here are 2 pathways available: * The Postgraduate Diploma/MSc in Palliative Medicine (open to doctors) * The Postgraduate Diploma/MSc in Palliative Care (open to non-medical healthcare professionals.
The 2 pathways overlap in many ways. The residential teaching for both Diplomas is held as a multidisciplinary event and many of the modules are available to all students.
The Diploma Stage
The Postgraduate Diplomas offer students the option to study palliative medicine/care in either adults or children. Students choosing the full paediatric option must be working in paediatrics and will be required to choose the 3 paediatric modules as their optional modules and tailor their assignments to paediatric practice.
The Postgraduate Diplomas are designed for professionals who wish to gain expertise in the practical management of patients with incurable and terminal illness. The programme content is also designed to emphasise the unique contribution made by each discipline involved in palliative care. The programme is delivered over 2 academic years and aims to include learning about many aspects of palliative care practice. Over a hundred places are offered each year in September and students are self-funded or financially supported by their employers. The Diplomas are delivered largely through distance/electronic learning. The educational resources are accessed through a password-secure personal web space allocated to students. Students correspond with tutors by email or telephone and submit their coursework electronically. This makes the course particularly suitable for busy healthcare professionals in all regions of the world.
Each year of the Diploma has a 2-3 day compulsory residential teaching block. The residential teaching block allows topical issues to be discussed in small groups. During group work students are expected to actively contribute to the group discussion/activity. The residential teaching block for each year is held in Cardiff in Wales (and in other centres across world, when the geographical distribution and numbers of students permit). Most years teaching is also held in Bangalore in India.
A holistic approach to patient care is adopted throughout with an emphasis on reflective practice where the student is encouraged to consider all aspects of their patients’ care. Different topics in palliative care are studied through a series of relevant articles, available through the Internet, which are categorised as "recommended reading" as well as additional "themed reading". Students will be asked to identify key areas for their own learning from this resource and select the themed reading material that meets their learning needs as well as identifying their own resources.
Module topics include: Pain and symptom control; psychosocial care; understanding the evidence: ethics and law; HIV and AIDS; end-stage cardiac; end stage respiratory; neurological; end stage renal disease; communication skills; oncology and haematology.
The MSc Stage
The MSc aims to develop core knowledge of research methods and measurement tools, and to enhance your critical appraisal skills. Students will use this knowledge to merge research practice with clinical experience through a process of critical evaluation and reflective practice. It will be evidenced by the students’ ability to effectively design, execute and report a methodologically sound research project.
Two residential teaching blocks are offered to ensure that the student’s project is carefully planned and to provide students with core knowledge regarding research methodology and critical appraisal.
The first, 5-day, residential teaching block takes place early in the year. It is designed to give a sound basic knowledge of both research methodologies and critical appraisal skills. Interactive and problem-based teaching techniques are employed to enhance the learning opportunities for both individuals and the group as a whole.
The second, 2-day, residential teaching block is held later in the year. This reviews the progress that students have made in completing your data collection and provides you with support for writing up of the dissertation, including the effective presentation of your data.
The initial 5 day teaching block is compulsory, and the second 2 day teaching block is strongly recommended.
The MSc in Genetic Counselling allowed me to combine my scientific interests in genetics and medicine with professional training in counselling skills. The course is vital preparation for a career in genetic counselling. Cardiff is a lively, friendly and diverse student city, and the University provides superb resources to support postgraduates both academically and socially, not least the excellent Graduate Centre.
Shalini Sri Ranganatham (Paediatric Clinical Pharmacology)
"The Association of Commonwealth Universities (ACU) offered me a PhD scholarship to study at Cardiff University. Having a PhD is a requirement in my academic field, and I am interested in learning more about my subject. I want to re-join my department in Sri Lanka and get involved with academic and clinical work, and to set up a paediatric clinical pharmacology unit based on what I learned here. Studying in Cardiff will give me all the possible opportunities to reach my goal to become an independent and self-directed academic. I feel like a 'knowledge bridge' between the university here and the University of Colombo, Sri Lanka."
Postgraduate Diploma * Be a graduate in medicine or an allied profession, or a qualified nurse (RGN or equivalent) and * Hold appropriate professional registration and * Work with some patients with palliative care needs (this can be a minor part of your workload).MSc: Admission to the MSc is limited to students who have successfully completed the Postgraduate Diploma to a high standard. Entry to the MSc component is competitive.
Recipient: Cardiff University
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