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Teesside University Masters Degrees in Medicine

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The PgDip and MSc Evidence-based Medicine (Anaesthesia, Perioperative Medicine and Pain) programmes provide a modular postgraduate education to meet your needs. Read more

The PgDip and MSc Evidence-based Medicine (Anaesthesia, Perioperative Medicine and Pain) programmes provide a modular postgraduate education to meet your needs. The programmes offer specialty training within this area and will enhance your career progression towards a consultant post.

Course details

The programmes are flexible and modular, covering a range of subject matters relevant to anaesthesia, perioperative medicine and pain. Credits from the component modules can be combined to provide a postgraduate certificate, diploma or master’s-level qualification. You study the central aspects of evidence-based medicine and research, and how to apply these to your anaesthesia, perioperative medicine and pain practice to enhance the quality of your individual clinical practice and broader service delivery. You share a number of modules with other master’s-level programmes giving you many opportunities to mix with other students and share academic and professional experiences. The emphasis is on integrating theory and clinical practice in a multi-professional working and learning environment.

You develop an ability to understand how evidence is generated, retrieved, evaluated and importantly, employed in practice. The programmes enhance inter-professional learning and direct the focus of learning toward evidence based clinical decision making and quality improvement to enhance service delivery. This is in line with the Government’s policy visions to develop evidence based, quality improvement driven professional practice.The programmes offer a structured and logical progression to learning, with a firm link to your anaesthesia, perioperative medicine and pain practice. As the majority of students are employed in specialty training posts we use a flexible approach to programme delivery.

What you study

Course structure

Core modules

  • Designing Research Projects
  • Evidence-based Practice
  • Practical Statistics
  • Quality Improvement in Evidence-based Anaesthesia, Perioperative Medicine and Pain
  • Research Project Management

MSc only

  • Dissertation

Modules offered may vary.

Teaching

Where you study

Main campus for attending students, at home for distance learners.

How you learn

The learning and teaching strategy is as flexible as possible. You can choose to study by attending classes, by distance learning or flexible learning (a combination of attendance and distance learning). 

For attending students, learning and teaching methods include key lectures, seminars involving group discussions and structured learning activities, practical computer lab classes and tutorial support.

For distance learners our virtual learning environment provides you with interactive structured learning materials such as written learning materials, narrated PowerPoint presentations, and structured learning materials and activities. Alongside this you can access a range of forums – discussion boards, wikis and blogs to support your discussion with module tutors and other students. Tutorial support is provided by email, phone or Skype. 

If you are a flexible learner you can use these two approaches flexibly throughout each module depending on your personal needs and work commitments. Our learning and teaching strategy, and opportunities for feedback for flexible learners includes aspects of the attendance and distance learning strategies.

How you are assessed

We use a variety of assessment strategies. Formative assessment supports your learning in some modules. Each module is summatively assessed through a written report, seen exam, data analysis project, research proposal, quality improvement proposal, critical commentary and – for the MSc only – a dissertation.

Employability

These programmes offer a structured and logical progression to learning with a firm link to your specialist area of practice. Most graduates are employed in specialty training posts and these programmes can support your career progression to consultant level.



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In both programmes you study the central aspects of evidence based medicine and research and to apply these to your specific area of practice or clinical speciality with the aim of enhancing the quality of your individual clinical practice and broader service delivery. Read more

In both programmes you study the central aspects of evidence based medicine and research and to apply these to your specific area of practice or clinical speciality with the aim of enhancing the quality of your individual clinical practice and broader service delivery. You study three core modules. A number of modules are shared with other master’s level programmes giving you many opportunities for you to mix with students on other programmes and share experiences (both academic and professional). The emphasis is on the integration of theory and clinical practice within a multi-professional working and learning environment.

Course details

The programmes offer a structured and logical progression to learning, with a firm link to your specialist area of practice. You may be employed in speciality training posts, so a flexible approach to the programme delivery has been used. You develop an ability to understand how evidence is generated, retrieved, evaluated and importantly, employed within practice.

The programme enhances inter-professional learning and directs the focus of learning toward evidence-based clinical decision making. This is in line with the Government’s policy visions to develop evidence based driven professional practice. Following the completion of your PgDip you can apply for entry to the third year of the MSc Evidence-based Medicine within five years of completing your PgDip.

What you study

You study three modules, one focusing on evidence based medicine, one on statistics and one on research design.

Course structure

Core modules

  • Designing Research Projects
  • Evidence-based Practice
  • Practical Statistics
  • Quality Improvement in Evidence-based Healthcare
  • Research Project Management

MSc only

  • Dissertation

Modules offered may vary.

Teaching

Where you study

Main campus for attending students, at home for distance learners.

How you learn

The learning and teaching strategy is as flexible as possible. You can choose to study by attending classes by distance learning or flexible learning (a combination of attendance and distance learning). 

For attending students, learning and teaching methods include key lectures, seminars involving group discussions and structured learning activities, practical computer lab classes and tutorial support. For distance learners the virtual learning environment provides you with interactive structured learning materials such as written learning materials, narrated PowerPoint presentations, and structured learning materials and activities. Alongside this you can access a range of forums – discussion boards, wikis and blogs to support your discussion with module tutors and other students. Tutorial support is provided by email, phone or Skype if you are undertaking distance-learning options. If you are a flexible learner you can use these two approaches flexibly throughout each module depending on your personal needs and work commitments. Our learning and teaching strategy, and opportunities for feedback for flexible learners include aspects of the attendance and distance learning strategies.

