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Masters Degrees (Clinical Application)

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Clinical and Health psychology involves applying psychological understanding to difficulties connected with mental or physical health problems. Read more
Clinical and Health psychology involves applying psychological understanding to difficulties connected with mental or physical health problems. Using this understanding, clinical psychologists assess and treat people of all ages and ability levels who are experiencing psychological distress, behavioural problems or related issues. Students taking the MSc will be introduced to the theory and knowledge that underpins effective practice in clinical psychology, will explore this in relation to a range of conditions, will gain an understanding of the range of research methods used by clinical psychologists, and will conduct their own research project in a relevant area.
How the course can further your career progression

This course will be of particular interest to:
-graduates in psychology who are aiming for a career in clinical or health psychology and who do not yet have relevant work experience. Completing the MSc provides a sound basis for obtaining employment as an assistant psychologist and later gaining entry to clinical training.
-graduates in psychology who are aiming for a career in clinical and health psychology and who have already gained relevant work experience. Completing the MSc course provides evidence of academic and research skills, which is valuable when making applications for clinical training.
- graduates in psychology or closely related disciplines who are keen to pursue research in the area of clinical or helath psychology. The MSc course is accredited as providing an appropriate research training for those wishing to progress to a PhD or to employment in a research post.
- qualified health professionals with an appropriate academic background who wish to extend their understanding of clinical psychology.

Clinical psychology training in the UK involves the completion of a three-year training programme leading to a doctorate in clinical psychology and eligibility to apply for chartered clinical psychologist status. The training is funded by the National Health Service (NHS) and almost all trainees go on to work in the NHS after qualifying. Entry to these programmes is highly competitive and applicants must have good academic and research skills as well as relevant work experience, usually two years in a paid, full-time assistant psychologist position or equivalent. The MSc aims to provide students with a profile of academic knowledge and research skills which, combined with relevant work experience, will equip them to make a credible application for clinical psychology training, either in the UK or elsewhere.

About the School of Psychology
The School of Psychology at Bangor, which was ranked in the Top 20 in the UK in the most recent Research Exercise Framework with 89% of research rated either 'world-leading' or 'internationally excellent', brings together a large group of outstanding scientists with international research reputations in clinical psychology, neuropsychology and clinical and cognitive neuroscience. A number of staff also hold appointments as consultant psychologists or medical consultants with the NHS and contribute to clinical practice as well as to the training of clinical psychologists, medical students and NHS staff. The School runs its own clinical psychology training programme, leading to the Doctorate in Clinical Psychology.

Key research strengths within the clinical psychology domain include dementia, neuropsychology and rehabilitation, learning disability, developmental disorders, addictions, and cognitive-behavioural approaches. Close links with other departments and with NHS services produce tremendous opportunities for collaborative clinical psychology research. The School supports the practical implementation of research findings to improve patient care by hosting groups such as the Dementia Services Development Centre Wales.

The School has an extensive library of psychological tests and measures. Participant recruitment is facilitated through the availability of research panels for neurological patients and people with dementia, as well as student and community participation panels, supported by the School’s full-time patient co-ordinator. The School has a range of specialist laboratories and researchers in the School use a wide range of the latest techniques for understanding brain-behaviour relationships, including functional brain mapping with event related potentials (ERP), transcranial magnetic stimulation (TMS), and functional magnetic resonance imaging (fMRI).

The School has a vibrant, diverse postgraduate community. Students on our MSc programmes are drawn from a range of backgrounds and nationalities. The School is known for its friendly and informal atmosphere, which combined with excellent facilities helps to ensure that studying here is a pleasant and enjoyable experience.

Course Structure
The course includes three components: content modules, research methods modules, and a research thesis. Content and methods modules are all 20 credit modules and the research thesis is worth 60 credits. Students achieving 120 credits on the taught modules, but not completing a research thesis, may exit with a Postgraduate Diploma. The content modules are designed to provide an in-depth look at theory, evidence and practice in clinical psychology.

The course lasts one full calendar year if taken full-time and is also available part-time. During Semester 1 and Semester 2 you will combine taught modules with work on your research project. During the summer period all your time is devoted to completing and writing up the research project.

A variety of teaching approaches are used including lectures, case presentations, small-group sessions and seminars, and individual or group supervision. Assessment will include coursework and examinations, and the research thesis.

Career Prospects
This course will be of particular interest to psychology graduates aiming for a career in clinical psychology and who do not yet have relevant work experience. Completing the MSc provides a sound basis for obtaining employment as an assistant psychologist and later gaining entry to clinical training. For graduates who already have relevant work experience the course provides evidence of academic and research skills, which is valuable when making applications for clinical training. It is also an excellent preparation for graduates who are keen to pursue research in the area of clinical psychology and for qualified health professionals with an appropriate academic background who wish to extend their understanding of clinical and health psychology.

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RECRUITING NOW FOR JANUARY 2016. The MSc Clinical Research is designed to recruit students who wish to learn about research methods and evidence based practice in a clinical setting and to develop a career in clinical academia or research with a potential to embark on further training such as a doctoral programme. Read more

About the course

RECRUITING NOW FOR JANUARY 2016
The MSc Clinical Research is designed to recruit students who wish to learn about research methods and evidence based practice in a clinical setting and to develop a career in clinical academia or research with a potential to embark on further training such as a doctoral programme. Students will receive training in qualitative and quantitative research methods to develop research competency, research skills and critical judgment in an area of clinical practice.

The programme is well suited for qualified Doctors, Nurses, Midwives, Allied Health Care Professionals, Dentists, Pharmacists, Health Science Professionals or Clinical Psychologists who have experience in a clinical setting.

This exciting and stimulating MSc Clinical Research is delivered by the established Centre for Research in Primary and Community Care (CRIPACC) within the School of Health and Social Work at the University of Hertfordshire. CRIPACC is a dedicated, enthusiastic and friendly research centre with a national and international reputation, offering an excellent opportunity to learn.

See the website http://www.herts.ac.uk/courses/clinical-research-msc

Aims of the MSc Clinical Research

- Develop a student's academic research career by advancing their research and leadership skills in a clinical area and provide outstanding preparation for future research training, including progression to doctoral studies.

- Equip the student with a core set of skills and knowledge of relevant theory and research methodologies in clinical research as well as a thorough understanding of the research process from planning, conducting, analysing and disseminating, to develop them into an independent researcher in their clinical setting.

- Enhance skills and knowledge that are transferable across a diversity of healthcare settings at an individual and organisational level, such as critical thinking, project management, use of IT and problem solving skills.

- Provide a supportive and stimulating blended learning environment, including small group teaching, Master classes, and a variety of e-learning teaching methods, and delivered by experienced and dedicated researchers in the internationally renowned research centre.

Why choose this course?

- Highly rated by past students as a positive experience and well organised course. Evidence Based Practice and Patient and Public Involvement in Research modules were particularly popular.

- Experienced multi-disciplinary lecturers with established track records in health-related research such as Adolescent, Child and Family Health; Older People’s Health and Complex Conditions; Food and Public Health; Patient Experience and Public Involvement; and Evidence Based Practice.

- Furthering the student’s academic career through personalised mentorship in line with the HEE/NIHR integrated academic career pathway. CRIPACC has a strong track record of mentoring having led the NIHR/CNO Health Research Training Fellow mentorship scheme and the local scheme developed in response to the Athena Swan Charter.

- Excellent opportunities to disseminate the student’s work through publication and presentation at conferences.

- A unique Clinical Research Dissertation where the student produces a ready-to-use research grant application for application in their clinical setting or a doctoral fellowship.

- In the 2014 Research Excellence Framework, the School of Health and Social Work of which CRIPACC was a major contributor demonstrated an outcome of 82% of research quality being rated as 3* and 4*, with an impact and environment outcome of 100% at 3* and 4*.

- Two state-of-the-art Learning Resources Centres open 24/7 to meet modern integrated learning resources and services.

- Attainment a Good Clinical Practice Certificate and completion of the NHS Leadership “Edward Jenner” online programme.

Careers

On completion of the course, students will be well placed to carry out primary research, promote evidence-based practice by delivering and integrating research findings into their clinical practice and thereby improving health outcomes in their clinical settings. Students will be confident in publishing papers and presenting for conferences. Students will be prepared to apply for research grant funding and/or furthering their clinical academic career by pursuing a Doctorate degree.

