Programme Specification

Transcription

1 Faculty of Health Psychology and Social Care MSc Advanced Physiotherapy Programme Specification This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

2 Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table. 1 Date of initial Approval or last review: 15 th January Effective date of Approved/Reviewed Programme Specification: 01 September August This Version effective from: September Version number: 2015 / version 3 Students who commenced their study on awards within this programme specification prior to September 2015 should refer to the previous version of the programme specification published on the CASQE website. Modifications to Programme Specification Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section G (Log of Modifications) at the back of the document. Cross Referencing of Programme Specifications The following elements of provision included in this document is/ are also included in the following programme specifications Unit Evidence based approach to Acute Stroke Management Excellence in Practice Principles of Health Economics Analysing Movement Clinical Exercise Physiology Cardiorespiratory Physiology Mentor Preparation [MP] Non medical Prescribing [NMP] Programme Specification PgCert / PgDip / MSc Professional Practice Development MA/MSc Exercise and Sport CPD Programme Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above CASQE Page 1 of 88 Programme Specification

3 CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT Programme Specification The information in this document is organised into the following sections: Section A Administrative and Regulatory Information Section B Outcomes Section C Structure Section D Teaching, Learning and Assessment Section E Programme Management Section F Mapping Section G Log of Modifications SECTION A ADMINISTRATIVE AND REGULATORY INFORMATION 1 Overarching Programme Specification Title MSc Advanced Physiotherapy 2 Brief Summary This Masters programme offers a wide range of units to enable practitioners to specialise within their practice. Alternatively, students may undertake study leading to PgCert Advanced Physiotherapy and PgDip Advanced Physiotherapy. The Manual Therapy units lead to eligibility for membership to the MACP (MMACP) at PgDip (120 credits) stage. Students who complete Musculoskeletal Medicine Upper Quadrant; Lower Quadrant and Spine units (60 credits) are eligible to apply for membership to Society of Musculoskeletal Medicine (SOMM). This programme seeks to enhance the critical thinking and reflective skills required to foster and enhance the development of an advanced physiotherapy practitioner in relation to personal, professional and organisational goals. In particular, it seeks to promote the opportunities for practitioners to develop theories that will challenge both current thinking and its application to the practitioner s work, potentially leading to the development of practice itself. 3 Awarding institution 4 Home Faculty 5 Home Department/ School/ Institute Manchester Metropolitan University Health, Psychology and Social Care Health Professions 6 UCAS/GTTR code(s) N/A 7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications The Masters award relates to the QAA Framework for Higher Education Qualifications for England, Wales and Northern Ireland (2008) Masters (Level 7) CASQE Page 2 of 88 Programme Specification

4 8 Alignment with University Curriculum Framework 9 Engagement with the Universitywide Provision 10 Compliance with University Assessment Regulations Postgraduate Uniwide is not available for Postgraduate programmes Taught Postgraduate 11 Approved Variations/Exemptions from University Assessment Regulations Variation to Taught PG Assessment Regulations B4, B8, B9, B10: A unit shall be passed when both of the following conditions apply: a student achieves a mark of for any elements of practical assessment included in the unit (compensation is not permitted for practical assessments) and a student achieves a mark of, or a compensated pass, in the unit s non practical assessment. Compensation of non practical elements is only permitted if: i. an overall weighted average unit mark of has been achieved; ii. the unit learning outcomes have been achieved across all elements. It is unlikely that more than one compensated element would be allowable in any unit. All elements of assessment receiving less than 45% must be re assessed, regardless of the aggregate mark from all elements. For the following unit, students must also achieve a pass in the clinical placement element (which is marked as Pass/Fail): Musculoskeletal Medicine injection therapy CASQE Page 3 of 88 Programme Specification

5 The following units shall be passed when a student achieves a mark of for each element of summative assessment associated with the unit: Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction: Foundation Unit Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant Clinical Placement: Upper Quadrant Clinical Placement: Lower Quadrant Variation to the Taught PG Curriculum Framework 10.5: The unit Musculoskeletal Medicine injection therapy is a 20 credit unit but has three elements of assessment due to PSRB requirements. 12 Relationship with Faculty Foundation Year N/A Awards 13 Final award title(s) MSc Advanced Physiotherapy PgDip Advanced Physiotherapy PgCert Advanced Physiotherapy 14 Combined Honours There is no Combined Honours provision within this programme specification 14a (i) Combined Honours Awards N/A available e.g.: BSc/BA (Hons) AB BSc/BA (Hons) AB and XY BSc/BA (Hons) AB with XY (ii) Single Honours Awards available through Combined Honours (i.e. Named Awards) (iii) Approved Subject Combinations administered by this Programme Specification CASQE Page 4 of 88 Programme Specification

6 (i.e. home combinations) 14b Approved Subject Combination administered by other Programme Specifications Approved Combination N/A Home Programme Specification & Home Dept N/A 15 Interim exit awards and Subject title(s) PgDip Advanced Physiotherapy PgCert Advanced Physiotherapy Arrangements with Partners 16 Approved Collaborative partner(s). 17 Articulation Arrangements with Partners Partner Name N/A Partner Name N/A Type of Collaborative Partnership N/A Details of Arrangements N/A Professional, Statutory and Regulatory Bodies 18 PSRB(s) associated with final award of any route within the programme specification 19 Date, outcome and period of approval of last PSRB approval/accreditation The Chartered Society of Physiotherapy (CSP) provides accreditation of the programme. Students who successfully complete the Manual Therapy units (120 credits/pgdip) are eligible for membership of the Musculoskeletal Association of Chartered Physiotherapists (MACP). 15 th January 2015 Outcome: approved by MACP and accredited by CSP on an open ended basis. Approval Status 20 Date and period of approval of most recent MMU review/ approval (i) (ii) Date of Latest review/approval 15 th January 2015 Years: 6 years From: 1 September 2015 To: 31 August 2021 CASQE Page 5 of 88 Programme Specification

