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This course is recognised by the UK Royal College of Speech and Language Therapists and the UK Health and Care Professions Council. Read more
This course is recognised by the UK Royal College of Speech and Language Therapists and the UK Health and Care Professions Council. It gives you the training you need to take a professional qualification in speech and language therapy. You’ll learn how to assess and manage a range of commu

Course content

The course follows six main themes:

Communication – linguistics, psychology and how this relates to speech and language pathology.
Participation and Society – how the study of sociology and social and health psychology impact on speech and language therapy.
Research – develop the research skills essential to providing evidence-based health care.
Biomedical Sciences – anatomy, physiology, audiology and neurology, and how to link them to speech and language pathology.
Key Clinical Skills – develop your professional competence.
Clinical Placement – put your skills to work for a range of clients with communication impairments.
nication and swallowing disorders. Your skills will be put into practice through a series of clinical placements throughout the course.

Teaching and assessment

Teaching takes place through lectures, seminars, tutorials, work-based learning and interaction via MOLE, a University online learning environment. Some practical teaching takes place in the University’s human pathology laboratories. Assessment is by exams, coursework and evaluation of clinical work. You’ll complete a research-based systematic review of a clinically relevant topic in the second year of the programme.

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Humber’s Clinical Research graduate certificate program focuses on developing the concepts, skills and techniques required to work in the clinical research field. Read more
Humber’s Clinical Research graduate certificate program focuses on developing the concepts, skills and techniques required to work in the clinical research field. You will gain knowledge and skills in the planning and management of clinical research including practices related to the organization, execution and monitoring of clinical trials. You will learn clinical trial protocol development as part of the principles and processes of clinical trial design.

There is a focus on maintaining good clinical practice (GCP), as presented by the International Conference on Harmonization (ICH), and the importance of data collection, analysis, recording, and auditing, for ensuring that clinical trial data are credible and accurate. You will become familiar with the many regulations and guidelines established to ensure trials are conducted ethically and in a way that respects the rights of clinical trial participants, while also ensuring that robust scientific research is done.

Teamwork and communication skills are emphasized throughout the program and you will acquire the necessary technological skills to assist with data management specific to the field.

Course detail

Upon successful completion of the program, a graduate will:
• Perform the duties of a clinical research professional, as part of a project team, at all phases of the product/treatment development and post-market processes.
• Consider political, social, and economic factors when making decisions related to clinical research practices in order to plan responses for potentially challenging and complex outcomes.
• Analyze clinical research processes and products from multiple perspectives to identify potential impacts on industry.
• Synthesize scientific, regulatory, and business information from various sources to prepare effective clinical research documents.
• Maintain ethical, legal, regulatory, and professional standards associated with clinical research.
• Create a clinical development plan for a novel therapeutic product.
• Evaluate clinical research practices according to recognized Quality Assurance Process.
• Integrate effective technology and record-keeping practices within all stages of clinical research and post marketing processes to ensure compliance with research approvals and professional and ethical standards of practice.
• Adhere to the principles and practices of specific Standard Operating Procedures to prepare and manage documentation and data in compliance with approved protocols.
• Prepare and critique submissions for clinical trials and marketing approvals that meet regulatory and industry requirements.
• Apply critical analysis, problem solving, and project management skills to recognize and respond to complex clinical research challenges.
• Engage in knowledge translation to contribute to the advancement of the health care industry.
• Collaborate with study participants, research teams, and regulatory and business professionals to contribute to high quality clinical research processes.

Modules

Semester 1
• CLRE 5000: Introduction to Clinical Research
• CLRE 5001: ICH and Legislation Governing Clinical Research
• CLRE 5002: Communications
• CLRE 5003: Clinical Laboratory Procedures and Diagnostic Testing
• CLRE 5004: Pharmacology
• CLRE 5005: Physiology with Pathophysiology

Semester 2
• CLRE 5500: Non-Drug Medical Products
• CLRE 5501: Organization and Monitoring of Clinicals Trials
• CLRE 5502: Data Management and Biostatistics
• CLRE 5503: Seminars in Clinical Research
• CLRE 5504: Clinical Project Management
• CLRE 5505: Clinical Documentation

Semester 3
• CLRE 5600: Internship
• CLRE 5610: Integrative Seminar

Work Placement

Following two online academic semesters, students complete a three-month placement that provides opportunities to apply and integrate theoretical knowledge and skills into real-world work settings. Most placements are in the following sectors: pharmaceutical, biotechnology, medical device organizations, government agencies and hospitals.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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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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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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This course is flexible in that it offers several entry routes, choices for modular study and appropriate academic targets. Read more
This course is flexible in that it offers several entry routes, choices for modular study and appropriate academic targets. Those who have already completed either the BSMS Postgraduate Certificate in Medical Education (or equivalent, if APL requested) or the BSMS Postgraduate Certificate in Simulation Studies, may enter at Postgraduate Diploma Level. These participants would then successfully complete a further three 20-credit optional modules to achieve a Postgraduate Diploma in Clinical Education (120 M level credits). Normally these modules would be completed part-time within one academic year.

Participants wishing to progress to Masters level must include Module MDM 10 ‘Research Methods & Critical Appraisal’ in their choice of three. A 16000-word Dissertation (as well as a 3000-word draft paper for publication) in the academic field of clinical education completes the Master of Science degree (180 M level credits). This would normally be completed in a further year, but some students with busy NHS jobs find it can take up to two years to complete.

For those who have not yet taken any ‘M Level’ postgraduate study in this area, the normal route would be to take at least two of the the ‘PG Cert Med Ed’ modules in year 1 (MDM 28/140), and then proceed with the PG Diploma/Masters routes in years 2 & 3, as described above.

Key Areas of Study

The overall aim of the course is to promote knowledge of and research into learning, teaching and communication in a clinical context, together with facilitating a reflective awareness of participants’ related educational skills and their ongoing development.
-Learning, teaching and communication skills theory & practice in clinical education
-Development of the participant’s identity as a teacher and facilitator in educational settings
-Simulation in clinical education
-Feedback & debriefing in educational contexts
-Clinical educational research as an academic discipline and its importance in the praxis of teaching
-Teaching as leadership & facilitation, both face-to-face and through the use of technology enhanced and blended learning

Course Structure

The format of assessment throughout the course is varied: some modules are assessed by more traditional 3,000 word written assignments, centred on a topic relevant to the student’s own practice or in-depth analyses of specific case studies or significant educational events. Others feature the development of specific educational tools (e.g. on–line learning or simulation-based assessment), focussing on more practical aspects of clinical education. Students will also develop a personal educational portfolio of about 5,000 words using an appropriate national professional standards framework i.e. Health Education Academy (HEA) or Academy of Medical Educators (AoME).The Dissertation module involves a personal research project and is assessed by a 16,000 word thesis plus a draft paper for submission for publication in an appropriate academic journal.