Teaching methods

The programme is taught through a combination of innovative lectures, seminars, small group teaching, face-to-face tutorials, workshops, online teaching and individual supervision. Training is flexible and teaching is provided in blocks of two full days, which allows students to organise their time effectively to manage the demands of clinical practice and academic study.

Different assessment methods are used, including coursework and practicals. Coursework includes essays, short pieces of writing work, blogs, critical review, whereas practicals include oral presentations.

In addition, the University has an excellent reputation in blended learning and is supported by the Learning and Teaching Innovation Centre (LTIC). The MSc programme team collaborate with the LTIC and benefit from their expertise in incorporating effective learning, teaching and assessment methods into their modules.

The course is supported by a dedicated Information Manager and the two state-of-the-art Learning Resource Centres, which provide information, computing, study and coursework support. A versatile online inter-active learning environment, StudyNet, allows every student to access information relevant to their studies online through a web browser both on and off campus available 24 hours a day, 7 days a week.

Programme Modules, Mode of Study and Awards

The MSc Clinical Research consists of six compulsory modules. As well as these modules, the students will have the opportunity to acquire their Good Clinical Practice certificate and complete the NHS Leadership “Edward Jenner” online programme during their studies.

The MSc Clinical Research is offered on a one year full-time basis or on a part-time basis from two years to a maximum of five years. Individual modules can also be taken.

The programme leads to the following awards:
- MSc Clinical Research – 180 credits required to be passed at level 7 and includes all six modules
- Postgraduate Diploma in Research Methodologies (Clinical Research) - 120 credits required to be passed at level 7 and includes all the modules, except the Clinical Research Dissertation module
- Postgraduate Certificate in Research Methodologies (Clinical Research) - 60 credits required to be passed at level 7 and includes the module Evidence Based Practice and either Qualitative Research Methods or Quantitative Research Methods modules

Find out how to apply here http://www.herts.ac.uk/courses/clinical-research-msc#how-to-apply

Find information on Scholarships here http://www.herts.ac.uk/apply/fees-and-funding/scholarships/postgraduate

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The UCL Doctorate in Clinical Psychology is the largest professional training course for Clinical Psychologists in the United Kingdom, and welcomes high-calibre candidates from the UK and abroad. Read more
The UCL Doctorate in Clinical Psychology is the largest professional training course for Clinical Psychologists in the United Kingdom, and welcomes high-calibre candidates from the UK and abroad. The course provides a first-rate training in clinical psychology, leading to a doctoral qualification accredited by the UK’s Health and Care Professions Council (HCPC) and the British Psychological Society (BPS). The Course’s overarching aim is to train independently minded, scientifically-oriented and compassionate clinicians capable of taking a leadership role in health services at home or abroad.

The UCL Course is at the forefront of many of the national and local developments and innovations which impact on the profession, and many members of staff are closely involved in NHS planning at both national and local level. We aim to equip trainees with the knowledge and skills they need to become effective clinical practitioners in a rapidly changing NHS. The Course has an explicitly pluralistic ethos and exposes trainees to a variety of approaches. It also encourages practice that demonstrates an awareness of equal opportunities and a sensitivity to the multi-cultural contexts routinely encountered in clinical work in London.

The course is three years in length and consists of a mixture of taught lectures, seminars and workshops running alongside a series of 6 placements based in clinical services in and around London. The academic programme is delivered by a highly experienced team of clinical psychologists, many of whom are world-leaders in their academic and clinical fields. The clinical placements provide trainees with opportunities to develop their skills under experienced supervision in a wide variety of contexts, using a broad range of models, and with a wide spectrum of clients.

As a course that is based in one of the world’s top research-intensive universities, UCL trainees have the opportunity to conduct high-quality research under the supervision of leading scientists in the field.

Core Purpose and Philosophy of the Course http://www.ucl.ac.uk/dclinpsy/docs/app_docs/core_purpose_and_philosophy

Applying to the Course

The course welcomes applications from interested candidates from the UK and EU. International candidates apply directly to UCL. Further details can be found on the following webpage: https://www.ucl.ac.uk/dclinpsy/international/

For details of the application process for UK and EU candidates, please choose from the options below.

At present trainees are full-time employees of the health service, and their University fees are paid directly by the NHS. Although there is a possibility that these arrangement may not apply to candidates entering programmes in 2017, this is unclear. As such, candidates should not be deterred from making applications.

This message will be updated as soon as more information is forthcoming.

The closing date for for receipt of applications for courses starting in Autumn 2017 is 1pm on 30th November 2016.

Further Entry Requirements

The UCL Doctorate in Clinical Psychology is a 3-year full-time programme which entitles graduates to apply for registration as a Clinical Psychologist with the Health Professions Council and as a Chartered Clinical Psychologist with the British Psychological Society.

Candidates need to meet some basic academic criteria. After that, they also need to demonstrate (by gaining some relevant clinical experience) that they have some awareness of the roles undertaken by clinical psychologists, are familiar with the sorts of clients psychologists see, and have an idea of the contexts within which psychologists work. In addition, they need to show that they have the appropriate personal characteristics needed to work effectively with a wide range of potentially vulnerable individuals, and to contribute to the work of fellow professionals in the NHS or equivalent organisations.


Candidates who have not achieved a good 2.1 may need to think carefully about whether it makes sense to pursue a training in Clinical Psychology, since it is unlikely that they will be offered a place on a Doctoral Course. However, we recognise that sometimes degrees under-represent someone's academic ability - for example, illness or major life-events may have meant that there were periods when it was hard to maintain a good standard of work. If this is the case applicants need to offer clear evidence of their academic capacity in their application. This evidence must be supported by an academic referee who has monitored the candidate's work and can clearly demonstrate that certain academic achievements results underestimate the applicant's academic abilities.

Candidates with a 2.2 will not usually be accepted on the course unless there is unequivocal evidence of subsequent academic achievement equivalent to a good 2.1. In practice this means obtaining a higher degree, but the type of degree needs to be thought about carefully. Some Masters degrees will not offer enough academic challenge, making it hard for an academic referee to make the unequivocal judgment about a student's ability that a course needs. The more academically demanding a course, the more likely it is that they will be able to do this.

Graduate basis for chartered membership
In order to be considered for a place on any training course in Clinical Psychology it is essential to have Graduate Basis for Chartered Membership (GBC)with the British Psychological Society (BPS), usually at the time of applying or certainly by the time shortlisting is completed (in February). Graduate Basis for Chartered Membership is the same as Graduate Basis for Registration: all that has changed is the name. So if you previously had GBR you will now have GBC. The usual way of obtaining this is by completing an undergraduate degree in Psychology, or by taking a qualifying exam or programme which confers eligibility.

Not all Psychology programmes confer eligibility for GBC. If you are unsure whether you are entitled to GBC you should check this with your programme staff or write to the BPS (St Andrews House, 48 Princess Road East , Leicester LE1 7DR; Tel: 0116 254 9568; e-mail: ) for more details.


Relevant clinical experience
In order to have a realistic chance of being selected it is essential to gain some relevant clinical experience before applying to the course. There are several reasons for this. It gives applicants a chance to test out whether work in this field is for them - it is much better to discover this before making a major career commitment. It also means that courses know that candidates' applications are realistic, and gives them an idea of how applicants have responded to the clinical work they have undertaken. Many trainees find that they make good use of their pre-training experience during training, so it is not 'wasted' time.

We know that asking for relevant experience causes people to think twice about applying for Clinical Psychology course. It means that there is a gap between completing an undergraduate degree and starting training, with no guarantee of getting on a course. This presents a real challenge to many people, not least a financial one. There is also a risk - widely recognised by courses - that potential applicants feel themselves obliged to work for a number of years in the hope of gaining enough experience to be taken onto a course. We know that most people work for around 1-2 years before getting on a course, and in most cases this should be sufficient.

Being clear about what counts as experience is hard to specify, especially because suitable posts vary enormously. As above, and very broadly, candidates should look for experience which gives them:

. an idea of what clinical psychologists actually do
. some direct clinical contact with the sort of clients psychologists work with
. an idea of what work with clients actually entails
. a sense of the organisational context in which clinical psychology usually operates

One common route is to find work as an Assistant Psychologist. These posts are advertised in the BPS Bulletin (distributed monthly to all members of the BPS) and also (although less frequently) in other relevant publications - for example, the health section of papers such as The Guardian.

