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 section 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 31 October 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 Study Advisor 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 Study Advisor for career development issues. If you wish to raise a confidential matter at School level, you should approach the Education Support Manager – 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 (PGT) 
• Mrs Kelly Salimian
• kelly.salimian@manchester.ac.uk

Programme Directors
• Helen Graham
• helen.k.graham@manchester.ac.uk

Study Advisor
• Melissa Wright
• studyadvisorhub@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

Blackboard is a web-based system that complements and builds upon traditional learning methods used at The University of Manchester. All course-related materials will be placed on Blackboard so it is essential that you familiarise yourself with the system as soon as possible. Blackboard also offers Discussion forums which you may find a useful resource to share information about assignments and other course-related queries. Blackboard is available to students.

• Students should access Blackboard via My Manchester
• Queries (technical related) should be directed to the eLearning team
• Queries (course content related) should be directed to: your Study Advisor

                                                                                                                                                           

Programme Information

Programme Overview

The Skin Ageing and Aesthetic Medicine PG Cert provides qualified medical and dental practitioners with an in-depth knowledge encompassing the science of skin ageing and aesthetics, the application of evidence-based practice, and the clinical assessment and management of patients presenting with aesthetic problems This course has been aligned to the Health Education England (HEE)’s recommended qualification requirements for practitioners delivering cosmetic procedures. It aims to support practitioners in the critical analysis of a range of evidence-based interventions for patients seeking aesthetic procedures and strategies for systematic implementation and evaluation of these in the provision of patient-centred, safe and high quality care.

Learning Outcomes

This qualification will enable you to develop enhanced knowledge and skills including:

• the application of skin anatomy and physiology in relation to aesthetics and ageing;
• an ability to assess patients’ requirements and suitability for aesthetic intervention;
• an ability to critically appraise quality research in aesthetic medicine related to skin ageing;
• a critical understanding of the psychosocial impact of skin ageing on individuals;
• develop a working knowledge of frameworks for safe and competent practice including effective communication, assessment, management, implementation and evaluation;
• the application of consent and ethical practice in aesthetic medicine;
• a knowledge of  minimally invasive aesthetic procedures including rejuvenation techniques, dermal fillers, botulinum toxin injections and some lasers;
• The assessment and treatment of complications of these procedures;
• develop an evidence based approach to anti-ageing strategies in aesthetic medicine and practice.

Programme Structure

The PG Cert consists of four course units (see further information below).

All four units are 15 credits and all required to be eligible for a PG Cert. Individual units will also be available for CPD. For students studying CPD, BIOL68100 Fundamentals of Skin Ageing is a pre-requisite for all other course units.

Course Units

BIOL68100: Fundamentals of Skin Ageing

Unit code	BIOL68100
Credit rating	15

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 develop fundamental scientific knowledge by engaging with a range of e-learning units comprising video lectures, histological evaluations and on line discussions to enable them to effectively appraise the current literature on skin ageing and develop evidence based practice.

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

Knowledge

2. Demonstrate an in-depth, critical understanding of the structure and function of healthy and ageing skin including:
   1. extracellular matrix biology
   2. mechanisms and pathobiology of skin ageing (intrinsic vs extrinsic)
3. Demonstrate an understanding of basic photobiology in relation to skin ageing

Intellectual skills

1. Critically reflect on and challenge your own knowledge, that of others and the organisation within which care is delivered
2. Critically reflect on international literature on skin ageing which encompasses clinical changes, mechanisms of pathobiology and resultant structural alterations in the skin
3. Demonstrate and defend sound clinical judgements based on student’s knowledge of literature to ensure high quality care for patients

Practical skills

1. 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.
2. Utilise appropriate basic science knowledge, theoretical models and concepts of beauty to assess patient’s skin for signs of intrinsic and extrinsic ageing
3. 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.
4. 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.

Transferable skills and personal qualities

1. Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals.
2. Effectively utilise information technology/health informatics.
3. Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice.
4. Work co-operatively and effectively with others as a member of a team.
5. Reflect on their own academic, clinical and managerial performance and utilise strategies to improve these.
6. Use logical and systematic approaches to problem-solving and decision-making.

