Introduction
Welcome to the Faculty of Biology, Medicine and Health
We welcome you to the start of your Postgraduate Taught Programme in the School of Biological Sciences, 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 taught programme will provide an inspirational platform for your future career success.
Within the 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 eminent researchers, commercial partners and regional health-service providers, our postgraduate taught 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 subjects spanning areas of life sciences and biomedical research from molecular to experimental biology and clinical medicine. While subject areas cover a broad range of disciplines, all our taught programmes have a number of common aims:
- To enhance your knowledge, and a critical awareness of your chosen subject. Whether you are a graduate, professional or have a clinical background, the programmes have been tailored based on previous student feedback.
- To obtain a comprehensive understanding of techniques applicable to your area of research and to develop new skills to a high level.
- To address complex issues with originality and insight.
- To demonstrate self-direction and an independent learning ability required for future career progression.
As a student of the Faculty of Biology, Medicine and Health, you will be expected to take responsibility for your learning, 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 taught 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 taught programme, and in your future career.
Compulsory Introductory Course
All students are automatically enrolled onto an introductory unit (BIOL62000) 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 and no later than 30 November 2020. Completion of these assessments is monitored by the School.
All students are also strongly advised to complete the academic literacy section.
Key Contact Details
If you have any queries or concerns at any time during your period of study at The University of Manchester, there is a range of people you can approach. Your Programme Administration Team will be your first point of call for general issues. Alternatively, you may wish to contact the Programme Director for specific aspects to do with the course or your Academic Advisor for career development issues. If you wish to raise a confidential matter at School level, you should approach the Deputy Head of Teaching, Learning and Student Experience – contact details below.
Responsibility for overall management of the Programme lies with the Programme Director who has assembled a Programme Committee, which meets regularly, to advise on content, structure, management, student supervision, and regulatory matters such as Programme improvement and refinement. The Committee also includes the student representative who is democratically elected by you to attend these meetings.
School PGT Director
• Dr Sarah Herrick
• sarah.herrick@manchester.ac.uk
Deputy Head of Teaching, Learning and Student Experience
• Mrs Kelly Salimian
• kelly.salimian@manchester.ac.uk
Programme Directors
• Dr Helen Graham
• helen.k.graham@manchester.ac.uk
• Dr Tamara Griffiths
• tamara.griffiths@manchester.ac.uk
Programme Administration Team
Your first point of call should be directed as follows:
• Student Support
• studentsupport.sbspgt@manchester.ac.uk
• Assessments
• assessment.sbspgt@manchester.ac.uk
• Curriculum
• curriculum.sbspgt@manchester.ac.uk
Student Representative
• To be appointed democratically
Your contact details
You will be supplied with a student e-mail address. The University will direct communications to you by using your student e-mail address and it is your responsibility to ensure that you can access and read mail from this source. You should check your university email regularly and in turn should send all emails to the University using your student email address.
Blackboard/Canvas
Blackboard and Canvas are web-based systems that complement and build upon traditional learning methods used at The University of Manchester. All course-related materials will be placed on Canvas which is accessible via Blackboard so it is essential that you familiarise yourself with the system as soon as possible. Canvas also offers Discussion forums which you may find a useful resource to share information about assignments and other course-related queries. Written Assignments should be submitted via Turnitin on Blackboard.
- Students should access Blackboard via My Manchester
- Queries (technical related) should be directed to: elearning@manchester.ac.uk
- Queries (course content related) should be directed to: your Programme Administrator
Training in the use of these systems will be provided during Induction. IT Services provide helpful advice. Students should access Blackboard via My Manchester.
School/University Facilities
Computers and printers:
On campus, access to computers, printers, email and the internet is available at several computer clusters within the School including the Multiuser laboratories on the ground floor of the Stopford Building. Additionally, there is a Postgraduate Hub on the 3rd Floor of the Stopford Building.
Food/Drink on Campus
There is a café bar and students’ common room on the 1st floor of the Stopford Building. Also, Innovation Cafe and Starbucks are on the Ground Floor of the Manchester Biotech Incubator Building (which is attached to the Stopford Building and can be accessed using your student card on the ground floor).
International students
The International Society is a busy centre for international students based in the Greater Manchester area. It is located on Oxford Road (see campus map).
The society offers students the opportunity to engage with social events, visit places of interest as well as language support and cultural events.
Sharing Information
The University may share appropriate information relating to your health and/or conduct with external organisations such as your professional employer(s) (for example, relevant NHS Trust, Professional and Statutory Regulatory Bodies (PSRB)), placement and training providers and/or regulator. This may occur where concerns in relation to your health and/or conduct arise and the University considers it necessary for them to be disclosed to one or more of the above organisations. The University’s Privacy Notice for Registered Students (which is accessible via this link) includes further information about how the University may use and process your personal data, including the legal basis and conditions which may be relevant to such processing (see section 6 of the Privacy Notice). The University will only disclose special category data (such as data relating to your health) to a third party organisation where one of the additional conditions are satisfied (see section 9 of the Privacy Notice), including where processing is necessary for reasons of substantial public interest.
Staying Safe – Covid-19
Feeling prepared and equipped at the present time inevitably brings thoughts of health and safety. We have followed the advice from Universities UK, Public Health England and the Foreign and Commonwealth Office to make sure our campus is a safe and happy environment for you to start your studies.
When arriving on campus, you’ll notice the changes we’ve made to keep everyone safe. For example, our buildings will have clearly marked entry and exit points; we’ll be asking everyone to sanitise or clean their hands immediately on entry; and markings on floors, stairwells and doors will help maintain social distancing.
Read our detailed safety guidance here.
As part of our University’s commitment to keep all staff and students safe we are strongly recommending everyone on campus to download the NHS COVID-19 app
It’s important for everyone to follow the guidelines on campus to keep themselves and others safe. We have faith that all members of our University community will do the right thing. You can politely remind people of the guidelines if they aren’t following them. If you still have concerns, you can report these to our COVID-19 team via Covid-info@manchester.ac.uk
Breaches of COVID-19 guidelines may be subject to University disciplinary action.
Our ‘Staying Safe’ microsite outlines the safety measures that are in place as well as useful information regarding:-
- Face Coverings
- What to do if you, or someone you live with, has COVID-19 symptoms
- How to register with a GP (doctor)
- Keeping yourself and your neighbours safe off campus (incl. local restrictions and consequences for breaking the rules)
- Health and wellbeing support
- Financial Support
Student Frequently Asked Questions is regularly updated online but if you can’t find what you are looking for, please contact your school as soon as possible.
Programme Information
Welcome to the MSc Skin Ageing and Aesthetic Medicine
The MSc in Skin Ageing and Aesthetic Medicine is specifically designed for medically or dentistry qualified practitioners who wish to develop their theoretical and clinical skills in the field of cosmetic medicine. This course seeks to develop future leaders in aesthetic practice by offering high quality training at an internationally recognised institution.
This MSc is an intensive part-time postgraduate taught programme encompassing the science of aesthetics, the application of evidence based practice, the clinical assessment and management of patients presenting with aesthetic problems. Students will be encouraged to develop a translational approach to learning and practice throughout the course.
In addition, supervision and training is provided by national and international leaders in the field of Aesthetic research, regulation and clinical practice. The unique amalgamation of research and clinical expertise in Aesthetic and Ageing Medicine in Manchester allows us to develop the only course with an interdisciplinary faculty of plastic surgeons, oculoplastic surgeons, dermatologists, dentists, psychologists, ageing and wound research scientists.
On behalf of The University of Manchester we look forward to you joining the course and wish you an enjoyable and successful time on the programme.
Dr Helen Graham and Dr Tamara Griffiths, Programme Directors
Overview and Aims of the Programme
Programme Aims
The aim of the programme is to develop students with the ability to apply scientific principles and the latest evidence base to the practice of skin ageing and aesthetic medicine. You will develop clinical knowledge, specialist practical skills and critical awareness in minimally invasive aesthetic procedures supported by leading experts in the field.
Special Features
The programme has a significant component of patient centred teaching underpinned by evidence based theory to ensure students obtain maximum exposure to practical and theoretical aspects of aesthetic practice.
- Each student will be provided 1: 1 tutor support through the programme with a maximum of 1:5 student: tutor ratios in clinical sessions.
- The programme aligns directly with the outcomes of the UK governmental review on aesthetic practice in the UK and the consultation on GMC guidance in this arena.
- The Faculty of Biology, Medicine and Health is of an exceptionally high standard with world leading scientists and clinicians. The University of Manchester Dermatological Research sciences group is an international leader for basic, applied, translational and clinical research in skin health and disease.
