1.  General Information

 

 

Welcome to the School of Medical Sciences

Welcome to your Postgraduate Taught Programme in the School of Medical Sciences within the Faculty of Biology, Medicine and Health at the University of Manchester. The University has a worldwide reputation based on high quality teaching and research, and I am sure that your programme will provide a solid foundation for your future career success.

Within the School and the wider Faculty, our goal is to create an environment that allows you to excel and reach your full potential. Offering access to first-class facilities and strong links with regional health-service providers, our postgraduate programmes are designed to meet the diverse needs of all our students. The curriculum of our taught programmes provides the knowledge and skills you will need in your subject area and all our Masters programmes include an opportunity to carry out an independent research project on topics spanning all areas of biomedical research from molecular to experimental biology and clinical medicine. While subject areas cover a broad range, all our taught programmes have two common aims:

• To develop your skills in your chosen field of study
• To enhance your knowledge within the field you have chosen. Whether you are a graduate, professional or have a clinical background, the programmes have been tailored to meet your specific needs.

As a student of the School of Medical Sciences, you will be expected to take responsibility for your degree, within a supportive environment that fosters your development and helps prepare you for your future career. This handbook will be a useful resource as you progress through your programme. It provides programme-specific information that I am sure that you will find helpful throughout your study. If however, you have questions or would like some further advice, please do not hesitate to contact the people listed in this handbook for further information and assistance.

I wish you every success as you embark upon your programme, and in your future career.

Dr Carol Yates
Director of Postgraduate Taught Education
School of Medical Sciences
Faculty of Biology, Medicine and Health

Welcome to the MSc Paediatric Anaesthesia

Welcome to the new taught MSc Paediatric Anaesthesia. Paediatric anaesthesia is an important subspecialty of anaesthesia. Children and infants present unique challenges to anaesthetists, who are involved not only in the delivery of safe anaesthesia but also in peri-operative care, pain management and in the resuscitation and stabilisation of the seriously ill or injured child.

The MSc in Paediatric Anaesthesia is a unique programme, which has been developed in partnership between the University of Manchester and the Department of Paediatric Anaesthesia at the Royal Manchester Children’s Hospital.  The programme draws on the high level of knowledge and expertise available at RMCH, and will provide students with the breadth and depth of knowledge and understanding expected from paediatric anaesthetists today.

The MSc is a part-time postgraduate programme, running over three years, making full use of a blended learning approach. It will be flexible enough for full-time professionals to undertake, and will consist of online distance-learning, supplemented by face-to-face study days at the University of Manchester. We offer three exit points – PGCert (1 year), PGDip (2 years), and MSc (3 years).

This academic course, combined with your clinical experience, will enhance your knowledge and enable you to deliver high quality care in the field of paediatric anaesthesia. We wish you every success in this course and in your career.

Dr Jacques Diacono, Programme Director

Dr Victoria Barlow, Programme Director

List of important contacts with e-mail, telephone and location

Programme Directors:	Dr Jacques Diacono Royal Manchester Childrens Hospital Oxford Road Manchester M13 9WL Tel: 0161 701 1263 jacques.diacono@manchester.ac.uk Dr Victoria Barlow Royal Manchester Childrens Hospital Oxford Road Manchester M13 9WL victoria.barlow-2@manchester.ac.uk
Programme Administrator:       MSc Paediatric Anaesthesia Student Representative	Sarah Watson Programme Administrator School of Medical Sciences, Coupland 3 Building University of Manchester Manchester M13 9PL Tel: (0161) 275 5063 e-mail: paed.anaesthesia@manchester.ac.uk To be appointed by students post registration. The student rep will be nominated from the selection of the students who would like to volunteer for the position. The student rep is required to feedback to the programme directors and administrator on any issues or queries that the students have. They will be required to attend official programme committees throughout the year.
eLearning Support:	You can contact eLearning to receive support at elearning@manchester.ac.uk. However, you must enter “FBMH eLearning – MSc Paediatric Anaesthesia” in your email subject header.  This will help ensure your request reaches us quickly. Further information on BMH eLearning can be found here.
General IT Support:	Report any IT failure or submit a service request. Call the Service Desk on: 0161 306 5544 (or ext 65544). Opening hours are: Monday to Friday 9am to 5pm.

Online Skills Training Resource

The Faculty has developed a skills training resource to support you through your postgraduate taught programme. This online material should supplement the assessed learning material and activities undertaken in your taught programme.

Accessing the online skills resource
You can access Blackboard through the My Manchester portal (http://my.manchester.ac.uk). The skills training resource is available in an academic community space available to all registered PGT students in the Faculty through Blackboard.

If you cannot see these units in your Blackboard please contact your Programme Administrator.

Content
Full details of all these resources can be found in the introduction to each unit. These resources have been designed to give you formative feedback on your progress through them. If you experience any problems and would like to talk to someone please contact your Programme Director. If you have questions about referencing and how it applies to your own work, please contact your Programme Director or dissertation supervisor/module lead.

Academic Writing	This is an excellent resource that supports you to write your assignments and dissertation. It is split into units that focus on key areas that previous students have found difficult and aims to enhance your academic writing style.
Research Methods*	This course is spilt into 3 units that cover introductions to study design, statistics and dissertation skills. It has a number of online quizzes where you can test your knowledge.
Statistics*	The course provides a valuable foundation for understanding and interpreting biostatistics. It aims to provide you with the fundamentals of quantitative analysis.
Presentation Skills	This short interactive unit is designed to help you to enhance your presentation skills. Regardless of whether you are presenting in public, preparing for conferences, an oral examination or more informal settings this unit will give you the tops tips to improve your delivery.
Qualitative Research Methods*	This unit has been designed to give you an introduction to Qualitative Research.
SPSS*	This is an introduction to statistics, using SPSS, a popular and comprehensive data analysis software package containing a multitude of features designed to facilitate the execution of a wide range of statistical analyses.
Intellectual Property Awareness Resource	This Intellectual Property (IP) awareness resource has been created in order to improve your understanding of IP. Topics include: Types of intellectual property • Copyright and IP clearance • University policy on IP • IP commercialisation • IP in research or consultancy • IP issues to be aware when dealing with academic materials

 * NOTE: the material in this online resource is for reference and formative learning purposes only. In some of your taught programme you may be required to undertake assessed course units for Research Methods, Qualitative Research or Statistics. If your programme involves taught units then you should refer to the Blackboard material relating to that course unit. Please contact your Programme Administrator if you are unsure which material relates to your assessed work. You will still be able to refer to the online skills resource in later years.

Introductory Courses

All students are automatically enrolled onto an introductory unit that provides information on health and safety, academic malpractice and academic literacy. Completion instructions for each of these sections are clearly defined within the course. Completion of the academic malpractice and health and safety sections is mandatory for all students. All assessments must be completed as soon as possible after the programme begins, with the academic malpractice assessment completed before the first piece of coursework is submitted. Completion of these assessments is monitored by the School. All students are also strongly advised to complete the academic literacy section.

Health and Safety

Before you visit the University campus, please take time to read the University’s Health and Safety Policy.

Communication with Students

Please note that only Blackboard, the University e-learning platform and your allocated student university email address will be used as official communication by University staff. It is your responsibility to ensure that you can access and read email from this source.

Students are required to keep the University informed of any change to their personal circumstances such as change of name or address. Changes can be recorded by the student via their own personal online record. It is also essential to inform the Programme Administrator if you do not intend to return to the next session of the course, if, for example, you are moving away.

Graduation

All students who successfully complete the Postgraduate Certificate, Diploma and MSc programme are invited, along with their guests, to attend a graduation ceremony. Further details can be accessed via the Graduation page on the University's website.

The University of Manchester degree ceremonies are broadcast live online, and are also stored on the University website.

 

2.  Overview of the Programme

 

This is a part-time programme. The structure of the programme is as follows:

PG Cert Paediatric Anaesthesia (1 yr P/T)

Complete the 4 course units indicated below. These units together contribute 60 credits to the programme.

Course Units

1. Fundamentals of Epidemiology POPH60991 (15 credits)
2. Evidence Based Practice POPH60041 (15 credits)
3. Applied Basic Science in Paediatric Anaesthesia MEDN60041 (15 credits)
4. Safeguarding Children and Young People; Ethics and Consent MEDN60032 (15 credits);nn;

PG Diploma Paediatric Anaesthesia (2 yrs P/T)

Requires 4 additional units (an additional 60 credits, making a total of 120).

Course Units

1. Research Methods DENT61010 (15 credits)
2. Paediatric Anaesthesia for Special Cases MEDN60051 (15 credits)
3. Trauma and Acute Surgery MEDN60062 (15 credits)
4. Paediatric Critical Care and Resuscitation Medicine MEDN60072 (15 credits);nn;

MSc Paediatric Anaesthesia (3 yrs P/T)

Under supervision, students will produce a research dissertation (MEDN60080). This will involve:

• Identifying research questions
• Developing the design of a research project
• Carrying out the research
• Analysing the data
• Writing up the project. This will usually be in the format of a report based dissertation or systematic review. Submission in another format may be permitted by prior approval by the Programme Director.