MSc
-MDM28 Learning and Teaching in Medical Education PLUS Mandatory (20 credits)
-MDM140 Pedagogical Practice in Medical Education PLUS Mandatory (20 credits)
-MDM29 Advanced Communication Skills and Strategies in Medical Education
PLUS (2 of 4) Mandatory (20 credits)
-MDM148 Principles and Practice of Simulation and/or Optional (20 credits)
-MDM149 Feedback & Debriefing in Simulation and/or Optional (20 credits)
-MDM110 Leadership and Change Management in Clinical Services and/or Optional (20 credits)
-MDM162 Technology Enhanced & Blended Learning Optional (20 credits)
PLUS
-MDM10 Research Methods & Critical Appraisal
PLUS Mandatory (20 credits)
-MDM96 Medical Education Research Dissertation Mandatory (60 credits)

PGDip
-MDM28 Learning and Teaching in Medical Education PLUS Mandatory (20 credits)
-MDM140 Pedagogical Practice in Medical Education PLUS Mandatory (20 credits)
-MDM29 Advanced Communication Skills and Strategies in Medical Education Mandatory (20 credits)
PLUS (3 of 5)
-MDM148 Principles and Practice of SimulationAnd/or Optional (20 credits)
-MDM149 Feedback & Debriefing in SimulationAnd/or Optional (20 credits)
-MDM110 Leadership and Change Management in Clinical Services Optional (20 credits)
And/or
-MDM110 Leadership and Change Management in Clinical Services Optional (20 credits)
And/or
-MDM162 Technology Enhanced & Blended Learning Optional (20 credits)
And/or
-MDM10 Research Methods & Critical Appraisal Optional (20 credits)

PGCert
MDM28 Learning and Teaching in Medical Education PLUS Mandatory (20 credits)
MDM140 Pedagogical Practice in Medical Education Mandatory (20 credits)
PLUS (1 of 6)
MDM29 Advanced Communication Skills and Strategies in Medical Education Optional (20 credits)
MDM148 Principles and Practice of Simulation and/or Optional (20 credits)
MDM149 Feedback & Debriefing in Simulation and/or Optional (20 credits)
MDM110 Leadership and Change Management in Clinical Services Optional (20 credits)
And/or
MDM162 Technology Enhanced & Blended Learning Optional (20 credits)
And/or
MDM10 Research Methods & Critical Appraisal Optional (20 credits)

Career Opportunities

This course provides health professionals with a firm base to underpin their role as medical educators.

Formal credentialing in medical and clinical education is currently being considered seriously at national level in the UK and elsewhere, and the ‘Teaching Excellence Framework’ (May 2016) for higher education institutions in the UK also means that careers in medical or clinical education are likely to be enhanced via the acquisition of formal qualifications in clinical teaching. This course provides an ideal vehicle for participants to pursue an appropriate level of study for their educational commitments and in this national context, should help them in career development.

Any clinician wishing to take a professional approach to their postgraduate studies in medical or clinical education would be strongly recommended to consider this new course.

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This Masters programme provides health professionals with specialist knowledge and training in clinical nutrition and is designed for doctors, nurses and pharmacists. Read more
This Masters programme provides health professionals with specialist knowledge and training in clinical nutrition and is designed for doctors, nurses and pharmacists. You will gain an in-depth, evidence-based knowledge of clinical nutrition and have the opportunity to undertake clinical case studies.

Why this programme

-There is a growing need for suitable qualified clinical nutritionists who are already qualified health professionals, this programme provides training in evidence based nutritional practice for health professionals.
-Students have the opportunity to assess nutritional needs of patients and discuss the contribution of nutrition to the cause, progress and treatment of their disease and communicate the nutritional aspects of clinical care to health professionals.
-It allows students to reflect on clinical practice and how it can inform local protocols and highlight learning points for their own practice.
-Our staff are highly trained, enthusiastic and experienced. This programme has a truly international flavour, taught by an international teaching and clinical staff and external experts
-You will learn how to develop a substantial research proposal as a team, gaining valuable skills for future employment. A range of transferable skills eg critical review skills, which are highly sought after within the competitive job market, are integrated and embedded in the programme.
-You will have the opportunity to observe clinical work at Yorkhill and the recently refurbished Glasgow Royal Infirmary.

Programme structure

The programme provides a thorough grounding in the principles, practice and research of nutrition and the opportunity to follow a successful career in the UK or overseas. You will have the knowledge and experience necessary for engaging in and contributing to current issues in the field of human nutrition. An additional research component allows the development of valuable skills for practising and interpreting nutrition research.

The teaching programme is given in the form of lectures, practical sessions, debates, case studies, team work tasks, self-directed learning, seminars and tutorials. Additional material and electronic resources such as quizzes, online chats and teaching videos are available on moodle, the University’s virtual learning environment, to support and enhance students’ learning experience.

Core courses
-Food and nutrient requirements and nutrition through the lifecycle
-Digestion, absorption and nutritional metabolism
-Dietary and nutritional assessment
-Public health and eating behaviour
-Clinical nutrition specialisation
-Clinical case studies dissertation

Subject to satisfactory results, students progress to clinical case studies supervised by relevant clinical staff. The clinical case studies provide training in evidence based nutritional practice for health professionals. Students assess and evaluate the medical history of patients with particular reference to nutritional needs in a detailed, in depth manner, with reference to national and international guidelines, current literature and current treatment protocols. Students discuss the contribution of nutrition to the cause, progress and treatment of the disease. They reflect on clinical practice, including how treatment guidelines have been applied, and if there have been any barriers or issues which have prevented this.

Transferable Skills - This programme includes a range of training in transferable skills:
-Learning techniques
-Communication
-Presentation
-Literature searching
-Academic journal review
-Statistics and data handling

Career prospects

Most of our graduates return to their clinical responsibilities once they have completed the programme. However, graduates have a thorough grounding in all aspects of nutrition as well as in their specialisation of clinical nutrition and therefore are able to enter employment in the food and health industries, public health, research, health promotion, food policy, the media and relief/development work in less developed countries. They are also well equipped to undertake and complete PhDs.

