School of Health and Rehabilitation. Postgraduate Taught Programme Handbook. September Faculty of Health

Transcription

1 Faculty of Health School of Health and Rehabilitation Postgraduate Taught Programme Handbook September 2016 PG Cert Applied Clinical Anatomy MSc Health Sciences MSc Neurological Rehabilitation MSc Neuromusculoskeletal Healthcare MSc Pain Science and Management MSc Physiotherapy MSc Physiotherapy (Neurology) MSc Physiotherapy (Cardio-Respiratory) MSc Physiotherapy (with Clinical Education Attachment) 1

2 Section 1, 2 & 3 Introduction Table of Contents 1. Introduction to the School Welcome School Declaration Statement and Disclaimer Web Addresses for the University Student Handbook, and Academic Regulations and Guidance for Students and Staff Introduction School Address School Postgraduate Website Online Electronic Learning Facility Useful Contacts and Programme/Module Leaders Introduction to Programmes Programme Design Neuromusculoskeletal Healthcare Pain Science and Management Neurological Rehabilitation Physiotherapy and Physiotherapy (Neurology) Physiotherapy (Cardio-Respiratory) Health Sciences Applied Clinical Anatomy Option Modules Stand Alone Modules Accreditation of Prior Certificated Learning (APCL) and Accreditation of Prior Experiential Learning (APEL) Module Course Dates

3 1. Introduction to the School 1.1 Welcome The Postgraduate Team in the School of Health and Rehabilitation (SHAR) would like to extend a very warm welcome to you. You may be undertaking one or more standalone modules, or perhaps embarking on a full programme (PgCert/PgDip/MSc). Whichever path you have chosen, we wish you every success in your studies, and we hope that you will enjoy your time with us as a postgraduate student at Keele University. Do remember that the teaching and administration staff are here to help you, so do keep in touch with us, and never be afraid to seek help. We hope you will find this handbook helpful, and we encourage you to read it carefully and thoroughly, as it contains much important and useful information about the programmes. 1.2 School Declaration Statement and Disclaimer Whilst every effort is made to ensure that the information contained in this handbook, and in all other documentation provided by the school, is correct at the time of publication, the university does not accept liability for any inaccuracies. The Handbook does not replace entries in the University Regulations, which are authoritative statements. In the case of a contradiction or other discrepancy between information in this handbook and the Regulations, the Regulations shall be authoritative, unless approval has been given for variation. We would, however, be grateful to you for drawing any sources of contradictory information to our attention. The statements of policy in this handbook are made in good faith. In exceptional circumstances, the University reserves the right to vary programmes, procedures and other arrangements at any time. It may be helpful to remember that schools sometimes operate different procedures and you are advised to refer to the relevant School Handbook for modules being taken in another school. This handbook is updated each year and we try to keep all information up to date; however, the most current information should always be available via the Keele Learning Environment (KLE), the online electronic learning facility, as it may be necessary from time to time to vary courses, procedures, and other arrangements. 1.3 Web Addresses for the University Student Handbook, and Academic Regulations and Guidance for Students and Staff The University Student Handbook is available from the website below as a pdf document. It contains general information which will be of interest to all students; it includes information about studying at Keele, living on campus, finance, health, legal matters, and the local area. The Academic Regulations, available via the website link below, are designed to help both students and staff to understand the rules and procedures to which they are subject and through which the university operates and manages its academic programme: versityregulations/ University Regulations relating specifically to taught postgraduate programmes (Regulation 2A) can be found at: 3

4 1.4 Introduction This School Postgraduate Taught Programme Handbook is for use during this academic year As such, it is your responsibility to read it and refer back to it as necessary. The information it contains will relate not only to the course, the university regulations, and the modules you are undertaking, but also to what is expected of you. Students who progress to the dissertation stage will be given a specific handbook for that stage of the programme. 1.5 School Address School of Health and Rehabilitation MacKay Building Keele University Keele Staffordshire ST5 5BG Tel: Fax: shar@keele.ac.uk 1.6 School Postgraduate Website Online Electronic Learning Facility The Keele Learning Environment The university uses an online learning and teaching facility, referred to as the Keele Learning Environment (KLE). When you log on to the KLE (to do this you will need your Keele username and password) you will find the Health and Rehabilitation Postgraduate Homepage in which you will find this handbook, timetables, study skills, assessment details, etc. Please check this regularly as all notices and general information will be placed in various folders here. Also, via the KLE, you will be able to access the individual teaching areas for the postgraduate modules on which you are registered. As a minimum for each postgraduate module on the KLE, you should find the timetable, assessment details and any hand-outs and reference lists if applicable. Paper copies of handouts will not usually be given out in classes. You may find some modules use more features on the KLE, but each module tutor will alert you to this. The school will utilise the KLE for you to submit coursework electronically as stated in Section 5 of the handbook. Training will be given to all students, to make sure that you know how to submit coursework electronically. 4

