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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. Workshops 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:

  • keynote podcasts/videos to provide an insight into key concepts and guide further study (directed study)
  • experiential learning tasks to help bring topics to life and practice acquired skills in safe settings (workshops)
  • guided discussion around teaching practice-related issues and proposed strategies for dealing with them, helping you to make the links between theory and practice (group-based/action learning sets)
  • opportunities to discuss your own personal goals and progress (individual tutorials)
  • opportunities to reflect on your own skill and project development (workbooks and directed study)

Dianne Burns, Programme Director & Bip 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 our campus is a safe and happy environment for you to start your studies.

When arriving on campus, you’ll notice the changes we’ve made to keep everyone safe. For example, our buildings will have clearly marked entry and exit points; we’ll be asking everyone to sanitise or clean their hands immediately on entry; and markings on floors, stairwells and doors will help maintain social distancing.

Read our detailed safety guidance here.

As part of our University’s commitment to keep all staff and students safe we are strongly recommending everyone on campus to download the NHS COVID-19 app

It’s important for everyone to follow the guidelines on campus to keep themselves and others safe. We have faith that all members of our University community will do the right thing. You can politely remind people of the guidelines if they aren’t following them. If you still have concerns, you can report these to our COVID-19 team via Covid-info@manchester.ac.uk

Breaches of COVID-19 guidelines may be subject to University disciplinary action.

Our ‘Staying Safe’ microsite outlines the safety measures that are in place as well as useful information regarding:-

 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

Annette Haworth (Programme Administrator) 0161 306 2422 annette.haworth@manchester.ac.uk

Academic Team

Dianne Burns (Programme Director) 0161 306 7827 dianne.burns@manchester.ac.uk
Bipasha Choudhury (Deputy Programme Director) 0161 306 4179 bipasha.choudhury@manchester.ac.uk
Marcus Percy 0161 306 7855 marcus.percy@manchester.ac.uk
Harish Thampy 0161 306 1717 harish.thampy@manchester.ac.uk
Heather Sigley 0161 306 7660 heather.v.sigley@manchester.ac.uk

Each student will be allocated an Academic Advisor whose responsibilities will include pastoral care and the mentoring and monitoring the student’s academic progress, personal and professional development during the programme.

For academic issues the students are asked to first contact their Academic Advisor for support. The Programme Directors are also available to assist and advise, should there be any matter that cannot be dealt with by the Academic Advisor.

For administrative issues, the students are asked to initially approach the Programme Administrator and, in the case of further difficulty, their academic advisor, or Programme Director.

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

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

Communication with Students

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

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

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 and medical research to 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 a modular structure and uses elements of blended learning, which can be delivered flexibly to include the following:

  • a full-time option, delivered over one year
  • a part-time option delivered over two years
  • as part of a 4 year PhD programme taken within years 2-3

The PGCert in Medical and Health Education is structured as follows:

A: 4 x 15-credit units made up of units 1-4 (PhD pathway)

or

B: 2 x 15-credit units (unit 1 and unit 4) and 1 x 30 credit unit (Unit 5) (Practitioner Pathway)

In order to achieve the PG Certificate award, 60 credits must be successfully completed

Unit Number Unit Code Unit Name Credits
1 MEDN67081 Reflective Teaching and Learning Practice 15
2 MEDN67091 Curriculum Development and Teaching Methodology 15
3 MEDN67082 Evidence-based Teaching and Learning 15
4 MEDN67092 Assessment and Feedback 15
5 MEDN67090 Delivering Teaching and Facilitating Learning in Practice 30

Course Units

Full course unit outlines are supplied in the Course Unit Outlines section of this handbook, but here is a summary of the five units:

MEDN667081 – Reflective Teaching and Learning Practice (all routes)

You will be introduced to current theoretical frameworks, which are used to underpin effective HE 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 their discipline area. Critically exploring current principles and practices related to session design, delivery, assessment and evaluation, you will be encouraged to reflect upon the knowledge and skills needed to enable you to contribute effectively to the formative and summative assessment of student performance. 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, the need for fair and robust assessment and the effective evaluation of learning.