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Medicines Management has been at the top of our agenda since its inception in the early 1990s. Now it is at the top of the national pharmacy agenda. Read more

Overview

Medicines Management has been at the top of our agenda since its inception in the early 1990s. Now it is at the top of the national pharmacy agenda. Our Clinical Pharmacy programme for hospital pharmacists was first established in 1981, and we are proud of our high completion rate.

We are continually updating the programme to meet the changing requirements of the health service and individual practitioners. We are happy to put you in touch with some of our former students for their independent view. It is highly acclaimed by students, employers, purchasers and external course assessors for its structure, content and end value in relation to service, professional and career development.

In the fast changing world of Pharmacy and health care provision, standing still is not an option, but you may, understandably, feel under-equipped to meet the new challenges. Let Keele help you meet the challenges set by the Government’s plan for the profession, Pharmacy in England. Our distance learning programme in Clinical Pharmacy for hospital pharmacists aims to provide you with a wider view of health care, and equip you with sufficient knowledge, skills and confidence to be able to develop and extend your clinical and professional role as part of a multidisciplinary health care team. The programme links to the NHS Knowledge and Skills Framework to enable you to meet the relevant competencies and provide evidence for your continued professional development.

The Clinical Pharmacy Programme is designed to allow you choice and flexibility in your progression to Certificate, Diploma and Masters awards, to meet your specific professional development needs and advance your professional practice.

See the website https://www.keele.ac.uk/pgtcourses/clinicalpharmacy/

Course Aims

Keele’s Pg Clinical Pharmacy Programme aims to:
- Build on your existing knowledge of disease states, pharmacology and pharmacokinetics to enable you to apply this in a clinical setting

- Equip you to assess drug therapy for effectiveness, safety, compatibility, patient acceptability and cost, and use this information to make effective interventions and develop and document pharmaceutical care plans

- Encourage you to develop an understanding of the principles of pharmaceutical care and problem-solving approach to clinical practice

- Provide you with a wider view of health care and equip you with sufficient knowledge and skills to be able to develop and extend your professional role

- Increase your confidence in your ability to contribute to patient care as part of the multidisciplinary health care team

- Provide you with a structured learning programme that will help you apply your knowledge and skills in daily practice

- Encourage you to develop a reflective approach to your clinical pharmacy practice

- Encourage you to develop the self-discipline of private study and self-directed learning that will be continued beyond Keele’s Programme in your Continuing Professional Development (CPD) as an independent learner

In addition, you will develop valuable practical skills including written and oral communication, and the ability to design a project, collect, analyse and interpret data.

Course Content

The Clinical Pharmacy programme can be completed via the following flexible pathways to accumulate academic credits at Masters Level:
- CPD Plus+ – register for individual short courses of 10 credits. You can register on a number of occasions in any academic year. Completing 6 CPD Plus+ courses will provide the postgraduate Certificate award and 12 courses the Diploma award.

- CPD Plus+ Open Learn – provides opportunity to negotiate some or all of the content and learning outcomes to meet your specific needs (available as 10, 15 and 30-credit modules)

- Certificate in Clinical Pharmacy – register for 9 months and you’ll complete your choice of 6 of the optional modules from our CPD Plus+ portfolio.

- Diploma in Clinical Pharmacy – register for 21 months and in the first year you will complete the 6 modules as described for the Certificate and an additional 6 modules of your choice in Year 2.

- Professional MSc – Building on the Diploma course students study a further three modules: Research Methods (15 credits), Advanced Practice Development (15 credits) and Independent Learning Project (30 credits)

The CPD Plus+ short courses that are currently available, and which also form the course content for Certificate and Diploma courses are:
- Cardiovascular Disease 1
- Cardiovascular Disease 2
- Central Nervous System Diseases
- Critical Care and Parenteral Nutrition
- Education Theory and Practice for Health Professionals (includes two f2f study days)
- Endocrine Disease
- Quality in Healthcare & Evidence-Based Practice (includes Critical Appraisal)
- Gastrointestinal Disease
- Hepatic Disease
- HIV & AIDS
- Infections
- Joint Disease
- Malignant Disease
- Medicines Optimisation and Patient Centred Care
- Mental Health
- Monitoring Therapy
- Neonatal and Child Health
- Personal Effectiveness and Collaborative Working
- Renal Disease
- Respiratory Disease
- Surgical

Teaching & Assessment

The Clinical Pharmacy Programme is designed principally for distance-learning. We provide mainly online distance-learning materials so that you can study where and when it is most convenient for you. Our methods of delivery allow us to revise and update the course quickly to meet your changing needs as a pharmacist.

The Clinical Pharmacy Programme is fully supported by a team of experienced, friendly, and approachable academic, administrative and technical staff based at Keele. The Programme is also supported by our network of experienced, practising hospital pharmacists who fulfil the roles of clinical co-ordinators and tutors. You’re not on your own! And, don’t forget the network of other pharmacists on the course whom you can contact. You will require the equivalent of 1-2 days (approximately 10-15 hours) each week to complete your course. Remember that the online nature of our course materials, and the fact that a good proportion of the assessed work focuses on your daily practice, means that you can integrate study and work.

Assessment is entirely by coursework for the Certificate, Diploma and MSc courses. A variety of assessment methods are used.

All of the modules contain Practice-Based Assignments that will assess your knowledge, problem-solving skills, and data interpretation skills in relation to application of knowledge to practice, patient care and medicines management. Case Presentations assess your ability to critically appraise the literature and relate published theory to everyday practice.

An Audit Project, Practice-Based Assignments , Project Protocol Development and the Independent Study Project Report assess ‘thinking’ and practical skills, and your ability to plan, conduct and report on an investigation. They also assess your ability to critically appraise the literature and relate published theory to everyday practice. Your Reflective Portfolio also assesses your ability to relate theory to practice, and self evaluation of, and reflection on, your own performance and CPD needs.

The nature of the assessments develops your written and oral communication skills. Practical skills and key life/transferable skills are assessed within the methods described above. Each method of assessment is supported by clear criteria for marking; these are explained in the relevant Course Handbooks. The minimum pass mark is 50%. The summative assessment is supported by a variety of formative assessment activities that include online discussions, formative feedback on elements of the reflective portfolio, contributions to study days and feedback on draft proposals.