As assistant posts are in relatively short supply, it is important to emphasise that they are not the only route to gaining relevant experience. For this reason applicants should think broadly about the possible options open to them. For example, employment in a social work context or as a nursing assistant in a psychiatric unit, or as a worker in a MIND Day Centre would be extremely valuable; all would count as relevant experience. Another route is to take a post as a research assistant, though the research should usually offer at least some direct involvement in a clinical area. It is worth remembering that a very "academic" research post would not give candidates much of a sense of how the clinical world operates, or how they react to the sorts of clients seen in clinical contexts.

There is something of a myth that applicants need to build an extensive 'portfolio' of experience, with more than one client group, and with a mixture of research and clinical experience. Speaking at least for selectors at UCL, we are not looking for this. We are looking for people whose posts map onto the bullet-pointed criteria just above, and who can show (and reflect on) the benefits of this experience in the way they present themselves. Basically it is the quality of experience - and what the person makes of it - that is as important as the quantity of experience.

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This programme orientates internationally qualified dental graduates to that of a UK dental practitioner by providing a comprehensive grounding in six key training areas. Read more
This programme orientates internationally qualified dental graduates to that of a UK dental practitioner by providing a comprehensive grounding in six key training areas: basic sciences and their application to modern day dental practice, applied principles of clinical dentistry, clinical skills, communication skills, professionalism, management and leadership.

The course is delivered under three broad headings:

1. Taught
Students will acquire knowledge and understanding of:

-Relevant basic sciences including anatomy, physiology, immunology, microbiology and molecular biology with respect to health and how these are altered in disease states
-Patho-physiological and anatomical basis for clinical signs of oral and craniofacial health and disease
-Relationships between dental disease, population risk factors and the preventative measures

And integrate this knowledge to dental areas through discussions in:

-Basic and clinical science associated with pharmacology and therapeutics used in dentistry
-The science underpinning the key properties of dental materials and evaluate their clinical applications


2. Clinical
Students' clinical skills will be augmented through practical, laboratory based sessions using typodont teeth set in a manikin head.

-Operative skills will be taught to ensure students can undertake skilled, competent and safe dental procedures including: cavity design, extra-coronal restorations and non-surgical endodontic treatment.
-Simulated clinical techniques will be undertaken and the student will be introduced to decision making processes leading to tooth loss and replacement and execution of appropriate operative techniques for all stages of planned prosthodontic treatment (excluding bridges and implants) in conjunction, as necessary, with other specialists and technicians.

Students will observe current UK dental practise via clinics in oral medicine, oral and maxillofacial surgery, periodontology, paediatrics, prosthodontics, radiology and orthodontics.

Tutoring in Objective Structured Clinical Reasoning Examinations (OSCE) and Structured Clinical Reasoning (SCR) Exams will be carried out using the advanced facilities in the state of the art dental skills laboratory.

3. Research
The research component consists of a structured literature review and clinical audit report. Students will acquire knowledge and understanding of:

-Critical appraisal and analysis of scientific and clinical literature
-How clinical audit identifies problems in clinical service and helps formulate solutions
-Appropriate tools for searching the literature (search engines, web-based libraries, electronic documents)

Students will develop the analytical skills to be able to:

-Critically appraise, analyse and evaluate scientific papers and clinical literature applying the principles of evidence based dentistry
-Evaluate evidence of the latest developments in Dentistry
-Communication skills will be developed throughout the taught, clinical and research elements of the course with specific topic presentations during seminars as well as through journal club reports and presentations on dental and clinical governance topics.

The application deadline is 30th June 2017. Once we have received applications by the deadline the first selection process will begin. We reserve the right to receive further application after the deadline and make decisions on those applications in July/August subject to places being available.

Why study for your MSc in Dental Science for Clinical Practice at Queen Mary?

The School of Medicine and Dentistry has an unrivalled tradition of excellence in research and teaching extending as far back as 1123 with the founding of St Bartholomew’s Hospital. The London Hospital Medical College was the first Medical School in England, founded in 1785, and our Dental School was established well over a century ago. We are ranked 3rd in the UK for Dentistry (Guardian University Guide 2017) and our research is ranked among the best in the UK according to the most recent Research Excellent Framework (REF 2014).


In April 2014, QMUL’s new Dental School opened its doors to patients and students - the first new dental school in the UK to be built in 40 years. The £78m new school houses the most modern dental facilities in the UK, following more than a decade of planning and work. The new premises provide cutting-edge technology, superb education and research facilities for clinical dentistry and a vastly improved patient experience.


Students’ postgraduate learning experience is enhanced by our fantastic location in the east of London. Not only are we in one of the capital’s most vibrant areas to live and work but we also serve a diverse local community, where students develop their clinical skills and knowledge. Moreover, the Dental School offers students many exciting opportunities to develop an understanding of health and the treatment of disease in a global and international context.


The Institute of Dentistry is a special place to undertake postgraduate studies, bringing together a number of world-leading researchers in basic and clinical sciences who supervise research students in the fields of oral medicine, oral pathology, oral microbiology, oral epidemiology, oncology, dental biomaterials, dental biophysics, dental public health, dental education, periodontology, orthodontics, paediatric dentistry, prosthetic and conservative dentistry.


You will have the opportunity to attend Continuing Development Courses of the London Deanery, Royal Society of Medicine (Odontology Section) as well as internal Departmental and Dental and Blizard Institute seminars.


You will prepare a professional development portfolio based on evidence gathered from lectures, tutorials, clinics, self-study and self-reflection sessions.


Facilities
You will have access to a range of facilities including: medical and dental libraries located at the Royal London and at Barts hospitals, as well as the Mile End library.

Postgraduate Dental students will have access to the Dental Clinical Skills Laboratory based in the Garrod building at the Whitechapel Site.

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This MSc aims to encourage an integrated understanding of child development and a range of childhood disorders, and to give students an opportunity to apply this understanding in a clinical setting through a supervised placement in the second year within a mental health service. Read more
This MSc aims to encourage an integrated understanding of child development and a range of childhood disorders, and to give students an opportunity to apply this understanding in a clinical setting through a supervised placement in the second year within a mental health service.

Degree information

The programme draws together theory, research and therapeutic thinking from a range of perspectives, including clinical and cognitive psychology, systemic thinking, psychoanalysis and neuroscience. In a workshop setting, students develop competencies in engagement, assessment and evaluation, and practical skills necessary for therapeutic work with children and families. These are then put into practice during the clinical placement.

This two-year MSc has a total value of 300 credits. Each year students complete modules to the value of 150 credits.

Year One: taught modules (150 credits). Year Two: clinical skills modules (35 credits), a clinical practice in context module (15 credits) and the research dissertation (100 credits).

Year One core modules
-Multiple Perspectives on Development Psychopathology I
-Multiple Perspectives on Development Psychopathology II
-Development Psychopathology: Development Disorders from Multiple Perspectives
-Research Methods I (formative)
-Research Methods II: Introduction to Statistical Analysis
-Research Methods III: Introduction to Qualitative Research (formative)
-Evaluating Clinical Interventions
-An Introduction to Psychoanalytic Theory
-The Clinical Theory of Psychoanalysis
-Building and Maintaining Therapeutic Relationships
-Assessment and Planning Clinical Interventions
-Parent-Infant Observation

Year Two core modules
-Clinical Practice in Context
-Clinical Skills I
-Clinical Skills II
-Research Dissertation
-Research Workshop

Dissertation/research project
All MSc students undertake a research portfolio which may include both a developmental and a clinical focus, such as the evaluation and understanding of clinical and therapeutic services for children and young people. This culminates in a dissertation made up of an 8,000-word journal paper, a poster and oral exam.

Teaching and learning
In year one students attend weekly lectures complemented by small group seminars. Modules focusing on clinical skills are classroom based. In year two, as well as taking further modules, students move into a 2-3 days per week placement in a child and adolescent mental health (CAMHS) setting, supervised by an experienced clinician. Assessment is by a mixture of course work, examinations and the dissertation.

Careers

Since the MSc was established in 2011 graduates have gone on to work with children and families in various therapeutic settings, or to undertake further doctoral-level clinical training, such as clinical psychology, child psychotherapy, or counselling psychology. Some of our graduates also pursue research careers, including PhD study.

Employability
Completing this MSc will help you develop several core clinical competencies and provide direct supervised experience of work in a child and adolescent mental health service, placing you in a very strong position to proceed to a full clinical training, such as in clinical psychology or child psychotherapy.

