msc-advanced-and-specialist-healthcare

UNIVERSITY OF KENT Annex C: Programme Specifications Template Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she passes the programme More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found [either by following the links provided or in the programme handbook delete as applicable] The accuracy of the information contained in this specification is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education Degree and Programme Title PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care) PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Surgical Practice) PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Minimally Invasive Surgery) PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Applied Dental Professional Practice) Awarding Institution/Body University of Kent Teaching Institution University of Kent Maidstone and Tunbridge Wells NHS Trust Teaching Site All campus locations and workplace settings Programme accredited by Final Award PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Relevant Subject Specialty) Programme PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care) PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Surgical Practice ) PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Minimally Invasive Surgery) PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Applied Dental Professional Practice) UCAS Code (or other code) Relevant QAA subject benchmarking group(s) Generic Masters degree characteristics document http://www.qaa.ac.uk/academicinfrastructure/b enchmark/masters/MastersDegreeCharacterist ics.pdf Health Care Phase & benchmarks http://ww.qaa.ac.uk/academicinfrastructure/be mchmark/health/default.asp Dentistry (Undergraduate) - The Dentistry V11-1 UNIVERSITY OF KENT Subject Benchmark Statements have been taken into consideration in the writing of this programme to inform learning outcomes on the understanding that they strictly apply to Undergraduate programmes only Date of production/revision Professional Body Guideline - The Intercollegiate Surgical Curriculum Programme www.iscp.ac.uk/home/SpecialtySyllabus Core Surgical Training (2010) Nov 2012 10 Applicable cohort(s) January 2013 11 Educational Aims of the Programme The programme aims to: The programmes aims to address the following in relation to each specialty: Foster the intellectual and professional development of experienced healthcare practitioners to extend and deepen the analytical and critical reasoning powers which underpin practice (e.g in organisational leadership and change, health and welfare systems, organisations and services and advanced technical procedures and practices) Enhance the skills of experienced practitioners in multidisciplinary decision-making as well as leadership in teams and deepen understanding of the dynamics of multidisciplinary working Provide supervision for advanced practitioner centred research that builds a culture of evaluation and enquiry into the practice environment Equip experienced practitioners for their role in challenging, questioning and realigning strategies for specialist practice Develop confident senior practitioners who are able to participate in the development of practice, work effectively with organisational interests, evidence-based processes, and within complex multidisciplinary teams Enable practitioners to critically evaluate their own area of practice informed by evidencebased research and grounded in self-reflection Provide a culture of lifelong learning that values and respects practice as the context for building and testing theory to enhance services for patients /clients/ consumers/customers and their families Enable experienced practitioners from a diverse range of educational backgrounds to access and participate in a multidisciplinary working environment Support a programme of personal development that underpins practice development and personal planning V11-2 UNIVERSITY OF KENT 12 Programme Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas The programme outcomes are informed by the subject benchmarking statements stated in Section of this Programme Specification Knowledge and Understanding Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstrated A Knowledge and Understanding of: Theories of reflective practice which will equip the learner in delivering quality services in health and social care settings Teaching and Learning: Teaching and Learning will be selected from the following modes and methods: Leadership styles to develop theory and Lecture series supported activities such as led seminars; problem-based skills appropriate to specialist areas of student scenarios; role play, one to one tutorials, practice workshops, practical and clinical sessions, Strategic decision-making in healthcare distance learning through the use of Moodle services and other health and social care and organisational settings Leadership styles inventories and planning A specialist area of practice with emphasis tools; multi-agency visits on developing both the clinical skills and skills to evaluate quality and assess An action learning set where problem solving clinical or general practice approaches are used including casework and Critical analysis of models of care of co-consultancy Students will work to relevant patients, clients, service users, customers professional interest/issues, being client, task and consumers through evidence-based or work-based, using the experience to lead to practice greater mutual understanding of their role The learning process of collaborative within the organisation working in an area of specialist practice Practice-based research and enquiry underpinned by concepts of patient/client assessment, such as critical analysis of medical, health and social care factors Theory-building and theory-testing in professional practice including holistic factors such as health or disease, treatment and sociologic economic factors Data Management and the main statistical principles and methods used in area of practice 10 The key ethical and legal principles governing area of practice Where applicable students will be encouraged to identify workplace mentors, line management support, and peer-support to identify relevant professional interests/issues, being subject and client or task setting based, using profession-specific knowledge to lead to greater mutual