7 21 Next Scheduled Review Date: 2020/21 (iii) Major Modifications to Programme Specification since last review/approval N/A 22 Programme Specification effective date: September 2017 SECTION B OUTCOMES 23 MMU Graduate Outcomes On successful completion of their course of study MMU graduates will be able to: GO1. Apply skills of critical analysis to real world situations within a defined range of contexts GO2. Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management GO3. Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT GO4. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives GO5. Manage their professional development reflecting on progress and taking appropriate action GO6. Find, evaluate, synthesise and use information from a variety of sources GO7. Articulate an awareness of the social and community contexts within their disciplinary field. NB the above align to the Employability outcomes on the unit specifications 24 Programme Rationale This Masters programme seeks to enhance the critical thinking and reflective skills required to foster and enhance the development of an Advanced Physiotherapy practitioner in relation to personal, professional and organisational goals. The decision was taken to simplify and streamline the provision for a Masters level award in Physiotherapy, by offering one overarching title in order to make selection more transparent for prospective applicants. This is an opportunity to refine unit learning outcomes, and review and refine assessment, aligning them with current University requirements to enhance the student experience. Exit awards include Postgraduate Certificate (PgCert), Postgraduate Diploma (PgDip) and Masters (MSc) in Advanced Physiotherapy, so that students may initially enrol for a PgCert and progress to a PgDip and finally the Masters degree award based on credits achieved. This is considered to be preferential to enrolling for the Masters and exiting with either a PgCert or a PgDip if they are unable to complete the 180 credits required for the Masters award. Therefore, students who do CASQE Page 6 of 88 Programme Specification

8 not plan to study for the full MSc can register for PgCert or PgDip. This is to promote an ethos of positive progression and achievement rather than a perception of failure to succeed. Many units of study currently available to physiotherapy students within the Faculty are delivered by other Masters programmes and other Departments. The majority of these are available through the MSc Professional Practice Development programme within the Department of Health Professions. Others are available within the Department of Nursing, and MMU Cheshire. This will not only widen the scope for students of the Advanced Physiotherapy programme but also offer the potential for inter disciplinary and multi professional study. Those units that offer the most applicability to physiotherapy practice are marketed as optional provision. The programme team works closely with stakeholders: NHS and Private Sector managers; UG students and physiotherapy clinicians; International and NHS Sponsors. Feedback is positive and local employers and international stakeholders remain supportive of the programme. A recent survey shows that managers and prospective students (current clinicians) consider our programme units as being valuable or very valuable. For the period of approval of the previous programme ( ), admissions both from the UK and Internationally remain buoyant. Close working relationships with practitioners in the local Trusts are well established; some of them regularly contribute to classroom teaching and curriculum development, which provides further opportunities to discuss programme issues and to maintain the currency of the programme. For example, on the Manual Therapy units, which provide eligibility for membership of the MACP, a Consultant Physiotherapist and Advanced Practitioner (both MACP members) are part of the management team. This ensures that the Manual Therapy units meet PSRB requirements and remains relevant to the stakeholders. 25 QAA Benchmark Statement(s) QAA subject benchmark statements are not available for Masters Physiotherapy programmes. The programme design is informed by the Framework for Higher Education Qualifications England, Wales and Northern Ireland (QAA 2008) and the QAA Masters Degree Characteristics document (2010): Masters degrees are awarded to students who have demonstrated: a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice a comprehensive understanding of techniques applicable to their own research or advanced scholarship originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline to evaluate critically current research and advanced scholarship in the discipline to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses CASQE Page 7 of 88 Programme Specification

9 deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level continue to advance their knowledge and understanding, and to develop new skills to a high level. A map of the relationship between the programme learning outcomes to the QAA Masters Degree Characteristics is provided in Section F Map I International Federation of Orthopaedic Manipulative Physical Therapists (IFOMPT) Dimensions of Educational Standards in Orthopaedic Manipulative Physical Therapy have been mapped against learning outcomes of the Manual Therapy units (Appendix 3). 26 Programme Specific Outcomes To help with mapping, please number these PLO1, PLO2, etc (PLO = Programme Learning Outcome). (a) Final Award Learning Outcomes Include a set of final learning outcomes for each named route(s)/exit award(s) (including Combined Honours, single honours, named awards) and any fall back final exit awards required for PSRB purposes. MSc Advanced Physiotherapy On successful completion of MSc Advanced Physiotherapy, students will be able to: PLO 1: Critically reflect and evaluate their current professional practice and the related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession. PLO 2: Apply appropriate research processes to professional situations, both practical and theoretical. PLO 3: Critically evaluate current research and advanced scholarship in the discipline. PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable to their professional activities. PLO 5: Plan, complete and evaluate an original research project that creates/expands and interprets the evidence base for their discipline. PLO 6: Meet PSRB/IFOMPT requirements where necessary (including the effective execution of a research project and dissemination of its conclusions as per IFOMPT requirements). PgDip Advanced Physiotherapy On successful completion of PgDip Advanced Physiotherapy, students will be able to: PLO 1: Critically reflect and evaluate their current professional practice and the related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession. PLO 2: Apply appropriate research processes to professional situations, both practical and theoretical. CASQE Page 8 of 88 Programme Specification

10 PLO 3: Critically evaluate current research and advanced scholarship in the discipline. PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable to their professional activities. PLO 6: Meet PSRB/IFOMPT requirements where necessary, (including the effective execution of a research project and dissemination of its conclusions as per IFOMPT requirements). PgCert Advanced Physiotherapy On successful completion of PgCert Advanced Physiotherapy, students will be able to: PLO 1: Critically reflect and evaluate their current professional practice and the related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession. PLO 2: Apply appropriate research processes to professional situations, both practical and theoretical. PLO 3: Critically evaluate current research and advanced scholarship in the discipline. PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable to their professional activities. (b) Combined Honours Learning Outcomes N/A (c) Pass Degree Learning Outcomes N/A 27 Interim Award Learning Outcomes PgDip Advanced Physiotherapy On successful completion of PgDip Advanced Physiotherapy, students will be able to: PLO 1: Critically reflect and evaluate their current professional practice and the related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession. PLO 2: Apply appropriate research processes to professional situations, both practical and theoretical. PLO 3: Critically evaluate current research and advanced scholarship in the discipline. PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable to their professional activities. PLO 6: Meet PSRB/IFOMPT requirements where necessary, (including the effective execution of a research project and dissemination of its conclusions as per IFOMPT requirements). CASQE Page 9 of 88 Programme Specification