Why study this degree at UCL?

The programme is based at the Anna Freud National Centre for Children and Families in London, a world-renowned centre for research, training and clinical practice in the field of child mental health. Distinctive features include teaching by highly experienced clinicians and researchers working in the field of child mental health; the opportunity to develop clinical skills for working with children; practical training in conducting research in clinical settings.

You will also gain exposure to clinical work within NHS and/or voluntary sector organisations involving children, adolescents and families, under the supervision of an experienced clinician.

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The term Clinical Gait Analysis now means different things to different people. This programme has been designed for health professionals already employed within a clinical service offering full three dimensional gait analysis (kinematics, kinetics and EMG). Read more
The term Clinical Gait Analysis now means different things to different people. This programme has been designed for health professionals already employed within a clinical service offering full three dimensional gait analysis (kinematics, kinetics and EMG). It requires students to have access to these facilities to support their learning. It is not appropriate for people who only have access to more basic technology or who are hoping to move into the field but who have no current access to such facilities.

This course is part of the EU CMAster project that establishes masters level education in clinical gait analysis.

The course is distance based with set weekly learning objectives incorporating both self-study and group reflection. A highly practical approach embeds learning into professional practice by using your own measurement systems and clinical data.

You will benefit from the knowledge and expertise of the course leader Professor Richard Baker. Richard has over 20 years experience delivering and managing clinical gait analysis services in Europe and Australia. He was founding Director of the Australian National Health and Medical Research Council Centre for Clinical Research Excellence in Clinical Gait Analysis.

If you are a professional with a technical or clinical background who wants to be equipped with the skills and knowledge required to be competent across all of the major elements of clinical gait analysis this course will meet your needs.

Students enrolling from 2014 onwards will have the option of undertaking a full-time research project at KU Leuven (Belgium) or VU Amsterdam (The Netherlands) as an alternative to Module 5. Erasmus funding may be available to support this. This is part of the CMAster collaboration.

Key benefits:

• Benefit from a strong focus on practical gait analysis and the interpretation of clinical data
• Fit your studies around your work – the course is delivered part-time by distance learning
• Receive guidance and support from a pioneer in the field in both Europe and Australia

Visit the website: http://www.salford.ac.uk/pgt-courses/clinical-gait-analysis

Suitable for

Health professionals with a technical or clinical background already working in instrumented clinical gait analysis services.
You will need to have access to kinematic, kinetic and EMG measurement systems and local guidance in how to use them

Programme details

MSc Clinical Gait Analysis helps you to gain:

• a systematic understanding of the theoretical basis and practical application of clinical gait analysis with an awareness of current challenges and new insights which is at the state of the art.
• a comprehensive understanding of techniques applicable to your own research, advanced scholarship and evidence based practice and a proven ability to apply these with originality and practical understanding to improve your clinical practice.
• excellent learning and critical appraisal skills to serve as a foundation for self-directed lifelong learning and continuing professional and clinical development.

Format

The course is delivered entirely by distance learning. Most of the learning will be through a number of learning tasks that the student is expected to perform and reflect upon as an individual and within learning groups. There will be a specific emphasis on learning through giving and receiving peer feedback. Students will have access to a wide range of materials prepared for the University of Salford and our European partners in at the VU University in Amsterdam and the Katholieke Universiteit in Leuven, Belgium.

Students will be encouraged to spend some time learning abroad particularly for a clinical placement. European students who spend more than five weeks in a country other than their own or the UK will qualify for a Diploma Supplement recording their participation in the CMAster programme.

Module titles

• Measuring Walking
• Healthy Walking
• Walking with Pathology
• Clinical Data Interpretation
• Major Project

Assessment

You will be assessed through:

• Electronic portfolio of work completed
• Professional interview
• Contribution to course wiki
• Clinical and measurement case studies
• Negotiated assessment illustrating how you are applying your education to your clinical practice
• Written dissertation in form of paper for publication

Career potential

The course will provide you with a strong foundation for further professional development and career advancement.
The aim of the EU CMAster Project is to educate Europe’s next generation of clinical movement analysts.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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Become a qualified dramatherapist with this unique programme at Roehampton. It offers a practical and clinical approach, underpinned by Ritual Theatre theory, for working with others to impact healing and a positive change through drama. Read more

Summary

Become a qualified dramatherapist with this unique programme at Roehampton. It offers a practical and clinical approach, underpinned by Ritual Theatre theory, for working with others to impact healing and a positive change through drama.

The MA Dramatherapy programme at Roehampton offers unique training within the Ritual Theatre process of dramatherapy. Drawing heavily on the theatrical observations of Peter Brook and the experiments of Jerzy Grotowski, as well as anthropological notions of “rites of passage” and the importance of “myth”, the programmes offers a clearly structured developmental process for the clinical application of dramatherapy at various levels.

On this course, you will learn to facilitate an in-depth therapeutic process for a range of client groups, and devise therapeutic performances and workshops. You will also undertake an original piece of research into dramatherapy practice. The course is approved by the Health and Care Professions Council (HCPC) and leads to a nationally-recognised professional qualification.

The programme consists of three stages, which offers a clearly structured developmental process for the clinical application of dramatherapy. In Stage One, you will be introduced to basic theatre skills and use these creatively to work with established stories and characters. This progresses into an exploration of the personal identifications that we have with stories and myths, and an understanding of the deep foundations within many cultural traditions of using ritual, drama and performance for the enhancement of health. In Stage Two, the focus moves on to employing drama and theatre processes as vehicles for exploring our own inter-personal and internal ‘dramas’.

Stage Three is where you will conduct your own piece of practical investigation or research into the literature and theory-base of dramatherapy practice. The Dramatherapy programme will provide you with a broad range of skills enabling you to pursue your own research interests across a wide spectrum of dramatherapy practice and theory.

Content

You will study a range of topics including how to crafting therapeutic drama stories, understanding the individual and group process, Ritual Theatre, working with myths, paratheatrical explorations and the art of structure when working in dramatherapy.

Our research areas include individual dramatherapy in schizophrenia; perception and evaluation of therapeutic outcomes from therapist and client perspectives; the role of race, culture and gender; dramatherapy and “mentalisation” with borderline personality disorder and complex trauma; therapeutic scenarios and resistance; creativity and destructiveness; the dramatherapist; and the multidisciplinary team.

Alongside the experiential focus of the training, the programme also aims to develop the necessary understanding and reflective capacity required to practice as a professional dramatherapist. This is achieved through workshops, lecture series and clinical application seminars, as well as through assessed clinical placements.

We also offer introductory courses which provide a useful background to those working in related professions or anyone simply wishing to find out more about the work. For information on our Introduction Courses, Summer Schools and Foundation Course in Dramatherapy, see the Psychology Short Courses.

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Clinical neurology is an exciting, complex and fast-moving field. This unique MSc programme aims to provide trainees with a thorough grounding in the practice of modern neurology, and in the scientific underpinnings of the subject. Read more
Clinical neurology is an exciting, complex and fast-moving field. This unique MSc programme aims to provide trainees with a thorough grounding in the practice of modern neurology, and in the scientific underpinnings of the subject.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/neurology-clinical-trainees-msc

Key Information

- Application dates
All applicants:
Open: 5 October 2015
Applications are accepted at any time throughout the year, as the programme has a flexible structure. Candidates can start the programme in September of each year.

English Language Requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Standard
Further information can be found on http://www.ucl.ac.uk/prospective-students/graduate/life/international/english-requirements .

International students

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from http://www.ucl.ac.uk/prospective-students/international .

Degree Information

This MSc aims to provide:
- Clinical competence in diagnosis, investigation and formulation of management plan and therapeutics in a broad range of neurological areas/disorders
- A working knowledge of the scientific basis of these neurological disorders/areas
- Awareness of major recent developments in research in clinical neuroscience
- Generic competences as defined in the national clinical curriculum

Students undertake modules to the value of 180 credits.

The programme consists of academic lectures (60 credits), research training (15 credits), optional modules from a range of clinical programmes (45 credits) and a research dissertation (60 credits).

- Core Modules
A range of modules on basic clinical neurology and the neuroscience underpinning neurological disorders from CALMAN day teaching
Research Training

- Options
Students take optional modules to a total value of 45 credits from the following programmes:
Stroke Medicine MSc
Neuromuscular Disease MSc
Postgraduate Diploma in Clinical Neurology (by Distance Learning)

- Dissertation/report
All MSc students undertake an independent research project which is assessed by a dissertation of 10,000 words and an oral examination.