understanding of role and function of specialist area of practice Assessment: Assessments will be made in the following ways: written assignments; project plan submission; oral presentations; course work assignments; seminar contribution; dissertation, contribution to online activity i.e via Moodle, student forums Where applicable the individual programmes have the following additional Programme Learning outcomes: PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care): 1 A critical understanding of the concepts V11-3 UNIVERSITY OF KENT and models of supportive and palliative care and an ability to connect these to work place practice Critical understanding of the models of psychosocial care of people who are dying or facing progressive disease and an ability to apply these to work place practice PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Surgical Practice): A critical understanding of the best management of surgical patients in the emergency situation and for their critical care A critical understanding of the professional aspects of surgical practice and the importance of education and training PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare ( Minimally Invasive Surgery): A critical understanding of the principles and safety of laparoscopic surgery, to include operations on the biliary and gastrointestinal tracts, hernia repair and the evolving techniques of minimally invasive surgery A critical understanding of the professional aspects of surgical practice and the importance of education and training PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Applied Dental Professional Practice): A critical understanding of the principles and models of dental care provision and an ability to connect these to individual work place practice (AD1 in Mapping) A critical understanding of the professional aspects of the dental professional practice and the importance of continuous education, training and development (AD2 in Mapping) Skills and Other Attributes V11-4 UNIVERSITY OF KENT B Intellectual Skills: Demonstrate critical and analytical reasoning to review and analyse contemporary practice Prepare and present clearly reasoned and justified argument in securing practice change and development Apply work-based learning to demonstrably enhance services Develop a comprehensive professional portfolio that identifies the utility of intellectual skills in practice Design and implement a programme of practice-based enquiry Collect and analyse data from practice to inform evidence-based enquiry including the statistical analysis of data Undertake and report ethical analysis of practice research project-plans Understand the importance to professionalism of positive critique, response to feedback and reflective practice Teaching and Learning: Teaching and Learning will be selected from the following modes and methods: Analysis of problem-based scenarios; presentation of seminar papers; critical group debate; work-based learning contract with agreed outcomes; supervision, portfolio formation with individualised personal planning (i.e production of a personal and professional portfolio of learning goals and within this personal planning linking theory to practice); lectures and guidance on research project design; data collection and analysis; group work on research ethics and professional practical issues; practice symposium, allowing students from across pathways to demonstrate how they have put theory into practice Assessment: Assessments will be made in the following ways: written assignment; project plan submission; oral presentations; course work assignments; seminar contribution; dissertation C Subject-specific Skills: Demonstrate effective engagement in team working appropriate to workplace Demonstrate an in-depth understanding of change management in healthcare services/ practice Develop new roles that support the interface between the strategic aims of service and practice Present and argue an evidence based case for service change and development Where applicable the individual programmes have the following additional subject specific skills: PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care): An ability to identify ethical issues in support of the care of patients and the support of their families/carers and work towards resolution of ethical dilemmas employing inter-professional resources, including personnel An ability to communicate effectively and an awareness of the issues in communication with people with complex V11-5 UNIVERSITY OF KENT and advanced disease PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Surgical Practice): The ability to manage emergency and critically ill surgical patients safely To maintain a professional practice in surgery and to teach and train those who are less experienced PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Minimally Invasive Surgery): The ability to practice minimally invasive surgery safely To maintain a professional practice in surgery and to teach and train those who are less experienced PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Applied Dental Professional Practice): The ability to carry out ethical professional practice within a dental workplace setting (CD1 in Mapping) To maintain professional practice and support the development of those who are less experienced (CD in Mapping) D Transferable Skills: Enable acquisition of skills of evaluation and enquiry that support the practitioner in making a contribution to professional knowledge in their subject field Ability to design and implementation of a research programme with a clear analysis of the outcomes and recommendations for future action Teaching and Learning: IT and training will be provided by library staff; study skills (delivered through UELT) Assessment: Assessments will be made by oral presentations; coursework; seminar contribution Clear and detailed reporting and accounting for the implementation and outcomes of an applied development project Skilled utilisation of action learning set approaches to solve problems and identify solutions Effective use of work-based learning to establish a future personal plan within the context of lifelong professional development Use of supervision to inform and enhance learning approaches in the workplace To communicate with clarity in academic settings and in professional / work place settings V11-6 