Progression between stages is subject to satisfactory performance. You will not be able to progress to the dissertation unless you have successfully completed 120 credits at Masters level.

Aims and Learning Outcomes

The Masters programme aims to:

1. Develop practical skills in searching for and appraising different sources of evidence and to develop a theoretical understanding of perspectives on evidence-based or evidence-informed practice.
2. Allow students to acquire an understanding of basic epidemiological methods for the purpose of participating in the design of epidemiological studies and critically appraising the medical literature.
3. Guide students to be able to identify researchable questions, and formulate appropriate research designs and methods.
4. Evaluate safeguarding procedures in children, and apply ethical principles when faced with dilemmas surrounding consent, end of life care and children with complex heath needs.
5. Give students an in-depth understanding of neonatal and paediatric anatomy, physiology and pharmacology.
6. Utilise theoretical knowledge in anatomy, physiology and pharmacology to justify their practical application in general and regional paediatric anaesthesia
7. Compare, appraise and justify particular anaesthetic techniques and management plans for special patient circumstances.
8. Revise particular pathologies in children and determine specific anaesthetic conditions or recommend specialist input in the perioperative period.
9. Formulate management plans for children presenting with major trauma, burns and acute surgical disease requiring operative intervention.
10. Justify and choose treatment options when supporting the respiratory; cardiovascular; renal; neurological and immunological systems of neonates and children in the critical care environment.
11. Justify and evaluate current resuscitation guidelines in neonates and paediatrics.

Intended Learning Outcomes of the Programme

A. Knowledge and Skills
At the end of the programme students should be able to:

1.	Know about different measures of risk, how to calculate them and how this relates to understanding disease causation.
2.	Know about the uses of routine data, screening and epidemiology surveillance.
3.	Critically evaluate the strengths and weaknesses of a range of qualitative, quantitative and mixed research designs, and examine methods of sampling, data collection.
4.	Explore a range of analytic strategies used to handle, interpret and present qualitative and quantitative data.
5.	Develop and apply practical understanding of clinical governance, medicolegal boundaries and regulations.
6.	Summarise the role of the anaesthetist in child protection procedures/examinations.

B. Intellectual Skills
At the end of the programme students should be able to:

1.	Outline the advantages and disadvantages of ecological studies, cross-sectional surveys, case control studies, cohort studies and intervention studies and explain the meaning of bias, confounding and effect modification.
2.	Understand and apply more contemporary approaches to maximise the potential benefit from scientific enquiry, to improve the way in which health care is provided.
3.	Utilise skills in systematic and creative approaches to problem-solving and decision-making in relation to complex issues.
4.	Develop skills in writing and formulating clear and relevant research questions/hypotheses.
5.	Formulate appropriate research questions, objectives and hypotheses; select appropriate designs and methods to answer research questions.
6.	Critically consider how methodological principles should be operationalised in a proposed research study.
7.	Evaluate different ethical analysis tools and apply these to ethical dilemmas in clinical practice.
8.	Describe the implications of refusal of treatment in paediatric practice.
9.	Use ethical principles when making decisions regarding children with life-limiting conditions and critique the use of limitation-of-treatment and not-for-resuscitation orders in paediatric practice.
10.	Critically evaluate established fluid management regimes.
11.	Explain the rationale for dosing muscle relaxants in babies.
12.	Explain the pharmacology relating to TIVA in small children.
13.	Recommend and justify difficult airway management strategies in expected and unexpected circumstances.
14.	Evaluate the need for input from other paediatric specialties
15.	Evaluate current trauma care systems and networks.
16.	Evaluate the different imaging modalities in paediatric trauma and understand the evolution of current protocols.
17.	Recommend and justify inotrope usage in children requiring cardiovascular support.
18.	Evaluate the need for input from other paediatric specialties.

C. Practical Skills
At the end of the programme students should be able to:

1.	Calculate incidence and prevalence rates of diseases within a population and be able to perform age standardisation.
2.	Find existing sources of evidence relevant to clinical and non-clinical health questions.
3.	Be able to critically appraise common research designs and assess the published literature.
4.	Effectively utilise information technology/health informatics.
5.	Write coherent and well-justified research proposals which address problems/issues relevant to health and social care research.
6.	Analyse the process of consent for anaesthesia and surgery in children.
7.	Critically review anaesthetic documents.
8.	Suspect and initiate the diagnostic process of non-accidental injury in children.
9.	Perform central neuraxial blockage and justify usage of any additives.
10.	Justify the safe usage of systemic analgesics (paracetamol, opioids) in babies.
11.	Choose an appropriate anaesthetic technique for children at risk of malignant hyperthermia.
12.	Compare the existing tools for pain assessment in children.
13.	Develop plans for pain management in children.
14.	Choose appropriate management plans for children with sepsis requiring critical care.
15.	Compare and choose methods of advanced respiratory support in children with respiratory failure.

D. Transferable Skills and Personal Qualitiess)
At the end of the programme students should be able to:

1.	Understand how to apply evidence to inform professional practice and decision-making.
2.	Understand the strengths and limitations of traditional concepts of evidence-based practice and how these relate to their own work or profession.
3.	Critically reflect on their own academic performance and utilise a range of strategies to improve these and overcome any particular difficulties.
4.	Demonstrate skills in working collegiately and effectively with others as a member of a team.
5.	Further develop and enhance skills in effective communication to a range of audiences in a variety of settings.
6.	Explain how to deal with complaints in clinical practice.
7.	Evaluate the issues surrounding confidentiality in medicine.
8.	Explain the risks and benefits of local anaesthesia and general anaesthesia in infants to parents.
9.	Recommend the advantages and disadvantages of central neuraxial blockade versus peripheral nerve blockade.
10.	Deduce anaesthetic risk from existing paediatric pathologies and explain this to parents (and children as appropriate).
11.	Agree perioperative management plans with multidisciplinary teams.
12.	Critique current guidelines and make recommendations for the treatment of multiple trauma, acute haemorrhage, burns, spinal injury and limb trauma.

Progression through the Programme

The diagram below shows progression through the programme, related to the semester dates. Students will be required to attend the allocated teaching days and to undertake the associated assessments. Progression from the PG Cert and the PG Dip will be dependent on successful completion of 60 credits, at the required standard. Similarly, progression from PG Dip to the MSc will depend on successful completion of 120 credits, at Masters Level.

	Semester 1	Semester 2	On completion
Year 1	Unit 1 Unit 2	Unit 3 Unit 4	Exit PG Cert or Progress to PG Dip
Year 2	Unit 5 Unit 6	Unit 7 Unit 8	Exit PG Dip or Progress to MSc
Year 3	Dissertation		Exit MSc

 

Unit 1: Fundamentals of Epidemiology POPH 60991 (15 Credits)
In this course students will learn about the history of the discipline of epidemiology, as well as its uses in medical research and in informing health policy. Students will be introduced to common types of observational study designs including; ecological studies, cross-sectional surveys, case-control studies, cohort studies and intervention studies. The course covers the appropriate methods of measuring and comparing risk in each type of study as well as the limitations of epidemiological studies and how to minimise systematic errors when conducting their own investigations.

Unit 2: Evidence Based Practice POPH 60041 (15 Credits)
This course will provide practical skills and theoretical understanding to help you develop evidence-informed practice. The first part of the course will develop your skills in identifying your requirements for evidence and how and where to find existing sources of evidence to inform your professional practice. The second part of the course aims to expand thinking beyond previous applications of evidence-based practice, including a re-assessment of the hierarchy of evidence and the application of problem-based practice.

Unit 3: Applied Basic Science in Paediatric Anaesthesia MEDN 60041 (15 Credits)
The unit is intended to give students an in-depth understanding of neonatal and paediatric anatomy, physiology and pharmacology. The unit will allow the student to utilise theoretical knowledge in these areas to justify their practical application in general and regional paediatric anaesthesia.

Students will revise their knowledge of anatomical differences in neonates and young children and use this knowledge to influence their practice in a clinical context, for example management of neonatal airway pathology; inserting invasive lines with appropriate placement and the relevant differences for performing central neuraxial blockade. The students will evaluate and justify the merits of current fluid management strategies in neonates; small children and those with metabolic conditions. The students will appraise the complexities of TIVA (Total IntraVenous Anaesthesia), muscle relaxants, systemic analgesics and local anaesthetic agents and potential additives to support their clinical application.

Unit 4: Safeguarding Children and Young People; Ethics and Consent MEDN 60032 (15 Credits)
This unit will enable students to describe the safeguarding of children, initiate the diagnostic process of non-accidental injury and explain the contribution of the paediatric anaesthetist. They will discuss the ethical principles used when decisions are made in children with life-limiting conditions undergoing surgery or who are acutely unwell. They will also be to analyse the process of consent for anaesthesia and surgery in children, deal with complaints, critically review anaesthetic documents, and describe the processes surrounding death of a child in the emergency department and in the operating theatre.

Unit 5: Research Methods DENT 61010 (15 Credits)
This unit has been developed to provide you with an introduction to research methods, study design and evidence based practice. It includes both practical and theoretical components.