Assessment methods

Assessment task	Length	Weighting within unit (if relevant)
On-line quiz following each set of video lectures	17 questions	Formative
Video ‘elevator pitch’ presentation on basic skin biology	5 minutes	60%
Peer review report of video	300 words	40%

Recommended reading

Photoaging – Barbara A Gilchrest 2013

Dermatoporosis: A Chronic Cutaneous Insufficiency/Fragility Syndrome – Gurkan Kaya, Jean-Hilaire Saurat 2007

Chronic sun damage and the perception of age, health and attractiveness – Paul J. Matts, Bernhard Fink 2010

Molecular aspects of skin ageing – Elizabeth C. Naylor, Rachel E.B. Watson, Michael J. Sherratt 2011

Cutaneous responses to environmental stressors – Giuseppe Valacchi, Claudia Sticozzi, Alessandra Pecorelli, Franco Cervellati 2012

Fibrillin-Rich Microfibrils are Reduced in Photoaged Skin. Distribution at the Dermal–Epidermal Junction – Rachel E B Watson, Christopher E M Griffiths, Nicholas M Craven, C Adrian Shuttleworth 1999

Fibrillin microfibrils are reduced in skin exhibiting striae distensae – RE Watson, EJ Parry, JD Humphries, CJ Jones 1998

Cell-Extracellular Matrix Interactions in Normal and Diseased Skin – F. M. Watt, H. Fujiwara 2011

Chronic sun exposure alters both the content and distribution of dermal glycosaminoglycans – E. F. BERNSTEIN, C. B. UNDERHILL, P. J. HAHN, D. B. BROWN 1996

Reactive Oxygen Species Activate the Human Elastin Promoter in a Transgenic Model of Cutaneous Photoaging – Eric F. Bernstein 2002

Photoaging versus intrinsic aging: A morphologic assessment of facial skin* – J. Bhawan, W. Andersen, J. Lee, R. Labadie 1995

Immunochemistry of Elastotic Material in Sun-Damaged Skin. – Virginia L. Chen, Raul Fleischmajer, Elaine Schwartz, Marie Palaia 1986

Modulation of Skin Collagen Metabolism in Aged and Photoaged Human Skin In Vivo – Jin Ho Chung, Jin Young Seo, Hai Ryung Choi, Mi Kyung Lee 2001

Fibrillin Immunoreactive Fibers Constitute a Unique Network in the Human Dermis: Immunohistochemical Comparison of the Distributions of Fibrillin, Vitronectin, Amyloid P Component, and Orcein Stainable Structures in Normal Skin and Elastosis. – Karin Dahlback, Anne Ljungquist, Helge Lofberg, Bjorn Dahlback 1990

Molecular basis of sun-induced premature skin ageing and retinoid antagonism – Gary J. Fisher, Subhash C. Datta, Harvinder S. Talwar, Zeng-Quan Wang 1996

The Biomechanical Properties of the Skin – Sadaf Hashim Hussain, Boonyapat Limthongkul, Tatyana R Humphreys 2013

Fibulin-5 deposition in human skin: decrease with ageing and ultraviolet B exposure and increase in solar elastosis – K. Kadoya, T. Sasaki, G. Kostka, R. Timpl 2005

Review Article: A new wrinkle on old skin: the role of elastic fibres in skin ageing – A. K. Langton, M. J. Sherratt, C. E. M. Griffiths, R. E. B. Watson 2010

Solar ultraviolet irradiation reduces collagen in photoaged human skin by blocking transforming growth factor-beta type 11 receptor/Smad signaling – T. Quan et al 2004

Ultraviolet Radiation Increases Tropoelastin mRNA Expression in the Epidermis of Human Skin In Vivo – Jin Young Seo, Seong Hun Lee, Choon Shik Youn, Hai Ryung Choi 2001

Low-dose ultraviolet radiation selectively degrades chromophore-rich extracellular matrix components – Michael J Sherratt, Christopher P Bayley, Siobhan M Reilly, Neil K Gibbs 2010

Reduced Type I and Type III Procollagens in Photodamaged Adult Human Skin. – Harvinder S. Talwar, Christopher E. M. Griffiths, Gary J. Fisher, Ted A. Hamilton 1995

The effect of reactive oxygen species on the biosynthesis of collagen and glycosaminoglycans in cultured human dermal fibroblasts – H. Tanaka, T. Okada, H. Konishi, T. Tsuji 1993

The surface structural alterations of elastic fibers and elastotic material in solar elastosis: a scanning electron microscopic study – T. Tsuji 1984

Collagen Cross-Linking in Sun-Exposed and Unexposed Sites of Aged Human Skin. – Mitsuo Yamauchi, Philip Prisayanh, Zia Haque, David T. Woodley 1991

BIOL68110: Skin Rejuvenation

Unit code	BIOL68110
Credit rating	15

Overview

This unit considers the scientific basis and indications for the latest skin rejuvenation techniques. The 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 learning.