UNIVERSITY OF KENT Show evidence of critical self-reflection and the ability to enhance professional competence on the basis of feedback For more information on which modules provide which skills, see the module mapping 13 14 Programme Structures and Requirements, Levels, Modules, Credits and Awards This PG Cert/PG Diploma/MSc in Advanced and Specialist Healthcare provides clinical and non-clinical healthcare staff with a flexible postgraduate qualification designed to meet their personal and professional needs It will enable professionals to augment and evaluate the evidence base for their practice in order to improve practice and raise standards generally This PG Cert/PG Diploma/MSc in Advanced and Specialist Healthcare provides clinical and non-clinical healthcare staff with a flexible postgraduate qualification designed to meet their personal and professional needs It will enable professionals to augment and evaluate the evidence base for their practice in order to improve practice and raise standards generally The principles that inform the programme are as follows: • • • An action-based, problem-solving approach to learning, combined with the reality of practice, which will provide the appropriate stimulus and framework for learning The key to learning is through inquiry, reflection, evaluation and research An emphasis on the integration of theory and practice in order that learners structure concepts when thinking and making professional judgements in their practice These three principles are expressed in the programme through its emphasis on collaborative evidence based practice; subject specific contextualised learning and action based enquiry/research Programme Structure The PG Cert/PGDiploma/MSc in Advanced and Specialist Healthcare programme is part-time and studied over a minimum of two, or more usually over years (one stage of 60 credits per academic year) or up to five academic years (for S&P Care pathway) The programme is multidisciplinary and there are opportunities for students from across a variety of disciplines to study together and share practice through core modules There are four pathways within the award each comprising core modules and compulsory or optional modules specific to each pathway The pathways are as follows: • PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care) This programme will usually be completed in years but students may seek to take longer (5 years option) S&P Care students will register for the PG Certificate and then on successful completion register for the PG Diploma and on successful completion register for the MSc (all subject to availability) S&P Care students are expected to complete a minimum of 30 credits in any one academic year Students may negotiate on an individual basis to complete the qualification over years with approval from the Programme Director • PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Surgical Practice) Usually completed in years, including dissertation • PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Minimally Invasive Surgery) Usually completed in years including dissertation • PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Applied Dental Professional V11-7 UNIVERSITY OF KENT Practice) Usually completed in years including dissertation Exceeding these periods is likely to attract an additional fee Core Teaching Teaching on the generic sections of the core modules will be shared between the Pathway Directors, and Centre for Professional Practice staff with appropriate experience The following is required with regard to the Core Modules: • To complete the MSc all four Core modules (WL 830, WL 840, WL 831 and WL899) must be completed • To complete the Postgraduate Diploma at least three Core modules (WL 830, WL 840, WL 831) must be completed • To complete the Postgraduate Certificate at least two or three Core modules must be completed (WL 830, WL 840, WL 831) depending on the pathway Subject Specific Teaching Whilst students will study together on core modules, learning from the cores will be contextualised to the students own specialty with subject specific teaching In addition assignments will reflect a student’s own specialty Learning and Teaching The learning and teaching strategy of the programme is one that values the students existing knowledge and experience Students are encouraged to be independent self-managed learners who constantly apply new knowledge to their practice setting The programme includes a variety of learning activities depending upon the modules studied such as small group work, seminars, one-to-one tutorials, workshops, practical/clinical sessions and distance learning through the use of the University’s Moodle system The core modules are designed to enable students from across each of the programme pathways to study together as well as in their pathway group Subject specific modules will be studied at a time and place appropriate to the programme pathway, i.e modules from the MSc in Minimally Invasive Surgery will be offered at Maidstone and Tunbridge Wells NHS Trust’s, International Minimal Access Centre for Surgery (IMACS) Assessment The assessment strategies for the programmes within the PG Cert/PG Dip/MSc Advanced and Specialist Healthcare framework are designed to support the development of academic and professional practice Participants will be expected to show novel and fresh approaches in their application of knowledge to their practice The assessment methods used are designed to show the depth and breadth of experiential knowledge and the relation this has to participant’s professional practice Some modules that include practical clinical skills may require practical demonstration of skills and knowledge Completion of the MSc The programme has been developed to suit the individual professional needs of a variety of health care professions and as such the different pathways, and time taken to complete a particular pathway, is also reflective of professional requirements However, it is necessary to note that University Credit Framework Section 5.1 and 5.2 http://www.kent.ac.uk/teaching/qa/credit-framework/creditinfo.html which specifically details that, in order to remain eligible for an award of MSc, the maximum time a student must complete their programme of study within is: PG Certificate years, PG Diploma years and Masters Degree years These time limits include any