How you are assessed

We use a variety of assessment strategies throughout. Formative assessment supports your learning in some modules. Each module is summatively assessed through a written report, seen exam, data analysis project, research proposal, quality improvement proposal, critical commentary and dissertation (dissertation is for MSc only).

Employability

These programmes offer a structured and logical progression to learning, with a firm link to your specialist area of practice. Most graduates are employed in specialty training posts. These programmes can support your career progression to consultant level.



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As a doctor this postgraduate award develops your knowledge and skills in evidence-based medicine and clinical research. Course details. Read more

As a doctor this postgraduate award develops your knowledge and skills in evidence-based medicine and clinical research.

Course details

This award develops the knowledge, skills and attitudes necessary to perform evidence-based medicine and clinical research and is relevant to all specialist areas of practice. It also enhances your commitment to lifelong learning, encouraging you to develop an inquisitive approach to clinical practice.

You study three core modules in evidence-based practice, research design and statistics. We take a flexible approach to course delivery. You can take this one-year course either by attending classes, by distance learning (no attendance required) or by flexible learning (a combination of some attendance and some distance learning). On successful completion of this award you can choose to progress onto a PgDip or MSc.

What you study

You study three modules throughout this award to develop your knowledge and skills in evidence-based medicine, research methods and statistics. You are encouraged to apply this to your own specialist area of practice.

Course structure

Year 1 core modules

  • Designing Research Projects
  • Evidence-based Practice
  • Practical Statistics

 Modules offered may vary.

Teaching

How you learn

You can choose to study all modules by attending classes, distance learning or a combination of both. Attendance learning includes key lectures, group discussions group seminars, practical activities, computer lab work and individual tutorial support. Distance learning is supported electronically through the virtual learning environment and includes written learning materials, narrated PowerPoint presentations, interactive learning materials, electronic discussion forms and email or Skype tutorial support. You can choose to combine these two learning methods by attending some sessions and taking others by distance learning.

How you are assessed

We use a range of learning and teaching methods throughout including a written report, statistical analysis and a research proposal.

Employability

This award supports your career progression by giving you the knowledge and skills to undertake research and to become an evidence-based practitioner.



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The first year of this Consortium for the Accreditation of Sonographic Education (CASE) accredited course enables healthcare professionals from varying clinical backgrounds to become safe, competent ultrasound practitioners. Read more

The first year of this Consortium for the Accreditation of Sonographic Education (CASE) accredited course enables healthcare professionals from varying clinical backgrounds to become safe, competent ultrasound practitioners. The second year allows you to increase your clinical leadership and research knowledge. The third allows you to become an authentic leader in the field of medical ultrasound by providing you with an opportunity to design and manage a major research project.

Course details

The course:

  • develops you academically to postgraduate level
  • enables you to become an autonomous practitioner with the skills to undertake high quality medical ultrasound examination competently and safely in a range of ultrasound and research practice placing the person at the centre of care
  • enhances your critical skills to enable you to recognise and promote high quality evidence and care
  • develops your leadership abilities by providing you with the knowledge of research design or service improvement
  • promotes an ethos of caring compassion, professionalism and lifelong learning
  • enables you to function as a valued member of the multi-disciplinary healthcare team.
  • enables you to become an autonomous practitioner with the skills to design and manage research projects relevant to your ultrasound practice

What you study

In the first two years of study you have the option of two study routes:

  • Clinical
  • Point of care

After completing both years of study you are awarded the PgDip Medical Ultrasound. You then have the opportunity to continue your study and complete the MSc Medical Ultrasound.

Course structure

Year 1 core modules - Clinical Route

  • Principles of Ultrasound Science and Technology

and one optional module

  • General Medical and Gynaecological Ultrasound
  • Lower limb musculoskeletal ultrasound
  • Negotiated Study in Medical Ultrasound Practice
  • Obstetric and Gynaecological Ultrasound
  • Upper limb musculoskeletal ultrasound
  • Vascular ultrasound

Year 1 core modules - Point of Care Route

  • Principles of Ultrasound Science and Technology

and two optional modules

  • Core Emergency Medicine Ultrasound
  • Deep Venous Thrombus Ultrasound
  • Renal and Hepato-biliary Ultrasound
  • Shock and Focused Echo Ultrasound

Year 2 core modules - Clincal Route

  • Designing Research Projects

and one optional module

  • General Medical and Gynaecological Ultrasound
  • Lower limb musculoskeletal ultrasound
  • Negotiated Study in Medical Ultrasound Practice
  • Obstetric and Gynaecological Ultrasound
  • Upper limb musculoskeletal ultrasound
  • Vascular Ultrasound

Year 2 core modules - Point of Care Route

  • Designing Research Projects

and two optional modules

  • Deep Venous Thrombus Ultrasound
  • Focused Negotiated Study in Medical Ultrasound Practice
  • Renal and Hepato-biliary Ultrasound
  • Shock and Focused Echo Ultrasound

Year 3 core module

  • Dissertation

Modules offered may vary.

Teaching

How you learn

Teaching is delivered at Teesside University through academic blocks. The clinical route is delivered over five two-week blocks. The point of care route is delivered over five two-day blocks to suit busy clinical workloads.

