This course is for doctors, nurses, allied health professionals and pharmacists with an interest in diabetes care. It aims to develop the scientific basis for improvement in diabetes clinical practice and public health using robust epidemiological, evidence based and social science methodologies.
Diabetes is becoming an increasingly common condition among every population group, both in the developed and developing countries. It has a major impact on the physical, psychological and general wellbeing of individuals and their families. It can lead to disabilities, for example blindness, chronic morbidity, and mortality through heart disease, stroke and renal failure. Yet, there is evidence that effective treatment can increase life expectancy, reduce the risk of complications and even delay or prevent onset. This course will prepare you to take an evidence-based approach to diabetic care and will allow you to specialise in an area of your choice. It has been developed with clinical colleagues and blends the theoretical perspectives with practicalities of implementing an effective diabetic care programme. This course emphasises the effective use of multidisciplinary teams in problem solving and patient care.
The course is based at QMU, but there is opportunity to study the international dimension of diabetes and apply the principles to care in developing countries.
A range of student-centred e-learning methods including online tutorials are utilised. Your performance will be assessed by systematic reviews, presentations and posters.
Both the full-time and part-time routes are taught by distance e-learning. The full-time route allows the student to complete the online programme over one year, and would probably be best suited for students in part-time employment.
The part-time route allows you to space your studies out over a longer period of time to suit your needs and there is flexibility in which modules you undertake each year. On average you will be required to spend approximately 150 hours of study per module depending on credit rating.
All local Edinburgh hospitals have links to the course.
30 credits: Research Methods / Diabetes: Pathology, Physiology and Complications/ Management of Diabetes and its complications.
30 credits: Tissue Viability.
15/30 credits: Developing Professional Practice Work-Based Learning
15 credits: Digital Literacies/ Epidemiology
If studying for the MSc, you will also
complete a dissertation (60 credits).
Career prospects on completion of the course are likely to be within specialist teams, either within the acute or primary care sector. Opportunities also exist internationally. The new Diabetes National Service Framework Standards will also influence the services provided to diabetic patients. Graduates of this course will be in an excellent position to lead specialist multi-professional teams. There will also be opportunities in education and pharmaceutical industries. Graduates may also like to apply for study at higher degree (MPhil or PhD).
Successful graduates have gone on to undertake PhD research, employment in pharmaceutical companies and have gained work place promotion as physicians, nurses and allied health professionals.
This flexible MSc course provides an opportunity for podiatrists to develop their own programme of study at master’s level when studying from their own home or work base. It does not lead to registration with the Health and Care Professions Council.
This innovative course will allow you to choose from a range of modules to develop your own master’s qualification, or to customise the course content in response to modern day podiatry practice, keeping you up to date with the latest developments and improving your career prospects.
The course can be studied at a time most suitable for you, through a distance e-learning route with tutor support and no requirement to attend QMU.
Distance e-learning modules will be taught using QMU’s virtual learning environment which requires access to the internet at a time most suitable to you. The virtual learning environment will be used to deliver course content, group tutorial discussion, tutor support and course work assignment submissions. Your performance will be assessed by coursework assignments, however, some modules require an examination. Class sizes are usually less than 15 students.
Course content will depend on the module size. Single modules worth 15 credits will run for a shorter time, usually 3 to 4 months, whereas double modules, which are worth 30 credits, will run for approximately 6 months. Double modules will begin in September and single modules can begin in either September or January.
The Pharmacology for Podiatrists module has been approved by the Health and Care Professions Council for annotation on their professional register.
There are two routes to choose from:
Distance e-learning route
Compulsory Modules: Research Methods (30 credits)/ Research Project (60 credits) You should also study 90 credits from the following: Current Developments (30 credits)/ Tissue Viability (30 credits)/ The Ageing Foot (30 credits)/ Management of Diabetes and its Complications (30 credits)/ Evaluation of Diabetes and Developing Practice (15 credits)/ Digital Literacies (15 credits)/ Pharmacology for Podiatrists (15 credits)/ Developing Professional Practice Work-Based Learning (15, 30 or 45 credits) / Diabetes: Pathology, Physiology and it’s Complications (30 credits)/ Epidemiology (15 credits)/ Podiatry Mechanics (15 credits)/ Medicine and Pathology (15 credits)
Customised route with own topic selection
Compulsory Modules: Research Methods (30 credits)/ Research Project (60 credits)/ Current Developments (30 credits)/ Developing Professional Practice Work Based Learning (45 credits)/ Digital Literacies (15 credits)
This course will help you incorporate your new-found skills and can contribute to continuing professional development. This course will also allow you to develop your own area of interest. An example of this has been a student who has developed an expertise in analysing the movement of the foot through the use of finite element modelling.