Faculty of Science & Engineering School of Healthcare Science. MSc Clinical Science Network

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1 Faculty of Science & Engineering School of Healthcare Science MSc Clinical Science Network 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 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 Network as approved for the academic session indicated in Section 3 of the following table. 1 Date of initial Approval: 28 June Effective date of Programme Specification: 1 September August This Version effective from: 1 September Version number: 2011/Version 6 Students who commenced their study on awards within this programme specification prior to1 September 2016 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, and the cohort of students affected by the change, are listed in Section H (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 Units Pathological Basis of Disease and Systematic Investigation of Pathological Specimens (6ACP7129) Histopathology (6ACP7130) Major Organ Cellular Pathology (6ACP7131) Clinical Haematology (6ACP7135) Transfusion 1 (6ACP7136) Haemostasis (6ACP7137) Haematological Malignancies (6ACP7138) Transfusion 2 (6ACP7139) Programme Specification Biomedical Science Taught Masters Programme (11206A) Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above 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 Points of Reference Section H Log of Modifications SECTION A ADMINISTRATIVE AND REGULATORY INFORMATION 1 Overarching Programme Specification Title MSc Clinical Science Network (11479A) 2 Brief Summary The MSc Clinical Science Network was developed in response to Department of Health (DoH) proposals for a revision of the education and training of healthcare scientists throughout the UK healthcare system. The UK Modernising Scientific Careers (MSC) Initiative thereafter introduced an education, training and career framework for the scientific workforce in the NHS from Healthcare Science Assistant to Consultant Healthcare Scientists that puts the quality and safety of patient care at the centre. The Network is a highlevel, three-year, full-time and part-time Network, which incorporates work-based training alongside the CASQE Page 2 of 64 Programme Specification

3 scientific and academic content. The Network provides the knowledge requirement for the three-year workplace-based training and incorporates a combination of specialism-specific training with generic elements, such as leadership, professional practise and research methods. For MSc Clinical Science (Reconstructive Science) only: Applicants can only enter the programme if they are on the Scientist Training Programme (STP) in England or an equivalent in the other countries of the UK. Direct applications may be received from applicants whose hospital wishes to sponsor a member of staff funded by the individual NHS trust in England or the other countries of the UK, and may be considered for admission to the programme after due consideration by the Joint Academic Team (MMU and King s College London). Direct applications from the UK will not be accepted unless sponsored by an NHS Trust or equivalent body that meets the requirements of the STP and is approved for clinical science training. Students must be completing their practical learning within their own NHS Trust and have a trainer/mentor who is approved by the NHS. 3 Awarding institution Manchester Metropolitan University 4 Home Faculty Faculty of Science & Engineering 5 Home School & Division School of Healthcare Science Division of Biomedical Science Division of Physiological and Reconstructive Science 6 UCAS/GTTR code(s) N/A 7 Framework for HE Masters (Level 7) Qualifications position of final awards 8 Alignment with University Postgraduate Curriculum Framework 9 Engagement with the None University-wide provision 10 Compliance with University Assessment Regulations Taught Postgraduate 11 Approved Variations/Exemptions from University Assessment Regulations All degree titles in the Network: A variation to the regulations to use 30-credit units has been granted. (From September 2012 August 2017) All degree titles in the Network: Students will not be entitled to receive condoned passes in any of the units delivered as part of this Network. Reconstructive Science only: Students must attain a minimum of 50% in each component of assessment of the each unit as well as in the overall mark. Where the original unit mark is greater than 50%, this mark should stand following reassessment. (For intakes from September 2012 September 2016) Reconstructive Science only: Students who fail taught units to the value of up to 60 credits shall have one opportunity to redeem the initial unit failure(s). Second re-assessment opportunities shall, however, be conditional upon the student securing approval for non-engagement from the relevant Faculty Exceptional Factors Panel. (From September 2013 August 2017) Reconstructive Science only: Because the clinical elements of the Programme are largely taught at King s College London or on placement, the Fitness to Practise Procedure of King s College London shall apply rather than the MMU Professional Suitability Procedure. For general issues of conduct that do not amount to questions of fitness to practise, students shall be subject to the code of conduct at the applicable location: the MMU Code when on MMU-managed premises or activities; the King s College London Code, when on KCL- managed premises or activities; the NHS code when on NHS-managed premises or activities. Where a CASQE Page 3 of 64 Programme Specification

4 12 Relationship with Faculty Foundation Year Awards 13 Final awards and AOS Codes student is dismissed from employment under the NHS Code, their enrolment on the Network will automatically lapse. None PgC Clinical Science (Critical Care): 617E MSc Clinical Science (Critical Care Science): 617H MSc Clinical Science (Cardiac Science): 61C1 MSc Clinical Science (Respiratory & Sleep Science): 61C6 MSc Clinical Science (Vascular Science): 61C7 MSc Clinical Science (Neurophysiology): 61C5 MSc Clinical Science (Cellular Science: Histopathology): 61C3 MSc Clinical Science (Cellular Science: Cytopathology): 61C2 MSc Clinical Science (Cellular Science: Reproductive Science): 61C4 MSc Clinical Science (Blood Science: Haematology and Transfusion Science): 61C0 MSc Clinical Science (Reconstructive Science): 614L For students not employed as Trainee Healthcare Scientists who wish to access the academic portions of the Network only: MSc Healthcare Science (Cardiovascular, Critical Care Science, Respiratory and Sleep Science) MSc Healthcare Science (Neurophysiology) MSc Healthcare Science (Cellular Science) MSc Healthcare Science (Blood Science) 14 Combined Honours: None 15 Interim exit awards PgC Clinical Science PgD Clinical Science (Cardiac Science) PgD Clinical Science (Respiratory & Sleep Science) PgD Clinical Science (Vascular Science) PgD Clinical Science (Neurophysiology) PgD Clinical Science (Cellular Science: Histopathology) PgD Clinical Science (Cellular Science: Cytopathology) PgD Clinical Science (Cellular Science: Reproductive Science) PgD Clinical Science (Blood Science: Haematology and Transfusion Science) PgD Clinical Science (Reconstructive Science) Arrangements with Partners 16 Approved Collaborative partner(s) For students not employed as Trainee Healthcare Scientists who wish to access the academic programme only: PgC Healthcare Science PgD Healthcare Science (Cardiovascular, Respiratory and Sleep Science) PgD Healthcare Science (Neurophysiology) PgD Healthcare Science (Cellular Science) PgD Healthcare Science (Blood Science) Partner Name King s College London (Reconstructive Science only) Type of Collaborative Partnership Joint Award, co-teaching and assessment CASQE Page 4 of 64 Programme Specification

5 17 Articulation Arrangements with Partners Partner Name University of Manchester and University of Salford Memorandum of Understanding dated April Details of Arrangements Students may progress onto the PgD/MSc Clinical Science (Vascular Science) at the University of Salford upon completion of the PgC Clinical Science at Manchester Met. Students may progress onto the PgD/MSc Clinical Science (Neurophysiology) or PgD/MSc Clinical Science (Blood Science: Haematology) at Manchester Met upon successful completion of the PgC Clinical Science at the University of Manchester. Professional, Statutory and Regulatory Bodies 18 PSRB(s) associated with final award of any route within the programme specification 19 Date, outcome & period of approval of last PSRB accreditation National School for Healthcare Science (NSHCS): Accredited for intakes from September 2013 September 2016 o MSc Clinical Science (Reconstructive Science) o MSc Clinical Science (Cellular Science) o MSc Clinical Science (Cardiac Science) o MSc Clinical Science (Vascular Science) o MSc Clinical Science (Respiratory & Sleep Science) Accredited for intakes from September 2012 September 2015 o MSc Clinical Science (Neurophysiology) o MSc Clinical Science (Blood Science: Haematology and Transfusion Science) Accredited for intakes from September 2016 September 2019 o MSc Clinical Science (Critical Care) See above. Approval Status 20 Date and period of approval of most recent MMU review/ approval 21 Next Scheduled Review Date: 22 Programme Specification effective date: (i) Date of approval: 28 June 2011 (ii) Length & Dates of Period of Approval Given: Years: Six years From: 1 September 2011 To: 31 August 2017 (iii) Major Modifications to Programme Specification: 16 May 2013: to introduce the MSc Clinical Science (Reconstructive Science) 29 November 2013: to introduce the PgC Clinical Science (Critical Care) June 2016: to introduce the PgD and MSc Clinical Science (Critical Care Science) 2016/17 September 2016 CASQE Page 5 of 64 Programme Specification

6 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. 24 Programme Rationale The Modernising Scientific Careers Initiative (including the Scientist Training Programme, upon which this Network is based) provides clear, coherent and common approaches to career development for all of the healthcare science workforce, with a flexible and modular career path, and a variety of entry points to attract and retain people. This will include greater flexibility in skills and knowledge development and provide a fair and respectful approach, which recognises existing skills, training and experience, allowing the healthcare science workforce to develop their careers without having to spend years retraining. It also respects the professionalism of each and every specialism. The alignment of career pathways with other healthcare professionals will lead to transparency for those already in the workforce or thinking of entering it, and support the ability to make a greater contribution to new clinical pathways, models of integrated care and innovation in healthcare. 25 QAA Benchmark Statement Masters Degree Characteristics, 2010 and undergraduate Biomedical Science, Programme Specific Outcomes (a) Final Award Learning Outcomes Postgraduate Certificate in Clinical Science (Critical Care) - On successful completion of their course of study, graduates will be able to: 1. Consolidate their knowledge of the basic sciences underpinning the specialist knowledge base of their chosen specialist area. 2. Gain an introductory knowledge base in their chosen specialist area. 3. Gain an introductory knowledge base of non-scientific issues, which influence the practice of a Healthcare Scientist. MSc Clinical Science (Critical Care Science) - On successful completion of their course of study, graduates will be able to: 1. Provide a review of up-to-date, relevant and comprehensive knowledge base in critical care. 2. Critically analyse the current problems and/or new insights in the forefront of critical care. 3. Apply contemporary methods in research and development in critical care. 4. Compete successfully for scientist training posts in clinical science (critical care). 5. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis from conception to completion in critical care. 6. Assemble a body of data and analyse the data using appropriate statistical techniques in critical care. 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in critical care. 8. Communicate knowledge or arguments for the research project in critical care both verbally and in writing. MSc Clinical Science (Cardiac Science) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in cardiac science. 2. Gain a critical awareness of current problems and/or new insights in the forefront of cardiac science. 3. Understand and apply contemporary methods in research and development in cardiac science. 4. Compete successfully for scientist training posts in clinical science (cardiac science). CASQE Page 6 of 64 Programme Specification

