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Masters Degrees (Medical Social Work)

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Effective social work demands a strong bond and understanding between professionals of different disciplines so that users of social work services receive the best possible care. Read more
Effective social work demands a strong bond and understanding between professionals of different disciplines so that users of social work services receive the best possible care. This Masters degree combines perspectives from social care, health, education and other relevant disciplines to ensure you can work effectively in the multi-disciplinary environment of today’s social work.

The programme emphasises effective practice and the practical relevance of theory in practice learning placements. You will have the opportunity to benefit from the knowledge and experience of a range of academics, practitioners, employers, policy makers, service users and carers who have backgrounds in social care, social work, health education and other cognate disciplines.

If you are a graduate from a relevant discipline, who is able to recognise the perspective of service users, their families and carers, and who can demonstrate a clear commitment to becoming a social worker, then this Masters degree is for you. Upon successful completion of the course, you will gain eligibility to apply for registration with the Health and Care Professions Council (HCPC) as a qualified social worker.

What will I study?

The programme is underpinned by the national requirements for social work education and training as agreed by the Health and Care Professions Council and The College of Social Work. The degree therefore requires you to demonstrate an understanding of, for example: Human growth, development, mental health and disability; Assessment, planning, intervention and review; Communication skills with children, adults and those with particular communication needs; Social work law and policy; Partnership-working and information-sharing across professional disciplines and agencies; Safeguarding; Working with conflict.

In Year 1, you will examine the historical and contemporary functions of social work in society and consider the legal and social policy frameworks within social work practice. You will be introduced to a range of sociological and psychological theories and social policies in order to understand some of the social problems and issues faced by individuals, families and communities in contemporary society. The concepts of social inclusion and exclusion will also be considered. Upon the successful completion of an assessment exercise, designed to ensure that you are fully prepared for direct practice, you will undertake a practice placement.

Year 2 is designed to develop your competency to practice in specialist social work contexts. It will also enhance your research skills. You will adopt a global perspective on social work and focus on issues such as race, diversity and equality. A second practice placement will be undertaken and you will complete a period of independent research, culminating in the submission of a dissertation.

How will I study?

Academic-based learning will be delivered through lectures, tutorials, seminars and workshops.

You will spend 170 days in practice learning placements supported by 30 days of assessed social work practice skills across the programme. These placements are organised and monitored by the University. You will undertake supervised and assessed work whilst on placement, all of which will contribute to the outcome of your degree.

How will I be assessed?

The programme is assessed through a combination of essays, presentations, text analysis, group work, portfolios, carers’ assessments, video/audio diaries, role plays and examinations. Practice learning will also be assessed, using a range of techniques.

Who will be teaching me?

You can expect input from staff with expertise and knowledge of a range of health and social services settings, together with high quality and emergent research profiles. Contributors to the programme also include people who have direct experience of services, expert practitioners, magistrates, politicians, senior managers and policy makers.

What are my career prospects?

A Masters degree in Social Work is your entry to a range of career opportunities in working with children, adults and communities. You will be able to work within the statutory, voluntary, private and charitable sectors.

Upon successful completion of the programme, you will gain eligibility to apply for registration with the Health and Care Professions Council.

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This intensive MSc programme runs over two academic years and is for graduates from any discipline wishing to train and qualify as social workers. Read more
This intensive MSc programme runs over two academic years and is for graduates from any discipline wishing to train and qualify as social workers.

Through a combination of academic and professional modules, you will focus on both the social science knowledge base of social work, and on developing your practice-relevant knowledge, skills and values through 200 days of practical learning.

Taught by qualified social workers with a range of practice specialisms and research interests, this course offers exciting opportunities to learn alongside students from related professional disciplines including occupational therapy, teaching, nursing and medicine, mirroring the interprofessional nature of social work practice.

Users of social work services, carers and experienced practitioners are also actively involved in the course and the delivery of teaching sessions.

This course is approved by the Health and Care Professions Council, as the regulatory body for social workers and other health professionals. You will address the HCPC Standards of Proficiency for Social Workers throughout the course, alongside the College of Social Work's Professional Capabilities Framework (PCF).

Course structure

In line with the guidance of the College of Social Work, students undertake 200 days of practical learning across the course. This involves 30 days of developing practice skills within the university, a 70-day placement in year 1 and a 100-day placement in year 2.

Learning in practice is supported by periods of study at the university, directed study (with a range of learning materials) and small-group practice tutorials. The course reflects the interprofessional nature of social work, with opportunities for shared learning experiences with education, nursing, medical and occupational therapy students.

Areas of study

Year 1 introduces core skills, theories and approaches for social work practice in its interprofessional context and fosters a critical understanding of key law, policy and human growth across the lifespan.

Year 2 focuses on more complex and accountable practice together with the development of more specialised skills and knowledge. There is also a focus on research in social work and the critical use of evidence to underpin own practice.


Reflective Social Work Practice 1
Lifespan Development: Social and Psychological Contexts
Legal and Policy Contexts of Decision-Making in Social Work
Practice Learning 1
Research in Social Work: The Dissertation
Reflective Social Work Practice 2
Decision-making in Assessment, Risk and Protection
Contemporary Social Work Practice
Practice Learning 2

Careers and employability

Social work is a rewarding career for those committed to improving the life opportunities and wellbeing of others, whilst promoting rights and social justice.

Registered social workers generally have little trouble finding employment. There are many relevant vacancies advertised locally and nationally, and there continues to be a demand for social workers both in established posts and with agencies who provide temporary staff to statutory organisations.

Social workers can specialise in many different areas, including working with children, youth offending, family centres, older people, disabled people, mental health services, homeless people, asylum seekers and refugees, and substance misuse.

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This unique transdisciplinary course, open to people from all backgrounds, offers a special focus on contemporary social sculpture, ecological citizenship, connective eco-social practices, cultural activism, expanded art practices and transformative, creative action. Read more
This unique transdisciplinary course, open to people from all backgrounds, offers a special focus on contemporary social sculpture, ecological citizenship, connective eco-social practices, cultural activism, expanded art practices and transformative, creative action. It enables you to explore strategies of engagement, agency and the relationship between imagination and transformation. The programme also makes special reference to the proposals and legacies of Joseph Beuys, Schiller and Goethe, as well as other pedagogies of transformation such as Joanna Macy's and Paulo Freire's. It introduces theoretical and philosophical frameworks, with a special emphasis on phenomenology and experiential knowing; explores the relationship of social sculpture to ecological sustainability and offers practice-based research methodologies and creative strategies as the basis for developing individual and collaborative social sculpture processes, interdisciplinary expanded arts and reflective social practice.

The MA is Social Sculpture is, with the MA in Sound Arts, one of two taught postgraduate courses for socially-engaged artists, composers and transdisciplinary practitioners currently offered by the School of Arts at Oxford Brookes University. These MAs share two core modules in Creative Strategies and Phenomenological Methods of practice-based work. These shared modules enable cross-pollination and potential for collaboration between social sculpture and connective practice practitioners and those working in the field of sound arts. The MA in Social Sculpture is linked to the Social Sculpture Research Unit and is part of a thriving post-graduate research culture. There are opportunities to volunteer in social sculpture projects like University of the Trees: Lab for an Eco-Social Future.

Why choose this course?

