1. General Information
Welcome to your Postgraduate Taught Programme in the School of Medical Sciences within the Faculty of Biology, Medicine and Health at the University of Manchester. The University has a worldwide reputation based on high quality teaching and research, and I am sure that your programme will provide a solid foundation for your future career success.
Within the School and the wider Faculty, our goal is to create an environment that allows you to excel and reach your full potential. Offering access to first-class facilities and strong links with regional health-service providers, our postgraduate programmes are designed to meet the diverse needs of all our students. The curriculum of our taught programmes provides the knowledge and skills you will need in your subject area and all our Masters programmes include an opportunity to carry out an independent research project on topics spanning all areas of biomedical research from molecular to experimental biology and clinical medicine. While subject areas cover a broad range, all our taught programmes have two common aims:
- To develop your skills in your chosen field of study
- To enhance your knowledge within the field you have chosen. Whether you are a graduate, professional or have a clinical background, the programmes have been tailored to meet your specific needs.
As a student of the School of Medical Sciences, you will be expected to take responsibility for your degree, within a supportive environment that fosters your development and helps prepare you for your future career. This handbook will be a useful resource as you progress through your programme. It provides programme-specific information that I am sure that you will find helpful throughout your study. If however, you have questions or would like some further advice, please do not hesitate to contact the people listed in this handbook for further information and assistance.
I wish you every success as you embark upon your programme, and in your future career.
Dr Carol Yates
Director of Postgraduate Taught Education
School of Medical Sciences
Faculty of Biology, Medicine and Health
Message from your Programme Directors: our philosophy
The programme is underpinned by ‘transformational learning’ pedagogy (Mezirow, 1991). We aim to create and deliver an innovative, inspiring and enjoyable programme of learning activities that will help motivate you to learn. We will support you to critically analyse core theories and evidence in the teaching and learning literature, promoting the application of these to inform your own teaching practice. This should help to equip you in identifying areas for potential development, re-design and innovation. Our online learning activities will enable you to work together in small teams to focus on the key concepts, issues and practicalities in planning, organising and achieving change – including the identification of resistance and strategies to overcome these.
(Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass).
What are we aiming to achieve?
Slavich and Zimbardo (2012) assert that ‘transformational teaching involves creating dynamic relationships between teachers, students and a shared body of knowledge to promote student learning and growth’.
(Slavich, G. M & Zimbardo, P.G (2012), Transformational Teaching: Underpinnings, Basic Principles and Core Methods, Edu Psychol Review, Dec; 24 (4):569-608. Epub 2012 Jul 24).
Our aim as lecturers/teachers and facilitators is to ensure that you are not only able to acquire the key knowledge and skills in the field of teaching and learning in higher education, but also to transform your learning-related attitudes, values, beliefs and skills. Promoting transformational teaching is more about ‘encouraging inspiration’, rather than ‘delivering ‘information’.
How will we realise our goals?
We aim to do this by ensuring that the delivery of the course is based on your own needs, abilities, interests and learning styles. It is envisaged that utilising an active learning approach throughout will encourage collaborative discovery and increase opportunities for you to take responsibility for your own learning, thus shaping your own learning experience. Our approaches will include:
- Podcasts/videos to provide an insight into key concepts and guide further study (directed study).
- Online learning materials and activities to help bring topics to life.
- Guided discussion around teaching practice-related issues and proposed strategies for dealing with them, helping you to make the links between theory and practice (discussion boards and tutorials).
- Opportunities to discuss your own personal goals and progress (individual tutorials).
- Opportunities to consider your own skill and project development (reflective activities).
Dianne Burns Programme Director & Bipasha Choudhury, Deputy Programme Director
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 that all of our teaching settings are safe and happy environments for you to start your studies.
If attending our UK 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 visiting our campus to download the NHS COVID-19 app
It’s important for everyone to follow the guidelines 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
- 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 Contacts
Administration
| Poonam Mirchandani (Study Advisor and Senior Programme Administrator- Middle East Centre) | +971 (0)4 4468664 Ext: 110 |
poonam.mirchandani@manchester.ac.uk |
| Helen Burns (Study Advisor and Programme Administrator –Middle East Centre) | +971 (0)4 4468664 Ext: 124 |
helen.burns@manchester.ac.uk |
Academic Team
| Dianne Burns (Programme Director) | +44 (0)161 306 7827 |
(email contact preferable) |
| Bipasha Choudhury (Deputy Programme Director) | +44 (0)161 306 4179 |
bipasha.choudhury@manchester.ac.uk (email contact preferable) |
| Professor Mohamed Saeed Baguneid |
+44 (0) 7798807110 +971 561344865 |
mbaguneid@seha.ae (email contact preferable) |
| Professor Gabrielle Finn | +44 (0)161 306 7756 | gabrielle.finn@manchester.ac.uk (email contact preferable) |
The online materials for this programme were developed by a diverse team of experienced academics whose teaching material you will encounter as you progress through the course.
Study Advisors
Poonam and Helen (contact details above) will be your assigned Study Advisors (SA) and will be with you throughout your studies. Your Study Advisors should be your first contact for any queries or concerns not directly related to the content of your studies (see Student Support and Guidance section).
The Programme Director and Unit Leads are available to assist and advise on matters relating to programme/unit content, and any other matters that cannot be dealt with by the Study Advisors.
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.
Introductory Courses
All students are automatically enrolled onto an introductory unit that provides information on health and safety, academic malpractice and academic literacy. Completion instructions for each of these sections are clearly defined within the course. Completion of the academic malpractice and health and safety sections is mandatory for all students. All assessments must be completed as soon as possible after the programme begins, with the academic malpractice assessment completed before the first piece of coursework is submitted. Completion of these assessments is monitored by the School. All students are also strongly advised to complete the academic literacy section.
Health and Safety
This programme is delivered online and there is no requirement for you to attend in person. However, if you do intend to visit the University campus, please take time to read the University’s Health and Safety Policy.
Communication with Students
Please note that only Blackboard, the University e-learning platform and your allocated student university email address will be used as official communication by University staff. It is your responsibility to ensure that you can access and read email from this source.
Students are required to keep the University informed of any change to their personal circumstances such as change of name or address. Changes can be recorded by the student via their own personal online record. It is also essential to inform the Programme Administrator if you do not intend to return to the next session of the course, if, for example, you are moving away.
Security
If you are going to be visiting the University campus for any purpose, please note that The University of Manchester cannot be held responsible for your personal property. Please keep your belongings with you at all times. Items left unattended may be removed and destroyed or damaged, without warning, by University Security Services.
2. Overview of the Programme
Aims
The aim of the PGCert in Medical and Health Education is to develop and support educators and healthcare professionals in their delivery of teaching and learning in diverse discipline areas (e.g. allied health professions, medicine, nursing, social care, science and technology). The PGCert will provide a multi-disciplinary and multi-professional perspective of teaching and learning applied to professional practice. Evaluating medical, healthcare professional and scientific educational literature research will enhance knowledge and skills in this rapidly evolving field.