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

Knowledge

1. Demonstrate an in-depth, critical understanding of basic science concepts as applied to rejuvenation techniques including cosmeuceuticals, chemical peels, needling and dermabrasion
2. Critically appraise the evidence for various approaches to skin rejuvenation explaining the indications, side effects and contraindications for rejuvenation techniques
3. Demonstrate an up to date knowledge of changing national and local policy and organisational structures.
4. Demonstrate a critical understanding of theories and concepts relevant to service development that takes appropriate account of user and carer perspectives
5. Critically evaluate a range of rejuvenation techniques to choose the most appropriate treatment for your patient

Intellectual skills

1. 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.
2. 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.
3. Demonstrate an in-depth and critical understanding of service user and carer perspectives and apply these to the patient pathway in skin rejuvenation
4. 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

1. 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.
2. Utilise appropriate basic science knowledge, theoretical models and concepts to guide patient’s skin towards the most appropriate skin rejuvenation techniques
3. Utilise appropriate theoretical frameworks and evidence-based constructs to assess, examine and formulate management plans for patients undergoing skin rejuvenation procedures
4. Explain common and serious side effects and contraindications to patients and if necessary relatives.
5. 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

1. Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals.
2. Effectively utilise information technology/health informatics.
3. Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice.
4. Work co-operatively and effectively with others as a member of a team.
5. Reflect on their own academic, clinical and managerial performance and utilise strategies to improve these.
6. Use logical and systematic approaches to problem-solving and decision-making.

Assessment methods

Assessment task	Length	Weighting within unit (if relevant)
On-line case study and quizzes	42 questions	Formative
Group discussion forum – appraisal of evidence for emerging treatments	800 words	40%
Video mock consultation	5 minutes	60%

Recommend reading

Multiple microneedling sessions for minimally invasive facial rejuvenation: an objective assessment – Moetaz El-Domyati, Manal Barakat, Sherif Awad, Walid Medhat 12/2015

Sunscreen and Prevention of Skin Aging – Maria Celia B. Hughes, Gail M. Williams, Peter Baker, Adèle C. Green 04/06/2013

Clinical improvement of photoaged skin with 50% glycolic acid. A double-blind vehicle-controlled study. – Nathan Newman

Restoration of Collagen Formation in Photodamaged Human Skin by Tretinoin (Retinoic Acid) – Christopher Griffiths, Andrew N. Russman, Gopa Majmudar, Robert S. Singer 19/08/1993

Improvement of Naturally Aged Skin With Vitamin A (Retinol) – Reza Kafi, Heh Shin R. Kwak, Wendy E. Schumacher, Soyun Cho 01/05/2007

Combating photoaging with percutaneous collagen induction – Desmond Fernandes, Massimo Signorini 2008-3

A Photonumeric Scale for the Assessment of Cutaneous Photodamage – Christopher E. M. Griffiths 01/03/1992

Antioxidants add protection to a broad-spectrum sunscreen – Y. Wu, M. S. Matsui, J. Z. S. Chen, X. Jin 03/2011

Evaluation of 70% Glycolic Peels Versus 15% Trichloroacetic Peels for the Treatment of Photodamaged Facial Skin in Aging Women – Marlena Kubiak, Paulina Mucha, Renata Dębowska, Helena Rotsztejn 08/2014

Two Concentrations of Topical Tretinoin (Retinoic Acid) Cause Similar Improvement of Photoaging but Different Degrees of Irritation – Christopher E. M. Griffiths 01/09/1995

Percutaneous Collagen Induction Therapy: An Alternative Treatment for Scars, Wrinkles, and Skin Laxity – Matthias C. Aust, Des Fernandes, Perikles Kolokythas, Hilton M. Kaplan 04/2008