7 5. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in cardiac science. 6. Assemble a body of data and analyse the data using appropriate statistical techniques in cardiac science. 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in cardiac science. 8. Communicate knowledge or arguments for the research project in cardiac science both verbally and in writing. MSc Clinical Science (Respiratory & Sleep Science) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in respiratory & sleep science. 2. Gain a critical awareness of current problems and/or new insights in the forefront of respiratory & sleep science. 3. Understand and apply contemporary methods in research and development in respiratory & sleep science. 4. Compete successfully for scientist training posts in clinical science (respiratory & sleep science). 5. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in respiratory & sleep science. 6. Assemble a body of data and analyse the data using appropriate statistical techniques in respiratory & sleep science. 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in respiratory & sleep science. 8. Communicate knowledge or arguments for the research project in respiratory & sleep science both verbally and in writing. MSc Clinical Science (Vascular Science) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in vascular science. 2. Gain a critical awareness of current problems and/or new insights in the forefront of vascular science. 3. Understand and apply contemporary methods in research and development in vascular science. 4. Compete successfully for scientist training posts in clinical science (vascular science). 5. Develop and propose a hypothesis, and subsequently to undertake a research project in vascular science to test the hypothesis from conception to completion. 6. Assemble a body of data and analyse the data using appropriate statistical techniques in vascular science. 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in vascular science. 8. Communicate knowledge or arguments for the research project in vascular science both verbally and in writing. MSc Clinical Science (Neurophysiology) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in neurophysiology. 2. Gain a critical awareness of current problems and/or new insights in the forefront of neurophysiology. 3. Understand and apply contemporary methods in research and development in neurophysiology. 4. Compete successfully for scientist training posts in clinical science (neurophysiology). 5. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in neurophysiology. 6. Assemble a body of data and analyse the data using appropriate statistical techniques in neurophysiology. 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in neurophysiology. CASQE Page 7 of 64 Programme Specification

8 8. Communicate knowledge or arguments for the research project in neurophysiology both verbally and in writing. MSc Clinical Science (Cellular Science: Histopathology) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in cellular science (histopathology). 2. Gain a critical awareness of current problems and/or new insights in the forefront of in cellular science (histopathology). 3. Understand and apply contemporary methods in research and development in cellular science (histopathology). 4. Compete successfully for scientist training posts in Clinical Science (cellular science: histopathology). 5. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in cellular science (histopathology). 6. Assemble a body of data and analyse the data using appropriate statistical techniques in cellular science (histopathology). 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in cellular science (histopathology). 8. Communicate knowledge or arguments for the research project in cellular science (histopathology) both verbally and in writing. MSc Clinical Science (Cellular Science: Cytopathology) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in cellular science (cytopathology). 2. Gain a critical awareness of current problems and/or new insights in the forefront of cellular science (cytopathology). 3. Understand and apply contemporary methods in research and development in cellular science (cytopathology). 4. Compete successfully for scientist training posts in clinical science (cellular science: cytopathology). 5. Develop and propose a hypothesis, and subsequently to undertake a research to test the hypothesis, from conception to completion, project in cellular science (cytopathology). 6. Assemble a body of data and analyse the data using appropriate statistical techniques in cellular science (cytopathology). 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in cellular science (cytopathology). 8. Communicate knowledge or arguments for the research project in cellular science (cytopathology) both verbally and in writing. MSc Clinical Science (Cellular Science: Reproductive Science) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in cellular science (reproductive science). 2. Gain a critical awareness of current problems and/or new insights in the forefront of cellular science (reproductive science). 3. Understand and apply contemporary methods in research and development in cellular science (reproductive science). 4. Compete successfully for scientist training posts in clinical science (cellular science: reproductive science). 5. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in cellular science (reproductive science). 6. Assemble a body of data and analyse the data using appropriate statistical techniques in cellular science (reproductive science). 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in cellular science (reproductive science). 8. Communicate knowledge or arguments for the research project in cellular science (reproductive science) both verbally and in writing. CASQE Page 8 of 64 Programme Specification

9 MSc Clinical Science (Blood Science: Haematology and Transfusion Science) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in blood science (haematology and transfusion science). 2. Gain a critical awareness of current problems and/or new insights in the forefront of blood science (haematology and transfusion science). 3. Understand and apply contemporary methods in research and development in blood science (haematology and transfusion science). 4. Compete successfully for scientist training posts in blood science (haematology and transfusion science). 5. Develop and propose a hypothesis, and subsequently to undertake a research to test the hypothesis, from conception to completion, project in blood science (haematology and transfusion science). 6. Assemble a body of data and analyse the data using appropriate statistical techniques in blood science (haematology and transfusion science). 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in blood science (haematology and transfusion science). 8. Communicate knowledge or arguments for the research project in blood science (haematology and transfusion science) both verbally and in writing. MSc Clinical Science (Reconstructive Science) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in reconstructive science. 2. Gain a critical awareness of current problems and/or new insights in the forefront of reconstructive science. 3. Understand and apply contemporary methods in research and development in reconstructive science. 4. Compete successfully for scientist training posts in clinical science (reconstructive science). 5. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in reconstructive science. 6. Assemble a body of data and analyse the data using appropriate statistical techniques in reconstructive science. 7. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in reconstructive science. 8. Communicate knowledge or arguments for the research project in reconstructive science both verbally and in writing. For those students accessing the academic portions of the Network only, and not as employed Trainee Healthcare Scientists: MSc Healthcare Science (Cardiovascular, Critical Care Science, Respiratory and Sleep Science) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in cardiovascular, critical care, respiratory and sleep science. 2. Gain a critical awareness of current problems and/or new insights in the forefront of in cardiovascular, critical care, respiratory and sleep science. 3. Understand and apply contemporary methods in research and development in cardiovascular, critical care, respiratory and sleep science. 4. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in cardiovascular, critical care, respiratory and sleep science. 5. Assemble a body of data and analyse the data using appropriate statistical techniques in cardiovascular, critical care, respiratory and sleep science. 6. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in cardiovascular, critical care, respiratory and sleep science. 7. Communicate knowledge or arguments for the research project in cardiovascular, critical care, respiratory and sleep science both verbally and in writing. CASQE Page 9 of 64 Programme Specification

10 MSc Healthcare Science (Neurophysiology) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in neurophysiology. 2. Gain a critical awareness of current problems and/or new insights in the forefront of neurophysiology. 3. Understand and apply contemporary methods in research and development in neurophysiology. 4. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in neurophysiology. 5. Assemble a body of data and analyse the data using appropriate statistical techniques in neurophysiology. 6. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in neurophysiology. 7. Communicate knowledge or arguments for the research project in neurophysiology both verbally and in writing. MSc Healthcare Science (Cellular Science) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in cellular science. 2. Gain a critical awareness of current problems and/or new insights in the forefront of cellular science. 3. Understand and apply contemporary methods in research and development in cellular science. 4. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in cellular science. 5. Assemble a body of data and analyse the data using appropriate statistical techniques in cellular science. 6. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in cellular science. 7. Communicate knowledge or arguments for the research project in cellular science both verbally and in writing. MSc Healthcare Science (Blood Science) - On successful completion of their course of study, graduates will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in blood science. 2. Gain a critical awareness of current problems and/or new insights in the forefront of blood science. 3. Understand and apply contemporary methods in research and development in blood science. 4. Develop and propose a hypothesis, and subsequently to undertake a research project to test the hypothesis, from conception to completion, in blood science. 5. Assemble a body of data and analyse the data using appropriate statistical techniques in blood science. 6. Prepare a written project report that analyses the findings and identifies strengths and weaknesses of a research project in blood science. 7. Communicate knowledge or arguments for the research project in blood science both verbally and in writing. (b) Combined Honours Learning Outcomes : N/A (c) Pass Degree Learning Outcomes : N/A 27 Interim Award Learning Outcomes The Postgraduate Certificate Clinical Science will be awarded to those students who have completed 60 credits of study and who do not wish to progress to, or do not complete, the Postgraduate Diploma Clinical Science. The Postgraduate Certificate Healthcare Science will be awarded to those students who are accessing the academic portions of the Network but not completing the work-based clinical training and who have completed 60 credits of study and who do not wish to progress to, or do not complete, the Postgraduate Diploma Healthcare Science. The Postgraduate Diploma Clinical Science will be awarded to those students who have completed 120 credits of study and who do not wish to progress to, or do not complete, the MSc Clinical Science: CASQE Page 10 of 64 Programme Specification