5 1.8 Useful Contacts and Programme/Module Leaders Please note: when contacting any member of the school you must use your Keele account. If you from your home or work account, you may be asked to again from your Keele account. Important information will be communicated to you by , using your Keele account, so please do remember to check this regularly. Name Title Contact Prof Anand Pandyan Dr Sue Hunter Dr Claire Stapleton Carole Watkins Kim Major Lynn Aylett Tim Smale Head of School Deputy Head of School/Senior Lecturer/Research Lead Lecturer Programme Leader PG Cert Applied Clinical Anatomy MSc Neurological Rehabilitation MSc Pain Science and Management MSc Neuromusculoskeletal Healthcare MSc Health Sciences Lecturer Programme Leader MSc Physiotherapy MSc Physiotherapy (Neurology) MSc Physiotherapy (Cardiorespiratory) Exams Officer Postgraduate Administration Part-time Postgraduate Administrator E-Learning Fellow Room 1.25 Tel: Room 1.26 Tel: Room 1.27 Tel: Room 1.31 Tel: Room 1.21 Tel: Reception Tel: Reception Tel: Tel:

6 Postgraduate Module Module Leader Contact Acute Respiratory Deterioration and Critical Care Advanced Management of the Respiratory Complications of Neuromuscular Disease Applied Clinical Anatomy 1 Applied Clinical Anatomy 2 Assessment and Measurement Assistive Technologies in Neuromuscular Rehabilitation Behaviour Change for Health and Wellbeing Concepts of Neurological Rehabilitation Dissertation Workshops Dynamic Ultrasound Imaging Essentials of Manual Therapy Assessment Evidence Based Practice Independent Study Introducing Acupuncture Musculoskeletal Management at the Interface Motor Control Retraining of Movement Dysfunction The Physiology and Pharmacology of Pain Physiology of Neuromusculoskeletal Tissues Principles and Practice of Joint and Soft Tissue Injection Psychosocial Aspects of Pain Research Methods in Health Val Ball Helen Humphries Kim Major Dr Panos Barlas Afrodite Kouzouna Paul Firth Adam Winterton Jackie Waterfield Kim Major Vicky Pearsall Jackie Waterfield Alison Rogers Dr Panos Barlas Dr Jackie Waterfield Vicky Pearsall Dr Panos Barlas Dr Panos Barlas Dr Jackie Waterfield Dr Jackie Waterfield Dr Sue Hunter Tel: v.ball@keele.ac.uk Tel: h.e.humphreys@keele.ac.uk Tel: k.l.major@keele.ac.uk Tel: j.waterfield@keele.ac.uk Tel: a.kouzouna@keele.ac.uk Tel: p.firth@keele.ac.uk Tel: a.j.winterton@keele.ac.uk Tel: j.waterfield@keele.ac.uk Tel: k.l.major@keele.ac.uk Tel: v.l.pearsall@keele.ac.uk Tel: j.waterfield@keele.ac.uk Tel: a.rogers1@keele.ac.uk Tel: p.barlas@keele.ac.uk Tel: j.waterfield@keele.ac.uk Tel: v.l.pearsall@keele.ac.uk Tel: p.barlas@keele.ac.uk Tel: p.barlas@keele.ac.uk Tel: j.waterfield@keele.ac.uk Tel: j.waterfield@keele.ac.uk Tel: s.m.hunter@keele.ac.uk 6

7 2. Introduction to Programmes Our programmes are designed to allow for flexible study patterns by offering the opportunity to study for individual modules, or for a specific award. To fit your individual needs for personal and professional development, you may also wish to access other Level 7 modular courses offered by Keele University, or other universities. For a list of modules available please ask the relevant Programme Leader for your programme 2.1 Programme Design Programmes are designed to equip students with a high level of academic and professional underpinning, to foster personal development and contribute to their profession by promoting a sound research base. Each core module is compulsory. The Academic Year starts in September, and continues for 12 months. Modules are timetabled throughout the academic year between September and April, loosely divided into two phases: Autumn/Winter and Winter/Spring. This is followed by an assessment period and time for the dissertation to be undertaken. Information on how to access your timetable and where to go to resolve any timetabling issues can be found at The Research Methods in Health module is a core module for programmes in Health Sciences, Pain Science and Management, Neuromusculoskeletal Healthcare, Neurological Rehabilitation, Physiotherapy and Physiotherapy (Neurology), and all programme students are normally required to study this as one of the first modules; Research Methods in Health is offered twice per academic year. All students will be required to undertake and pass the core and optional modules before progressing on to the dissertation stage of any master s programme. The programme of study is delivered through block teaching sessions or through an online programme of activity. The period of study for: Full-time students - 12 months for full MSc Part-time students - maximum period of study is two or three* years. Modular students registered on an award bearing programme - maximum period of study is five years; it is recommended that a minimum of one module per year should be taken on the modular route. Post-graduate Certificate in Anatomy is nine months full-time or two years part-time. *Please check your programme specification and/or with your Programme Lead. Please note, if you wish to undertake study additional to the credit requirement for your chosen programme, you will be liable to pay extra fees. If you withdraw from a module after 50% of the teaching, you may be liable to pay fees for the whole module. Students wishing to receive the MSc award will be required to submit a research-based dissertation of normally 15,000 words maximum in length, which will be worth 60 credits. It is assumed the dissertation will have relevance to each student s interest and the philosophy of the chosen programme of study. For further information, see the Dissertation Handbook. 2.2 Neuromusculoskeletal Healthcare This programme is available for study on a part-time or modular basis. 7