Many of the topics covered in this unit are dealt with briefly and simply. Topics such as ‘Critical appraisal’ and ‘Evidence based practice’ should be a spring board for you to start developing your own skills in this area. Every aspect of your work at Masters level will be underpinned by your ability to understand and evaluate research. The readings and references that you find in this unit are by way of an introduction. In order to obtain the best marks in assignments or dissertations you will be expected to have read more widely than the course materials. We have taken most of our readings from general sources but you may wish to explore more specific texts from your own discipline.

here are also a number of topics that cover more practical issues, such as library skills. Becoming an efficient and effective user of the University Library (whether online or face to face) will greatly enhance all your future studying.

Unit 6: Paediatric Anaesthesia for Special Cases MEDN 60051 (15 Credits)
The unit is designed to compare, appraise and justify particular anaesthetic techniques and management plans for special patient circumstances, for example difficult airway management in patients with mucopolysaccharidosis or Pierre-Robin sequence. The unit will get the students to revise particular pathologies in children and determine specific anaesthetic conditions or recommend specialist input in the perioperative period.

The unit will explore difficult airway management in children with existing conditions that likely to cause concern to the paediatric anaesthetist. In particular the unit will discuss the anaesthetic management of mucopolysaccharidosis; explore the associated conditions likely to require anaesthetic intervention and explain the concerns and risks to the child’s parents.

The unit will assess the anaesthetic management of known patient and familial conditions that may influence the choice of anaesthetic technique such as Duchenne’s muscular dystrophy, central core disease and malignant hyperthermia. The unit will examine metabolic conditions such as MCADD (Medium-chain acyl-coenzyme A dehydrogenase deficiency) and justify perioperative fluid management plans.
Other conditions included are Congenital Hyperinsulinism (CHI) and Cockayne syndrome.

Unit 7: Trauma and Acute Surgery MEDN 60062 (15 Credits)
The unit will enable students to critique current guidelines, weight the available evidence, and make recommendations for the management of multiple trauma, acute haemorrhage, burns, head injury, spinal injury and limb trauma. They will be able to understand the common acute surgical problems in the neonate and the older child, and be able to evaluate the various treatment strategies and develop the most appropriate treatment plan. They must be able to compare the different tools for pain assessment in infants and children, and judge which are the most appropriate. They will ultimately be able to make recommendations for pain management in trauma and postoperatively. 

Unit 8: Paediatric Critical Care and Resuscitation Medicine MEDN 60072 (15 Credits)
The unit is designed to enable the students to justify and choose treatment options when supporting the respiratory; cardiovascular; renal; neurological and immunological systems of neonates and children in the critical care environment. The unit will examine management techniques in neonatal intensive care for term and premature babies. The unit will get the students to justify and evaluate current resuscitation guidelines in neonates and paediatrics.

The unit will explore advanced respiratory organ support including high frequency oscillation and ECMO (extracorporeal membrane oxygenation) and their particular indications. The unit will get the students to explain and justify inotrope usage in neonates and children with cardiovascular collapse.

The unit will revise current resuscitation guidance and enable the students to critique the evidence for recommended management at birth (eg delayed cord clamping, oxygen concentration used) and for cooling to prevent brain injury. The unit will examine management strategies employed on the neonatal unit such as the use of xenon in hypoxic ischaemic encephalopathy and treatment of meconium aspiration.

The unit will look at the importance of goal directed therapy for children with sepsis.

MSc Dissertation MEDN 60080 (60 credits)
Under supervision, students will produce a research dissertation. This will involve identifying research questions, developing the design of a research project, carrying out the research, analysing the data and then writing up the project. This will usually be in the format of a report based dissertation or systematic review. Submission in another format may be permitted by prior approval by the programme director.

 

Course Unit Outlines

Course Unit 1: Fundamentals of Epidemiology

Unit Coordinator: Tracey Farragher

1. COURSE UNIT OVERVIEW
Epidemiology is the core scientific skill for the practice of public health. and has also been adopted by clinicians as the scientific basis on which evidence-based practice is built. This course is therefore, relevant to current or future professionals involved with either conducting health-related research or interpreting the findings of research studies.

2. AIMS
The aim of this course is for students to acquire an understanding of basic epidemiology methods for the purpose of participating in the design of epidemiological studies and critically appraising the medical literature.

3. LEARNING OUTCOMES
On completion of this unit successful students will be able to:

• Be familiar with key epidemiology studies.
• Know about different measures of risk, how to calculate them and how this relates to understanding disease causation.
• Calculate incidence and prevalence rates of diseases within a population.
• Understand the methods used in ecological studies, cross-sectional surveys, case control studies, cohort studies and intervention studies.
• Understand bias, confounding and effect modification.
• Know about the uses of routine data, screening and epidemiological surveillance.

4. EMPLOYABILITY SKILLS
Analytical Skills
Students will develop analytical skills by learning about the strengths and limitations of common types of observational study designs such as ecological studies, cross-sectional surveys, case-control studies, cohort studies and intervention studies. They will learn how to critically appraise these studies in the medical literature.

Research
In this module students will develop research skills by learning how to choose the appropriate epidemiological study design to use to answer particular research questions. They will also learn how to analyse date collected in epidemiological studies and how to interpret epidemiological data.

5. SYLLABUS

• Important epidemiological studies and the application of epidemiology to public health
• Measures of risk and understanding causation
• Measures of morbidity and mortality, including incidence and prevalence
• Descriptive studies
• Case-control studies
• Cohort studies
• Intervention studies
• Bias, confounding and effect modification in epidemiological studies
• Age standardisation
• Sample size, epidemiological surveillance and screening.

6. TEACHING AND LEARNING METHODS
Online distance learning with course materials provided via the virtual learning environment Blackboard. The course consists of 10 weekly topics with links to external web materials and reference to reading materials. There are also tasks that require students to participate in group discussions – these discussions will be conducted on the online discussion board and moderated by the course unit leader and teaching assistant. At the end of most topics there is a self-test which provides a more in-depth test of students’ understanding of the course material and a guide to the type of question that can be expected in the marked assignment. Automated feedback is provided for the self-tests.

7. ASSESSMENT METHODS

• Mid-term written assignment (30%)
• Assessed discussion board (Topic 8), (10%)
• End of semester written assignment (60%)

8. FEEDBACK METHODS
Students will be provided with personalised feedback for their mid-term and final summative assignments, within 15 working days for mid-term assignments and 20 working days for final submission.
Further opportunities for formative feedback (on non-assessed work) will also be provided during a course unit. 

9. ADDITIONAL NOTES
A maximum of a one-week extension (with approved and evidenced mitigation) will be granted. Longer extensions are not permitted on any of the assignments for this course unit. Should a student require more than a one-week extension, they will have to apply for mitigating circumstances and the recommendation would be to allow the student to resit the assignment as a first attempt. The mark the student would receive for the resit assignment would constitute 100% of the final mark.

For further information please watch this video from our Course Unit Leader: 

Fundamentals of Epidemiology Author: Gary Clough Added on 07-Feb-2019 Duration: 0:02:26

Course Unit 2:  Evidence Based Practice

Unit Coordinator: Paula Whittaker

1. COURSE UNIT OVERVIEW
An important aspect of public health practice is using evidence to inform changes in delivery, design and policy to achieve improved quality in care. All professionals need to be able to confidently and competently access, appraise and apply different types of evidence to inform the decision making process. This unit will provide practical skills and theoretical understanding to help you do this.

2. AIMS
To develop practical skills in searching for and appraising different sources of evidence and a theoretical understanding of perspectives on evidence-based practice.

3. LEARNING OUTCOMES
On completion of this unit, successful students will be able to:

• Find existing sources of evidence relevant to clinical and non-clinical health questions.
• Be able to critically appraise common research designs and assess the published literature.
• Understand how to apply evidence to inform professional practice and decision making.
• Understand the strengths and limitations of traditional concepts of evidence-based practice and how these relate to their own work or profession.
• Understand and apply more contemporary approaches to maximise the potential benefit from scientific enquiry, to improve the way in which health care is provided.

4. EMPLOYABILITY SKILLS
Analytical Skills
Students will be expected to demonstrate an ability search for and analyse the relevance of articles and journals to current evidence based practice.

Innovation/Creativity
Students will be able to identify new opportunities, generate solutions, make improvements and to think creatively and enterprisingly in order to evaluate previous applications of evidence-based practice.

Problem Solving
Students will need to evaluate current practice to demonstrate the ability to apply a logical approach to be able to re-assess the hierarchy of evidence and the application of problem-based practice.

Written Communication
Students will need to be able to communicate their arguments coherently in the assignment questions demonstrating literacy and a strong command of the English language. 

5. SYLLABUS

• Introduction to evidence based practice
• Defining the research question
• Finding the evidence
• Appraising the evidence
• Revisiting approaches to evidence based practice
• Critical perspectives on evidence based practice
• Evidence based practice in action
• How to incorporate the ideals of evidence based practice into contemporary ways of working.