- The programme is run in collaboration with The Dermatology Centre at Salford Royal Foundation Trust, the largest clinical dermatology unit in the UK led by Professor Christopher Griffiths.
Course Collaborators
The Dermatological Sciences Research Group
Facilities
The contact days will be held in new purpose built educational facilities at Salford Royal Foundation Hospital, a leading university teaching hospital in Manchester and The University of Manchester in central Manchester. Facilities include: clinical skills laboratories, theatres and seminar rooms with teleconferencing, and networking facilities.
Extensive Library facilities on site directly link to The University of Manchester Network. Each participant will receive access to University of Manchester Library services.
The programme combines e-learning techniques with a highly practical teaching element: we will provide a number of hands-on clinical bedside teaching sessions linked with each unit. This will ensure that students graduate with the ability to translate their theoretical understanding of aesthetic practice to deliver high quality care for patients with aesthetic problems.
On completion of the programme, you will be able to demonstrate a number of competencies and have enhanced knowledge and skills including:
- Application of skin anatomy and science in relation to aesthetics and ageing
- Ability to assess patients’ requirements and suitability for aesthetic intervention
- Introduction to procedural skills in minimally invasive aesthetic procedures including rejuvenation techniques, dermal fillers, botulinum toxin injections and some lasers
- Assessment and treatment of complications of these procedures
- Advise on the role of invasive aesthetic procedures
- Develop an evidence based approach to aesthetic medicine and practice
- Critically appraise and conduct high quality research or audit in aesthetic and ageing medicine
- Application of consent and ethical practice in aesthetic medicine
- Explain Clinical Malpractice and Legislation of manufacturing of drugs and devices in the aesthetic field of practice.
Key Dates
There will be a compulsory Induction day on 6 October 20202.
We also hold two face to face residential sessions during the first 24 months of the programme. Session dates will be confirmed as soon as possible and will be held if it is safe and appropriate given the COVID-19 pandemic.
Syllabus and Route through Programme
The Masters programme consists of nine units over three years. The first eight units focus on the more clinical aspects of the field. Unit nine offers students the opportunity to undertake an individual piece of research or audit.
Students will study 8 taught units totalling 120 credits (units 1-8) for the PG Diploma programme.
The dissertation is worth 60 credits. Students must accrue 180 credits (120 taught credits plus unit 9, worth 60 dissertation credits) to obtain the award of Masters in Skin Ageing and Aesthetic Medicine.
Course Units
BIOL67501: Fundamentals of Skin Ageing
| Unit code | BIOL67501 |
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master’s degree or fourth year of an integrated master’s degree |
| Teaching period(s) | Semester 1 |
| Offered by | School of Biological Sciences |
| Available as a free choice unit? | No |
Overview
The unit aims to provide the student with knowledge of the function and organisation of healthy human skin, with a focus on cells and extracellular matrix. Seminars will be aimed at exploring the mechanisms which lead to skin ageing, including an appreciation of basic photobiology and the long-term consequences of chronic sun exposure (pathobiology). Students will use e-learning units to develop fundamental scientific knowledge which will be applied through on line discussions and patient workshops to develop skills in clinical assessment and the psychobiology of aesthetics.
Pre/co-requisites
Compulsory Co-requisite: BIOL67500 Personal and Professional Portfolio 1
Aims
To provide students with the knowledge and understanding of the fundamentals of skin ageing with application of this knowledge to the clinical assessment of patients requesting aesthetic treatments.
Learning outcomes
By the end of this Unit students should be able to:
- Demonstrate an in-depth, critical understanding of the structure and function of healthy and ageing skin including:
- extracellular matrix biology
- mechanisms and pathobiology of skin ageing ( intrinsic vs extrinsic)
- Demonstrate an understanding of basic photobiology in relation to skin ageing
- Demonstrate an in-depth critical understanding of psychosocial concepts and impact on individuals, relatives and society of skin ageing particularly focusing on dysmorphophobic syndrome
- Critically reflect on international literature on skin ageing which encompasses clinical changes, mechanisms of pathobiology and resultant structural alterations in the skin
- Critically reflect on and challenge your own knowledge, that of others and the organisation within which care is delivered
- Demonstrate and defend sound clinical judgements based on student’s knowledge of literature to ensure high quality care for patients
- Manage and advance their own practice in accordance with professional, ethical, legal and policy frameworks, ensuring the primacy of patient (and where appropriate carer) interest and well-being.
- Utilise appropriate basic science knowledge, theoretical models and concepts of beauty to assess patient’s skin for signs of intrinsic and extrinsic ageing.
- Contribute to the advancement of effective multi-disciplinary working within the context of aesthetic practice and service delivery and aims to promote high quality care.
- Utilise appropriate theoretical frameworks and evidence-based constructs to formulate proposals to advance aesthetic practice that is responsive to the diverse needs of service users and carers.
- Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals.
- Effectively utilise information technology/health informatics.
- Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice.
- Work co-operatively and effectively with others as a member of a team.
- Reflect on their own academic, clinical and managerial performance and utilise strategies to improve these.
- Use logical and systematic approaches to problem-solving and decision-making.
Teaching and learning methods
The teaching and learning for this unit takes place over year one using a longitudinal approach. Learning methods utilised involve a blend of both online learning and face to face lectures/seminars and workshops. On line components will require students to engage with on-line materials developed for the purpose, including video clips of interviews with researchers, interactive demonstrations and guided activities. Directed study components comprise additional exercises and specified reading related to each session/seminar.
Transferable skills and personal qualities
By the end of this unit, students should be able to :
- Critically reflect on and challenge their own knowledge, that of others and the organisation within which care is delivered
- Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals.
- Work co-operatively and effectively with others as a member of a team.
- Reflect on their own academic, clinical and managerial performance and utilise strategies to improve these.
- Use logical and systematic approaches to problem-solving and decision-making.
Assessment methods
| Method | Weight |
|---|---|
| Written assignment (inc essay) | 70% |
| Report | 30% |
Teaching staff
| Staff member | Role |
|---|---|
| Rachel Watson | Unit coordinator |
BIOL67510: Skin Rejuvenation
| Unit code | BIOL67510 |
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master’s degree or fourth year of an integrated master’s degree |
| Teaching period(s) | Semester 2 |
| Offered by | School of Biological Sciences |
| Available as a free choice unit? | No |
Overview
This unit considers the scientific basis and indications for the latest skin rejuvenation techniques. Importance of evidence-based practice will be covered. The challenge of developing ethical and high quality services will be a theme of the module leading to an analysis of different skin rejuvenation techniques and their appropriateness for individuals. Students will engage in a variety of learning techniques through patient centred clinical teaching, case based modules online and small group teaching.
Pre/co-requisites
Compulsory Pre-requisite: BIOL67501 Fundamentals of Skin Ageing
Compulsory Co-requisite: BIOL67500 Personal and Professional Portfolio 1
Aims
- Enable students to develop an in-depth knowledge base and understanding of the basic science, assessment and techniques for skin rejuvenation.
- Enable students to develop skills to critically appraise the literature contributing to the evidence base for skin rejuvenation and develop students’ capacity for original thinking in relation to current understanding of skin rejuvenation.
- Provide students with knowledge and skills to enable the application of good clinical, managerial and research practice to skin rejuvenation techniques and patient care.
Learning outcomes
By the end of this Unit students should be able to:
- Demonstrate an in-depth, critical understanding of basic science concepts as applied to rejuvenation techniques including cosmeuceuticals, chemical peels, needling and dermabrasion
- Critically appraise the evidence for various approaches to skin rejuvenation explaining the indications, side effects and contraindications for rejuvenation techniques
- Demonstrate an up to date knowledge of changing national and local policy and organisational structures
- Demonstrate a critical understanding of theories and concepts relevant to service development that takes appropriate account of user and carer perspectives
- Utilise appropriate basic science knowledge, theoretical models and concepts to guide patient’s skin towards the most appropriate skin rejuvenation techniques
- Utilise appropriate theoretical frameworks and evidence-based constructs to assess, examine and formulate management plans for patients undergoing skin rejuvenation procedures
- Explain common and serious side effects and contraindications to patients and if necessary relatives
- Construct sound post treatment review and assessment plans based on an in depth knowledge of patients emotional and physical needs
Teaching and learning methods
The teaching and learning for this unit takes place over year one of the programme. Learning methods utilised involve a blend of both online learning and face to face lectures/seminars and workshops. On line components will require students to engage with on-line materials developed for the purpose, including video clips of interviews with leading clinical and research experts, interactive demonstrations and guided activities. Directed study components comprise additional exercises and specified reading related to each session/seminar.