periods of intermission and any period of time in which a student is repeating part of the programme of V11-8 UNIVERSITY OF KENT study and apply to both full time and part time students Programme specifications specify the normal period of time over which the programme will be completed Any student failing to complete their programme of study within these time limits will be in eligible for an award of MSc Stage Postgraduate Certificate: In Stage students undertake core modules plus modules specific to each programme pathway totalling 60 M level credits The core modules are designed to include general and subject specific teaching and learning Students who successfully complete Stage of the programme and meet the credit framework requirements but exit after Stage or not successfully complete Stage will be eligible for the award of PG Certificate Supportive and Palliative Care Year Pathway - students will complete 30 credits in one academic year or periods of annual registration and take two years or two periods of annual registration to complete Stage of the PG Certificate before registering to progress onto the PG Diploma (subject to availability) Stage Postgraduate Diploma: In Stage students undertake core modules appropriate to the pathway plus optional modules specific to each programme pathway totalling 60 M level credits The core modules are designed to include general and subject specific teaching and learning Students who successfully complete Stage of the programme and meet the credit framework requirements but exit after Stage or not successfully complete Stage will be eligible for the award of PG Diploma Supportive and Palliative Care Year Pathway - students will complete 30 credits in one academic year or period of annual registration and take two years (or periods of annual registration) to successfully complete Stage of the PG Diploma before registering to progress onto Stage the MSc (subject to availability) Stage MSc: In Stage students undertake a core module of 60 level M credits Students who successfully complete Stage of the Programme meet the requirements of the University’s credit framework, will be eligible for the award of: • MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care) • MSc in Advanced and Specialist Healthcare (Minimally Invasive Surgery) • MSc in Advanced and Specialist Healthcare (Applied Dental Professional Practice) • MSc in Advanced and Specialist Healthcare (Surgical Practice) Supportive and Palliative Care students will complete Stage in one academic year The combined detail of the total programme is outlined below The specific detail for individual pathways are detailed below: • Supportive and Palliative Care (5 years) – Fig • Supportive and Palliative Care (3 years) – Fig • Minimal Invasive Surgery (2-3 years) – Fig • Applied Dental Professional Practice – Fig • Surgical Practice – Fig V11-9 UNIVERSITY OF KENT Fig Supportive and Palliative (S&P) Care Module Model (5 Year Model) Code Title Level Credits Term(s) WL830 Evidence Based Practice 7(M) 15 Spring (Year 1) WL840 Inter-professional Working 7(M) 15 Autumn (Year 2) Stage Core Modules: Optional Pathway Modules: In Stage Year Support and Palliative Care students will take x 15 credits optional module from those optional modules detail below –subject to availability In Stage Year Support and Palliative Care students will take x 15 credits optional module from those remaining optional modules detail below –subject to availability Pathway Optional Modules: Concepts of End of Life Care WL832 (M) 15 Variable WL833 Concepts of Symptom Management (M) 15 Variable WL841 Psychosocial Care and Bereavement (M) 15 Variable WL842 Advanced Communication Skills (M) 15 Variable Ethical Issues In Supportive and (M) 15 Variable Palliative Care Exit point PG Cert in Advanced and Specialist Healthcare (Supportive and Palliative Care) WL843 Stage Core Module: WL831 7(M) Research Skills 15 Summer (Year 4) Pathway Optional Modules In Stage Year Support and Palliative Care students will Students will select x 15 credits optional modules (subject to availability) which were not previously completed for Stage In Stage Year Support and Palliative Care students will Students will select x 15 credits optional module (subject to availability) from those which were not previously completed for Stage or Stage Year Pathway Optional Modules: Concepts of End of Life Care WL832 (M) 15 Variable WL833 Concepts of Symptom Management (M) 15 Variable WL841 Psychosocial Care and Bereavement (M) 15 Variable WL842 Advanced Communication Skills (M) 15 Variable Ethical Issues In Supportive and (M) 15 Variable Palliative Care Exit point PG Dip in Advanced and Specialist Healthcare (Supportive and Palliative Care) WL843 Stage Core Module: This stage will be taken in a single academic year from Spring until November WL899 Dissertation (M) 60 Spring- Autumn Exit point MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care) V11-10 UNIVERSITY OF KENT Fig Surgical Practice Module Model Code Title Level Credits Term(s) WL830 Evidence Based Practice Research Skills 15 15 Spring (Year 1) WL831 7(M) 7(M) (M) 15 Variable (M) 15 Variable Stage Core Modules Pathway Core Modules: Emergency Surgery WL834 WL835 Critical Care Summer Exit point PG Cert in Advanced and Specialist Healthcare (Surgical Practice) Stage Core Module WL840 Inter-professional Working 7(M) 15 Pathway Core Modules Health Informatics: Information (M) 15 WL844 Management and Systems Ethics and Law in Clinical Practice (M) 15 WL845 Clinical Education, Learning, (M) 15 WL846 Teaching and Supervision Exit point PG Dip in Advanced and Specialist Healthcare (Surgical Practice) Autumn Variable Variable Variable Stage Core Module This stage will be taken in a single academic year from Spring until November WL899 Dissertation (M) 60 Exit point MSc in Advanced and Specialist Healthcare (Surgical Practice) V11-14 Variable UNIVERSITY OF KENT 15 Work-Related Learning Disability Statement: Where disabled students are due to undertake a work placement as part of this programme of study, a representative of the University will meet with the work placement provider in advance to ensure the provision of anticipatory and reasonable adjustments in line with legal requirements Where relevant to the programme of study, provide details of any work-based learning element, inclusive of employer details, delivery, assessment