6. TEACHING AND LEARNING METHODS
This course involves working through the course notes provided online, linked references and other online sources of information. You will be encouraged to use self-reflection to help you think about the ideas discussed, and take part in discussion board activities. You will be required to develop skills in searching for published literature using electronic databases as part of the course. You should work through the unit in a logical sequence. The calendar in Blackboard will guide you as to what you should be doing and when. It is essential you follow this guidance so that you are doing the same topic at the same time as your fellow students. Participation in the discussion boards is greatly encouraged, and generally those students who do participate do better in their written assignments. Participation in the assessed discussion board activity is mandatory and worth 10% of the overall marks for this module.

7. ASSESSMENT METHODS

• Assessment of contribution to discussion boards weeks 1 to 10 (10%)
• Mid-term written assignment (1500 words, (30%)
• End of semester written assignment (2500 words, 60%)

8. FEEDBACK METHODS
Students will be provided with personalised feedback for their mid-term and final summative assignments, within 15 working days for mid-term assignments and 20 working days for final submission.

Further opportunities for formative feedback (on non-assessed work) will also be provided during a course unit.

9. ADDITIONAL NOTES
This unit is a core unit for the MPH, MRes, Postgraduate Diploma, and Postgraduate Certificate. It is expected that students will complete this module in their first semester of study. This unit is also available as an optional unit to students studying on the Public Health Professional Development programmes.

A maximum of a one-week extension (with approved and evidenced mitigation) will be granted. Longer extensions are not permitted on any of the assignments for this course unit. Should a student require more than a one-week extension, they will have to apply for mitigating circumstances and the recommendation would be to allow the student to resit the assignment as a first attempt. The mark the student would receive for the resit assignment would constitute 100% of the final mark.

For further information please watch this video from our Course Unit Leader:

Course Unit 3: Applied Basic Science in Paediatric Anaesthesia

Unit Coordinators: Jacques Diacono and Victoria Barlow

1. COURSE UNIT OVERVIEW
Students will revise their knowledge of anatomical differences in neonates and young children and use this knowledge to influence their practice in a clinical context, for example management of neonatal airway pathology; inserting invasive lines with appropriate placement and the relevant differences for performing central neuraxial blockade. The students will evaluate and justify the merits of current fluid management strategies in neonates; small children and those with metabolic conditions. The students will appraise the complexities of TIVA (Total IntraVenous Anaesthesia), muscle relaxants, systemic analgesics and local anaesthetic agents and potential additives to support their clinical application.

2. AIMS
The unit is intended to give students an in-depth understanding of neonatal and paediatric anatomy, physiology and pharmacology. The unit will allow the students to utilise theoretical knowledge in these areas to justify their practical application in general and regional anaesthesia.

3. LEARNING OUTCOMES
Knowledge and Understanding
Evaluate the effects of peripheral and central neuraxial blockade on the anatomy and physiology of the central nervous system in a baby.
Assess the airway differences in a neonate and the associated pathologies that may influence anaesthetic management.

Intellectual Skills
Critically evaluate established fluid management regimes.
Explain the rationale for dosing muscle relaxants in babies.
Explain the pharmacology relating to TIVA in small children.

Practical Skills
Perform central neuraxial blockade, and justify usage of any additives.
Justify the safe usage of systemic analgesics (paracetamol, opioids) in babies.

Transferable Skills and Personal Qualities
Explain the risks and benefits of local anaesthesia and general anaesthesia in babies to parents.
Recommend the advantages and disadvantages of central neuraxial blockade versus peripheral nerve blockade.

4. TEACHING AND LEARNING METHODS

• Online discussions on weekly cases
• Seminars and lectures during contact days
• Assignments
• Additional reading

5. ASSESSMENT METHODS

• Mid-semester assignment (50%) – Powerpoint presentation 30 slides
• End of semester assignment (50%) – 1500 words
• Participation in online discussions – formative

6. FEEDBACK METHODS
Students will receive personalised feedback within 15 working days.

7. INDICATIVE READING LIST

• Smith’s Anesthesia for Infants and Children (9th Edition), Davis & Cladis, Elsevier
• FDA Drug Safety Communication for General Anaesthetic and Sedation Drugs
• Joint professional guidance on the use of general anaesthesia in young children, Association of Paediatric Anaesthetists of Great Britain and Ireland, April 2017
• Association of Paediatric Anaesthetists Consensus Guideline on Perioperative Fluid Management in Children v 1.1 September 2007 

Course Unit 4: Safeguarding Children and Young People; Ethics and Consent

Unit Coordinators: Jacques Diacono and Victoria Barlow

1. COURSE UNIT OVERVIEW
The unit will enable students to describe the safeguarding of children, initiate the diagnostic process of non-accidental injury and explain the contribution of the paediatric anaesthetist. They will discuss the ethical principles used when decisions are made in children with life-limiting conditions undergoing surgery or who are acutely unwell. They will also be able to analyse the process of consent for anaesthesia and surgery in children, deal with complaints, critically review anaesthetic documents, and describe the processes surrounding death of a child in the emergency department and in the operating theatre.

2. AIMS
The unit will enable students to evaluate safeguarding procedures in children, and apply ethical principles when faced with dilemmas surrounding consent, end of life care and children with complex heath needs.

3. LEARNING OUTCOMES
Knowledge and Understanding
Summarise the role of the anaesthetist in child protection procedures/examinations.
Describe and justify the procedures surrounding the death of a child.
Critique the use of limitation-of-treatment and not-for-resuscitation orders in paediatric practice.

Intellectual Skills
Evaluate different ethical analysis tools, and applies these to ethical dilemmas in clinical practice.
Describe the implications of refusal of treatment in paediatric practice.
Use ethical principles when making decisions regarding children with life-limiting conditions;.

Practical Skills
Analyse the process of consent for anaesthesia and surgery in children.
Critically review anaesthetic documents.
Suspect and initiate the diagnostic process of non-accidental injury in children.

Transferable Skills and Personal Qualities
Explain how to deal with complaints in clinical practice.
Evaluate the issues surrounding confidentiality in medicine.

4. TEACHING AND LEARNING METHODS

• Online discussions on weekly cases
• Seminars and lectures during contact days
• Assignments
• Additional reading

5. ASSESSMENT METHODS

• Mid-semester assignment (50%) – powerpoint presentation 30 slides
• End of semester assignment (50%) – 1500 words
• Participation in online discussions – formative

6. FEEDBACK METHODS
Students will receive personalised feedback within 15 working days.

7. INDICATIVE READING LIST

• Child protection and the anaesthetist: safeguarding children in the operating theatre 2014 
• Consent for anaesthesia 2017 
• DNAR decisions in the Perioperative period 
• Making decisions to limit treatment in life-limiting and life-threatening conditions in children: a framework for practice
• Online course – Safeguarding children levels 1, 2, and 3

Course Unit 5: Research Methods

Unit Coordinator: Juliette Kendall

1. COURSE UNIT OVERVIEW
On behalf of Dentistry and the Faculty of Biology, Medicine and Health, we are delighted to welcome you to this new unit.

This unit has been developed to provide you with an introduction to research methods, study design and evidence based practice. It includes both practical and theoretical components. This year students from a number of different disciplines, such as Dentistry, Public health, Primary care and Medical Education will be taking this unit. For all of you we hope that this unit will provide a valuable foundation of study skills and tools which will play a vital role in helping you develop research and critical evaluation skills necessary for your assignment preparation and dissertation writing. Depending on your programmes others of you will go on to study aspects of epidemiology and biostatistics in more depth.

Many of the topics covered in this unit are dealt with briefly and simply. Our aim in this unit is to introduce you to new ideas and concepts. Topics such as ‘Critical appraisal’ and ‘Evidence based practice’ should be a spring board for you to start developing your own skills in this area. Every aspect of your work at Masters level will be underpinned by your ability to understand and evaluate research. The readings and references that you find in this unit are by way of an introduction. In order to obtain the best marks in assignments or dissertations you will be expected to have read more widely than the course materials. We have taken most of our readings from general sources but you may wish to explore more specific texts from your own discipline.

There are also a number of topics that cover more practical issues, such as library skills. Becoming an efficient and effective user of the University Library (whether online or face to face) will greatly enhance all your future studying.

2. AIMS
This unit will produce students who are competent in issues related to the design, execution and interpretation of clinical and clinically-related research. The latter may include medical education, public health and basic-science areas such as genetics, microbiology or biomaterials. It will also provide students with critical appraisal skills so that on a life-long basis they will be able to apply these skills to assess any research evidence that comes before them.

3. LEARNING OUTCOMES

• Understand key epidemiological concepts.
• Understand the structure of, and be able to differentiate between, the common types of epidemiological studies.
• Identify different types of data.
• Understand basic statistical issues needed for the development of a study protocol.
• Understand the key issues to consider when critically appraising different study designs.
• Understand key ethics and research governance documents and legislation, such as the Helsinki Declaration, and legislation such as the UK Data Protection Act.
• Understand procedures relating to obtaining ethical approval for your research, using the UK NHS Ethics Committee system as an example.
• Define evidence based practice and recognise the keys steps involved in its practice.
• Recognise the role of secondary research in EBP (including systematic reviews and clinical guidelines).
• Discuss the role of research in a clinical discipline.
• Explore the development of a research idea from hypothesis through to the drawing of conclusions.
• Make a judgement on the quality of a research article with consideration of implications for clinical practice/future research.
• Discuss issues regarding the implementation of research findings.