Additional Costs

For all programmes you will need regular access to a computer, email and the internet. However apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for our postgraduate programmes.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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The course involves the detailed study of the physiological consequences of chronic debilitating diseases and highlights the changes that these different diseases cause during exercise testing. Read more
The course involves the detailed study of the physiological consequences of chronic debilitating diseases and highlights the changes that these different diseases cause during exercise testing.

This unique course gives you a solid grounding in theory and application of physiological tests in clinical populations including: graded cardiopulmonary exercise testing; cardiac ultrasound; vascular ultrasound; and muscle function analyses; as well as practical and theoretical elements of Phase IV cardiac rehabilitation.

Throughout the course you will actively participate in practical sessions designed to increase your skills, with supervised practice sessions working alongside University sports teams. Integration of theory and practice ensures you will meet developing statutory professional requirements of practice-specific knowledge, understanding and skills.

Intermediate qualifications available:

• Postgraduate diploma – 120 credits at Masters level https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/clinical-exercise-physiology3

• Postgraduate certificate – 60 credits at Masters level

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/clinical-exercise-physiology

Course detail

• Study on a unique course with a multi-disciplinary approach to teaching, with access to world-leading staff expertise and research
• Explore areas including: research design; exercise testing and diagnosis; exercise testing and prescription; physical activity, nutrition and metabolic health; laboratory skills; research methods; advanced exercise testing and diagnosis
• Develop the high-level professional standards demanded of members of a health care team; understanding your ethical, moral and legal responsibilities as well as acquiring the practical competencies, theoretical knowledge and research skills that will help you access careers in health and fitness or academia
• Gain from the opportunity to practice your skills on work placement, and shadow experienced staff
• Benefit from gaining the necessary skills to become a Health Promotion Specialist; Clinical Exercise Physiologist; Clinical Technician or researcher, and/or continue to further research-based study on MSc by research, MPhil or PhD programmes.

Modules

• Laboratory Skills
• Cardiopulmonary Exercise Testing and Interpretation
• Exercise Testing and Diagnosis
• Exercise Prescription for Clinical Populations
• Research Methods
• Clinical Exercise Physiology Dissertation
• Psychological Approaches to Public Health*
• Professional Skills for Healthcare Providers*
• Metabolic Health*
• Sport Science Support*
• Placement (short)*
• Placement (long)*
*denotes options

Assessment

A variety of assessment formats are used and are designed to develop your transferable skills such as written and oral communication, the ability to follow logical instructions, problem solving and time management.

Some assessments are designed to mimic the scenarios that you may find in the clinical environment, such as practical exams, assess client care, technical skills, analysis and interpretation of test results.

All of these assessments are considered to be the best method to assess the learning outcomes of the particular unit, as well as developing professional and transferable skills.

• Written assessments – dissertation, projects, reports, lab reports (approx. 85%)
• Exams and tests (5%)
• Presentations and practicals (approx. 10%)

Careers

You will experience hands-on practical experience from the start of the course developing confidence for meeting and assessing patients in the clinical setting.

You will be introduced to a range of specialist equipment that you become competent in, allowing you to transfer your practical skills to clinical environment.

The placement units allow you to experience the clinical setting and different clinical populations.

Clinical practitioners deliver some of the lecture and practical content ensuring that you can receive insight into the setting in which you are likely to work.

Graduates can to apply for positions such as: Health Promotion Specialist, Clinical Exercise Physiologist, Clinical Technician. Previous graduates have gone on to train as cardiologists, including a specialist in congenital and adult heart disease in the Evelina Children’s Hospital and Guy's and St Thomas’.

You could also apply for further study, such as a PhD or the NHS Scientific Training Programme.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Train to become a Clinical Pharmacist on this Liverpool John Moores University Masters course, which is mapped to pharmacy practice frameworks and offers excellent teaching standards. Read more
Train to become a Clinical Pharmacist on this Liverpool John Moores University Masters course, which is mapped to pharmacy practice frameworks and offers excellent teaching standards.


•Train to become a Clinical Pharmacist at one the country’s oldest pharmacy departments
•Study part time over one to three years
•LJMU was accredited as a Royal Pharmaceutical Society Foundation School in 2015
•Fit your study around work
•Course blends workplace-based learning, self-directed learning and University-based study sessions
•Curriculum is mapped to the Royal Pharmaceutical Society Foundation Pharmacy Framework
•Exceptional standards of teaching which command impressive student satisfaction rates


This student-centred, work-based learning programme gives you the option of completing a Postgraduate Certificate, Postgraduate Diploma or MSc qualification.

The programme promotes a rigorous scientific approach to clinical pharmaceutical problems, enabling you to act as a clinical adviser. It will extend your knowledge of therapeutics, increasing your value as a specialist in drug-related matters and enhancing your powers of communication and logical argument.

If you successfully complete year one of the programme, you will be entitled to a Postgraduate Certificate, while completion of year two entitles you to the Diploma. The MSc can be completed over a further 12 months, either starting straight after completing the Diploma, or following a break of up to five years.

During your course you will be assigned a practice-based tutor (PBT) from your hospital trust and a clinical liaison tutor (CLT) from LJMU. You will undertake a number of learning activities in your workplace, supported by your practice-based tutor. This will be supplemented by a number of study days, which will usually be taught at LJMU's Byrom Street site in the heart of Liverpool city centre.

Where students meet the relevant criteria, they may choose to study an independent prescribing qualification in Year 2 (subject to accreditation by the GPhC).

The programme’s blended learning approach features a range of self-study activities, including recommended reading, short recorded lectures, and online questions, as well as more traditional seminars and workshops.

The course begins with an induction study day followed by a series of a Therapeutic Study Days on a range of clinical topics taught by specialist practising pharmacists.

Study days and study weekends are designed to ensure you get the most out of your time on campus. One of the study days (paediatrics) is hosted at Alder Hey Hospital – one of the country’s few dedicated children’s hospitals – to give you a rare opportunity to observe specialist paediatric practice.