11 PgCert Advanced Physiotherapy On successful completion of PgCert Advanced Physiotherapy, students will be able to: PLO 1: Critically reflect and evaluate their current professional practice and the related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession. PLO 2: Apply appropriate research processes to professional situations, both practical and theoretical. PLO 3: Critically evaluate current research and advanced scholarship in the discipline. PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable to their professional activities. SECTION C STRUCTURE 28 Structures, modes of delivery (e.g. FT/PT/DL etc.), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co requisites) potential entry/exit points and progression/award requirements OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. POSTGRADUATE Level 7 MSc Advanced Physiotherapy (180 credits) Core Units Code Occ Status Unit Title No of credits 2CP3D500 09/01 Research Methods [RM] 20 One of the following two core units: 2CP3D536 09/01/04 Pre study requirement: RM Dissertation [Diss] 60 Barred combination with APP 2CP3D544 09/01/04 Pre study requirement: RM Advanced Physiotherapy Project [APP] 60 CASQE Page 10 of 88 Programme Specification

12 Barred combination with Diss Option Units Choose 100 credits from options listed 2CP3D510 09/01 ***Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction: Foundation [MT F] 20 2CP3D547 09/01 Pre study requirement: MT F unit ***Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant [MT UQ] 20 2CP3D546 09/01 Pre study requirement: MT F unit 2CP3D526 09/01 Pre study requirement: Manual Therapy students must have completed: MT F / MT UQ 2CP3D527 09/01 Pre study requirement: Manual Therapy students must have completed: MT F / MT LQ. ***Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant [MT LQ] ***Clinical Placement: Upper Quadrant [CP UQ] ***Clinical Placement: Lower Quadrant [CP LQ] 2CP3D Musculoskeletal Medicine upper quadrant [MM UQ] 2CP3D Musculoskeletal Medicine lower quadrant [MM LQ] 2CP3D Musculoskeletal Medicine spine [MM Spine] 2CP3D Pre study Musculoskeletal Medicine requirement: MM Injection Therapy [MM IT] UQ & MM LQ (or equivalent) 2CP3D543 09/01 Rehabilitation in Sport [RiS] 20 2CP3D540 09/01 Independent Study [IS 10] 10 2CP3D504 09/01 Independent Study [IS 20] 20 2CP3D531 09/01 Rehabilitation of Older People [ROP] 2CP3D549 09/01 Management of the Acutely Ill and Critically Ill Patient [MAICIP] CASQE Page 11 of 88 Programme Specification

13 2CP3D507 09/01 Management of Chronic 20 Musculoskeletal Pain [MCP] 2CP3D545 09/01 Approaches to Neurological 20 Rehabilitation [ANR] 2CP3D Multi professional approach to 20 stroke rehabilitation [MASR] 2CP3D922 09/01 Physical Activity and Health [PAH] 20 2CP3D Biomechanical Analysis (Lower 20 Limb) [BA LL] 2CP3D Soft Tissue Manipulation [STM] 20 2CP3D Advanced Musculoskeletal Practice 20 [AMP] 2CP3D548 09/01 Foundation for Effective Leadership 20 & Management within an Organisation [FELMO] 2CP3D187 09/01 Mentor Preparation [MP] 20 2CP3D277 09/01 Evidence based approach to Acute 20 Stroke Management [SM] 2CP3D965 09/01 Principles of Health Economics 20 [HEcon] 2CP3D955 09/01 Excellence in Practice [EiP] M186 09/01 Analysing Movement [AM] M184 09/01 Clinical Exercise Physiology [CEP] M221 09/01 Cardiorespiratory Physiology [CRP] 20 2CP3D188 09/01 Non medical Prescribing [NMP] 40 ***To become eligible for MACP membership, Manual Therapy students must successfully complete all of these units. ++ To become eligible to apply for SOMM membership, students must successfully complete all of these units. Units delivered by other programmes To graduate with MSc Advanced Physiotherapy, a minimum of 100 credits must be from non shaded units. PgDip Advanced Physiotherapy (120 credits) Core Units Code Occ Status Unit Title No of credits 2CP3D500 09/01 Research Methods [RM] 20 Option Units Choose 100 credits from options listed CASQE Page 12 of 88 Programme Specification

14 2CP3D510 09/01 ***Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction: Foundation Unit [MT F] 2CP3D547 09/01 Pre study requirement: MT F unit 2CP3D546 09/01 Pre study requirement: MT F unit 2CP3D526 09/01 Pre study requirement: Manual Therapy students must have completed: MT F / MT UQ 2CP3D527 09/01 Pre study requirement: Manual Therapy students must have completed: MT F / MT LQ ***Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant [MT UQ] ***Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant [MT LQ] ***Clinical Placement: Upper Quadrant [CP UQ] ***Clinical Placement: Lower Quadrant [CP LQ] 2CP3D Musculoskeletal Medicine upper quadrant [MM UQ] 2CP3D Musculoskeletal Medicine lower quadrant [MM LQ] 2CP3D Musculoskeletal Medicine spine [MM Spine] 2CP3D Pre study Musculoskeletal Medicine requirement: MM Injection Therapy [MM IT] UQ & MM LQ (or equivalent) 2CP3D543 09/01 Rehabilitation in Sport [RiS] 20 2CP3D540 09/01 Independent Study [IS 10] 10 2CP3D504 09/01 Independent Study [IS 20] 20 2CP3D531 09/01 Rehabilitation of Older People 20 [ROP] 2CP3D549 09/01 Management of the Acutely Ill and 20 Critically Ill Patient [MAICIP] 2CP3D507 09/01 Management of Chronic 20 Musculoskeletal Pain [MCP] 2CP3D545 09/01 Approaches to Neurological 20 Rehabilitation [ANR] 2CP3D Multi professional approach to 20 stroke rehabilitation [MASR] 2CP3D922 09/01 Physical Activity and Health [PAH] 20 CASQE Page 13 of 88 Programme Specification

