Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

There is an acute shortage of clinicians, health professionals and scientists with core knowledge and key skills in genomic medicine, emphasising the relevancy of the programme in terms of employability to international students as well as those based in the UK. There is also a global demand for highly trained professionals to implement aspects of genomic medicine in the pharmaceutical industry and the broader biomedical-sector, including academia.

Means of Assessment

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.

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.

The module introduces them to the online learning, navigation of the learning platform Moodle and study skills support, including the elements of assessment, referencing, critical appraisal, reflective practice, levels of evidence and how to write scientifically. This induction is videoed and is available for all students online throughout the course. All students are required to view the lectures, which are filmed and posted on the course website before the course commences. These induction lectures are designed to prepare students for their studies and include specialist support on copyright, referencing and research activities which students may undertake throughout the course. The use of referencing software, advanced literature searching and accessing other academic and research libraries is also covered.

Students have full access to a designated in-house Student Services team for the full duration of the course.

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.

Learner Analytics - Student and tutor engagement and participation is monitored throughout the course by the Student Services and Teaching and Learning Teams respectively and who will intervene where required.

Office Hours - 9am-5pm Monday to Friday for office support with the learning platform; however, tutors are contactable over weekends as well as during the week.

Student Services also offer an appointment booking service where students are able to schedule a call with Student Support to go through any queries about their enrolment and Moodle (the learning platform) throughout their time on the course. This enables international students in different timezones to have direct contact with the Student Services Team at a time convenient to them.

Tutorials - One tutor provides learning guidance per 10-20 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 in the Academic Forum and provide direction to ensure the module learning outcomes are met.

Seminars - 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.

Formative Assessment - Formative assessment is provided on a weekly basis via feedback in the Academic Forum as well as one-to-one formative feedback that takes place in the weekly Reflective Journal component.

Progress Meetings - Student Services Officers monitor each student’s 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. Following student feedback, the Student Services Dept now provide Student Participation Reports which are sent to students weekly.

Online Resources - The online content resources for tutors 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 online resources for students include:

• an online study skills preparation week, with continued access to it throughout the course for revision purposes. 

• access to USW’s online library facilities. 

• The Learna Library resource provides online reading resources and links to search engines.Module-by-module reading lists on the Moodle website provide students with direct links to recommended reading material that can be accessed throughout the course

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 (from Learna) 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 provides 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 - In all cases of disability, the Learna Student Services Team will work with the student on an individual basis.

Students with any Specific Learning Difficulties (SpLD) or disabilities are supported by Learna's Student Services Team in line with the recommendations set out in the student's Individual Support Plan (ISP).

IT/Library - Students have full access to the University of South Wales Library and IT department.

Course Exit Points

Progression Route

Students who have successfully completed the 120-credit Postgraduate Diploma in Genomic Medicine and Healthcare may continue to the MSc in Genomic Medicine and Healthcare.

Entry Requirements

Admission to the course is typically through the following qualifications:

Applicants will be assessed on an individual basis, but typically, applicants for the programme 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.
Provide evidence in the personal statement as to how they can apply learning to a practical setting and reflect on practice.
Basic IT skills (e.g., word-processing, email and internet)
If English is not the student’s first language, they must hold an 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