Both routes are supported through e-learning. You will also develop your practical skills within your clinical placement. It is a fusion which allows you to become an autonomous safe ultrasound practitioner. Teaching methods used during your academic blocks include lectures, seminars, group work, and practical workshops. The state-of-the-art Regional Ultrasound Simulation Centre here on campus is fully incorporated into the teaching.

How you are assessed

You are assessed by written assignment, examinations and practical triggered assessment.

Employability

Work placement

Prior to enrolling on the course, you must negotiate a clinical placement, where you can gain your practical skills. You must find this placement, the University cannot help with this.

Career opportunities

After completing your first year of study you can practise in your chosen area of ultrasound.



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The Consortium for the Accreditation of Sonographic Education (CASE) recommends a postgraduate certificate (PgCert)in medical ultrasound to be the minimum qualification required to practise ultrasound in the UK. Read more

The Consortium for the Accreditation of Sonographic Education (CASE) recommends a postgraduate certificate (PgCert)in medical ultrasound to be the minimum qualification required to practise ultrasound in the UK. This CASE-accredited course enables healthcare professionals from varying clinical backgrounds to become safe, competent ultrasound practitioners.

Course details

The course:

  • develops you academically to postgraduate level
  • enables you to become an autonomous practitioner with the skills to undertake high quality medical ultrasound examination competently and safely in a defined area of ultrasound practice, placing the person at the centre of care
  • enhances your critical skills to enable you to promote high quality evidence and care
  • promotes an ethos of caring, compassion, professionalism, excellence and lifelong learning
  • enables you to function as a valued member of the multi-disciplinary healthcare team

What you study

You have the option to study one of two routes:

  • Clinical
  • Point of care

The pathway you choose will be dictated by your professional background and your chosen area of ultrasound practice.

Following either pathway, you have an opportunity to continue your study on to the next stage and complete a postgraduate diploma in medical ultrasound. 

Course structure

Core modules - Clinical Route

  • Principles of Ultrasound Science and Technology

and one optional module

  • General Medical and Gynaecological Ultrasound
  • Lower limb musculoskeletal ultrasound
  • Negotiated Study in Medical Ultrasound Practice
  • Obstetric and Gynaecological Ultrasound
  • Upper limb musculoskeletal ultrasound
  • Vascular Ultrasound

Core module - Point of Care Route

  • Principles of Ultrasound Science and Technology

and two optional modules

  • Core Emergency Medicine Ultrasound
  • Deep Venous Thrombus Ultrasound
  • Renal and Hepato-biliary Ultrasound
  • Shock and Focused Echo Ultrasound

Modules offered may vary.

Teaching

How you learn

The teaching is delivered at Teesside University through academic blocks. 

The clinical route is developed over five two-week blocks. 

The point of care route is delivered over five two-day blocks to suit busy clinical workloads.

Both routes are supported through e-learning. You will also develop your practical skills within your clinical placement. It is a fusion which allows you to become an autonomous safe ultrasound practitioner. Teaching methods used during your academic blocks include lectures, seminars and practical workshops. The state-of-the-art Regional Ultrasound Simulation Centre here on campus is full incorporated into the teaching.

How you are assessed

You are assessed by a written assignment, examinations and a practical triggered assessment.

Employability

Work placement

Prior to enrolling on the course, you must negotiate a clinical placement, where you can gain your practical skills. You must find this placement; the University cannot help with this.

Career opportunities

After completing this course you are able to practise in your chosen area of ultrasound.



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Medical imaging is key to fast and accurate diagnosis in modern healthcare. As a radiographer you meet a variety of people and help provide them with a diagnosis to inform their treatment. Read more

Medical imaging is key to fast and accurate diagnosis in modern healthcare. As a radiographer you meet a variety of people and help provide them with a diagnosis to inform their treatment.

Course details

Radiographers work with the latest technology and often in fast paced environments where a clear head and an organised approach is key to safe practice. Through this course you build on your prior learning of anatomy and physiology to develop a critical understanding of contemporary radiography practice. You gain the skills to be a safe, autonomous, caring, professional practitioner. Core skills underpinning radiography include dispensing ionising radiation, interpreting medical image appearances, care of the patient and use of technology. We take a problem-based approach to learning, which includes opportunities to share learning with students from other allied health professions to promote teamwork and engagement. Successful completion of the course provides eligibility to apply for registration with the Health and Care Professions Council and membership of the Society and College of Radiographers.

Students studying this programme who obtain an NHS bursary can't also apply for a postgraduate loan from the Student Loan Company. From September 2018 funding for this programme will change. The website will be updated when details are confirmed.

Professional accreditation

The course is accredited with the Health and Care Professions Council (HCPC) and the College of Radiographers. Practice placements are at Middlesbrough, Stockton, Hartlepool, Darlington, Bishop Auckland, Sunderland, Durham, Gateshead, Newcastle and North Tyneside

What you study

This is a unique, progressive and integrated fast-track course. It incorporates natural sciences, clinical sciences, health policy and research methods. The course would especially suit applicants with a biomedical sciences or anatomy background. We take a problem-based approach to learning, which includes opportunities to share learning with students from other allied health professions. We promote teamwork and an appreciation of how other disciplines contribute to health care.

Course structure

Year 1 core modules

  • Clinical Placement 1
  • Clinical Placement 2
  • Contemporary Issues in Health and Social Care
  • Radiographic Studies

Year 2 core modules

  • Clinical Placement 3
  • Contemporary Radiographic Imaging
  • Major Project
  • Specialist Radiographic Imaging

Modules offered may vary.

