Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

As postgraduate professionals, students are usually already employed in a related area. They are responsible for their own learning but where opportunities exist to enhance the practice area students are encouraged to engage with employers, particularly for the professional project.

Means of Assessment

The first year of the MSc comprises six modules of 20 credits which run sequentially over 1 calendar year, examining aspects of the field of Preventative Cardiovascular Medicine.

Module 1 discusses the principles of preventative cardiovascular medicine. Module 2 looks at cardiovascular risk management. Module 3 considers lipid metabolism in clinical practice. Module 4 covers management of lipid disorders. Module 5 discusses the diagnosis and management of hypertension. Module 6 looks at preventative cardiovascular medicine in special situations.

The second year teaches research methodologies (one 20-credit module) and a 40-credit professional project module. The modules run sequentially. The format of the first seven modules follows a similar pattern and the final module is an extended piece of self-directed work guided by a tutor.

The course is wholly online and can be accessed by any student with a computer and access to the internet. Students are put in virtual tutor groups of 10-15 and they use a discussion forum to interact with the tutor and rest of the group.

The format of the first seven modules follows the same pattern and module structure. During a module, students will use the course website several times a week to follow discussion threads, make their own contributions and interact with the tutor and fellow students. There is no didactic teaching; instead, students are asked questions and prompted to go and search the literature, read it critically and respond on the course website.

The course has been designed from first principles as an online course where assessment drives the learning and there is no didactic teaching. The course is designed to meet the learning outcomes by stretching the students without overburdening them so that the total student effort for a 20-credit module would be equivalent to a more traditional classroom format.

There are four components of assessment to assess the learning outcomes of each module.

Although this exceeds University assessment norms, this is a well-established format which works well in an online environment. In order to fully engage with the course, it is important that students are tasked with a variety of different assessments to ensure their ongoing engagement and appetite for the course.
This has been commented on positively both by students and within external examiner reports.

The course framework comprises a combination of some of the most successful educational models – andragogy; reflective learning; experiential learning; and facilitated learning – and each of these are tested in the assessment components of the module.

Academic Forum 40%
Case problems reflective of day-to-day practice/research will be presented for the students to consider and answer every week. Students discuss the concepts being presented in the case within their online group discussion forum, facilitated throughout the module by their tutor and marked by them at the end of the module.

Students learn by finding relevant literature, reading and critically appraising it, discussing it within the academic forum and applying it critically to practice. Engaging in case problems is highly motivational for students and introduces the key concepts of the module. It is perceived as being particularly valid for their work and is a prominent feature found in the needs assessments of practising healthcare professionals.

The content of the academic forum is based on the learning outcomes for the module. The Academic Forum is a Discussion Board as defined in the QAA taxonomy for digital learning (qaa.ac.uk/docs/qaa/guidance/building-a-taxonomy-for-digital-learning.pdf?sfvrsn=36b4cf81_21 [date accessed: 08/07/20])

Reflective Journal 10%
The online reflective journal is a learning portfolio that requires students to record and critically reflect on their learning. Reflection is an important aspect of the course since the professionals will be able to spend time considering how their practice compares to the themes being discussed in the module. The tutor provides feedback to the student weekly and marks it at the end of the module. Reflective practice is a requirement for healthcare professionals for professional re-validation and professional development.

Module Activity 20%
This can either be a Group Activity or an Individual Activity
NB - All students have to complete the same assignment which is pre-determined by the Programme Leader. The students are not provided with an option to choose between a group or an individual activity themselves.

Group activity
The group activity is designed to stimulate and test the students’ ability to work as a team in taking the subject area forward. A group task is set, the group elects a leader using the online forum (designed to put leadership skills into practice) and the leader allocates tasks to group members. The leader is responsible for managing, collating and submitting the activity (online) at the end of the module. The tutor provides formative guidance part way through the module and marks the assessment at the end. (equivalent to 1200 words)
or
Individual activity
The individual activity is designed to stimulate and demonstrate personalised learning, creativity and problem solving with application to each student’s own practice area.
Examples of individual activities might include either a written assignment, poster, blog or social media project. (equivalent to 1200 words)

Case-based exam 30%
Case problems in the form of a one-hour timed examination with ‘single best answer’ questions directly test the reasoning and knowledge objectives of the module. The online exam is marked automatically. The examination tests related theory and problem-solving skills.