11 Critical Care: On successful completion of a PgD, students will be able to: 1. Provide a review of up-to-date, relevant and comprehensive knowledge base in clinical science (critical care). 2. Critically analyse the current problems and / or new insights in the forefront of clinical science (critical care). Units delivered: o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). o Introduction to Cardiac, Critical Care Science, Respiratory and Sleep Sciences (6ACP7143). o Respiratory Science in Critical Care Science (6ACP7156). o Monitoring, diagnosis and therapeutics in Critical Care Science (6ACP7157). Cardiac Science: On successful completion of a PgD, students will be able to: 1. Provide a review of up-to-date, relevant and comprehensive knowledge base in clinical science (cardiac science). 2. Gain a critical awareness of current problems and/or new insights in the forefront of clinical science (cardiac science). Units delivered: o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). o Introduction to Cardiac, Vascular, Respiratory & Sleep Sciences (6ACP7117). o Diagnostic Approaches and Current Treatment of Cardiovascular Disorders. (6ACP7118). Optional units: o Ultrasound Imaging in Cardiac Disease (6ACP7119). o Diagnosis and Management of Cardiac Rhythm Disorders (6ACP7120). Vascular Science: On successful completion of a PgD, students will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in vascular science. 2. Gain a critical awareness of current problems and/or new insights in the forefront of vascular science. Units delivered: o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). o Ultrasound Science, Haemodynamics and Instrumentation (6ACP7142). o Peripheral Venous, Peripheral Arterial and Extra-Cranial Arterial Imaging (6ACP7121). Respiratory & Sleep Science: On successful completion of a PgD, students will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in respiratory and sleep science. 2. Gain a critical awareness of current problems and/or new insights in the forefront of respiratory and sleep science. Units delivered: o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). o Respiratory and Sleep Science 1 (6ACP7122). o Respiratory and Sleep Science 2 (6ACP7123). Neurophysiology: On successful completion of a PgD, students will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in neurophysiology. 2. Gain a critical awareness of current problems and/or new insights in the forefront of neurophysiology. Units delivered: CASQE Page 11 of 64 Programme Specification

12 o o o o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). Introduction to Neurosensory Sciences (6ACP7124). Nerve Conduction Studies, Electromyography (EMG) and Evoked Potentials. (6ACP7125). Sleep and Long Term Monitoring, Paediatric Electroencephalogram (EEG), and EEG on the Intensive Care Unit (6ACP7126). Cellular Science/Histopathology: On successful completion of a PgD, students will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in cellular science (histopathology). 2. Gain a critical awareness of current problems and/or new insights in the forefront of in cellular science (histopathology). Units delivered: o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). o Introduction to Principles and Practise of Histology, Cervical Cytology and Diagnostic Cytopathology (6ACP7127). o Principles and Practise of Reproductive Science and Diagnostic Semen Analysis (6ACP7128). o Genetics and Molecular Science (6ACP7149). o Pathological Basis of Disease and Systematic Investigation of Pathological Specimens (6ACP7129). o Histopathology (6ACP7130). Cellular Science/Cytopathology: On successful completion of a PgD, students will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in cellular science (cytopathology). 2. Gain a critical awareness of current problems and/or new insights in the forefront of in cellular science (cytopathology). Units delivered: o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). o Introduction to Principles and Practise of Histology, Cervical Cytology and Diagnostic Cytopathology (6ACP7127). o Principles and Practise of Reproductive Science and Diagnostic Semen Analysis (6ACP7128). o Genetics and Molecular Science (6ACP7149). o Pathological Basis of Disease and Systematic Investigation of Pathological Specimens (6ACP7129). o Major Organ Cellular Pathology Including: Cancer, Gynaecological Cytopathology, and Non-Gynaecological Cytopathology (6ACP7131). Cellular Science/Reproductive Science: On successful completion of a PgD, students will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in cellular science (reproductive science). 2. Gain a critical awareness of current problems and/or new insights in the forefront of in cellular science (reproductive science). Units delivered: o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). o Introduction to Principles and Practise of Histology, Cervical Cytology and Diagnostic Cytopathology (6ACP7127). o Principles and Practise of Reproductive Science and Diagnostic Semen Analysis (6ACP7128). o Genetics and Molecular Science (6ACP7149). CASQE Page 12 of 64 Programme Specification

13 o o Infertility, Treatment and Role of Regulation Gametes and Fertilisation (6ACP7132). Embryology; Culture of Gametes and Embryos; Micromanipulation and Cryopreservation (6ACP7133). Blood Science/Haematology& Transfusion Science: On successful completion of a PgD, students will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in blood science (haematology and transfusion science). 2. Gain a critical awareness of current problems and/or new insights in the forefront of blood science (haematology and transfusion science). Units delivered: o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). o Clinical Haematology (6ACP7135). o Transfusion 1 (6ACP7136). o Haemostasis (6ACP7137). o Haematological Malignancies (6ACP7138). o Transfusion 2 (6ACP7139). Reconstructive Science: On successful completion of a PgD, students will be able to: 1. Gain an up-to-date, relevant and comprehensive knowledge base in clinical science (reconstructive science). 2. Gain a critical awareness of current problems and/or new insights in the forefront of clinical science (reconstructive science). Units delivered: o Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113). o Introduction to Reconstructive Science (6ACP7151). o Medical Devices and research methods in Reconstructive Science (6ACP7152). o Prosthetic Rehabilitation (6ACP7123). The Postgraduate Diploma Healthcare Science will be awarded to those students who are accessing the academic portions of the Network but not completing the work-based clinical training, having completed 120 credits of study; and do not wish to progress to, or do not complete, the MSc Healthcare Science: o PgD Healthcare Science (Cardiovascular, Critical Care Science,Respiratory and Sleep Science) o PgD Healthcare Science (Neurophysiology) o PgD Healthcare Science (Cellular Science) o PgD Healthcare Science (Blood Science) SECTION C STRUCTURE 28 Structures, modes of delivery (eg 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. CASQE Page 13 of 64 Programme Specification

14 MSc Clinical Science (Critical Care Science) Core Units Code Occ Status - Pre/Co-requisites - Excluded units Unit Title No of credits 6ACP None Introduction to Cardiac, Critical Care Science, 40 Respiratory and Sleep Science 6ACP Pre-requisite Introduction to Healthcare Science, Professional Practise 20 (Year 1) and Clinical Leadership 6ACP None Research Methods 10 6ACP None Research Project ACP None Research Project ACP Pre-requisite Respiratory Science in Critical Care (new unit) 20 (Year 2) 6ACP Year 3 only Monitoring, diagnosis and therapeutics in Critical Care Science (new unit). 30 On successful completion of the following Level 7 credits: 60 credits, interim/final exit award: PgC Clinical Science 120 credits, interim award: PgD Clinical Science (Critial Care Science) 180 credits, final exit award: MSc Clinical Science (Critical Care Science) MSc Clinical Science (Cardiac Science) Core Units Code Status Unit Title - Pre/Co-requisites - Excluded units No. of credits 6ACP7113 None Introduction to Healthcare Science, Professional Practise and 20 Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7115 None Research Project ACP7116 None Research Project ACP7117 Pre-requisite Introduction to Cardiac, Vascular, Respiratory & Sleep 40 (Year 1) Sciences 6ACP7118 Pre-requisite (Year 2) Diagnostic Approaches and Current Treatment of Cardiovascular Disorders 20 Option Units (choose 1 from below) 6ACP7119 Year 3 only Ultrasound Imaging in Cardiac Disease 30 6ACP7120 Year 3 only Diagnosis and Management of Cardiac Rhythm Disorders 30 On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Clinical Science 120 credits, interim award: PgD Clinical Science (Cardiac Science) 180 credits, final exit award: MSc Clinical Science (Cardiac Science) MSc Clinical Science (Vascular Science) Core Units Code Status Unit Title - Pre/Co-requisites - Excluded units 6ACP7113 None Introduction to Healthcare Science, Professional Practise No. of credits 20 and Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7115 None Research Project ACP7116 None Research Project ACP7117 Pre-requisite Introduction to Cardiac, Vascular, Respiratory & Sleep 40 (Year 1) Sciences 6ACP7142 Pre-requisite Ultrasound Science, Haemodynamics and Instrumentation 20 (Year 2) 6ACP7121 Year 3 only Peripheral Venous, Peripheral Arterial and Extra-Cranial Arterial Imaging 30 CASQE Page 14 of 64 Programme Specification

15 On successful completion of the following Level 7 credits: 60 credits, interim award PgC Clinical Science 120 credits, interim award PgD Clinical Science (Vascular Science) 180 credits, final exit award MSc Clinical Science (Vascular Science) MSc Clinical Science (Respiratory & Sleep Science) Core Units Code Status Unit Title - Pre/Co-requisites - Excluded units 6ACP7113 None Introduction to Healthcare Science, Professional Practise No. of credits 20 and Clinical Leadership 6 ACP7114 None Research Methods 10 6 ACP7115 None Research Project ACP7116 None Research Project ACP7117 Pre-requisite Introduction to Cardiac, Vascular, Respiratory & Sleep 40 (Year 1) Sciences 6ACP7122 Pre-requisite Respiratory and Sleep Science 1 20 (Year 2) 6ACP7123 Year 3 only Respiratory and Sleep Science 2 30 On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Clinical Science 120 credits, interim award: PgD Clinical Science (Respiratory & Sleep Science) 180 credits, final exit award: MSc Clinical Science (Respiratory & Sleep Science) MSc Clinical Science (Neurophysiology) Core Units Code Status - Pre/Co-requisites - Excluded units Unit Title 6ACP7113 None Introduction to Healthcare Science, Professional Practise and Clinical Leadership No. of credits 20 6ACP7114 None Research Methods 10 6ACP7115 None Research Project ACP7116 None Research Project ACP7124 6ACP7125 Pre-requisite (Year 1) Pre-requisite (Year 2) Introduction to Neurosensory Sciences 40 Nerve Conduction Studies, Electromyography (EMG) and Evoked Potentials. 6ACP7126 Year 3 only Sleep and Long Term Monitoring, Paediatric Electroencephalogram (EEG), and EEG on the Intensive Care Unit On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Clinical Science 120 credits, interim award: PgD Clinical Science (Neurophysiology) 180 credits, final exit award: MSc Clinical Science (Neurophysiology) MSc Clinical Science (Cellular Science: Histopathology) Core Units Code Unit Title Status - Pre/Co-requisites - Excluded units No. of credits 6ACP7113 None Introduction to Healthcare Science, Professional Practise 20 and Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7115 None Research Project ACP7116 None Research Project 2 30 CASQE Page 15 of 64 Programme Specification

