Changed due to feedback from PDAC committee (original suggestion was MSc in Women and Children?s Health Research - a Life Course Approach

Section 1: Programme Development and Approval Committee approval to proceed Programme proposal form Date of approval 12/May/2016 Programme start year 2018/9 Programme start month September Section 2: Core Programme Information Programme name Reason(s) if name different from the one approved by PDAC Women and Children's Health Changed due to feedback from PDAC committee (original suggestion was MSc in Women and Children?s Health Research - a Life Course Approach First character of the code obtained from your Faculty/Institute/School T Remaining characters of the code WCH Lead Faculty/Institute/School Faculty of Life Sciences and Medicine Lead department Campus Other academic units involved? Women's Health Research Division St Thomas' Campus Programme organiser RACHEL TRIBE Programme level 7 Programme length: fulltime 1 year Programme length: part-time rmal qualification: full-time TMSC1M - Master of Science Create both full-time and part-time version on SITS? rmal qualification: part-time Designation Taught Postgraduate

More than one pathway? Pathway(s) Pathway title Women and Children's Health Course code: full-time TMSC1MTWCH Course code: part-time Course title(s) Programme short name Available exclusively/specifically designed for a specific group of people? Master of Science in Women and Children's Health Women Child MSc Teacher training course? Exclusively for incoming study abroad/exchange students Section 3: Award details Awarding body Teaching institution (HESA) Final award King's College London Student is taught wholly at reporting institution Women and Children's Health Credit value 180 ECTS credit value 90 Special criteria Nested awards within this programme? Will the main programme include the standard exit awards for its award type? Standard exit awards Section 4: Collaborative provision, partnerships and placements Programme involved in any collaborative activity? Section 5: Modes of attendance and length of study TMSC1MTWCH Mode of attendance Units of length Full Time YEARS Min number of years/months/weeks 1 Max number of years/months/weeks

Section 6: Programme Duration When will the programme run? Standard postgraduate year Further details if other Any other entry points? Details of any years of the programme that are longer than standard Section 7: Educational Aims Education aims 1. To enable students to focus on, and develop an indepth and contemporary understanding of the physiological and pathophysiology (biological, genetic, environmental and social) influences that impact on the lifelong physical and mental wellbeing health of women and their infants 2. To provide students insight and knowledge of how translation of basic science and clinical observation can lead to cutting edge research studies into new diagnostic and treatments both in the UK and globally. 3. To develop research skills, including statistics, so that students can confidently critically evaluate others research design and results, and apply these to their own research. 4. To equip students with the necessary research knowledge and skills to design, plan, navigate research governance pathways, and conduct and analyse their own research project. To encourage creativity and rigour so the students can synthesise and evaluate their own ideas. 5. To foster an environment that promotes and facilitates student participation and effective independent study and research skills. Section 8: Educational Objectives The programme provides knowledge and understanding of the following The MSc Women and Children's Health comprises three core taught modules, a core research project module and 1-2 optional taught module(s) spanning a range of relevant topics. This programme will provide the graduate with a deeper knowledge and understanding of: Module 1. Fundamentals of Womens and Children's Health - integrates lifecourse physiology, with pathophysiology and the identification of solutions and innovations to improve life long-health for women and their children. Module 2. Scientific and Clinical Research in Practice - an advanced practical and theorectical foundation of core scientific and clinical research skills required to undertake translational research in Women and Children's Health. This will include an appreciatoin of cutting edge methodologies and big data ('omics and bioinformatics). Module 3. Paediatrics Research: Methods, Statistical Application and Governance. Developed for the Advanced Paediatrics MSc module, this will be be available to all our Women and Children's Health students. Examples/topics relevant to Women's Health as well as Child Health will be included in the teaching and assessement. Module 4. Research Project. In addition to the core taught module, the Research Project will provide hands on experience of hypothesis synthesis and experimental design, critical review of the literature, planning, conduct and implementation, analysis, presentation, and write up. Modules 5/6 - optional module(s) that provide students an opportunity to tailor their learning to their specific interests within the broader remit of Women and Children's Health research. Examples include: Perinatal Mental Health (new model), Ethics of Women's Health (new module for 2018), Ethics in Child Health, Regenerative Medicine, Principles of Implementation and Improvement Science, Leadership and Management, Birth Defects, Assisted Conception, Regenerative Medicine and Global Women's Health (new module). Taken together this will provide academic and practical experience and awareness of the major issues at the forefront of Womens and Children's Health research. These are achieved through the following teaching/learning methods and strategies Module 1. Lectures, formative group activities such as journal club presentations, data interpretation, literature reviews and essays, independent study, online learning and formative assessment activities, and attendance at research seminars. Module 2. Interactive teaching and workshops session with embedded plenaries to introduce topics, journal clubs focussed on methodology and student direct learning based on knowledge gaps/interest. Specialist invited lectures including BRC and KCL research core staff. Small group lab/clinical trial skills training, statistics and bioinformatics, formative presentation of research proposals with student led peer review, independent study. Module 3. Lectures, formative group activities, data interpretation, statistical analysis, and independent study. Research governance and regulatory training also to be accessed via KCL and GSTT BRC. Module 4. Working on a research project for about 90-100 days, preparation of a project report, oral presentation of project outputs. Project supervisors will provide ongoing feedback and training in project specific techniques, analysis and scientific writing. PI team meetings to provide opportunities to discuss and explain research to peers and other researchers in the group and a route to gain formative feedback. Modules 5/6. A range of teaching activities specific to each module. The two new Womens and Children's Health optional modules (e.g. Ethics in Women's Health and Global Women's Health) will include lectures, journal clubs, presentations, case studies, independent study, debates and other interactive learning opportunities. They are achieved through the following assessment methods Assessment (all): Knowledge base is assessed through a combination of coursework, seen/unseen written examinations, essays, problem-directed learning exercises, case studies, ethical problem debate, data-handling,

