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.

Means of Assessment

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: 23/11/20])

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 be either a Group Activity or an Individual Activity.
NB - All students have to complete the same assignment which is pre-determined by the Programme Leader before the modules commence. 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.
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.

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.

In summary, the case-based scenarios in the academic forum challenge students to apply theory to situations. The reflective journal demonstrates how they reflect on action, learn and change as a result of that reflection. The module activities foster a multi-disciplinary approach to problem solving and current ways of working. The multiple-choice case-based examination tests theoretical knowledge and its application.

The diverse assessment methods within each module are designed to test the expected characteristics of Masters graduates (QAA Masters Degree Characteristics Statement, 2020). 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

Course Exit Points

Progression Route

Students who have successfully completed the 120-credit Postgraduate Diploma in Preventative Cardiovascular Medicine may continue to the MSc in Preventative Cardiovascular Medicine

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 should submit copies of the following with their application:

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

Will students be required to undergo a DBS check No

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