15 2CP3D Biomechanical Analysis (Lower 20 Limb) [BA LL] 2CP3D Soft Tissue Manipulation [STM] 20 2CP3D Advanced Musculoskeletal Practice 20 [AMP] 2CP3D548 09/01 Foundation for Effective Leadership 20 & Management within an Organisation [FELMO] 2CP3D187 09/01 Mentor Preparation [MP] 20 2CP3D277 09/01 Evidence based approach to Acute 20 Stroke Management [SM] 2CP3D965 09/01 Principles of Health Economics 20 [HEcon] 2CP3D955 09/01 Excellence in Practice [EiP] M186 09/01 Analysing Movement [AM] M184 09/01 Clinical Exercise Physiology [CEP] M221 09/01 Cardiorespiratory Physiology [CRP] 20 2CP3D188 09/01 Non medical Prescribing [NMP] 40 ***To become eligible for MACP membership, Manual Therapy students must successfully complete all of these units. ++ To become eligible to apply for SOMM membership, students must successfully complete all of these units. Units delivered by other programmes To graduate with PgDip Advanced Physiotherapy, a minimum of 80 credits must be from non shaded units. PgCert Advanced Physiotherapy (60 credits) Option Units Choose 60 credits from options listed 2CP3D500 09/01 Research Methods [RM] 20 2CP3D510 09/01 Principles of Clinical Management for Patients with Neuromusculoskeletal Dysfunction: Foundation Unit [MT F] 2CP3D547 09/01 Pre study requirement: MT F unit 2CP3D546 09/01 Pre study requirement: MT F unit Assessment and Management of Neuromusculoskeletal Dysfunction in the Upper Quadrant [MT UQ] Assessment and Management of Neuromusculoskeletal Dysfunction in the Lower Quadrant [MT LQ] CASQE Page 14 of 88 Programme Specification

16 2CP3D Musculoskeletal Medicine upper 20 quadrant [MM UQ] 2CP3D Musculoskeletal Medicine lower 20 quadrant [MM LQ] 2CP3D Musculoskeletal Medicine spine 20 [MM Spine] 2CP3D Pre study Musculoskeletal Medicine 20 requirement: MM UQ & MM LQ (or equivalent) Injection Therapy [MM IT] 2CP3D543 09/01 Rehabilitation in Sport [RiS] 20 2CP3D540 09/01 Independent Study [IS 10] 10 2CP3D504 09/01 Independent Study [IS 20] 20 2CP3D531 09/01 Rehabilitation of Older People 20 [ROP] 2CP3D549 09/01 Management of the Acutely Ill and 20 Critically Ill Patient [MAICIP] 2CP3D507 09/01 Management of Chronic 20 Musculoskeletal Pain [MCP] 2CP3D545 09/01 Approaches to Neurological 20 Rehabilitation [ANR] 2CP3D Multi professional approach to 20 stroke rehabilitation [MASR] 2CP3D922 09/01 Physical Activity and Health [PAH] 20 2CP3D Biomechanical Analysis (Lower 20 Limb) [BA LL] 2CP3D Soft Tissue Manipulation [STM] 20 2CP3D Advanced Musculoskeletal Practice 20 [AMP] 2CP3D548 09/01 Foundation for Effective Leadership 20 & Management within an Organisation [FELMO] 2CP3D187 09/01 Mentor Preparation [MP] 20 2CP3D277 09/01 Evidence based approach to Acute 20 Stroke Management [SM] 2CP3D965 09/01 Principles of Health Economics 20 [HEcon] 2CP3D955 09/01 Excellence in Practice [EiP] M186 09/01 Analysing Movement [AM] M184 09/01 Clinical Exercise Physiology [CEP] M221 09/01 Cardiorespiratory Physiology [CRP] 20 2CP3D188 09/01 Non medical Prescribing [NMP] 40 Units delivered by other programmes ++ To become eligible to apply for SOMM membership, students must successfully complete all of these units. CASQE Page 15 of 88 Programme Specification

17 To graduate with PgCert Advanced Physiotherapy, a minimum of 40 credits must be from non shaded units. SECTION D TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects The programme aims to provide qualified physiotherapists with the opportunity to foster their development as an advanced physiotherapy practitioner in relation to personal, professional and organisational goals. In particular it seeks to promote the critical thinking and reflective skills required to develop theories that will challenge where appropriate both current thinking and its application to the practitioner s work, potentially leading to the development of practice itself. The programme will enable its students to pursue the goal of excellence within their practice of life long learning. Where appropriate, learning outcomes are focused, through the student s efforts, within a context of organisational development. A tripartite relationship between the student, their employer / mentor / practice teacher and the university will ensure that a student s learning is embedded in this context. The programme fully engages with the University s internationalisation agenda to equip our students to become global graduates. We recruit students from around the globe, which enables our students to learn together, and from each other and gain an international perspective of physiotherapy practice. Programme staff, who are at the forefront of developments in their subject area, are recruited from around the world to ensure excellence and give an international perspective to curriculum design, teaching and learning. We have established tutor exchanges in Europe, America Nigeria and Kenya, which has given us an understanding of the key competences our graduates need in a global market. We continue to seek opportunities to develop links with other countries. The Advanced Physiotherapy programme is accredited by the Chartered Society of Physiotherapy (CSP) as a postgraduate opportunity for CPD. The Manual Therapy units provide eligibility for membership of the Musculoskeletal Association of Chartered Physiotherapists (MACP). The MACP is a professional network of the CSP. Completion of MM UQ, MM LQ, and MM Spine units provide eligibility to apply for membership to the Society of Musculoskeletal Medicine (SOMM). SOMM is a professional network of the CSP. 30 Curriculum Design CASQE Page 16 of 88 Programme Specification