- To produce world-class educators focusing on the education and develop future generations of professionals in biology, medicine and health sciences who will go on to contribute to supporting the health and social care needs of the most vulnerable people in our society.
- To provide an inter-professional learning experience for educators: the added value offered by the programme of learning alongside colleagues from other disciplines will ensure an enriching student experience. Students will benefit from one another’s wisdom and experience as peers as well as the expertise offered by healthcare teaching professionals.
Programme Structure
The programme has an online modular structure, including the following:
- a full-time option, delivered over one year
- a part-time option delivered over two years
- a part-time option, delivered over three years
The PGCert Medical and Health Education is structured such that each programme participant is required to complete three 20 credit units. In order to achieve the PG Certificate award, 60 credits must be successfully completed.
| Unit number | Unit Code | Unit Name | Credits |
| 3 | MEDN60334 | Pass or Fail: Who Decides? | 20 |
| 2 | MEDN60335 | The Art and Science of Teaching | 20 |
| 1 | MEDN60336 | The Reflective Educator | 20 |
Course Unit Outlines
Unit 3 MEDN60334: Pass or Fail – Who Decides?
| Credit rating | 20 |
| Level | 7 |
| Contact hours |
Learning hours will take place as follows: – Online learning – 80 hours – Tutor and Peer led discussion – 20 hours – Online tutorials – 10 hours – Independent reading and study – 74 hours – Face to face teaching – 16 hours |
| School responsible | School of Medical Sciences |
| Members of staff responsible | Bip Choudhury and Dianne Burns |
| ECTS | 10 |
| Notional hours of Learning | 200 |
1. AIMS
The unit aims to:
- Explore assessment of learners’ work within the context of higher education and beyond.
- Facilitate your evaluation of a range of relevant literature on assessment in their relevant disciplines.
- Invite the exploration of current assessment practices in the context of your teaching activity and your own practice discipline.
- Explore how assessment fits into the broader remit of evaluation and quality assurance.
- Emphasise the impact and value of giving feedback.
2. BRIEF DESCRIPTION OF THE UNIT
This course unit considers ways in which meaningful assessment has a strong influence on learning. You will explore current methods and directions in assessment of learning in higher education generally and in medical and healthcare education in particular. Both formative and summative assessment will be considered. Assessment theory will be explored, particularly in relation to concepts of validity, reliability, transparency, professional accountability and generalisability. In exploring assessment and evaluation of assessment practice, topics to be covered will include: assessment in different contexts, assessment design, standard-setting approaches and the principles and practice of feedback and feed-forward. The unit also explores best practice in supporting learners who are struggling or failing to progress. This unit requires you to demonstrate an ability to adopt a critical approach to developing, delivering and evaluating assessment, evaluation and feedback strategies.
3. INTENDED LEARNING OUTCOMES
| Category of outcome | Participants will be able to: |
| Knowledge and understanding |
a) Critically evaluate the contemporary theories and principles of assessment, evaluation and feedback b) Articulate a coherent argument regarding the impact and value of providing high quality feedback to learners c) Critically appraise the factors that influence assessment of clinical competency to ensure standards are maintained for quality assurance purposes d) Ensure constructive alignment of assessment methods with intended learning outcomes |
| Intellectual skills |
e) Subject their current assessment practice to critical evaluation through the process of reflection f) Critically appraise existing assessment and feedback mechanisms to enable student progression |
| Practical skills | g) Make informed evidence-based judgements on appropriate assessment and feedback practices |
| Transferable skills and personal qualities | h) Demonstrate awareness of the wider context of skills and experience in assessment and feedback |
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
Learning and teaching processes utilise an online modality aligned to intended learning outcomes, accompanied by online-guided reading.
The on-line materials will deliver theory and core principles as well as promote reflective learning practice.
To support independent study, learning materials including recommended reading will be provided on the unit’s online Blackboard learning environment.
The unit also includes four face-to-face masterclasses:
• Designing authentic assessments
• Feedback and feedforward
• Teaching and Assessing Clinical Reasoning in Practice
• Technological Approaches in Teaching and Learning
5. ASSESSMENT (INCLUDING FORMATIVE ASSESSMENT, E-ASSESSMENT AND INFORMATION ABOUT FEEDBACK)
| Assessment task | Length | Weighting within unit (if relevant) | Intended learning outcomes |
| What is assessment? Critically review, using literature and theory, an overall assessment strategy used in workplace or discipline setting. | 1,000 words scientific journal format | 25% | a, c, e, f |
| How do we assess? Critically review, using literature and theory, a specific assessment method used in workplace or discipline setting. | 1,000 words scientific journal format | 25% | a, c, d, e, f, g |
| Feedback and Feedforward: Critically evaluate contemporary theories and principles of feedback and feedforward used to guide the development of your learners in the workplace or discipline setting. | 1,000 words scientific journal format | 25% | b, f, g, h |
| Supporting the Learner: Critically explore the personal and professional implications (for both learner and other stakeholders) in relation to learners who have not attained the required educational standard and evaluate strategies designed to help support learner development for their future. | 1,000 words scientific journal format | 25% | b, f, g, h |
Summative submission will take place in week 10 of each unit.
Formative assessment and feedback will be offered via peergrade, discussion board activities and timetabled webinars/tutorials. Summative assessment and feedback will be provided in line with University regulations of 15 working days.
6. INDICATIVE READING LIST
Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill Education
Bloxham, S. and Boyd, P. (2007). Developing Effective Assessment in Higher education: A Practical Guide, 2nd ed. Maidenhead: McGraw-Hill Education
Boud, D. and Falchikov, N. (2007). Rethinking Assessment in Higher Education: Learning for the Longer Term. Oxon: Routledge
Brown, G., Bull, J., and Pendlebury, M. (2013). Assessing student learning in higher education. Oxon: Routledge
Bryan, C. and Clegg, K. (2006) (eds) Innovative assessment in Higher Education London: Taylor and Francis
Downing, S.M. and Yudkowsky, R. (2009). Assessment in Health Professions Education. Oxon: New York: Routledge
Fry, H. Ketteridge, S. and Marshall, S. (2003). A Handbook for Teaching and Learning in Higher Education. 2nd ed. London: Kogan Page
Heywood, J. (2002). Assessment in Higher Education: student learning, teaching programmes and institutions. London: Jessica Kingsley
Salmon, G. (2004). E-Moderating: the key to teaching and learning on line. Oxon: Routledge
*NB: In addition to core texts, a more comprehensive reading list will be provided which students must read in preparation for the unit: these will be made accessible online via Blackboard.