16 6ACP7127 Pre-requisite Introduction to Principles and Practise of Histology, Cervical 20 (Year 1) Cytology and Diagnostic Cytopathology 6ACP7128 Pre-requisite Principles and Practise of Reproductive Science and 10 (Year 1) Diagnostic Semen Analysis 6ACP7149 Pre-requisite Genetics and Molecular Science 10 (Year 1) 6ACP7129 Pre-requisite Pathological Basis of Disease and Systematic Investigation 20 (Year 2) of Pathological Specimens 6ACP7130 Year 3 only Histopathology 30 On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Clinical Science 120 credits, interim award: PgD Clinical Science (Cellular Science: Histopathology) 180 credits, final exit award: MSc Clinical Science (Cellular Science: Histopathology) MSc Clinical Science (Cellular Science: Cytopathology) Core Units Code Status - Pre/Co-requisites - Excluded units Unit Title No. of credits 6ACP7113 None Introduction to Healthcare Science, Professional Practise 20 and Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7115 None Research Project ACP7116 None Research Project ACP7127 6ACP7128 6ACP7149 6ACP7129 Pre-requisite (Year 1) Pre-requisite (Year 1) Pre-requisite (Year 1) Pre-requisite (Year 2) Introduction to Principles and Practise of Histology, Cervical Cytology and Diagnostic Cytopathology Principles and Practise of Reproductive Science and Diagnostic Semen Analysis Genetics and Molecular Science 10 Pathological Basis of Disease and Systematic Investigation of Pathological Specimens ACP7131 Year 3 only Major Organ Cellular Pathology Including: Cancer, Gynaecological Cytopathology, and Non-Gynaecological Cytopathology On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Clinical Science 120 credits, interim award: PgD Clinical Science (Cellular Science: Cytopathology) 180 credits, final exit award: MSc Clinical Science (Cellular Science: Cytopathology) 30 MSc Clinical Science (Cellular Science: Reproductive Science) Core Units Code Status - Pre/Co-requisites - Excluded units Unit Title No. of credits 20 6ACP7113 None Introduction to Healthcare Science, Professional Practise and Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7115 None Research Project ACP7116 None Research Project ACP7127 6ACP7128 Pre-requisite (Year 1) Pre-requisite (Year 1) Introduction to Principles and Practise of Histology, Cervical Cytology and Diagnostic Cytopathology Principles and Practise of Reproductive Science and Diagnostic Semen Analysis CASQE Page 16 of 64 Programme Specification

17 6ACP7149 Pre-requisite Genetics and Molecular Science 10 (Year 1) 6ACP7132 Pre-requisite Infertility, Treatment and Role of Regulation 20 (Year 2) Gametes and Fertilisation 6ACP7133 Year 3 only Embryology; Culture of Gametes and Embryos; Micromanipulation and Cryopreservation 30 On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Clinical Science 120 credits, interim award: PgD Clinical Science (Cellular Science: Reproductive Science) 180 credit, final exit award MSc Clinical Science (Cellular Science: Reproductive Science MSc Clinical Science (Blood Science: Haematology& Transfusion Science) Core Units Code Unit Title Status - Pre/Co-requisites - Excluded units 6ACP7113 None Introduction to Healthcare Science, Professional Practise and Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7115 None Research Project ACP7116 None Research Project ACP7134 Pre-requisite HCSI (Human Biology)* 10 (Year 1) 6ACP7141 Pre-requisite Introduction to Blood Science* 30 (Year 2) 6ACP7135 Pre-requisite Clinical Haematology 10 (Year 2) 6ACP7136 Pre-requisite Transfusion 1 10 (Year 2) 6ACP7137 Year 3 Only Haemostasis 10 6ACP7138 Year 3 Only Haematological Malignancies 10 6ACP7139 Year 3 Only Transfusion ACP7155 Pre-requisite (Year 1) HCSII (Analytical Methods)* 15 On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Clinical Science 120 credits, interim award: PgD Clinical Science (Blood Science: Haematology & Transfusion Science) 180 credits, final exit award: MSc Clinical Science (Blood Science: Haematology & Transfusion Science) MSc Clinical Science (Reconstructive Science) Core Units Code Unit Title Status - Pre/Co-requisites - Excluded units No. of credits 20 # of credits 6ACP7150 None Integrating Studies in Reconstructive Science 30 6ACP7153 None Research Project 60 6ACP7151 Pre-requisite Introduction to Reconstructive Science 30 (Year 1) 6ACP7152 Pre-requisite Medical Devices and research methods in Reconstructive 30 (Year 2) Science 6ACP7123 Year 3 Only Prosthetic Rehabilitation 30 On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Clinical Science 120 credits, interim award: PgD Clinical Science (Reconstructive Science)* 180 credits, final exit award: MSc Clinical Science (Reconstructive Science) CASQE Page 17 of 64 Programme Specification

18 *Note: the PgD Clinical Science (Reconstructive Science) will require satisfactory completion of all units listed above, except the Research Project (6ACP7153). For those students who are not employed as Trainee Healthcare Scientists but wish to access the academic programmes only, the award given for successful completion of those programmes will be MSc Healthcare Science (Cardiovascular, Critical Care Science, Respiratory and Sleep Science), MSc Healthcare Science (Neurophysiology), MSc Healthcare Science (Cellular Science) or MSc Healthcare Science (Blood Science). MSc Healthcare Science (Cardiovascular, Critical Care Science, Respiratory and Sleep Science) Core Units Code Unit Title Status - Pre/Co-requisites - Excluded units No. of credits 6ACP7113 None Introduction to Healthcare Science, Professional Practise 20 and Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7117 None Introduction to Cardiac, Vascular, Respiratory & Sleep Sciences (if Cardiac, Vascular, Respiratory and Sleep Science pathway). 40 6ACP7143 None Introduction to Cardiac, Critical Care, Respiratory and Sleep 40 Science (if Critical Care pathway). 6ACP7140 None Project 60 Cardiovascular Path Core: 6ACP7118 None Diagnostic Approaches and Current Treatment of Cardiovascular Disorders 20 Cardiovascular Path Option Units (choose 1 from below) 6ACP7119 None Ultrasound Imaging in Cardiac Disease 30 6ACP7120 None Diagnosis and Management of Cardiac Rhythm Disorders 30 Respiratory and Sleep Science Path Core: 6ACP7122 None Respiratory and Sleep Science ACP7123 None Respiratory and Sleep Science 2 30 Critical Care Path Core: 6ACP7156 None Respiratory Science in Critical Care (new unit) 20 6ACP7157 None Monitoring, diagnosis and therapeutics in Critical Care (new unit) On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Healthcare Science 120 credits, interim award: PgD Healthcare Science 180 credits, final exit award MSc Healthcare Science (Cardiovascular, Critical Care Science, Respiratory and Sleep Science) MSc Healthcare Science (Neurophysiology) Core Units Code Unit Title Status - Pre/Co-requisites - Excluded units 30 No. of credits 20 6ACP7113 None Introduction to Healthcare Science, Professional Practise and Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7124 None Introduction to Neurosensory Sciences 40 6ACP7125 None Nerve Conduction Studies, Electromyography (EMG) and 20 Evoked Potentials. 6ACP7126 None Sleep and Long Term Monitoring, Paediatric 30 Electroencephalogram (EEG), and EEG on the Intensive Care 6ACP7140 None Project 60 On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Healthcare Science CASQE Page 18 of 64 Programme Specification

19 120 credits, interim award: PgD Healthcare Science (Neurophysiology) 180 credits, final exit award: MSc Healthcare Science (Neurophysiology) MSc Healthcare Science (Cellular Science) Core Units Code Unit Title Status - Pre/Co-requisites - Excluded units No. of credits 20 6ACP7113 None Introduction to Healthcare Science, Professional Practise and Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7127 None Introduction to Principles and Practise of Histology, Cervical 20 Cytology and Diagnostic Cytopathology 6ACP7128 None Principles and Practise of Reproductive Science and 10 Diagnostic Semen Analysis 6ACP7149 None Genetics and Molecular Science 10 6ACP7140 None Project 60 Histopathology Path: 6ACP7129 None Pathological Basis of Disease and Systematic Investigation of Pathological Specimens 6ACP7130 None Histopathology 30 Cytopathology Path: 6ACP7129 None Pathological Basis of Disease and Systematic Investigation of Pathological Specimens 20 6ACP7131 None Major Organ Cellular Pathology Including: Cancer, Gynaecological Cytopathology, and Non-Gynaecological Cytopathology Reproductive Science Path: 6ACP7132 None Infertility, Treatment and Role of Regulation Gametes and Fertilisation 6ACP7133 None Embryology; Culture of Gametes and Embryos; Micromanipulation and Cryopreservation On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Healthcare Science 120 credits, interim award: PgD Healthcare Science (Cellular Science) 180 credits, final exit award: MSc Healthcare Science (Cellular Science) MSc Healthcare Science (Blood Science) Core Units Code Unit Title Status - Pre/Co-requisites - Excluded units No. of credits 20 6ACP7113 None Introduction to Healthcare Science, Professional Practise and Clinical Leadership 6ACP7114 None Research Methods 10 6ACP7134 None HCSI Human Biology 15 6ACP7141 None University of Manchester Haematology Unit 30 6ACP7135 None Clinical Haematology 10 6ACP7136 None Transfusion ACP7137 None Haemostasis 10 6ACP7138 None Haematological Malignancies 10 6ACP7139 None Transfusion ACP7140 None Project 60 On successful completion of the following Level 7 credits: 60 credits, interim award: PgC Healthcare Science 120 credits, interim award: PgD Healthcare Science (Blood Science) 180 credits, final exit award: MSc Healthcare Science (Blood Science) CASQE Page 19 of 64 Programme Specification