18 This programme seeks to enhance the critical thinking and reflective skills required to foster practitioner development in relation to personal, professional and organisational goals. In particular it seeks to promote the opportunities for practitioners to develop theories that will challenge, where appropriate, both current thinking and its application to the practitioner s work, potentially leading to the development of practice itself. The decision was taken to simplify and streamline the provision for a Masters level award in Physiotherapy, by offering one overarching title in order to make selection more transparent for prospective applicants. This will enable students to develop advanced practitioner skills in a specified area, whilst being less restrictive to future career options. The programme contains units in several clinical specialities including physiotherapy; cardiorespiratory therapy; manual therapy; musculoskeletal therapy and neurological therapy. These units have been developed after consultation with students, other practitioners and service managers and are intended to equip the student/practitioner with the skills to develop their practice at a unit and organisational level. In order to accommodate student demand there are exit awards at PgDip, and PgCert levels with appropriate acquisition of credit. The programme consists of 180 Level 7 credits 120 taught and 60 independent research dissertation / project. For the curriculum map see Appendix 1 and for the unit choices map for the above clinical specialities (see Appendix 2). Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session. 31 Learning and Teaching The course team uses a variety of learning and teaching methods and activities to facilitate participants learning. These methods vary within individual units, but in all units the approach to teaching and student learning recognises the diversity of the participants work contexts. This is designed to develop their skills, capabilities, knowledge and critical reflection on their practice in order to enhance teaching, student support, and the student experience. The overall strategies for teaching, learning and assessment within the Programme will be commensurate with QAA Level 7 academic descriptors (QAA 2008). They will ensure that the student groups are educated in ways that support the achievement of these academic standards and promote life long learning whilst at the same time addressing their learning needs and the needs of professional practice. It is particularly important to recognise that all students entering the Programme are mature, professional practitioners who, at the end of their studies, will wish to, and be expected to, make a difference to practice. The overall strategy therefore is one that will enable students, where appropriate, to make a beneficial impact on practice. The strategies are ones that perpetually integrate theory and practice. These strategies will respect the diversity of students, their learning styles, their client populations and the various workforces with whom students work. CASQE Page 17 of 88 Programme Specification

19 Students will experience different teaching and learning methods and the overall strategy will be facilitative, stimulating, reflective, interactive, experiential, intellectual and respectful of students previous knowledge and experience. The focus will be on challenging and enjoyable learning that can be transferred to future situations, practice and continuing personal and professional development. Students will be encouraged to take responsibility for their own learning and will be involved in decisions about the way in which their learning is facilitated to meet their needs. Each unit will reflect the above strategies. Different modes of learning will be incorporated e.g., campus based taught, blended learning. Use is made of the VLE, including repositories, Podcasts and Apps to facilitate teaching and learning. Lectures will be utilised to disseminate key information; theory and practical group work, practice focused presentations and tutorials will be primarily employed. Problem based learning is a key method; expert practitioners will be used where appropriate. Details of the learning and teaching methods and the assessment process(es) to be used will be given to students when they commence their units of study. Level of Learning There are occasions when different level students (7 and 6) will learn together, each student benefiting from shared learning. When this is the case additional Level Tutorials will be utilised so that each student has the opportunity to learn according to their need and meet broad and specific Level learning outcomes. Unit assessments will reflect the specific level of achievement. 32 Assessment The Assessment Strategy A wide range of assessment methods is used in order to reflect best practice. A range of assessment methods ensures the assessment meets the unit learning outcomes, and supports the differing learning styles of students thereby giving all students the opportunity to excel and to provide variety within the Programme. These include, inter alia: essays, written and practical examinations, presentations, poster presentations, case studies, literature reviews, formative exercises, portfolios, projects, and assessment of practice. Several of these assessment methods have been commended for their innovation and have been highlighted as examples of best practice. For example, portfolios for developing reflective practice, and the poster presentation in preparing students for disseminating work at conferences and delivering in service training. For specific unit information, please refer to unit specifications. The Research Methods, Dissertation and Advanced Physiotherapy Project units are all noncondonable. Recognition of the amount of student effort involved is normally the equivalent of 4,500 words for a 20 credit unit. Dissertation and project work are exceptions. Programme assessment strategies, criteria and processes are developed and evaluated taking MMU summative assessment policy into consideration. They are transparent, fair and consistently applied. Moreover, they are responsive to the Faculty Continuous Monitoring and Improvement processes. Assessment, learning and academic development are linked through preparation for assessment, feedback and the student s progress. It contributes to the maintenance of professional standards CASQE Page 18 of 88 Programme Specification

20 and has relevance to contemporary professional practice. Assessment enables the achievement of intended learning outcomes to be demonstrated. Feedback on Assessment Feedback is given on both formative and summative assessment tasks, and has several purposes: to enable participants to understand how their work has been judged against the given criteria to motivate participants by identifying areas of good practice to enable participants to identify areas for development and where and how improvements could be made to show how the assigned work is linked to future assessments In all instances, formative elements will enhance learning and provide developmental feedback to support the completion of the summative assessment. All assessment is scheduled to ensure feedback is provided in accordance with University policy so that participants can apply the learning from each assessment to future learning activities. The dates by which marks and feedback will be provided will be clearly indicated on the VLE. Arrangements for anonymous marking of summative assessments With the exception of student presentations and practical examinations, all summative assessments will be anonymously marked. In Dissertations and Advanced Physiotherapy Projects, however, one marker is the research supervisor and, in this instance, the internal moderator (second marker) will provide the anonymous scrutiny. Moderation Moderation procedures adhere to University guidelines for all written work. For other forms of assessment, including oral presentations, moderators will moderate across all markers and will attend a range of assessment sessions, e.g. poster and oral presentations, to ensure consistency across markers. See Appendix 4 for University Standard Descriptors: Level 7 33 Inclusive Practice The MSc Advanced Physiotherapy programme complies with the Equality Act (2010) and the University s Single Equality Scheme (2010). An inclusive curriculum is utilised on the programme to ensure the programme complies with the Equality Act (EA 2010) and the University s Single Equality Scheme (MMU SES 2010). An inclusive curriculum goes beyond previously used definitions that refer only or mainly to disabled students, aiming to more accurately serve the diverse student base at MMU. We also use a number of other resources to ensure the programme is inclusive and complies with the EA and SES. This includes The Good Practice Exchange, which is a university wide forum for collating inspiring, inclusive and multi modal excerpts of good practice in teaching and learning. A Course Development, Planning, Approval and Review Checklist is used to ensure programmes of study are compliant with the EA and MMU SES. Furthermore, The Inclusive Curriculum Task and Finish Group (TFG) at MMU are in the process of reviewing current practice at MMU in relation to inclusive curriculum design and delivery. Outputs from the project are expected to include the development of web CASQE Page 19 of 88 Programme Specification

