress.
Research Supervision
If students select the Research Project in Year 4, they normally meet their project supervisor during the duration of their project and receive support and guidance during this time.
Online Resources
Teaching and learning material are made available online through the University’s virtual learning environment (Unilearn). The course team also use additional online learning platforms for case based and instructional videos and the use of the simulation suit within the Faculty.
Advice Zone
The University operates an Advice Centre located in the Library and an online student Advice zone available to all students
Disability
The University runs a DDS Service that can agree an Individual Support Plan (ISP). The ISP summarises the support that has been agreed to be offered to the student. This is communicated to the Chiropractic teaching team through the ASM and the course Leader
IT/Library
Library stock and services
Within the Department for Student Support and Library Services, the four campus libraries at USW have a key role to play in meeting the teaching, learning, information and research needs of the University’s students and staff.
A wide range of services and facilities are on offer, including study spaces o suit individual and group needs.
The Treforest Library is open 24/7 in term time.
General Information Access
The Library Portal offers https://library.southwales.ac.uk/ a range of services designed to help all users, including distance learners, disabled learners, part-timers, researchers, academic staff and partner college users.
Library Collections
FINDit is a one-stop shop for searching all USW resources. It contains a Library Catalogue tab where users can search for Books, eBooks and journals by title or author. It also contains an Article Search tab, which allows users to search USW’s full text eJournals content. FINDit
Students also have access to a range of Chiropractic specific resources and access to our Faculty Librarian (Rhian Plenty) who arranges 1-1 meetings with Chiropractic students to help them develop specific search strategy skills and study support with librarby services
https://libguides.southwales.ac.uk/chiropractic
These skills help allow for discovery of resources outside of USW’s collection and for greater search functionality. These resources include ChiroACCESS, Index to Chiropractic Literature, Acland’s Video Atlas of Human Anatomy and Bates’ Visual Guide to Physical Examination.
For items outside USW’s collections students can request 5 items from the British Library free of charge every academic year. Additional requests cost £3 each.
USW uses the Talis Aspire software for creating online reading lists. These lists can link to FINDit, scanned book chapters and journal articles and numerous other types of resource.
Library Support
The Librarian Rhian Plenty is available for library introduction sessions, more advanced sessions and one to one appointments. Library staff are available to help when the libraries are open and a 24/7 online chat service is available for enquiries. There is also a wide range of guides available on the library website.
Media Equipment
Bookable group study rooms are available in the library at Treforest campus. Each room contains multimedia equipment suitable for rehearsing presentations and all rooms are suitable for general group study. Cables to link laptops to the plasma screens can be booked via the Library’s ‘Connect2’ service.
The Department for IT, Media and Technical Services supports the effective use of audio and visual media in teaching, learning, and research by providing facilities, equipment, production services, advice and training http://studentit.southwales.ac.uk/
Disability and Dyslexia Service
Library and IT support services aim to provide the widest possible access to learning and teaching resources and to remove any barriers resulting from disability, illness or other specific need. The Disability Technology Service offers support and advice about enabling software and assistive technologies to disabled students and students with dyslexia. The Disability Resource Room at Treforest has computers equipped with “assistive” software. CCTV magnification equipment is also available for visually impaired students. The service can convert printed materials into accessible formats such as Braille, large print, audio or electronic files for blind or visually impaired students.
Student Development and Study Skills Service
This service’s aim is to improve academic performance through the provision of a comprehensive range of resource materials (available online and within their centres) and through one-to-one and group support. Students and staff are welcome to request workshops on specific topics, as well as being able to take advantage of any of the programmed workshops, clinics and writing clubs. http://studyskills.southwales.ac.uk/
Also, the Student Mentoring scheme and PASS (Peer Assisted Study Sessions) operate across all campuses to help students make the transition to student life. These voluntary peer-to-peer schemes are managed by SDSS, who recruit and train from all current students at USW. http://studentmentoring.southwales.ac.uk/
News
The Library runs several Twitter feeds/Blogs where recent developments are announced, in conjunction with postings to the main Library channel
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Chiropractic | Integrated Masters 480 credits of which at least 120 must be at Level 7 and no more than 30 at Level 6 | Final |
| Certificate of Higher Education | Certificate of Higher Education Human Sciences 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Exit |
| Diploma of Higher Education | Diploma of Higher Education Human Sciences 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. | Exit |
| Bachelor of Science (with Honours) | Honours degree Human Sciences 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Exit |
Progression Route
Passing our Foundation Year course allows direct access onto the Year 1 Master of Chiropractic programme
Entry Requirements
Admission to the course is typically through the following qualifications:
Contextual offers
Lower offers may be based on a range of factors, including your background (where you live and the school or college that you attended for example), your experiences and individual circumstances (as a care leaver, for example). This is referred to as a contextual offer and we receive data from UCAS to support us in making these decisions. USW prides itself on its student experience and we support our students to achieve their goals and become a successful graduate. This approach helps us to support students who have the potential to succeed and who may have faced barriers that make it more difficult to access university. Here is a link to our Contextual Admissions Policy.