Long-term efficacy and safety of tretinoin emollient cream 0.05% in the treatment of photodamaged facial skin: a two-year, randomized, placebo-controlled trial

Superficial and medium-depth chemical peels – Eileen Clark, Lawrence Scerri 2008-3

Clinical tolerance and efficacy of capryloyl salicylic acid peel compared to a glycolic acid peel in subjects with fine lines/wrinkles and hyperpigmented skin – Christian Oresajo, Margarita Yatskayer, Isabelle Hansenne 12/2008

Microneedling with dermaroller – Satish Doddaballapur 2009

Facial Allergic Granulomatous Reaction and Systemic Hypersensitivity Associated With Microneedle Therapy for Skin Rejuvenation – Razieh Soltani-Arabshahi, Jillian W. Wong, Keith L. Duffy, Douglas L. Powell 01/01/2014

Microneedling: Matching the results of medical needling and repetitive treatments to maximize potential for skin regeneration – S. Zeitter, Z. Sikora, S. Jahn, F. Stahl 08/2014

Microdermabrasion: An Evidence-Based Review – Darius J. Karimipour, Gholamreza Karimipour, Jeffrey S. Orringer 01/2010

Microdermabrasion: Reappraisal and brief review of literature

Gross and microscopic findings in patients undergoing microdermabrasion for facial rejuvenation

Dermabrasion: state of the art 2002 – Henry H Roenigk 07/2002

Pulsed Carbon Dioxide Laser, Trichloroacetic Acid, Baker-Gordon Phenol, and Dermabrasion: A Comparative Clinical and Histologic Study of Cutaneous Resurfacing in a Porcine Model – Richard E. Fitzpatrick 01/04/1996

Chemical Peels, Dermabrasion, and Laser Therapy – Sara Friedman, Jonathan Lippitz 2009-4

Effect of appearance-based education compared with health-based education on sunscreen use and knowledge: A randomized controlled trial – William Tuong, April W. Armstrong 04/2014

Restoration of Collagen Formation in Photodamaged Human Skin by Tretinoin (Retinoic Acid) – Christopher Griffiths, Andrew N. Russman, Gopa Majmudar, Robert S. Singer 19/08/1993

Clinical improvement of photoaged skin with 50% glycolic acid. A double-blind vehicle-controlled study

The Aesthetic Unit Principle of Facial Aging – Susan L. Tan, Michael G. Brandt, Jeffrey C. Yeung, Philip C. Doyle 20/11/2014

Additional Reading 9 items

Next Generation Cosmeceuticals – Sarah Malerich, Diane Berson 2014-1

Facial skin care products and cosmetics – Zoe Diana Draelos 11/2014

Minimally invasive treatments and procedures for ageing skin

Cosmetic dermatology: products and procedures 2016

Chemical peels in aesthetic dermatology: an update 2009 – TC Fischer, E Perosino, F Poli, MS Viera 03/2010

Evaluation of effects of platelet-rich plasma on human facial skin – Esra Pancar Yuksel, Gokhan Sahin, Fatma Aydin, Nilgun Senturk 10/2014

Dermabrasion and Microdermabrasion – Lora AlKhawam, Murad Alam 12/2009

Molecular Analysis of Aggressive Microdermabrasion in Photoaged Skin – Darius J. Karimipour, Laure Rittié, Craig Hammerberg, Victoria K. Min 01/10/2009

Hypo-collagenesis in photoaged skin predicts response to anti-aging cosmeceuticals – Dana L Sachs, Laure Rittié, Heather A Chubb, Jeffrey Orringer 06/2013

BIOL68120: Injectables in Aesthetic Medicine

Unit code	BIOL68120
Credit rating	15

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.