20 SECTION D - TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects The Modernising Scientific Careers Initiative (including the Scientist Training Programme, upon which this Network is based) provides clear, coherent and common approaches to career development for all of the healthcare science workforce, with a flexible and modular career path, and a variety of entry points to attract and retain people. This will include greater flexibility in skills and knowledge development and provide a fair and respectful approach, which recognises existing skills, training and experience, allowing the healthcare science workforce to develop their careers without having to spend years retraining. It also respects the professionalism of each and every specialism. The alignment of career pathways with other healthcare professionals will lead to transparency for those already in the workforce or thinking of entering it, and support the ability to make a greater contribution to new clinical pathways, models of integrated care and innovation in healthcare. For MSc Clinical Science (Reconstructive Science) only: MSc Clinical Science (Reconstructive Science) graduates will enter the discipline as Reconstructive Scientists/Maxillofacial Prosthetists & Technologists in the NHS, with opportunities nationally and internationally in private practice. They will also have the opportunity to apply for the Higher Scientist Training Programme through the NHS. 30 Curriculum Design 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. The curricula for these three-year, part-time masters routes have been designed to fulfil the academic requirements of the Department of Health (DoH) Modernising Scientific Careers (MSC) Scientist Training Programme (STP). The proposed framework structure is illustrated in the diagram below, taken from the official curriculum documentation. The academic content will be studied alongside the workbased training, which will take place in the hospital department where the student is employed on a three-year contract as a Trainee Healthcare Scientist. According to the MSC The England Action Plan (April, 2010) : Healthcare Scientists will have clinical and specialist expertise in a specific clinical discipline, underpinned by broader knowledge and experience within a healthcare science theme. They will undertake complex scientific and clinical roles, defining and choosing investigative and clinical options, and making key judgements about complex facts and clinical situations. Many will work directly with patients. They will be involved, often in lead roles, in innovation and improvement, research and development and education and training. Some will pursue explicit academic career pathways, which combine clinical practice and academic activity in research, innovation and education. Each division/theme has adopted this basic structure with divisional and specialist units reflecting the required curriculum as specified in each of their specific curriculum documents. The structure of all the proposed MSc Clinical Science routes is matched to the requirements of the MSC Initiative curriculum documents for each of the specific divisions. The routes combine and integrate the generic professional practice, generic learning in healthcare science and research and specialist learning in the relevant discipline. The learning and teaching approach used in individual units reflects the critical awareness and the independence of thought and study required at Level 7 and the specific learning outcomes it aims to achieve. Research, scholarship and reflective practice are addressed across each route. The first-year units provide the basic underpinning knowledge in healthcare science and the relevant divisional context upon which the students will be able to build and develop deeper specialist knowledge and critical evaluative skills necessary for a questioning and innovative approach to their learning and clinical practice. The study of evidence-based practice within the project unit raises the awareness of the importance and relevance of clinical practice based on valid scientific evidence, a principle which is being adopted rapidly throughout medical practice in the NHS. Combined with the study of Ethics and Research Methodology in the Research Methods unit prepares the student for the specialist-based research CASQE Page 20 of 64 Programme Specification

21 project in which they will learn and apply the process and communication of scientific enquiry. It is this development of the student s critical, evaluative, analytical, problem-solving, and professional skills, which will equip them to learn to deal with complex situations in their clinical practice arena in an informed and responsible manner. The specialist units deliver a comprehensive, highly specialised level of knowledge specific to the student s area of practice. These will be delivered by healthcare science practitioners who will be working at the forefront of practice in the given discipline and, therefore, inherently informed by their scholarship and expertise. Throughout the three years, the students will develop and apply the essential knowledge and skills of professional practice, which will ensure they become an effective and reflective practitioner within Healthcare Science fully aware of NHS values and the importance of the patient perspective and experience. The Network design and content will ensure that we will develop students intellectual powers, creativity, independent judgement, critical self-awareness, imagination and skills that will clearly identify graduates as world-class professionals. The routes will thus satisfy the MMU Strategy for Learning, Teaching & Assessment and contribute to the University s strategic mission. Furthermore, these attributes fulfil those expected of graduates of specialised/advanced-study master's degrees who typically have: Subject-specific attributes, which include an in-depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical awareness of current issues and developments in the subject and the ability to complete a research project in the subject, which may include a critical review of existing literature or other scholarly outputs. Generic attributes (including skills relevant to an employment-setting) that include the ability to use initiative and take responsibility; solve problems in creative and innovative ways; make decisions in challenging situations; continue to learn independently and to develop professionally and communicate effectively, with colleagues and a wider audience, in a variety of media. (Source: QAA Master s Degree Characteristics: March, 2010). HIGH LEVEL FRAMEWORK MSc CLINICALSCIENCE (except Reconstructive Science) Year 3 Specialist Practice Health Care Science Specialist Learning with integrated Professional Practice [30] Research Project Students would usually begin a work place based research project in Year 2 and complete the project in Year 3 [30] Year 2 Specialist Practice Research Methods Health Care Science Specialist Learning with integrated Professional Practice Specialism Research Project Students would usually begin a work place based research project in Year 2 and complete the project in Year 3. Year 1 Core Modules [10] Generic Healthcare Science Introduction to Healthcare Science, Professional Practise and Clinical Leadership [20] [20] Specialism [30] Health Care Science Integrating underpinning knowledge required for each rotational element with Professional Practice [40] Generic Divisional Generic Units: Common to all divisions of healthcare science Division Specific Units: Common to a division or theme (Life Science; Clinical Engineering; Medical Physics; Physiological Science) Specialist Units: Specific to a specialism CASQE Page 21 of 64 Programme Specification

22 HIGH LEVEL FRAMEWORK MSc CLINICALSCIENCE (Reconstructive Science) only Generic Modules: Common to all divisions of healthcare science Division Specific Units: Common to the Reconstructive Science theme Specialist Units: Specific to Reconstructive Science MSc Healthcare Science Routes The alternative MSc Healthcare Science routes have been developed as an academic programme for students who are not employed as Trainee Healthcare Scientists, but who wish to study the academic portions of the Network only. These students will not take the associated work-based training. They may or may not have a practical healthcare science background. Normally, this would be studied as a one-year, full-time route. However, if a student transfers to this route, in the instance of not wishing to complete the Scientist Training Programme (see Section 32 below), a part-time option may be available. The overall structure is illustrated in the table below: Specialist Learning Core Units Table to Illustrate the structure of the MSc Healthcare Science awards Health Care Science Health Care Science (Integrated underpinning Specialist Learning specialist knowledge) [20] [40] Healthcare Science (integrated basic science) [20] Research Methods [10] Health Care Science Specialist Learning [30] Research Project [60] Delivery of the Routes The flexible approach to the Network delivery is to facilitate learning for students who are employed across the country and need to be able to access the Network material easily and effectively. This will be enabled by a blended learning approach with extensive use of the virtual learning environment (VLE) and distance learning. 31 Learning and Teaching The teaching and learning will enable students to tackle complex issues, problem solve, plan and implement tasks at a professional level. The teaching methods will include, inter alia: Lectures. Tutorials. Seminars. CASQE Page 22 of 64 Programme Specification

23 Problem-based learning. Practical work (e.g. in a laboratory). Use of textbooks, journal papers, electronic databases and other self-study and e-learning materials. Project work. Practice sessions and learning through case studies. These will be delivered largely through block delivery to minimise the travelling required by students and maximise the consolidated periods for the work-based learning. The attendance time will provide opportunities to develop a cohesive group identity and to carry out group activities with students from other divisions, thus providing inter- and intra-professional interaction which will enrich their learning experience and professional development. Such activities will be particularly useful for embedding issues around professional practice such as NHS values and the patient perspective. These face-to-face periods will allow time for formative assessments to enable rapid feedback to students on their work to improve the development of their critical awareness. This feedback may be verbal, through tutorials or small group work and may include peer and self-assessment. The use of discussion boards on the VLE will enable students to further discuss issues and work in groups/action set activities to promote their learning, critical, evaluative and problem-solving skills. There will also be opportunities for exposure to world class, research-led teaching. Each unit will have two to three summative assessments to determine whether the student has achieved the intended learning outcomes. (See Appendix 2 for assessment mapping for each route.) These will be completed whilst at their work base, thus enabling the learning and assessment to be contextualised to their practice. The work will be submitted through the VLE and assessed by members of the Network Team. The MSc Clinical Sciences Network (including all specialisms) will be overseen by a cross-university body known as the Manchester Academy of Healthcare Scientist Education (MAHSE). Whilst lead responsibility for each individual route will be taken by a single University, this body will act as a forum for liaison between universities and will review any general issues arising from the Network. The MAHSE Board will meet quarterly and will provide an opportunity to share good practice, ensure that there is equity of trainee experience between routes and feedback to the NHS contractor and to employers. The Board will have senior level representation from each HEI and from each route. It will also include representation from local NHS Trusts, NHS Northwest and relevant service user and patient groups as well as trainee representation. It will specifically ensure that each validated HEI route continues to meet the requirements of the MSC Initiative. It will also provide relevant information and participate fully in contract and quality reviews by Health Education England (HEE). There will be strong support for the students via this body and this will include the development and management of the VLE (funding for which has been included in the fees structure). As some aspects of the Network will be taught across institutions, the level of engagement with the VLE will be monitored to ensure equity of student experience. 32 Assessment The routes provide the theoretical, scientific and specialist underpinning required for practising as a Healthcare Scientist. As such, the assessments are based on this theoretical knowledge. The assessment of the learning outcomes of the inclusive units, therefore, applies to both the MSc Clinical Science and the MSc Healthcare Science. Moderation of assessments will take place at MMU, following University-specified practise. [Assessment of the clinical/laboratory skills is completed as part of the work-based training, using a designated Training Manual and is not the responsibility of the universities. The successful completion of that training will result in a Certificate of Competency, to be issues by the regulatory body.] The assessment strategies used reflect the level and nature of the unit and the particular learning outcomes to be tested. They may test subject knowledge, independent thought or skills acquisition and may include, inter alia: Unseen examinations. Computer-based assessments. Self-assessment. Laboratory skills. CASQE Page 23 of 64 Programme Specification