Please see guidance below on core and option modules for further information on what you will study.
PgCert

Developing Clinical and Professional Practice
Development of clinical skills for assessment of appropriateness and effectiveness of drug therapy.
Clinical Therapeutics for Core Condition
Advancement of clinical knowledge of therapeutics for appropriate management of commonly encountered conditions/disease states.
PgDip

Core Modules:

Improving Healthcare Practice
Systems level management of clinical practice, including how healthcare services are organised and delivered.
Option – Non-prescribing Pathway

Foundations of Leadership and Development
Leadership skills and supporting others with their learning and development.
Advanced and Specialist Therapeutics
Development of integrated knowledge and understanding of medicines use for advanced and specialist practice
Option – Prescribing Pathway

Clinical Skills
Clinical Skills for prescribing, including patient evaluation and monitoring.
Prescribing Effectively in Practice
Prescribing practice, supported by a Designated Medical Practitioner to hone prescribing skills.
MSc

Research Project
Substantial research project exploring a relevant aspect of clinical practice in primary or interface care.
Further guidance on modules
The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

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Surrey’s longstanding excellent reputation and first-rate facilities combine to provide a postgraduate diploma that will prepare you for an exciting career as a physician associate. Read more
Surrey’s longstanding excellent reputation and first-rate facilities combine to provide a postgraduate diploma that will prepare you for an exciting career as a physician associate.

You will be taught by Academics who are internationally recognised for their expertise in medical and who possess a wealth of experience and knowledge.

PROGRAMME OVERVIEW

This programme of study, skills development and placement experience allows you to build upon a first degree in biosciences, life sciences or health sciences in order to function as a qualified physician associate.

The programme teaches you to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of, a senior experienced doctor.

By the end of the programme, you will be able to deliver holistic medical care and treatment to a standard defined by the National Examination for Physician Associates, which will enable you to work in either Primary or Secondary Care.

PROGRAMME STRUCTURE

The programme consists of eight taught modules.

On successful completion of the programme, students will receive a Post Graduate Diploma in Physician Associate Studies, but will also need to sit a National Examination comprising a written paper and OSCE examination, set by the Faculty of Physician Associates at the Royal College of Physicians, in order to be able to practise in the NHS.

On passing the National Examinations, the graduate can be registered on the National Register (currently a Voluntary Register but awaiting accreditation and appointment of a Regulatory Body). The graduate can only work as a physician associate in the NHS if he/she is on this National Register. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Introduction to Case Based Life Course Medicine
-Case Based Life Course Medicine 2
-Case Based Life Course Medicine 3
-Case Based Life Course Medicine 4
-Clinical Medicine – Mother and Child, and Psychiatry
-Clinical Medicine – Emergency Care and Surgery
-Clinical Medicine – Medicine and General Practice (1)
-Clinical Medicine – General Practice (2) and Elective

WHAT IS A PHYSICIAN ASSOCIATE?

Physician associates support doctors in the diagnosis and management of patients. As a physician associate, you might work in a GP surgery or be based in a hospital, but wherever you work, you'll have direct contact with patients.

You’ll be trained to perform a number of day-to- day tasks including:
-Taking medical histories
-Performing examinations
-Diagnosing illnesses
-Analysing test results
-Developing management plans

CAREER OPPORTUNITIES

Following successful graduation from this Diploma course, you will need to sit the National Assessment for Physician Associates, set by the Faculty of Physician Associates at the Royal College of Physicians, London.

Passing the National Assessment will allow you to be put onto the National Register for Physician Associates, so that you can practise clinically in the UK.

EDUCATIONAL AIMS OF THE PROGRAMME

The overarching educational aim of the programme is to train graduates with a first degree in Biosciences, Life Sciences or Health Sciences, or suitable approved programme, to Post Graduate Diploma level, to function as a qualified physician associate (on passing the National Examination).

Physician associates will be able to:
-Deliver holistic medical care and treatment under defined levels of supervision, in acute and primary care settings in the National Health Service.
-Work effectively with patients and multi-disciplinary healthcare teams from diverse backgrounds.
-Use a patient-centred approach, and be expert communicators, ensuring patient safety at all times
-Promote health and wellbeing on an individual and population basis
-Engage in reflective practice, work within the limits of their competence and engage actively in lifelong learning and professional development

This training includes the necessary knowledge, skills and professional attitudes needed to work to the medical model, demonstrating safe medical practice, medical competence, compassion, reflective and critical thinking in diagnostic reasoning and clinical management.

Graduates will be able to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of a senior experienced doctor.

They will be able to understand and demonstrate the principles of safe and effective prescribing.

Graduates will be trained to a standard defined by the National Examination for Physician Associates that will enable them to work as physician associates in the National Health Service, with appropriate accreditation and regulation once these have been decided and implemented.

PROGRAMME LEARNING OUTCOMES

Knowledge and understanding
-Demonstrate knowledge of core competencies to medical conditions met during the two year course (in Primary and Secondary Care placements and coursework), as listed in the Competence and Curriculum Framework for the Physician Assistant, 2012.
-Ability to summarise the structure and function of the normal human body throughout the life course
-Ability to describe the pathological basis of core medical conditions throughout the life course
-Ability to describe the wider determinants of health on the individual and society
-Demonstrate application of knowledge and skills in a patient-centred manner for the management of core medical conditions throughout the life course, applying knowledge effectively through clinical reasoning and professional judgement in situations of complexity and uncertainty and in the context of the individual patient’s needs and wishes
-Demonstrate ability to request and interpret common diagnostic and therapeutic procedures for a specified range of common clinical conditions, having demonstrated a comprehensive and critical awareness of the research evidence, national and local guidelines
-Demonstrate ability to act safely and promptly in a number of specified acute medical emergencies, taking measures to avoid clinical deterioration of the patient and making a comprehensive and appropriate referral
-Analyse and interpret evidence to the range of medical presentations detailed in the List of Patient Presentations and the Case Matrix
-Demonstrate competence in performing the full core set of clinical procedural skills (taught in both years)
-Demonstrate professional insight, knowledge of self, and reflective practice in the approach to patients and to clinical medicine
-Demonstrate knowledge of national guidelines and relevant protocols in clinical medicine, and of the structure and function of healthcare in the UK
-Demonstrate a common core set of skills, knowledge and values that promote equality, respect diversity, help promote more effective and integrated services and acknowledge the rights of children, young people and their families, and vulnerable groups
-Describe the ethical and legal responsibilities of healthcare professionals and demonstrate their application to daily clinical practice