and support for students • The programme is designed for students who are already working in health and social care practice • This means that it will support the development of professional capabilities through encouraging students to draw connections between their experience and the professional context in which they work Through this process it is hoped students will have developed a spirit of enquiry towards their professional and academic practice Work-based learning provides the context for the critical appraisal and on-going development of professional practice So, practitioners are able to engage creatively with the issues and concerns of their organisation in a conversant and research-minded way The programme is structured to provide action-learning sets through which students are able to deepen their knowledge of their own professional practice through learning from the experience of others • The Programme contains existing pathways which have established patterns of work – related learning and that are managed by staff with experience of leading practice based programmes • Students will receive normal tutorial support in order to allow them to complete the programme, in addition, Pathway Directors will be expected to ensure that support is in place for student’s work place Managers where applicable; in order to help them understand the needs of the Programme and the way in which the programme is able to enhance their employees everyday practice Where required, students should ensure from the outset that they identify a work or practice-based co-supervisor or mentor for their dissertation project work, which will commence with the Research Skills module WL 831 and conclude at the end of Dissertation Module WL 899 in Stage 16 Support for Students and their Learning Students will have: • Access to an induction session for general teaching arrangements, library and IT use • Access to a Programme Handbook • Access to the Pathway Director, who can also identify any support needs • Access to support services from the University including; Library, Computing Service, Learning Resources Centre, Medical Centre, Students’ Union, Careers Advisory Service, Disability Support Unit and UELT • Personal Tutor • Access to departmental website • Campus based teaching facilities • Where applicable other facilities, i.e specialist laboratories V11-15 UNIVERSITY OF KENT The following specific support is available on these pathways: PG Cert/PG Dip/MSc Advanced and Specialist Healthcare (Minimally Invasive Surgery) • Facilities at the International Minimal Access Centre for Surgery (IMACS), Maidstone 17 Entry Profile Entry Route • For general admission to the programme you should normally have obtained a First Class or Upper Second Class degree or a relevant professional qualification • Minimum of two years practitioner experience Entry Process Each applicant will complete a University application form and may be required to attend for interview Accreditation of Prior Experiential and Certificated Learning (APECL) Applicants may have claims for accreditation of prior learning from qualifications or experience These will be considered on a case by case basis by the Pathway Directors, in line with the requirements of the University’s Code of Practice Annex R Supportive and Palliative Care Pathway: • In line with the requirements of the University’s Code of Practice Annex R and through negotiation with the Programme Director, applicants may claim for previous credit gained from the successful achievement of a University of Kent MSc in Supportive and Palliative Care module (which may not now be offered as part of MSc ASH) maybe be recognised to counted towards the achievement of the optional credit requirement for the PG Cert or PG Dip in ASH Any applicant wishing to make such a case should consult with the Programme Director • Should a student wish to claim APECL for a module taken as Continuous Professional Development (attendance only basis which did not attract academic credit), then as part of the entry requirement the applicant will be asked to complete an appropriate assignment in order to demonstrate that the required level of learning has taken place as result of their previous participation Entry Route: For fuller information, please refer to the University prospectus Specific Specialty Requirements: PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care) • Existing professional qualification You will normally have a relevant professional qualification, such as MB BS, BSc in Nursing, CSQW AND EITHER - a minimum of two years in postgraduate practice in the care of patients with palliative care / cancer care needs • The University of Kent’s PG Certificate in Support and Palliative Care This would give direct entry into the PG Diploma Stage of the MSc in ASH OR • A professional qualification in a relevant field (e.g nursing, social work or paramedical Studies) or academic award from another institution in a relevant field (subject to discussion with the Programme Director) Previous qualification, which may attract APECL of up to V11-16 UNIVERSITY OF KENT 50% of credit for Stage and Stage pathway optional modules, subject to the relevance of the qualification already held AND • You must be able to demonstrate personal suitability and be involved in the care of people requiring palliative care • Be successful at an interview designed to assess your suitability for undertaking the programme • Supply supporting references indicating your academic and personal suitability for the programme of study PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Surgical Practice) Candidates must be able to satisfy the minimum general admission requirements of the University and of the Centre for Professional Practice in the following way: • • • • • Be interviewed to assess suitability for undertaking the programme Supply supporting references indicating academic and personal suitability for the programme of study Have undertaken and passed a Basic Surgical Skills course Possess the professional qualification Membership of the Royal College of Surgeons (MRCS) (part 1) or equivalent AND EITHER hold a current surgical trainee post (National Training Award and non NTA holders) University of Kent’s PG Certificate in Surgical Practice This would give direct entry into the PG Diploma Stage of the MSc in ASH OR • Registered to practise in a NHS or equivalent work environment (for example, in Staff Grade or Associate Specialist positions) PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Minimally Invasive Surgery) Candidates must be able to satisfy the minimum general admission requirements of the University and of the Centre for Professional Practice in the following way: • Be interviewed to assess suitability for undertaking the programme • • • • Supply supporting references indicating academic and personal suitability for the programme of study Have undertaken and passed a Basic Surgical Skills course Possess the professional qualification MRCS (part 1) or equivalent AND EITHER hold a current surgical trainees post (National Training Award and non NTA holders) University of Kent’s PG Certificate in Surgical Practice This would give direct entry into the PG Diploma Stage of the MSc in ASH OR • Are registered to practice in a NHS or equivalent work environment (for example, in Staff Grade, Associate Specialist or Consultant positions) OR • Have academic award from another institution in a relevant field (subject to discussion with the Programme Director) PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Applied Dental Professional Practice) V11-17 UNIVERSITY OF KENT • Existing professional qualification You will normally have a relevant professional qualification, and be registered with the General Dental Council and a minimum of two years in post registration practice within the relevant dental profession OR A professional qualification in a relevant field (e.g Dental Practice Management, Dental Public Health or Dental Health Promotion studies) with a minimum of two years post qualification experience within the relevant area of practice • You must be able to demonstrate personal suitability and be within a dental workplace setting • Be successful at an interview which is designed to assess your suitability for undertaking the programme • Supply supporting references indicating your academic and personal suitability for the programme of study What does this programme have to offer? PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care) • An opportunity to study at a post graduate level in the theory and practice of supportive and palliative care in a multidisciplinary setting • The opportunity to further develop both your professional and personal skills in the practice of supportive and palliative care • The opportunity to analyse workplace scenarios in a wider multidisciplinary problem orientated discussion • An excellent grounding in the principles of supportive and palliative care and the application within health and social care • The opportunity for collaborative and inter-professional working to develop new approaches to your professional practice PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Surgical Practice) • A novel part time structured postgraduate programme specifically for surgeons that is consistent with recent initiatives in postgraduate medical education and needs of the profession and your professional development plan • A programme that has a strong professional orientation and is designed to combine academic study with professional practice • A programme content that promotes subject specific knowledge and competencies in preparation for your Intercollegiate exams • The opportunities to further develop both your professional and personal skills enabling you to engage more effectively in meeting the changing needs of your profession and the NHS • A study load that complements the clinical demands of your job • Flexible entry and exit route • Provision is accessed on multiple sites (Princess Royal University Hospital and St Thomas’s Hospital) to increase your experience of a wide range of cases, expertise and facilities PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Minimally Invasive Surgery) • A novel part time structured postgraduate programme specifically for surgeons who wish to advance their knowledge and Skills in Minimally invasive surgery • A programme that is consistent with recent initiatives in postgraduate medical education and the needs of the profession and your professional development plan • A programme that has a strong professional orientation and is designed to combine academic study with clinical practice • A programme content that promotes subject specific knowledge and competencies in Minimally invasive Surgery • The opportunities to further develop both your professional and personal skills enabling you to engage more effectively in meeting the changing needs of your profession and the NHS V11-18 UNIVERSITY OF KENT • • • A study load that complements the clinical demands of your job Flexible entry and exit routes Provision is accessed on multiple sites (International Minimal Access Centre for Surgery (IMACS), Maidstone) to increase your experience of a wide range of cases, expertise and facilities PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Applied Dental Professional Practice) • A fresh and innovative part-time postgraduate programme specifically for dental care professionals and those professionals who work within the dental sector • A programme that is designed to combine academic study, professional practice and innovative blended learning techniques • The opportunities to further contribute to the knowledge base related to role of the dental care professions and the roles evolving within the dental sector • Flexible entry and exit routes, which support the demands of those working within the dental sector Personal Profile PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Supportive and Palliative Care) • Desire to improve knowledge, skills and understanding of supportive and palliative care • Willingness to engage in debate and informed discussion about supportive and palliative care • Commitment to develop the skills required to analyse real life problems and use the experience to change practice • Willingness to develop IT skills • Commitment to develop an evidence-based approach within supportive and palliative care PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Surgical Practice) • Qualified medical practitioner, registered with the General Medical Council (GMC) and with an MRCS (part 1) or approved equivalent • An enquiring approach to your professional practice and a commitment to its continued development • This programme is attractive to those trainees in general surgery who wish to have a higher degree but not want to take a – year career break to study for an MD or PhD This taught programme with a research dissertation allows their goal to be achieved without a break in training Most trainees are ST3/4 level • Staff Grade surgeons who not have a National Training Number may need something extra in order to get on the Specialist Register of the GMC and this Degree is an ideal pathway for them PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Minimally Invasive Surgery) • Qualified medical practitioner, registered with the GMC and with an MRCS (part 1) or approved equivalent • An enquiring approach to professional practice and a commitment to its continued development • This programme will appeal to surgeons from a wide spectrum of seniority and from several specialties • All trainees in general surgery and gynaecology will need advanced skills in minimally invasive surgery and the earlier these are acquired the better This programme is appropriate for Grade ST1 onwards • Staff grade and Associate Specialists who have already acquired laparoscopic skills will often wish to advance their expertise • Consultants in general surgery who have come late to laparoscopy find an increasing proportion of their work is laparoscopic and now wish to be accredited in the technique V11-19 UNIVERSITY OF KENT • As well as general surgeons and gynaecologists, some urologists, vascular and orthopaedic surgeons also require training in minimally invasive surgery PG Cert/PG Dip/MSc in Advanced and Specialist Healthcare (Applied Dental Professional Practice) • A professionally qualified dental professional, currently registered with the General Dental Council or own professional equivalent • An enquiring approach to professional practice and a commitment to contributing to the development of the associated knowledge base • A desire to advance academic skills • IT literacy: to include skills with Microsoft Office packages and the Internet 18 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards All Programmes: • Student evaluation and feedback through module evaluation questionnaire • Code of practice for the Assurance of Academic Quality and Standards in Higher Education - September 2007 section • Periodic Programme Review • Staff/Student Liaison Committee (3 x per year) • Student Representatives on the Board of Studies (3 x per year) • Annual staff appraisal • Peer review and observation of the teaching • Continuous monitoring of student progress and attendance • Personal Academic Support System • External examiner’s reports • Annual Monitoring reports • Periodic Programme Review • For the PG Cert/PG Dip/MSc Advanced and Specialist Healthcare (Surgical Practice) and (Minimally Invasive Surgery) – External monitoring through Specialist Surgical Training Committee in General Surgery (KSS & London Deaneries) and Annual Review of Competence Progression (ARCP) Committees with responsibility for monitoring and evaluating quality and standards • CPP Joint Learning & Teaching & Graduate Studies Committee • Student Staff Liaison Committee • Board of Studies • Board of Examiners • Social Sciences Faculty Graduate Studies Committee • University Learning and Teaching Board • Programme Approval Sub-committee • Periodic Programme Review Mechanisms for gaining student feedback on the quality of teaching and their learning experience • Student module evaluation reports • Annual programme evaluation report • Student Staff Liaison Committee V11-20 UNIVERSITY OF KENT • Student representatives • Academic tutor and course tutors as points of contact for feedback • Staff/student discussions during individual module delivery • Postgraduate Survey • Periodic Programme Review • For the PG Cert/PG Dip/MSc Advanced and Specialist Healthcare (Surgical Practice) and (Minimally Invasive Surgery) – Specialist Surgical Training Committee in General Surgery (KSS & London Deaneries) and Annual Review of Competence Progression (ARCP) Intercollegiate Surgical Curriculum Programme • Staff Development priorities include: • Minimum expected qualifications for appointment • PGCHE requirements • Staff appraisal schemes • Professional body requirements • Programme team meetings • Academic scholarship 19 Indicators of Quality and Standards • External Examiner reports • Student achievement • 2008 Institutional Audit • Generic Masters degree characteristics document http://www.qaa.ac.uk/academicinfrastructure/benchmark/masters/MastersDegreeCharacteri stics.pdf • Health Care Phase & benchmarks -http://ww.qaa.ac.uk/academicinfrastructure/bemchmark/health/default.asp • Dentistry (Undergraduate) - The Dentistry Subject Benchmark Statements have been taken into consideration in the writing of this programme to inform learning outcomes on the understanding that they strictly apply to Undergraduate programmes only • Professional Body Guideline - The Intercollegiate Surgical Curriculum Programme www.iscp.ac.uk/home/SpecialtySyllabus Core Surgical Training (2010) The following reference points were used in creating these specifications: • The University of Kent Quality Assurance Code of Practice for Taught Programmes • University of Kent Healthcare Strategy • QAA Subject Benchmarking Statements • The Code of Practice For The Quality Assurance of Academic Quality and Standards in Higher Education, September 2007, Sections 2: Collaborative provision and flexible and distributed learning (including e-learning) and Section 9: Work-based and placement learning underpin the work-based elements of the programme Programme Specification Template Last updated June 2010 V11-21 UNIVERSITY OF KENT Module Mapping of Core and Compulsory Module by Pathway EVIDENCE BASED PRACTICE X RESEARCH SKILLS INTER-PROFESSIONAL WORKING X X DISSERTATION A1 A2 X A3 X X A4 X X X X A5 X X X A6 X X x A7 X X X X A8 X X X A9 X X X A10 X X B1 X X X X B2 X X X X B3 X X X X B4 X X B5 X X X B6 X X X B7 X X B8 X X X X C1 X X C2 X X C3 X C4 X X D1 X PGDip, MSc Advanced and X Specialist Healthcare (Supportive X X PGCert, and Palliative Care) D2 X X Concepts of Symptom Psychosocial Care & Ethical Issues in Advanced management Bereavement S&P Care CommunicationX Skills D3 X X A1 X X D4 X X A2 X D5 X X A3 X D6 X A4 X X D7 X X X X A5 X X D8 X X X X A6 X X X X A7 X X A8 X X X X A9 X A10 X X X B1 X X X X V11-22 