Teaching

How you learn

On campus, learning is facilitated through lectures, seminars, group work and problem-based learning. In addition the medical imaging team has access to IT facilities and a proportion of teaching is supported through a computer program which simulates the taking of x-rays plus special image retrieval and display systems. 

Approximately 50% of your learning occurs in the clinical environment. During this time you have one day a week as study time, engaging with learning materials through the university’s VLE. The placements are designed to provide you with increasingly demanding opportunities to achieve the outcomes of the programme and to fulfil the requirement for clinical competence. You also experience a range of imaging strategies in different environments, so that as a radiographer you can act as both an informed source and an advocate for the patient. The clinical environment provides the setting for experiential learning and the development of clinical reasoning, problem-solving and a reflective approach to practice. You are encouraged to apply your theoretical knowledge to the practical situation, plan your practice, undertake the examination and reflect on the process and outcome.

How you are assessed

A range of assessment methods are used including written assignment, presentation and oral and written examinations. If you choose to complete the major project module of the MSc you are required to write a journal article.

Employability

Graduates in diagnostic radiography are a vital part of modern health care and employment opportunities are available in the UK and abroad.



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The School of Health & Social Care has been commissioned to provide cognitive behavioural therapy (CBT) training to graduates within mental health professions delivering CBT within Improving Access to Psychological Therapies (IAPT) services in response to the Department of Health’s commitment to improve access to psychological therapies for people with depression and anxiety. Read more

The School of Health & Social Care has been commissioned to provide cognitive behavioural therapy (CBT) training to graduates within mental health professions delivering CBT within Improving Access to Psychological Therapies (IAPT) services in response to the Department of Health’s commitment to improve access to psychological therapies for people with depression and anxiety.

Course details

The course has achieved level 2 accreditation with the British Association of Behavioural and Cognitive Psychotherapies (BABCP) which means that on completion you are eligible to apply for provisional accreditation with the BABCP. The course is suitable for you if you are working in non IAPT services and wish to undertake CBT training.

Teaching in terms one and two centres on developing a level of competence in relation to the fundamental principles of CBT enabling you to apply CBT to people with depression and anxiety. You gain an understanding of how scientific principles inform CBT clinical practice. In addition you undertake a module through distance learning which develops your ability to understand how evidence is generated, retrieved, evaluated and importantly, employed within practice. The second year extends your learning of CBT knowledge and skills to enable you to develop competencies in specialist techniques applied to depression and anxiety disorders.

Professional accreditation

When not at University you are required to spend your clinical time developing your case load for clients who have depression or an anxiety disorder with access to a BABCP accredited supervisor.

What you study

In the first two terms you focus on the development of the knowledge and skills required for the application of the fundamental principles of CBT for cases of depression and anxiety disorders, including the underpinning scientific principles and research literature, assessment processes, CBT formulation and related CBT therapeutic processes and interventions. 

The second year extends your learning of CBT knowledge and skills to enable you to become a competent CBT practitioner with more complex cases of depression and anxiety disorders. You also learn the techniques necessary to carry out literature searches and critically to appraise the literature.

Course structure

Core modules

  • Cognitive Behaviour Therapy for Anxiety Disorders
  • Cognitive Behaviour Therapy for Depression
  • Evidence-based Practice
  • The Fundamentals of Cognitive Behavioural Therapy

 Modules offered may vary.

Teaching

Where you study

You study at the new purpose-built Darlington campus and Teesside University campus.

How you learn

The learning and teaching strategy is to deliver the course using a range of classroom and workplace learning methods. These include skills-based workshops and weekly CBT case supervision, both group and individual.

How you are assessed

In accordance with the BABCP accreditation criteria, assessment of your CBT knowledge and skills is through a range of methods, including a assessed video-taped CBT sessions and case studies.

Employability

Work placement

To enrol on this programme you must work in a clinical setting which enables you to provide cognitive behavioural therapy interventions to a range of people with depression and anxiety related problems from assessment through to completing treatment protocols.

Career opportunities

Once you pass the course you are eligible to register for provisional accreditation with the BABCP as a cognitive behavioural therapist. Following completion of the PgDip Cognitive Behavioural Therapy you have the opportunity to continue your studies and complete a 60-credit master’s level dissertation and a 20-credit Designing Research Project module, successful completion will lead to an MSc Cognitive Behavioural Therapy. This is only offered part-time and must be taken within five years of commencing the PgDip. 

If you who have not undertaken the PgDip Cognitive Behavioural Therapy at Teesside University you must complete an additional 20-credit Evidence-based Practice module, before you can apply for the MSc Cognitive Behavioural Therapy.



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This programme has been developed in response to local, national and international agendas regarding the increased role of cognitive behavioural therapy (CBT) within healthcare provision. Read more

This programme has been developed in response to local, national and international agendas regarding the increased role of cognitive behavioural therapy (CBT) within healthcare provision.

Course details

Gaining an understanding of how scientific principles inform CBT clinical practice, you develop an understanding of how evidence is generated, retrieved, evaluated and importantly, employed within practice. The second year extends your CBT knowledge and skills to enable you to develop competencies in specialist techniques applied to depression and anxiety disorders.

