Our distance learning MSc Evidence-Based Health Care course is relevant for healthcare professionals and health scientists from all fields of healthcare, and will enable you to interpret and communicate research evidence as applied to a variety of settings.
You will specifically focus on the design and conduct of systematic reviews and the development and application of evidence-based guidelines into practice.
This course will help clinicians to provide optimal patient care and provides a sound basis for health science researchers to progress to doctoral study. The content has been designed by international leaders in the field of evidence-based healthcare.
In addition, the course allows you to study flexibly in your own time and is integrated with our Master of Public Health and Master of Dental Public Health courses.
An optional two-day face-to-face residential course is offered to first year students at the start of their studies. Attendance is not mandatory, but the event provides a helpful introduction to the course, tutors and to fellow students. All the induction materials from this event are made available online.
This course aims to give students an understanding of the process of systematic reviews and guideline development and implementation.
For those taking the PGDip and MSc courses, you will also learn how to critically interpret systematic reviews and apply the findings in healthcare settings by developing and implementing evidence-based guidelines.
MSc students will also be trained in evidence synthesis process to enable you to conduct most aspects of a systematic review.
The dissertation will be either a systematic review, development of guidelines, an assessment of the use of guidelines in practice or the development of an intervention to support the translation of guidelines into practice. For students who receive a distinction for a dissertation that is a systematic review, there will be an option to support the publication of the review where appropriate.
All of the course content is delivered through Blackboard, our online learning platform, and includes articles, videos, discussion boards and reflective learning logs.
The assessment of each unit is by assignment. Each unit will usually have two assignments, a mid-term assessment and a final assessment.
While the word count for these varies between 1,000 and 4,000 words, typically assignments will be around 2,000 words each, with mid-term assignment making up 50% of the final unit grade and the final assignment making up the remaining 50%.
Additionally, some assessment may be made of your contribution to online discussion.
The dissertation should be between 10,000 and 15,000 words in length.
The MSc is made up of eight units and a dissertation. Five of the units are compulsory for the MSc and PGDip:
The remaining three units can be chosen from an extensive list in consultation with the programme director.
This course is delivered through online distance learning. You will have normal access to online library facilities.
Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service .
Individual units are available for CPD. See the Evidence-Based Health Care CPD units page for more information.
This course will equip healthcare professionals with the knowledge and skills to identify and use evidence in practice. It will also provide a sound basis for health science researchers to progress to doctoral study.
The Evidence Based Healthcare MSc is designed to facilitate optimal patient care. Students create and compile the best available evidence for individual aspects of patient care, and on completion of the programme will independently be able to carry out systematic reviews to determine best practice.
Delivered entirely online, students develop the ability to understand the different types of study designs, locate healthcare information and determine its importance, detect and quantify errors in research, systematically review interventions through identification and analysis of all prior research, analyse the reliability of diagnostic tests and disease prognosis, and understand the basic principles of cost-effectiveness analysis.
Students undertake modules to the value of 180 credits.
The programme comprises four core modules (60 credits), four optional modules (60 credits) and a research dissertation (60 credits).
A Postgraduate Diploma (120 credits comprising four core and four optional modules) is offered.
A PG Cert is available in Flexible/Modular mode only, and for a maximum duration of two years. This programme is 60 credits in total (three core modules and one optional module).
*PG Cert students take modules indicated above as core and in addition choose one of the optional modules below.
Optional modules include
All MSc students undertake an independent research project, in the form of a systematic review or a cost-effectiveness analysis, which culminates in a substantial dissertation and oral presentation.
Teaching and learning
The programme is delivered through a combination of online lectures, seminars, class discussions, workshops, tutorials, and practical work. Assessment is through written examination, essays and the research project.
Further information on modules and degree structure is available on the department website: Evidence-Based Healthcare MSc
This MSc is ideally suited for medical staff and students, nurses, nurse specialists and physiotherapists and healthcare professionals who want to practice evidence-based healthcare and contribute to local, national, or international guidelines.
This programme is delivered online and contains plenty of practical examples. The written material is supplemented by videos and live online discussions where students will be able to participate interactively. Assessments are mostly practical exercises covering different aspects of evidence-based healthcare. At the end of this programme students will be able to write systematic reviews, formulate guidelines, and have a very good knowledge of clinical research. Students benefit from a world-class research environment at UCL which is one of the top ten universities in the world.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Division of Surgery & Interventional Science
80%: Clinical Medicine subjects; 95%: General Engineering subjects rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
This course gives you the opportunity to study the central aspects of evidence-based practice and to focus these on your specific area of health or social-care practice. The emphasis is on the integration of theory and practice within a multi-professional working and learning environment and intends to develop a lifelong ability to understand how evidence is generated, retrieved, critically appraised and employed in practice. Such a focus ensures you are equipped with the necessary foundations to develop an evidence-based approach to practice throughout your career.