Intellectual / cognitive skills
-Interpreting evidence/ determining the requirement for additional evidence – demonstrate ability to interpret findings from a consultation, select interpret and act upon appropriate investigations
-Clinical reasoning and judgement in diagnosis and management – demonstrate ability to formulate a reasonable differential diagnosis, based on data presented and in order of likely diagnoses
-Show ability to recognise when more information is needed, and have a reasonable idea where to find it
-Show ability to seek help if the clinical situation is beyond student/ clinician’s level of competence
-Therapeutics and prescribing – using the British National Formulary as needed, demonstrate understanding of prescribing in clinical setting, under medical supervision. Write accurate and legible prescriptions, or demonstrate accurate use of a computer to generate prescriptions for review and signature by a supervising clinician
-Understand issues that can affect patient compliance with medication and demonstrate strategies to negotiate and improve compliance
-Common core skills and knowledge when working with children, young people and families – demonstrate effective communication and recognise when to take appropriate action in safeguarding
-Awareness of guiding principles and current developments in the NHS
-Public Health – demonstrate how to apply the principles of promoting health and preventing disease, and how to assess community needs in relation to services provided

Professional practical skills
-The patient relationship – demonstrate ability to develop and maintain clinician/ patient relationships, communicating effectively and appropriately with patients and carers
-Explain the boundaries to the PA-patient professional relationship and what they signify
-Perform a holistic assessment, identifying and prioritising problems, and facilitate patient/carer involvement in management, planning and control of health and illness
-Demonstrate ability to provide useful and appropriate health education
-History taking and consultation skills – demonstrate ability to take an appropriate, focussed, and patient-centred history, including the triple diagnosis (physical, psychological and social), and demonstrate how to elicit patients’ ideas, concerns and expectations
-Examination – demonstrate ability to perform an appropriate focussed clinical examination, including a mental state examination if indicated
-Clinical planning and procedures – demonstrate ability to formulate and implement appropriate management plans in collaboration with the patient, the supervising doctor and the multi-professional team
-Demonstrate ability to perform the list of specified core procedural skills safely and competently
-Risk management – demonstrate ability to recognise potential clinical risk situations and take appropriate action. Participate in clinical governance and clinical audit. Demonstrate safe and effective monitoring and follow-up of patients in liaison with acute and primary care/ community teams
-Maintenance of good practice - critically evaluate own performance and practice, identifying learning needs
-Demonstrate how to use evidence, guidelines and audit (including significant event analysis) to benefit patient care and improve professional practice
-Moving and Handling – demonstrate appropriate manual handling techniques for a variety of situations, using any appropriate aids provided

Key / transferable skills
-Professional behaviour and probity
-Showing integrity and sensitivity
-Recognising and working within own limits of professional competence
-Maintaining effective relationships with colleagues
-Documentation and information management – maintaining timely and relevant medical records
-9Teamwork – understand and value the roles of the health and social care teams, demonstrate communication across team boundaries effectively, including handing over patient care
-Time/ resources management – understand and manage own constraints and those of the NHS
-Ethical and legal issues – demonstrate understanding of patients’ rights, competency, confidentiality, informed consent, care of vulnerable patients and how to respond to complaints
-Equality and diversity – demonstrate understanding of people’s rights in accordance with the Equality Act 2010, act with respect towards all patients, colleagues and students, and know how to take action if patients are being abused

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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The University of Nottingham has an international reputation for research and teaching in the field of professional communication. Read more
The University of Nottingham has an international reputation for research and teaching in the field of professional communication. The study of health communication is a rapidly expanding field and the distance learning programme has been designed to reflect the growing interest in and importance of health care communication.

Communication is increasingly recognised as a vital part of the health care environment. From clinical consultations to health care policy, language plays a key role in promoting health, facilitating understanding and managing the emotional climate of health care.

The MA programme in Health Communication provides a unique opportunity to investigate language and communication in various health care contexts. The course gives students a thorough grounding in the concepts, theories and research methods used in this area. It will be of interest for those wishing to develop careers in the area of health communication: health promotion officers, health information managers, hospital administrators, medical and allied health practitioners (such as doctors, pharmacists, nurses, midwives, physiotherapists, speech therapists and occupational therapists), workers in the voluntary sector, workers based in health or lifestyle charities, healthcare communication professionals and those with an interest, though not necessarily a background, in this growing field.

The course is run by the University’s Health Language Research Group, with its rich membership of clinical practitioners and scholars, and is affiliated to the Schools of Nursing, Sociology and Social Policy, and English Studies, all of which look to communication as a way of making sense of health care. The University of Nottingham has an international reputation for research and teaching in the field of professional communication. The study of health communication is a rapidly expanding field and the distance learning programme has been designed to reflect the growing interest in and importance of health care communication.

The MA has intakes in September and February.

Key facts

- The MA Health Communication is a distance learning programme and includes the option of voluntary day schools held for participants in Nottingham.
- The course is taught using a course tool software called Moodle.
- As well as completing this course at a pace that suits you and your other commitments, you have the flexibility to study towards a Postgraduate Certificate (60 credits), Postgraduate Diploma (120 credits) or an MA (180 credits, including dissertation).

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We have an international reputation in the development of Augmentative & Alternative Communication (AAC) devices. Read more
We have an international reputation in the development of Augmentative & Alternative Communication (AAC) devices. The main aim of the course is to provide individuals with psychology, computing, industry or clinical care backgrounds, a tailored research training that will allow them to become more efficient and effective scientist-practitioners in AAC.

Why study Augmentative and Alternative Communication at Dundee?

Augmentative and Alternative Communication (AAC) refers to strategies and techniques used by individuals who experience difficulties with communication because they have little or no functional speech. AAC can augment speech or it can provide a replacement for spoken communication. In addition to supporting expressive communication, AAC can also support the development of language and natural speech. The development of effective AAC aids is inherently multi-disciplinary and user-centred.

The School of Psychology and the School of Computing have collaborated to develop this course. The main aim of the course is to provide individuals with psychology, computing, industry or clinical care backgrounds, a tailored research training that will allow them to become more efficient and effective scientist-practitioners in AAC. This will be achieved through an enhanced understanding of:

The psychology of language and communication development
The design ethnography of AAC solutions
The engineering of AAC solutions
The effective evaluation of AAC solutions on an individual and group basis

Please note that this course does not lead to a formal qualification in Speech and Language Therapy.

The course is offered on a full time and flexible part-time basis (exit awards of PGCert and PGDip also available).

What's great about Augmentative and Alternative Communication at Dundee?