8 Programme Philosophy The term neuromusculoskeletal refers to the musculoskeletal system and the related neuromuscular and cardiovascular systems. This course aims to study the health care of people with neuromusculoskeletal problems from a dynamic and expanding perspective. The philosophy of this flexible modular course is to broaden the field of neuromusculoskeletal health care and encourage personal development. This programme facilitates metacognition, analysis, discussion and critical appraisal of scientific and clinical knowledge. The overall philosophy is to encourage an analytical, questioning attitude which in turn will lead to evidence based practice, together with innovation in clinical practice. The structure of the core modules meets the needs of individuals to review and evaluate the scientific background of their own specialism and to integrate this into their clinical practice. The optional modules allow students to devise a programme to suit their own specific requirements in terms of professional and personal development. The research module and evidence based practice module, together with the dissertation, develops the student s research capabilities and critical evaluation skills. Programme Aims To provide students with a sound academic core to their relevant clinical practice. To encourage a broad approach to health provision and a thorough approach to research methodology. Educational Objectives The programme is designed to: provide an environment where the student is motivated to develop academically, personally and professionally promote reflective thinking and metacognition develop the process of critical evaluative thinking, writing and communication provide self-evaluation transfer scientific knowledge from theory into practice develop the skills of research develop the student professionally in areas away from the specialism. Professional and Academic Objectives At the end of the programme, students should have achieved an appropriate level of personal and professional development as evidenced by the ability to: demonstrate an understanding of the research process and evidence based practice evaluate knowledge and understanding of the core scientific principles and concepts on which the practice of neuromusculoskeletal rehabilitation is based question the professional concepts and contextual frameworks; challenge underlying assumptions and established principles of neuromusculoskeletal knowledge base integrate core scientific knowledge with the professional practice of neuromusculoskeletal rehabilitation 8

9 challenge, evaluate, modify, and develop the theory and the practice of neuromusculoskeletal rehabilitation synthesize and evaluate information from diverse sources and settings, relating to health care profession demonstrate capacity for critical enquiry, analysis of arguments, hypothesis, and judgement of research literature. Neuromusculoskeletal Healthcare Course Structure CERTIFICATE = 60 credits Core Modules: Research Methods in Health, Applied Clinical Anatomy 1, Physiology of Neuromusculoskeletal Tissue Option Module: 15 M credits DIPLOMA = an additional 60 credits (120 credits altogether) Core Modules: Evidence Based Practice Option Modules: 45 M credits Dissertation = an additional 60 credits MSc = 180 Credits 2.3 Pain Science and Management This programme is available for study on a part-time or modular basis. Programme Philosophy The philosophy of this flexible modular course aims to broaden the knowledge, understanding and management of pain and encourage individual personal development. It is also about fostering greater insight into how different disciplines, through a programme of shared learning and teaching, can contribute to this aim. The structure of the core modules meets the needs of individuals to review and evaluate the background of their own specialism and to integrate this into their clinical practice where appropriate. The optional modules allow students to devise a programme to suit their own specific requirements in terms of professional and personal development. The research module and evidence based practice module, together with the dissertation, develop the students research capabilities and critical evaluation skills. Programme Aims To provide students with a sound theoretical understanding of pain science and management To develop an understanding of how various disciplines can contribute to the theoretical understanding and clinical management of pain 9

10 To meet the International Association for the Study of Pain s (IASP s) philosophy of multi-professional learning, thereby improving the efficiency and effectiveness of services related to pain management. Educational Objectives The programme is designed to: provide an environment where students are motivated to develop academically, personally and professionally develop the process of critical and evaluative thinking, writing and communication transfer scientific knowledge from theory into practice develop the skills of research develop students professionally in areas beyond their own specialism. Professional and Academic Objectives At the end of the programme students should have achieved an appropriate level of personal and professional development as evidenced by the ability to: demonstrate capacity for critical enquiry, analysis of arguments, hypothesis generating and judgement of research literature and other sources evaluate knowledge and understanding of the core scientific principles and concepts of pain science and management question the professional concepts and contextual frameworks and challenge underlying assumptions and established principles of pain science and management. Pain Science and Management Course Structure CERTIFICATE = 60 credits Core Modules: Research Methods in Health, Physiology and Pharmacology of Pain, Assessment and Measurement, Psychosocial Aspects of Pain DIPLOMA = an additional 60 credits (120 credits altogether) Core Modules: Evidence Based Practice Option Modules: 45 M credits Dissertation = an additional 60 credits MSc = 180 Credits 2.4 Neurological Rehabilitation This programme is available for study on a part-time or modular basis. 10