21 resources and guidelines that educate and inform the design and delivery of the curriculum in an inclusive way. The project aims to join up and embed those dispersed pockets of support that already exist at MMU in order to improve the learning experience for all students. The programme will utilise outputs from this project when they become available to ensure our curriculum is inclusive. In order to support our international students we work closely with the English Language Services for International Students (ELSIS). ELSIS is designed specifically to help international students get the most out of their time at MMU by developing skills needed for good quality academic writing, listening, reading, and speaking. Students also have access to the services of Student Support Officers (SSO) and a Student Experience Tutor (SET), based at the Faculty. SSO and the SET can provide support, information and advice on academic and pastoral issues. The primary focus of the Student Support Officers is to empower students with the information and skills they need in order to move forward with their studies and get the best from their time as a student with MMU. Furthermore, Study Skills Online is an inclusive resource available to all MMU students. 34 Technology Enhanced Learning All units are delivered through a blended model incorporating a range of approaches, utilising a variety of face to face teaching methods and online guided learning, such as guided study tasks, podcasts, and embedded links to web based resources, to deliver the curriculum and as a vehicle for individual and peer learning. All academic staff now have ipads to facilitate teaching, learning and assessment. Apps are now widely used to enhance teaching, such as Nearpod, Slideshark, Baiboard and Skype. Peer learning takes place using mobile devices, which enables students to access electronic content thus facilitating critical discussion of theory and skills. Each accredited unit will have a VLE site. Through the VLE, students will have access to materials, videos, podcasts and other resources to support their learning. Participants will also have access to the full range of Centre for Excellence in Learning and Teaching (CELT) and Faculty student support flexible learning opportunities such as online guidance for plagiarism and referencing, which have been designed to inform and enhance both their learning and their practice. Course team members are supported in the use of learning technology via regular staff development sessions. Additional sessions are provided, as needed, for participants to support their engagement with learning technologies. Through all these mechanisms, students are better enabled to achieve the Programme Learning Outcomes and enhance their future prospects. The teaching team is also committed to research and their scholarship on teaching, assessment, student learning, and policy in Higher Education. All units have a handbook, which provides information about face to face sessions, online and other resources and the assessment and feedback strategy for the unit, together with contact information for unit tutors. CASQE Page 20 of 88 Programme Specification

22 The course team has a strong commitment to inclusive practice and to the University s Equality and Diversity policy. Resources and teaching sessions are planned so that they are accessible to all and participants are encouraged to make any individual needs known, whether or not these are the subject of a Personal Learning Plan. 35 Placement and/or Work based Learning Activities Placement learning is mandatory in the Manual Therapy units, which attracts professional recognition (MMACP). The clinical placement units (CP UQ and CP LQ) are only available to Manual Therapy students who have completed MT F and the respective taught Manual Therapy unit ie. MT UQ unit must be completed prior to CP UQ, and MT LQ unit must be completed prior to CP LQ. Learning through practice is facilitated by an MACP mentor who is supported by experienced musculoskeletal practitioners, according to MACP regulations. Students normally arrange their own clinical placements before the unit commences in consultation with the Manual Therapy unit leads, who approve the placement. Manual Therapy unit leads will also support students with the process of securing a placement if required. The following matters apply: Learning is facilitated by an MACP mentor and supported from the University by the Manual Therapy unit leads. The mentor will provide a profile of practice learning opportunities and negotiate a learning contract with the student. The mentor and the Manual Therapy unit leads will jointly carry out the summative assessments. On completion of the unit or programme, the student and mentor will evaluate the effectiveness of the practice placement. Further detail on specific practice learning outcomes, essential practice learning, the role of the mentor, and assessment of the unit is provided in the Unit Handbook. The quality of work based placements is assured by several factors: the mentors are required to have MACP membership; there is a tripartite relationship between the mentors, unit leads and students to facilitate the achievement of the learning outcomes; all placements are evaluated by students following each placement; the External Examiner also visits the students on placement and provides commentary on the quality of the students placement experience. The outcomes of these factors are acted upon to ensure the continued quality of the placement. Placement mentors are prepared for their responsibilities by extensive experience in the field and are holders of the MACP qualification. They are supported in their role by the Manual Therapy unit leads from within the university. Placements are undertaken once Manual Therapy students have completed MT F and the respective taught Manual Therapy unit ie. MT UQ unit must be completed prior to CP UQ, and MT LQ unit must be completed prior to CP LQ. For students undertaking Musculoskeletal Medicine Injection Therapy [MM IT] the PSRB requirement is that they submit a portfolio providing evidence of a minimum of 10 supervised injections, marked on a pass/fail basis. Students must pass all 10 injections. The 3 day university CASQE Page 21 of 88 Programme Specification

23 based element at the start of the unit, provides the bulk of the taught components and prepares the student for practical supervised injections in their own clinical setting (clinical placement). Injections are supervised by staff qualified and experienced in injection therapy including medics and therapists with injection therapy qualifications such as SOMM Diploma in Injection Therapy. As with all units, students can redeem failure of a placement by the standard MMU Regulations for Assessment for Taught Postgraduate study. Following final reassessment, failure to achieve a pass grade on a placement would mean that the student is ineligible to apply for MACP membership. The Programme complies with the Institutional Code of Practice for Placement and Work based Learning. 36 Engagement with Employers The course team liaises with employers, to ensure the course meets individual, departmental and institutional objectives, through participation in the programme s Management Team meetings and via the Head of Health Professions Department. The role of MACP and SOMM tutors in the teaching, learning and assessment of the Manual Therapy and Musculoskeletal Medicine units respectively, firmly contextualises the course within professional requirements and helps to maintain the currency of the programme content. There is a Principal Lecturer in post for CPD whose role will include liaising with employers. Furthermore, employers are invited to attend the biannual Programme Committee meetings. There are Practice Education Facilitators located within the various trusts and who regularly attend programme meetings within the University. We have a close relationship with a number of employers within the North West e.g. 5 Boroughs Partnership NHS Foundation Trust (5BP), who, not only attend programme meetings, but are involved in delivery of the programme and have been extensively involved in this revalidation process. 37 Personal Development Planning Many of the students enrolling on to the Programme will already have personal development plans (PDP) organised through their professional context of employment. We will encourage these students to discuss their aspirations for study within this context with their personal tutors. Full time international students and those students who do not already have a PDP will be expected to complete one as part of personal tutoring system. SECTION E PROGRAMME MANAGEMENT 38 Programme Specific Admission Requirements Standard Entry Requirements for the Programme CASQE Page 22 of 88 Programme Specification