4. TEACHING AND LEARNING METHODS
The course will be delivered predominantly through our e-learning platform. A variety of online material will be utilised, including web-based reading, audio presentations, online discussions, tutor feedback, interactive group exercises, self-assessment through multiple choice questionnaires and self-reflection.

Some programmes will also run face-to-face symposiums with a mix of tutor presentations, group work and student presentations. These are open to all students; however no new material will be covered at the events and students not able to attend will not be penalised in any way.

5. ASSESSMENT METHODS

• Mid-semester assignment (35%) – 1500 words
• End of semester assignment (60%) – 2500 words
• Participation in online discussions (5%) – 1 small group task

6. FEEDBACK METHODS
Students will receive personalised feedback within 20 working days.

Course Unit 6: Paediatric Anaesthesia for Special Cases

Unit Coordinators: Jacques Diacono and Victoria Barlow

1. COURSE UNIT OVERVIEW
The unit will explore difficult airway management in children with existing conditions that likely to cause concern to the paediatric anaesthetist. In particular the unit will discuss the anaesthetic management of mucopolysaccharidosis; explore the associated conditions likely to require anaesthetic intervention and explain the concerns and risks to the child’s parents.

The unit will assess the anaesthetic management of known patient and familial conditions that may influence the choice of anaesthetic technique such as Duchenne’s muscular dystrophy, central core disease and malignant hyperthermia. The unit will examine metabolic conditions such as MCADD (Medium-chain acyl-coenzyme A dehydrogenase deficiency) and justify perioperative fluid management plans.

Other conditions included are Congenital HyperInsulinism (CHI) and Cockayne syndrome.

2. AIMS
The unit is designed to compare, appraise and justify particular anaesthetic techniques and management plans for special patient circumstances, for example difficult airway management in patients with mucopolysaccharidosis or Pierre-Robin sequence. The unit will get the students to revise particular pathologies in children and determine specific anaesthetic conditions or recommend specialist input in the perioperative period.

3. LEARNING OUTCOMES
Knowledge and Understanding
Assess children with specific pathologies and conditions to determine an anaesthetic management plan.
Revise existing knowledge of known circumstances that require specific adaptations to anaesthetic management.

Intellectual Skills
Recommend and justify difficult airway management strategies in expected and unexpected circumstances.
Evaluate the need for input from other paediatric specialties.

Practical Skills
Choose an appropriate anaesthetic technique for children at risk of malignant hyperthermia.

Transferable Skills and Personal Qualities
Deduce anaesthetic risk from existing paediatric pathologies and explain this to parents (and children as appropriate).
Agree perioperative management plans with multidisciplinary teams.

4. TEACHING AND LEARNING METHODS

• Online discussions on weekly cases
• Seminars and lectures during contact days
• Assignments
• Additional reading

5. ASSESSMENT METHODS

• Mid-semester assignment (50%) – Powerpoint presentation 30 slides
• End of semester assignment (50%) – 1500 words
• Participation in online discussions – formative

6. FEEDBACK METHODS
Students will receive personalised feedback within 15 working days.

7. INDICATIVE READING LIST

• Smith’s Anesthesia for Infants and Children (9th Edition), Davis & Cladis, Elsevier
• Paediatric Difficult Airway Guidelines, Difficult Airway Society and Association of Paediatric Anaesthetists, 2015
• Anaesthesia and airway management in mucopolysaccharidosis. Walker, R et al J Inherit Metab Dis. 2013 Mar;36(2):211-9.

Course Unit 7: Trauma and Acute Surgery

Unit Coordinators: Jacques Diacono and Victoria Barlow

1. COURSE UNIT OVERVIEW
Students will be able to critique current guidelines, weight the available evidence, and make recommendations for the management of multiple trauma, acute haemorrhage, burns, head injury, spinal injury and limb trauma. They will be able to understand the common acute surgical problems in the neonate and the older child, and be able to evaluate the various treatment strategies and develop the most appropriate treatment plan. They must be able to compare the different tools for pain assessment in infants and children, and judge which are the most appropriate. They will ultimately be able to make recommendations for pain management in trauma and postoperatively. 

2. AIMS
The unit will enable students to formulate management plans for children presenting with major trauma, burns and acute surgical disease requiring operative intervention.

3. LEARNING OUTCOMES
Knowledge and Understanding
Summarise the acute physiological changes occurring in trauma and surgery.
Understand controversies surrounding paediatric trauma management including fluid, blood product and haemostatic agent use.
Evaluate the current treatment strategies for traumatic brain injury in children.
Evaluate the different imaging modalities in paediatric trauma, and understand the evolution of current protocols.

Intellectual Skills
Evaluate current trauma care systems and networks.

Practical Skills
Compare the existing tools for pain assessment in children.
Develop plans for pain management in children.

Transferable Skills and Personal Qualities
Critique current guidelines and make recommendations for the treatment of multiple trauma, acute haemorrhage, burns, spinal injury and limb trauma.

4. TEACHING AND LEARNING METHODS

• Online discussions on weekly cases
• Seminars and lectures during contact days
• Assignments
• Additional reading

5. ASSESSMENT METHODS

• Mid-semester assignment (50%) – powerpoint presentation 30 slides
• End of semester assignment (50%) – 1500 words
• Participation in online discussions – formative

6. FEEDBACK METHODS
Students will receive personalised feedback within 15 working days.

7. INDICATIVE READING LIST

• Advanced Paediatric Life Support: A Practical Approach to Emergencies (Advanced Life Support Group) Paperback – 15 Apr 2016 by Advanced Life Support Group
• Smith’s Anesthesia for Infants and Children. 9th Edition. Authors: Peter Davis Franklyn Cladis
• Paediatric Trauma Protocol – Royal College of Radiologists

Course Unit 8: Paediatric Critical Care and Resuscitation Medicine

Unit Coordinators: Jacques Diacono and Victoria Barlow

1. COURSE UNIT OVERVIEW
The unit will explore advanced respiratory organ support including high frequency oscillation and ECMO (extracorporeal membrane oxygenation) and their particular indications. The unit will get the students to explain and justify inotrope usage in neonates and children with cardiovascular collapse.

The unit will revise current resuscitation guidance and enable the students to critique the evidence for recommended management at birth (eg delayed cord clamping, oxygen concentration used) and for cooling to prevent brain injury. The unit will examine management strategies employed on the neonatal unit such as the use of xenon in hypoxic ischaemic encephalopathy and treatment of meconium aspiration.

The unit will look at the importance of goal directed therapy for children with sepsis.

2. AIMS
The unit is designed to enable the students to justify and choose treatment options when supporting the respiratory; cardiovascular; renal; neurological and immunological systems of neonates and children in the critical care environment. The unit will examine management techniques in neonatal intensive care for term and premature babies. The unit will get the students to justify and evaluate current resuscitation guidelines in neonates and paediatrics.

3. LEARNING OUTCOMES
Knowledge and Understanding
Revise and critique existing neonatal and paediatric resuscitation guidelines.
Determine management goals/physiological parameters and targets for children requiring intensive care.

Intellectual Skills
Recommend and justify inotrope usage in children requiring cardiovascular support.
Evaluate the need for input from other paediatric specialties.

Practical Skills
Choose appropriate management plans for children with sepsis requiring critical care.
Compare and choose methods of advanced respiratory support in children with respiratory failure.

Transferable Skills and Personal Qualities
Explain management plans to parents in an appropriate way.
Agree intensive care management plans with multidisciplinary teams.

4. TEACHING AND LEARNING METHODS

• Online discussions on weekly cases
• Seminars and lectures during contact days
• Assignments
• Additional reading

5. ASSESSMENT METHODS

• Mid-semester assignment (50%) – powerpoint presentation 30 slides
• End of semester assignment (50%) – 1500 words
• Participation in online discussions – formative

6. FEEDBACK METHODS
Students will receive personalised feedback within 15 working days.

7. INDICATIVE READING LIST

• The UK collaborative randomised Trial of Neonatal ECMO. Lancet 1996;348:75-82
• Advanced Paediatric Life Support: A Practical Approach to Emergencies (APLS) 6th Edition 2016, Wiley-Blackwell
• Resuscitation and support of transition of babies at birth, Resuscitation Council UK 2015 
• Effect of timing of umbilical cord clamping on maternal and neonatal outcomes, Cochrane Systematic Review, 11 July 2013

 

3.  Teaching, Learning and Assessment

 

Coursework and Assessment

Assessment will take place through coursework, for which there are 3 elements:

1. Participation in the Discussion Board
2. Unit Assignments
3. Dissertation

Each unit is assessed as a discrete entity, resulting in a final mark for that individual unit. At the end of the academic years 1 and 2, students will have final marks for the 4 individual units, each of which will be considered by the Board of Examiners in August.