This course provides the opportunity for you to develop the range of skills and knowledge needed to facilitate the advancement of practice through critical analysis, synthesis and application of relevant underpinning theories. The course enables you to undertake an academic journey of personal and professional development in a supportive, student-centred environment. Your previous experience provides the platform on which you will develop within a global context. The final part of the course is based around the enhancement of academic credibility through research awareness. If you are already in possession of a postgraduate diploma in CBT you may apply to be considered for advanced standing to the final part of the MSc in the CBT programme. If you want to become an accredited CBT therapist you should apply initially for the postgraduate diploma in CBT, then on completion apply for advanced standing and complete the MSc in CBT.

What you study

In the first two terms you focus on the development of the knowledge and skills required for the application of the fundamental principles of CBT for cases of depression and anxiety disorders, including the underpinning scientific principles and research literature, assessment processes, CBT formulation and related CBT therapeutic processes and interventions. 

The second year extends your learning of CBT knowledge and skills to enable you to become a competent CBT practitioner with more complex cases of depression and anxiety disorders. You also learn the techniques necessary to carry out literature searches and critically to appraise the literature. 

The third year of the programme is based around the enhancement of academic credibility through research awareness. The programme consists of two modules; Designing Research Projects and a dissertation. The first module equips you with the necessary knowledge and skills to design and manage a research a project relevant to your practice in CBT. The second module, the dissertation, enables you to apply your research-related knowledge to identify a researchable problem, plan and execute a study.

Course structure

Core modules

  • Cognitive Behaviour Therapy for Anxiety Disorders
  • Cognitive Behaviour Therapy for Depression
  • Designing Research Projects
  • Dissertation
  • Evidence-based Practice
  • The Fundamentals of Cognitive Behavioural Therapy

 Modules offered may vary.

Teaching

Where you study

You study at Darlington campus and Middlesbrough campus. The final part of the programme may be studied from home or work through the use of electronic media.

How you learn

We use a variety of learning and teaching methods throughout the programme including classroom teaching, clinical practice, clinical and academic supervision, and e-learning strategies. You can study the final 18 months of the programme by distance learning.

How you are assessed

There are a variety of assessment methods depending on the module. These methods include critical reflections on therapy sessions, case studies and a research project. You must also achieve specific practice competencies.

Employability

Work placement

Within clinical practice you deliver cognitive behavioural therapy interventions under the supervision of a British Association for Behavioural and Cognitive Psychotherapies (BABCP) accredited supervisor. You work with a range of service users with depression and anxiety disorders to fulfil all criteria for your final portfolio. Clinical practice enables you to develop cognitive behavioural therapy competence across various mental health disorders. As a candidate you are expected to work in an appropriate clinical area before applying to the programme.

Career opportunities

The role of the cognitive behavioural therapist is becoming increasingly prominent in modern healthcare. As a graduate you have opportunities in both statutory and non-statutory mental health services.



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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. Read more

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.

Course details

The course enables you to:

  • develop the skills and attitudes necessary to perform detailed evidence-based practice and research in your area of interest
  • develop your understanding of the necessary research methodologies to locate and appraise research relevant to your health or social care practice
  • develop a lifelong-learning attitude and an inquisitive approach to practice.

There is a flexible approach to course delivery.

  • Home students can choose to study either by attending taught sessions at the University or through distance or blended delivery methods.
  • International students can choose to study either by attending taught sessions at the University or through distance learning only.

What you study

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.

Course structure

Year 1 core modules

  • Designing Research Projects
  • Evidence-based Practice
  • Practical Statistics

and an optional module

Year 2 core modules

  • Dissertation
  • Quality Improvement in Evidence-based Healthcare

Modules offered may vary.

Teaching

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.

Employability

Successful completion of the course enhances your career prospects by developing your ability to implement evidence-based practice and conduct your own research.



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This is a modular postgraduate educational programme which provides training within trauma and orthopaedics. It enhances your career progression towards a consultant post. Read more

This is a modular postgraduate educational programme which provides training within trauma and orthopaedics. It enhances your career progression towards a consultant post.

Course details

The programme is flexible and modular, covering a range of subjects relevant to trauma and orthopaedics. Credits from the component modules can be combined to provide a certificate, diploma or master’s-level qualification. The knowledge and skills you develop throughout the programme support your progression in training and future consultant practice.

To provide evidence-based care you need to develop your understanding of the concepts and principles underpinning trauma and orthopaedic care. You must be able to find, critically evaluate and apply relevant research evidence to ensure this is both clinically and cost effective. The knowledge and skills you develop enhance your clinical practice in trauma and orthopaedics. This helps you contribute to the orthopaedic knowledge base. 

Throughout the programme you are encouraged to focus on topical issues within current trauma and orthopaedic practice. You can concentrate on aspects of practice that are particularly relevant to your specific interests and practice.

What you study

Course structure

Core modules

  • Designing Research Projects
  • Evidence-based Practice
  • Practical Statistics
  • Trauma and Orthopaedics
  • Writing and Submitting a Research Paper

Modules offered may vary.

Teaching

How you learn

The learning and teaching strategy is flexible, to fit around your work commitments. The trauma and orthopaedics module is taught in blocks of two or three days. You can take all other modules by attending classes, as distance learning, or a mix of both. Attendance learning uses a mix of lectures, practical activities, group work and group discussion. Distance learning is interactive and delivered electronically through the virtual learning environment. Tutorial support is provided through both routes.

How you are assessed

You are assessed for each module by written assignments, oral exams, written exams and statistical analysis.

Employability

The programme enhances your ability to provide evidence-based care and helps your career progression towards a consultant post. You also have an opportunity to strengthen your publication record.