Teaching and Learning

The programme is delivered through a combination of lectures, seminars and clinical teaching. Assessment is through four 3,000-word essays, online quizzes, oral examination, critical appraisal of papers and the research dissertation.

Further information on modules and degree structure available on the department web site Neurology (for Clinical Trainees) MSc http://www.ucl.ac.uk/ion/education/courses/mscneurologyforclinicaltrainees

Funding

Scholarships relevant to this department are displayed (where available) below. For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships .

Careers

This MSc will help prepare trainees for their future consultant positions, and clinical and research careers in neurology and psychiatry.

- Employability
The research project and seminars on thesis writing skills will provide a grounding for future research work. The programme will be of benefit to applicants' CVs, job prospects and future careers, and will enhance the standard of neurological practice in Britain.

Why study this degree at UCL?

Clinical neurology is an academically challenging subject for clinical trainees, not least due to the many advances in genetics, physiology, imaging and therapy which have transformed the subject in the past few decades.

The mission of thUCL Institute of Neurology is to carry out high-quality research, teaching and training in basic and clinical neurosciences. Together with our associated hospital, the National Hospital for Neurology and Neurosurgery, the institute promotes the translation of research that is of direct clinical relevance into improved patient care and treatment.

With its concentration of clinical and applied scientific activity the institute is a unique national resource for postgraduate training and research in neurology, its associated disciplines and the basic neurosciences.

Student / staff ratios › 150 staff › 160 taught students › 400 research students

Application and next steps

- Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

- Who can apply?
This programme is designed for those pursuing a professional career in the UK in clinical neurology or related disciplines, either as a clinical academic or a clinician. It is open to candidates with a medical degree, MRCP (or equivalent) and who already have a national training number in neurology, psychiatry or related disciplines.

What are we looking for?
When we assess your application we would like to learn:
- why you want to undertake a higher degree during your clinical training
- why you think a scientific underpinning to the practice of neurology may be important

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

For more information see the Applications page http://www.ucl.ac.uk/prospective-students/graduate/apply .

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Our flexible Medical Ultrasound course is designed for healthcare professionals undertaking obstetrics, gynaecology and / or abdominal ultrasound training. Read more
Our flexible Medical Ultrasound course is designed for healthcare professionals undertaking obstetrics, gynaecology and / or abdominal ultrasound training.

Who is it for?

This course is suitable for a range of health care professionals who have experience in radiography, nursing, midwifery or other related professions. The course enables students to achieve the academic qualifications and clinical skills needed to pursue a career in ultrasound or to develop current skills further.

Students need a clinical placement in a recognised department, to engage in a wide range of ultrasound examinations for the duration of the course.

Objectives

City’s Medical Ultrasound course offers flexible study options for healthcare professionals undertaking obstetrics, gynaecology and / or abdominal ultrasound training and for those wishing to develop their skills further using work based learning options.

Our expert staff provide a supportive environment, encouraging students to develop their academic abilities and clinical skills in preparation for working as a sonographer. Students learn a range of subjects to enable them to explore the underpinning knowledge of safe, effective and evidence-based ultrasound practice, with which to help them develop clinical skills in their own department. Teaching is also supported by specialist guest speakers who provide current, relevant course material.

Students can achieve competency to practice if they successfully complete both academic and clinical components of the programme to PgC level or above.

Placements

A clinical placement is required in a recognised ultrasound department, to provide a wide range of clinical experience and supervision. Students should have their own clinical placement arranged prior to application, with supervised training arranged for an average of three days per week.

The placement needs to provide support for a wide range of clinical examinations. In addition to hands-on clinical experience you need a named clinical supervisor/assessor to provide support during the course. The supervisor must attend supervisor training and provide regular updates on your clinical progress to the clinical co-ordinator.

Academic facilities

The ultrasound clinical skills suite is equipped with a real-time ultrasound machine and simulators. The facilities are used for tutorials, self-directed study and formative monitoring of clinical skills.

Students have access to the MedaPhor simulator during the working week and remote cloud based access to tutorials and resources.

Using a flipped classroom approach to teaching and learning ensure that a range of online lectures are available for learning and revision.

Teaching and learning

A blended learning approach is used: linking academic theory to clinical practice via work-based learning; formal key note lectures; seminars; film viewing tutorials; demonstrations/workshops; e-learning; shared learning; self-directed study and online case discussions. Participation in the learning is an essential component of the course.

The programme team consists of academic staff, many of whom are still practicing clinically. Guest lecturers are invited to share expert knowledge on a range of topics, such as fetal cardiology, fetal medicine and contrast ultrasound.

The department’s academic staff are highly regarded across the institution, with our current programme director, Gill Harrison, winning the institution's prestigious Vice-Chancellor’s Award for Excellence in Teaching and Learning.

Activities include online lectures and quizzes, lectures, tutorials, workshops and skills suite activities, group activities and group work, games and online case discussions.

A variety of assessment methods are used to cater for a range of learning styles and provide a link between theory and practice. Assessment methods include objective structured examinations, online case discussions, oral and/or poster presentations, written assignments, clinical portfolio and clinical competency assessments.

Modules

As a student on the Medical Ultrasound course you will learn the underpinning theory of ultrasound production, safe and effective practice, normal and abnormal ultrasound appearances and associated imaging pathways.

You will be able to select from a number of clinical options including obstetrics, gynaecology and / or abdominal ultrasound. Additional clinical areas can be studied via work-based learning modules, if appropriate clinical support is available within the students' clinical department. The course is also designed to develop transferable skills to support clinical practice development.

Modules will take place over one or two days per week, depending on the selected module options. The time in lectures varies, dependent on the nature of the module.

Core modules - core modules and specific named clinical modules have a blended learning approach, with online lectures, online quizzes and discussions supported by lectures, tutorials and workshops. The average contact time per module is approximately 30 to 35 hours.
-Fundamental Principles of Ultrasound Practice (15 credits)
-Developing Advanced Practice (15 credits)

Students progressing to MSc must undertake:
-Foundations in Research Methods and Applied Data Analysis module (15 credits)
-Dissertation module (60 credits)

Elective modules - students can then select a range of clinical modules such as:
-Obstetric Ultrasound (30 credits)
-Gynaecology Ultrasound (15 credits)
-Abdominal Ultrasound (30 credits)
-Work Based Learning in Practice (includes clinical areas such as early pregnancy, small parts, DVT scanning) (15 credits)

You must gain 60 credits for a Postgraduate Certificate and 120 credits for a Postgraduate Diploma. The most common route is for students to take the two core modules and 45 credits of clinical modules in year 1. For example:
-Fundamental Principles of Ultrasound Practice (15 credits)
-Developing Advanced Practice (15 credits)
-Obstetric Ultrasound (30 credits)
-Gynaecology Ultrasound (15 credits)

Modules are spread throughout one to three terms in year 1.

In year two many students undertake the remaining 45 credits in term 1 (September to December), with a view to completing the PgDip in 18 months. Modules are often:
-Abdominal Ultrasound (30 credits)
-Work Based Learning in Practice 2 (includes clinical areas such as early pregnancy, small parts, DVT scanning
OR
-Foundations in Research Methods and Applied Data Analysis module

Students progressing to MSc the begin the dissertation module.

Some students take a short break of 6 months between completing the PgDip and starting the MSc. The maximum registration period is 5 years.

Career prospects

On completion of a postgraduate certificate or diploma you can apply for jobs as an autonomous practitioner, working in the NHS or private practice. Many of our graduates have become advanced practitioners, developing additional skills during their career, whilst others have travelled to overseas to enhance their careers.

MSc graduates have also become managers of ultrasound departments, leading service change and developing services to improve patient care. A number of graduates have developed their role in specialist areas, where they undertake research and training and engage in dissemination of their work at national and international conferences and in peer review publications. Some of our graduates return to provide keynote lectures to future generations of ultrasound students or even take on the role of Programme Director running ultrasound programmes.

You can also become an independent practitioner, setting up your own company, providing services to local populations or travel the world and experience different ways of working. Most sonographers are employed at band seven in the NHS.