For Information and advice on Link2Lists reading list software, see:
https://www.library.manchester.ac.uk/using-the-library/students/distance-online-blended/
Unit 2 MEDN60335 The Art and Science of Teaching
| Credit rating | 20 |
| Level | 7 |
| Contact hours |
Learning hours will take place as follows: – Online learning – 80 hours – Tutor and Peer led discussion – 20 hours – Online tutorials – 10 hours – Independent reading and study – 74 hours – Face to face teaching – 16 hours |
| School responsible | School of Medical Sciences |
| Members of staff responsible | Bip Choudhury and Dianne Burns |
| ECTS | 10 |
| Notional hours of Learning | 200 |
1. AIMS
The unit aims to:
- Present the principles of curriculum design and course development.
- Present a range of teaching and learning methods for critical appraisal.
- Facilitate the selection of appropriate teaching and assessment methods aligned to curriculum to enhance learning.
- Explore curriculum in terms of interprofessional education, leadership, mentoring and professionalism.
2. BRIEF DESCRIPTION OF THE UNIT
In this unit, we will begin to apply the evidence base and theoretical principles to your own individual teaching practice. Through exploring the literature and comparing experiences with peers, participants will evaluate how different approaches and methods of teaching can be used to enhance learning. The importance of intelligent design is further explored, based on sound theoretical rationale in developing a curriculum.
Teaching strategies and methodologies appropriate to specific educational settings will be explored as we underline the importance of curriculum design and review. Professionalism and role modelling will be promoted as we consider how inter-professional education can be incorporated effectively in the curriculum. We will also explore how to incorporate mentoring and support of our students in the curriculum.
3. INTENDED LEARNING OUTCOMES
| Category of outcome | Participants will be able to: |
| Knowledge and understanding |
a) Critically analyse the various components of a curriculum, including educational philosophy/strategy, rationale, content, organisation, implementation, assessment and evaluation b) Critically appraise a range of teaching and learning methods to ensure inclusivity c) Ensure the constructive alignment of teaching methods with intended learning outcomes d) Critically evaluate the issues around embedding interprofessional education, mentoring, leadership and professionalism into the curriculum e) Identify the requirements of key stakeholders and review their practice to ensure standards and quality assurance are maintained |
| Intellectual skills |
f) Critically evaluate the teaching and learning literature, specifically regarding curriculum design and review g) Subject their current practices of teaching to critical evaluation |
| Practical skills |
h) Plan, design and deliver teaching to enable learning and progression i) Apply the elements of successful mentoring and supervision to further their own practice as a reflective educator |
| Transferable skills and personal qualities | j) Teach effectively in a variety of contexts |
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
Learning and teaching processes utilise an online modality, aligned to intended learning outcomes, accompanied by online-guided reading.
To support independent study, learning materials including recommended reading will be provided on the unit’s online Blackboard learning environment.
The unit also includes four face-to-face masterclasses:
• Curriculum Design
• Large Group Teaching
• Small Group Teaching
• Problem and Enquiry-Based Learning
5. ASSESSMENT (INCLUDING FORMATIVE ASSESSMENT, E-ASSESSMENT AND INFORMATION ABOUT FEEDBACK)
| Assessment task | Length | Weighting within unit (if relevant) | Intended learning outcomes |
| Reflection on needs of stakeholders and learners in your discipline. This should include your research and reflection of the stakeholders within your discipline, and any influence you think that they have for the teachers involved in designing a course, and for the learners experiencing your recorded teaching session. | 5 powerpoint slides | 25% | a, d, g, h |
| Create an outline of the teaching session which you will record, with specific ILOs for your own discipline from the point of view of the curriculum. State the approach you would take, what methods you would use and why, how many students you would cater for and how many tutors you would need to implement this. | 5 powerpoint slides | 25% | b, c, f, g |
| Deliver a 10 minute teaching session. Now is your chance to show your teaching ‘art’ and deliver (and record) a teaching session which you have planned, taking into account your own preferences for teaching in relation to the literature around methodology, stakeholders and the curriculum. | Online presentation 10 mins duration | 25% | e |
| Having delivered your teaching session, you will reflect on your chosen methodology and produce a resource detailing its benefits and challenges. You should outline the teaching method (for example, large group, online, teaching with technology etc), provide details on how a session can be conducted using this method and the pros and cons faced by both educators and learners, with a view to a colleague being able to deliver the session. | 5 powerpoint slides | 25% | i, j |
Summative submission will take place in week 10 of each unit.
Formative assessment and feedback will be offered via peergrade, discussion board activities and timetabled webinars/tutorials. Summative assessment and feedback will be provided in line with University regulations of 15 working days.
6. INDICATIVE READING LIST
D’amour, D. & Oandasan, I. (2005) “Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept.” Journal of Interprofessional Care 19.sup1 (2005): 8-20.
Fletcher, S. & Carol A. Mullen, C.A. (2012) Eds. Handbook of Mentoring and Coaching in Education. Sage Publications Ltd.
McNair, R.P. (2005) “The case for educating health care students in professionalism as the core content of interprofessional education.” Medical Education 39, (5): 456-464.
Morgan, H., & Houghton, A. (2011) “Inclusive curriculum design in higher education.” Lancaster: Higher Education Academy, Lancaster University.
Race, P. (2014). The lecturer’s toolkit: a practical guide to assessment, learning and teaching. Oxon: Routledge Falmer.
*NB: In addition to core texts, a more comprehensive reading list will be provided, which students must read in preparation for the unit: these will be made accessible online via Blackboard.
For Information and advice on Link2Lists reading list software, see:
https://www.library.manchester.ac.uk/using-the-library/students/distance-online-blended/
Unit 1 MEDN60336: The Reflective Educator
| Credit rating | 20 |
| Level | 7 |
| Contact hours |
Learning hours will take place as follows: – Online learning – 80 hours – Tutor and Peer led discussion – 20 hours – Online tutorials – 10 hours – Independent reading and study – 74 hours – Face to face teaching – 16 hours |
| School responsible | School of Medical Sciences |
| Members of staff responsible | Dianne Burns and Bip Choudhury |
| ECTS | 10 |
| Notional hours of Learning | 200 |
1. AIMS
This unit aims to:
- Enable you to examine the underpinning theories and principles involved in developing educational learning opportunities, educational curricula and/or educational learning tools.
- Introduce you to theoretical frameworks underpinning effective practice in teaching, learning, assessment and evaluation, encouraging you to critically reflect on developments in your own discipline area.
- Empower you to analyse your role as a teacher and assessor of students, by developing innovative approaches to developing educational learning opportunities, educational curricula and/or educational learning tools.