24 All students applying for the programme will normally be interviewed or have their application carefully scrutinised in order to establish the relevance of the programme to their learning needs, the necessary commitment to learning and where appropriate, support from their manager / employer. Interviews may be conducted in person or by Skype or telephone. Normally, two references will be required; one of these is expected to be an academic reference. Applicants should normally fulfil one of the following criteria: a) have a first degree in Physiotherapy; b) have a Graduate Diploma in Physiotherapy together with evidence of an approved and relevant post qualification education. An entry requirement of at least two years clinical experience is normally required for the following programme units: The Manual Therapy units Mentor Preparation Foundation for Effective Leadership & Management within an Organisation Advanced Musculoskeletal Practice (AMP) Applicants for AMP are required to have: A minimum of four years clinical experience is normally required, of which 12 months should have been with musculoskeletal patients; Access to musculoskeletal patients whilst attending the course. Musculoskeletal Medicine Injection Therapy [MM IT] Applicants for MM IT are required to have: A minimum of four years clinical experience is normally required, of which 12 months should have been with musculoskeletal patients; Access to musculoskeletal patients whilst attending the course. Successfully completed post graduate training in the diagnosis and treatment of musculoskeletal lesions in musculoskeletal medicine in the upper and lower limb Applicants whose first language is not English must provide evidence of proficiency in the English language. Normally the minimum level of proficiency for acceptance on to this programme is an IELTS average score of 6.5 or TOEFL minimum score of 575 (233 on the computer based test, 90 on ICT testing). Manual Therapy Units Applicants for the Manual Therapy units are required to have: a) a minimum of 2 years clinical experience, of which 6 months should have been with neuromusculoskeletal out patients; b) access to neuro musculoskeletal patients whilst attending the course. c) HCPC registration d) CSP membership e) IELTS of 7 (with no element below 6.5) CASQE Page 23 of 88 Programme Specification

25 Musculoskeletal Medicine Injection Therapy [MM IT] Applicants for MM IT are required to have: A minimum of four years clinical experience is normally required, of which 12 months should have been with musculoskeletal patients; Access to musculoskeletal patients whilst attending the course. HCPC registration CSP membership Specific Clinical Placement Unit Requirements Manual Therapy and MM IT students undertake mandatory Clinical Placement units. They must obtain a Disclosure and Barring Service (DBS) check and health screening through the University procedure on admission to the programme. The Programme accepts requests for the accreditation of prior learning in line with MMU s Policy for the Accreditation of Prior Learning. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on line prospectus. 39 Programme Specific Management Arrangements PROGRAMME MANAGEMENT University standard programme management requirements apply to the MSc Advanced Physiotherapy programme. Professional, Regulatory & Statutory Bodies University standard programme management requirements apply. NB: see guidance on University s Management of Programme Delivery 40 Staff Responsibilities University standard programme management requirements apply to Staff Responsibilities on the MSc Advanced Physiotherapy programme. Other Staff Responsibilities The Assessment Tutor and the Administrative Assessments Officer take lead responsibility for: Monitoring student progression and achievement Organising and directing the relevant Assessment Board. Ensuring that student achievement is communicated to the Assessment Board. Unit Leaders and unit team staff are accountable to the Programme Leader. The main responsibilities of Units Leaders are to: CASQE Page 24 of 88 Programme Specification

26 Ensure that teaching and learning within the unit is appropriate to student need Ensure that key transferable skills are embedded within each unit Ensure that equal opportunities and the recognition of diversity are embedded within each unit Provide 1 st level support to all students undertaking the unit When required, provide research supervision Liaise with the Programme Leader in relation to unit development, assessment and student progress As required by Programme Leader, liaise with External Examiners in relation to assessment and student progress Establish a mechanism for providing appropriate student support in relation to the unit Undertake an end of unit evaluation of satisfaction and provide a summary and recommendations for action Complete a unit report for the University s Continuous Monitoring and Improvement process Attend and contribute to the relevant Programme Committee or Sub Committee Contribute to the APL procedures as required. MACP mentors are responsible for the facilitation of learning, assessment and professional support for students undertaking practice placements within the Manual Therapy units. Mentors are qualified clinical staff who have completed post qualifying experience in the specific area of practice. They are prepared for their responsibilities by extensive experience in the field and are holders of the MACP qualification. They are supported in their role by the Manual Therapy unit leaders from within the university. The programme team provides ongoing support for mentors. The role and responsibilities of the MACP Mentor include: Attendance at university briefing days, study days, and other planned sessions Maintaining their personal and professional development Contributing to curriculum development Maintaining an up to date profile of learning opportunities within practice Contributing to practice development Fostering a productive, professional mentor student relationship Identifying and enabling students to meet practice related learning needs Providing opportunities for formative assessment and constructive feedback Ensuring that practice assessment is applied fairly and equally to all students Completing the assessment documentation Contributing to the evaluation and monitoring of practice placements Liaising with university staff. Professional, Regulatory & Statutory Bodies The Programme Leader is responsible for working with the CSP. They will ensure that the programme meets the CSP accreditation criteria. The Manual Therapy unit leaders are responsible for working with the MACP to ensure that the learning outcomes of the Manual Therapy units meet the stated MACP IFOMPT criteria (see Appendix 3). CASQE Page 25 of 88 Programme Specification