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The Staffordshire University Doctorate in Clinical Psychology (DClinPsy) is an integrated 3-year full time course leading to a professional qualification in Clinical Psychology. Read more
The Staffordshire University Doctorate in Clinical Psychology (DClinPsy) is an integrated 3-year full time course leading to a professional qualification in Clinical Psychology. It is a collaborative venture between the University and clinical psychologists in Shropshire and Staffordshire. The course is approved by the Health & Care Professions Council (HCPC) and accredited by the British Psychological Society (BPS). The curriculum is based on the HCPC Standards of Education and Training and Standards of Proficiency and the BPS Accreditation Criteria. Graduates are eligible to apply for Practitioner Psychologist Registration with the HCPC and Chartered Psychologist status with the BPS.

Our curriculum is designed to develop clinicians who can draw on a broad range of psychological models and theories to inform their clinical work and who have the confidence to use a variety of research methods appropriate to addressing clinical questions. An important strand running through the course is the impact of society and context upon psychological wellbeing, and we attempt to ensure that issues of difference and diversity are fully addressed. We encourage our trainees to be alert to the changing health needs of the population, the NHS, and the research base that informs clinical practice. We encourage trainees to be mindful of power differences within professional relationships. We value service user and carer perspectives, and the active role service users/carers can play in the planning and development of services.

Course content

The course is full-time for three years and attendance at all course components is mandatory. The length of the course cannot be reduced through the accreditation of prior learning or experience.
Trainees' time on the course is divided between academic work, research, individual study time and clinical experience. Each academic year begins with a mandatory induction block of up to six weeks, plus mandatory NHS Trust training in Year 1, to prepare trainees for safe and effective practice in their supervised clinical work.

Academic Teaching
Academic teaching consists of workshops, lectures, seminars, and online learning. It covers a broad range of topics in psychology, providing the knowledge base for practice and training in clinical, professional, therapeutic, and research skills. Teaching in Years 1 and 2 is closely linked with the competencies that are assessed on placements, whilst teaching in Year 3 focuses more on specialist skills. Teaching is provided by course staff supported by Clinical Psychologists and Service Users from the course area and beyond.

Clinical Experience
Clinical placements are mostly located in services within NHS Trusts in Shropshire and Staffordshire where clinical psychology is a strong and well-developed profession. The Clinical Director is responsible for planning placements with each trainee to offer a coherent and effective experience. Clinical placements start after induction blocks and take place in a wide range of hospitals, clinics, community centres, and independent sector agencies. In Year 1 trainees are normally placed in the same geographical area as their employer. Trainees have a degree of choice over their third year clinical experience. During each year, trainees work with up to three Main Supervisors who assume responsibility for supervising the work over time periods ranging between 3 and 12 months (typically six months), amounting to a minimum number of placement days overall. Trainees may also undertake specific pieces of work with other supervisors. Each trainee develops an Individual Learning Portfolio which is drawn up by the trainee in discussion with the Main Supervisors, the Clinical Director/Tutor and their Personal Tutor.

Research
The research component of the course encompasses research methods training (qualitative and quantitative methods) and the process of conducting clinically relevant research. Assessed research activities include critical appraisal of literature; a research proposal; a research methods examination; a service evaluation project; and a major research thesis incorporating a literature review, an empirical paper, and a summary report. Thesis papers should be of publishable standard and at least one paper must be submitted to a nominated journal. The thesis is initiated early in Year 1 and completed in the second semester of Year 3. There is considerable scope for choice of research topic and methodologies, provided that they are in line with national and/or local research priorities and with available supervision. Trainees are co-supervised by academics from Staffordshire University and local clinicians. Trainees have access to a wide range of University and NHS library and online resources to support research activity.

Other admission requirements

Experience requirements
Candidates must have a minimum of one year full-time (or part-time equivalent) practical experience of working with people in a human service setting. Applicants with experience outside traditional health/caring settings are encouraged to apply, and should clearly outline how the experience is relevant to the profession and study of clinical psychology. If necessary, candidates should include further information to this effect about their relevant work experience in the personal statement section of the application form.

Relevant examples could include the demonstration of skills in: understanding different issues for people across the life-span; understanding the impact of different social circumstances on psychological distress and wellbeing; working with a range of other professionals; experience of psychometric assessment or other forms of assessment; assisting service users to have a voice; gaining some understanding or experience of the NHS and Social Care services etc.

Clinically related research may also be considered appropriate experience, but this would need to comprise involvement in the research process that has included direct client contact, thereby demonstrating appropriate skills. Completion of a higher degree would not in itself evidence sufficient research experience. Doctoral training is clinically, emotionally and academically demanding, therefore candidates need to demonstrate aptitude for this level of work and show how they will manage the demands of training.

Application and Selection Procedure
Applications to this course are made through the Clinical Psychology Clearing House. Full information about the application process, including entry criteria, can be found on the Clearing House website. The Staffordshire course entry is here: https://www.leeds.ac.uk/chpccp/Clin27Staffordshire.html

Applicants who meet the minimum criteria entry are invited to undertake a written exercise during February at Staffordshire University. The highest scoring candidates are invited to, or placed on a reserve list for, the interview stage of our selection process, subject to satisfactory references. Following this stage, offers are made to the most suitable candidates, subject to satisfactory Occupational Health screening and Disclosure and Barring Service (DBS) checks.

References
Applicants must provide the names of two referees, one able to comment on academic achievement and one on relevant experience.

Funding
Health Education West Midlands (HEWM) funds the salaries and University fees of all trainees throughout their training. Trainees are employed by one of the NHS Trusts in the region, with associated NHS terms and conditions, on Band 6 of the Agenda for Change pay scale.
HEWM will only fund EU/EEA citizens. Owing to pressure on placements, it is regrettably not possible to accept non-EU/EEA citizens and there are currently no self/non-NHS funded places.

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The MSc Clinical Research is designed to recruit students who wish to learn about research methods and evidence based practice in a clinical setting and to develop a career in clinical academia or research with a potential to embark on further training such as a doctoral programme. Read more
The MSc Clinical Research is designed to recruit students who wish to learn about research methods and evidence based practice in a clinical setting and to develop a career in clinical academia or research with a potential to embark on further training such as a doctoral programme. Students will receive training in qualitative and quantitative research methods to develop research competency, research skills and critical judgment in an area of clinical practice.

The programme is well suited for qualified Doctors, Nurses, Midwives, Allied Health Care Professionals, Dentists, Pharmacists, Health Science Professionals or Clinical Psychologists who have experience in a clinical setting.

This exciting and stimulating MSc Clinical Research is delivered by the established Centre for Research in Primary and Community Care (CRIPACC) within the School of Health and Social Work at the University of Hertfordshire. CRIPACC is a dedicated, enthusiastic and friendly research centre with a national and international reputation, offering an excellent opportunity to learn.

Aims of the MSc Clinical Research

-Develop a student's academic research career by advancing their research and leadership skills in a clinical area and provide outstanding preparation for future research training, including progression to doctoral studies
-Equip the student with a core set of skills and knowledge of relevant theory and research methodologies in clinical research as well as a thorough understanding of the research process from planning, conducting, analysing and disseminating, to develop them into an independent researcher in their clinical setting
-Enhance skills and knowledge that are transferable across a diversity of healthcare settings at an individual and organisational level, such as critical thinking, project management, use of IT and problem solving skills
-Provide a supportive and stimulating blended learning environment, including small group teaching, Master classes, and a variety of e-learning teaching methods, and delivered by experienced and dedicated researchers in the internationally renowned research centre

Why choose this course?

-Highly rated by past students as a positive experience and well organised course. Evidence Based Practice and Patient and Public Involvement in Research modules were particularly popular
-Experienced multi-disciplinary lecturers with established track records in health-related research such as Adolescent, Child and Family Health; Older People’s Health and Complex Conditions; Food and Public Health; Patient Experience and Public Involvement; and Evidence Based Practice
-Furthering the student’s academic career through personalised mentorship in line with the HEE/NIHR integrated academic career pathway. CRIPACC has a strong track record of mentoring having led the NIHR/CNO Health Research Training Fellow mentorship scheme and the local scheme developed in response to the Athena Swan Charter
-Excellent opportunities to disseminate the student’s work through publication and presentation at conferences
-A unique Clinical Research Dissertation where the student produces a ready-to-use research grant application for application in their clinical setting or a doctoral fellowship
-In the 2014 Research Excellence Framework, the School of Health and Social Work of which CRIPACC was a major contributor demonstrated an outcome of 82% of research quality being rated as 3* and 4*, with an impact and environment outcome of 100% at 3* and 4*
-Two state-of-the-art Learning Resources Centres open 24/7 to meet modern integrated learning resources and services

Careers

On completion of the course, students will be well placed to carry out primary research, promote evidence-based practice by delivering and integrating research findings into their clinical practice and thereby improving health outcomes in their clinical settings. Students will be confident in publishing papers and presenting for conferences. Students will be prepared to apply for research grant funding and/or furthering their clinical academic career by pursuing a Doctorate degree.