creation of clinical study material such as patient information sheets and consent forms, research proposal, oral presentations, and a final research project report. What intellectual skills are provided by the programme? The programme fosters intellectual skills of students through: 1.Critical assimilation and appraisal of the research literature pertaining to Womens and Children's Health. 2.Production of original pieces of written work that explain, review and evaluate primary research literature Using this evaluation to develop ideas and hypothesises. 3.Understand research governance and demonstrate compliance with research regulations. 4.Understand and apply scientific and clinical study design and statistical analysis principles. 5.Recognise the moral and ethical issues of investigations and appreciate the need for ethical standards and professional codes of conduct. 6.Think critically about their own work/research and to input into the synthesis and design of future hypotheses and experiments. 7. Use subject knowledge and understanding to explore and solve familiar and unfamiliar problems. 8. Collect, interpret and analyse data with a critical understanding of the appropriate contexts for their use through the study of primary research articles, and the student's own data. These are achieved through the following teaching/learning methods and strategies 1. Lectures, journal clubs, group discussions and independent study. 2. Course assessments and journal clubs. 3. Lectures and group activities and discussions and course work. 4. Lectures, workshops,planning a research proposal, and carrying out research projects. 5. Lectures, workshops and encouraged throughout the course and during the research project. 6-8. Peer feedback, in course assignments such as data handling, research project and project report write-up, journal club, presentations and essays. All will be actively encouraged throughout the research project. They are achieved through the following assessment methods What practical skills are provided by the programme? Intellectual skills are assessed in all the modules that students undertake via coursework, seen/unseen written examinations, essays, problem-directed learning exercises, case studies, ethical problem debate, data-handling, creation of research proposals and clinical study material, poster and oral presentations and the research report. Student approach, aptitude?and attitudes to research will also be assessed during the research project period. The following practical skills are fostered by the programme: 1. Design and planning of experimental research to test a stated hypothesis, giving due attention to all necessary controls and statistical analysis. 2. Gain practical experience in research approaches including some of the following: consent form and patient information sheet writing; writing of detailed clinical study or lab based research protocols and SOPS, sample processing, storage and tracking, database entry and monitoring, wet lab techniques such as DNA manipulation, real time PCR, genotyping, immunohistochemistry, flow cytometry, tissue culture etc. 3. Execution of experimental work using research project specific practical techniques. 4. Use of informatic approaches for molecular studies. 5. Appreciation of the importance of risk assessment, good laboratory practice, GCP, HTA, and safe handling of reagents. These are achieved through the following teaching/learning methods and strategies They are achieved through the following assessment methods What generic/transferable skills are provided by the programme? 1-4 are achieved through the practical activities undertaken as part of modules 2 and 3 and planning and carrying out of research project (module 4). 5 is achieved by successful completion of GCP and HTA courses, good laboratory practice training and students completing their own risk assessments for their research project. 1-4 are assessed through the research project seminar presentations, journal club and oral presentations, research project proposals and dissertation (including risk assessment), clinical study consent form and patient information sheet creation, formative observation and feedback during practical wet lab sessions, and problem directed learning and data-handling exercises. The programme encourages students to develop: 1.Excellent communication skills, both written and oral. 2.Problem solving skills, relating to qualitative and quantitative information, extending to situations where evaluations have to be made on the basis of limited information. 3.Competent numeric, statistical and computational skills, 4.Effective information retrieval skills, in relation to primary and secondary information sources, including on-line computer searches. 5. Information technology skills such as word processing, spreadsheet and database use, storing data and internet communication. 6.Interpersonal skills and ability to work within multidisciplinary environment, ability to interact with other people, to engage in effective teamwork and influence discussions. 7.Time management and organisational skills, such as the ability to plan and implement efficient and effective modes of working.