The MA in Social Sculpture is an internationally renowned programme, running since 2006, linked to the Social Sculpture Research Unit at Oxford Brookes. A dedicated team of international specialists and emerging practitioners delivers innovative cross-disciplinary and socially-engaged creative practices that many students have described as 'life changing'.

-Participating in a community of dialogue and reflection: the unique 'Feedback Forum' approach which runs throughout the programme replaces the traditional art-school 'crit', offering a radical, supportive and creative form of feedback on your work. Another special feature is the regular MA Forum, in which students and staff meet to discuss creative practice in a supportive and stimulating environment. It also offers fortnightly individual tutorials and small group supervision.
-Coherent and unique teaching approach: a carefully sequenced set of modules enable you to uncover, explore and develop your own concerns within the field of contemporary social sculpture, creative cultural action and other interdisciplinary connective practices.
-Research culture and opportunities beyond the programme: MA Social Sculpture students are welcome to participate in 7 day-long 'PhD Social Sculpture Fora' per year. This is part of a stimulating environment where tutors, alumni, research fellows and student interns work closely together in the Social Sculpture Research Unit, and in projects like University of the Trees: Lab for New Knowledge and an Eco-Social Future.
-Based in the School of Arts' beautiful Richard Hamilton Building: situated very close to the city centre in a wooded landscape and arboretum, it offers excellent technical support; well-equipped workshops in video, photography, sound, artists books, printmaking and a variety of 3-D processes; a well- equipped library with materials appropriate to our programme and dedicated support for practice-based research students. There is bookable installation space, a group studio base and 24/7 studio access.
-Wider context: research and teaching programmes in the School of Arts are linked to some of Oxford’s leading cultural organisations such as Modern Art Oxford, and the annual Social Sculpture Festival of MA student work takes place in an around Oxford, using accessible local venues as a hub. You are encouraged to make links with local communities and social and ecological organisations as well as being able to design certain projects related to their home contexts. Once you graduate from the programme you have the opportunity to participate in the annual Social Sculpture Platform which is open to the public.

This course in detail

MA in Social Sculpture students take five compulsory modules - Creative Strategies 1 and 2, Social Sculpture 1 and 2 and a Major Project - in which they develop their particular concerns.

PGDip in Social Sculpture students take four compulsory modules - Creative Strategies 1 and 2 and Social Sculpture 1 and 2.

Teaching and learning

Our teaching methods include:
-Seminars and lectures on interdisciplinary creative practice, practice-based research, phenomenological root methodologies and social sculpture.
-Team teaching in group seminars, involving research methodologies for practice-based research.
-Feedback from staff and students during group feedback sessions, in which you receive constructive feedback on your work.
-Staff-led group discussions arising out of practical presentations.
-Regular individual tutorials that address your research concerns.
-Introductions to creative strategies for generating and making practice-based social sculpture and other forms of connective cultural action and reflective social practice.
-Introductions to the School of Arts technical facilities.
-Induction sessions with subject librarians.

The learning methods include:
-Regular forums where staff and students formulate and articulate responses to work.
-Social sculpture and interdisciplinary creative practice presentations.
-Presentations of practical research.
-The researching and writing of reflective reports, assignments and self-evaluations.
-Private research and study.
-Presentations to peers and group feedback via the 'feedback forum' approach to 'reception theory' in practice.

Careers and professional development

In this unique programme graduates develop excellent creative capacities and new ways of thinking that enable them to identify and develop interdisciplinary arenas and contexts for public engagement with specific communities, organisations and other constituencies.

A strong aspect of the programme is the way it enables graduates to return to existing professions and contexts in new ways: as interdisciplinary practitioners with insightful understandings, greatly enhanced imaginal capacities and knowledge of new forms of reflective and interdisciplinary connective practice.

Many Social Sculpture graduates continue as social sculpture practitioners or eco-cultural activists, whilst others develop careers related to their knowledge, expertise or interests, for example within organisational change, social enterprise programmes, festival management, tertiary education, agro-ecology, arts administration; arts and music teaching, medical humanities, educators and practitioners in arts for health, promoting ecological citizenship, community cross artform work and as sustainability activists.

These diverse career possibilities have much to do with the close relationship between the content and the pedagogic approaches offered on the MA Social Sculpture programme with its focus on experiential knowing, active citizenship and connective practices.

Combining the rigour of a traditional academic programme with innovative practical and vocational components makes graduates well placed for roles as practitioners as well as for further research in territory that includes the arts and sustainability, ecological citizenship, individual and community change processes, cultural and ecological activism and the field of contemporary social sculpture and connective aesthetics.

The methodologies taught also enable new forms of interdisciplinary and postdisciplinary practice and research.

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Whether you want to get ahead in your career faster, or improve your knowledge, a Monash postgraduate degree can give you a distinct advantage. Read more
Whether you want to get ahead in your career faster, or improve your knowledge, a Monash postgraduate degree can give you a distinct advantage.

Visit the website http://www.study.monash/courses/find-a-course/2016/social-work-qualifying-3969?domestic=true


The Master of Social Work (Qualifying) curriculum meets AASW requirements and builds on Monash Social Work areas of strength, especially in gender studies, sustainability, child wellbeing and health. The degree includes considerable emphasis on community engagement and leadership, and provides opportunities to work with organisations to complete projects and research. The Master of Social Work (Qualifying) is a coursework degree with theoretical, skills development and supervised professional practice units. The course provides opportunities for group-based research and integration of theory and practice. Theoretical content builds on knowledge acquired by graduates in previous higher education, while social work skills components and professional practice units introduce students to contemporary social work practice.

Career opportunities

Our graduates have an excellent record in gaining employment. Social work has been identified as one of the fastest growing professions and it provides a wide range of employment opportunities. For example, Monash graduates find work as family counsellors, child protection workers and school counsellors. They work in hospitals and community health centres, mental health services and palliative care programs. They work in youth services, neighbourhood houses and in services for migrants and refugees. They work with youth and adult offenders, and with people who have drug and alcohol problems. They also work in community development, in policy development and in management in human service organisations.

Professional recognition (Australian)

The areas covered in the curriculum meet Australian Association of Social Workers (AASW) accreditation requirements, including 1000 hours of supervised professional practice. The fieldwork program is well-developed and makes use of extensive partnership arrangements.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/medicine

Faculty of Medicine, Nursing and Health Sciences

The Faculty is also home to a number of leading medical and biomedical research institutes and groups, and has contributed to advances in many crucial areas: in vitro fertilisation, obesity research, drug design, cardiovascular physiology, functional genomics, infectious diseases, inflammation, psychology, neurosciences and mental health.

Notwithstanding the relatively short history of our University, the Faculty is ranked in the top 50 in the world for its expertise in life sciences and biomedicine by the Times Higher Education and QS World University 2012 benchmarks.

Courses offered by the Faculty include medicine, nursing, radiography and medical imaging, nutrition and dietetics,emergency health studies, biomedical sciences, physiotherapy, occupational therapy, and social work. A range of research and coursework postgraduate programs is also offered.

The Faculty takes pride in delivering outstanding education in all courses, in opening students to the possibilities offered by newly discovered knowledge, and in providing a nurturing and caring environment.

Further details may be found at: http://www.med.monash.edu.au/about.html

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/social-work-qualifying-3969?domestic=true#making-the-application

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The PGCert is only available to qualified social workers currently employed by local authorities. It prepares experienced and qualified social workers, registered with the Scottish Social Services Council (SSSC) to undertake the statutory role of Mental Health Officer (MHO). Read more

Why this course?