11 Programme Philosophy Neurological rehabilitation is a rapidly expanding and important specialism in healthcare. It requires that practitioners work together in multidisciplinary teams to provide holistic and client-centred management and rehabilitation. To this end, healthcare practitioners need to update their knowledge and skills within the context of evidence-based practice. This programme is designed to provide opportunity for students to question and challenge current practice in aspects of neurological rehabilitation. It also aims to enable students to explore in depth an area of professional interest in relation to aspects of neurological rehabilitation, and to evaluate evidence both for current practice and for new approaches to the management of people with neurological and neuromuscular problems. The structure of the core modules meets the needs of individuals to review and evaluate the background of their own specialism and to integrate this into their clinical practice where appropriate. The option modules allow students to devise a programme to suit their own specific requirements in terms of professional and personal development. The research methods module and evidence based practice module, together with the dissertation, develop the students research capabilities and critical evaluation skills. Programme Aims To transfer scientific knowledge from theory into practice To provide students with a sound academic core to clinical practice in neurological rehabilitation To develop a scientific approach to the evaluation of current practice in neurological rehabilitation To promote interdisciplinary perspectives and a holistic approach to the management and rehabilitation of persons with neurological and neuromuscular problems. Educational Objectives The programme is designed to: provide an environment where students are motivated to develop academically, personally and professionally develop the process of critical and evaluative thinking, writing and communication transfer scientific knowledge from theory into practice develop the skills of research develop students professionally in areas beyond their own specialism promote reflective thinking and metacognition. Professional and Academic Objectives At the end of the programme students should have achieved an appropriate level of personal and professional development as evidenced by the ability to: demonstrate an understanding of the research process and evidence based practice evaluate knowledge and understanding of the core scientific principles and concepts on which the practice of neurological rehabilitation is based 11

12 question the professional concepts and contextual frameworks and challenge underlying assumptions and established principles of neurological rehabilitation knowledge integrate core scientific knowledge with the professional practice of neurological rehabilitation challenge, evaluate, modify, and develop the theory and practice of neurological rehabilitation demonstrate capacity for critical enquiry, analysis of arguments, and judgement of research literature. Neurological Rehabilitation Course Structure CERTIFICATE = 60 credits Core Modules: Research Methods in Health, Concepts of Neurological Rehabilitation, Assistive Technologies in Neurological Rehabilitation, plus an Option Module of 15 M credits DIPLOMA = an additional 60 credits (120 credits altogether) Core Modules: Evidence Based Practice OR Assessment and Measurement Option Modules: 45 M credits Dissertation = an additional 60 credits MSc = 180 Credits 2.5 Physiotherapy and Physiotherapy (Neurology) Physiotherapy is available for study on a full-time, part-time or modular basis. Physiotherapy (Neurology) is available for study only on a full-time basis. Programme Philosophy Physiotherapy is a constantly evolving profession that requires practitioners to demonstrate current best practice and continued professional development at postgraduate level. The philosophy of this flexible modular course is to broaden the field of physiotherapy and encourage personal and professional development. This programme is designed to provide opportunity for students to question and challenge current practice in aspects of physiotherapy and to enable students to explore in depth areas of professional interest within physiotherapy. It also aims to enable students to evaluate evidence both for current practice and for new approaches in physiotherapy practice. The structure of the core modules meets the needs of individuals to review and evaluate the background of the physiotherapy profession and to integrate this into their clinical practice where appropriate. The optional modules allow students to devise a programme to suit their own specific requirements in terms of professional and personal development. The research methods module and dissertation, together with 12

13 core/optional modules such as Evidence Based Practice and Assessment and Measurement, develop students research capabilities and critical evaluation skills. Programme Aims The aims of the programme are to: provide an environment in which students are supported and motivated to develop academically, professionally and personally promote reflective thinking, reflective practice, and self-evaluation develop the process of critical and evaluative thinking, writing, and communication transfer scientific knowledge from theory into practice develop research skills provide students with a sound academic core to their clinical practice in physiotherapy develop a scientific approach to the evaluation of current practice in physiotherapy promote interdisciplinary perspectives and a holistic approach to the management and rehabilitation of persons Educational Objectives The programme provides opportunities for students to develop and demonstrate subject knowledge and understanding, subject-specific skills, qualities and other attributes, including skills which are transferable beyond the programme. Students who successfully complete the programme will be able to: demonstrate capacity for critical enquiry, analysis of arguments, and critical evaluation of research literature and other sources of evidence evaluate knowledge and understanding of the core scientific principles and concepts of physiotherapy practice question the professional concepts and contextual frameworks and challenge underlying assumptions and established principles in physiotherapy practice transfer scientific knowledge from theory into practice demonstrate an understanding of the research process and evidence based practice evaluate knowledge and understanding of the core scientific principles and concepts on which physiotherapy is based question the professional concepts and contextual frameworks, challenge underlying assumptions and established principles of physiotherapy knowledge base integrate core scientific knowledge with the professional practice of physiotherapy challenge, evaluate, modify, develop the theory and the practice of physiotherapy demonstrate capacity for critical enquiry, analysis of arguments, hypothesis, judgement of research literature. For students undertaking the dissertation plan, implement and document a piece of original research addressing ethical and professional issues as appropriate 13

14 Professional and Academic Objectives At the end of the programme students should have achieved an appropriate level of personal and professional development as evidenced by the ability to: demonstrate an understanding of the research process and evidence based practice evaluate knowledge and understanding of the core scientific principles and concepts on which the practice of physiotherapy is based question the professional concepts and contextual frameworks and challenge underlying assumptions and established principles of physiotherapy knowledge integrate core scientific knowledge with the professional practice of physiotherapy challenge, evaluate, modify, and develop the theory and practice of physiotherapy demonstrate capacity for critical enquiry, analysis of arguments, and judgement of research literature. Physiotherapy PART TIME or MODULAR Route Course Structure CERTIFICATE = 60 credits Core Modules: Research Methods in Health, Applied Clinical Anatomy 1, Option Module: 30 M credits DIPLOMA = an additional 60 credits (120 credits altogether) Core Modules: Evidence Based Practice OR Assessment and Measurement Option Modules: 45 M credits Dissertation = an additional 60 credits MSc = 180 Credits 14