8.Ability to work independently 9. Ability to receive and respond to feedback These are achieved through the following teaching/learning methods and strategies 1 is achieved through presentation of research proposal and research project outputs, published research data in seminars, journal club, essays, laboratory reports and lab meeting discussions. 2 and 8 are encouraged throughout the course through all aspects of teaching and consolidated during work on the research project. 3 is realised through problem-based learning and data-interpretation exercises, project based data analysis, and also through preparation of PowerPoint presentations for journal club and seminars. 4 is achieved encouraging students to use PubMed, Web of Science, Cochrane etc. for essay and dissertation preparation and extra reading for lecture material. DNA and protein database searching are also included in the course. 5 is accomplished through preparation of in-course essays, prentations, consent and patient information sheets, research project report preparation. 6 is achieved by being part of an MSc with a multidisciplinary intake and teaching staff, group exercises and discussions, study sessions and in research project. 7-8 Actively discussed a course induction and throughout the course and achieved via discussions with personal tutors and Course Director, from feedback on performance on in-course exercises and also through research project from discussions with project supervisor about experimental design and organisation. 9. Peer and academic review is embedded throughout the programme alongside opportnities to imporve course work in response to formative feedback. They are achieved through the following assessment methods Transferable skills are assessed as part of coursework either as formative or summative assessments; seen/unseen written examinations, essays, journal club presentation and discussions, problem-directed learning exercises, ethical debate, data-handling, lab books, poster and project seminar presentations. Supervisor assessment and feedback during research project period. Section 9: QAA Benchmarking Relevant QAA subject benchmark and/or professional, statutory and regulatory body guidelines The development of this taught MSc has been informed by the QAA 'Master's degree characteristics' document (2010). There are at present no entirely relevant subject benchmark statements available; however the benchmark statements available at http://www.qaa.ac.uk/ for Biosciences, Biomedical Science, Medicine and Midwifery have all informed this programme specification. Tomorrow's Doctors and the RCOG guidelines (http://www.rcog.org.uk/guidelines) have also informed the programme development. How the programme has been informed by relevant subject benchmark statement(s) and/or professional, statutory and regulatory body guidelines With reference to the QAA 'Master's degree characteristics' document (2010), this proposed programme most closely aligns with the category of specialised/advanced study master's. It is composed of structured learning opportunities with a third of the programme devoted to a research project and production of a research dissertation. The main aim is to equip students with a deeper understanding of research in Womens and Children's Health (physical and mental), and scientific and clinical research skills that will enhance their future career development. It has been purposely designed to attract entrants who have a background in a related undergraduate biomedical sciences subject, and trainees in Obstetrics and Gynecology (https://www.rcog.org.uk/en/careers-training/) and midwives (https://www.rcm.org.uk/content/midwifery-research) who wish to learn about academic research prior to undertaking an PhD, MD or heading up portfolio or commercial clinical trials. It provides a learning opportunity to ensure both scientists and clinicians understand and can critically evaluate current research methodologies and the data they produce. It will also provide scientists with a more focused knowledge and subject specific and transferable skills that will enhance their employability within the broader arena of Womens and Children's Health (e.g. IVF and embryology, clinical research associates, scientific writing and communication, lecturing etc). Modules 1-4 ensure that all the characteristics outcome of master's degrees are met, with optional modules providing an option to tailor the programme to meet the student's specific needs and interests. With regard to the Benchmarking statements for Biosciences, Medicine and Midwifery, there are shared common requirements such as: analyse, synthesise and summarise information critically from a variety of sources, consider issues from a number of perspectives and values and arrive at a considered critical judgement stating assumptions and limitations, understand the importance of academic and research integrity, receive and respond to a variety of sources of information, understand and manipulate numerical data, solve problems by a variety of methods, determine the validity and rigor of statistical outcomes, communicate about their subject appropriately to a variety of audiences, and employing appropriate scientific and clinical language, develop the skills necessary for independent lifelong learning (working independently, time management, organisational, enterprise and knowledge transfer skills), acquire a knowledge and understanding of physical and mental health and its promotion, and of disease, its prevention and management. In addition, students from all disciplines need to be adaptable and capable of multi-disciplinary, interprofessional working, have an inquiring attitude and an appreciation of complexity, the ability to critically evaluate and discuss research, to design and execute research projects rigorously and to a high standard, students should expect to be confronted by some of the scientific, moral and ethical questions raised by their study subject, to consider viewpoints other than their own, and to engage in critical assessment and intellectual argument. Supporting documentation Section 10: Department contribution to teaching Contributing department(s) Department % contribution Women's Health Research Division 100 Nature of the Women's Health academic staff (includes those at the IOPPN and GSTT) will provide the majority of teaching. Child