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Our world leading courses use innovative teaching methods to develop your knowledge and skills in forensic imaging and support you in your distance learning… Read more

Our world leading courses use innovative teaching methods to develop your knowledge and skills in forensic imaging and support you in your distance learning experience wherever you are in the world - for radiographers, technologists, and other forensic imaging professionals.These courses will support you to develop a forensic protocol that adheres to relevant guidance and legislation, and develop skills in producing images that will be acceptable in court by learning about the requirements for high-quality evidence.

Course details

You will learn about how to image children for suspected physical abuse and investigation of infant deaths, location of forensic evidence (for example drug smuggling, ballistic material), age assessments for human trafficking or illegal immigration, and identification of the deceased. A new module will develop skills in post-mortem imaging utilising CT and MRI to replace the conventional autopsy. The PgCert develops forensic imaging skills, enabling you to undertake forensic imaging in your department and to comply with the forensic radiography guidelines from the Society and College of Radiographers and the International Association of Forensic Radiographers. The second year develops more advanced forensic imaging skills in mass fatalities and Disaster Victim Identification, and a practice area of your choice. During your third year (MSc) you develop the research skills needed to contribute to the forensic imaging knowledge base.

Professional accreditation

Our courses are recognised by the Chartered Society of Forensic Sciences and accredited by the Society and College of Radiographers.

What you study

Two modules ensure that you are fit for practice within the scope of forensic practice relevant to the needs of a clinical radiology department. The first is Medico-Legal Issues in Forensic Imaging Practice (Sept - Jan) and the second is Principles of Forensic Imaging (Jan - June). All sessions are facilitated by recognised specialists in the field of forensics, demonstrating the multi-disciplinary nature of forensic practice.

Course structure

Year 1 core modules

  • Medico-legal Issues in Forensic Imaging Practice
  • Principles of Forensic Imaging (Radiographers)

Option modules (choose one of the following):

  • Minimally Invasive Autopsy
  • Paediatric Forensic Imaging

Year 2 core modules (MSc only)

  • Designing Research Projects
  • Forensic Imaging in Mass Fatalities

Option modules (choose one of the following):

  • Minimally Invasive Autopsy
  • Negotiated Learning in Forensic Imaging Practice
  • Paediatric Forensic Imaging

Year 3 core module (MSc only)

Modules offered may vary.

Teaching

How you learn

These courses are taught by distance learning, and are structured to keep you on track throughout your studies. You never need to attend the university, and apart from the webinars, you can complete the online activities at times that work best for you.

The three-week induction at the start of the course gives you time to get to know the virtual learning environment, learn what electronic learning resources are available to you, and introduces you to each other and the course. You will also have the opportunity to improve your writing skills with online workshops. So when the forensic topics start, you are read to concentrate on the subject.

Weekly contact with your tutor and peers via instant messaging or email, for support when you want it.

Topics are delivered at a pace that gives you more time to learn about that area and relate this to your own practice.

Structured activities help you to think about each topic and discuss ideas with your peers – videos, screencasts, quizzes, directed reading, virtual workspace for discussion, and interactive and collaborative work.

Regular webinars where you and your peers join together online at the same time to engage in a teaching session with your tutor or other forensic specialist.

Webinars take place on an evening (6.30pm - 8.30pm) and there are approximately six per 12-14 week module.

Courtroom simulation – learn how to give evidence and experience being cross-examined.

International specialists in the field of forensics, demonstrating the multidisciplinary nature of forensic practice in mass fatalities incidents, will facilitate all sessions. Previously, these specialists have included forensic radiographers and technologists, consultant paediatricians, consultant paediatric radiologists, forensic pathologists, forensic biologists, forensic researchers, rorensic anthropologists, HM Coroner, and a post-mortem imaging service provider.

How you are assessed

The assessment strategy is designed to be compatible with distance learning and to provide a variety of methods, enabling a more inclusive assessment strategy – written assignments and presentations. These are submitted online or presented in the webinar room.

Employability

The Society and College of Radiographers advocates that those who undertake forensic imaging examinations must be educated and trained at postgraduate level. This course addresses this. Successfully completion of the course enhances your career as a practitioner with specialist imaging skills. 

Most advanced posts in the NHS require a master’s degree. If you plan to become the lead radiographer/technologist for forensic imaging in your department, the advanced skills you develop in this course will give you an advantage.

Feedback from previous students indicates that as a result of this course, they have become articulate and confident in presenting their research at conferences, aspiring, creative and confident in changing practice, aspiring to enhance practice resulting in promotion to forensic lead, and becoming more confident as a person. In addition, they have become articulate in writing at Level 7, critical of research, creative with learning and adaptable to learning and time management. Furthermore, they have been facilitated to be adaptable, confident, articulate leaders in forensic radiography with some becoming active committee members of the International Association of Forensic Radiographers, with some also engaging with the Department of Health and Home Office as a result, demonstrating the significant impact of this course on forensic imaging nationally and internationally.



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Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable. Read more

Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable.

Course details

The philosophy of this programme is that for excellence to flourish every member of staff must be committed to, and play their part in, an integrated governance approach. This is where people-centredness and people-centred approaches to care are afforded the same esteem and recognition as finance, performance, risk management, safety and quality.

The programme is designed to develop and equip critical champions and ambassadors for quality, safety and governance in health and social care. It enables you to apply your comprehensive knowledge, understanding, expertise and advanced skills to lead evidence-based enhancement of quality, safety and governance in your health and social care settings and evaluate the impact of this. The programme is suitable for individuals from the public, independent and voluntary sectors from any professional background, including clinical and support services.