This course offers a unique approach to the study and development of AAC solutions because of our emphasis on multi-disciplinary teamwork.

Find out more on the School of Psychology's MSc Augmentative and Alternative Communication course page.

Who should study this course?

This course is aimed at engineers, teachers, practitioners and individuals with communication difficulties, plus anyone who wishes to improve the design and utilisation of AAC technology.

The start date is September each year, and lasts for 12 months.

How you will be taught

Learning methods will include oral and written presentations, peer assessments of oral presentations, problem-solving assignments and feedback, and interactive computer assignments.

Some of the exercises will be group-based and will be followed by presentation of the results of the analysis. Learners will be expected to be able to respond adequately to questions relating to the interpretation of the analyses.

One-on-one supervision of a research dissertation by a single tutor is designed to promote continuity in the learning experiences provided.

What you will study

Core Modules:

Research Foundations
Qualitative Research Methods
Advanced Quantitative Methods
Computing Research Frontiers
Human Computer Interaction
Computing the User Experience
Research Dissertation
One Advanced Modules, typically from:

Gesture, Cognition and Communication
Reading Development and Disability
Research in Practice
Comparative Communication and Cognition
You will also be required to attend bi-weekly AAC Reading Group and Straight Talking User Group meetings.

How you will be assessed

The course will be assessed mainly by coursework. Each module is worth 20 credits apart from the Research Dissertation Module which is worth 60 credits. The total number of credits awarded is 180 for an MSc course.

Careers

Recent National reviews have highlighted the need for better training in the field of Augmentative and Alternative Communication (AAC). The aim of this course is to enhance the career prospects of existing and prospective practitioners in AAC.

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Programme description. This programme is available for September or January start. The Clinical Research programme provides a credit-bearing training opportunity for academic clinical fellows and clinical lecturers in medicine and dentistry. Read more
Programme description

This programme is available for September or January start.

The Clinical Research programme provides a credit-bearing training opportunity for academic clinical fellows and clinical lecturers in medicine and dentistry. The programme aims to:

* prepare you for a career in academic clinical research
* provide formal training in the regulatory and ethical framework for clinical research
* develop key skills in research design, statistical analysis, and critical review
* encourage you to engage with public and patients, communicate effectively with different audiences, and understand the importance of communication to the public perception of research
* equip you to undertake independent research, including critical thinking and consideration of research impact
* meet the requirement of the NIHR and other funders for academic clinical fellows to undertake relevant training in research methodology

Programme outline

The programme includes a 60-credit section (four 15-credit modules) leading to PG Certificate in Clinical Research, or forming Part 1 (compulsory) of a PG Diploma or MRes in Clinical Research. Part 1 covers the key generic skills and knowledge to prepare students wishing to undertake clinical research. This includes modules on ethics and regulation, data management and statistics, clinical study design, and options on practical aspects of clinical studies and communication and public engagement. Modules may be shared with other programmes.

Part 2 of the programme comprises three optional 60-credit modules on literature research, a practical project, and writing a grant proposal. Successful completion of one or two modules (in addition to Part 1) would lead to award of PG Diploma or MRes respectively. All three modules require you to critically review a research field and prepare dissertations requiring insight and novel interpretation of material.

You will be permitted to register on any of the courses at the outset, with the option of transferring to a higher course, subject to conditions.

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This new two year part-time Masters programme, taught entirely online, is jointly offered by the University of Edinburgh and the Royal College of Surgeons of Edinburgh, and leads to the degree of Master of Surgery (ChM). Read more

Programme description

This new two year part-time Masters programme, taught entirely online, is jointly offered by the University of Edinburgh and the Royal College of Surgeons of Edinburgh, and leads to the degree of Master of Surgery (ChM). It has been developed with the support of NHS Education for Scotland (NES).

The ChM is designed to support advanced ophthalmology trainees in the UK and internationally through a curriculum which recognises their subspecialist ophthalmic interests in preparation for exit examination and hospital-based practice.

Our programmes are aligned with the curricula of both the FRCSEd and FRCOphth examinations in the United Kingdom and Ireland, making these degrees very attractive to domestic and international students.

The ChM provides advanced training for medical and surgical ophthalmologists preparing for the fellowship examinations of the Royal College of Surgeons of Edinburgh (RCSEd) and the Royal College of Ophthalmologists (RCOphth) in the UK and Ireland and those approaching consultancy. On completion of this programme students will be able to:

-demonstrate in-depth knowledge of their chosen surgical subspecialty, and be able to apply this knowledge to the systematic assessment and management of medical and surgical patients in the elective, urgent and emergency clinical setting
-recognise the leadership contribution and responsibilities of the ophthalmologist in the multidisciplinary management of complex medical and surgical disease
-critically reflect upon day-to-day medical and surgical practice in the context of recent advances, and engage in critical dialogue with peers and experts in other specialties
-apply the general principles of clinical study design, ethics, and statistics to critically evaluate the scientific literature in medical and surgical research, and make informed judgements on new and emerging issues in medicine and surgery
-exercise a high level of autonomy and initiative in professional activities at a level of independent medical and surgical practice

Online learning

The programme is taught entirely online. Students are supported by asynchronous discussion with e-tutors - all leading clinicians in their field - and have access to a large learning resource, including subscriptions to key online books and journals. Students will be expected to lead e-seminars and e-journal clubs.

Our online learning technology is fully interactive, award-winning and enables you to communicate with our highly qualified teaching staff from the comfort of your own home or workplace.

Our online students not only have access to Edinburgh’s excellent resources, but also become part of a supportive online community, bringing together students and tutors from around the world.

The programme is headed up by Professor Baljean Dhillon.

Programme structure

The programme runs on a semester basis over 2 years and involves approximately 10-15 hours of study each week in a flexible, modular manner.

The programme is delivered using a purpose-built learning environment that supports a variety of learning styles, and allows students flexibility in their study patterns.

Core, compulsory modules in each area of clinical ophthalmology are aligned to the curricula of the FRCSEd and FRCOphth. These are taught and assessed using a clinical problem-based approach, supported by systems-based review of the course material. Knowledge and understanding will be assessed with a formal MCQ exam designed to replicate the trainees' upcoming exit exams.

Academic modules (core and specialist) allow the student to explore research and teaching methodology, as well as develop skills which ensure an ability to analyse published evidence and explore interactive and written clinical communication skills. Students are required to complete an e-dissertation involving an academic critique in an appropriate subspecialty area of work, such as that resulting from a publication in a peer-reviewed journal.