The PGCert is only available to qualified social workers currently employed by local authorities.

It prepares experienced and qualified social workers, registered with the Scottish Social Services Council (SSSC) to undertake the statutory role of Mental Health Officer (MHO).

In undertaking the role of MHO, candidates are able to contribute positively to care and treatment of those experiencing mental disorder by ensuring an approach that recognises the impact of social as well as medical circumstances on their lives.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/mentalhealthsocialwork/

Key aim

The purpose is to train social workers for the role of MHO.

This is as defined in Section 32 of the Mental Health (Care and Treatment) (Scotland) Act 2003, and as qualified by the direction of the Scottish Ministers (Requirements for appointment as Mental Health Officers) Direction (January 2009).

In 2007, the SSSC published a new set of standards and practice competencies for MHO training. This stated that the certificate must be:
- provided by a university, within a programme provider partnership
- delivered at SCQF Level 11, which equates with Masters level
- be approved by the SSSC as a specialist course

The delivery partnership

A partnership was established to develop and deliver the new Postgraduate Certificate in Mental Health Social Work Award. It involves:
- the University of Strathclyde
- Glasgow Caledonian University
- 13 local authorities in the West of Scotland, represented by the Scottish Social Services Council Learning Network West

The University of Strathclyde is the administering university for the award.
You’ll be registered with us for the duration of the course, and will be subject to our rules and requirements.

You’ll study

The course is taught over the period of an academic year, normally August to June. You’ll complete two modules.

Work placement

An assessed period of practice is integral to each of the two modules on this course. The assessed practice runs through each module and runs from September to December in Module 1 and February to May in Module 2. The practice experience can only be undertaken in the candidates’ employing local authority supervised by a suitably qualified member of staff (Practice Assessor), supported by the course team.

Course awards

The course has been externally evaluated and assessed as producing Mental Health Officers who are competent to practice from the perspective of the local authorities who employ the candidates on completion of the award. In addition, the candidates, despite the intensity of the workload, praised the experience of undertaking the course. The course is the only MHO award in Scotland where recruitment remains high.

Open days and events

Workshops to prepare candidates for applying to the programme are provided in January each year. This includes an overview of the programme as well as a detailed explanation of what an application for the programme should contain. Information and selection handbooks are circulated to all local authorities in December each year to prepare candidates for the event.

Entry requirements

- Applicants must:
1. Be nominated by their employing local authority, be supported by their employing local authority and be provided with appropriate learning opportunities.

2. Hold a professional social work qualification recognised by SSSC. These include:
- BA (Hons) Social Work
- Diploma in Social Work (DipSW)
- Certificate of Qualification in Social Work (CQSW) together with its predecessor qualifications
- Certificate in Social Service (CSS)

If you trained abroad, a letter of comparability with the CQSW or a letter of verification issued by SSSC (or another registering Council in the UK) will be required.

3. Normally have a minimum of two years post-qualifying experience. You should be able to demonstrate that you've improved and extended the level of competence acquired when you qualified.

4. Satisfy the programme provider that you have the capacity to achieve the Mental Health Officer standards, that you can be competently demonstrated as eligible to be appointed as a Mental Health Officer, and can achieve the award at SCQF Level 11 by:
- critically reviewing your professional development since qualifying as a social worker. This should include issues of effective communication with adults who have individual communication support needs, and working with professional tensions, challenges and conflicts. Also included should be evidence from workload of challenging discrimination and demonstrating an understanding of what's meant by this

- analysing interest in, and motivation for, undertaking mental health work including the extensive networking and collaborative practice involved

- showing developed skills in empowering clients. This should be particularly in relation to developing their understanding of their rights to legal support and advocacy, and their views about how their needs may be more effectively met through complex decision making processes

- exploring current awareness of the Mental Health Officer role, the complexity of the power/control issues involved and how you would use Mental Health Officer training in your current work setting

Selection for the programme is a collaborative process across the provider partnership and consists of:
- application
- interview (if applicable)
- selection decision phases

These will verify your:
- eligibility in relation to registration as a social worker with the SSSC
- preparedness and capacity for the specialist role
- eligibility for the programme of study within the universities

The process will also provide feedback to you and your agency about any further preparation or experience necessary before the programme starts.

Final decision on acceptance to the course within the parameters of the minimum standards described lies with the Joint Course Management Committee.


Successful graduates from this programme will immediately be appointed as Mental Health Officers (MHOs) by their local authority, negating the requirement to seek employment as an MHO.

This appointment can lead candidates into promoted posts, eg senior practitioner and management roles. As the role of the MHO is a statutory requirement for local authorities, graduates become members of a small but essential workforce that aims to promote the rights of people with mental disorders as well as ensuring appropriate access to treatment when required.

The MHO workforce is currently under resourced and, as such, qualified MHOs are in high demand across Scotland, obtaining the award, therefore, enhances the employability of all graduates.

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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Clinical Science (Medical Physics) at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017). Read more

Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Clinical Science (Medical Physics) at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

Medical physicists fill a special niche in the health industry. The role includes opportunities for laboratory work, basic and applied research, management and teaching, which offers a uniquely diverse career path. In addition there is satisfaction in contributing directly to patient treatment and care.

This three-year programme in Clinical Science (Medical Physics), hosted by the College of Medicine, builds on an existing collaboration with the NHS in providing the primary route for attaining the professional title of Clinical Scientist in the field of Medical Physics.

Key Features of MSc in Clinical Science (Medical Physics)

The Clinical Science (Medical Physics) programme is accredited by the NHS and provides the academic component of the Scientist Training Programme for medical physics trainees, within the Modernising Scientific Careers framework defined by the UK Department of Health, and offers students the chance to specialise in either radiotherapy physics or radiation safety. This Master’s degree in Clinical Science (Medical Physics) is only suitable for trainees sponsored by an NHS or an equivalent health care provider.

The MSc in Clinical Science (Medical Physics) is modular in structure, supporting integration of the trainee within the workplace. Students must obtain a total of 180 credits to qualify for the degree. This is made up of 120 credits of taught-course elements and a project that is worth 60 credits and culminates in a written dissertation.

The Clinical Science (Medical Physics) MSc is accredited by the Department of Health.


Modules on the Clinical Science (Medical Physics) MSc typically include:

• Introduction to Clinical Science

• Medical Imaging

• Nuclear Medicine and Diagnostic Imaging

• Radiation Protection

• Radiotherapy Physics

• Research Methods

• Advanced Radiotherapy

• Specialist Radiotherapy

• Advanced Radiation Safety

• Specialist Radiation Safety


The MSc in Clinical Science (Medical Physics) provides the main route for the professional qualification of Clinical Scientist in Medical Physics.

Additionally, the need for specific expertise in the use of medical radiation is enshrined in law. The Ionising Radiation (Medical Exposure) Regulations (IRMER) 2000 defines the role of Medical Physics Expert, required within any clinical context where radiation is being administered, either a diagnostic or therapeutic.

Links with industry

The close working relationship between Swansea University and the NHS in Wales, through the All-Wales Training Consortium for Medical Physics and Clinical Engineering, provides the ideal circumstances for collaborative teaching and research. The Consortium is recognised by the Welsh Government. A significant proportion of the teaching is delivered by NHS Clinical Scientists and other medical staff.