What you study

Year 1 focuses on the transition to mastery and explores the context of safety, quality and governance in terms of policy, theory and experience, at a personal, local, national and international level. You also study different types and sources of evidence. You use these to identify a quality, safety or governance issue of relevance to your role based on an in-depth study of the principles, practices and tools of safety and governance in health and social care. You then develop and justify a business case for change based on this.

The modules studied in Year 1 make up the Advancing Quality Improvement in Health and Social Care, PgCert.

In Year 2, you plan and implement a change project based on your business case presented at the end of Year 1. To help you achieve this you study topics such as a human factors approach, strategic change management, action learning and leadership and evaluation methodologies. You then develop and critique an evaluation study proposal in Year 2 which you take forward during your dissertation module in Year 3. The modules studied in Year 2 make up the Advancing Human Factors in Health and Social Care, PgCert.

Course structure

Year 1 core modules

  • Principles and Practice of Safety and Governance in Health and Social Care
  • Using Evidence to Advance Quality, Safety and Governance in Health and Social Care

Year 2 core modules

  • Leading Person-centred Quality Improvement in Health and Social Care
  • Using a Human Factors Approach to Quality Improvement in Health and Social Care

Year 3 core modules

  • Dissertation: Evaluating Impact

Modules offered may vary.

Teaching

How you learn

In Years 1 and 2 the programme is taught in short study blocks spread across the academic year over a total of 14 days. We use a range of teaching methods including lectures and workshops, student-led seminars, action learning, real-life scenarios and case study analysis, interactive and online learning activities, directed and self-directed study activities. Year 3 is mainly guided self-directed study with the support of a dissertation supervisor. You are supported by module tutors with extensive experience in this subject area and the programme leader who is a member of the founding cohort for the NHS England and Health Foundation Q initiative.

How you are assessed

We use a range of assessment modes throughout the programme. These include an essay on the nature and use of evidence, analysis of a quality, safety or governance issue using a human factors approach, a business case and the final dissertation evaluating the change you have implemented. 

Other modes of assessment include a poster presentation and defence, and an oral presentation with questions and answers. 

The programme is supported by a critical friends stakeholder support forum which consists of service users and carers, employer representatives and academic staff. Members of this group participate in student assessment as well as supporting programme design and delivery as a means of ensuring the person-centred approach pervades all aspects of the programme and to maximise employer/organisational benefit.

Employability

On successful completion of this programme you are equipped with a range of knowledge, expertise and experiences such as advanced reasoning and decision-making skills. You are also able to work collaboratively, present and research. And you have strong ICT skills that are highly sought by employers. The programme is relevant for you if you are working in or would like to work in a specialist quality, safety or governance role, or one covering these issues.



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Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable. Read more

Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable. The philosophy of this CIEHF recognised course is that for high-quality, safer care to flourish, every member of staff must be committed to, and play their part in, an integrated approach to care. The application of a human factors approach is also crucial if real progress is to be made. A human factors approach involves applying theory, data and design methods about how humans interact with their environment to make it easier for work to be done in the right way.

Course details

The programme develops and equips critical advocates and ambassadors for quality, safety and governance in health and social care. It also enables you to apply comprehensive knowledge, understanding, expertise and advanced skills to lead a human factors-based project in the work place to enhance the quality, safety and governance of care. The programme is suitable for you if you work in the public, independent and voluntary sectors, or any other professional field including clinical and support services.

To maximise your success on this programme you need a viable project in line with your departmental or organisational priorities and agreed by your relevant organisational representative and programme leader. Throughout this course you will have access to qualified CIEHF members. You will be asked to complete a brief human factors-based quality improvement project overview form to support your application.We expect that you will have prior knowledge and/or experience of change management, leadership and quality improvement science or a willingness to independently increase your knowledge in these areas before beginning the course.

Professional accreditation

This course is recognised by the Chartered Institute of Ergonomics & Human Factors

What you study

You develop in-depth, specialist knowledge of human factors and gain experience in using this to enhance the quality, safety and governance of care. You also study improvement science, leading change and a multi-perspective approach to determining and measuring performance and the impact of change. This includes planning an evaluation study based on the change you have implemented.

Course structure

Core modules

  • Leading Person-centred Quality Improvement in Health and Social Care
  • Using a Human Factors Approach to Quality Improvement in Health and Social Care

Modules offered may vary.

Teaching

How you learn

The programme is taught in short study blocks spread across the academic year over a total of 14 contact days. We use a range of teaching methods including lectures and workshops, student-led seminars, action learning, interactive and online learning activities, directed and self-directed study activities. You are supported by module tutors with extensive experience in this subject area and the programme leader who is a member of the founding cohort for the NHS England and Health Foundation Q Initiative.

How you are assessed

We use a range of assessment modes throughout the programme. These include an essay analysing a quality, safety and governance issue using a human factors approach, a project-based evaluation research critique, and a poster presentation and oral defence of a change project. 

Formative processes include an informal presentation on the improvement project plan and initial implementation. This is an opportunity for you to receive early development feedback. Presentations are made to a small panel drawn from the critical friends stakeholder support forum whose members participate in student assessment and support programme design and delivery. This group comprises service users and carers, employer representatives and academic staff to ensure that a person-centred approach extends to all aspects of the programme, maximising employer/organisational benefit.