Teaching methods

The programme is taught through a combination of innovative lectures, seminars, small group teaching, face-to-face tutorials, workshops, online teaching and individual supervision. Training is flexible and teaching is provided in blocks of two full days, which allows students to organise their time effectively to manage the demands of clinical practice and academic study.

Different assessment methods are used, including coursework and practicals. Coursework includes essays, short pieces of writing work, blogs, critical review, whereas practicals include oral presentations.

In addition, the University has an excellent reputation in blended learning and is supported by the Learning and Teaching Innovation Centre (LTIC). The MSc programme team collaborate with the LTIC and benefit from their expertise in incorporating effective learning, teaching and assessment methods into their modules.

The course is supported by a dedicated Information Manager and the two state-of-the-art Learning Resource Centres, which provide information, computing, study and coursework support. A versatile online inter-active learning environment, StudyNet, allows every student to access information relevant to their studies online through a web browser both on and off campus available 24 hours a day, 7 days a week.

Structure

Core Modules
-Clinical Research Dissertation
-Clinical Trials, Design and Management
-Evidence Based Practice - Distance Learning
-Patient and Public Involvement in Research
-Qualitative Research Methods
-Quantitative Research Methods

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The MSc in Applied Clinical Psychology has been specifically designed to develop your knowledge, understanding and skills in core theoretical, methodological, and empirical areas of clinical psychology. Read more
The MSc in Applied Clinical Psychology has been specifically designed to develop your knowledge, understanding and skills in core theoretical, methodological, and empirical areas of clinical psychology. This programme is aimed at graduates who wish to strengthen their academic credentials in preparation for a career in clinical psychology and is taught by academics/research experts in their field, HCPC Registered Psychologists, clinicians across a wide range of specialities, and service users and/or carers. You will also have the opportunity to undertake and be assisted in finding a clinically relevant placement.

With one day of teaching (Tuesdays), delivery is designed to support those with full-time jobs or family commitments, and full-time (one year) and part-time (two years) study options are available.

DBS CHECKS

This course will involve access to children and/or vulnerable adults. You will be required to obtain a satisfactory Enhanced Disclosure and Barring Service clearance (formerly termed CRB) and we will guide you through this process.

INDUSTRY LINKS

Clinical and other HCPC Registered Psychologists alongside a broad range of clinicians will contribute to the delivery of this course; many of these work or have worked within the NHS, but we also have links with clinicians in private practice. This unique mix of professionals is reflected in the content of the course, where you will learn about the similarities and differences of working clinically within the NHS vs. private practice.

LEARNING ENVIRONMENT AND ASSESSMENT

We aim to provide the best possible facilities for our students. The School is based in the multi-million pound purpose-built Darwin Building, which includes an extensive range of state-of-the-art laboratories and equipment, including: a Brain Imaging Laboratory, Observational Suite equipped with one-way mirrors and video cameras; established Health Psychology Suite; and eye tracking equipment. The School has a thriving community of PhD and MSc students and has links with regional universities, NHS hospital trusts, schools and community groups.

The core theoretical basis of clinical psychology will be presented via lectures and supported seminars. Seminars or workshops are used to explore key issues from the curriculum, both to facilitate understanding and develop skills; you are encouraged to prepare material in advance of the sessions, to exchange information as part of a peer network, and to reflect upon their understanding. Independent study will also be incorporated, as well as research supervision to support the production of a high-quality research project that will contribute to the field of clinical psychology.

The course is assessed through a mixture of exams, coursework, statistical assignments, and an advanced research dissertation.

The taught component of the course will take place on a Tuesday to support students with full-time jobs or family commitments, and it may be completed over 1 year (full-time) or 2 or more years (part-time).

FURTHER INFORMATION

The MSc in Applied Clinical Psychology is intended for graduates who wish to strengthen their knowledge base, academic credentials and applied skills in core areas of clinical psychology. The course aims to develop your knowledge and understanding of:
-The theory and evidence that underpins the application of psychology to psychological distress/conditions across the lifespan
-Core applied skills of the clinical psychologist, including communication, assessment, formulation and treatment
-Professional issues and practice in clinical psychology
-Key research methods and statistics used by clinical psychologists and their application to clinically relevant topics and settings
-The application of clinical psychology in health and forensic settings, or in specialist areas such as clinical neuropsychology

Advanced research skills and competencies are developed further through a project supported by an experienced researcher within the programme team, where you will be given the opportunity to apply your skills to a relevant topic in clinical psychology.

The applied focus of the course places a key emphasis on supporting placement opportunities for our students; with staff assisting you in finding a suitable placement, and ensuring you work on a project that is relevant to clinical psychology (e.g., service evaluation)*. The course also targets your development of applied skills through embedding your core knowledge directly into clinical contexts within role play and case study review. A critical area in your skill development will be working on developing your competence in reflection and clinical communication, learning how to adapt your style for different client groups. You will also be encouraged to explore applied approaches in specialized areas such as neuropsychological assessment.

From the very beginning our course has embedded service user/carer perspectives from course development, through to delivery and assessment. This is supported by UCLan’s service user/carer team (Comensus), made up of individuals who use their own personal narratives from a wide range of psychological and neurological difficulties. They will support you in exploring your involvement in a range of services, and they will share their experiences with you in a safe, supportive environment.

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The increasing impact of genetics in healthcare and the development of newer sophisticated technologies requires close collaboration between research scientists, clinical laboratory scientists and clinicians to deliver a high quality service to patients. Read more
The increasing impact of genetics in healthcare and the development of newer sophisticated technologies requires close collaboration between research scientists, clinical laboratory scientists and clinicians to deliver a high quality service to patients. The Clinical Genetics MSc has a specific focus on delivery of the clinical service to patients including risk analysis and application of modern genetic and genomic technologies in medical genetics research and in diagnostics and population screening.

● This is a fully up-to-date Clinical Genetics degree delivered by dedicated, multi-award-winning teaching and clinical staff of the University, with considerable input from hospital-based Regional Genetics Service clinicians and clinical scientists.
● The full spectrum of genetic services is represented, from patient and family counselling to diagnostic testing of individuals and screening of entire populations for genetic conditions: eg the NHS prenatal and newborn screening programmes.
● The Clinical Genetics MSc Teaching Staff won the 2014 UK-wide Prospects Postgraduate Awards for the category of Best Postgraduate Teaching Team (Science, Technology & Engineering). These awards recognise and reward excellence and good practice in postgraduate education.
● The close collaboration between university and hospital staff ensures that the Clinical Genetics MSc provides a completely up-to-date representation of the practice of medical genetics and you will have the opportunity to observe during clinics at the new Queen Elizabeth University Hospital laboratory medicine building.
● The Clinical Genetics degree explores the effects of mutations and variants as well as the theoretically basis of current techniques used in NHS genetics laboratory diagnostics and recent developments in diagnostics (including microarray analysis and the use of massively parallel [“next-generation”] sequencing).
● New developments in genetics are incorporated into the lectures and interactive teaching sessions very soon after they are presented at international meetings or published, and you will gain hands-on experience and guidance in using software and online resources for genetic diagnosis and for the evaluation of pathogenesis of DNA sequence variants.
● You will develop your skills in problem solving, evaluation and interpretation of genetic data, literature searches, scientific writing, oral presentations, poster presentations and team working.
● This MSc programme will lay the academic foundations on which some students with prior MBChB or MBBS may build in pursuing careers in Clinical Genetics.
● The widely used textbook “Essential Medical Genetics” is co-authored by a member of the core teaching team, Professor Edward Tobias.
● For doctors: The Joint Royal Colleges of Physicians’ Training Board (JRCPTB) in the UK recognises the MSc in Clinical Genetics (which was established in 1984) as counting for six months of the higher specialist training in Clinical Genetics.