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

Knowledge

1. Demonstrate an in-depth, critical understanding of facial anatomy and morphology of ageing changes
2. Demonstrate an in-depth, critical understanding of bio-psychosocial concepts and perspectives related to the use injectable devices: botox, lipolysis and fillers
3. Critically appraise philosophies, models and frameworks for safe and competent practice including effective communication.
4. 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
5. Demonstrate an in-depth and critical understanding of the variety, mechanisms of action, safety and efficacy profiles of injectable devices used in aesthetic practice
6. Demonstrate an in-depth and critical understanding of the indications and complications of injectable devices used in aesthetic medicine
7. Demonstrate a critical understanding of the nature and value of different research approaches, designs and methods as applied to injectable devices.
8. Systematically and critically examine hierarchies of research evidence that inform and underpin aesthetic practice
9. Demonstrate an in-depth critical understanding of the requirements for, stages of and limitations of informed consent when offering treatment with injectable devices
10. Discuss through critical appraisal the regulatory issues and indemnity required for the safe practice of injectable devices

Intellectual skills

1. Demonstrate an in-depth and critical understanding of service user and carer perspectives and apply these to their practice.
2. Demonstrate the ability to critically appraise and apply the evidence base for the range of injectable devices used in aesthetic practice.
3. Demonstrate and defend sound clinical judgements for the management of patients undergoing treatments with injectable devices
4. 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.
5. 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

1. Manage and advance their own practice in accordance with professional, ethical, legal and policy frameworks.
2. Apply a critical evidence based approach to assess both clinically and psychologically a patient requesting treatment with injectable devices including botox, fillers and lipolysis
3. Utilise appropriate basic science knowledge, theoretical models and concepts to advise patient’s towards the most appropriate management strategies
4. 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.
5. 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.
6. Demonstrate sensitivity, awareness and advanced skills in the process of engaging with people seeking advice for skin ageing.
7. Utilise core skills in aesthetic medical practice to undertake and record systematic, accurate and comprehensive assessments of the needs of individual patients.
8. Utilise appropriate theoretical frameworks and evidence-based constructs to assess, examine and formulate management plans for patients undergoing skin rejuvenation procedures
9. Assess, explain and manage common and serious side effects and contraindications of treatment with injectable devices to patients and if necessary their carers/ relatives
10. 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

1. Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals.
2. Effectively utilise information technology/health informatics.
3. Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice.
4. Work co-operatively and effectively with others as a member of a team.
5. Reflect on their own academic, clinical and managerial performance and utilise strategies to improve these.
6. Use logical and systematic approaches to problem-solving and decision-making.

Assessment methods

Assessment task	Length	Weighting within unit (if relevant)
On-line case studies and quizzes	38 questions	Formative
Critique of 3 studies	800 words	40%
Presentation	5 minutes	60%

Recommended reading

The Aesthetic Unit Principle of Facial Aging – Susan L. Tan, Michael G. Brandt, Jeffrey C. Yeung, Philip C. Doyle 20/11/2014

Multipoint and multilevel injection technique of botulinum toxin A in facial aesthetics – Ivano Iozzo, Vera Tengattini, Valentina A Antonucci 06/2014

The clinical use of botulinum toxin – Arnold W. Klein 2004-4

Development of botulinum toxin therapy – Alan B Scott 2004-4

Botulinum A exotoxin for glabellar folds: A double-blind, placebo-controlled study with an electromyographic injection technique – Nicholas J Lowe, Anne Maxwell, Heather Harper 10/1996

A multicenter, double-blind, randomized, placebo-controlled study of the efficacy and safety of botulinum toxin type A in the treatment of glabellar lines – J.Alastair Carruthers, Nicholas J. Lowe, M.Alan Menter, John Gibson 2002-6

Double-Blind, Randomized, Placebo-Controlled, Dose-Response Study of the Safety and Efficacy of Botulinum Toxin Type A in Subjects with Crow’s Feet – Nicholas J. Lowe, Benjamin Ascher, Marc Heckmann, Catherine Kumar 21/03/2006

Contemporary Review of Injectable Facial Fillers – Theda C. Kontis 01/01/2013

A Randomized, Double-Blind, Multicenter Comparison of the Efficacy and Tolerability of Restylane Versus Zyplast for the Correction of Nasolabial Folds – Rhoda S. Narins, Fredric Brandt, James Leyden, Z. Paul Lorenc 06/2003

A randomized study of the efficacy and safety of injectable poly-L-lactic acid versus human-based collagen implant in the treatment of nasolabial fold wrinkles – Rhoda S. Narins, Leslie Baumann, Fredric S. Brandt, Steven Fagien 2010-3

Risk of Severe Adverse Reactions To an Injectable Filler Based on a Fixed Combination of Hydroxyethylmethacrylate and Ethylmethacrylate with Hyaluronic Acid – Mathias Rossner, Florian Rossner, Frank Bachmann, Luitgard Wiest 02/2009