Employability

Graduates from this programme are equipped with specialist human factors knowledge, expertise and experience as well as a range of more generic attributes such as advanced reasoning and decision-making skills. You are able to work collaboratively, present and research. You also have strong ICT skills that highly sought after by employers.

The programme is relevant for you if you work in, or would like to work in a specialist quality, safety or governance role, or one dealing with human factors.



Read less
Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable. Read more

Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable. The philosophy of this programme is that for excellence to flourish every member of staff must be committed to, and play their part in, an integrated governance approach. This is where people-centredness and people-centred approaches to care are afforded the same esteem and recognition as finance, performance, risk management, safety and quality.

Course details

The programme is designed to develop and equip critical champions and ambassadors for quality, safety and governance in health and social care. It enables you to apply comprehensive knowledge, understanding, expertise and advanced skills to develop an evidence-based business case for change to enhance the quality, safety and governance of care in your organisation. The programme is suitable for individuals from the public, independent and voluntary sectors, from any professional background, including clinical and support services.

What you study

You study issues related to the transition to master’s level. You explore the context of safety, quality and governance in terms of policy, theory and experience, at a personal, local, national and international level. You also study different types and sources of evidence, using these to identify a quality, safety or governance issue of relevance to your role based on an in-depth study of the principles, practices and tools of safety and governance in health and social care.

Course structure

Core modules

  • Principles and Practice of Safety and Governance in Health and Social Care
  • Using Evidence to Advance Quality, Safety and Governance in Health and Social Care

 Modules offered may vary.

Teaching

How you learn

The programme is taught in short study blocks spread across the academic year over a total of 14 contact days. We use a range of teaching methods including lectures and workshops, student-led seminars, action learning, interactive and online learning activities, directed and self-directed study activities. You are supported by module tutors with extensive experience in this subject area and the programme leader who is a member of the founding cohort for the NHS England and Health Foundation Q initiative.

How you are assessed

We use a range of assessment modes throughout the programme. These include written assessments such as an essay on the nature and use of evidence and a business case for change. Other opportunities for informal feedback include developing and presenting an environmental analysis and oral presentation/defense. The programme is supported by a critical friends stakeholder support forum which consists of service users and carers, employer representatives and academic staff. Members of this group participate in student assessment as well as supporting programme design and delivery. This ensures that a person-centred approach extends to all aspects of the programme, maximising employer/organisational benefit.

Employability

On successful completion of this programme are equipped with a range of knowledge and expertise such as advanced reasoning and decision-making skills. You are also able to work collaboratively, present and research and you have strong ICT skills highly sought by employers.

The programme is relevant for you if you are working in, or would like to work in a specialist quality, safety or governance role, or one covering these issues.



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This course provides you with the opportunity to develop the research skills you need to undertake clinical research within the field of health. Read more

This course provides you with the opportunity to develop the research skills you need to undertake clinical research within the field of health. The course focuses on preparing you to undertake clinically relevant research and develop your knowledge, understanding and practical skills within a range of primary and secondary research methodologies. You also have the opportunity to develop skills in project management, research governance and writing for publication and to gain an in-depth understanding of the context of health-related research and policy.

Course details

The course enables you to:

  • develop the skills and expertise necessary to undertake clinically relevant research
  • develop an in-depth knowledge and understanding of a wide range of research methodologies and data analysis techniques relevant to clinical practice
  • foster a commitment to life-long learning and the independent learning ability necessary for a clinical research career.

A flexible approach to course delivery has been taken. You can choose to study either by attending taught sessions, through distance learning or through flexible learning (a combination of both attendance and distance).

  • UK students to apply using the online application process
  • international students who want to come to the UK to study full-time apply thorough the international office
  • international students who want to study in their home county as a distance learner (full or part-time) apply using the online application process.

What you study

You study a number of modules throughout the course which aim to develop your knowledge, understanding and practical skills in quantitative, qualitative and systematic review methodologies and data analysis techniques. You also gain an in-depth understanding of the context of health-related research, managing a research project, research governance, applying for ethics and writing for publication. Towards the end of the course you have the opportunity to plan, manage and undertake a research study in an area of interest to you and to write this up for publication.

Course structure

Core modules

  • Clinical Research in Context
  • Clinical Research Trials
  • Dissertation
  • Qualitative Research Methods and Analysis
  • Quantitative Research Methods and Analysis
  • Research Evidence Synthesis
  • Research Project Management

Modules offered may vary.

Teaching

How you learn

A range of teaching and learning methods is used throughout the course. You can choose to study either by attending taught classes or through distance learning or through flexible learning (a combination of attendance and distance). Learning and teaching methods for taught classes include key lectures, seminars, group discussions, computer lab work to develop skills in searching for literature and analysing data, and a range of practical activities to develop your practical research skills. Teaching and learning methods for distance learning are supported through the use of a virtual learning environment, where learning materials are available in a range of formats such as written materials, narrated power points, and practical activities to develop your searching, data analysis and practical research skills. Electronic discussion forums also support your learning. Personal development planning is also a key aspect of the course to support your learning. 

Supervision and support are provided throughout the course by the personal tutor, course leader, module leaders and dissertation supervisor.

How you are assessed

A range of assessment methods are used throughout the course. These include formative assessment, written essay, written report, proposal, oral and poster presentation, written project and an article for publication.

Employability

The course enhances your career progression by developing your ability to undertake clinically relevant research and will prepare you for either a clinical research career or a PhD.



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