Year 1
Ophthalmology 1
Core Ophthalmology
Applied Basic Sciences, Examination and Surgical Strategies
Clinical Decision Making, Therapeutics, Avoiding and Managing Complications
Diagnostics and Technologies in Clinical Practice
Acute Ophthalmology, Trauma and Advanced Surgical Techniques

Year 2
Academic modules will explore research and teaching methodology, whilst enabling students to develop the ability to analyse published evidence and enhance their interactive and written clinical communication skills. Students will also have the opportunity to complete an academic research project in Year 2 e.g. Original research or a Systematic Review in a relevant area of work. Following completion of the programme, students are encouraged to seek publication of their study in a peer-reviewed journal.

Students are supported throughout the programme through asynchronous discussions with e-tutors who are all leading clinicians in their field. Students also have access to a large learning resource, including subscriptions to key online books and journals. A written examination (MCQ)) is held in the second year, following completion of core modules.

Ophthalmology 2
Core Academic Activity (Reflective ePortfolio)
Examination (MCQ and EMI)
Specialist Academic Activity (Research Project)

Career opportunities

The programme will offer an alternative to clinical / laboratory research training for those students who do not wish to take time out of training. It will develop the trainee's academic portfolio and facilitate medical/surgical research projects essential to a research active career.

The ChM programme is designed to follow the FRCSEd and FRCOphth curricula and prepare the advanced trainee for their exit professional examinations.

The award of ChM will highlight the trainee's commitment to continuing professional development and will ensure a competitive edge when applying for consultant positions.

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The MSc Clinical Dermatology has been developed to prepare clinicians for their role as health care professionals working with people with skin conditions. Read more
The MSc Clinical Dermatology has been developed to prepare clinicians for their role as health care professionals working with people with skin conditions. It provides inter-professional working opportunities for the study of key aspects of dermatology practice. There are a range of specialist modules covering key areas of dermatology practice including, management of skin lesions and skin cancers, and chronic skin conditions to enable clinicians to develop knowledge and skills relating to common dermatological conditions.

About the course

The programme has been developed to meet the needs of practitioners with a special interest in skin disease whilst benefiting from shared, inter-professional learning. This dermatology programme is unique in that it recruits both UK/EU and International doctors and allied health professionals to this specialist master’s degree and provides a range of taught postgraduate dermatology modules.

The MSc Clinical Dermatology is aimed at practitioners wanting to undertake further specialist training and develop career aspirations in dermatology and skin integrity. Dermatology is the branch of medicine dealing with the skin, hair, nails, and associated disorders. This postgraduate course offers a structured educational programme in dermatology but does not focus on cosmetic dermatology. Aesthetic practitioners with clinical experience in dermatology who want to learn more about skin disease are welcome.

This programme has an emphasis on developing practical competencies; good diagnostic skills, appropriate and timely management of common skin conditions and allows flexibility to study related specialist content to broaden student’s clinical expertise which is invaluable in today’s competitive workplace.

Course Details

The master’s course aims to:
-Develop methods of inquiry and skills required to research and advance dermatology practice using an in-depth current and relevant evidence base
-Provide knowledge and understanding to foster the further development of critical, contemporary, evidence based and patient centered practice in dermatology
-Develop a systematic advanced knowledge and understanding of the application of specialist dermatology to practice in the context of multi-professional and inter-professional working in the contemporary healthcare setting

It has an emphasis on clinical skills as well as the scientific, evidence base underpinning contemporary dermatology practice. At the end of the programme, students will feel confident treating and managing patients with a wide variety of skin conditions.

Course Content

Teaching focuses on the principles of managing skin conditions in patients of all ages. Topics covered include: the burden of skin disease, diagnostic techniques, skin histopathology, disorders of skin and mucous membranes, environmental and lifestyle factors, immunology and biology, cutaneous manifestations of systemic disease, inflammatory skin conditions, microbiology of the skin, pigmented skin diseases, skin cancer, surgical intervention, psychological impact of skin disease, patient education and optimal service delivery.

Core skills for specialist practice will be developed including decision making and problem solving skills, leadership and communication skills, information retrieval, critical analysis and application of evidence based practice, audit and research methods and an ability to support and influence service improvement amongst others.

A practical skills theme runs throughout the programme. This is supported by significant clinical teaching and assessment. Overseas students are offered the opportunity to visit a local Dermatology Unit to observe clinical practice in a NHS setting and experience a series of specialist clinic observations.

Careers

The MSc Clinical Dermatology tailors knowledge, skills & assessment to the needs of NHS employers and the global healthcare sector to provide a highly relevant curriculum that facilitates the development of specialist practitioners and increases student’s employability.

The course is designed to provide clinicians with a better understanding of core clinical dermatology and skin integrity. Some students have pursued a career pathway as academic lecturers and specialist dermatology practitioners while some international graduates have gone on to work in private practice and specialist government positions in their own countries. On graduating, you will benefit from increased employability as clinical specialists and graduates are often promoted to senior leadership positions.

This programme offers excellent opportunities for continuing professional development for practicing health professionals. Home / EU clinicians can choose to study specific modules relevant to their professional practice as standalone modules.

International students should note that completion of this master’s programme does not lead to registration to practice in the UK. This programme may be sufficient for clinician’s to work as specialist practitioners in their country of origin, but local requirements should be checked prior to commencing the programme.

Teaching methods

All specialist teaching is done via face-to-face lectures and is supported by the universities online learning environment. You will experience a wide variety of teaching methods throughout the programme including: interactive and key-note lectures, seminars, workshops, individual and group based tutorials incorporating for example case studies, role play, problem based learning and discussion groups covering a broad range of topics.

Each module is led by a specialist module tutor who has a particular interest in the topic being studied and teaching is supported by a large enthusiastic team of academics and specialist dermatology practitioners who are visiting lecturers contributing to this master’s programme.

Structure

Optional modules
-Chronic Skin Conditions
-Clinical Practice in Action
-Core Competencies in Medical Practice
-Enhancing Skin Integrity Skills
-Evidence Based Practice
-Health Disciplines Project
-Leadership in Practice
-Mind and Skin
-Recognition and Management of Skin Lesions
-Skin Surgery Skills
-Therapeutics of Skin Conditions
-Work Based Learning

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