Full-Face Rejuvenation Using a Range of Hyaluronic Acid Fillers: Efficacy, Safety, and Patient Satisfaction over 6 Months – Berthold Rzany, Hugues Cartier, Philippe Kestemont, Patrick Trevidic 07/2012

The Current State of Treatment of Adverse Reactions to Injectable Fillers – BERIT SPERLING, FRANK BACHMANN, VANESSA HARTMANN, RICARDO ERDMANN 11/2010

Risk Profiles of Different Injectable Fillers: Results from the Injectable Filler Safety Study (IFS Study) – HENDRIK ZIELKE, LINN WÖLBER, LUITGARD WIEST, BERTHOLD RZANY 03/2008

Injectable Fillers in Aesthetic Medicine 2006 (electronic resource)

Lowe N.J. When and how to combine treatments In Textbook of Facial Rejuvenation Ed. Lowe N.J. et al. Ch. 28. 322-325. Pub. Martin Dunitz Taylor and Francis 2002.

History and current application of botulinum toxin from poison to remedy. Handbook of Botulinum Toxin treatment 2nd edit 2003.Chapter 1.3-8. Editors. Moore P, Naumann. M Pub. Blackwell Science Ltd. Malden Mass. USA and Oxford, UK.

Soft Tissue Augmentation, Procedures in Cosmetic Dermatology 3rd edit 2013. Editors Carruthers J, Carruthers A. Elsevier, London. ISBN: 978-1-4557-2782-7.

Botulinum Toxin. Procedures in Cosmetic Dermatology 3rd edit 2013. Editors Carruthers A, Carruthers A. Elsevier, London. ISBN: 978-1-4557-2781-0

BIOL68130: Lasers in Aesthetic Medicine

Unit code	BIOL68130
Credit rating	15

Overview

This module will 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.

Students will be guided through the range of available light based devices 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.

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

Knowledge

1. Demonstrate an in-depth, critical understanding of facial anatomy and morphology of ageing changes
2. 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.
3. Critically appraise frameworks for safe and competent practice including effective communication.
4. Display a critical understanding of evidence based approaches to assess both clinically and psychologically a patient requesting treatment with laser devices
5. Demonstrate an in-depth and critical understanding of the variety, mechanisms of action, safety and efficacy profiles of laser devices used in aesthetic practice
6. Demonstrate an in-depth and critical understanding of the indications and complications of laser devices used in aesthetic medicine
7. Demonstrate a critical understanding of the nature and value of different research approaches, designs and methods as applied to laser devices.
8. Systematically and critically examine hierarchies of research evidence that inform and underpin aesthetic practice
9. Demonstrate an in-depth critical understanding of the requirements for, stages of and limitations of informed consent when offering treatment with laser devices
10. Discuss through critical appraisal the regulatory issues and indemnity required for the safe practice of laser devices

Intellectual skills

1. Demonstrate an in-depth and critical understanding of service user and carer perspectives and apply these to their practice.
2. Demonstrate the ability to critically appraise and apply the evidence base for the range of laser devices used in aesthetic practice.
3. Demonstrate and defend sound clinical judgements for the management of patients undergoing treatments with laser devices
4. 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.
5. 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

1. Manage and advance their own practice in accordance with professional, ethical, legal and policy frameworks.
2. Apply critical evidence based approaches to assess both clinically and psychologically a patient requesting treatment with laser devices including PDL, ablative lasers. etc
3. Utilise appropriate basic science knowledge, theoretical models and concepts to advise patient’s towards the most appropriate management strategies
4. 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.
5. 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.
6. Demonstrate sensitivity, awareness and advanced skills in the process of engaging with people seeking advice for skin ageing.
7. Utilise core skills in aesthetic medical practice to undertake and record systematic, accurate and comprehensive assessments of the needs of individual patients.
8. Utilise appropriate theoretical frameworks and evidence-based constructs to assess, examine and formulate management plans for patients undergoing laser procedures
9. Assess, explain and manage common and serious side effects and contraindications of treatment with laser devices to patients and if necessary their carers/ relatives
10. 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

1. Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals.
2. Effectively utilise information technology/health informatics.
3. Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice.
4. Work co-operatively and effectively with others as a member of a team.
5. Reflect on their own academic, clinical and managerial performance and utilise strategies to improve these.
6. Use logical and systematic approaches to problem-solving and decision-making.