Other qualifications and experience
We can also consider combinations of qualifications and other qualifications not listed here may also be acceptable. We can sometimes consider credits achieved at other universities and your work/life experience through an assessment of prior learning. This may be for year one entry, or advanced entry to year two or three of a course where this is possible.
Additional requirements
* An Enhanced Disclosure and Barring Service (DBS) check on the Child & Adult Workforce and Child and Adult Barring Lists and subscription to the DBS Update Service. (Overseas equivalent required for non-UK applicants)
* Evidence of observation of a minimum 3 hours of a chiropractor in clinical practice.
* An IELTS (or equivalent) minimum average score of 6.0 is required for non-UK applicants.
Typical A-Level Offer
BBC to include Grade B in Biology and one other Science subject which must be either Chemistry, Psychology, Physical Education, Mathematics or Physics and to exclude General Studies.
Typical Welsh BACC Offer
Pass the Advanced Welsh Baccalaureate Diploma with Grade C in the Skills Challenge Certificate and BB at A Level to include Biology and one other Science subject which must be either Chemistry, Psychology, Physical Education, Mathematics or Physics, and to exclude General Studies.
Typical BTEC Offer
BTEC Extended Diploma Distinction Merit to include Biology (Or Anatomy specific module) and Physiology modules
Typical Access to HE Offer
Science Diploma with 60 credits overall to include 45 level 3 credits with 18 Distinctions from Science units, a further 24 Merits and 3 Passes. Other combinations equating to 112 UCAS tariff points are acceptable.
Additional Requirements
GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances.
International Entry Requirements
We also welcome international applications with equivalent qualifications. The country specific pages on our international website for exact details.
English Requirements
In general, international applicants will need to have achieved an overall IELTS grade of 6.0 with a minimum score of 5.5 in each component.
Foundation Year entry requirements :-
Contextual offers
Same as Masters course information above
Additional requirements
* An Enhanced Disclosure and Barring Service (DBS) check on the Child & Adult Workforce and Child and Adult Barring Lists and subscription to the DBS Update Service. (Overseas equivalent required for non-uk applicants)
* Evidence of observation of a minimum three hours of a chiropractor in clinical practice.
* An IELTS (or equivalent) minimum average score of 6.0 is required for non-UK applicants.
We look for a high level of motivation and evidence of a significant level of proficiency in both numeracy and literacy. Those students without any formal qualifications should contact the University of South Wales directly. All applications are considered on an individual basis.
Typical A-Level Offer
BCC - CCD
Typical Welsh BACC Offer
Pass the Advanced Welsh Baccalaureate Diploma with Grade C in the Skills Challenge Certificate and BC - CD at A Level to include one A Level but to exclude General Studies (this is equivalent to 112-96 UCAS tariff points).
Typical BTEC Offer
BTEC Extended Diploma Distinction Merit Merit - Merit Merit Merit (this is equivalent to 112-96 UCAS tariff points).
Typical Access to HE Offer
Pass Diploma with 60 credits overall to include 45 level 3 credits with 12 Distinctions, a further 18 Merits and 15 Passes. Other combinations equating to 112 UCAS tariff points are acceptable
Additional Requirements
GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances.
International Entry Requirements
We also welcome international applications with equivalent qualifications. Please visit the country specific pages on our international website for exact details.
English Requirements
In general, international applicants will need to have achieved an overall IELTS grade of 6.0 with a minimum score of 5.5 in each component.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management
The Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
Arrangements for Feedback to Students
Module assessment dates will be planned to minimise bunching as far as possible, in order to even out the students and staff workload. Feedback dates will also be set and published in the student handbook so that all students receive feedback within a 20 day period. The Chiropractic programme operates an open door policy to allow feedback opportunities to students, and act on information from the loop data, NSS, SSCLG meetings.
Student Representation
Students on this course will be represented at meetings with teaching staff and other members of the University by Course Representatives and Student Voice Representatives.
The role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.
Student Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
Quality Of Standards Indicators
Course Monitoring
The University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review, known as annual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
External Examiner
External examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
They provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
External examiners provide of annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
The external examiner(s) associated with this course are recorded in the Course Handbook.
Engagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
In developing the staged learning outcomes for both the foundation year and the MChiro course, the team have referenced appropriate level descriptors in the Framework for Higher Education Qualifications (2008), to ensure progression throughout the award is in accordance with the UK higher education practice. Reference has also been made to the QAA Master’s Degree Characteristics Statement (2015). We also reviewed the QAA benchmark Standards for Physiotherapy and Osteopathy as reference points and to provide guidance in the Chiropractic course design.