15 Physiotherapy FULL-TIME Route Course Structure CERTIFICATE = 60 credits Core Modules: Research Methods in Health, Applied Clinical Anatomy 1, Concepts of Neurological Rehabilitation, Essentials of Manual Therapy Assessment DIPLOMA = an additional 60 credits (120 credits altogether) Core Modules: Physiology of Neuromusculoskeletal Tissue, Acute Respiratory Deterioration and Critical Care, Evidence Based Practice OR Assessment and Measurement Option Module: 15 M credits from the following Assistive Technologies in Neurological Rehabilitation Dynamic Ultrasound Imaging Behaviour Change for Health and Well-being or another in discussion with Programme Lead Dissertation = an additional 60 credits MSc = 180 Credits Physiotherapy (Neurology) FULL-TIME Route Course Structure DIPLOMA = 120 credits Core Modules: Research Methods in Health, Applied Clinical Anatomy 1, Concepts of Neurological Rehabilitation, Assistive Technologies in Neuromuscular Rehabilitation, Physiology of Neuromusculoskeletal Tissue, Behaviour Change for Health and Well-Being, Evidence Based Practice OR Assessment and Measurement Option Module: 15 M credits from the following Psychosocial Aspects of Pain, Essentials of Manual Therapy Assessment Dynamic Ultrasound Imaging, Acute Respiratory Deterioration and Critical Care or another in discussion with Programme Lead Dissertation = an additional 60 credits MSc = 180 Credits 15

16 2.6 Physiotherapy (Cardio-Respiratory) This programme is available to qualified physiotherapists on a part-time or modular basis. Programme Philosophy Physiotherapy is a constantly evolving profession that requires practitioners to demonstrate current best practice and continued professional development at postgraduate level. The philosophy of this flexible modular course is to broaden and extend knowledge and skills within the field of cardio-respiratory physiotherapy and encourage personal and professional development. The programme route is designed to provide an opportunity for students to question and challenge current practice in aspects of cardio-respiratory physiotherapy and to enable students to explore, in depth, areas of professional interest. It also aims to enable students to evaluate evidence both for current practice and for new approaches in physiotherapy practice. The core subject-specific modules (Acute Respiratory Deterioration and Critical Care; Advanced Management of the Respiratory Complications of Neuromuscular Disorders; Behaviour Change for Health and Well-Being) meet the needs of individuals to review and evaluate the background of physiotherapy for people with cardio-respiratory conditions and to integrate this into their clinical practice where appropriate. Other core modules (Research Methods in Health, Evidence-based Practice OR Assessment and Measurement) and the dissertation develop the student's research capabilities and critical evaluation skills. The option module choices allow students to devise a programme to suit their own specific requirements in terms of personal and professional development. Programme Aims The aims of the programme are to: provide an environment in which students are supported and motivated to develop academically, professionally and personally promote reflective thinking, reflective practice, and self-evaluation develop the process of critical and evaluative thinking, writing, and communication transfer scientific knowledge from theory into practice develop research skills provide students with a sound academic core to their clinical practice in physiotherapy develop a scientific approach to the evaluation of current practice in physiotherapy promote interdisciplinary perspectives and a holistic approach to the management and rehabilitation of persons Educational Objectives The programme provides opportunities for students to develop and demonstrate subject knowledge and understanding, subject-specific skills, qualities and other attributes, including skills which are transferable beyond the programme. Students who successfully complete the programme will be able to: demonstrate capacity for critical enquiry, analysis of arguments, and critical evaluation of research literature and other sources of evidence 16

17 evaluate knowledge and understanding of the core scientific principles and concepts of physiotherapy practice question the professional concepts and contextual frameworks and challenge underlying assumptions and established principles in physiotherapy practice transfer scientific knowledge from theory into practice demonstrate an understanding of the research process and evidence based practice evaluate knowledge and understanding of the core scientific principles and concepts on which physiotherapy is based question the professional concepts and contextual frameworks, challenge underlying assumptions and established principles of physiotherapy knowledge base integrate core scientific knowledge with the professional practice of physiotherapy challenge, evaluate, modify, develop the theory and the practice of physiotherapy demonstrate capacity for critical enquiry, analysis of arguments, hypothesis, judgement of research literature. For students undertaking the dissertation plan, implement and document a piece of original research addressing ethical and professional issues as appropriate Professional and Academic Objectives At the end of the programme students should have achieved an appropriate level of personal and professional development as evidenced by the ability to: demonstrate an understanding of the research process and evidence based practice evaluate knowledge and understanding of the core scientific principles and concepts on which the practice of physiotherapy is based question the professional concepts and contextual frameworks and challenge underlying assumptions and established principles of physiotherapy knowledge integrate core scientific knowledge with the professional practice of physiotherapy challenge, evaluate, modify, and develop the theory and practice of physiotherapy demonstrate capacity for critical enquiry, analysis of arguments, and judgement of research literature. 17