The course enables you to:
There is a flexible approach to course delivery.
You study a number of modules to increase the knowledge and skills needed for evidence-based practice. These focus upon evidence-based practice, research design and methods, statistics and change management. You are encouraged to apply these to your own area of practice. In the final year you undertake a dissertation project related to your own area of interest.
Year 1 core modules
and an optional module
Year 2 core modules
Modules offered may vary.
How you learn
A range of learning and teaching methods are used throughout the course. You can choose to study either by attending classes or by distance learning. Learning and teaching methods for the attendance mode of study include lectures, seminars, computer lab classes, structured online resource-based learning materials, small group work and tutorials. If you study by distance learning you will be provided with regular online structured learning materials and be encouraged to take part in online discussion with other students and the programme team. Supervision and support are provided by the personal tutor, the programme leader, the module leaders and dissertation supervisors. You are also expected to undertake some self-study to support your learning.
How you are assessed
A range of assessment methods are used throughout the course. These include formative assessment, review of current practice, research critique, research proposal, statistical analysis, examination, change dossier, essay and a research report.
Successful completion of the course enhances your career prospects by developing your ability to implement evidence-based practice and conduct your own research.
Our MRes Experimental Cancer Medicine master's course will give nurses, doctors and clinical researchers the skills needed to work in early phase clinical studies.
You will learn how to master experimental cancer through a combination of traditional teaching and hands-on learning, spending a year as a member of the Experimental Cancer Medicine Team at The Christie while also taking four structured taught units.
The taught units will see you learn the details of designing and delivering Phase 1 clinical studies, understanding the pre-clinical data required before a clinical programme can commence, and how to optimise early clinical studies to provide evidence for progressing a promising drug into Phase II/III clinical testing.
Alongside the taught elements, you will be allocated to one or more clinical trials that are being conducted by The Christie experimental cancer medicine team. You will have a named trainer and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.
Nursing and physician students will be expected to participate in patient care, including new and follow-on patient clinics, treatment and care-giving episodes with patients.
For clinical trials coordinators, no direct patient contact is envisaged and duties will involve clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.
You will be able to choose two aspects of your direct clinical trial research experience to write up for your two research projects in a dissertation format. This will give you the skills and knowledge required to critically report medical, scientific and clinically related sciences for peer review.
The primary purpose of the MRes in Experimental Cancer Medicine is to provide you with the opportunity to work within a premier UK Phase 1 cancer clinical trials unit and, through a mix of taught and experiential learning, master the discipline of Experimental Cancer Medicine.
Extensive practical experience
You will spend most of your time gaining hands-on experience within The Christie's Experimental Cancer Medicine Team.
Meet the course team
Dr Natalie Cook is a Senior Clinical Lecturer in Experimental Cancer Medicine at the University and Honorary Consultant in Medical Oncology at The Christie. She completed a PhD at Cambridge, investigating translational therapeutics and biomarker assay design in pancreatic cancer.
Professor Hughes is Chair of Experimental Cancer Medicine at the University and Strategic Director of the Experimental Cancer Medicine team at The Christie. He is a member of the research strategy group for Manchester Cancer Research Centre. He serves on the Biomarker evaluation review panel for CRUK grant applications.
Professor Hughes was previously Global Vice-President for early clinical development at AstraZeneca, overseeing around 100 Phase 0/1/2 clinical studies. He was previously Global Vice-President for early phase clinical oncology, having been involved in over 200 early phase clinical studies.
Dr Matthew Krebs is a Clinical Senior Lecturer in Experimental Cancer Medicine at the University and Honorary Consultant in Medical Oncology at The Christie.
He has a PhD in circulating biomarkers and postdoctoral experience in single cell and ctDNA molecular profiling. He is Principal Investigator on a portfolio of phase 1 clinical trials and has research interests in clinical development of novel drugs for lung cancer and integration of biomarkers with experimental drug development.
Our course is structured around a 2:1 split between clinical-based research projects and taught elements respectively.
Taught course units will predominantly use lectures and workshops.
For the research projects, teaching and learning will take place through one-to-one mentoring from a member of the Experimental Cancer Medicine team.