Professional Project (40 credits)
The final 40-credit professional project allows students to explore a subject in-depth using study skills learnt previously on the course and is guided by one-to-one tutor supervision. Students and tutors will normally be in contact frequently during the first eight weeks when the topic and method of study is chosen. The mode of contact is decided between student and tutor. Supervision is maintained between student and tutor through a communication log on the course website for the duration of the module. The Professional Project takes the form of delivering a 10,800 word dissertation over a six month period. The tutor guides the student on delivering a project to these realistic timelines. The project may be based on literature review, audit of practice or questionnaires. All project proposals are submitted to the university for ethical committee approval.

The diverse assessment methods within each module are designed to test the expected characteristics of Masters graduates (QAA Masters Degree Characteristics Statement, 2015). These include critical awareness of current issues and developments in public health, critical skills, knowledge of professional responsibility, integrity and ethics, and the ability to reflect on their own progress as a student.

Learning Support

Induction

All students are enrolled on a Study Skills orientation module which serves as their induction, in the week preceding the start of the programme. This module provides the students with an entire week of induction and resources. It covers:
• How to use the learning platform (Moodle)
• Teaching and assessment methods
• How to use reflective practice
• How to write scientifically
• Academic best practice and plagiarism
The module has been specifically designed to help students prepare for the start of the programme, However, they can also access the module throughout the entire course as an essential reference guide.
In addition, the students can access a knowledge base resource that has been developed by the Student Services Team which answers many frequently asked questions.

Personal Academic Coach

Academic support is given on a module-by-module basis by a subject specific tutor. Student Services and Teaching and Learning Departments within Learna provide continuity of support throughout the course with input from the Learna Programme Lead where required.
Students are encouraged to contact their module tutor for academic queries and the student services team for other help and advice.
If a student discloses that a subject is sensitive to them because of personal circumstances, the tutor can respond on an individual basis.
Each student is allocated an officer within Student Services who acts as their point contact for any concerns they might have e.g. arrangements for extensions. Student Service officers monitor students' participation in the learning platform, providing encouragement and guidance to help them keep up with the pace of studies and contact them if they fall behind. Students are able to book calls with their Student Services Officer.
Student Services also contact the Teaching & Learning team who will work with the tutor to encourage and guide specific students through direct messaging.

Office hours

9am-5pm Monday to Friday for office support with the learning platform; however, tutors are contactable over weekends.
Student Services also offer an appointment booking service where students are able to schedule a call with Student Services to go through any queries about their enrolment and Moodle (the learning platform) throughout their time on the course.

Tutorials

One tutor provides learning guidance per 10-15 students. They are available for academic support and are contactable via Moodle. The role of the tutor is to facilitate students’ learning rather than to provide didactic teaching. The tutor will stimulate the students to pursue appropriate lines of academic inquiry and provide direction to ensure the module learning outcomes are met.

Progress meetings

Each cohort has a student representative who is invited to attend a Staff-Student Liaison meeting (and forming part of Learna’s regular cycle of Academic Board meetings). It is attended by representatives of Learna and USW (including the Course Link Officer and Librarian.

Research Supervision

Students are assigned a tutor for one-to-one supervision of their dissertation/professional project. All supervisors are experienced in supervising students at this level. Where possible recognition is given to the student and tutor’s area of expertise.
The MSc Handbook stipulates:
You will interact with your tutor formally at three agreed instances during the course of the module and on at least a weekly basis through your online one-to-one communication log.
In addition to this, both student and tutor are provided with an agreement form to sign which outlines the expectations of both parties and includes a timetable of submission dates and deadlines in order for them to keep on track.
Times for meeting with the supervisor are mutually agreed by both parties but are monitored by a designated member of the Student Services Team.
An excerpt from the agreement which outlines tutor expectations:

Expectations of you as a tutor:
1. You encourage your student to explore a range of feasible research topics within the area chosen for study and agree the topic, method and level of ethics approval required;
2. You provide appropriate advice and guidance in all aspects of the production of the Professional Project Proposal and the Professional Project including providing constructive comments on draft work in writing;
3. You maintain regular contact with your student at mutually agreed time intervals.
4. You read and respond to drafts of students work within a mutually agreed time frame;

5. You adhere to the timetable, with any problems brought to your student’s attention as soon as possible.

Online Resources

The Learna Library resource provides online reading resources and links to search engines
Module-by-module reading lists on the Moodle web-site provide students with direct links to recommended reading material that can be accessed throughout the course
The Academic Forum is the discussion board where a large proportion of the learning and assessment for each module takes place. It is a seminar environment where the tutor and student group engage in critical appraisal and discussion of the topic area. The resources provided take the form of tutor instruction documents which are pre-written scenarios and discussion prompts that are posted by the tutors throughout the week to seed debate and discussion amongst the students.
The Reflective Journal provides an individual learning environment, shared solely between an individual student and tutor.
There is another forum for discussing the Group Activity.
A social forum provides an area for the students to converse in a more informal way.