2. BRIEF DESCRIPTION OF THE UNIT
You will be introduced to current theoretical frameworks, which are used to underpin effective practice in teaching, learning, assessment and evaluation. You will critically appraise a range of teaching and learning processes that can be used to create an environment conducive to learning, recognising that your own practice should be informed by broader higher education principles, as well as developments in your discipline area. Critically exploring current principles and practices related to session design, delivery and evaluation, you will be encouraged to reflect upon the knowledge and skills needed to enable you to contribute effectively to teaching and learning in a variety of settings. In the context of considering your own values base in relation to teaching and learning, you are also expected to consider the importance of equality and diversity for effective teaching, and the effective evaluation of learning.
3. INTENDED LEARNING OUTCOMES
| Category of outcome | Participants will be able to: |
| Knowledge and understanding |
a) Critically evaluate a variety of adult learning theories in order to create and sustain effective learning environments in a variety of settings b) Demonstrate a critical understanding of the reflective process and the extent to which this impacts upon the personal and academic development of self and others as educator c) Demonstrate a critical understanding of the broader social context and the centrality of valuing diversity and equality in teaching, recognising the potential impact of these factors on learners |
| Intellectual skills |
d) Consider your own identity as educators as you embark upon the reflective process to improve your own teaching practice e) Critically appraise approaches to teaching and learning as witnessed within your own professional context f) Critically reflect on the learning opportunities available to your learners and begin to critique with reference to the teaching and learning literature |
| Practical skills |
g) Contribute to an inter-disciplinary community of teaching practice to facilitate the exchange of educational ideas |
| Transferable skills and personal qualities |
h) Develop effective, facilitative communication and relationships as educators, in order to support students to reach their full potential |
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
Learning and teaching processes utilise an online modality aligned to intended learning outcomes accompanied by online-guided reading.
The on-line materials will deliver theory and core principles as well as promote reflective learning practice.
To support independent study, learning materials including recommended reading will be provided on the unit’s online Blackboard learning environment.
This unit also includes four face-to-face masterclasses
• The Highly Effective Habits of Transformational Educators
• Evidence Based Teaching
• Teaching and Learning in the Clinical Environment
• Reflective Practice for Healthcare Educators
5. ASSESSMENT (INCLUDING FORMATIVE ASSESSMENT, E-ASSESSMENT AND INFORMATION ABOUT FEEDBACK)
| Assessment task | Length | Weighting within unit (if relevant) | Intended learning outcomes |
| Reflect on your own current identity/starting point (past or present) as an educator with brief reference to the T&L literature. | 1,000 word academic blog post | 25% | a, b, c, d, e |
| Outline the specific context of your own teaching practice and with reference to pertinent literature, highlight the particular challenges this context presents. | 1,000 word academic blog post | 25% | a, c |
| Critically evaluate an aspect of your own teaching practice with reference to pertinent literature. | 1,000 word academic blog post | 25% | b, c, f, g |
| Critically reflect on your own journey as an educator as your identity evolves alongside increased scholarship around effective teaching and practice. | 1,000 word academic blog post | 25% | b, c, g, h |
Summative submission will take place in week 10 of each unit.
Formative assessment and feedback will be offered via peergrade, discussion board activities and timetabled webinars/tutorials. Summative assessment and feedback will be provided in line with University regulations of 15 working days.
6. INDICATIVE READING LIST
Biggs J & Tang C. (2011). Teaching for Quality Learning at University. Berkshire. Open University Press
Bradshaw M & Lowenstein A (2011) Innovative Teaching Strategies in Nursing and Related Health Professions London: Jones & Bartlett Publishers International
Knowles M Holton E & Swanson R (2005). The Adult Learner. 6th edition. London: Elsevier
Kolb D A. (1984). Experiential Learning. Experience as the Source of Learning and Development. New Jersey: Prentice Hall
Schon DA. (1983). The Reflective Practitioner: How professional think in action. New York: Basic Boo Inc New York
Tate S & Sill M. (2004) The Development of Critical Reflection in the Health Professions. Higher Education Academy Health Sciences and Practice Subject Centre
*NB: In addition to core texts, a more comprehensive reading list will be provided which students must read in preparation – these will be made accessible online via Blackboard.
For Information and advice on Link2Lists reading list software, see:
https://www.library.manchester.ac.uk/using-the-library/students/distance-online-blended/
3. Teaching, Learning and Assessment
Programme Intended Learning Outcomes
Knowledge & Understanding
| A1 | Critically evaluate a variety of adult learning theories in order to create and sustain effective learning environments in a variety of settings |
| A2 | Critically analyse the various components of a curriculum, including educational philosophy/strategy, rationale, content, organisation, implementation, assessment and evaluation |
| A3 | Critically explore the issues around embedding inter-professional education, supervision, mentoring and professionalism into curriculum design |
| A4 | Critically evaluate the contemporary theories and principles of assessment, evaluation and feedback |
| A5 | Critically appraise the factors that influence assessment of clinical competency to ensure standards are maintained for quality assurance purposes |
Intellectual Skills:
| B1 | Consider your own identity as educators as you embark upon the reflective process to improve your own teaching practice |
| B2 | Critically reflect on the learning opportunities available to your learners and begin to critique with reference to the teaching and learning literature |
| B3 | Subject your current practices of teaching to critical evaluation |
| B4 | Critically appraise existing assessment and feedback mechanisms to enable student progression |
Practical Skills:
| C1 | Contribute to an inter-disciplinary community of teaching practice to facilitate the exchange of educational ideas |
| C2 | Plan, design and deliver teaching to enable learning and progression |
| C3 | Apply the elements of successful mentoring and supervision to further your own practice as a reflective educator |
| C4 | Make informed evidence-based judgements on appropriate assessment and feedback practices |
Transferable Skills and Personal Qualities:
| D1 | Develop effective, facilitative communication and relationships as an educator in order to support learners to reach their full potential |
| D2 | Teach effectively in a variety of contexts |
| D3 | Demonstrate awareness of the wider context of skills and experience in assessment and feedback |
Study Load
Each 20 credit Module is considered to be equivalent to 200 hours of study. We expect you to work independently (e.g. carry out background reading, as well as the directed and recommended reading, engage with tasks set on Blackboard, research and assignment writing) for your study time.
Teaching and Learning Methods
In order to model best practice as educators, an appropriate diversity of teaching, learning and assessment methods will be employed in the programme, aligned constructively to the intended learning outcomes. The diversity of method is outlined in greater detail in individual course unit specifications. Our teaching, learning and assessment strategies are available for participants to view, making processes transparent, to aid with their learning.
A range of teaching and learning methods including videos, webinars and other online learning exercises will be employed to achieve individual unit and programme-level intended learning outcomes. Each unit will have its own Blackboard space, and there will be a programme-level Blackboard space, where teaching and support material will be uploaded. Your UMW Study Advisors (Poonam and Helen) will act as the primary contacts for help and support with Blackboard. You will be given an introduction and overview of Blackboard within the face-to-face induction sessions.