Knowledge and understanding
By the end of this Unit students should be able to:
- Demonstrate an in-depth, critical understanding of basic science concepts as applied to rejuvenation techniques including cosmeceuticals, chemical peels, needling and dermabrasion
- Critically appraise the evidence for various approaches to skin rejuvenation explaining the indications, side effects and contraindications for rejuvenation techniques
- Demonstrate an up to date knowledge of changing national and local policy and organisational structures
- Demonstrate a critical understanding of theories and concepts relevant to service development that takes appropriate account of user and carer perspectives
- Critically evaluate a range of rejuvenation techniques to choose the most appropriate treatment for your patient
Intellectual skills
By the end of this Unit students should be able to:
- Appraise and synthesise information from a variety of sources in order to develop a coherent critical analysis of issues relating to skin rejuvenation practice and research.
- Critically reflect on and challenge their own practice, the practice of others and the organisation and delivery of skin rejuvenation in order to ensure use of appropriate values and best evidence in delivering patient and carer centred care and management.
- Demonstrate an in-depth and critical understanding of service user and carer perspectives and apply these to the patient pathway in skin rejuvenation
- Construct sound arguments and rationales in skin rejuvenation practice based on a critical synthesis of current research, policy, theoretical dimensions and service user and carer perspectives
Practical skills
By the end of this Unit students should be able to:
- Manage and advance their own practice in accordance with professional, ethical, legal and policy frameworks, ensuring the primacy of patient (and where appropriate carer) interest and well-being
- Utilise appropriate basic science knowledge,theoretical models and concepts to guide patient’s skin towards the most appropriate skin rejuvenation techniques
- Utilise appropriate theoretical frameworks and evidence-based constructs to assess,examine and formulate management plans for patients undergoing skin rejuvenation procedures
- Explain common and serious side effects and contraindications to patients and if necessary relatives
Transferable skills and personal qualities
By the end of this Unit students should be able to:
- Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals
- Effectively utilise information technology/health informatics
- Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice
- Work co-operatively and effectively with others as a member of a team
- Reflect on their own academic, clinical and managerial performance and utilise strategies to improve these
- Use logical and systematic approaches to problem-solving and decision-making
Assessment methods
| Method | Weight |
|---|---|
| Other | 20% |
| Written assignment (inc essay) | 80% |
| Practical skills assessment | 0% |
The assessment consists of a written assignment and group wiki assessment. The practical assessment is assessed on a pass/fail basis.
Teaching staff
| Staff member | Role |
|---|---|
| Bhavneet Shergill | Rachel Watson |
BIOL67502: Injectables in Aesthetic Medicine
| Unit code | BIOL67502 |
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master’s degree or fourth year of an integrated master’s degree |
| Teaching period(s) | Semester 2 |
| Offered by | School of Biological Sciences |
| Available as a free choice unit? | No |
Overview
This module will be skills orientated and focus on evidence-based approaches to assessing and formulating the most appropriate strategies for a patient undergoing treatment with injectable devices: botox, lipolysis and fillers. Through hands on practice students will be guided through these techniques and encouraged to utilise critical thinking skills to demonstrate in-depth understanding of latest research and practice in this topic area to offer high quality patient centred care.
Pre/co-requisites
Compulsory Co-requisite: BIOL67500 Personal and Professional Portfolio 1
Compulsory Pre-requisite: BIOL67501 Fundamentals of Skin Ageing
Aims
Equip students with in-depth knowledge, understanding and skills using evidence-based approaches to the assessment, formulation and management of patients undergoing treatment with injectable devices. To enhance best practice and maintenance of appropriate standards within aesthetic practice.
Learning outcomes
By the end of this Unit students should be able to:
- Demonstrate an in-depth, critical understanding of facial anatomy and morphology of ageing changes
- Display a critical understanding of evidence based approaches to assess both clinically and psychologically a patientrequesting treatment with injectable devices including Botox,fillers and lipolysis
- Demonstrate an in-depth and critical understanding of the variety, mechanisms of action, safety and efficacy profiles of injectable devices used in aesthetic practice
- Discuss through critical appraisal the regulatory issues and indemnity required for the safe practice of injectable devices
- Construct sound arguments and rationales for the use of injectable devices in aesthetic medical practice based on a critical synthesis of current research, policy, theoretical dimensions and service user and carer perspectives
- Utilise core skills in aesthetic medical practice to undertake and record systematic, accurate and comprehensive assessments of the needs of individual patients
- Utilise appropriate theoretical frameworks and evidence-based constructs to assess, examine and formulate management plans for patients undergoing skin rejuvenation procedures
- Assess, explain and manage common and serious side effects and contraindications of treatment with injectable devices to patients and relatives
Teaching and learning methods
The teaching and learning for this unit takes place over one semester. Learning methods utilised involve a blend of both online learning and face to face lectures/seminars and workshops. On line components will require students to engage with on-line materials developed for the purpose, including video clips of interviews with researchers, interactive demonstrations and guided activities. Directed study components comprise additional exercises and specified reading related to each session/seminar.
Knowledge and understanding
By the end of this Unit students should be able to:
- Demonstrate an in-depth, critical understanding of facial anatomy and morphology of ageing changes
- Demonstrate an in-depth, critical understanding of bio-psychosocial concepts and perspectives related to the use injectable devices: botox, lipolysis and fillers
- Critically appraise philosophies, models and frameworks for safe and competent practice including effective communication.
- Display a critical understanding of evidence based approaches to assess both clinically and psychologically a patient requesting treatment with injectable devices including botox, fillers and lipolysis
- Demonstrate an in-depth and critical understanding of the variety, mechanisms of action, safety and efficacy profiles of injectable devices used in aesthetic practice•Demonstrate an in-depth and critical understanding of the indications and complications of injectable devices used in aesthetic medicine
- Demonstrate a critical understanding of the nature and value of different research approaches, designs and methods as applied to injectable devices.
- Systematically and critically examine hierarchies of research evidence that inform and underpin aesthetic practice
- Demonstrate an in-depth critical understanding of the requirements for, stages of and limitations of informed consent when offering treatment with injectable devices
- Discuss through critical appraisal the regulatory issues and indemnity required for the safe practice of injectable devices
Intellectual skills
By the end of this Unit students should be able to:
- Demonstrate an in-depth and critical understanding of service user and carer perspectives and apply these to their practice
- Demonstrate the ability to critically appraise and apply the evidence base for the range of injectable devices used in aesthetic practice.
- Demonstrate and defend sound clinical judgements for the management of patients undergoing treatments with injectable devices
- Construct sound arguments and rationales for the use of injectable devices in aesthetic medical practice based on a critical synthesis of current research, policy, theoretical dimensions and service user and carer perspectives.
- Consider critically a variety of established techniques and methods of research and enquiry and how they relate to the advancement of evidence based aesthetic medical knowledge and practice.
Practical skills
By the end of this Unit students should be able to:
- Manage and advance their own practice in accordance with professional, ethical, legal and policy frameworks
- Apply a critical evidence based approach to assess both clinically and psychologically a patient requesting treatment with injectable devices including botox, fillers and lipolysis
- Utilise appropriate basic science knowledge, theoretical models and concepts to advise patient’s towards the most appropriate management strategies
- Through effective partnership working, contribute to the implementation and evaluation of a range of evidence based strategies and interventions to promote and enhance high quality care for patients undergoing treatment with injectable devices
- Develop therapeutic relationships with individuals (and where appropriate care givers) that enable them to be purposefully involved in a partnership of care based on appropriate values and processes
- Demonstrate sensitivity, awareness and advanced skills in the process of engaging with people seeking advice for skin ageing
- Utilise core skills in aesthetic medical practice to undertake and record systematic, accurate and comprehensive assessments of the needs of individual patients
- Utilise appropriate theoretical frameworks and evidence-based constructs to assess, examine and formulate management plans for patients undergoing skin rejuvenation procedures
Transferable skills and personal qualities
By the end of this Unit students should be able to:
- Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals
- Effectively utilise information technology/health informatics
- Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice
- Work co-operatively and effectively with others as a member of a team
- Reflect on their own academic, clinical and managerial performance and utilise strategies to improve these
- Use logical and systematic approaches to problem-solving and decision-making
Assessment methods
| Method | Weight |
|---|---|
| Written assignment (inc essay) | 80% |
| Set exercise | 20% |
Teaching staff
| Staff member | Role |
|---|---|
| Tamara Griffiths | Unit coordinator |
BIOL67500: Personal and Professional Portfolio 1
| Unit code | BIOL67500 |
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master’s degree or fourth year of an integrated master’s degree |
| Teaching period(s) | Full year |
| Offered by | School of Biological Sciences |
| Available as a free choice unit? | No |
Overview
This course unit introduces students to the principles that guide reflective practice, to develop their own reflective skills by maintaining a portfolio and encourage enquiry based learning. Students will be required to maintain a portfolio throughout each of the first two years collecting evidence related to the other six modules that contribute to the Diploma in Skin Ageing and Aesthetic Medicine.