contribution of each Department Health/Paediatrics, Twins Research and Perinatal Imaging colleagues, with whom we are merging, will contribute to teaching and projects. Rationale for the particular subject combination in the case of undergraduate Joint Honours programmes Section 11: New resource requirements New Library resources needed for the delivery of this programme New Information Technology resources needed for the delivery of this programme Other new resources needed for the delivery of this programme Yes Any extra, unbudgeted other resources As the course develops, we may need additional admin hours and teaching space, current staff support a lot of undergraduate and MSc teaching. We are investigating use of KCL teaching labs (when not needed for undergraduate teaching) at Guy's for a flexible session of practical work. Approval documentation Section 12: Student numbers and fees Estimated intake of Home/EU students per year MOA Year 1 Year 2 Year 3 Full-time Part-time Estimated intake of Overseas students per year MOA Year 1 Year 2 Year 3 Full-time Major source of funding Tuition fees at the standard level detailed in the College's fee schedule? Programme eligible for NHS bursary? Fees billed at the programme or unit (module) level? Section 13: Programme Structure and curriculum

Credits taken in each year of the programme Year Full-time Part-time Year 1 180 Year 2 Year 3 Year 4 Year 5 Pattern of study MSc: 3 core taught modules of 30 credits each (total 90 credits), one core research modules (60 credits) plus 1-2 optional modules (total 30 credits). Students can take 1 (30 credit) or 2 (15 credit) optional taught modules related to the broader themes of Womens and Children's Health. PG Diploma: 120 credits from any combination of modules PG Certificate: 60 credits any combination of modules Students may take 30 credits from a selected list of Level 7 and Level 6 modules. Students may take 30 credits (or 2 x 15 credits) from a variety of established and new Level 6/7 modules provided by the Health Faculties. Students may take 30 credits (or 2 x 15 credits) from a variety of established and new Level 6/7 modules provided by the Health Faculties. Module list Year Module code Module title Credit level Credit value Status Pre-req module(s) Co-req module(s) Assess 1 Fundamentals of Womens and Children?s Health 1 Scientific and Clinical Research Skills in Practice 7 30 Core Coursework Written Examination 7 30 Core Coursework 1 7MRA0001 Paediatric Research: Methods, Statistical Application and Governance 7 30 Core Coursework Written Examination 1 Research Project in Womens and Children's Health 7 60 Core Coursework 'Free choice' options Students may take 30 credits (or 2 x 15 credits) from a variety of established and new Level 6/7 modules provided by the Health Faculties. If a Masters programme, are level 6 credits permitted within the programme?? Yes Level 6 credit details Examples include Perinatal Mental Health (new), Birth Defects (new), Assisted Conception, Regenerative Medicine, Global Women's Health (New) Max credits for condoned fail? 30 Students permitted to take additional credits? Students permitted to take a substitute module Exceptions to the regulations regarding credits, progression or award requirements? Additional information to explain the programme structure Students will undertake the research project provided and hosted by the Division of Women's Health and our other KCL academic colleagues who undertake research related to Womens and Children's Health. Section 14: Examination Boards and marking College's standard marking criteria used? To which Board of Examiners will this Programme report? Standard PGT TBD. Anticipated we will join with either the MSc in Medical Ultrasound or MSc in Advanced Pediatrics