27 The unit leads for SOMM units (MM UQ, MM LQ, MM Spine, MM IT) are responsible for working with SOMM to ensure that the SOMM units meet their PSRB requirements. NB: the University s Management of programme Delivery is available from the CASQE website. 41 Programme Specific Academic Student Support Generic academic student support is provided to all students in line with the guidance outlined in the University s Student Handbook. Programme Specific Support There is a programme team, as well as Faculty and University wide student support services, which provide a holistic strategy for supporting students whilst on the programme. The programme team s strategy for providing student support includes: All students will be encouraged to develop and maintain a personal development plan (PDP). In some cases this may supplement their employer based PDP. Students on the programme have access to a range of support for their study skills including a whole range of information including literature and study skills resources. This will include detail of how study skills and IT skills should be developed by students and, how they will be supported during their studies. The student handbook will provide a section that outlines the strategy for academic support Each student will have a named personal tutor who will be accessible and helpful regarding general study skills. Access to the named tutor may be face to face, by phone, letter or . Whatever the style, students will negotiate, with the named tutor, the process of ongoing regular contacts. Personal tutors will have access to the record of student achievement. Students may discuss their ideas for assessment with the Unit leaders. Constructive feedback on assessed work will be given on students work. Resubmitted work will identify the classification range that would have been achieved for a first attempt. Pastoral Support Each student is allocated a personal tutor, who will provide support for the duration of the student s course of study. Students will be advised about the role of their personal tutor and the purpose of pastoral support during induction processes. The personal tutor: Provides personal, pastoral support and where necessary, acts as an advocate Monitors the student s development in relation to their specific studies and the acquisition of skills. Provides advice regarding referral to the Academic Secretary s Office. CASQE Page 26 of 88 Programme Specification

28 The central MMU Academic Secretary s Office provides both a drop in and planned student counselling service. Practice Support The main source of student support in practice is the MACP Mentor but MMU Manual Therapy unit leaders also provide support to students. The MACP Mentor s main role is facilitating learning and assessing achievements in the practice setting. However, there is a significant student support element to these roles and this is arranged through one to one, student mentor support. 42 Programme Specific Student Evaluation The Programme complies with current institutional evaluation guidance. NB University guidance on Evaluation of Student Opinion is available from the CASQE website. Student representatives will be invited to attend Programme Committee meetings. These meetings will: Provide a forum for the exchange of views between staff and students Consider the services and facilities which support students and the delivery of the Programme Make recommendations to the Programme Committee as appropriate Programme Specific Evaluation Student Evaluation The programme team endeavours to operate, day to day, a student centred culture that encourages students to engage in free and constructive feedback. Within the programme, each unit is subject to a variety of student evaluation mechanisms. These include: Feedback from student representatives at each Programme Committee meeting Informal student feedback to unit leaders and the Programme Leader, personal tutors and mentors Informal feedback from unit leaders, Programme Leader, mentors/practice educators and service managers concerning the student experience. Formally conducted student evaluations at the end of each unit and, where appropriate, at the end of the programme. These can take the form of surveys or focus groups. Student evaluation is fed into quality assurance processes through the Continuous Monitoring and Improvement processes. However, pressing issues will be managed in a timely manner. The programme operates a student complaints process and students are informed of this through their Programme Student Handbook. The Programme Leader will monitor these complaints and CASQE Page 27 of 88 Programme Specification

29 take remedial action as appropriate. Responses to collective concerns raised by students will be fed back to them via Moodle. Participant evaluation and feedback, and feedback from the External Examiner(s), forms an integral part of the Continuous Monitoring and Improvement Process. CASQE Page 28 of 88 Programme Specification

30 SECTION F MAPPING MAP I: RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Relationship between the programme learning outcomes to the QAA Masters Degree Characteristics: MSc Advanced Physiotherapy QAA Masters Degree Characteristics (2010) a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice a comprehensive understanding of techniques applicable to their own research or advanced scholarship originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline to evaluate critically current research and advanced scholarship in the discipline to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level continue to advance their knowledge and understanding, and to develop new skills to a high level Programme learning outcomes PLO 1: Critically reflect and evaluate their current professional practice and the related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession. PLO 2: Apply appropriate research processes to professional situations, both practical and theoretical. PLO 3: Critically evaluate current research and advanced scholarship in the discipline. PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable to their professional activities. PLO 5: Plan, complete and evaluate an original research project that creates/expands and interprets the evidence base for their discipline. PLO 6: Meet PSRB/IFOMPT requirements where necessary (including the effective execution of a research project and dissemination of its conclusions as per IFOMPT requirements). CASQE Page 29 of 88 Programme Specification

31 Relationship between the programme learning outcomes to the QAA Masters Degree Characteristics: PgDip Advanced Physiotherapy QAA Masters Degree Characteristics (2010) a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice a comprehensive understanding of techniques applicable to their own research or advanced scholarship originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline to evaluate critically current research and advanced scholarship in the discipline to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level continue to advance their knowledge and understanding, and to develop new skills to a high level Programme learning outcomes PLO 1: Critically reflect and evaluate their current professional practice and the related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession. PLO 2: Apply appropriate research processes to professional situations, both practical and theoretical. PLO 3: Critically evaluate current research and advanced scholarship in the discipline. PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable to their professional activities. PLO 5: Plan, complete and evaluate an original research project that creates/expands and interprets the evidence base for their discipline. PLO 6: Meet PSRB/IFOMPT requirements where necessary (including the effective execution of a research project and dissemination of its conclusions as per IFOMPT requirements). CASQE Page 30 of 88 Programme Specification

32 Relationship between the programme learning outcomes to the QAA Masters Degree Characteristics: PgCert Advanced Physiotherapy QAA Masters Degree Characteristics (2010) a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice a comprehensive understanding of techniques applicable to their own research or advanced scholarship originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline to evaluate critically current research and advanced scholarship in the discipline to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level continue to advance their knowledge and understanding, and to develop new skills to a high level Programme learning outcomes PLO 1: Critically reflect and evaluate their current professional practice and the related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession. PLO 2: Apply appropriate research processes to professional situations, both practical and theoretical. PLO 3: Critically evaluate current research and advanced scholarship in the discipline. PLO 4: Effectively evaluate and use a range of advanced skills and research methods applicable to their professional activities. PLO 5: Plan, complete and evaluate an original research project that creates/expands and interprets the evidence base for their discipline. PLO 6: Meet PSRB/IFOMPT requirements where necessary (including the effective execution of a research project and dissemination of its conclusions as per IFOMPT requirements). CASQE Page 31 of 88 Programme Specification

33 Relationship between graduate and programme learning outcomes to programme units CASQE Page 32 of 88 Programme Specification

34 CASQE Page 33 of 88 Programme Specification

35 CASQE Page 34 of 88 Programme Specification