The clinical and academic experience of contributors to this course will provide you with an exceptional teaching and learning experience.
You will be assessed through oral presentations, single best answer exams, written reports and dissertation.
For each research project, you will write a dissertation of 10,000 to 15,000 words. Examples of suitable practical projects include the following.
Publication-based/dissertation by publication
Service development/professional report/ report based dissertation
Adapted systematic review (qualitative data)
Full systematic review that includes data collection (quantitative data)
Qualitative or quantitative empirical research
Qualitative secondary data analysis/analysis of existing quantitative data
Quantitative secondary data analysis/analysis of existing qualitative data/theoretical study/narrative review
Teaching will take place within The Christie NHS Foundation Trust , Withington.
Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: [email protected]
This course is relevant to physician, nursing and clinical research students who are considering a career in Phase 1 clinical studies.
The course provides a theoretical and experiential learning experience and offers a foundation for roles within other experimental cancer medicine centres within the UK and EU, as well as careers in academia, the pharmaceutical industry, clinical trials management and medicine.
The MRes is ideal for high-calibre graduates and professionals wishing to undertake directly channelled research training in the clinical and medical oncology field.
The MSc Global Health programme draws on expertise in political science and economics to analyse a range of global health issues and policy responses affecting low and middle income countries and global discussions.
The programme combines analysis of global health issues through a range of theoretical and applied approaches to address mechanisms behind global health activity, as well as offering students tangible qualitative and quantitative skills for careers in global health including economic evaluation, policy analysis and systematic evidence review.
The MSc Global Health is delivered by the Department of Health Policy. LSE Health is one of the Department’s associated research centres and one of the world’s most highly rated research centres in international health policy and health economics, both for its research and institutional links. You will be taught by specialists at the forefront of research into global health policy.
Our wide variety of courses gives you the flexibility to customise your curriculum so that you can pursue the areas that most interest you and suit your background, experience and goals.
You will leave LSE with the high-level knowledge of global health and a range of skills to help you master new challenges and expand your choices of careers. This programme will prepare you for careers in research, advisory, consulting and leadership roles in the public, private and non-profit sector.
Possible professional destinations after completing the degree include international organisations and agencies, consultancies, insurance funds, pharmaceutical and medical devices industries, national health services, government departments and agencies and NGOs as well as employment in research or further study for a PhD.
The Systematic Reviews for Social Policy and Practice MSc equips students to work with the increasing number of national and international organisations committed to evidence-informed policy and practice. Students learn alongside early career and experienced researchers, policymakers and practitioners from a diverse set of policy sectors and disciplines.
The programme will enable you to plan and appraise a systematic review of research in any policy area, to develop a critical appreciation of the full diversity of review approaches and types of research use, and equip you with understanding and skills to help ensure perspectives from the public, practitioners, policymakers and researchers are all considered in research and policy development.
Students undertake modules to the value of 180 credits.
The programme consists of five core modules (90 credits), one to two optional modules (30 credits), and a dissertation (60 credits).
Students must take 30 credits and can select from the following modules
Some optional modules have pre-requisites and not all are available for study at a distance
All students undertake an independent research project which culminates in a 10,000 to 12,000-word dissertation on one of the following:
a) A systematic review in a social policy area of your own choice, including a critical discussion of that review.
b) A critical apraisal of the active involvement of stakeholders in research, or in evidence-informed policy development in an area of your choice.
Teaching and learning
This programme can be studied completely online and at a distance or by taking face-to-face seminars or workshops on campus with online learning. It is assessed by coursework assignments and a 10-12,000-word dissertation.
Further information on modules and degree structure is available on the department website: Systematic Reviews for Social Policy and Practice MSc
Graduates of this programme are currently working across a broad range of areas, for example one is a project director in mobile technology for learning, while another is a social research manager advising national government. Another graduate works as a senior editor of systematic research reviews. Others have gone on to doctoral studies.
Students completing the programme are equipped with enhanced critical thinking skills and, in particular, skills for research design and appraisal, spanning a full range of research purposes and problems.
This multidisciplinary programme is unique in the way that students study methods for reviews of both qualitative and quantitative data, and a full range of research designs.
The programme can be taken entirely at a distance, or on campus, and attracts students from across the globe, many of whom are already working for research-focused or policy-making organisations.
You will learn from research-active tutors based at the IOE’s EPPI-Centre which is recognised worldwide for its development of methods for diverse kinds of systematic review, for the production of policy-relevant research, and for research into perspectives and participation.