18 Physiotherapy (Cardio-Respiratory) Course Structure CERTIFICATE = 60 credits Core Modules: Research Methods in Health, Advanced Therapeutic Management of Respiratory Problems Option Modules: 30 Masters level credits DIPLOMA = an additional 60 credits (120 credits altogether) Core Modules: Behaviour Change for Health and Well-Being and Evidence Based Practice OR Assessment and Measurement Option Modules: 30 Masters level credits Dissertation = an additional 60 credits MSc = 180 Credits 2.7 Health Sciences This programme is available on a part-time or modular basis. Programme Philosophy This programme aims to provide a flexible, interdisciplinary programme of study for individuals whose academic and/or professional interests lie in the medical and health sciences, including those intending to proceed to doctoral research in these fields. Contemporary health care, and the context of its delivery, are acknowledged to require a multidisciplinary and flexible approach to their study. In many instances, such an approach is catered for within existing programmes within the Faculty of Health, and the university more widely. However, existing courses can only provide a limited number of pathways, and therefore can only meet the learning needs of a limited number of potential students, and a proliferation of additional named routes except where there is a specific identified need for which existing courses do not cater is likely to be an inefficient means of broadening the appeal and relevance of Keele s postgraduate provision. On the basis that students themselves are the best judges of their own learning needs, this programme seeks to offer the student the broadest possible choice of relevant modules, within a negotiated programme of study. The programme is a faculty-wide programme, but is administered, in the first instance, by the School of Health and Rehabilitation on behalf of the faculty. Programme Aims The aims of the programme are to: 18

19 provide an environment where students are supported and motivated to develop academically, professionally and personally promote reflective thinking, reflective practice, and self-evaluation develop the process of critical and evaluative thinking, writing, and communication transfer knowledge from theory into practice, where appropriate develop research skills promote interdisciplinary perspectives within a negotiated programme of study. Core module There is only one core module: Research Methods in Health (HLT-40001). This is a 15- credit module that introduces fundamental concepts and principles of research design and data collection, and critical appraisal, across various approaches to research in health care. Students would normally be able to substitute another research methods module from those offered at Keele, provided that it covers an equivalent syllabus and is of at least 15 level 7 credits. Option modules Students should consider carefully the appropriate choice of option modules, in discussion with the Course Director, in relation to their particular interests, disciplinary requirements, previous studies, and future career intentions. Option modules must be approved by the Course Director in relation to: i) coherence across the programme of study, ii) relevance to the name of the award. Some modules may be barred combinations (modules whose content is sufficiently similar that they cannot form part of the same programme of study; information on barred combinations is provided in individual module descriptors). There are otherwise no restrictions on the modules that can be taken within the programme, and modules can be selected from across the faculties in the university. However, module choices may be constrained by their timing. Additionally, many option modules run as core modules on other level 7 programmes in the university, and their availability in a given year may depend upon such other programmes running in a given year. There is, therefore, no guarantee that a given option module will be available in a particular academic year, nor necessarily during the overall period of study on the MSc programme. As there is not a specified set of options for the MSc programme and students are free to choose modules of varying credit values across the university, a particular choice of options may mean that the credits fulfilling the requirements of the PGDip stage sum to more than 120. NB: Some modules have higher fees than others, even of the same credit value. Modules with a laboratory component, for example, tend to have higher fees. It follows that the cost of a particular programme of study will depend upon the choice of option modules. Some aspects of the assessment arrangements for modules offered in other schools or faculties may differ from those described in this handbook (e.g. the method of submission of coursework). It is therefore important to check carefully the assessment information provided for the module(s) concerned. 19

20 Health Sciences Course Structure Certificate = 60 credits Core Module: Research Methods in Health (15 credits) Option Modules: 45 credits Diploma = an additional 60 credits (120 credits altogether) Option modules = 60 credits Dissertation = an additional 60 credits MSc = 180 Credits 2.8 Applied Clinical Anatomy This programme is available for study on a full-time, part-time or modular basis. Programme Philosophy The certificate is designed to allow students to expand their knowledge, develop their skills in a specific anatomical focus of their choice, and foster personal development. Programme Aims To promote the acquisition of knowledge and skills in applied anatomy, and the application of anatomical sciences. Educational Objectives The programme is designed to: provide an environment where students are motivated to develop academically, personally and professionally transfer scientific knowledge from theory into practice develop the process of critical evaluative thinking, writing and communication develop critical reading of anatomical research. Professional and Academic Objectives At the end of the programme students should have achieved an appropriate level of personal and professional development as evidenced by the ability to: evaluate knowledge and understanding of the core scientific anatomical principles and practice challenge underlying assumptions and established principles of the anatomical knowledge base integrate core scientific anatomical knowledge with professional practice synthesise and evaluate information from diverse sources and settings, relating to anatomy 20