The close proximity of Swansea University to Singleton Hospital, belonging to one of the largest health providers in Wales, Abertawe Bro Morgannwg University (ABMU) health board, as well as the Velindre NHS Trust, a strongly academic cancer treatment centre, provide access to modern equipment, and the highest quality teaching and research.

The Institute of Life Science (ILS) Clinical Imaging Suite has recently been completed and overlaps the University and Singleton Hospital campuses. It features adjoined 3T MRI and high-resolution CT imaging. ILS has clinical research of social importance as a focus, through links with NHS and industrial partners.


Swansea University offers a vibrant environment in medically-oriented research. The Colleges of Medicine has strong research links with the NHS, spearheaded by several recent multimillion pound developments, including the Institute of Life Science (ILS) and the Centre for NanoHealth (CNH).

The University provides high-quality support for MSc student research projects. Students in turn make valuable progress in their project area, which has led to publications in the international literature or has instigated further research, including the continuation of research at the doctoral level.

The College of Medicine provides an important focus in clinical research and we have the experience of interacting with medical academics and industry in placing students in a wide variety of research projects.

Medical academics have instigated projects examining and developing bioeffect planning tools for intensity modulated radiotherapy and proton therapy and devices for improving safety in radiotherapy. Industry partners have utilised students in the evaluation of the safety of ventricular-assist devices, intense-pulsed-light epilators and in the development of novel MRI spectroscopic methods. The student join teams that are solving research problems at the cutting-edge of medical science.

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Brunel was the first university in Europe to establish a Master's degree in Medical Anthropology. Since then we have continued to develop our programme to reflect the changing world in which we live. Read more

About the course

Brunel was the first university in Europe to establish a Master's degree in Medical Anthropology. Since then we have continued to develop our programme to reflect the changing world in which we live.

In short, Medical Anthropology can be described as the study of cultural beliefs and practices associated with the origin, recognition and management of health and illness in different social and cultural groups.

Literally hundreds of students – doctors, nurses, physiotherapists, social workers and other medical professionals among them – can testify to the quality of our programme, having used it either to enhance their professional practice, to change career or to develop their research interests for future studies.

Anthropology at Brunel is well-known for its focus on ethnographic fieldwork: as well as undertaking rigorous intellectual training, all our students are expected to get out of the library and undertake their own, original research – whether in the UK or overseas – and to present their findings in a dissertation. Students take this opportunity to travel to a wide variety of locations across the world – see “Special Features” for more details.

Attendance for lectures full-time: 2 days per week - for 24 weeks
Attendance for lectures part-time: 1 day per week - for 24 weeks (in each of 2 years)


The degree aims to equip students with a broad, general understanding of anthropology and how it might be applied to medical and health-related problems.

You will develop a deeper understanding of how people’s ideas about the world, as well as the structural constraints within which they find themselves, have an impact on their understanding and experience of health, sickness and disease.

You’ll achieve this through close study of key texts in medical anthropology, the original fieldwork experiences of your lecturers, and through designing and undertaking your own research project.

If you’ve wondered about some or all of the questions below – all of which are addressed in the degree – this could be the course for you:

How does poverty contribute to the profiles of diseases such as diabetes and tuberculosis?
Why are some diseases, such as leprosy or AIDS/HIV, feared and stigmatized?
Why do some biomedical interventions seeking to control infectious and non-infectious diseases work, and others fail?
What might stop some patients seeking conventional treatments for cancers and other conditions – even when they are offered for free – despite the apparent efficacy of the medicines available?
How does one make the distinction between the healthy and the pathological? Is being ‘disabled’, for example, always a negative state, or might some consider it just another, equally valid, way of being?
What are the effects of political, economic and other social conditions on people’s experiences of what, from a biomedical perspective, might be considered the same diseases?
How and why is it appropriate to combine insights emerging from clinical and epidemiological research with ethnographic understandings of health, illness and disease?

The Brunel Medical Anthropology MSc addresses these issues and more in a lively and challenging way, through a programme of lectures, class discussions, and your own – personally directed – final dissertation research project.

Course Content

The main objectives of the course are to provide a rigorous grounding in key topics and perspectives in medical anthropology, and to equip candidates with a range of research skills to enable them to complete research successfully.

The MSc consists of both compulsory and optional modules, a typical selection can be found below. Modules can vary from year to year, but these offer a good idea of what we teach.


Compulsory modules:

Compulsory Reading Module: Political and Economic Issues in Anthropology
Compulsory Reading Module: Contemporary Anthropological Theory
Dissertation in Medical Anthropology
Ethnographic Research Methods 1
Ethnographic Research Methods 2
The Anthropology of Global Health
Applied Medical Anthropology in the Arena of Global Health
Medical Anthropology in Clinical and Community Settings

Optional modules:

The Anthropology of the Body
Anthropology of the Person
Kinship, Sex and Gender
Anthropological Perspectives of Humanitarian Assistance
Anthropological Perspectives of War
Ethnicity, Culture and Identity


Year 1

Medical Anthropology in Clinical and Community Settings
Compulsory Reading Module: Political and Economic Issues in Anthropology
Compulsory Reading Module: Contemporary Anthropological Theory
The Anthropology of Global Health
Applied Medical Anthropology in the Arena of Global Health

Year 2

Dissertation in Medical Anthropology
Ethnographic Research Methods 1
Ethnographic Research Methods 2
and optional modules


Assessment is by essay, practical assignments (e.g. analysis of a short field exercise) and a dissertation of up to 15,000 words. This dissertation is based upon fieldwork undertaken by the candidate. There are no examinations.

Special Features

All our degrees (whether full- or part-time) combine intensive coursework, rigorous training in ethnographic research methods, and a period of fieldwork in the summer term (final summer term if part-time) leading to up to a 15,000 word dissertation.

Students are free to choose their own research topic and geographic area, in consultation with their academic supervisor. In all cases, the dissertation research project provides valuable experience and in many cases it leads to job contacts – forming a bridge to a future career or time out for career development.

In recent years, students have undertaken fieldwork in locations across the world, including India, Mexico, Bolivia, Papua New Guinea, China, Nepal, Peru, Morocco, and New Zealand as well as within the UK and the rest of Europe.

Special scholarships

Cecil Helman Scholarship Fund
Set up to honour the life and work of leading light in international medical anthropology Professor Cecil Helman (1944-2009), the Doctor Cecil Helman Scholarship Fund provides fieldwork support for between two and four students on our MSc Medical Anthropology course.

Dr Helman taught at Brunel University London from 1990, and became a Professor of Social Sciences in 2005. In 2004, he was awarded the American Anthropological Association’s career achievement award, and the following year he won the Royal Anthropological Institute's Lucy Mair medal.

As well as leading the way in Medical Anthropology, Dr Helman exercised his artistic talents through his paintings, poems, fables, and short fiction – all of which revolved around a theme of the human side of medicine and the narratives that surrounded the doctor-patient relationship.

The Cecil Helman Scholarship Fund offers between two and four students up to £1,000 to help them to complete field research for their dissertations.

The scholarship will be awarded to MSc Medical Anthropology students who demonstrate excellent academic performance and the ability to undertake an original field research project.

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Non-Medical Prescribing for Nurses and Midwives Course Overview. The Postgraduate Certificate in Non-Medical Prescribing aims to prepare nurses and midwives to practice within current non-medical prescribing legislation. Read more

Non-Medical Prescribing for Nurses and Midwives Course Overview

The Postgraduate Certificate in Non-Medical Prescribing aims to prepare nurses and midwives to practice within current non-medical prescribing legislation.