Intended learning outcomes in the domain of knowledge and understanding will be achieved via the teaching and learning methods as described above. You will also be provided with online directed reading in order to further consolidate knowledge and understanding, and at times to prepare you for feedback and discussion in subsequent webinar/tutorial group sessions.
Intellectual skills will be fostered through participation in a range of activities including reflective journals, presentations, case studies, online quizzes and self-assessment tests, and online group discussions. These exercises, undertaken either individually or as part of a group, will allow you to develop and expand your intellectual skills within a friendly supportive online environment. Acting on informed feedback with support from academic staff is also considered a key element in developing the critical and analytic skills and abilities expected.
Practical and transferable skills will be developed and refined through undertaking a range of exercises, both individually or as part of a group, including video and written presentations, using widely used teaching tools (e.g. PowerPoint) and critical evaluation of pertinent literature and research.
Assessment
Assessment methods employed by the programme will be designed to meet the stated intended learning outcomes of a particular unit. Specifically, assessments are designed to assess your knowledge and understanding and practical skills where appropriate whilst at the same time refining, expanding and testing your intellectual and transferable skills. All assessments meet the requirements of The University of Manchester for academic awards and conform to the Faculty’s criteria for marking of PG Certificates and awarding of Pass or Fail. When appropriate, reasonable adjustments may be made to assessments for those of you with identified additional support and learning needs (see ‘Students with additional support and learning needs’ below).
A range of formative and summative assessments will be employed by the programme to assess your knowledge and understanding, practical skills where appropriate and developing intellectual and transferable skills. The assessment methods employed by each unit will vary and be tailored to align with the stated intended learning outcomes of that particular unit. The assessments will give you the opportunity to demonstrate your ability to gather information from a wide range of sources, evaluate and critically analyse information, make considered judgments about that information and synthesize material into logical and coherent arguments. A standard set of assessment criteria for all of the PGT units is utilised which sets out an agreed marking scheme for PGT study units. A copy of the marking rubric for the assessment of verbal presentations and written pieces will be made available on Blackboard.
Marking and Examining
The assessed work for each course unit is subject to a marking and moderation system, undertaken by two internal examiners. Course unit assessments are then submitted to the External Examiners for moderation. All marks are provisional until the final Exam Board as scripts may be re-graded or scaled upon recommendation by the External Examiners at the Board of Examiners’ Meeting. Please note that there is no provision for assessed work to be re-marked on the request of an individual participant.
Feedback is returned to you, on the understanding that all marks are provisional until after the Board of Examiners’ meeting. Scripts are retained by the Programmes Office as all examined work must be available to the Board of Examiners. Marked scripts, however, are available for use in discussions between Course Unit Convenors, Academic Advisers and participants. Assessed work will usually be marked online using Grademark and once results have been made available, you will be able to access your scripts along with the marker’s comments and feedback online via Blackboard.
You may expect the return of marked coursework within 15 working days of the date on which it was submitted. In exceptional cases where it is not possible to return work within this timescale, Course Unit Convenors will notify participants concerned of the expected return date. The University Feedback Policy can be found at: http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=6518
Postgraduate Taught Degree Regulations for Students
Postgraduate Taught degrees at the University of Manchester are based on the National Framework for Higher Education Qualifications (FHEQ). This framework requires students to achieve credit at masters’ level in order to get an award. For a standard postgraduate taught Masters programme this will normally mean passing 180 credits. A standard postgraduate diploma will normally have 120 credits and a postgraduate certificate 60 credits. The way in which you study these credits will be defined later in the programme handbook and the programme specification.
The University sets standards relating to your performance on every unit but also on your progression through the programme. The programme and course unit specifications will set out the requirements for passing the credit on individual units.
Please read the regulations guidance, in conjunction with the following regulations policy document:
Postgraduate Taught Degree Regulations (for new PGT students registering from September 2016)
Criteria for Awards
Award of Postgraduate Certificate
To obtain a Postgraduate Certificate award students must have accrued 60 credits (as specified by the programme) including any provision made for compensated or referred units.
Unless otherwise specified in the exemptions, the awards of Postgraduate Diploma and Postgraduate Certificate degree are based upon credit accumulation using a pass mark of 40% for which there is no classification other than pass/fail.
Compensation
Students may be awarded compensated credit if they receive fail marks in the range 30-39% in no more than 20 credits in the taught component.
The combined total number of credits compensated and referred cannot exceed half the taught credits.
Compensated credit retains the original failed mark for the course unit and this is used in the weighted average for the calculation of the final classification/award.
Please note that some programmes do not allow compensation. Please refer to the Programme Exemptions section of the handbook where specific exemptions applicable to the programme will be listed.
Reassessment
Where the overall unit mark is below the compensation zone (30% for Postgraduate Certificate) OR the number of compensatable fails (20 credits for Postgraduate Certificate) has been exceeded, reassessment may be taken.
Reassessment as a result of a fail is known as a “Referral”. Reassessment as a result of approved and verified mitigating circumstances is known as “Deferral” and may be permitted where students are reassessed as a first attempt, for which no penalty applies.
Students may be referred in up to half of the total taught credits. The combined total number of credits referred and compensated cannot exceed half the taught credits. Decisions with regard to which components should be reassessed are made by the Examination Board. When a student is referred they will normally be permitted to retake the assessment/exam on one further occasion.
The pass mark for a reassessment is the same as the first attempt (i.e. 40% for Postgraduate Certificate).When a reassessment is passed, the mark is capped at the lowest compensatable fail mark (i.e. 30R for Postgraduate Certificate), unless the previous mark was within the compensation zone, in which case the original mark will stand with a suffix ‘R’. This mark is used in the weighted average/total mark for the final award. The capped mark is applied to the whole unit and not the failed component.
Referrals may also be compensated providing the number of quota of compensations has not been exceeded. When a student’s referral mark is in the compensation zone (and the student/unit is eligible for compensation), the student’s mark will be capped at the lowest compensatable fail mark (i.e. 30R for Postgraduate Certificate).
Please note that some programmes do not allow referrals. Please refer to the ‘Programme Exemptions to PGT Degree Regulations’ section of the handbook where specific exemptions applicable to the programme will be listed.
Turnitin and Plagiarism
Plagiarism and Other Forms of Academic Malpractice
Academic malpractice is any activity - intentional or otherwise - that is likely to undermine the integrity essential to scholarship and research. It includes plagiarism, collusion, fabrication or falsification of results, and anything else that could result in unearned or undeserved credit for those committing it. Academic malpractice can result from a deliberate act of cheating or may be committed unintentionally. Whether intended or not, all incidents of academic malpractice will be treated seriously by the University.
The Faculty of Biology Medicine and Health have designed a learning module to raise your awareness of academic malpractice and how it can occur in general writing during your studies. This resource can be accessed via Blackboard - SMS Introductory Course and must be completed before you submit your first piece of academic writing for assessment.