Pre/co-requisites
Compulsory Co-requisite: BIOL67501 Fundamentals of Skin Ageing
Compulsory Co-requisite: BIOL67510 Skin Rejuvenation
Compulsory Co-requisite: BIOL67502 Injectables in Aesthetic Medicine
Aims
The unit aims to equip students with an in-depth understanding of reflection as a tool to aid learning, enhance professional skills and improve their own practice.
Learning outcomes
By the end of this Unit students should be able to:
- Apply the theory of portfolio recording to develop a comprehensive record of the students learning and development through the course
- Critically examine your own learning, areas for improvement and development for your personal development plan
- Critically explore a range of strategies to record your learning throughout the course
- To recognise and encourage the autonomous and reflective learning is an integral part of professional development
- To consolidate the connection between theory and practice
- To develop a model for lifelong learning and continuing professional development
- Develop skills in writing and formulating clear and relevant evidence of learning from a range of different contexts
- Write coherent and well-justified portfolio reflections to identify and address areas for improvement in learning for all course units 1-8
Teaching and learning methods
The unit will be taught over the entire first year in parallel with units 1-3. Though the unit is primarily delivered on-line, in addition students will present examples of portfolio work in face to face tutorials. The unit will be taught using a resource based approach in which students will engage critically with on-line materials developed for the purpose, including online discussions with students and staff. Directed study components will comprise additional exercises and specified reading.
Knowledge and understanding
By the end of this Unit students should be able to:
- Apply the theory of portfolio recording to develop a comprehensive record of the students learning and development through the course
- Critically examine your own learning, areas for improvement and development for your personal development plan
- Critically explore a range of strategies to record your learning throughout the course
Intellectual skills
By the end of this Unit students should be able to:
- Recognise and encourage the autonomous and reflective learning as an integral part of professional development
- Consolidate the connection between theory and practice;
- Develop a model for lifelong learning and continuing professional development.
Practical skills
By the end of this Unit students should be able to:
- Develop skills in writing and formulating clear and relevant evidence of learning from a range of different contexts
- Write coherent and well-justified portfolio reflections to identify and address areas for improvement in learning for all course units 1-8
Transferable skills and personal qualities
By the end of this Unit students should be able to:
- Critically reflect on their own academic performance and utilise a range of strategies to improve these and overcome any particular difficulties.
- Further develop and enhance skills in effective communication to a range of audiences in a variety of settings.
- Demonstrate skills in working collegiately and effectively with others as a member of a team
- Effectively utilise information technology / health informatics
- Utilise skills in systematic and creative approaches to problem-solving and decision-making in relation to complex issues
Assessment methods
| Method | Weight |
|---|---|
| Portfolio | 80% |
| Oral assessment/presentation | 20% |
Teaching staff
| Staff member | Role |
|---|---|
| Mark Farrar | Unit coordinator |
BIOL67530: Lasers in Aesthetic Medicine
| Unit code | BIOL67530 |
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master’s degree or fourth year of an integrated master’s degree |
| Teaching period(s) | Semester 2 |
| Offered by | School of Biological Sciences |
| Available as a free choice unit? | No |
Overview
This module will be skills orientated and focus on evidence-based approaches to assessing and appropriately managing patients undergoing treatment with laser devices used in aesthetic practice. Students will develop sound critical analysis skills through e-learning, discussion forums and expert led tutorials.
Through hands on clinical workshops students will be guided through these techniques and encouraged to utilise critical thinking skills to demonstrate in-depth understanding of latest research and practice in this topic area to offer high quality patient centred care.
Pre/co-requisites
Compulsory Pre-requisite: BIOL67501 Fundamentals of Skin Ageing
Compulsory Pre-requisite: BIOL67510 Skin Rejuvenation
Compulsory Pre-requisite: BIOL67502 Injectables in Aesthetic Medicine
Compulsory Pre-requisite: BIOL67500 Personal and Professional Portfolio 1
Compulsory Co-requisite: BIOL61450 Personal and Professional Portfolio 2
Aims
- Equip students with in-depth knowledge, understanding and skills in a range of evidence-based approaches to the assessment, formulation and management of laser devices in aesthetic medicine.
- Enhance best practice and maintain standards for laser treatments of aesthetic problems.
Learning outcomes
By the end of this Unit students should be able to:
- Demonstrate an in-depth, critical understanding of facial anatomy and morphology of ageing changes
- Demonstrate an in-depth, critical understanding of bio-medical concepts and perspectives related to the use of laser devices:PDL, ablative lasers, pigment specific devices, fractional ablative and non-ablative lasers, and lasers for hair reduction.
- Demonstrate an in-depth and critical understanding of the variety, mechanisms of action, safety and efficacy profiles of laser devices used in aesthetic practice
- Demonstrate an in-depth and critical understanding of the patient assessment, indications and complications of laser devices used in aesthetic medicine
- Utilise appropriate theoretical frameworks and evidence-based constructs to assess, examine and formulate management plans for patients undergoing laser procedures
- Assess, explain and manage common and serious side effects and contraindications of treatment with laser devices to patients and if necessary their relatives
- Construct sound post treatment review and assessment plans based on an in depth knowledge of patients emotional and physical needs
Teaching and learning methods
The teaching and learning for this unit takes place over one semester. Learning methods utilised involve a blend of both online learning and face to face lectures/seminars and workshops. On line components will require students to engage with on-line materials developed for the purpose, including video clips of interviews with researchers, interactive demonstrations and guided activities.Directed study components comprise additional exercises and specified reading related to each session/seminar.
Knowledge and understanding
By the end of this Unit students should be able to:
- Demonstrate an in-depth, critical understanding of facial anatomy and morphology of ageing changes
- Demonstrate an in-depth, critical understanding of bio-medical concepts and perspectives related to the use laser devices: PDL, ablative lasers, pigment specific devices, fractional ablative and non ablative lasers, and lasers for hair reduction.
- Critically appraise frameworks for safe and competent practice including effective communication.
- Display a critical understanding of evidence based approaches to assess both clinically and psychologically a patient requesting treatment with laser devices
- Demonstrate an in-depth and critical understanding of the variety, mechanisms of action, safety and efficacy profiles of laser devices used in aesthetic practice
- Demonstrate an in-depth and critical understanding of the indications and complications of laser devices used in aesthetic medicine
- Demonstrate a critical understanding of the nature and value of different research approaches, designs and methods as applied to laser devices.
- Systematically and critically examine hierarchies of research evidence that inform and underpin aesthetic practice
- Demonstrate an in-depth critical understanding of the requirements for, stages of and limitations of informed consent when offering treatment with laser devices
- Discuss through critical appraisal the regulatory issues and indemnity required for the safe practice of laser devices
Intellectual skills
By the end of this Unit students should be able to:
- Demonstrate an in-depth and critical understanding of service user and carer perspectives and apply these to their practice
- Demonstrate the ability to critically appraise and apply the evidence base for the range of laser devices used in aesthetic practice
- Demonstrate and defend sound clinical judgements for the management of patients undergoing treatments with laser devices
- Construct sound arguments and rationales for the use of laser devices in aesthetic medical practice based on a critical synthesis of current research, policy, theoretical dimensions and service user and carer perspectives
- Consider critically a variety of established techniques and methods of research and enquiry and how they relate to the advancement of evidence based aesthetic medical knowledge and practice
Practical skills
By the end of this Unit students should be able to:
- Manage and advance their own practice in accordance with professional, ethical, legal and policy frameworks
- Apply critical evidence based approaches to assess both clinically and psychologically a patient requesting treatment with laser devices including PDL, ablative lasers. etc
- Utilise appropriate basic science knowledge, theoretical models and concepts to advise patient’s towards the most appropriate management strategies
- Through effective partnership working, contribute to the implementation and evaluation of a range of evidence based strategies and interventions to promote and enhance high quality care for patients undergoing treatment with laser devices
- Develop therapeutic relationships with individuals (and where appropriate care givers) that enable them to be purposefully involved in a partnership of care based on appropriate values and processes
- Demonstrate sensitivity, awareness and advanced skills in the process of engaging with people seeking advice for skin ageing
- Utilise core skills in aesthetic medical practice to undertake and record systematic, accurate and comprehensive assessments of the needs of individual patients
- Utilise appropriate theoretical frameworks and evidence-based constructs to assess, examine and formulate management plans for patients undergoing laser procedures
- Assess, explain and manage common and serious side effects and contraindications of treatment with laser devices to patients and if necessary their carers/ relatives
- Construct sound post treatment review and assessment plans based on an in depth knowledge of patients emotional and physical needs
Transferable skills and personal qualities
By the end of this Unit students should be able to:
- Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals
- Effectively utilise information technology/health informatics
- Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice
- Work co-operatively and effectively with others as a member of a team
- Reflect on their own academic, clinical and managerial performance and utilise strategies to improve these
- Use logical and systematic approaches to problem-solving and decision-making
Assessment methods
| Method | Weight |
|---|---|
| Other | 20% |
| Written exam | 0% |
| Written assignment (inc essay) | 80% |
The unit is assessed by a written assignment, a group wiki, and a multiple choice Core of Knowledge assessment marked on a pass/fail basis.