Programme Structure

Genetic Disease and Clinical Practice

This course is designed in collaboration with the West of Scotland Regional Genetics Service to give students a working knowledge of the principles and practice of Clinical Genetics and Genomics which will allow them to evaluate, choose and interpret appropriate genetic investigations for individuals and families with genetic disease. The link from genotype to phenotype, will be explored, with consideration of how this knowledge might contribute to new therapeutic approaches.

Distress or Disorder: Reactions to a medical diagnosis

This course outlines the process of psychosocial adjustment to a diagnosis or test result allowing participants to establish if and when a distress reaction develops into an adjustment disorder. The implications of diagnosis are explored and evidence considered allowing informed decisions about appropriate referrals to other agencies.

Patient Empowerment: Supporting decisions relating to new diagnoses

This course reflects on evidence and experience to explore the psychological and social impact of a diagnosis, or illness, and provides strategies to support resilience and coping in patients. Factors related to lived experience, personal beliefs and values, culture, adjustment processes, decision-making, misconceptions, secrecy and guilt are considered to equip participants in the promotion of patient-centred care.

Effective listening and communication skills

With a focus on experiential learning and student led study, this course outlines the role of counselling skills to facilitate adjustment and to allow an individual to come to terms with change in a safe way to minimise impact. The focus will be on the theory supporting counselling, developing key listening and communication skills and on establishing reflective practice.

Case Investigations in Medical Genetics and Genomics

Students will work in groups to investigate complex clinical case scenarios: decide appropriate testing, analyse results from genetic tests, reach diagnoses where appropriate and, with reference to the literature, generate a concise and critical group report.

Clinical Genomics

This course will provide an overview of the clinical applications of genomic approaches to human disorders, particularly in relation to clinical genetics, discussion the methods and capabilities of the new technologies. Tuition and hands-on experience in data analysis will be provided, including the interpretation of next generation sequencing reports.

Disease Screening in Populations

This course will cover the rationale for, and requirements of, population screening programmes to detect individuals at high risk of particular conditions, who can then be offered diagnostic investigations. Students will work in groups to investigate and report on, a screening programme of their choice from any country.

Dissertation

The course will provide students with the opportunity to carry out an independent investigative project in the field of Medical Genetics and Genomics.

Teaching and Learning Methods

A variety of methods are used, including problem-based learning, case-based learning, lectures and tutorials. These are supplemented by a wide range of course-specific electronic resources for additional learning and self-assessment. As a result, you will develop a wide range of skills relevant to careers in clinical genetics. These skills include team-working and data interpretation. You will use the primary scientific literature as an information resource, although textbooks such as our own Essential Medical Genetics will also be useful. You will have the options of: attending genetic counselling clinics and gaining hands-on experience and guidance in using software and online resources for genetic diagnosis and for the evaluation of pathogenicity of DNA sequence variants.

Visit the website for more information http://www.gla.ac.uk/postgraduate/taught/clinicalgenetics/#/programmestructure

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The MRes Clinical Research provides training in quantitative and qualitative research methods and applied data analysis for application in clinical settings. Read more
The MRes Clinical Research provides training in quantitative and qualitative research methods and applied data analysis for application in clinical settings.

Who is it for?

This course has been designed for students who wish to develop their quantitative and qualitative research methods and applied data analysis, from basic to advanced levels to advance their careers and become leaders in their clinical field.

Objectives

Knowledge and critical understanding of clinical research methods are becoming increasingly important skills for all professionals in the health, social care and private sectors, where an evidence based approach, supported by academic rigour is crucial to decision making, clinical practice and delivery of integrated services.

The MRes Clinical Research will provide you with training in quantitative and qualitative research methods and applied data analysis from basic to advanced levels as well as provide opportunities to apply this research knowledge to clinical settings.

We will enable you to produce high quality, publishable research and give you the skills and knowledge to develop your clinical academic research career to become a leader in your clinical field.

You will learn from experts in clinical research who are renowned nationally and internationally.

Placements

Students undertake a work-based research placement with a research centre/ unit/ project team of their choosing. The purpose of the placement is to enable the student to develop and refine awareness, knowledge, understanding, experience, and skills in undertaking research in clinical practice. Students identify their own research site, and negotiate mutually beneficial learning objectives for the time period in placement.

Teaching and learning

Teaching is conducted via a mixture of lectures, class discussions and seminars, student presentations, poster presentations, analysis of case studies, worked examples, interactive computer-based exercises, an online VLE and self-directed reading.

Assessment

Formal assessments will be conducted via: essays, a systematic review, a research proposal, critical reviews, written examinations and a research project on an approved topic.

In addition, there are short practical assignments throughout the course during sessions.

Modules

Postgraduate students are expected to allocate an average of 150 hours of taught and self-directed learning per 15-credit module. Alternatively students can take modules from this Masters degree as standalone CPPD (Continuing Personal and Professional Development) courses. In this case, course costs might vary.

Core modules
-Introduction to research methods and applied data analysis (30 credits)
-Advanced research methods (15 credits)
-Advanced research methods for applied data analysis (15 credits)
-Work-based clinical, research placement (15 credits)
-The application of research in clinical settings (15 credits)
-Clinical research dissertation (90 credits)

Other admission details

Applicants should also be registered with a relevant professional body, have at least one year of experience working as a clinician in the health sector and be currently working in a clinical healthcare environment. Applicants who do not have relevant employment experience but have plans for a future career path in clinical academic research may also be considered. Other Suitable Qualifications: We also consider applications from capable individuals who may not have prior experience of working within the health sector but have clear plans for a future career path in clinical academic research.

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This course is designed to provide you with a critical understanding of the theory and practice of clinical psychology and the organisational and social context of clinical psychology services. Read more
This course is designed to provide you with a critical understanding of the theory and practice of clinical psychology and the organisational and social context of clinical psychology services. It aims to provide you with the academic skills to undertake research in a clinical setting and the experience of working within a mental health setting through six-month placements with a local clinical psychologist.

The course team consists of clinical practitioners and academics who have considerable experience working with or researching the people who access clinical psychology services across the UK.

What will you study?

The MSc Psychology in Clinical Practice consists of 180 credits completed within one academic year and each module in the course is compulsory. You will undertake a clinical research and practice placement alongside a range of taught modules.

Modules may include:

Practice Placement and Clinical Research Project
Professional Clinical Practice
Advanced Experimentation and Statistics
Qualitative Research Design and Analysis
Mixed Methods
Using Psychometric Scales in Research and Practice
Clinical Psychology: Theory into Practice
Clinical Psychology: The Self, Services and Society

For more information about the modules you may study on this course visit http://www.ntu.ac.uk/clinicalpractice

Facilities

The University has made significant financial investment in the Psychology Division over recent years upgrading accommodation, facilities and equipment used exclusively for the provision of our psychology courses and for research. We have a dedicated teaching laboratory specifically catering for postgraduate students.

In addition there are specialist suites dedicated to particular areas of interest in psychology, including:

- social interaction, group work and interviewing
- computer gaming and cyberpsychology
- eye-tracking
- cognitive modelling and visual analysis
- psychophysiology.

Alongside these are new flexible cubicles for student project work, a psychometric test bank library, and a technical workshop.

Assessments

The assessment methods include:
- practical reports
- assessed essays
- examinations
- oral presentations
- a reflective practice diary
- a clinical research project.

Careers

The course will be of particular interest to psychology graduates seeking to pursue a career in clinical psychology via doctoral training programmes (DClinPsy). Admission onto such programmes is highly competitive, and completion of this course will enable you to demonstrate that you have both the academic grounding and experience of clinical research to be in a favourable position to pursue either training or further work as an assistant psychologist.

Graduates might also consider alternative careers in healthcare and health research – either within core health providers such as the NHS or within academic departments locally or internationally.

Please note that this course does not provide training for you to become a Chartered Clinical Psychologist. Further training is required for this role.

The course has been designed by academic staff with experience in clinical psychology within the NHS and with the training of clinical psychologists, and also with ongoing clinical work in local mental health services. Nottinghamshire Healthcare NHS Trust – the largest provider of mental health services in the UK – has been alongside the University in the formative stages of the course development, and have maintained an interest in ensuring the employability potential of graduates from the course.

Scholarships

The School of Social Sciences offers a number of competitive scholarships for our full-time and part-time Masters courses. For more information please visit http://www.ntu.ac.uk/s3scholarships

Want to find out more? Come along to one of our postgraduate Open Evenings. For further details please visit: http://www.ntu.ac.uk/s3events

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