24 Essays, summaries and assignments. Data interpretation exercises. Critical analysis of case studies. Review of scientific papers. Verbal, poster, audio-visual, or electronic presentations. Project and dissertation reports. Assessments will emphasize the higher postgraduate skills such as critical evaluation, review of current literature and writing for research. The amount of student effort involved directly in preparation for and completion of summative assessments associated with each 20-credit unit will be 50 hours (10 credits: 25 hours). This ensures equal assessment workload across the range of units. Assessment Criteria for Marking Schemes All elements of summative assessment shall be marked out of 100 in accordance with the following marking scheme, making explicit reference to descriptors employed to denote achievements within at least each of the grading bands: Mark Outcome Descriptor <50 Fail Below threshold 50 to 59 Pass Threshold achieved 60 to 69 Merit Good /Very good >70% Distinction Excellent/Outstanding Detailed Performance Criteria For Each Level Distinction (70 100) An excellent piece of work that achieves almost all that could be realistically expected under the circumstances of the assessment it is not perfection especially in the context of an examination. General features: the assessment concerned would have answered the specific question or task set, be written in a very good style with, if appropriate, a well argued and critical approach. There should be considerable evidence of the student s own research and reading on the topic in question. Specific features of the category include many or all of the following: An almost complete knowledge. Consistently high quality with no poor and very few average performance features. A correct interpretation of the task with evidence of expansion and justification. Much evidence of critical evaluation, analysis and synthesis of the material presented. A consistently high quality of writing; clear, concise, fluent and well structured. Plenty of relevant evidence, extra detail and examples. Much evidence of additional reading (textbook, journal and web based) which is integrated into the task, effectively supporting the material being presented. An awareness of the broader implications of the topic and how it relates to other areas of the unit, programme and beyond. Merit (60-69) General features: the assessment concerned should be Well directed towards answering the question set and in a very good style of writing and comprehension. Reveal a clear knowledge and understanding of the topic (which should be substantially complete at the higher end of the category). Reveal little confusion, almost entirely correct and very good material with few errors and/or omissions. If such an assessment were based just upon a reworking of material provided in lectures, the highest possible mark would probably be in the area. Specific features characteristic of the category include many or all of the following: A more than adequate knowledge. Reasonably consistent high quality work with no poor features. Correct interpretation of the task with a highly relevant content. CASQE Page 24 of 64 Programme Specification

25 Evidence of varying amounts of critical evaluation of the topic. A very good quality of writing, being clear, fluent and well structured. Substantial amounts of evidence, extra details and examples at the higher end of the category. Some evidence of additional reading although much less so than for an excellent answer (and very limited at the lower end of the category). A good appreciation of the broader implications of the topic. Pass (50-59) General features: a reasonably good knowledge and understanding of the topic although it may be incomplete or incorrect in parts (towards the bottom of the scale). Substantially relevant material with little confusion but may lack depth and focus. Specific features characteristic of the category include some or all of the following: Adequate knowledge at the higher end but insufficient knowledge to fully sustain the task at the lower. Variable quality content with some poor features. Substantially correct interpretation of the task but not all content is relevant and little critical evaluation. Writing lacking some fluency and less well organised than a merit answer. Limited amounts of evidence, examples and additional detail. Very limited, if any, evidence of additional reading, own ideas and originality. Little or no appreciation of the broader implications of the topic. A poor structure and presentational style. Marginal fail (45-49) General features: work which falls into this category will share a mixture of the features associated with the lower end of the pass category and the top end of the fail category. There are too many poor features to justify a mark in the pass category but, overall, it is a little better than an outright fail. Fail (0-44) General features: Knowledge and understanding that is very limited, incomplete and confused. Limited appropriate material with much poor content that is unfocussed, shallow, incomplete, incorrect or irrelevant. Very few good features (although the material could be good but so lacking in sufficiency or relevance that it is a fail). Specific features characteristic of this category include many or all of the following: A gross insufficiency of knowledge. Generally very poor content despite the occasional presence of a good feature. Total or substantial misinterpretation of the task with the use of inappropriate material. No critical evaluation of the subject. Poor quality of writing (but not necessarily so as the main problem may be insufficiency and inappropriateness of relatively well written material). Absence of evidence, extra detail and examples. No evidence of additional reading, own ideas or originality. A poor structure and presentational style. No appreciation of the broader implications of the topic. Nothing to credit (0) This mark will be awarded where there is either nothing written or where there is so little written of any relevance or correctness that it does not justify the giving of any credit. Where the only material that has been presented is almost completely irrelevant to the task (but yet is substantially correct) it would be appropriate to award a higher mark than zero (0). MSc Clinical Science (Reconstructive Science)-Specific Assessment Criteria The MSc Clinical Science (Reconstructive Science) will integrate with the Manchester Academy for Healthcare Science Education (MAHSE) and will be delivered and assessed jointly with King s College London s Medical and Dental Institute. Students will be taught in Manchester and London. Variations to University regulations have been obtained to allow for joint assessment. CASQE Page 25 of 64 Programme Specification

26 33 Inclusive Practise The School has developed an inclusive approach to learning, so that all students, including those with a disability, can become part of an integrated learning community within the University. The School has a member of academic staff who acts as a Disability Officer and the Faculty has identified a Senior Learning and Teaching Fellow to coordinate support to students with disabilities. The University s Learner Development Service (LDS) is responsible for giving information and advice to students with disabilities. Individually tailored personal learning plans (PLPs) are produced for students with disabilities and/or illnesses, which are then disseminated throughout the academic team, in order that appropriate assistance can be provided and any necessary and practicable modifications to assessments can be made. Team members will advise on support available, from pre-application to graduation. This may involve: Meeting potential students on the campus where they will be studying. Discussing needs over the telephone. Liaising with other University staff, such as course tutors and staff with responsibility for residential accommodation and buildings. The School follows the University s procedures for students with disability-related additional needs. The LDS will assist in making applications for funding for additional support through the Disabled Students Allowance and will liaise with other agencies in arranging support. A package of support will normally be arranged to suit each individual student. For some, there may be a complex set of arrangements involving different agencies. For most students, the emphasis will be on ensuring that learning needs are met. LDS works closely with Access Summit the Disability Resource Centre in organising: A full assessment of study/support needs. Liaison with relevant funding agencies to secure support. Support for study needs, for example, through the employment of a non-medical helper, attendance at study support groups, access to specialist equipment such as a computer and appropriate software. 34 Technology-Enhanced Learning Moodle (MMU s Virtual Learning Environment) is embedded in to all programmes within the institution. All academic staff receive guidance and support of how to utilise Moodle to support and enhance students leaning experiences. In addition to core programme and unit information, academic staff use Moodle to provide video tutorials, assignment submission and plagiarism detection tools (e.g. Turnitin ) and many staff, particularly within healthcare science, use quiz tools for both formative and summative assessment. Faculty staff and students are supported by a Technology Enhanced Learning Advisor. Additionally, students are supported by MAHSE where cross university activities are managed by a VLE officer. 35 Placement and/or Work-Based Learning Activities There are no placements as part of this Network. PgC/MSc Clinical Science students must be employed on a fixed-term (Band 6) contract with NHS clinics/laboratories as part of their STP training. 36 Engagement with Employers The Network expects to register STP Trainees from geographically distant locations in the UK. It will thus be important to ensure that a robust mechanism for ensuring that employers are kept fully informed about trainees progress, and that the Network is delivering the educational requirements for the trainee that enhances their workplace training and allows them to engage effectively in the workplace. Input from employers will be sought at several points, including: The MSc Clinical Sciences Network will be managed by the Postgraduate Programmes Board. This Board will include an employers representative. This person will be recruited locally to make attendance at meetings easier, but will be given details of all employers at the commencement of each cohort. Additionally employers of each new trainee will be given the details of the employers representative to enable them to feed in any concerns, issues or comments. The employers representative and individual employers will be invited to contribute to the annual Network review where comments from employers will form part of the Continuous Improvement Plan. Similarly employers will be invited to participate in periodic reviews and (re-)accreditation events for the Network as part of the QA mechanism. The MAHSE Board will also include employers representatives from each theme and a similar system will operate as described for the Postgraduate Programmes Board. This will provide a CASQE Page 26 of 64 Programme Specification

27 network for employers to ensure that they are able to contribute to the educational aspects of MSC Initiative. The employer s network will be kept up-to-date on Network developments via regular newsletters coordinated by MAHSE. Individual employers will be kept up-to-date on individual trainees progress via the in-network mechanisms described earlier. In addition to these, there are School advisory/liaison groups with local employers who meet regularly to discuss issues for the education & training of healthcare scientists. 37 Personal Development Planning Personal development planning (PDP) is related to acquisition of postgraduate skills and, as such, focuses mainly on the research project. Further guidance and monitoring for PDP is part of the Project Supervisor role. The Evidence-Based Practice and Research Methods units enhance skills for postgraduate study across the Network. A reflective portfolio will form part of the assessment of specialist units. SECTION E - PROGRAMME MANAGEMENT 38 Network-Specific Admission Requirements Candidates must have a sufficient command of the English language in which the Network is taught to be able to meet the requirements of the Network in every respect. A minimum score of 7.0 in IELTS (Academic version) or equivalent language programme is required for the MSc Clinical Science routes. A score of 6.5+ (Academic version) or equivalent is required for the MSc Healthcare Science routes. Candidates currently employed as Trainee Healthcare Scientists in the NHS will be required to undergo Disclosure and Barring Service (DBS) checks, a medical examination and immunisation as necessitated for clinical practice. These will be arranged by the employer and are not within the remit of the Higher Education Institutions. 1.1 Standard Entry Requirements MSc Clinical Science routes (except Reconstructive Science) Current employment as a Trainee Healthcare Scientist; PLUS A first or upper second class BSc Honours Degree in a relevant pure or applied science or a higher degree in the chosen specialism; or An equivalent qualification from a European Union country or another overseas country (as defined in the British Council publication The International Guide to Qualifications in Education ); or Previous qualifications and experience which lead to the reasonable expectation that the students possess appropriate knowledge and skills at Honours degree standard. Evidence of academic ability, relevant experience, motivation and capacity to benefit from the courses will be required. It is anticipated that a majority of students will enter by these routes. MSc Clinical Science (Reconstructive Science) only Current employment as a Trainee Healthcare Scientist; PLUS A 2:1 in Dental Technology; and Registration with the General Dental Council. MSc Clincal Science (Reconstructive Science) students must apply directly via the NHS Scientist Training Programme website at: International students will not be recruited onto this degree title. If however, the NHS were to recruit a student onto the STP, who could be classed as an overseas student, the applicant s status must be checked as part of the normal Admissions Procedure at King s College London s Medical and Dental Institute, including verification that candidates possess a valid Tier 4 Adult Student visa. CASQE Page 27 of 64 Programme Specification