Teaching staff
| Staff member | Role |
|---|---|
| Vishal Madan | Unit coordinator |
BIOL67540: Invasive Aesthetic Medicine
| Unit code | BIOL67540 |
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master’s degree or fourth year of an integrated master’s degree |
| Teaching period(s) | Semester 1 |
| Offered by | School of Biological Sciences |
| Available as a free choice unit? | No |
Overview
This course unit introduces students to the principles that guide invasive aesthetic surgical practice and identify patients requiring referral to colleagues performing such techniques.
Pre/co-requisites
Compulsory Pre-requisite: BIOL67501 Fundamentals of Skin Ageing
Compulsory Pre-requisite: BIOL67510 Skin Rejuvenation
Compulsory Pre-requisite: BIOL67502 Injectables in Aesthetic Medicine
Compulsory Pre-requisite: BIOL67500 Personal and Professional Portfolio 1
Compulsory Co-requisite: BIOL61450 Personal and Professional Portfolio 2
Aims
The unit aims to equip students with the ability to apply their knowledge of common invasive aesthetic procedures to advise and support patients seeking consultation for aesthetic problems. To work with invasive aesthetic practitioners to improve patient care pathways and ensure evidence based safe and high quality care for their patients.
Learning outcomes
By the end of this Unit students should be able to:
- Demonstrate a critical understanding of bio-medical concepts and perspectives related to the following invasive aesthetic procedures:
Facial:
- Facelift
- Neck lift
- Blepharoplasty
- Rhinoplasty
- Brow lift
- Autologous fat transfer
- Ear Correction
Breast:
- Breast Augment
- Mastopexy/Reduction
- Autologous fat transfer
- Augment revision
- Breast Asymmetry
Body:
- Body lift
- Abdominoplasty
- Liposuction
- Arm lift
- Thigh lift
- Critically appraise frameworks for safe and competent practice including effective communication
- Display a critical understanding of evidence based approaches to assess both clinically and psychologically a patient requiring invasive aesthetic treatment
- Demonstrate an in-depth and critical understanding of the indications for the listed invasive aesthetic procedures differentiating between office based, minor, intermediate and major surgical procedures
- Construct sound arguments and rationales for referral of patients for invasive surgical procedures based on a critical synthesis of current research, policy and service user perspectives
Teaching and learning methods
The unit will be taught over the second year of the programme.Though the unit is delivered on line and through face-face seminars with leading experts. The unit will be taught using a resource based approach in which students will engage critically with on-line materials developed for the purpose, including a series of video clips with leading experts, interactive demonstrations and activities, online discussions with students and staff. Directed study components will comprise additional exercises and specified reading related to each on line session.
Knowledge and understanding
By the end of this Unit students should be able to:
- Demonstrate a critical understanding of bio-medical concepts and perspectives related to the following invasive aesthetic procedures:
Facial:
- Facelift
- Neck lift
- Blepharoplasty
- Rhinoplasty
- Brow lift
- Autologous fat transfer
- Ear Correction
Breast:
- Breast Augment
- Mastopexy/Reduction
- Autologous fat transfer
- Augment revision
- Breast Asymmetry
Body:
- Body lift
- Abdominoplasty
- Liposuction
- Arm lift
- Thigh lift
- Critically appraise frameworks for safe and competent practice including effective communication
- Display a critical understanding of evidence based approaches to assess both clinically and psychologically a patient requiring invasive aesthetic treatment
- Demonstrate an in-depth and critical understanding of the indications for the listed invasive aesthetic procedures differentiating between office based, minor , intermediate and major surgical procedures
- Demonstrate a critical understanding of the nature and value of different research approaches, designs and methods as applied to laser devices
- Systematically and critically examine hierarchies of research evidence that inform and underpin aesthetic practice
- Demonstrate an in-depth critical understanding of the requirements for, stages of and limitations of informed consent when offering treatment with laser devices
- Discuss through critical appraisal the regulatory issues and indemnity required for the safe practice of invasive aesthetic surgery
Intellectual skills
By the end of this Unit students should be able to:
- Demonstrate an in-depth and critical understanding of service user and carer perspectives and apply these to their practice
- Demonstrate the ability to critically appraise and apply the evidence base for the range of laser devices used in aesthetic practice
- Demonstrate and defend sound clinical judgements for the management of patients requiring invasive surgical procedures
- Construct sound arguments and rationales for referral of patients for invasive surgical procedures based on a critical synthesis of current research, policy and service user and carer perspectives
- Consider critically a variety of established techniques and methods of research and enquiry and how they relate to the advancement of evidence based invasive aesthetic medical knowledge and practice
Practical skills
By the end of this Unit students should be able to:
- Manage and advance their own practice in accordance with professional, ethical, legal and policy frameworks
- Apply critical evidence based approaches to assess both clinically and psychologically a patient requesting invasive aesthetic procedures
- Utilise appropriate basic science knowledge, theoretical models and concepts to advise patient’s towards the most appropriate management strategies
- Through effective partnership working, contribute to the implementation and evaluation of a range of evidence based strategies and interventions to promote and enhance high quality care for patients requiring
- Develop therapeutic relationships with individuals (and where appropriate care givers) that enable them to be purposefully involved in a partnership of care based on appropriate values and processes
- Demonstrate sensitivity, awareness and advanced skills in the process of engaging with people seeking advice for skin ageing
- Utilise core skills in aesthetic medical practice to undertake and record systematic, accurate and comprehensive assessments of the needs of individual patients
- Utilise appropriate theoretical frameworks and evidence-based constructs to; assess, examine and formulate management plans for patients undergoing laser procedures
- Assess, explain and manage common and serious side effects and contraindications of treatment with laser devices to patients and if necessary their carers/ relatives
- Construct sound post treatment review and assessment plans based on an in depth knowledge of patients emotional and physical needs
Transferable skills and personal qualities
By the end of this Unit students should be able to:
- Critically reflect on their own academic performance and utilise a range of strategies to improve these and overcome any particular difficulties
- Further develop and enhance skills in effective communication to a range of audiences in a variety of settings
- Demonstrate skills in working collegiately and effectively with others as a member of a team
- Effectively utilise information technology / health informatics
- Utilise skills in systematic and creative approaches to problem-solving and decision-making in relation to complex issues
Assessment methods
| Method | Weight |
|---|---|
| Other | 40% |
| Written assignment (inc essay) | 60% |
This unit is assed by a written assignment and an anatomical SPOT assessment.
Teaching staff
| Staff member | Role |
|---|---|
| Gary Ross | Unit coordinator |
BIOL61432: Research Methods & Governance
| Unit code | BIOL61432 |
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master’s degree or fourth year of an integrated master’s degree |
| Teaching period(s) | Semester 2 |
| Offered by | School of Biological Sciences |
| Available as a free choice unit? | No |
Overview
This course unit introduces students to the principles that guide identification of researchable questions, formulation of appropriate research designs and methods. The course unit will emphasise the potential for qualitative and quantitative approaches to be complementary as well as exploring their distinctive features.