21 demonstrate capacity for critical enquiry, analysis of arguments, hypothesis and judgement of the relevant literature. The course is aimed at students who have studied some basic anatomy within their first degree, for example: medical doctors; allied health professionals; nurses; midwives; other health related professionals; graduates in biology; cell biology; biomedical science; sports science; medical illustrators; etc. Candidates should normally have a first or second-class honours degree in a relevant subject, and/or recognized professional qualification. The programme will cover theoretical and practical aspects of clinical anatomical knowledge relating to aspects of anatomy such as: histology; identification of prosections; gross anatomy of various systems; embryology; radiology; preserving, embalming and immunocytochemical techniques. These topics will change in the light of recent evidence and clinical developments. The above areas will be linked to both their functional and clinical relevance. Through student-led experiential learning, the module will cover in-depth theoretical and practical aspects of the application of clinical anatomical knowledge relating to the student s own chosen field. Students will also cover a related knowledge base at Level 7 through their chosen optional module. Applied Clinical Anatomy Course Structure Certificate = 60 credits Core Modules: Applied Clinical Anatomy 1, Applied Clinical Anatomy 2 OPTION MODULES = 15 credits 2.9 Option Modules Students choose option modules to suit their learning and development needs, from the selection offered by the school, or others approved by the programme leaders (see also section 2.11 APCL/APEL). Modules within the school are subject to minimum and maximum student numbers and staff availability. They may not be offered every year and the timing of modules may change from year to year. The aim of the option modules is to encourage personal and professional development and to develop the ability to relate these to the wider professional context. It is anticipated that students will develop effective handling of selective complex issues and situations, encouraging acceptance of different perspectives and standpoints. If you wish to be accredited as a Kinetic Control Movement Therapist you must either undertake Motor Control Retraining of Movement Dysfunction and follow the route accredited by Kinetic Control International, or follow the Accreditation of Prior Experiential Learning (APEL) route. Following completion of the modular PG Diploma or MSc at Keele, you would need to apply directly to Kinetic Control International for accreditation Stand Alone Modules Any of the individual modules available within the school may be taken as part of your continuing professional development and you would be subject to the regulations that apply to any student registered on the full-time, part-time or modular programmes. On successful completion of the module assessment, you would be awarded the 21

22 appropriate number of Level 7 credits. After completing the module, you may choose to re-register for another stand-alone module, or onto a postgraduate programme. Should you register onto a programme, the credits from the stand-alone module will be accepted within a five-year period. Students wishing to transfer onto an accredited programme will need to write a formal letter to the School of Health and Rehabilitation Admissions Tutor Accreditation of Prior Certificated Learning (APCL) and Accreditation of Prior Experiential Learning (APEL) i. The relevant module tutor, Programme Leader, Director of Postgraduate Taught Programmes and the External Examiner, whose decision is final, will look at each student s case individually and make a recommendation to the Postgraduate Office. ii. iii. iv. Accreditation of prior certificated learning (APCL) and accreditation of prior experiential learning (APEL) will only normally be considered against the option modules on the programme. APCL and APEL will be permitted along the following lines: APCL will be allowed where a module has been completed prior to registering on the Keele framework, whose content and learning objectives are equivalent to those of a module within the Keele framework. These credits must have been earned sufficiently recently that they are deemed to be current (which will be judged in relation to the subject matter and disciplinary context, but will normally be five years). The module offered for APCL must have a credit rating at least as large as that of the Keele module against which it is offered, and the maximum credit value that can be contributed by an individual module offered for APCL is the credit rating of the Keele module against which it is offered. v. Through a similar process, and subject to the programme leader s approval, students may apply for accreditation in respect of modules that they may wish to undertake at other HEIs during their registration on the Keele framework; such accreditation cannot be given in respect of the specified mandatory (core) modules within the course on which the student is registered. vi. vii. viii. ix. APEL will be determined through the submission of a portfolio of experiential work, which will be assessed, and must similarly be offered against one or more specific modules in the Keele framework. The credit rating of the portfolio, which will be confirmed during the process of assessment, must be at least as large as that of the Keele module against which it is offered. Where a single portfolio of work is offered against more than one module, it must explicitly address the learning objectives of the modules concerned. Whilst APCL/APEL is normally granted against a specific module in the Keele framework, if no such module exists within the framework APCL/APEL may still be permitted if the module or portfolio submitted meets Level 7 learning objectives and the philosophy of the programme on which the student is registered. A fee will be charged for both APCL and APEL to reflect the administrative and assessment work required; in the case of APEL this will be up to the full fee for the module against which accreditation is sought. Extent of APCL/APEL permissible a. Within the Faculty of Health, no more than 50% of the credits with which a student wishes to gain an award can normally be contributed through APCL/APEL (i.e. 30 for PG Cert, 60 for PGDip). However, where the course regulations specify that APCL/APEL is only permissible against option modules, 22

23 and the number of credits available for option modules within an award is lower than the above maxima, this lower number of credits constitutes the extent of APCL/APEL permissible. b. If, prior to registering on a programme, a student has taken one or more Keele modules that are specified modules on the programme on which he or she is registering, accreditation of these modules will not normally count towards the maximum permissible APCL. c. No more than 25% of the credits with which a student wishes to gain an award can be contributed through accreditation of modules undertaken at other HEIs during registration on the Keele framework. d. Credits that have formed part of a previous award outside the Keele programme (either through APCL or through the modules offered within that award) cannot normally be used again in respect of an award in the Keele programme. e. APCL and APEL are not possible within the master s (dissertation) stage. f. If applying for APEL of the module Motor Control Retraining of Movement Dysfunction or Introducing Acupuncture, or Performance Stability, either as a stand-alone module, or as part of a programme of study, students will need to follow a specific procedure, and should contact the Postgraduate Administrator in the first instance. g. For all other modules, an application procedure for granting module exemptions on accreditation of APEL and APCL has been approved by Senate and can be found at: mptionsfortaughtcourses/ x. In summary APCL/APEL: a. Prior to the start of any year of a course (including prior to the start of year 1 at the application stage), a student may request exemption from one or more specific taught modules during the year on the basis of previous qualifications or experience, and subject to the extent of permissible APCL/APEL. b. APEL will be determined through the submission of a portfolio of experiential work, which will be assessed, and must similarly be offered against one or more specific modules in the Keele framework. The credit rating of the portfolio, which will be confirmed during the process of assessment, must be at least as large as that of the Keele module against which it is offered. Where a single portfolio of work is offered against more than one module, it must explicitly address the learning objectives of the modules concerned. c. Whilst APCL/APEL is normally granted against a specific module in the Keele framework, if no such module exists within the framework APCL/APEL may still be permitted if the module or portfolio submitted meets Level 7 learning objectives and the philosophy of the programme on which the student is registered. d. The student must be able to demonstrate that he or she has already met the relevant learning outcomes of the module in order to be exempted. In seeking exemption, students must specify in detail the basis of the exemption sought, giving details of the relevant module (attaching the module specification), demonstrating how the learning outcomes have already been met, and attaching any relevant documentation to support the case. (NB in the case of APEL this would be a portfolio of student work relevant to the module(s) against which they are applying for APEL. It should include some or all of the following: letters of 23