28 Once candidates are recruited onto the STP, they will be directed to the King s College London application portal. Successful candidates will receive offer letters from Kings College London (on behalf of MMU and King s College London) and will be enrolled at both MMU and King s College London. Students will be entered onto the student records systems at both MMU and King s College London. MSc Healthcare Science routes A first or upper second class BSc Honours Degree in a relevant pure or applied science; or An equivalent qualification from a European Union country or another overseas country (as defined in the British Council publication The International Guide to Qualifications in Education ); or Previous qualifications and experience which lead to the reasonable expectation that the students possess appropriate knowledge and skills at Honours degree standard. Evidence of academic ability, motivation and capacity to benefit from the courses will be required. It is anticipated that a minority of students will enter by these routes. 1.2 Admission with Exemption: These are in line with the University s policies. 1.3 Admission with Specific Credit: These are in line with the University s policies. 1.4 Accreditation of Prior (Experiential) Learning (AP(E)L): These are in line with the University s policies. 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 Network-Specific Management Arrangements Network management is in accordance with the Programme Management Section of the Management of Programme Delivery document on the CASQE website. It will be managed under the current Postgraduate Programmes Committee in Healthcare Science within the School of Healthcare Science. The three universities (Manchester Metropolitan University; University of Manchester and the University of Salford Manchester) have ratified a legal agreement, which sets out the responsibilities of each university in the joint delivery of the suite of masters awards. This cooperation is relevant to: the MSc Clinical Science (Neurophysiology) in the joint teaching of the underpinning first year specialist units; the MSc Clinical Science (Vascular Science) in the teaching of the vascular science content; the MSc Clinical Science (Blood Science: Haematology) in the joint teaching of the first year underpinning specialist units. An appropriate External Examiner will be required for any specialist unit, which is delivered at MMU. Patient representatives will be invited to participate in the Biomedical Science, Clinical Physiology, and Reconstructive Science Liaison groups, which consist of meetings with NHS colleagues for the sharing of information and development of future programme plans and placement issues. MSc Clinical Science (Reconstructive Science) only: External Examiners: MSc Clinical Science (Reconstructive Science) will require the appointment of an External Examiner jointly with King s College London. Nominations will be approved by the Faculty Academic Quality and Standards Committee at MMU and the College Assessment Board at King s College London. Assessment: Assessments will be set jointly by a Joint Academic Advisory Committee made up of both MMU and King s College London staff, and overseen by the Unit Leaders as identified on the Unit Specifications and the MMU assignment moderation procedures. MMU Assessment Regulations and Assessment Board structure will be used. The MMU Procedures for the Conduct of Assessment Boards are available at The MMU Assessment Board structure will be used. Final results will be sent to students by MMU. The MMU Exceptional Factors Panel will be used, with King s College London staff invited to contribute. The MMU academic appeals procedure will apply, with King s College London staff invited to contribute. CASQE Page 28 of 64 Programme Specification

29 Formative assessments will be marked and moderated and feedback agreed by MMU and Kings College London prior to release to students. Summative assessments: 1. Assignments will be marked by staff from both universities who will complete a separate form for comments, the scripts will not be annotated. 2. The markers will then agree the mark and any feedback. 3. Any disagreements in the marks will be resolved jointly. 4. The scripts, both sets of marks and comments will be sent to the external examiner by MMU for moderation. 5. Summative unit marks will be ratified by joint examinations board (MMU unit board, KCL equivalent programme board). 6. Results will be ratified at the MMU progression/award Board. Exam Board locations will rotate between MMU and King s College London. When agreed, the marks and feedback will be released to the students via Moodle at MMU and the marks entered on the marks database by the Unit Leader. Feedback will normally be sent to students within six weeks of the Exam Board. The Joint Academic Advisory Committee: will comprise not more than four representatives each, from MMU and King s College London and will be responsible for all academic issues relating to the establishment and operation of the Programme. The chair and location of meetings will rotate between MMU and King s College London. Without limiting the foregoing, the Committee will supervise the implementation of the Programme and establish monitoring and review procedures to ensure the maintenance of academic standards (with particular reference to design, delivery and marking of examinations and coursework) and monitor the delivery and content of the Programme. Such monitoring and review procedures will be of at least comparable standard to the monitoring and review procedures put in place by MMU and King s College London in respect of its own programmes of study. The Committee will meet as often as reasonably necessary and at least once in each Academic Team (ideally at the end thereof). MMU and King s College London will each procure that at least two of its representatives to attend the meeting. Meetings of the Committee may be held by teleconference, videoconference or in person. Meetings of the Committee held in person shall be held, as the Committee sees fit, either on the campus of MMU or on the campus of King s in London or in any other place the Committee sees fit. The Committee may request any person to attend its meetings and report to and advise the Committee on particular issues. Quality Assurance and Enhancement: MMU will undertake the Continuous Monitoring and Improvement process using MMU forms and procedures and agree the contents with King s College London. King s College London will use its own QA forms and agree the contents with MMU. Minor Modifications will be recommended by both MMU and King s College London through the Joint Academic Advisory Committee, with MMU undertaking consultation with stakeholders and students. Modifications must be approved both by the Faculty Academic Quality and Standards Committee and MMU and the Dental Institute Education Committee at King s College London and approved by Health Education England in advance. Conferment of Awards: There will be one certificate for the joint award, produced by MMU. The MMU certificate will include the Kings College London crest and a statement that the award has been issued jointly. The certificate will include King s College London signatories (Principal and Chair of Council) and the MMU signatories. Students will have the choice of which graduation ceremony to attend and should follow respective arrangements for the ceremony e.g. MMU gowns to be used at MMU ceremonies, King s College London gowns to be used at King s College London ceremonies. NB: see guidance on University s Management of Programme Delivery 40 Staff Responsibilities General In addition to the normal staff roles, as outlined in the Programme Management Section of the Management of Programme Delivery document on the CASQE website, a senior School staff member and Network Team Leader (or their representative) will be members of MAHSE. CASQE Page 29 of 64 Programme Specification

30 Collaborative Partnerships: MSc Clinical Science (Reconstructive Science) only Link Tutors: The Programme Leader at MMU and the Programme Leader at King s College London shall act as Link Tutors in accordance with the MMU Link Tutor Handbook, which is available on-line at: They will maintain a level of contact with the delivery of the Programme such as to be assured that the quality of the experience being provided for students and the standards achieved in outcomes are acceptable. The duties and responsibilities of the Link Tutors may include: Overseeing the maintenance of appropriate academic standards. Advising on general programme development. Assisting with the interpretation of MMU s quality assurance procedures. Overseeing the appropriateness of assessment arrangements. Attending Board of Examiners meetings. Completing University conferment lists. Assisting with the completion of continuous monitoring documentation. Producing other reports that may, from time to time, be required by MMU and/or King s College London. Unit Leaders at MMU: At MMU, day-to-day communication with students will be issued by academic Unit Leaders following checks with the relevant King s College London Clinical Unit Leader. All communication will be copied to the Route Leader at King s College London. Clinical Unit Leaders at King s College London: At King s College London, day-to-day communication with students will be issued by Clinical Unit Leaders following checks with the relevant MMU academic Unit Leader. All communication will be copied to the Route Leader at MMU. NB: the University s Management of programme Delivery is available from the CASQE website 41 Network-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. All new students participate in an induction programme, which includes a general introduction to their route, its aims and objectives, overall structure and organisation. They also receive an introduction to various student support services, the library, IT provision and the University VLE. In addition to a route handbook, students are provided with unit booklets, which guide them through the organisation and assessment of their units. The Route Leader and Unit Coordinators provide route and unit level support, including appropriate help to students in difficulties. The specialism units have small group sessions, which provide a more intimate level of academic support than whole class sessions. Academic staff use web-based materials to provide route and unit support as well as to deliver ancillary learning support materials. Project guidance is given during the PgD and MSc stage and further supported by project supervisors. The Research Methods unit will also prepare students for project work in their final year. There will be substantial use of web-based materials to provide route and unit information as well as to deliver ancillary learning support materials. This will facilitate communication with students, rapid feedback on VLE-based assignments and allow flexible access to learning materials. This is of vital importance to manage the geographical spread of these part-time students. This will also enable tutors to monitor engagement as well as performance levels. The School positively encourages students to seek advice and help from the Student Hub, the Faculty Student Support Officer (who provides more general advice and support, in areas including study skills) and The Union, MMU (the students union, who offer a range of support services) when appropriate. Access to tutors by or regular drop-in surgeries held by the Programme Leader encourages students to identify their strengths and weaknesses and helps them in recognising the skills required for independent study and research, and to enhance continuing professional development. Students are introduced to the support services available to them during their induction programme. These services include, inter alia: Accommodation. Careers. CASQE Page 30 of 64 Programme Specification

