Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Employer Engagement will be achieved by:

Work-based Learning

As post-graduate 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

There are four components of assessment to assess the learning outcomes of each module except the final 40 credit module of the MSc.

Case based scenarios and discussion 40%

Clinically focussed case problems reflective of day-to-day clinical practice/research will be presented for the student to consider and answer every week. After answering formative multi-choice questions, explanations are delivered and students discuss the concepts being tested 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 discussion 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 clinical work and is a prominent feature found in the needs assessments of practising healthcare professionals.

The content of case discussion is based on the learning outcomes for the module.

Reflective portfolio 10%

The online learning portfolio requires students to record and critically reflect on their learning. Reflection is an important aspect of the course since the healthcare 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.

Group activity 20%

The group activity stimulates and tests the student’s ability to work individually and as a team in taking the subject area of gastroenterology forward. A group task is set, such as the development of a care guideline. The group elects a leader (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. All students contribute to the group activity and provide an individual submission on some aspect of the subject. The tutor provides guidance throughout the module and marks the assessment at the end.

Case based exam 30%

Case problems in the form of a timed examination with ‘single best answer’ questions directly test the reasoning and knowledge of the objectives of the module. The online exam is marked automatically and lasts one hour in the six modules of post-graduate diploma and one and a half hours for the Research Methods module in the MSc. The extra time for this module is due to the time required to make calculations. The online exam is marked automatically.

The 40 credit final module 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 diverse assessment methods within each module are designed to test the expected characteristics of masters graduates (QAA Characteristics’ Statement, 2015). These include critical awareness of current issues and developments in gastroenterology, critical skills, knowledge of professional responsibility, integrity and ethics and the ability to reflect on their own progress as a learner.

Learning Support

The learning support available through the course

Induction

Introductory lectures are held at the beginning of every cohort, introducing students to the library, navigation of the learning platform Moodle, and study skills support.

For students who cannot attend the lectures, they are filmed and uploaded to Moodle for students to watch before the course commences.

Personal tutor

One tutor per 10-15 students guides student learning and is available for academic support and contactable via Moodle.

Office hours

9-5 Mon to Friday for support with the learning platform

Formative Assessment

Each module provides students with a formative weekly case scenario quiz. Answers are provided and these are used to stimulate debate and further self-directed learning

Research Supervision

Individual supervision between tutor and student is provided for the professional project. Guidance on frequency and format is given on the course web-site and in the student handbook

Online Resources

Directed reading is provided on the course web-site

Advice Centres

Students have full access to the University of South Wales Advice Centre as well have a designated in-house student support team for the full duration of the course.

DDS Service

Students have access to the University of South Wales service

IT/Library

Students have full access to the University of South Wales library.

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Admission to the course is typically through the following qualifications;

First degree or equivalent (including international qualifications)

Relevant professional healthcare (e.g. doctor, nurse) qualifications

Those without recognised qualifications will be considered on an individual basis and a wide range of prior experience may be taken into account. The RPL process is in line with the University of South Wales’ regulations and students seeking to access this mechanism will submit evidence to the Course Director at Learna Ltd. The portfolio will subsequently be examined in liaison with the Course Link at the Faculty of Life Science and Education.

Language requirements for overseas applications are in line with USW requirements for postgraduate study.

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