Assessment

Assessment task	Length	Weighting within unit (if relevant)
On-line case study and quizzes	15 questions	Formative
MCQ and short answer questions	40 questions	40%
Video presentation on Laser clinical applications open ended question	5 minutes	60%

Recommended reading

Rook’s textbook of dermatology – Arthur Rook, Tony Burns 2010

Laser Dermatology – SpringerLink (Online service) 2013 (electronic resource)

Dermatology – Jean Bolognia, Joseph L. Jorizzo, Julie V. Schaffer c2012

Selective photothermolysis: precise microsurgery by selective absorption of pulsed radiation – PR Anderson, JA Parrish 1983

Thermal Relaxation of Port-Wine Stain Vessels Probed In Vivo: The Need for 1-10-Millisecond Laser Pulse Treatment. – Christine C. Dierickx, J. Michael Casparian, Vasan Venugopalan, William A. Farinelli 11/1995

Cryogen spray cooling and higher fluence pulsed dye laser treatment improve port-wine stain clearance while minimizing epidermal damage – CJ Chang, JS Nelson 1999

Pulsed dye laser-resistant port-wine stains: mechanisms of resistance and implications for treatment – J.A. Savas, J.A. Ledon, K. Franca, A. Chacon 05/2013

Indocyanine green-augmented diode laser therapy vs. long-pulsed Nd:YAG (1064 nm) laser treatment of telangiectatic leg veins: a randomized controlled trial. – A Klein, M Buschmann, P Babilas P, M Landthaler August 2013

Laser and intense pulsed light therapy for the treatment of hypertrophic scars: a systematic review – C Vrijman, AM van Drooge, J Limpens, JD Bos November 2011

Treatment of Tattoos With a Picosecond Alexandrite Laser – Nazanin Saedi, Andrei Metelitsa, Kathleen Petrell, Kenneth A. Arndt 01/12/2012

Fractional Photothermolysis: A New Concept for CutaneousRemodeling Using Microscopic Patterns of Thermal Injury – D Manstein, GS Herron, RK Sink, H Tanner 2004

New-Generation Radiofrequency Technology – Nils Krueger, Neil S. Sadick 2013

Fractional carbon dioxide laser resurfacing of rhytides and photoaged skin–a prospective clinical study on patient expectation and satisfaction – E Kohl, J Meierhöfer, M Koller February 2015

Rosacea. DermNet NZ

Long-pulsed dye laser vs. intense pulsed light for the treatment of facial telangiectasias: a randomized controlled trial – P Nymann, L Hedelund, M Hædersdal 02/2010

Comparative Efficacy of Nonpurpuragenic Pulsed Dye Laser and Intense Pulsed Light for Erythematotelangiectatic Rosacea – ISAAC M. NEUHAUS, LEE T. ZANE, WHITNEY D. TOPE 06/2009

Split-face randomized treatment of facial telangiectasia comparing pulsed dye laser and an intense pulsed light handpiece – Emil A. Tanghetti 02/2012

Comparison of Responses of Tattoos to Picosecond and Nanosecond Q-Switched Neodymium:YAG Lasers – E. Victor Ross, George Naseef, Charles Lin, Michael Kelly 01/02/1998

Use of osmotically active agents to alter optical properties of tissue: Effects on the detected fluorescence signal measured through skin – Gracie Vargas, Kin F. Chan, Sharon L. Thomsen, A.J. Welch 09/2001

Temporary dermal scatter reduction: Quantitative assessment and implications for improved laser tattoo removal – Roger J. McNichols, Matthew A. Fox, Ashok Gowda, Shilagard Tuya 04/2005

Optimal tattoo removal in a single laser session based on the method of repeated exposures – Theodora Kossida, Dimitrios Rigopoulos, Andreas Katsambas, R. Rox Anderson 02/2012

Combining Fractional Resurfacing and Q-Switched Ruby Laser for Tattoo Removal – ELLIOT T. WEISS, ROY G. GERONEMUS 01/2011

Topical imiquimod in conjunction with Nd:YAG laser for tattoo removal – Mohamed L. Elsaie, Keyvan Nouri, Voraphol Vejjabhinanta, Maria Patricia Rivas 11/2009