There will be two cohorts per year (subject to final professional body approval), starting in March and September each year. The Spring cohort will run every Wednesday from March to November (No lectures during August) and the Autumn cohort will be taught every Tuesday from September to the following March. 

Unfortunately the Non-Medical Prescribing for Nurses and Midwives course is not available to international students.

Who should apply for the Non-Medical Prescribing programme?

Nurses or midwives who wish to develop prescribing practice within a clinical setting.

Non-Medical Prescribing Course Structure

The Non-Medical Prescribing for Nurses and Midwives course is designed to develop the knowledge, skills and competency required to undertake the role of an independent or supplementary non-medical prescriber. The Non-Medical Prescribing course has been designed for multiple disciplines to learn together to develop prescribing practice within a clinical setting. 

The Non-Medical Prescribing for Nurses and Midwives programme comprises of two core modules: SHGM26 -Clinical Assessment and Decision Making in Non-Medical Prescribing which is 40 credits at level 7 and SHGM27 - Pharmacology principles and practice which is 20 credits at level 7. Both of these modules must be successfully completed to gain this qualification.

The Non-Medical Prescribing for Nurses and Midwives programme is taught at the St. David’s Park site in Carmarthen. Teaching takes place one day a week over the academic year. It is a professional requirement that you also have 96 hours of clinical practice with a designated medical mentor from which you will need to evidence the learning that has occurred.

Staff Expertise

The Non-Medical Prescribing for Nurses and Midwives teaching team:

  • are very experienced in delivering prescribing programmes
  • have a wide range of relevant skills, experience and qualifications
  • are members of a range of prescribing forums and groups
  • have well established links with health board Non-Medical Prescribing Leads throughout the region 

Teaching and Employability

  • Established and reputable links with the NHS, Social Services, and many private sector companies
  • Up-to-the-minute teaching which is responsive to employer demand
  • Successful completion can increase career development and promotion opportunities for the student as an advanced practitioner within their field of speciality  
  • Studies show that non-medical prescribing to be safe, clinically and cost effective.


  • Applicants to the Non-Medical Prescribing course may be eligible for funding support 
  • The Non-Medical Prescribing for Nurses and Midwives programme has the possibility of being funded by the Welsh Government, so the student may not need to pay any fees. Please speak to the programme director or education lead for your area of work for further information.

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience. 


In addition, students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.

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Study the ethical and legal issues that arise in medical and healthcare practice, and produce a significant piece of independent research work in your Major Project. Read more
Study the ethical and legal issues that arise in medical and healthcare practice, and produce a significant piece of independent research work in your Major Project.


Medical law and ethics is a fascinating field of study as advances in research and new technologies shift the boundaries of medicine. New health issues are continually emerging and patient rights are increasingly taking centre stage. Complex medico-legal dilemmas are arising in healthcare practice and in the relationships between patients and healthcare professionals. You’ll find that many of the issues we cover on this course are highly topical.

Over the course of two years, you’ll explore the moral problems faced by medical and healthcare professionals, learn about issues that may raise legal liability in these areas, and reflect upon the legal, social and ethical context in which healthcare law is situated.

Our optional modules will allow you to tailor the course to your own particular interests. You’ll be able to explore these in greater depth in your Major Project, by undertaking a significant piece of independent research in your chosen topic.

You’ll benefit from working with students from medical, healthcare and legal backgrounds who will bring different experiences and viewpoints to the subject.

Delivered in short, intensive blocks of teaching, this part-time course is accessible to busy medical and legal professionals. It's taught jointly by staff from by Anglia Law School and our Faculty of Medical Science, reflecting its inter-professional ethos.

See the website http://www.anglia.ac.uk/study/part-time/medical-law-and-ethics


If you’re working in the medical or healthcare fields and want to move into a more senior position, our course will help to enhance your CV. By developing specialist academic expertise in the field of medical law you’ll broaden your knowledge and understanding of the legal and ethical context in which you work.

Our course will also provide a sound basis for continuing your studies at PhD level, particularly if you have a law degree.

Modules & assessment

Year one, core modules:
Applied Ethics in the Medical and Healthcare Context
Medical and Healthcare Law

Year two, core modules:
Major Project

Year two, optional modules:
Integrated Governance and Compliance Frameworks in Healthcare Communities
Legal and Ethical Issues Throughout Life
Medical Law and Ethics in the Care of Older People


You’ll show your understanding of the modules through written coursework. Meanwhile, the Major Project will let you draw on your own professional background and/or personal interests to produce an original, extended piece of writing.

Where you'll study

Whether you aim to work in the creative industries or the social sciences, the legal profession or public service, the Faculty of Arts, Law & Social Sciences will provide you with the skills and knowledge you need for professional life.

Our lively, diverse community and ambitious academic environment will broaden your horizons and help you develop your full potential - many of our courses give you the chance to learn another language, study abroad or undertake work placements as you study.

If you’re interested in art, music, drama or film, check out our packed programme of events. Together with our partners in the creative and cultural industries, we’re always working to enrich the cultural life of the university and the wider community.

Our research is groundbreaking and internationally recognised, with real social impact. We support the Cultures of the Digital Economy Research Institute (CoDE), whose projects include interactive music apps and documenting lifesaving childbirth procedures, as well as nine international research clusters, such as the Centre for Children's Book Studies and the Labour History Research Unit.

In the Research Excellence Framework 2014, six of our subject areas were awarded world-leading status: Law; Art and Design; English Language and Literature, Communication, Cultural and Media Studies; History; Music, Drama, Dance and Performing Arts.

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- Intercalating medical students, or students intending to pursue a medical degree. - Students with a degree in the social sciences or humanities wishing to acquire a broad understanding of medical anthropology with reference to Asia or Africa, but also including other parts of the world. Read more

Who is this programme for?:

- Intercalating medical students, or students intending to pursue a medical degree.

- Students with a degree in the social sciences or humanities wishing to acquire a broad understanding of medical anthropology with reference to Asia or Africa, but also including other parts of the world

- People with professional experience in medical practice who have an interest in cross-cultural understandings of health and illness.

- Students with a degree in social anthropology wishing to pursue more specialist topics in the anthropology of medicine.

- Students without a previous degree in Anthropology looking for an MA conversion degree to serve as a qualification for pursuing a further research degree in anthropology

- The two-year intensive language pathway is directed at students who want to engage with a country in a professional as well as academic way, as the intensive language courses will enable them to reach a near proficient knowledge of the language.

As one might expect of study at SOAS, our programme is unique in that we take a cultural and phenomenological approach to the anthropology of medicine. That is, we stress a truly cross-cultural method, one which unites all medical systems in a unified comparative perspective. This allows students to grasp the underlying principles and questions common to all therapeutic systems. Given the diversity of the School’s courses, students may choose options which strengthen either the humanities or the development studies aspects of their interests.

It can also be taken with an intensive language pathway over two years, therefore making this programme unique in Europe.

The Japanese pathway is available for students who have an intermediate level of Japanese. Students will be required to take a placement exam in the week before classes begin in order to determine if their level is suitable. Please contact Professor Drew Gerstle () for further information.

The Korean pathway is designed for beginner learners of Korean. Students with prior knowledge of Korean are advised to contact the programme convenor, Dr Anders Karlsson (). Students will take four course units in the Korean language, one of them at a Korean university during the summer after year 1.