The University provides workshops and online training via My Learning Essentials
Please refer to the University of Manchester guidance to students on plagiarism and other forms of academic malpractice
The full guidance document can be viewed here: http://documents.manchester.ac.uk/display.aspx?DocID=2870
Academic Malpractice: Procedure for the Handling of Cases can be found at: http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=639
Turnitin
The University uses electronic systems for the purposes of detecting plagiarism and other forms of academic malpractice and for marking. Such systems include TurnitinUK, the plagiarism detection service used by the University.
As part of the formative and/or summative assessment process, you may be asked to submit electronic versions of your work to TurnitinUK and/or other electronic systems used by the University (this requirement may be in addition to a requirement to submit a paper copy of your work). If you are asked to do this, you must do so within the required timescales.
The School also reserves the right to submit work handed in by you for formative or summative assessment to TurnitinUK and/or other electronic systems used by the University.
Please note that when work is submitted to the relevant electronic systems, it may be copied and then stored in a database to allow appropriate checks to be made.
Mitigating Circumstances
Mitigating circumstances are personal or medical circumstances which are unforeseeable and unpreventable that could have a significant adverse effect on your academic performance. You should only submit a mitigating circumstances application if you consider it serious enough, and the timing critical, to have affected your performance in your assessed work and examinations. Requests for mitigation must be submitted to studentsupport.smspgt@manchester.ac.uk, in advance of your assessment submission deadline or exam.
Requests for mitigation submitted after the assessment or exam (except those requests made as a result of circumstances that have arisen during the course of that assessment period) will not be considered without a credible and compelling explanation as to why the circumstances were not known before the beginning of the assessment period or why you were unable to complete or submit an application prior to the assessment or exam. Please note that not informing the University of circumstances due to personal feelings of embarrassment and pride, or having concerns over the confidential treatment of requests for mitigation, are not considered to be credible and compelling explanations
All mitigating circumstances applications must be supported by independent third party evidence. The type of evidence required will vary according to the nature of the circumstances. Examples of evidence include a doctor or other health professional’s letter, counsellor’s letter, self-certification form signed by your GP or GP’s Medical Practice (for illnesses of 7 days and under only). Please note that it is a University policy that the self-certification form must be signed by a GP; we cannot accept forms which have not been signed by a GP. Please note that if evidence has not been received within 2 weeks of the submission of your form, and you have not contacted them to inform them of any delay, your application will be refused and no further action will be taken.
Please ensure that you password protect or encrypt your mitigating circumstances form and supporting evidence, before sending to studentsupport.smspgt@manchester.ac.uk.
Any requests for mitigation will be considered confidentially by a mitigating circumstances panel or sub-panel. Where a request for mitigation is supported, a recommendation will be made to the exam board for them to decide on the best course of action for the student.
You are advised to consult the following guidance, which directs you to seek advice and support before and whilst submitting a request for mitigation.
Guidance for students is available on the web: A Basic Guide to Mitigating Circumstances.
Please contact your Study Advisor for the Mitigating Circumstances Request Form.
For further information about the process and acceptable grounds for mitigation see: Mitigating Circumstances Policy & Procedures: http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=4271
Please be advised that any requests need to be submitted 7 days before the pre-arranged Mitigating Circumstances meeting to studentsupport.smspgt@manchester.ac.uk. The dates of Mitigating Circumstances meetings for the 2020/21 academic year are as follows:
- Wednesday 21st October 2020
- Wednesday 25th November 2020
- Wednesday 13th January 2021
- Wednesday 17th February 2021
- Wednesday 17th March 2021
- Wednesday 21st April 2021
- Wednesday 19th May 2021
- Wednesday 16th June 2021
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
Assignment Word Count (Including Dissertation)
In accordance with the University Policy on Marking:
Each written assignment has a word limit which you must state at the top of your first page. It is acceptable, without penalty, for you to submit an assignment within a range that is plus 10% of this limit. If you present an assignment with a word count exceeding the specified limit+10%, the assignment will be marked but 1% will be deducted from this mark for every 100 words over the limit given.
For an original word limit that is 1000 words and an assignment that is marked out of 100. If a submission is made that is 1101 words then it exceeded the 10% leeway, and is more than 100 words over the original limit and should receive a 1 mark deduction.
In accordance with accepted academic practice, when submitting any written assignment for summative assessment, the notion of a word count includes the following without exception:
- All titles or headings that form part of the actual text. This does not include the fly page or reference list
- All words that form the actual essay
- All words forming the titles for figures, tables and boxes, are included but this does not include boxes or tables or figures themselves
- All in-text (that is bracketed) references
- All directly quoted material
Certain assessments may require different penalties for word limits to be applied. For example, if part of the requirement for the assessment is conciseness of presentation of facts and arguments. In such cases it may be that no 10% leeway is allowed and penalties applied may be stricter than described above. In such cases the rules for word count limits and the penalties to be applied will be clearly stated in the assessment brief and in the submission details for that assessment.
Fitness to Practise
Where a programme of study requires the student to undertake practical training in a quasi-professional role in relation to patients, clients or service-users or where the qualification provides a direct license to practise, the Faculty of Biology, Medicine and Health has a duty to ensure that the student is fit to practise. In order to protect present or future patients, clients or service users and to comply with the requirements of professional/regulatory bodies, the Faculty of Biology, Medicine and Health has established a procedure for dealing with student-related fitness to practise issues.
Fitness to Practise issues are initially investigated and considered locally within the School (e.g. by a Health and Conduct Committee) and if necessary referred to the Faculty Fitness to Practise Committee.
A student may appeal against the decision of a Fitness to Practise Committee within twenty days of the decision but only on one or more of the following grounds:
a) procedural irregularity;
b) availability of new evidence which could not reasonably have been expected to be presented to the original hearing;
c) the disproportionate nature of the penalty.
The TLSO facilitates the arrangements for Fitness to Practise Appeals Committees. An Appeals Committee has the power to confirm or alter the original decision, and the outcome is confirmed to students in a Completion of Procedures letter. A student may then decide to pursue a complaint with the OIA.
Information on Fitness to Practise related matters can be found at: www.tlso.manchester.ac.uk/appeals-complaints/fitnesstopractise
Academic Appeals, Complaints, Conduct and Discipline
Academic Appeals
- Students have a right of appeal against a final decision of an Examination Board, or a progress committee, or a graduate committee or equivalent body which affects their academic status or progress in the University.
- Students thinking of appealing should first discuss the matter informally with an appropriate member of staff, in order to better understand the reason for the result or decision.
- Should you wish to proceed to a formal appeal, this must be submitted within the timeframe outlined in the Academic Appeals Procedure to the Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail: FBMHappealsandcomplaints@manchester.ac.uk).