Discussion Board
Individuals will be given the opportunity to participate in the online discussions, and this forms part of continuous development. Students must engage in at least 80% of the questions posted on Blackboard.

Unit Assignments 
There will be two assignments per unit. They will generally be in the form of PowerPoint presentation or a short discursive essay.

Dissertation
(see separate dissertation handbook)

Please refer to your Blackboard unit spaces for more information regarding coursework and assessment, including submission deadlines: https://my.manchester.ac.uk/

Referrals/Deferrals

To pass a course unit you must have submitted all (usually two) assignments (excluding assessed discussion boards), and gained an overall mark of 50% or greater at Masters Level and 40% or greater at Diploma or Certificate level. If you have failed to submit the required number of assignments you are very likely to fail the unit.

If you fail a course unit and are unable to compensate the mark, you will be offered the opportunity to take a resit assignment (known as a ‘referral’). The resit assignment will take the form of one assignment which is designed to test your knowledge of the entire unit and will also form your mark for the entire unit. This will be capped in line with the regulations, unless mitigating circumstances are submitted and approved.

If you fail a course unit but have a mitigating circumstances request accepted for any of your assignments, the most likely outcome is that you will be offered the opportunity to take a resit assignment (known as a ‘deferral’). The resit assignment will take the form of one assignment which is designed to test your knowledge of the entire unit and will also form your mark for the entire unit. This mark will not be capped.

Any extension for a resit assignment will need to be submit new mitigating circumstances and provide evidence. This will be taken to the panel also and a recommendation will be made. Please note that this will take time and your request is not guaranteed to be accepted. Extensions of more than one week will not be offered.

Failure of a resit assignment at first attempt

If you have approved mitigation to take the resit assignment for a unit at first attempt, and you fail this assignment, you will have to wait until the following academic year to take a further resit at second attempt. We offer only one resit opportunity for each unit per year, directly following the examination board for that unit. This means that there will be no further opportunity to take a resit in the same academic year if you fail the resit assignment at first attempt. Even if you have further mitigation, you will likely be offered to retake the full unit in the following academic year.

Failure of a unit at second attempt

If a student fails a resit assignment they will not be eligible to take the unit again. They are also unable to take on additional unit in place of the failed one. Should this happen, the student’s situation will be discussed at an examination board and the student will be offered appropriate options. This may include transfer to another award such as a PG Diploma or PG Certificate, or exit from the programme if this is not possible.

Research Projects

In the final year, each student will submit a written dissertation in the format of a report based dissertation or systematic review. Submission in another format may be permitted by prior approval by the programme director.

Postgraduate Taught Degree Regulations for Students

Students should familiarise themselves with the degree regulations for Postgraduate Taught Degrees by clicking on this link http://www.regulations.manchester.ac.uk/postgraduate-degree-regulations/ or reading the University document here: Introduction to the Postgraduate Degree Regulations for Students

Please note that students cannot progress to the MSc Paediatric Anaesthesia dissertation unless they have successfully completed 120 credits at Masters Level.

 

Guidance for Presentation of Taught Masters Dissertations

The University of Manchester guidance on presentation of taught Masters Dissertations is available at:
Guidance for the presentation of Taught Masters dissertations

The guidance explains the required presentation of the dissertation, and failure to follow the instructions in the guidance may result in the dissertation being rejected by the examiners.

Turnitin and Plagiarism

Plagiarism and Other Forms of Academic Malpractice
Academic malpractice is any activity - intentional or otherwise - that is likely to undermine the integrity essential to scholarship and research. It includes plagiarism, collusion, fabrication or falsification of results, and anything else that could result in unearned or undeserved credit for those committing it. Academic malpractice can result from a deliberate act of cheating or may be committed unintentionally. Whether intended or not, all incidents of academic malpractice will be treated seriously by the University.

The Faculty of Biology Medicine and Health have designed a learning module to raise your awareness of academic malpractice and how it can occur in general writing during your studies. This resource can be accessed via Blackboard - SMS Introductory Course and must be completed before you submit your first piece of academic writing for assessment.

The University provides workshops and online training via My Learning Essentials

Please refer to the University of Manchester guidance to students on plagiarism and other forms of academic malpractice

The full guidance document can be viewed here: http://documents.manchester.ac.uk/display.aspx?DocID=2870

Academic Malpractice: Procedure for the Handling of Cases can be found at: http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=639

Turnitin
The University uses electronic systems for the purposes of detecting plagiarism and other forms of academic malpractice and for marking.  Such systems include TurnitinUK, the plagiarism detection service used by the University.
As part of the formative and/or summative assessment process, you may be asked to submit electronic versions of your work to TurnitinUK and/or other electronic systems used by the University (this requirement may be in addition to a requirement to submit a paper copy of your work).  If you are asked to do this, you must do so within the required timescales.
The School also reserves the right to submit work handed in by you for formative or summative assessment to TurnitinUK and/or other electronic systems used by the University.
Please note that when work is submitted to the relevant electronic systems, it may be copied and then stored in a database to allow appropriate checks to be made.

Mitigating Circumstances

Mitigating circumstances are personal or medical circumstances which are unforeseeable and unpreventable that could have a significant adverse effect on your academic performance. You should only submit a mitigating circumstances application if you consider it serious enough, and the timing critical, to have affected your performance in your assessed work and examinations.

Request for mitigation must be submitted to your programme administrator, in advance of your assessment submission deadline or exam. Requests for mitigation submitted after the assessment or exam (except those requests made as a result of circumstances that have arisen during the course of that assessment period) will not be considered without a credible and compelling explanation as to why the circumstances were not known before the beginning of the assessment period or why you were unable to complete or submit an application prior to the assessment or exam. Please note that not informing the University of circumstances due to personal feelings of embarrassment and pride, or having concerns over the confidential treatment of requests for mitigation, are not considered to be credible and compelling explanations

All mitigating circumstances applications must be supported by independent third party evidence. The type of evidence required will vary according to the nature of the circumstances. Examples of evidence include a doctor or other health professional’s letter, counsellor’s letter, self-certification form signed by your GP or GP’s Medical Practice (for illnesses of 7 days and under only). Please note that it is a University policy that the self-certification form must be signed by a GP; we cannot accept forms which have not been signed by a GP. Please note that if evidence has not been received within 2 weeks of the submission of your form, and you have not contacted them to inform them of any delay, your application will be refused and no further action will be taken.

Please ensure that you password protect or encrypt your mitigating circumstances form and supporting evidence before sending to your programme administrator.

Any requests for mitigation will be considered confidentially by a mitigating circumstances panel or sub-panel. Where a request for mitigation is supported, a recommendation will be made to the exam board for them to decide on the best course of action for the student.

You are advised to consult the following guidance, which directs you to seek advice and support before and whilst submitting a request for mitigation.

The University form and guidance for students is available on the web: A Basic Guide to Mitigating Circumstances.

For further information about the process and acceptable grounds for mitigation see: Mitigating Circumstances Policy & Procedures: http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=4271

Please be advised that any requests need to be submitted by midday the day before the pre-arranged Mitigating Circumstances meeting. The dates of Mitigating Circumstances meetings for the 2019/20 academic year are as follows:

• Wednesday 23^rd October 2019
• Wednesday 27^th November 2019
• Wednesday 15^th January 2020
• Wednesday 19^th February 2020
• Wednesday 18^th March 2020
• Wednesday 22^nd April 2020
• Wednesday 20^th May 2020
• Wednesday 17^th June 2020

Late Submission Penalty (Including Dissertation)

Work submitted after the deadline without prior approval will be subject to a late penalty in accordance with the University Policy on Submission of Work for Summative Assessment on Taught Programmes.  The penalty applied is 10% of available marks deducted per day/24 hours (from the time of the original or extended deadline), until the assignment is submitted or no marks remain.

Penalties for late submission relate to 24 hours/calendar days, so include weekends and weekdays, as well as bank holidays and University closure days.

The mark awarded for the piece of work will be reduced by:
10% of the available marks deducted if up to 24 hours (1 day) late
20% of the available marks deducted if up to 48 hours (2 days) late
30% of the available marks deducted if up to 72 hours (3 days) late
40% of the available marks deducted if up to 96 hours (4 days) late
50% of the available marks deducted if up to 120 hours (5 days) late
60% of the available marks deducted if up to 144 hours (6 days) late
70% of the available marks deducted if up to 168 hours (7 days) late
80% of the available marks deducted if up to 192 hours (8 days) late
90% of the available marks deducted if up to 216 hours (9 days) late
100% of the available marks deducted if up to 240 hours (10 days) late

If the assessment is submitted within 10 days of the deadline the assessment should be marked and feedback to the student provided. If this mark before the penalty is applied reaches the appropriate pass mark but the applied penalty results in a fail of the assessment, the student should not be required to resit the assessment as the original mark can be taken as the resit mark. Further information and examples can be found in the Policy and associated Guidance documents.

For work submitted more than 10 days late, it is regarded as a non-submission and need not be marked. In this case a mark of zero will be awarded and normal resit regulations will apply.

The sliding scale should only be applied to first-sit submissions. For all referred (resit) assessment, any late submission will automatically receive a mark of zero.