24 xi. support from tutors/colleagues, clinical or other course details, evidence of learning at Level 7 and any other appropriate material). e. Applications for exemption should be made to the Postgraduate Office, who will consult with the School of Health and Rehabilitation. Before granting any exemption, the student may be required to undertake some form of assessment in order to demonstrate achievement of the learning outcomes. However, it is recommended students have an advisory interview with the Director of Postgraduate Programmes (DPP) or the Programme Leader and, if necessary, the module leader, before approaching the Postgraduate Office. f. Where exemption is granted, the student will be credited with the credits relevant to that module, at the next available Examination Board. g. The student will not receive a numerical mark for any APCL/APEL module, only the relevant credits. Therefore, when calculating any classification of the award any exempted module will be excluded from the calculation. h. Modules would be identified as "exempt" on students' transcripts. i. In exceptional circumstances, a student who has successfully completed a Postgraduate Diploma in an area with a similar philosophy and covering a similar knowledge base may be allowed to join the dissertation stage. The process is the same as for APCL and the credits need to be current. An example of this might be a student returning to the UK from abroad. j. If students wish to discuss APCL and APEL, further they should contact the Programme Leader or the DPP. Student Responsibility with regards to APCL a. If a student wishes to undertake a module outside the School of Health and Rehabilitation, whether at Keele or another University as APCL, it is the responsibility of the student to contact the relevant School/Department/University and find out further details of the module, particularly: b. the session dates (these must not clash with any other modules the student is undertaking within the School of Health and Rehabilitation) c. the date of the Exam Board (progression to Dissertation stage is subject to SHAR progression regulations and so APCL/APEL credits and marks need to be ratified by the relevant School of Health and Rehabilitation External Examiners). d. Approval to undertake the module must be granted by the DPP e. It is the student s responsibility to contact the relevant School/Department/University to enrol onto the chosen optional module, and to ensure that the DPP is informed in writing prior to commencement. Please note: it is the student s responsibility to contact the relevant School/Department/University to enrol onto the chosen optional module, and to ensure that the Director of Postgraduate Studies is informed in writing prior to commencement. 24

25 Faculty of Medicine and Health Sciences School of Health and Rehabilitation 3. Module Course Dates FOR ACADEMIC YEAR 2016/17 Postgraduate administration Module Title Course Code ( UK/EU students) Acute Respiratory Deterioration and Critical Care PTY ( 500) Applied Clinical Anatomy I PTY ( 500) Assistive Technologies in Neuromuscular Rehabilitation PTY ( 500) Independent Study PTY ( 500) Modules can be taken as part of a range of PG Certificate/PG Diploma/MSc programmes or as stand-alone study The below modules are those that are held in the School of Health and Rehabilitation M Level Credits MSc Neuro- Musculo School Induction Day Monday 26 September 2016 Compulsory for all new Full Time and Modular students MSc Pain Science MSc Neuro Rehab Autumn Core MSc Physio FT PT/Mod MSc Physio (Neuro) MSc Physio (Cardio Resp) Introducing Acupuncture PTY ( 600) 15 Physiology of Neuromusculoskeletal Tissue PTY ( 500) MSc Health Science PG Cert ACA Sept 2016 Dates 2016/17 (Pre-module day 29 Sep) 18,19,20 & 21 Oct 2016 Exam within 1 & 2 Dec & 28 Sept 2016,12 & 26 Oct 2016, 9 & 23 Nov 2015, Presentation within 4,5 & 6 Jan ,16,17 & 18 Nov 2016, Exam within 3 & 4 Jan & 13 Dec 2016, 10 & 11 Jan 2017, 9 & 10 March 2017 Exam within 11 & 12 May , 5 & 6 Oct 2016 Principles and Practice of Joint and Soft Tissue Injection PTY ( 900) Psychosocial Aspects of Pain PTY ( 500) 15 5/6/7 Dec 2016 Research Methods in Health HLT ( 500) 15 Dissertation Workshops 60 PTY ( 1110) (throughout both semesters) 15 19, 20 & 21 Sept & 14 Dec & 11 Oct 2016, 7 & 8 Nov 2016 Exam 9 Dec 2016 Contact module leader 25