Board of Examiners already exist? Process for nominating External Examiners commenced? Yes mination(s) details if known Section 15: Inclusivity Anticipatory Flexible Collaborative Transparent Equitable Applicants will be able to see information on the website http://www.kcl.ac.uk/campuslife/services/studentservices.aspx. This information will be reinforced by providing all all students in receipt of an offer information about the support services offered by the College. A wide range of teaching methods are utilised. Assistance can be given in practical sessions for those with a mild disability (assessed on a case by case basis) and there is an option to observe if disability severe. Research projects can be provided that do not include practical work. Individual are assessed and supported by Faculty Disability Liaison in conjunction with The Disability Advisory service. The programme lead will help identify what reasonable adjustments can be made to ensure that students has every opportunity to engage with MSc in Womens and Children's Health. The programme operates a fair and equitable admissions process. The majority of in-course assessment will be double marked or moderated, all exam assessment will involve two academics. College and Equality and Diversity Departments advice is taken to ensure assessment methods avoid discrimination against students with disabilities. All academic staff have undertaken Unconscious Bias training. Section 16: Entry qualifications and selection process Academic criteria Degree classification Degree subjects/elements required Professional qualifications Additional criteria Criteria Requirement Community activities Scholastic activities General activities/interests Paid or voluntary work Work Shadowing/observations Specific employment requirement Other additional requirements Interviews offered? Interview criteria Form of interview What is considered at

interview Occupational health check required? Disclosure and Barring Service (DBS) checks required? Academic Technology Approval Scheme (ATAS) Certificate required? Section 17: External Specialist Advice Report from external specialist Departmental response An external review has been obtained. The scanned attached document included the original email and review from the, Chair in Reproductive Sciences at the University of Newcastle as well as a copy of the review which has embedded responses. Section 18: Additional Information Additional information New modules to support this programme Research Skills (P Dixon) Research Project in Womens and Children's Health (P Taylor) Fundamentals of Womens and Children's Health (Rl Tribe) Ethics in Women's Health (R Tribe, led by P Haughton and S Bewley) Global Women's Health (S Moore) Supporting business plan Approval by the Lead School Date approved by Programme Approval Panel (PAP) 14/Jul/2017 PAP Chair Confirmation of PAP chair approval CEC member of PAP Date of approval by CEC member 01/Aug/2017 Confirmation of CEC member approval External Peer Date of approval by External Peer 31/Jul/2017 Confirmation of External Peer approval Approval for joint honours/interdisciplinary/jointly taught programmes School/Faculty Name of relevant chair Date programme approved by Confirmation of Approval

Section 2: Final PDAC approval Date approved by Programme Development and Approval Committee 17/Aug/2017 PDAC Chair Confirmation of approval by the Chair of PDAC