31 Counselling. Financial. Health. Information Systems. Nursery. Learning Support. MAHSE will also act as a forum for interdisciplinary interaction between themes and specialisms. Such interaction will take the form of: Group activities scheduled within the masters curricula. Seminars and lectures with invited speakers from across the healthcare sciences disciplines; Patient and public involvement activities. Social activities for networking amongst and between trainees and other healthcare professionals. Events will be scheduled whilst trainees are timetabled to be in Manchester and occasionally during the period when they are at their base hospitals undertaking their professional training. The latter events will maintain the interaction between trainees within a cohort and promote sharing of good practise and experience. Trainees will also be able to meet with established health and medical professionals at these events. MAHSE will facilitate social networking platforms to encourage continued interactions between trainees whilst away from Manchester. There will be a student representative on the Staff-Student Liaison Committee and the Programme Committee to represent the student voice. Feedback is provided to students via the VLE. In addition, there will be student representatives in MAHSE. In the workplace, students (who are on a three-year, temporary contract) will have a designated trainer who will have representation in MAHSE. Once students are enrolled, the route leader will be given the name and contact details of these trainers. It is intended that they will be invited to an initial meeting at the start of the academic year. Where a student has a problem with the work-based learning, they should contact the route leader, who, in turn, will contact the work-based trainer to attempt to resolve any issues. If required, the work place can be visited by a member of the Network Team and funding for this has been factored in to the Network fees. A plan of action can be implemented to address any issues which might arise. If the student does not wish to continue with their employment, then they would need to transfer to one of the MSc Healthcare Science routes so they can complete the academic qualification. The Library provides information literacy (IL) training via face-to-face sessions, on-line tutorials within Moodle, the provision of IL content within the university-wide Skills Online Moodle resource and through help sheets and podcast content. The relevant subject librarian provides additional one-to-one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or Network-Specific Student Evaluation Student opinion will be obtained, for all units, by means of the most recent version of the Monitoring and Evaluation form developed by the Centre for Academic Standards & Quality Enhancement. This will be delivered from the University VLE for each unit. More general comment and feedback will be obtained from student representation on the School s Postgraduate Programmes Board and in MAHSE. Where appropriate, this information will be incorporated into continuous monitoring and evaluation discussions and the Network s Continuous Improvement Plans. For MSc Clinical Science (Reconstructive Science), the evaluations will be reported to King s College London and will inform their quality assurance systems. CASQE Page 31 of 64 Programme Specification

32 SECTION F MAPPING RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: K indicates Knowledge and Understanding S indicates Skills MAP I Benchmark Statement Matrix Biosciences: MSc Clinical Science (Cardiac Science), MSc Clinical Science (Critical Care Science), MSc Clinical Science (Vascular Science), MSc Clinical Science (Respiratory and Sleep Science), Knowledge and Understanding Mapping (K) IYR 1: ntroduction to Healthcare Science, Professional Practise and Clinical Leadership 6ACP7113 Yr 2: Research Methods 6ACP7114 Yr 2: Research Project 1 6ACP7115 Yr 3: Research Project 2 6ACP7116 Cardiac Science Specialist units: Yr 1, 2, 3. Critical Care Science specialist units Yr 1, 2, 3. Vascular Science specialist units Yr 1, 2, 3. Respiratory and Sleep Science specialist units Yr 1, 2, 3. Skills Mapping (S) Basic subject knowledge & K S S S S Subject specific skills understanding Specialist knowledge & S S S S K K K K Key transferable skills understanding S S S S Knowledge and critical K K S S Research skills evaluation S Clinical Science Techniques S S S S K K K K Reflective skills Independence and K K S S S S Clinical Science Techniques professionalism Lifelong learning K K K K K K K K Research and enquiry S S S S S Independence and professionalism S S S S S S S S Lifelong learning S S S S S S S S Transferrable skills Specialist Units Benchmark Statement Matrix: MSc Clinical Science (Critical Care) Knowledge and Understanding Mapping (K) YR1: Introduction to Cardiac, Critical Care, Respiratory and Sleep Sciences (6ACP7143). YR 2: Respiratory Science in Critical Care (6ACP7156) Yr 3: Monitoring, diagnosis and therapeutics in Critical Care Science. (6ACP7157) Skills Mapping (S) Basic subject knowledge & understanding K S K S K S Subject specific skills Specialist knowledge & understanding K S K S K S Key transferable skills Knowledge and critical evaluation Research skills Clinical Science Techniques K K K Reflective skills Independence and professionalism S S S Clinical Science Techniques Lifelong learning K K K Research and enquiry Independence and professionalism S S S Lifelong learning S S S Transferrable skills CASQE Page 32 of 64 Programme Specification

33 Benchmark Mapping for MSc Clinical Science (Reconstructive Science) Subject and other skills Basic Subject Knowledge and Understanding Integrating Studies in Reconstructive Science Medical Devices and Research methods in Reconstructive Science Research Project Introduction to Reconstructive Science Specialist Knowledge and Understanding X X Subject Specific Skills X X X Key/transferable skills X X X X X Research skills X X X X X Reflective Skills X X X X X Programme Learning Outcomes Knowledge and Critical evaluation X X X X Clinical Science Techniques Research and Enquiry X X X Independence and Professionalism X X X Lifelong Learning X X X X X Transferable Skills X X X X X X X Prosthetic Rehabilitation CASQE Page 33 of 64 Programme Specification

34 CASQE Page 34 of 64 Programme Specification

35 Benchmark Statement Matrix Biomedical Sciences-MSc Clinical Science (Cellular Science: Histopathology) Knowledge/Abilities & Skills Introduction to Healthcare Science, Professional Practice and Clinical Leadership Research Methods Research Project 1 Research Project 2 Introduction to Principles and Practice of Histology, Cervical Cytology and Diagnostic Cytopathology Principles and Practice of reproductive Science and Diagnostic Semen Analysis Genetics and Molecular Science Pathological Basis of Disease and Systematic Investigation of Pathological Specimens Histopathology Basic Science Knowledge Human Anatomy and Physiology Cell Biology Biochemistry Genetics Molecular Biology Immunology Microbiology Biomedical Science Key Subjects Cellular Pathology Clinical Biochemistry Clinical Immunology Haematology Transfusion Science Medical Microbiology Integrated Studies Biology of Disease Subject and Other Skills Key/Transferable Skills Research Skills Skills associated with Biomedical Laboratory Practice Programme Learning Outcomes Knowledge and Critical Evaluation Clinical Science Techniques Research & Enquiry Evaluation & Interpretation Independence & Professionalism Transferable Skills CASQE Page 35 of 64 Programme Specification

36 Benchmark Statement Matrix Biomedical Sciences-MSc Clinical Science (Cellular Science: Cytopathology) Knowledge/Abilities & Skills Introduction to Healthcare Science, Professional Practice and Clinical Leadership Research Methods Research Project 1 Research Project 2 Introduction to Principles and Practice of Histology, Cervical Cytology and Diagnostic Cytopathology Principles and Practice of reproductive Science and Diagnostic Semen Analysis Genetics and Molecular Science Pathological Basis of Disease and Systematic Investigation of Pathological Specimens Major Organ Cellular Pathology Including: cancer, Gynaecological Cytopathology, and Non-Gynaecological Basic Science Knowledge Human Anatomy and Physiology Cell Biology Biochemistry Genetics Molecular Biology Immunology Microbiology Biomedical Science Key Subjects Cellular Pathology Clinical Biochemistry Clinical Immunology Haematology Transfusion Science Medical Microbiology Integrated Studies Biology of Disease Subject and Other Skills Key/Transferable Skills Research Skills Skills associated with Biomedical Laboratory Practice Programme Learning Outcomes Knowledge and Critical Evaluation Clinical Science Techniques Research & Enquiry Evaluation & Interpretation Independence & Professionalism Transferable Skills CASQE Page 36 of 64 Programme Specification

37 Benchmark Statement Matrix Biomedical Sciences-MSc Clinical Science (Cellular Science: Reproductive Science) Knowledge/Abilities & Skills Introduction to Healthcare Science, Professional Practice and Clinical Leadership Research Methods Research Project 1 Research Project 2 Introduction to Principles and Practice of Histology, Cervical Cytology and Diagnostic Cytopathology Principles and Practice of reproductive Science and Diagnostic Semen Analysis Genetics and Molecular Science Infertility, Treatment and Role of regulation Gametes and Fertilisation Embryology; Culture of Gametes and Embryos; Micromanipulation and Cryopreservation Basic Science Knowledge Human Anatomy and Physiology Cell Biology Biochemistry Genetics Molecular Biology Immunology Microbiology Biomedical Science Key Subjects Cellular Pathology Clinical Biochemistry Clinical Immunology Haematology Transfusion Science Medical Microbiology Integrated Studies Biology of Disease Subject and Other Skills Key/Transferable Skills Research Skills Skills associated with Biomedical Laboratory Practice Programme Learning Outcomes Knowledge and Critical Evaluation Clinical Science Techniques Research & Enquiry Evaluation & Interpretation Independence & Professionalism Transferable Skills CASQE Page 37 of 64 Programme Specification

38 Introduction to Healthcare Science, Professional Practice and Clinical Leadership CASQE Page 38 of 64 Programme Specification

39 Introduction to Healthcare Science, Professional Practice and Clinical Leadership CASQE Page 39 of 64 Programme Specification

40 Introduction to Healthcare Science, Professional Practice and Clinical Leadership CASQE Page 40 of 64 Programme Specification

41 Mapping to degree specific outcomes: MSc Clinical Science (Critical Care) Degree Specific Outcome (see page 7). Yr 1: Introduction to Healthcare Science, Professional Practise and Clinical Leadership (6ACP7113) Yr 1: Introduction to Cardiac, Critical Care, Respiratory and Sleep Science (6ACP7143) Yr 2: Research Methods (6ACP7114) Yr 2: Research Project 1 (6ACP7115) Yr 2: Respiratory Science in Critical Care (6ACP7156) Yr 3: Research Project 2 (6ACP7116) Yr 3: Diagnosis, monitoring and therapeutics in Critical Care Science (6ACP7157) CASQE Page 41 of 64 Programme Specification

42 ASSESSMENT /OUTCOMES MAP Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO Programme Learning Outcomes (Section 26) CASQE Page 42 of 64 Programme Specification

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