- The Academic Appeals Procedure (Regulation XIX) and associated documents, including the form on which formal appeals should be submitted, can be found at www.regulations.manchester.ac.uk/academic
Student Complaints
- The University’s Student Complaints Procedure (Regulation XVIII) and associated documents, including a complaints form, can be found at www.regulations.manchester.ac.uk/academic
- The University has separate procedures to address complaints of bullying, harassment, discrimination and/or victimisation - see https://www.reportandsupport.manchester.ac.uk/
- Students thinking of submitting a formal complaint should, in most instances, attempt informal resolution first (see the procedure). Formal complaints should be submitted on the relevant form to Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail: FBMHappealsandcomplaints@manchester.ac.uk).
Conduct and Discipline of Students
- General University information on the conduct and discipline of students can be found at 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:
Extensions
Short extensions for summative work can be granted at the discretion of the Programme Directors. Students are permitted a maximum extension of two weeks. Two-week extensions are only granted for acute illness around assignment submission time and any unforeseen life events that affect your ability to work in the short-term. They are not given for workload at your place of work, students that register late or book holidays during semester time.
All coursework deadline extension requests should be submitted directly to the Study Advisor, using the Mitigating Circumstances form: (http://documents.manchester.ac.uk/display.aspx?DocID=23160)
Please provide as much detail as possible (name, student ID, course unit, assignment, reason for extension request, attach evidence), and be assured that all information will be treated confidentially.
Please send Mitigating Circumstances forms to the Study Advisor by 4pm, at least five working days before the assignment deadline, unless there are unforeseen circumstances.
Please do not submit extension requests via Blackboard, or directly to Course Tutors, as these will not be accepted.
4. Student Progression
Monitoring Attendance and Wellbeing of Students
The programme director and teaching staff will monitor the work and attendance of participants on the programme. This is for your benefit and helps to ensure you are coping with the work. Regular or a pattern of non-attendance and/or engagement will result in you being contacted by the School to meet with your programme director. Following this, further action will be taken if there isn’t a significant improvement in attendance.
For further information see:
Regulation XX Monitoring Attendance and Wellbeing of Students
The University offers a range of advice and support to students experiencing problems with attendance. The A-Z of Services can be found on the MyManchester website. Here you can find information on a wide range of topics such as library services, disability support and careers advice.
You can also speak to your Programme Director and/or Study Advisor.
What to do if you are absent
In case of illness you should supply a doctor’s certificate or, if the illness is brief, a self-certification. If you are absent for other reasons then you should write a letter to the Programme Director explaining the circumstances. Medical certificates or letters should be given in person or sent to the Programme Administrator. Whatever your reason for being away, tell your supervisor about it and make any necessary arrangements to catch up with work you have missed.
Special Permissions
Interruptions to programme and extensions to writing up
It is the expectation of the University that all 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.
Should you wish to interrupt or extend the programme, you should initially discuss your plans and reasons with the Programme Director and/or Study Advisors. Students should also provide documentary evidence when appropriate, for example, doctor’s letter, sick note etc.
The forms required for formal application are available from your Programme Administrator.
5. Student Support and Guidance
Student Support and Guidance
Student support and guidance within the programme
Support and advice is available to all students both formally and informally from the Programme Directors, Allocated Study Advisors, the Programme Administrator and if relevant research project supervisors.
If you have any queries or would like to discuss any issues at all – academic, administrative, technical or personal – please do not hesitate to get in touch. All personal issues will be dealt with confidentially.
If we are unable to help you directly, we can put you in touch with many of the support services that are available to students of the University through our Student Services Centre. You can approach these services independently, without the involvement of programme staff. Use the A-Z of Student Services Guide as an additional source of information.
Academic Success Programme
You’re studying at the University of Manchester – congratulations! Writing and speaking Academic English can be challenging, even for native speakers. Our team of experienced tutors are here to support you, and will help boost your confidence to work independently in English through a series of interactive workshops - freely available to all University of Manchester students.
To find out more, and to register, please go to www.manchester.ac.uk/academicsuccessprogramme
The Academic Writing workshops are delivered via live synchronous video sessions, and offer faculty-specific support covering both the basics and the finer points of good academic writing. The sessions are interactive and encourage small group work to solve problems and edit texts. Our Academic Grammar workshops are also online and open to students from all faculties. They include the fundamentals of good sentence structure as well as more subtle ways of showing nuance and emphasis.
There are also self-study resources available via our Blackboard community – details, and registration, is via the “Online Resources” link.
Should you have further queries, please email academicsuccess@manchester.ac.uk
Study Advisor
Your UMW Study Advisors (Poonam and Helen) will assist you in selecting and scheduling your units, answer questions about University, Department or course processes and procedures and direct you to specialist support services when appropriate. They will help you to plan your study schedule and will contact you regularly throughout your course to make sure all is going well. You are free to contact them any time if you have any non-academic questions. You should also contact your SA regarding access to disability services.
The Study Advisor deals with all the administrative arrangements for your programme of study. They can therefore help you with the following enquiries:
• Coursework and examination queries
• Timetable queries
• Transcripts and letters of student status
• Mitigating circumstances queries
• Interruptions of studies queries
• Change of study plan queries
They can also help you to access central University Services, including:
• Student fees team
• Counselling service
• Disability Support Office
• International Advice Team
• IT support
Please contact your UMW Study Advisor at
poonam.mirchandani@manchester.ac.uk
Students with Additional Support and Learning Needs
Teaching staff, the School and The University are committed to making learning and teaching methods accessible to all. There is a wide range of support mechanisms available for advice on these issues for staff and for students both within the school and the wider University. These will be fully detailed in the Programme Handbook. Accessibility for those students with additional support needs is incorporated into the learning design of the programme.
Transcripts are provided for video and audio resources and interaction can take place through text, video or audio applications. Online text-based resources are designed to accommodate text readers and mechanisms are in place within the Schools organisation of on-line education to make reasonable adjustments, through the provision of resource in alternative formats, depending on individual need.
Disability Advisory and Support Service (DASS)
The University of Manchester welcomes students with a disability or specific learning difficulties. The University has a Disability Advisory and Support Service, who can supply further information and DASS advisors will be pleased to meet you to discuss you needs. DASS will liaise with your School through the Disability Coordinator to make the necessary arrangements for your support during your time in Manchester.
The DASS office can also provide a copy of the University’s Disability Statement, ‘Opportunities for Students with Additional Support Needs at the University of Manchester’ which sets out the policy and provision for students with a disability.
DASS Contact Details:-
Location: 2nd Floor, University Place
Tel (Disability Service) +44 (0)161 275 7512
Tel (Assessment Centre) +44 (0)161 275 0990
Mobile Number (Text only for d/Deaf students) 07899 658 790
Email (Disability Service) dass@manchester.ac.uk
Email (Assessment Centre) assessments@manchester.ac.uk
School Disability Coordinator Contact Details:-
Email: dc.medicalsciences.pgt@manchester.ac.uk
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.
