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 

Students, already employed, will directly apply the knowledge gained on the course with their everyday working practice 

Means of Assessment

The PG Diploma comprises six modules of 20 credits which run sequentially over 1-calendar year, examining aspects of the field of acute medicine.  

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 10-20 and they use a discussion forum to interact with the tutor and rest of the group.  

The MSc consists of the PGDip modules plus a 20-credit module on research methods and critical appraisal using a similar format to the PGDip modules (including the same assessment components), followed by a 40-credit Professional Project module where students study a topic in depth, using the knowledge acquired in the preceding modules. In this module, students choose a topic and carry out independent study with one-to-one supervision from the tutor. 

The format of the six modules of the PGDip and module 1 of the MSc follow 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 to their tutors and peers in the Academic Forum. 

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

Academic Forum (Case based scenarios and discussion) 40% 

Students are required to critically analyse clinically focused case-based scenarios, discussion threads and weekly questions posed by their tutors via the Academic Forum (an online discussion board) and designed to meet the module learning outcomes. Here, students make their own researched and referenced contributions and interact with the tutor and their fellow students. There is no didactic teaching, instead, students are posed questions and prompted to search the literature, read it critically and respond. Engagement is encouraged by the tutor prompting students to respond and the use of automated activity monitoring software. 

At the end of each module, the tutor allocates marks to each student based on a marking rubric. The rubric takes into account the following elements: 

• Promptness and initiative 

• Delivery of post (spelling and grammar) 

• The relevance of post and referencing 

• Expression within the post 

• Contribution and engagement with the learning community 

Students learn by finding relevant literature, reading and critically appraising it; discussing it within the discussion forum and applying it critically to practise. 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 formative feedback to the student throughout the module 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 (Group or Individual) 20% 

The group activity stimulates and tests the student’s ability to work individually and as a team in taking the subject area of acute medicine 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. 

The individual activity is designed to stimulate and demonstrate personalised learning, creativity and problem solving with application to each student’s own area of practice. 

Examples of activities might include either a written assignment, scientific poster, blog or social media project. 

All students must complete the same assignment activity for each module, which is predetermined by the Programme Leader before the modules commence. Students are not provided with an option to choose. 

Case-based multiple choice exam 30% 

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

In summary, the case-based scenarios challenge students to apply theory to the clinical situation, the reflective portfolio demonstrates how they reflect on action, learn and change as a result of that reflection. The group activities foster a multi-disciplinary approach to problem solving and current ways of working and the individual activity fosters learner autonomy. 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 Characteristics’ Statement, 2020). These include critical awareness of current issues and developments in acute medicine, 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 

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. Representatives from the Student Services Department are available throughout the induction week to answer queries and problems as they arise and provide support. 

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. The use of referencing software, advanced literature searching and accessing other academic and research libraries is also covered. 

The module is available for all students online throughout the course. 

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 Services Departments within Learna provide continuity of support throughout the course with input from the Learna Programme Leader 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 can contact any member of the Student Services Team who act 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 can book calls with a Student Services Officer.  

Student Services also contact the Teaching Services 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 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 via the 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 regularly. 

Research Supervision 

N/A 

Online Resources 

The online content resources 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 WhatsApp social channel 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: 

  • 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 Services 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 2 working days. 

  • Extra staff are brought in during busier times, e.g., the start of a cohort, to provide additional support. Student Services 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 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 USW Wellbeing. 

   

  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 Acute Medicine may continue to the MSc in Acute Medicine 

Following the Masters, students would be likely to take on roles in wider healthcare systems and can access further opportunities in their field. 

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 first degree 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 

English Requirements: 

• 6.0 (with a minimum of 5.5 in each band) -including expired 

• With a score of 72 overall and a minimum of 18 in reading, 17 in listening, 20 in speaking and 17 in writing (including Home Edition) 

• English grade C or above 

• Advanced (CAE): exams taken from January 2015- overall score of 169 with at least 162 in each component; exams taken before January 2015- Grade C and no less than borderline in each skill 

• English Language qualifications: ISE II Distinction or ISE III Pass 

• With a score of 64 overall and 59 in each component. Please note that where a UKVI SELT is not required, we can also accept the scores in the PTE Academic Online 

• B2 Communicator Exam with a high pass with a score of 33 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