The Arabic pathway is designed for beginner learners of Arabic. Students will take four units of Arabic, one of them at the Qasid Institute in Jordan or another partner institution during the summer after year 1. Programme convenor: Dr Mustafa Shah ()

Visit the website http://www.soas.ac.uk/anthropology/programmes/ma-medical-anthropology-and-intensive-language/


- Core course: Cultural Understandings of Health - 15PANC093 (1.0 unit).

- Dissertation in Anthropology and Sociology - 15PANC999 (1.0 unit). This is a 10,000 word dissertation on a topic agreed with the Programme Convenor of the MA Medical Anthropology and the candidate’s supervisor.

- In addition, all MA Anthropology students 'audit' the course Ethnographic Research Methods during term 1 - this will not count towards your 4 units.

- Students without previous experience of anthropology must take the foundation course, Theoretical Approaches to Social Anthropology - 15PANC008 (1.0 unit).

Option Courses - Group A and Group B:

Students then choose TWO 0.5 unit courses from the Group A and B lists.

- AT LEAST ONE of the two 0.5 unit courses normally must come from Group A
- Students not taking Theoretical Approaches to Social Anthropology may then select their fourth unit (either a single 1.0 unit course or two 0.5 unit courses) from the Option Courses list.
- Alternatively, one language course may be taken from the Faculty of Languages and Cultures
- In the two-year language pathway, students take 2 intensive language units and Cultural Understandings of Health (1 unit) in their first year. During the summer, they will participate in a summer school abroad (location dependant on language). Upon their return, they will take one intensive language unit in their second year and two optional anthropology units. In the intensive-language pathway, the same rules apply as for the usual MA.

Programme Specification

MA Medical Anthropology and Intensive Language Programme Specification (pdf; 230kb) - http://www.soas.ac.uk/anthropology/programmes/ma-medical-anthropology-and-intensive-language/file93566.pdf

Teaching & Learning

Aims and Outcomes:
- All students are introduced to the types of problem and areas of questioning which are fundamental to the anthropology of medicine.

- Students new to the discipline are given knowledge of the general principles of anthropological enquiry

- All students develop advanced knowledge and understanding of the theoretical approaches which help form an anthropological perspective.

- All students gain an understanding of the practical methods by which this perspective is applied in field research.
All students will be provided with a near proficient ability in a language.


- Students will be familiar with the foundational literature on the basis of which medical anthropology is linked to and emerges from broader disciplinary concerns.

- Students will have knowledge of the intersections linking medical anthropology to related fields, such as social studies of science, studies in bioethics, and critical approaches to public health

- Students will be familiar with the numerous ethnographic studies of health and illness.

Intellectual (thinking) skills:

- Students will learn to deploy an ethnographic kind of questioning – one directed toward teasing out of complex situations the sets of particular norms or principles which condition or shape them.

- As anthropologists, they will be trained to look for the specifically social in everything (even & especially in the “natural”)

- Students will learn how to form an anthropological problem – that is to distinguish an anthropological problem from a mere topic or area of interest.

Subject-based practical skills:

- Personal drive: Students are expected to take responsibility for their own learning

- Students will develop research skills: including location and adjustment to differing types of library collection, as well as locating organizations and people who hold significant information

- Listening & understanding: Students will be able to assimilate complex arguments quickly on the basis of listening – and to discuss or disagree constructively with points made by others.

- Planning and problem solving: students will be able to set targets and achieve them, and will be able to work well to deadlines.

- Working in a group: students will learn to lead by contributing to the development of consensus.

- In the two year intensive language pathway, to acquire/develop skills in a language to Effective Operational Proficiency level, i.e., being able to communicate in written and spoken medium in a contemporary language.

Transferable skills:

- Students will develop an ability to begin from a general question or issue and develop an appropriate research model and method.
- Ability to clearly represent a concise understanding of a project/problem and its solution.
- An ability to recognize and appreciate for what it is an unconventional approach or an unfamiliar idea
- An ability creatively to resolve conflict while working in a team; being able to see the other person’s point of view
- An ability to work and feel at ease in multicultural or cross cultural environments.

Find out how to apply here - http://www.soas.ac.uk/admissions/pg/howtoapply/

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This programme has been developed to prepare clinicians and health and care professionals for their role as clinical educators and assessors. Read more
This programme has been developed to prepare clinicians and health and care professionals for their role as clinical educators and assessors. It is intended to develop skills in providing education within the working environment. It provides inter-professional working opportunities for the study of key aspects of medical education. It is useful for any medical, health or social care professional with an interest in developing their education knowledge and skills.

Programme structure

This programme is offered on a modular basis to fit in with existing commitments. Modules can also be studied on an individual basis. Some of the modules require minimal attendance, and have a large e-learning component; others require some attendance (typically 4 taught days spread out over several months) together with independent study.

Why choose this course?

-This programme has been developed in response to an evolving NHS and healthcare climate where clinicians are increasingly providing education and support within the working environment. The programme will equip medical and healthcare practitioners with knowledge and skills for developing outstanding educational expertise.
-You will study and explore aspects of educational theory and practice with particular emphasis on adult, clinical and work based learning. There is also an option to study simulation as an educational tool in our very well equipped clinical simulation centre - one of the largest in Europe.
-This programme provides the opportunity to experience a range of teaching and learning techniques, such as blended learning and psychomotor skills training, and the teaching approaches of a range of very experienced clinical educators.
-This programme leads to the award of MSc Health and Medical Education with interim awards of Postgraduate Diploma Health and Medical Education or Postgraduate Certificate Health and Medical Education.


This postgraduate programme offers the opportunity for clinicians working in positions where teaching and training is a requirement, to update and enhance their knowledge and skills. This is identified in the Gold Guide (DoH 1997), which specifies that those involved in the provision and management of postgraduate medical training programmes must have required competencies in the range of educational issues covered by the programme.

The programme

-Develops the critical skills required to become a knowledgeable and competent practitioner in work based learning in health and medical educational settings.
-Raises awareness and fosters critical problem solving regarding the wider contextual factors affecting educational issues in the workplace
-Fosters the advanced skills required for multi-professional and inter-professional working.
-Provides networking and peer support

Teaching methods

A variety of teaching methods are used during the programme including seminars, group work, e-learning, and work-based learning. The programme is well supported by expert educationalists; academics with expertise in work based and health based education; doctors and nurses with expertise in competency assessment; and key opinion leaders in the field so that it maintains links with practice and the ability to reflect current trends in educational practice and work based learning.

The course is intensive with a limited amount of classroom based teaching, and requires you to be a self-directed learner and make full use of the e-support provided and of the Virtual Learning Environment - StudyNet.


Optional Modules
-Clinical Supervision in Medical Practice
-Core Competencies in Medical Practice
-Evidence Based Practice
-Health Disciplines Project
-Health Technology and Innovation
-Health and Medical Education in the Workplace
-Leadership in Practice
-Technology Enhanced Learning
-Work Based Learning

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Advances in biomedical technology, changing moral attitudes, and developments in law, combine to generate difficult ethical, legal, policy challenges for those involved in the delivery of healthcare. Read more


Advances in biomedical technology, changing moral attitudes, and developments in law, combine to generate difficult ethical, legal, policy challenges for those involved in the delivery of healthcare. This programme provides an opportunity to gain a deeper and more systematic understanding of these issues and to explore the moral problems faced by healthcare professionals and those involve in healthcare management and policy. It also aims to provide a foundation for pursuing further study at doctoral level for those interested in doing so.