Pre/co-requisites
Compulsory Pre-requisite: BIOL67501 Fundamentals of Skin Ageing
Compulsory Pre-requisite: BIOL67510 Skin Rejuvenation
Compulsory Pre-requisite: BIOL67502 Injectables in Aesthetic Medicine
Compulsory Pre-requisite: BIOL67500 Personal and Professional Portfolio 1
Compulsory Pre-requisite: BIOL67530 Lasers in Aesthetic Medicine
Compulsory Pre-requisite: BIOL67500 Invasive Aesthetic Medicine
Compulsory Co-requisite: BIOL61450 Personal and Professional Portfolio 2
Aims
The unit aims to:
Equip students with an in-depth understanding of research design principles and the methods used in a range of study designs
Enable students to formulate timely and coherent research questions/hypotheses which are relevant to aesthetic practice
To apply clinical governance to their aesthetic practice to continuously improve personal and professional standards
Learning outcomes
By the end of this Unit students should be able to:
- Critically evaluate the strengths and weaknesses of a range of qualitative, quantitative and mixed research designs (including those used in the development and evaluation of complex interventions)
- Critically examine methods of sampling, data collection, including issues of reliability and validity, in qualitative and quantitative research
- Critically explore a range of analytic strategies used to handle, interpret and present qualitative and quantitative data
- Formulate appropriate research questions; objectives and hypotheses relevant to aesthetic practice
- Select with rationale, appropriate designs and methods to answer research questions
- Critically consider how methodological principles should be operationalized in a proposed research study
- Critically reflect on their own academic performance and utilise a range of strategies to improve these and overcome any particular difficulties
- Develop and apply practical understanding of clinical governance, medicolegal boundaries and regulations in aesthetic medicine
- Further develop and enhance skills in effective communication to a range of audiences in a variety of settings
- Demonstrate skills in working collegiately and effectively with others as a member of a team
- Effectively utilise information technology / health informatics
- Utilise skills in systematic and creative approaches to problem-solving and decision-making in relation to complex issues
- Develop skills in writing and formulating clear and relevant research questions/hypotheses
- Write coherent and well-justified research proposals which address problems/issues relevant to health and social care research
Teaching and learning methods
The unit will be taught over one semester. Though the unit is primarily delivered on-line, students will be offered the option of either on-line or face-face seminar components. The unit will be taught using a resource based approach in which students will engage critically with on-line materials developed for the purpose, including a series of video clips of interviews with researchers, interactive demonstrations and activities, online discussions with students and staff. Directed study components will comprise additional exercises and specified reading related to each on line session.
Assessment methods
| Method | Weight |
|---|---|
| Other | 20% |
| Written assignment (inc essay) | 60% |
| Set exercise | 20% |
This unit is assessed by a group wiki, a written assignment and a poster assignment.
Teaching staff
| Staff member | Role |
|---|---|
| Helen Graham | Unit coordinator |
BIOL61450: Personal and Professional Portfolio 2
| Unit code | BIOL61450 |
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master’s degree or fourth year of an integrated master’s degree |
| Teaching period(s) | Full year |
| Offered by | School of Biological Sciences |
| Available as a free choice unit? | No |
Overview
This course unit develops further the principles of portfolio as a tool to maintain and encourage autonomous professional development.
Pre/co-requisites
Compulsory Pre-requisite: BIOL67501 Fundamentals of Skin Ageing
Compulsory Pre-requisite: BIOL67510 Skin Rejuvenation
Compulsory Pre-requisite: BIOL67502 Injectables in Aesthetic Medicine
Compulsory Pre-requisite: BIOL67500 Personal and Professional Portfolio 1
Compulsory Co-requisite: BIOL67530 Lasers in Aesthetic Medicine
Compulsory Co-requisite: BIOL67500 Invasive Aesthetic Medicine
Compulsory Co-requisite: BIOL61432 Research Methods and Governance
Aims
The unit aims to:
Equip students with an in-depth understanding of reflection as a tool to aid learning, enhance professional skills and improve their own practice.
Learning outcomes
By the end of this Unit students should be able to:
- Apply the theory of portfolio recording to develop a comprehensive record of the student’s learning and development through the course
- Critically examine your own learning, areas for improvement and development for your personal development plan
- Critically explore a range of strategies to record your learning throughout the course
- To recognise and encourage the autonomous and reflective learning is an integral part of professional development
- To consolidate the connection between theory and practice
- To develop a model for lifelong learning and continuing professional development
- Develop skills in writing and formulating clear and relevant evidence of learning from a range of different contexts
- Write coherent and well-justified portfolio reflections to identify and address areas for improvement in learning for all course units 1-8
- Critically reflect on their own academic performance and utilise a range of strategies to improve these and overcome any particular difficulties
- Further develop and enhance skills in effective communication to a range of audiences in a variety of settings
- Demonstrate skills in working collegiately and effectively with others as a member of a team
- Effectively utilise information technology / health informatics
- Utilise skills in systematic and creative approaches to problem-solving and decision-making in relation to complex issues
Teaching and learning methods
The unit will be taught over the entire second year in parallel with units 5-7. Though the unit is primarily delivered on-line, in addition students will present examples of portfolio work in face to face tutorials. The unit will be taught using a resource based approach in which students will engage critically with on-line materials developed for the purpose, including online discussions with students and staff. Directed study components will comprise additional exercises and specified reading.
Assessment methods
| Method | Weight |
|---|---|
| Portfolio | 80% |
| Oral assessment/presentation | 20% |
Teaching staff
| Staff member | Role |
|---|---|
| Mark Farrar | Unit coordinator |
Dissertations
The dissertation is worth 60 credits of the MSc and represents 100% of your third year of study.
It is an extended, original piece of written work which will require enhanced analysis, and critical thinking to focus on a specialist area of interest associated with aesthetic practice. It is designed to enhance evidence-based skills and enable you to critically evaluate the complex relationship between research, policy, theory and practice required for future leaders in the field of non-invasive aesthetic medicine. This unit will build on previous knowledge from the Diploma and offer additional teaching to apply knowledge of research methods to the dissertation. Dissertation topics are designed to be completed within one year (for example: analysis of existing data sets, systematic review, or through joining an approved existing research study). Unless formal systematic review or metaanalytic approaches are used, a literature review without reporting original observed data will not be sufficient. The dissertation length should be between 10,000 and 15,000 words.
Supervisor
All students at dissertation level are allocated a Supervisor. Briefly, the responsibilities of the Supervisor include: giving guidance about the nature of research and the standard expected; the planning of the research programme; and pointing the Student towards relevant literature and other sources of information.
The relationship between the Student and his/her Supervisor is of central importance. Both the Student and the Supervisor have a responsibility to ensure that the dissertation is completed within the prescribed period of the programme. Supervisors and students should establish at their initial meeting clear and explicit expectations of each other in order to minimise the risks and problems of misunderstanding, inadequate supervision and unsatisfactory work.
Progress monitoring meetings must be closely documented. It should be noted that in some instances students may be jointly supervised by staff, and be assigned a principal and second supervisor.
If you have any queries or concerns at any time during your period of study, there is a range of people you can approach:
- The Programme Administration Team
- Postgraduate Taught Education Support Manager
- Your Supervisor
- Programme Directors
- Postgraduate Taught Director
Supervisory Arrangements
You will be provided with a choice of dissertation titles and asked to submit an expression of interest form which ranks your preference for each topic. Following the allocation of your Dissertation title you will also be allocated a Supervisor who you will meet face to face at the beginning of the year.
Your supervisor will then offer you guidance at monthly intervals throughout the year amounting to 20 contact hours. Supervision contact may be conducted face to face, via email, telephone or Skype etc. or by a mixture of all these methods.
The discussion points and actions from each monthly meeting must be documented by completing the ‘Attendance and Engagement’ forms which are available online.
Programme Management
The programme is managed and operated in accordance with the policies, principles, regulations and procedures of The University of Manchester.
The Programme Directors, have day-to-day responsibility for the management of the programmes and are assisted by the Programme Administration Team.
Programme Committee
The Programme Committee meet 3 times a year. The committee’s functions and responsibilities are to maintain the standards of teaching, to evaluate and revise the programme in the light of feedback, to monitor student progression and to provide a forum for discussion between the University and the students.
The Programme Committee reviews the annual monitoring report and acts on recommendations arising from the annual monitoring process.
The membership of the Programme Committee includes: the Programme Directors; the Programme Administration Team; Teaching Staff and Student Representatives.
The Programme Committee report to the Consortium and School PGT Committee.
Visa Requirements
When attending the University to study in person you must hold a visa that permits study. The residential days you are required to attend for the MSc Skin Ageing and Aesthetic Medicine count as study. We are able to provide a visa support letter on request.