Careers Service
The University Careers Service exists to help students and graduates clarify their career goals and successfully implement their plans. The service is freely available to undergraduates, postgraduates and graduates at any stage in their career. For further information go to: www.careers.manchester.ac.uk/postgraduates/
Student Experience
Student experience is monitored and assured through scheduled meetings with a Programme Director, the student’s Study Advisor, and the use of feedback questionnaires at the end of every unit. In addition, there are Student Representatives for full-time and part-time students, and these representatives are invited to attend the Programme Committee meetings. Students may contact the Programme Director or their Study Advisor at any time.
6. Student Representation and Feedback
Student Representation and Feedback
Students, in consultation with the Programme Administrator, should arrange an informal election of their Student Representative near the beginning of the academic year. If more than one person is interested in the role, then each candidate is asked to write a short proposal which is circulated to the student body, and an election is held.
The overall responsibilities of the Student Representative are
- to liaise between staff and students about matters of concern
- to provide two-way feedback on programme and teaching quality
- to promote active student involvement in the development of the programme
- to identify student issues and needs on the programme
- to attend programme committee meetings representing the student voice
- to find effective ways to feedback the outcomes of meetings to the student body
- to attend relevant student representative training
- to liaise with other Student Representatives to gain support and ideas
- to become established as a central point for information and guidance for students in the group.
Student representatives are not required to get involved with fellow students’ personal problems, academic difficulties, or individual student allegations of unfair or inappropriate treatment.
Confidentiality is imperative when dealing with student issues. The representative is chosen by fellow students and has their trust, and must maintain it. Any discussion of an individual student’s situation with a third party requires their consent beforehand.
7. Programme Management
Programme Management and Committee Structure
Programme Management
The programme is managed and operated in accordance with the policies, principles, regulations and procedures of the University of Manchester.
Programme Directors relate to the School and Faculty Postgraduate Teaching Committees on matters relating to admissions, exams, reviews and approval of new programmes and units, quality assurance etc. and policy issues of broad relevance to the Graduate School.
The Programme Committee will meet each semester and consist of the Programme Director, Programme Administrator, Programme Committee members and the unit co-ordinators.
The remit of the committee will be to:
- Oversee the teaching, assessment and examining arrangements;
- Monitor cohort progression including failure rate, withdrawal rate;
- Evaluate the extent to which the learning outcomes are achieved by students;
- Monitor, maintain and enhance standards of all aspects of the programme;
- Evaluate the effectiveness of the curriculum and of assessment in relation to programme learning outcomes;
- Evaluate the effectiveness and relevance of the teaching and learning methods employed;
- Review and revise the programme in the light of any relevant Quality Assurance Agency (QAA) benchmarks, any other relevant external and/or professional requirements and developing knowledge in the subject area;
- Receive, consider and respond to feedback from students, employers and external examiners;
- Where the need for change is identified, effect the changes quickly and efficiently;
- Produce an annual action plan via annual monitoring;
- Produce reports for periodic review
- Produce relevant information for an Institutional Audit;
- Review programme documentation, e.g., programme handbooks, programme specifications, promotional literature and programme website;
- Ensure suitable and efficient arrangements are in place for recruitment, admission and induction.
Committee Structure
The Programme Committee acts as a curriculum development team for the Programme. The Programme Committee will report to a School, or Department, or Faculty level committee. The Programme Director is responsible for the management of the programme, and the Programme Committee is established to support the Programme Director in the carrying out of their responsibilities.
The role of the External Examiner
External Examiners are individuals from another institution or organisation who monitor the assessment processes of the University to ensure fairness and academic standards. They ensure that assessment and examination procedures have been fairly and properly implemented and that decisions have been made after appropriate deliberation. They also ensure that standards of awards and levels of student performance are at least comparable with those in equivalent higher education institutions.
External Examiners’ reports
External Examiners’ reports relating to this programme will be shared with student representatives and details of any actions carried out by the programme team/School in response to the External Examiners’ comments will be discussed. Students should contact their student representatives if they require any further information about External Examiners’ reports or the process for considering them.”
External Examiner Details
Please note that it is inappropriate for you to make direct contact with External Examiners under any circumstances, in particular with regards to your individual performance in assessments. Other appropriate mechanisms are available for you, 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 will report the matter to their School contact, who will then contact you to remind you of the other methods available for students. If you have any queries concerning this, you should contact your Study Advisor (or equivalent).
8. Learning Resources
Learning Resources
Libraries
All registered students may become members of the University of Manchester Library on the main campus.
Up-to-date news about the library is available here.
IT Services and eLearning
IT Services Support Centre online
Details of what IT support is available and how to access it can be found on the FBMH eLearning Support page.
Login to the Support Centre online to log a request, book an appointment for an IT visit, or search the Knowledge Base.
Telephone: +44 (0)161 306 5544 (or extension 65544). Telephone support is available 24 hours a day, seven days a week.
In person: Walk-up help and support is available at the Joule Library, Main Library or Alan Gilbert Learning Commons:
Use Support Centre online for support with eLearning, from where you may make a request, 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.
9. Useful Links
Academic and Student Support Policies
Academic Support Policies
A full list of University Policies and documents
Academic Appeals (Regulation XIX)
Academic Malpractice: Procedure for the Handling of Cases
Basic Guide to Student Complaints
Conduct and Discipline of Students (Regulations XVII)
General University information on the Conduct and Discipline of Students
Faculty policies for students on Communication and Dress Code, Social Networking and Drugs & Alcohol can be found at:
Information on Academic Malpractice and how to avoid it
Guidance for the Presentation of Taught Masters Dissertations
Guidance to Students on Plagiarism and Other Forms of Academic Malpractice
Policy on Submission of Work for Summative Assessment on Taught Programmes
Policy on Mitigating Circumstances
Mitigating Circumstances Guidance for Students
Policy on Feedback to Undergraduate and Postgraduate Taught Students
Work and Attendance of Students (Regulation XX)
Blackboard
Students should access Blackboard via My Manchester
Disability Advisory and Support Service
University Language Centre – Study English - Tel: 0161 306 3397
Equality, Diversity and Inclusion for Staff and Students
Occupational Health Services for Students
A Personal Safety Guide for International Students
10. Appendix
Research Integrity and Ethics
The PG Certificate Medical and Health Education is committed to upholding the highest level of research integrity. Research Integrity refers to an ethos of ethical conduct as academics, practitioners and researchers. Each of us individually, or in teams, demonstrates research integrity by taking full responsibility for acting in an ethical manner in the conduct of our research. This includes matters of finance, methodology and respect for truth and persons.
We adhere to the University’s Code of Good Research Conduct.
We aim to provide clarity regarding the allocation of responsibilities and lines of accountability, and endeavour to make our decision-making processes transparent. Our processes will be monitored and reviewed regularly according to best practice.