Concepts End of Life Care X X X X X X X UNIVERSITY OF KENT B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4 D1 D2 D3 D4 D5 D6 D7 D8 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X PGCert, PGDip, MSc Advanced and Specialist Healthcare (Surgical Practice) Ethics & Law in Emergency Critical Care Clinical Education, Clinical Practice Surgery Learning, Teaching & Supervision A1 A2 A3 A4 A5 A6 A7 A8 A9 X X X X X X X X X X X X X X X X X X Health Informatics: Information Management and Systems X X X X X X V11-23 UNIVERSITY OF KENT A10 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4 D1 D2 D3 D4 D5 D6 D7 D8 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X PGCert, PGDip, MSc Advanced and Specialist Healthcare (Minimally Invasive Surgery) – For the Options Emergency Surgery & Health Informatics: Information Management & Systems see Surgical Practice Mapping MIS Principles & Safety A1 A2 A3 A4 A5 X X MIS Biliary & Upper GI MIS Hernia & Colorectal X X X X X X X X X MIS Training & Specialty X X X X X Option: Clinical Education, Learning Teaching & Supervision X X X X V11-24 Option: Ethics & Law in Clinical Practice X X X UNIVERSITY OF KENT A6 A7 A8 A9 A10 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4 D1 D2 D3 D4 D5 D6 D7 D8 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X PGCert, PGDip, MSc Advanced and Specialist Healthcare (Applied Dental Professional Practice) Pathway Core Pathway Core Pathway Optional (15 Credits) (30 Credits) (30 Credits) Dentistry in a Professional Standard Setting for Dental Developing Dental Practice Advancing Dental Contemporary Context Professional Practice through Mentorship and Coaching Professional Practice A1 X X A2 X X X A3 X X X X A4 X X X A5 X X X X A6 X A7 X X A8 X X X X V11-25 UNIVERSITY OF KENT A9 A10 Ad1 Ad2 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4 Cd1 Cd2 D1 D2 D3 D4 D5 D6 D7 D8 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X PG Cert/PG Dip/MSc Advanced and Specialist Healthcare – Example Pathways (These are for illustrative purposes only and not indicate required pathways) PG Cert/PG Dip/MSc Advanced & Specialist Healthcare (Supportive and Palliative Care) PG Cert/PG Dip/MSc Advanced & Specialist Healthcare (Surgical Practice) PG Cert/PG Dip/MSc Advanced & Specialist Healthcare (Minimally Invasive Surgery) V11-26 PG Cert/PG Dip/MSc Advanced & Specialist Healthcare (Applied Dental Professional Practice UNIVERSITY OF KENT Stage Concepts of End of Life Care (Subject Specific) Emergency Surgery (Subject Specific) Minimally Invasive Surgery (Subject Specific) * All subject specific modules are taught as per pathway requirements *All subject specific modules are taught as per pathway requirements *All subject specific modules are taught as per pathway requirements Symptom Management (Subject Specific) Critical Care (Subject Specific) Minimally Invasive Surgery (Subject Specific) *All subject specific modules are taught as per pathway requirements *All subject specific modules are taught as per pathway requirements *All subject specific modules are taught as per pathway requirements *All pathways meet following/before subject specific teaching – i.e core teaching day attached to study leave days/block of teaching) Evidence Based Practice (Core) Evidence Based Practice (Core) Evidence Based Practice (Core) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to block of teaching) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to block of teaching) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to start of weekend teaching) Inter-professional Working (Core) Research Skills (Core) Research Skills (Core) Dentistry in a Contemporary Context Subject Specific *All pathways meet following/before subject specific teaching – i.e core teaching day attached to block of teaching) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to block of teaching) Evidence Based Practice (Core) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to study leave days/block of teaching) Professional Standard Setting for Dental Professional Practice (Subject Specific) *All subject specific modules are taught as per pathway requirements Stage Psychosocial care and Bereavement (Subject Specific) Health Informatics: Information Management and Systems(Subject Specific) *All subject specific modules are taught as per pathway requirements *All subject specific modules are taught as per pathway requirements Advanced Communication Skills (Subject Specific) Ethics and Law in Clinical Practice (Subject Specific) Minimally Invasive Surgery (Subject Specific) *All subject specific modules are taught as per pathway requirements *All subject specific modules are taught as per pathway requirements *All subject specific modules are taught as per pathway requirements Ethics and Law in Clinical Practice (Subject Specific) Clinical Education, Learning, Teaching and Supervision (Subject Specific) One of - Clinical Education, Learning, Teaching & Supervision Health Informatics: Information Management and Systems Ethics and Law in Clinical Practice Emergency Surgery *All subject specific modules are taught as per pathway requirements *All subject specific modules are taught as per pathway requirements Minimally Invasive Surgery (Subject Specific) *All subject specific modules are taught as per pathway requirements V11-27 One of – *All subject specific modules are taught as per pathway requirements Developing Dental Practice through Mentorship and Coaching Or Advancing Dental Professional Practice (Subject Specific) Research Skills (Core) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to start of weekend teaching) UNIVERSITY OF KENT (Subject Specific) *All subject specific modules are taught as per pathway requirements Research Skills (Core) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to block teaching Inter-professional Working (Core) Inter-professional Working (Core) Inter-professional Working (Core) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to block of teaching) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to block of teaching) *All pathways meet following/before subject specific teaching – i.e core teaching day attached to start of weekend teaching) Stage Dissertation KEY Supportive & Palliative Care Modules Surgical Practice Modules Minimally Invasive Surgery Modules Applied Dental Professional Practice Modules V11-28 Core Modules