The University is required to hold a record of your visa. You therefore must take your passport and visa to the Student Services Centre onsite at the beginning of each residential to comply with legislation.
It is your responsibility to ensure you apply for the correct type of visa. If you require any assistance, please contact the Student Immigration Team:
Email: visa@manchester.ac.uk
Phone: +44 (0) 161 275 5000
Recording Lectures
Please do not assume you can record lectures with a voice recorder or similar device. If you wish to record a lecture or other teaching session, ensure you obtain the prior permission of the lecturer. You may not share any recordings with any other person (including by electronic media) without first being given specific permission by the lecturer.
External Examiner
The External Examiner for this programme is Jeyaram Srinivasan who is based at Royal Preston Hospital.
Please note that it is for information only and 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 Administrator in the first instance.
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.”
Progress and Assessment
Deadlines for Assessed Work
All assessed work must be handed in at the prescribed time. Dates will be published in advance of the deadline. We recommend that you transfer these dates to your diaries as soon as they are published.
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.
Submitting your work
All assignments must be submitted electronically. The published deadlines for assessments all relate to the electronic submission which is completed via Blackboard, using the Turnitin system in the majority of cases. You must submit by the deadline advertised in your timetable/assessment handbook.
- Submitting an electronic copy of the work
- Log onto Blackboard via My Manchester
- Click on the relevant course unit
- Go to assessment folder
- Upload your assignment via the Turnitin process
Turnitin
The University uses electronic systems for the purposes of detecting plagiarism and other forms of academic malpractice and for marking. Such systems include Turnitin, the plagiarism detection service used by the University.
The School also reserves the right to submit work handed in by you for formative or summative assessment to Turnitin 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.
Please note that you can only upload one document so you cannot save your references/appendices as a separate document.
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.
Extensions to Assignment Deadlines
On rare occasions students may need to request an extension to a coursework deadline due to circumstances beyond their control. If you need to request an extension to your assignment submission deadline then you must submit an extension request form which must be accompanied by supporting evidence (medical letters, certificates or other appropriate evidence). The supporting evidence must justify the length of the requested extension.
The extension request form is available via the Student Support Team (studentsupport.sbspgt@manchester.ac.uk).
The form should be submitted as soon as possible before the coursework deadline and should be submitted to the Student Support Team.
It is your responsibility to ensure that your request has been received.
You will be notified of the outcome of your request via email as soon as possible. Please note that an extension to a deadline is classed as mitigation. Mitigation can only be applied once to a piece of work. i.e. you cannot have an deadline extension and also apply for mitigation for poor performance due to the same circumstances.
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:
Policy on the Submission of Work for Summative Assessment on Taught Programmes
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 procedures and penalties for dealing with academic malpractice are covered by the same regulation as apply to Conduct and Disciple of Students (Regulation XVII).
You are responsible for ensuring that you understand what academic malpractice is, and how to avoid committing it. If you are unsure, ask your lecturer or academic advisor.
As further support for students, the Faculty of Biology, Medicine and Health has developed an Introductory Course. This unit must be completed by all postgraduate taught students and will allow you to test your understanding of what constitutes plagiarism and academic malpractice. You can access the resource via Blackboard. Log in to My Manchester and click on the Blackboard tab. The online resource will be listed under the My Communities heading. The module should be completed as soon as possible after you begin your programmes, but must be completed before you submit your first piece of academic work for assessment.
Feedback for Assessments
The purpose of feedback is to provide constructive comments so that you can improve the standard of your work. Thus, in addition to marks you will receive written feedback on most of your assessed coursework.
Marks awarded for your assessments (i.e. everything which contributes to your final degree classification) are subject to ratification by the examination board and the external examiner at the awarding examination meeting. Consequently all marks given before the final examiners’ meeting has taken place must be regarded as provisional. Shortly after the examinations meetings we will publish results and a breakdown of your marks. These will remain provisional until after the final examination board has met.
The marking process involves several steps to ensure appropriate academic consideration and quality assurance processes have been adhered to. Students will be notified by email once the work has been marked and grades are available. We will endeavour to mark work and give feedback to students 15 working days after the hand-in date. However, occasionally there may be delays as a result of staff illness or other unforeseeable factors. In these circumstances, you will be kept informed of this.
Following graduation you may obtain a detailed official written account of all your examination results (called a transcript) from the Student Services Centre on payment of a small fee. This carries the University stamp and is recognised for such purposes as admission to a further course of study at another institution, membership of professional bodies, exemption from sections of professional examinations etc. If you need an official transcript, contact the SSC on 0161 275 5000.
Unofficial transcripts can be provided by the PGT Assessments Team.
How To Find Your Marks
Once work has been marked and moderated you will receive an email from the programme administrator to tell you that the marks have been released. Work submitted via Blackboard will usually show a mark along with feedback on the Blackboard system.
You can also access marks by logging into your My Manchester account and going to My Services/Self Service and Student Centre. You can choose ‘Assignments’ from the drop down box and choose the relevant unit. Your Final mark for the unit does not appear until the unit is fully completed and marks have been through an exam board.
Examinations
Examinations may be scheduled at any point during the academic year. The Assessments Team will provide you with details on when examinations will be scheduled. Please be aware that you may be tested on any topic from within a unit. Do not presume that because a piece of coursework has covered one area of a unit that it will not also appear in the exam. More details will be provided by the individual unit leads. Past papers for some units (where appropriate) are available online:
Do not assume that exams will take the same format as previous years. Academic staff should not indicate what will/ will not feature in an exam as this may not be accurate. Staff may have submitted questions that may not, necessarily, appear on the final exam paper. You should presume that anything can appear on the exam paper unless informed officially by the Assessments Team or Programme Directors.
Students are expected to attend all scheduled examinations. If for any unforeseen circumstances you experience any issues in attending, you must report this to the Programme Administration Team/Programme Director who may recommend that you submit a Mitigating Circumstances application.
Student Representation and Feedback
Election of Student Representative
At the beginning of the year you will be asked to elect a student representative. The student representative will be invited to attend the Programme Committees for parts of the meeting that do not involve discussion of individual students and the assessments. The student representative should make students’ views known to the programme management. In addition, they should report any relevant information back to the students.
Feedback from/to students
The University has a Policy on Feedback to Undergraduate and Postgraduate Taught Students in relation to the timely provision of feedback for academic progression.
Students will also have the opportunity to feedback their thoughts on the programme via a series of anonymous evaluation forms. Student feedback questionnaires will be made available via the Module Leads at the end of each module. The information will then be collated to assess the performance level of the programme. It is expected that every student will complete these forms. These feedback questionnaires are produced by the programme and allow students to comment on specific aspects of the organisation and delivery of the taught modules. The information obtained is collated and discussed during the next Programme Committee meeting. The quality of teaching on the programme is monitored in part by student feedback. Thus it is very important that you make your views, good and bad, known.
At the end of each semester, you will be asked to complete an anonymous University generated online evaluation form. This is known as a Unit Survey and will address more general issues with the information obtained being used to inform the teaching strategy of the Faculty/University. You will also receive a Postgraduate Taught Unit Survey form at the end of the semester. Again all students are expected to complete these surveys.
University Regulations
Postgraduate Degree Regulations and exemptions
Please be aware that the MSc Skin Ageing and Aesthetic Medicine programme has some higher requirements to the University degree regulations and details of these are outlined below:
The programme employs a 50% pass rate across all levels & pathways (i.e. PGDip/MSc).
Due to the professional nature of the programme, the units below will include a clinical practical assessment which though are weighted at zero percent of their relevant course unit mark require a pass at either first or second attempt to progress.
- BIOL67510 (Skin Rejuvenation)
- BIOL67502 (Injectables in Aesthetic Medicine)
- BIOL67530 (Lasers in Aesthetic Medicine)
The programme does not permit the award of Postgraduate Certificate as an entry or exit route.
The University Postgraduate degree regulations can be found online:
In order to progress to the dissertation/research project you must have satisfactorily achieved the relevant pass mark in taught course units, including by use of resit and/or compensation as outlined in the degree regulations, in order to continue to this element of the programme.
Ethics Procedures
The nature of your programme and/or project work may require ethical approval.
It is your responsibility to ensure that you have followed the correct ethical procedures, and that you have done this in good time.
Speak to your Supervisor or Programme Director at the earliest opportunity to ascertain whether ethical approval is required.