For further information:

Guidance on Late Submission

Policy on the Submission of Work for Summative Assessment on Taught Programmes

 

Assignment Word Count (Including Dissertation)

In accordance with the University Policy on Marking:

Each written assignment has a word limit which you must state at the top of your first page. It is acceptable, without penalty, for you to submit an assignment within a range that is plus 10% of this limit. If you present an assignment with a word count exceeding the specified limit+10%, the assignment will be marked but 1% will be deducted from this mark for every 100 words over the limit given.

For an original word limit that is 1000 words and an assignment that is marked out of 100.  If a submission is made that is 1101 words then it exceeded the 10% leeway, and is more than 100 words over the original limit and should receive a 1 mark deduction.

 In accordance with accepted academic practice, when submitting any written assignment for summative assessment, the notion of a word count includes the following without exception:

• All titles or headings that form part of the actual text. This does not include the fly page or reference list
• All words that form the actual essay
• All words forming the titles for figures, tables and boxes, are included but this does not include boxes or tables or figures themselves
• All in-text (that is bracketed) references
• All directly quoted material

Certain assessments may require different penalties for word limits to be applied. For example, if part of the requirement for the assessment is conciseness of presentation of facts and arguments. In such cases it may be that no 10% leeway is allowed and penalties applied may be stricter than described above. In such cases the rules for word count limits and the penalties to be applied will be clearly stated in the assessment brief and in the submission details for that assessment.

Fitness to Practise

Where a programme of study requires the student to undertake practical training in a quasi-professional role in relation to patients, clients or service-users or where the qualification provides a direct license to practise, the Faculty of Biology, Medicine and Health has a duty to ensure that the student is fit to practise. In order to protect present or future patients, clients or service users and to comply with the requirements of professional/regulatory bodies, the Faculty of Biology, Medicine and Health has established a procedure for dealing with student-related fitness to practise issues.

Fitness to Practise issues are initially investigated and considered locally within the School (e.g. by a Health and Conduct Committee) and if necessary referred to the Faculty Fitness to Practise Committee.

A student may appeal against the decision of a Fitness to Practise Committee within twenty days of the decision but only on one or more of the following grounds:

a) procedural irregularity;

b) availability of new evidence which could not reasonably have been expected to be presented to the original hearing;

c) the disproportionate nature of the penalty.

The TLSO facilitates the arrangements for Fitness to Practise Appeals Committees.  An Appeals Committee has the power to confirm or alter the original decision, and the outcome is confirmed to students in a Completion of Procedures letter.  A student may then decide to pursue a complaint with the OIA.

Information on Fitness to Practise related matters can be found at: www.tlso.manchester.ac.uk/appeals-complaints/fitnesstopractise

Academic Appeals, Complaints, Conduct and Discipline

Academic Appeals

• Students have a right of appeal against a final decision of an Examination Board, or a progress committee, or a graduate committee or equivalent body which affects their academic status or progress in the University.
• Students thinking of appealing should first discuss the matter informally with an appropriate member of staff, in order to better understand the reason for the result or decision.
• Should you wish to proceed to a formal appeal, this must be submitted within the timeframe outlined in the Academic Appeals Procedure to the Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail: FBMHappealsandcomplaints@manchester.ac.uk).
• The Academic Appeals Procedure (Regulation XIX) and associated documents, including the form on which formal appeals should be submitted, can be found at www.regulations.manchester.ac.uk/academic

Student Complaints

• The University’s Student Complaints Procedure (Regulation XVIII) and associated documents, including a complaints form, can be found at www.regulations.manchester.ac.uk/academic
• The University has separate procedures to address complaints of bullying, harassment, discrimination and/or victimisation - see https://www.reportandsupport.manchester.ac.uk/
• Students thinking of submitting a formal complaint should, in most instances, attempt informal resolution first (see the procedure). Formal complaints should be submitted on the relevant form to Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail: FBMHappealsandcomplaints@manchester.ac.uk).

Conduct and Discipline of Students

• General University information on the conduct and discipline of students can be found at  www.tlso.manchester.ac.uk/appeals-complaints/conductanddisciplineofstudents/
• Faculty policies for students on communication and dress code, social networking. and drugs and alcohol can be found at:
  • http://documents.manchester.ac.uk/display.aspx?DocID=29038 (Communication and Dress Code)
  • http://documents.manchester.ac.uk/display.aspx?DocID=29039 (Drugs and Alcohol)
  • http://documents.manchester.ac.uk/display.aspx?DocID=29040 (Social Networking)
• Information on Academic Malpractice and how to avoid it can be found at http://www.regulations.manchester.ac.uk/guidance-to-students-on-plagiarism-and-other-forms-of-academic-malpractice/
• In accordance with the Policy on Submission of Work for Summative Assessment on Taught Programmes, ‘All typed summative assessment, including dissertations, should be submitted online and subjected to plagiarism detection software, where appropriate’.

4.  Student Progression

 

Monitoring Attendance and Wellbeing of Students

The programme director and teaching staff will monitor the work and attendance of students on the programme. This is for your benefit and helps to ensure you are coping with the work. Regular or a pattern of non-attendance and/or engagement will result in you being contacted by the School to meet with your programme director. Following this, further action will be taken if there isn’t a significant improvement in attendance.
For further information see:
Regulation XX Monitoring Attendance and Wellbeing of Students

The University offers a range of advice and support to students experiencing problems with attendance. The A-Z of Services can be found on the MyManchester website. Here you can find a information on a wide range of topics such as library services, disability support and careers advice.

You can also speak to your Programme Director and/or Academic Advisor.

What to do if you are absent
In case of illness you should supply a doctor’s certificate or, if the illness is brief, a self-certification.  If you are absent for other reasons then you should write a letter to the Programme Director explaining the circumstances. Medical certificates or letters should be given in person or sent to the Programme Administrator. Whatever your reason for being away, tell your supervisor about it and make any necessary arrangements to catch up with work you have missed.

Special Permissions

Interruptions to programme and extensions to writing up
It is the expectation of the University that postgraduate taught students pursue their studies on a continuous basis for the stipulated duration of their programme. However, it is recognised that students may encounter personal difficulties or situations which may seriously disrupt or delay their studies. In some cases, an interruption or extension to your programme of study may be the most sensible option.
Students who wish to interrupt the programme or extend to write up the dissertation should initially discuss their plans and reasons with the Programme Director and/or their Academic Advisor.
Students should also provide documentary evidence when appropriate, for example, doctor’s letter, sick note etc.
The forms required for formal application are available from your Programme Administrator.

Withdrawal from the Programme

Students who are considering withdrawing from the programme should discuss this in the first instance with the Programme Director.
If arrangements for withdrawal need to be made, this will be handled by the Programme Administrator, who will manage communication with the Fees and Records Departments and other University bodies as appropriate OR Students may liaise directly with the Programme Administrator who will communicate this information directly to the University Student Services Centre.

5. Student Support

 

Student Support and Guidance

Student support and guidance within the programme
Support and advice is available to all students both formally and informally from the Programme Directors, the Programme Administrator and research project supervisors.
If you have any queries or would like to discuss any issues at all – academic, administrative, technical or personal – please do not hesitate to get in touch. All personal issues will be dealt with confidentially.
If we are unable to help you directly, we can put you in touch with many of the support services that are available to students of the University through our Student Services Centre. You can approach these services independently, without the involvement of programme staff. Use the A-Z of Student Services Guide as an additional source of information.

Student support for the dissertation
During the research project and writing up of the dissertation, students will have individual support from their research project supervisor and scheduled structured sessions to monitor their progress and provide support, with help being offered if any problems are being encountered. In addition, students are made aware that they have the option of contacting the programme directors at any time if they are experiencing difficulties, whether this is in relation to their project, or indeed, with regard to any other issue of relevance.

Student support from the University
The University offers a range of support and guidance services to students, for example, Student Health Service, Student Union Advice Centre, Student Counselling and Careers Advice. Details of all these services can be obtained from the A-Z of Student Services

Counselling Service
The Counselling Service is available for all students. It is free and consists of a team of professional counsellors. The service provides confidential counselling for anyone who wants help with personal problems affecting their work or well-being.
The service is open 9.00am to 5.00pm Monday to Friday all year round except public holidays.

Occupational Health
The Occupational Health service is a specialised area of medicine concerned with the way in which an individual’s health can affect his or her ability to do a job and to study and conversely how the work environment can affect an individual’s health. Their aim is to promote the physical, mental and social well-being of students and to reduce the incidence of ill-health arising from exposure to work place hazards.

Students Union Advice Centre
The Students Union has advisers who can help with any matter ranging from finances to housing and beyond. On the South Campus, the Advice Centre is on the first floor in the Student Union Building, and is open Monday to Friday, 10.00am to 4.00pm, term time and vacation. There is no need to make an appointment.

Disability Advisory and Support Service (DASS)

The University of Manchester welcomes students with a disability or specific learning difficulties. The University has a Disability Advisory and Support Service, who can supply further information and DASS advisors will be pleased to meet you to discuss you needs. DASS will liaise with your School through the Disability Coordinator to make the necessary arrangements for your support during your time in Manchester.