Applications are welcome from people with a professional or other serious interest in Medical Ethics and Law, including (but not limited to) doctors, nurses, health care managers, intercalating medical students, radiographers, chaplains, charity and voluntary workers, social workers, hospice directors, medical and pharmaceutical researchers, dentists, veterinary practitioners and health care educators. While the programme is primarily aimed at healthcare professionals, it is open to anyone who is suitably qualified and who can demonstrate sufficient academic aptitude.

The MA in Medical Ethics and Law is run by the Centre for Professional Ethics and School of Law at Keele University. It is one of England’s longest established master’s programmes in this subject area, having first been presented in 1987.

The programme is available part-time, full-time, by modular study, and by intercalation within a medical degree. It is taught in short, intensive blocks to make it accessible to those in full-time employment and from across the country and beyond.

Teaching staff also work at the forefront of research in medical ethics, which helps to give the course a contemporary edge. In the recent 2014 REF, staff from Keele's Healthcare Law and Bioethics cluster who teach on the MA were part of Keele's Philosophy submission, which was ranked first in the country for its Impact work. The impact submission was based on staff's work in the field of Biomedical ethics, with 80% of this work judged as being world-leading and the remaining 20% as being of internationally excellent.

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

Course Aims

This course aims to deepen students’ understanding of health care ethics and law, and to enhance their ability to think systematically about the moral and legal issues that health care professionals may face in the course of their work. It also aims to provide a foundation for pursuing further study at doctoral level for those interested in doing so.

Undertaking an MA in ethics will not give you a list of answers to moral problems. What our courses can do is help you to work out answers for yourself, answers that are worth having because they’re based on the best ethical thinking and reasoning we can manage, answers you can justify, to yourself and others. The MA course will give you an introduction to a number of different (rival) moral theories - all of which have their strengths and their weaknesses - as well as providing you with a range of analytical tools with which to assess different ethical and legal claims. It will also help you to communicate ethical and legal arguments to others in a clearer way.

Although ethical issues are rarely out of the headlines, much public 'debate' about ethics in the media is (with occasional honourable exceptions) of very poor quality. Our courses will help you to construct, categorise and criticise different ethical arguments and to spot common fallacies. Ethics at Keele is a participatory activity, not a spectator sport!

Teaching & Assessment

Teaching for the four taught modules is delivered in short intense blocks, enabling those in full-time employment to do the course part-time and to fit it around the demands of their work wherever they are based. Each student is assigned a personal supervisor from the outset, whom they can contact for help or advice at any time during the course.

We regard high levels of student participation in discussion as particularly important for teaching and learning in this area, and employ teaching techniques which encourage this wherever possible. Students come from a wide range of backgrounds and report that meeting and exchanging ideas with others who work in different fields and in different parts of the country is one of the major benefits of the course.

From time to time, experts from outside Keele are invited to speak on the course; this provides an insight into academic work in healthcare ethics and law taking place in other institutions and professional perspectives. In addition, Keele's Centre for Law, Ethics and Society hosts a wide range of seminars, workshops and lectures, which students are welcome to attend.

Each of the four taught modules is assessed through a 5,000-word essay. The essay question is chosen from a list reflecting the main themes of the module, enabling students to focus on the issues that are most interesting to them or relevant to their work. For each essay, students submit a plan (required for modules 1 and 2; optional for modules 3 and 4), on which feedback is provided. In addition, students receive written feedback on each of their essays, aimed at helping them to improve their performance as they progress through the programme, and have the opportunity to discuss the feedback with their supervisor.

For the dissertation module, students are allocated a supervisor to provide support and advice during the writing process, and attend a one-day Research Methods Workshop in Semester 1.

Additional Costs

Students not living within daily travelling distance of Keele will need to arrange accommodation during the teaching blocks.

Although recommended readings are available in the library or on-line, students may wish to purchase some books for themselves.

We do not anticipate any other additional costs for this postgraduate programme.

Mills & Reeve Dissertation Prize

The Mills & Reeve Dissertation Prize is awarded each year to the student who produces the best dissertation. The winner receives a cash prize of £100 sponsored by the law firm Mills & Reeve, and an invitation to lunch at the firm.

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

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The University of Portsmouth was one of the first institutions to respond to the rapid changes within health and social care by offering a Professional Doctorate in Health and Social Care Disciplines programme. Read more

Why take this course?

The University of Portsmouth was one of the first institutions to respond to the rapid changes within health and social care by offering a Professional Doctorate in Health and Social Care Disciplines programme. This programme started in October 2000, and has been highly successful in its delivery to these professionals.

The Professional Doctorate is an alternative pathway to a doctorate qualification. It is a rigorous programme of advanced study and research, designed specifically to meet the needs of commerce, industry and professional groups and is the professionally oriented counterpart to the more theoretical PhD. It enables students to study a specific subject to the same depth as PhD students, but also allows them to apply learning to their professional practice.

What will I experience?

The Faculty of Science offers seven health and social care programmes at doctorate level:

Doctorate in Biomedical Science (DBMS)
Doctorate in Chiropractic (DChiro)
Doctorate in Health Science (DHealthSci)
Doctorate in Medical Imaging (DMedImg)
Doctorate in Nursing (DNursing)
Doctorate in Pharmacy (DPharm)
Doctorate in Social Work (DSW)

These routes are taught together and this enables students in each cohort to benefit from the experience of others and provides a unique inter-professional learning environment.

The Professional Doctorate is open to a wide range of health and social care professionals, who have an active interest in practice-based research and professional practice issues, wish to attain the highest level of professional and academic achievement and develop their career within the health and social care arena. Relevance and application of the research to the professional environment will be a pivotal feature of the programme and reflection on practice will be integral to the learning process.

This course is recognised internationally as a qualification granted to those who have reached the highest level of professional and academic achievement in their field of endeavour.

What opportunities might it lead to?

On a personal level, successful completion of the Professional Doctorate will offer personal fulfilment, professional development, career enhancement and encourage reflective practice.

The programme aims to enhance personal development planning for continuing professional development and encourage an advanced level of critical, analytical, debating and publishing skills, plus knowledge of the range of different research methods encountered in professional practice.

Within the National Health Service (NHS) a Professional Doctorate is now being seen as an essential academic qualification for attaining higher level posts within the NHS Agenda for Change career framework.

Module Details

This is a part-time course, which has been specifically designed so that it can be available to health and social care professionals from all over the country, to fit with the demands of fulltime employment. The course structure is only offered in a part-time mode and is divided into two parts.

Attendance for Part 1 will be in six study blocks of three days duration spread over two academic years. Typically, students will be required to attend the University for up to 18 days for the whole of Part 1. Attendance for Part 2 will only be required for tutorials, seminars and oral presentations.

Part 1

This is the 'taught' component of the programme, which will equip students with the skills that they will need in preparation for Part 2. Part 1 consists of four units, namely:

Professional Review and Development

Advanced Research Techniques

Publication and Dissemination

Proposal for Professional Research and Development

Part 2

This is the research and professional development component and comprises one or two pieces of practice-based research, linked with a commentary demonstrating the relevance of the research to both practice and the practitioner. The nature of this study may include pure basic research or applied research related, for example, to a management or educational setting. This should normally take between 24 and 48 months to complete.