Student Support and Guidance
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 https://www.staffnet.manchester.ac.uk/tlso/academic-appeals-complaints-and-misconduct/
- 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/
The University Library has produced online resources to help students in avoiding plagiarism and academic malpractice at:
Students thinking of submitting a formal complaint should, in most instances, attempt informal resolution first. Students can submit complaints to the Head of Teaching, Learning & Student Experience, Kerry Mycock (kerry.mycock@manchester.ac.uk), for the School to respond to.
Mitigating Circumstances
Grounds for mitigation are unforeseeable or unpreventable circumstances that could have, or did have, a significant adverse effect on the academic performance of a student. Possible mitigating circumstances include:
- significant illness or injury;
- the death or critical/significant illness of a close family member/dependant;
- significant family crises or major financial problems leading to acute stress; and
- absence for public service e.g., jury service.
Circumstances that will not normally be regarded as grounds for mitigation include:
- holidays, moving house and events that were planned or could reasonably have been expected;
- assessments that are scheduled close together;
- misreading the timetable or misunderstanding the requirements for assessments;
- inadequate planning and time management;
- failure, loss or theft of a computer or printer that prevents submission of work on time; students should back up work regularly and not leave completion so late that they cannot find another computer or printer;
- consequences of paid employment (except in some special cases for part-time students);
- exam stress or panic attacks not diagnosed as illness or supported by medical evidence; and
- disruption in an examination room during the course of an assessment which has not been recorded by the invigilators.
If you feel there are circumstances in which you may be adversely affecting your performance on the course or in examinations, you should inform your Programme Director and/or Academic Advisor as soon as possible.
You can then complete a Mitigating circumstances form which can be sent to you by the Programme Administration Team. Requests must be accompanied by appropriate, independent, third-party supporting or collaborative documentation, which will be subject to verification.
If the information, and details of the mitigating circumstances, are considered to be highly confidential, you should submit these in a sealed envelope attached to the Notification of Mitigating Circumstances Form, together with the supporting documentary evidence. Mitigating Circumstances Panels have full regard for the confidentiality of any application they receive.
Mitigating Circumstances forms and evidence must be submitted before the release of any results deemed affected i.e. cannot be submitted once the mark and feedback for the piece of work deemed affected have been released to students. Retrospective mitigation cannot be considered without a credible and compelling reason for not being submitted earlier.
A mitigating circumstances panel will meet to discuss any requests for mitigation. The Panel will determine whether there is substantiated evidence of circumstances eligible for mitigation. It will then decide whether the circumstances will have had or could have had an adverse effect on the student's performance, and, if so, it will judge how significant the effect was likely to have been. If the Mitigating Circumstances Panel judges that the effect was or would have been significant, the mitigation request will be approved. Mitigation requests may be approved for a specific assessment or more general impairment over a number of assessments, or for both. If a mitigation request is approved, this will be noted at the Examination Board who will determine how to apply it, given the student's assessment results.
Following the Examination Board students will receive confirmation of the outcome of their mitigation request.
Interruptions/Withdrawals
Interruptions
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.
Students should also provide documentary evidence when appropriate, for example, doctor’s letter, sick note etc.
An application must be submitted to the Programme Director who will either support or reject the request. The form will then be submitted for consideration to the School Interruptions Panel who will make the final decision.
The forms required for formal application are available from the Programme Administration Team.
Withdrawals
Students who are considering withdrawing from the programme should discuss this either with the Programme Director and, if in their dissertation year, with their research supervisor, and make the application by formal letter.
Students may liaise directly with the Programme Administration Team who will communicate this information directly to the Fees and Records Departments of the University.
Occupational Health
Occupational Health 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.
The service provides confidential services to protect the health of staff and students at The University of Manchester.
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.
Fitness to Practise
Postgraduate students at The University of Manchester who are qualified health or social care professionals (e.g. doctor, dentist, nurse, social worker) registered by a healthcare or social care regulatory body (e.g. General Medical Council, General Dental Council, Nursing & Midwifery Council, Social Care Council) are expected to behave at all times in a way that is consistent with the recommendations or code of practice of the relevant professional regulatory body.
Postgraduate students need to be aware that in the event of misconduct, dishonesty, unprofessional behaviour, or other behaviour or illness (e.g. mental health illness) that raises the possibility that the student’s fitness to practise may be impaired; the University has a duty to protect the public and to inform the relevant professional regulatory body. This means, for example, that where a student has been found to be dishonest (e.g. plagiarism, collusion, falsification of research data or other forms of cheating) the matter may be reported by the University to the relevant professional regulatory body.
Students who are dishonest not only risk failing to be awarded the intended degree, but also place at risk their whole professional career.
Further information on Fitness to Practise related matters can be found online:
Disability Advisory and Support Service
The University of Manchester welcomes students with a disability or specific learning difficulties. The University has a Disability Advisory and Support Service (DASS), who can supply further information, and staff will be pleased to meet you, by prior arrangement, to discuss your needs. Staff will liaise with your School to make the necessary arrangements for your support during your time in Manchester. The 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 is located on the 2nd Floor of University Place (see Campus Map)
- Email: dass@manchester.ac.uk
- Phone 0161 275 7512; Text 07899 658 790 (only for d/Deaf students);
- Website: http://www.dso.manchester.ac.uk/
- DASS are open from 10am to 4pm Monday to Friday
Students Union Advice Centre
The Students Union has advisors who can help with any matter ranging from finances to housing and beyond.
University Careers Service
As a postgraduate the demands on your time can seem overwhelming. The University careers service can make your life easier by offering a range of services designed to help you. Advice and support for Postgraduates include:
-
- Help with CVs and applications, practice interviews and psychometric tests
- Drop in quick query advice service
- Personal Career consultations targeted to your needs
- A range of postgraduate employability training opportunities
- 24-hour access to up to date information, advice, vacancies and details of forthcoming events, including a specifically designed section for postgraduates available through our website: www.manchester.ac.uk/careers
- Information on Job opportunities and vacancies through our fortnightly vacancy paper bulletins
Monitoring attendance and wellbeing of students
In order to monitor their progress, students will have regular, scheduled meetings with their academic advisor. Progress forms should be completed at these meetings. These meetings are in addition to the research project supervisory meetings between the student and supervisor, of which there should be a minimum of 10 per academic year.
Students are required to attend ALL lectures.
Attendance monitoring will take place during ALL sessions. It is your responsibility to make sure you have signed the register. Postgraduates are also expected to sit ALL examinations and coursework tests for their degree programme and to submit ALL coursework assignments by the deadline specified.
Attendance is monitored in conjuction with Regulation XX – Work and Attendance of Students.
Absences supported by medical or other appropriate information will not normally be counted towards the assessment of unsatisfactory attendance. Any absences must be supported by a Mitigating Circumstances Form and supporting evidence.
A-Z of Student Services
The A-Z of Services can be found on the My Manchester website or here.
Here you can find more information on a wide range of topics such as library services, disability support and careers advice.
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, or search the Knowledge Base.
For IT and eLearning support visit: https://elearning.bmh.manchester.ac.uk/student/technical-support/
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 Video Portal and on YouTube:
The recording is just over seven minutes long and covers most of the commonly used tools in Blackboard.
Religious Observance
The University supports a wide range of religions and will make every effort to support students in observing their religious beliefs.
For centrally timetabled examinations, key dates are to be noted in terms of formally notifying the University on dates in which undertaking assessment will be affected by religious observance. Please contact you Programme Administrator with details of any assessments and teaching that may be affected.
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.
Library Facilities
Library facilities are available across campus including the Stopford Building.
Photocopying is available in The University of Manchester Library. It is important that you abide by the regulations concerning the copying of copyright material.
The Alan Gilbert Learning Commons is a state of the art study and learning centre in the heart of the Oxford Road campus boasting an onsite café, an impressive atrium providing a social meeting space with wifi access and flexible study spaces and environments throughout the building. The Learning Commons is open to students and staff of the University and is open 24/7 during term time.
Additional support for your studies is available through My Learning Essentials.
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.
| 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. |
| 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.
University Proofreading Statement
If a student chooses to approach another person to proofread their written work or seeks to use the services of a proofreading service or agency, they must take account of the following principles:
- it is the responsibility of students to ensure that all work submitted is their own, and that it represents their own abilities and understanding. Any proofreading of work that is undertaken by a third party must not compromise the student’s own authorship of the work;
- proofreading undertaken by a third party must not take the form of editing of text, such as the adding or rewriting of phrases or passages within a piece of student’s work;
- proofreading undertaken by a third party must not change the content or meaning of the work in any way