The DASS office can also provide a copy of the University’s Disability Statement, ‘Opportunities for Students with Additional Support Needs at the University of Manchester’ which sets out the policy and provision for students with a disability.

DASS Contact Details:-
Location: 2nd Floor, University Place
Email: dso@manchester.ac.uk; Phone: 0161 275 7512
Text: 07899 658 790; Website: www.dso.manchester.ac.uk/

Disability Coordinator Contact Details:-
Name: Kay Gardner (0161 306 7978) & Wiktoria Obidniak-Marciniak (0161 306 5519)
Email: kay.gardner@manchester.ac.uk or wiktoria.obidniak-marciniak@manchester.ac.uk

Academic Success Programme

You’re studying at the University of Manchester – congratulations!  Writing and speaking Academic English can be challenging, even for native speakers.  Our team of experienced tutors are here to support you, and will help boost your confidence to work independently in English through a series of interactive workshops - freely available to all University of Manchester students.

To find out more, and to register, please go to www.manchester.ac.uk/academicsuccessprogramme

Religious Observance and Looking after yourself and your patients during Ramadan 

Policy on Religious Observance:

• University Policy
• The Faculty of Biology, Medicine and Health has produced guidance for healthcare students on fasting and caring: Fasting and Caring - Looking after yourself and your patients during Ramadan: guidance for health care students.

6.  Student Representation and Feedback

 

Student Representation and Feedback

Students, in consultation with the Programme Administrator, should arrange an informal election of their Student Representative near the beginning of the academic year. If more than one person is interested in the role, then each candidate is asked to write a short proposal which is circulated to the student body, and an election is held.

The overall responsibilities of the Student Representative are

• to liaise between staff and students about matters of concern
• to provide two-way feedback on programme and teaching quality
• to promote active student involvement in the development of the programme
• to identify student issues and needs on the programme
• to attend programme committee meetings representing the student voice
• to find effective ways to feedback the outcomes of meetings to the student body
• to attend relevant student representative training
• to liaise with other Student Representatives to gain support and ideas
• to become established as a central point for information and guidance for students in the group.

Student representatives are not required to get involved with fellow students’ personal problems, academic difficulties, or individual student allegations of unfair or inappropriate treatment.

Confidentiality is imperative when dealing with student issues. The representative is chosen by fellow students and has their trust, and must maintain it. Any discussion of an individual student’s situation with a third party requires their consent beforehand.

7.  Programme Management

 

Programme Management and Committee Structure

Programme Management
The programme is managed and operated in accordance with the policies, principles, regulations and procedures of the University of Manchester.
Programme Directors relate to the School and Faculty Postgraduate Teaching Committees on matters relating to admissions, exams, reviews and approval of new programmes and units, quality assurance etc. and policy issues of broad relevance to the Graduate School.
The Programme Committee will meet each semester and consist of the Programme Director, Programme Administrator, Programme Committee members and the unit co-ordinators.

The remit of the committee will be to:

• Oversee the teaching, assessment and examining arrangements;
• Monitor cohort progression including failure rate, withdrawal rate;
• Evaluate the extent to which the learning outcomes are achieved by students;
• Monitor, maintain and enhance standards of all aspects of the programme;
• Evaluate the effectiveness of the curriculum and of assessment in relation to programme learning outcomes;
• Evaluate the effectiveness and relevance of the teaching and learning methods employed;
• Review and revise the programme in the light of any relevant Quality Assurance Agency (QAA) benchmarks, any other relevant external and/or professional requirements and developing knowledge in the subject area;
• Receive, consider and respond to feedback from students, employers and external examiners;
• Where the need for change is identified, effect the changes quickly and efficiently;
• Produce an annual action plan via annual monitoring;
• Produce reports for periodic review
• Produce relevant information for an Institutional Audit;
• Review programme documentation, e.g., programme handbooks, programme specifications, promotional literature and programme website;
• Ensure suitable and efficient arrangements are in place for recruitment, admission and induction.

Committee Structure

The Programme Committee acts as a curriculum development team for the Programme. The Programme Committee will report to a School, or Department, or Faculty level committee. The Programme Director is responsible for the management of the programme, and the Programme Committee is established to support the Programme Director in the carrying out of their responsibilities.

The role of the External Examiner

External Examiners are individuals from another institution or organisation who monitor the assessment processes of the University to ensure fairness and academic standards. They ensure that assessment and examination procedures have been fairly and properly implemented and that decisions have been made after appropriate deliberation. They also ensure that standards of awards and levels of student performance are at least comparable with those in equivalent higher education institutions.

External Examiners’ reports

External Examiners’ reports relating to this programme will be shared with student representatives and details of any actions carried out by the programme team/School in response to the External Examiners’ comments will be discussed. Students should contact their student representatives if they require any further information about External Examiners’ reports or the process for considering them.”

External Examiner Details

The External Examiner for this programme is yet to be approved for the 2019-20 academic year.

Please note that it is inappropriate for students to make direct contact with External Examiners under any circumstances, in particular with regards to a student’s individual performance in assessments.  Other appropriate mechanisms are available for students, including the University’s appeals or complaints procedures and the UMSU Advice Centre. In cases where a student does contact an External Examiner directly, External Examiners have been requested not to respond to direct queries. Instead, External Examiners should report the matter to their School contact who will then contact the student to remind them of the other methods available for students. If students have any queries concerning this, they should contact their Programme Office (or equivalent).

8.  Student Privacy Notice

 

The University of Manchester needs to collect, maintain and use personal data relating to you to allow us to process your application for study, register you as a student, to administer your course and to provide facilities during your time as a student. We will also use your data to keep in touch with you after you have graduated, and contact you to complete a graduate outcomes survey.

We share this data within the University in order to deliver a high standard of service to you, so it is important that you regularly check to see that we have up to date information about you in the Student System. We are occasionally required to share your information with external agencies who have need for it, such as the Higher Education Statistics Agency, or Student Loans Company. We may also ask other agencies for the information they have about you, in order to verify the personal details you provide.

Please read the full Privacy Notice - Registered Students here.

9.  Learning Resources

 

Learning Resources

Libraries
All registered students may become members of the University of Manchester Library on the main campus.
Up-to-date news about the library is available here.

IT Services and eLearning

IT Services Support Centre online
Details of what IT support is available and how to access it can be found on the FBMH eLearning Support page.
Login to the Support Centre online to log a request, book an appointment for an IT visit, or search the Knowledge Base.
Telephone: +44 (0)161 306 5544 (or extension 65544).  Telephone support is available 24 hours a day, seven days a week.
In person:  Walk-up help and support is available at the Joule Library, Main Library or Alan Gilbert Learning Commons:
Use Support Centre online for support with eLearning, from where you may make a request, report a fault, or search the Knowledge Base.  The email address is: elearning@manchester.ac.uk

Blackboard
Blackboard, the University's 'virtual learning environment', will be used for online teaching.

What is Blackboard?
Blackboard is a web-based system that complements and builds upon traditional learning methods used at The University of Manchester. By using Blackboard you can

• view course materials and learning resources,
• communicate with lectures and other students,
• collaborate in groups,
• get feedback
• submit assignments
• monitoring your own progress at a time and place of your own convenience.

Training in the use of software
The Faculty eLearning team have produced a short introduction to Blackboard for new students.  The recording is hosted in two places: the VLS and on YouTube:

• https://stream.manchester.ac.uk/Play.aspx?VideoId=30453
• https://youtu.be/47pA877MKJg

The recording is just over seven minutes long and covers most of the commonly used tools in Blackboard.

10. Useful Links

Academic and Student Support Policies

Academic Support Policies
A full list of University Policies and documents

Academic Appeals (Regulation XIX)

Academic Malpractice: Procedure for the Handling of Cases

Basic Guide to Student Complaints

Conduct and Discipline of Students (Regulations XVII)

General University information on the Conduct and Discipline of Students

Faculty policies for students on Communication and Dress Code, Social Networking and Drugs & Alcohol can be found at:

Information on Academic Malpractice and how to avoid it

Data Protection

Guidance for the Presentation of Taught Masters Dissertations

Guidance to Students on Plagiarism and Other Forms of Academic Malpractice

Policy on Submission of Work for Summative Assessment on Taught Programmes

Policy on Mitigating Circumstances

Mitigating Circumstances Guidance for Students

PGT Degree Regulations

Policy on Feedback to Undergraduate and Postgraduate Taught Students

Student Complaints Procedure

Student Charter

Work and Attendance of Students (Regulation XX)

Student Support Issues

A-Z of Student Services

Accommodation

Blackboard
Students should access Blackboard via My Manchester

Careers Service

Counselling Service

Disability Advisory and Support Service

University Language Centre – Study English - Tel: 0161 306 3397

Equality, Diversity and Inclusion for Staff and Students

Health & Fitness

Health & Safety Policy

International Advice Team

IT and eLearning Support

Mature Students Guide

Occupational Health Services for Students

Personal Development Planning

A Personal Safety Guide for International Students

Students Union