Assessment will be by a thesis, an oral presentation and a viva voce examination.

The University offers Accreditation for Prior Learning (APL), for applicants with previous learning experience and other academic achievement which could be taken into account for some of the units of study. Claims will be considered on a case-by-case basis.

Programme Assessment

Each student will be assigned one or more University supervisors, depending on the area of research and professional development. Access to specialist advisors in the workplace will be required for Part 2 of the programme and will vary according to the area of investigation. We have excellent support systems for our Professional Doctorate students. All students are assigned a Personal Tutor for Part 1 as well as two Supervisors for Part 2 of the course.

There are further opportunities to attend Research Seminars and Workshops organised by the University's Graduate School.

The Professional Doctorate consists of coursework and research and is credit based. The coursework component is designed to help build on professional expertise by exposing students to challenging and innovative ideas in their field.

Assessment is by coursework (including preparation of an article for publication and a research proposal) and oral presentations. This should normally take 24 months to complete.

Student Destinations

Those students completing the MRes Science course will have moved to the next level of qualifications with the advantages that this offers in terms of learning and employability. They will also be in an excellent position to apply for any related doctoral training programme, research assistant positions, graduate teaching positions, or general research related roles.

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This programme provides a comprehensive introduction to understanding contemporary research on global migrations and social justice. Read more
This programme provides a comprehensive introduction to understanding contemporary research on global migrations and social justice. Unique in Scotland, it addresses questions such as who moves and why, who is allowed to settle and where, what are the roles of states, institutions and civil societies in these processes.

Why this programme

● The programme draws on recognised expertise in migration studies, sociology, anthropology, history, criminology, human geography, policy and politics, ethics, as well as a wide variety of country and regional expertise.

● You will get access to cutting-edge academic research on migration with an emphasis on social justice and learning from non-academic work in this area.

● It offers innovative and wide ranging learning and teaching approaches from lectures and seminars, to project work, workshops and field based activities, along with assessment methods with practical options for collaborative and arts-based projects.

● The programme is supported through GRAMNet, the University of Glasgow’s internationally recognised research network for Refugees, Asylum and Migration in Scotland. You will benefit from the provisions offered by GRAMNet, such as training, seminars, opportunities for knowledge exchange and spaces for dissemination.

● The programme features guest lectures and input from leading migration academics as well as practitioners working in this area.

Programme structure

You will take three core and three optional courses as well as complete a dissertation or a practical project. Courses will be delivered via lectures and seminars supported by appropriate multi-media material, such as monographs, videos, podcasts, journal articles, reports and survey data. Coursework will involve project work, workshops and field based activities.

The dissertation options have been designed to bring together practice and academic learning, allowing you to reflect on the experience of being directly and actively engaged with service providers and asylum seekers, refugees and migrants, working alongside them to explore how research may be transformative for organisations, individuals and communities.

Core courses

• Global migrations: histories, structures, experiences
• Public social science for social justice
• Research design.

Optional courses

• Access, equity, health
• Century of the refugee: refugees and statelessness in comparative perspective, 1900-2000
• Immigration and asylum law
• Migration, mobility and settlement: Post-Soviet migrations
• Migration, mobility and settlement: Central and East European migration to the UK and Scotland
• Racism and modernity
• Texts for diversity: language across learning for children with English as an additional language .
• Some courses might not be available every year. You may also be able to choose from courses in the other subjects in the School of • Social & Political Sciences.

Resources and facilities

In addition to a long history of large communities of migrants setting in the city Glasgow is host to the UK’s largest population of refugees and asylum seekers under dispersal policy. Across the city there is a large number of organisations working with migrants, refugees and asylum seekers in a variety of ways. Within this distinctive context, GRAMNet - the University of Glasgow’s internationally renowned Glasgow Refugee Asylum and Migration Network - brings together researchers, practitioners, NGOs and policy makers with a focus on examining the social and cultural effects of migration. At its heart is a focus on social and intercultural values, social justice and critical engagement with questions around migration. The network’s reputation for developing and applying innovative participatory methodologies to address complex questions is internationally renowned.

Please refer to the website for

Background and Aims


Career prospects

On completing the programme, you will be equipped to apply your learning to a wide range of opportunities locally, nationally and internationally. This might include working with policy-making bodies, local and national governments, community organisations, NGOs and third sector organisations. The emphasis on applied learning makes this programme relevant to a range of professional settings where graduates may be working with asylum seekers, refugees and migrants, for example in education, social work, housing, equalities, campaigning and advocacy work, community development, human rights advocacy work, social research. It will also provide the necessary foundations for further study through doctoral research.

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This MSc aims to provide sufficient knowledge of advanced medically related anthropology to enable students to utilise anthropological approaches in a range of research and professional roles. Read more
This MSc aims to provide sufficient knowledge of advanced medically related anthropology to enable students to utilise anthropological approaches in a range of research and professional roles. We train students in theoretical and applied aspects of the field, preparing them for careers that engage with and impact real-world contexts.

Degree information

Students new to social science develop an understanding of a social science approach to the experience of illness and health, and gain skills required in social anthropological field research and analysis. For students with previous social science training, the programme focuses on the dimensions particular to medical anthropology.

Students undertake modules to the value of 180 credits.

The programme consists of two core module (45 credits) optional modules in three distinct fields (45 credits) and a research dissertation (90 credits).

Core modules
-Clinical Ethnography
-Medical Anthropology

Optional modules - *Medical anthropology options are available in the following areas:
-Anthropology of Science, Society and Biomedicine
-Ritual Healing and Therapeutic Emplotment
-Anthropology of Ethics and Morality
-Anthropology and Psychiatry

*Students may also choose from among a variety of other options within and beyond medical anthropology

All MSc students undertake an independent research project which culminates in a dissertation of 15,000 words.

Teaching and learning
The programme is delivered through a combination of lectures, seminars, small-group presentations and discussion, tutorials, laboratory and practical work, independent directed reading, interactive teamwork, and video film and web based courses. Assessment is through one examination, two essays, optional module requirements and the research dissertation.


Medical Anthropology is a rapidly expanding interdisciplinary field and graduates of our programme have gone on to develop exciting careers in academia, clinical services, social services, government, and non-governmental organisations.

Top career destinations for this degree:
-Medical doctor in specialty training, Royal Devon and Exeter Hospital (NHS)
-MBBS (Bachelor of Medicine, Bachelor of Surgery), Newcastle University
-Research Degree: Anthropology, University College London (UCL)
-Midwife, King's College Hospital NHS Foundation Trust
-PhD Population Health Sciences, The University of Edinburgh

Our approach is broad and open-minded, encompassing analysis of diversity issues in clinical practice, critical medical anthropology, psychology/psychiatry, social impact of genetic technologies, demographics, ethics, and studies of traditional healing. UCL is ranked fifth in the QS World University Rankings and our students benefit from a wealth of resources.

Why study this degree at UCL?

UCL Anthropology was the first in the UK to integrate biological and social anthropology with material culture into a broad-based conception of the discipline. UCL Medical Anthropology at UCL integrates interpretive, critical and applied perspectives.

Our excellent results in the 2008 Research Assessment Exercises and 2014 Research Excellence Framework show that we are the leading broad-based anthropology department in the UK. We are also one of the largest anthropology departments in the UK, offering a breadth of expertise.

Students are encouraged to take full advantage of the wider anthropological community in London and the department's strong links with European universities and international institutions.

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