Melasma treatment using an erbium:YAG laser: a clinical, immunohistochemical, and ultrastructural study – Enayat Attwa, Mohamed Khater, Magda Assaf, Manal Abdel Haleem 02/2015

Melasma and laser treatment: an evidenced-based analysis – Shlomit Halachmi, Merete Haedersdal, Moshe Lapidoth 2014-3

Updates in noninvasive and minimally invasive skin tightening – Rachel N Pritzker, Deanne M Robinson 12/2014

Comparison of different technologies for noninvasive skin tightening – Rachel N. Pritzker, Heather K. Hamilton, Jeffrey S. Dover 12/2014

Skin Tightening Technologies – Jeremy Green, Ryan Greene 2014-1-31

Microfocused Ultrasound for Skin Tightening – Jennifer L. MacGregor, Elizabeth L. Tanzi 03/2013

Non-invasive subcutaneous fat reduction: a review – J. Kennedy, S. Verne, R. Griffith, L. Falto-Aizpurua 02/2015

Cryolipolysis: A Historical Perspective and Current Clinical Practice – H. Ray Jalian, Mathew M. Avram 03/2013

Laser Hair Removal: A Review – Stephanie D. Gan, Emmy M. Graber 06/2013

Laser hair removal – Omar A. Ibrahimi, Mathew M. Avram, C. William Hanke, Suzanne L. Kilmer 01/2011

Treatment of Melasma with Topical Agents, Peels and Lasers: An Evidence-Based Review – Shelly Rivas, Amit G. Pandya 10/2013

Programme Specific Induction

An online programme induction will be held.

Deadlines for Assessed Work

The deadline for any piece of assessed work is published on Blackboard. Please refer to your timetable for any due dates you may have.

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 Administrator.

Programme Committee

The Programme Committee meet 2 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 Administrator; Teaching Staff and Student Representatives. The Programme Committee report to the Consortium and School PGT Committee.

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 Study Advisor 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.

• Guidance on how to submit assignments

Please note that you can only upload one document so you cannot save your references/appendices as a separate document.

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 your Study Advisor. The form should be submitted as soon as possible before the coursework deadline and should be submitted to your Study Advisor. It is your responsibility to ensure that your request has been received. In the event that your Study Advisor is not available, please contact the Education Support Manager to deal with your request. 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:

Guidance on Late Submission

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.

• Guidance on academic malpractice and how to avoid it

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 Study 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.

• The University Policy on Feedback to Undergraduate and Postgraduate Taught Students

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 your Programme Administrator.

How To Find Your Marks

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.

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

The University Postgraduate degree regulations can be found online:

• Postgraduate Degree Regulations

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.

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:

https://www.library.manchester.ac.uk/using-the-library/students/training-and-skills-support/my-learning-essentials/online-resources/

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 Study Advisor as soon as possible. You can then complete a Mitigating circumstances form which can be sent to you. Requests must be accompanied by appropriate, independent, third-party supporting or collaborative documentation, which will be subject to verification.

• Guidance on mitigating circumstances

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 your Study Advisor.

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 Administrator who will communicate this information directly to the Fees and Records Departments of the University.

 

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.

• Counselling Service

 

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:

• Fitness to practise

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.

• Manchester Students’ Union

 

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

• The University of Manchester Careers Service

 

Monitoring attendance and wellbeing of students

Students will have regular contact with the Study Advisor. Students are are expected to read and engage with all of the compulsory teaching material on Blackboard. The reading list provided on Blackboard makes clear which reading is recommended and which is compulsory. Students are also expected to complete ALL compulsory assignments for their programme and to submit ALL coursework assignments by the deadline specified. As part of the assessment for each course unit, students will be required to take part in compulsory discussion board postings. The requirements for the frequency and content of these postings will be specified in the unit information on Blackboard. Any absences from compulsory assignments must be supported by a Mitigating Circumstances Form and supporting evidence.

If you are experiencing any issues that are making it difficult for you to engage fully with the requirements of the course, you should contact the Study Advisor in the first instance to discuss your options.

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:

• Video Portal
• https://youtu.be/47pA877MKJg

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 your Study Advisor with details of any assessments and teaching that may be affected.

• Centrally timetabled exams and religious observance

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.

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.