Advice Zone

Students have full access to the University of South Wales Advice Zone as well as a designated in-house Student Services team for the full duration of the course.
The range and availability of Learna’s Student Services is as follows:
• Each student is allocated an officer within Student Services who will act as their point of contact for any concerns they might have, arrangements for extensions and any other issues.
• Student Services officers monitor their students' participation in the learning platform, providing encouragement and guidance to help them keep up with the pace of their studies and will contact them if they fall behind.
• Students are able to book calls with their Student Services Officer. Student Services also contact the Teaching & Learning team who will work with the tutor to encourage and guide specific students through direct messaging.
• The Student Services Team has developed a knowledge base resource which answers many frequently asked questions and is fully accessible via a link on Moodle for the duration of the course.
• The Student Services Team provide 9am-5pm office hours by telephone throughout the course (including between module breaks). Students can also book out of hours calls via an acuity service to take into account the differing time zones of international students.
• Email enquiries are responded to within times set by Learna, aiming to reply to students within 1 working day.
• Extra staff are brought in during busier times, e.g. the start of a cohort to provide additional support. Student Support Team members can work weekends prior to the important end of module submission dates.
For academic queries, students can message their tutors in a number of ways. They can ask queries via their tutor group on the Academic Forum, or they can privately message their tutor on Moodle at any time for a one-to-one academic support. The Reflective Journal also provides a forum in which a student can reflect on issues and receive one to one feedback from the tutor.
Students complete feedback surveys at the end of every module, the results of which are collated by the quality team and assessed internally as well as contributing to continuous monitoring reports for USW. Where feedback leads to change, this is reported on the ‘Student Voice’ section on Moodle in a ‘You said’ ‘We did’ area, so that the students get direct responses to any feedback that brings forth change.
Each cohort has a student representative who is invited to attend a Staff-Student Liaison meeting (and forming part of Learna’s regular cycle of Academic Board meetings). It is attended by representatives of Learna and USW (including the Course Link Officer and Librarian). Minutes and actions of the meeting are published on Moodle.

Students are also able to access the University Wellbeing service to discuss any issues which arise from their course via http://thewellbeingservice.southwales.ac.uk/.

Disability

Students have access to the University of South Wales’ Disability Service

IT/Library

Students have full access to the University of South Wales Library and IT Support Services.

Course Exit Points

Progression Route

A formal qualification will grant students more employment prospects in the preventive cardio-vascular management field. Suitable students may consider applying to undertake a PhD.

Entry Requirements

Admission to the course is typically through the following qualifications:

Applicants will typically be registered healthcare professionals or will work in a setting where they can demonstrate relevance to the subject matter (students will need to reflect on their learning and so being able to apply knowledge learnt into practice is required).
Applicants will be assessed on an individual basis, but typically, will:
• Possess a good first degree (i.e. a minimum of a 2.2) in a relevant subject awarded by a UK university or overseas equivalent.
• Be able to provide evidence in a personal statement as to how they can apply learning to a practical setting and reflect on practice.
• Possess basic IT skills (e.g., word-processing, email and internet).
• Hold an English language qualification (IELTS 6.0 or equivalent) if English is not the student’s first language
Applicants without the above academic criteria but with relevant/suitable experience can apply. Applications will be judged on the individual specifics of the applicant’s background and qualifications, including their ability to work at postgraduate level. Applicants may be asked to submit a piece of work for assessment to confirm that they are able to work comfortably at postgraduate level and demonstrate requisite clinical/professional knowledge.

Applicants who fit these criteria will be eligible to apply for the two-year MSc. The two-year course consists of eight modules (180 credits), with the first six modules (120 credits) deriving from the Postgraduate Diploma. Students who apply for and successfully complete the Postgraduate Diploma may apply to complete the MSc in a further year.
Applicants should submit copies of the following with their application:

? Qualification certificates
? One written reference
? English language qualification (IELTS 6.0 or equivalent)

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