MEDN67091 – Curriculum Development and Teaching Methodology (PhD routes)

This course unit supports application of the evidence base and theoretical principles to participants’ individual teaching practice. Through exploring the literature and comparing experiences with peers, you will evaluate how different approaches and methods of teaching can be used to enhance learning. The importance of intelligent design is further considered, 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.

MEDN67082 – Evidence-Based Teaching and Learning (PhD routes)

This course unit ensures that you can interrogate your own practice within a theory/evidence base perspective. Drawing on the theoretical and evidence base within the literature, you will be facilitated to provide a critique of learning theories so that you can align teaching methods with approaches to learning. As part of this process, you will be required to develop a questioning approach to teaching and learning, exploring how teaching practice can be underpinned by equality and diversity, new technological advances and innovative approaches to learning.

MEDN67092 – Assessment and Feedback (all routes)

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 Biology, Medical and Health Sciences 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. You will be encouraged to be innovative in applying your knowledge and skills to the review of their current assessment practice. In exploring assessment and evaluation of assessment practice in Biology, Medical and Health Sciences, topics to be covered will include: assessment and evaluation in different contexts ensuring professional accountability; objectivity and fairness in assessment; relationships between teaching and assessment; sharing our assessment practices; assessing our teaching; the importance of feedback for interpreting assessment; the importance of ‘feed-forward’ into assessment and feedback design. This unit requires you to demonstrate an ability to adopt a critical approach to developing, delivering and evaluating assessment, evaluation and feedback strategies.

MEDN67090 – Delivering Teaching and Facilitating Learning in Practice (Medical and Health Education route)

This teaching practice-based course unit focuses on providing you with an opportunity to put into practice the knowledge and skills you have gained in your studies on the programme. You will be expected to develop, deliver and critically evaluate a range of teaching and learning processes/events/sessions that can be used to enhance student learning in both academic and practice settings as part of a period of supervised and independent teaching practice. During this process, you will be required to apply the knowledge and understanding, gained in the pre-requisite units, to create and sustain an environment conducive to learning. You will be expected to formulate and apply appropriate assessment strategies that effectively contribute to the formative and summative assessment of student learning in a variety of settings. You will be encouraged to become self-directed learners and develop problem-solving skills in relation to their emerging educational practice via a Teaching and Learning Record.

Course Unit Outlines


MEDN67081: REFLECTIVE TEACHING AND LEARNING PRACTICE

 

Credit rating 15
Level 7
Contact hours 12
Other scheduled teaching and learning activities None
School responsible School of Medical Sciences
Member of staff responsible Fiona Kevan
ECTS 7-5
Hours of Learning 150

AIMS

The unit aims to:

  • Enable participants to examine the underpinning theories and principles involved in developing educational learning opportunities, educational curricula and/or educational learning tools.
  • Introduce participants to theoretical frameworks underpinning effective HE practice in teaching, learning, assessment and evaluation, encouraging them to critically reflect on developments in their own discipline area.
  • Empower participants to analyse their own role as teachers and assessors of students; by developing innovative approaches to developing educational learning opportunities, educational curricula and/or educational learning tools.

BRIEF DESCRIPTION OF THE UNIT

Participants will be introduced to current theoretical frameworks, which are used to underpin effective HE practice in teaching, learning, assessment and evaluation. They will critically appraise a range of teaching and learning processes that can be used to create an environment conducive to learning, recognising that their own practice should be informed by broader higher education principles as well as developments in their discipline area. Critically exploring current principles and practices related to session design, delivery, assessment and evaluation, they will be encouraged to reflect upon the knowledge and skills needed to enable them to contribute effectively to the formative and summative assessment of student performance. In the context of considering their own values base in relation to teaching and learning, participants are also expected to consider the importance of equality and diversity for effective teaching, the need for fair and robust assessment and the effective evaluation of learning.

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

d) Critically appraise a variety of formative and summative assessment strategies that can be utilised to ensure and assure quality education
Intellectual skills e) Consider their own identity as educators as they embark upon the reflective process to improve their own teaching practice
Practical skills

f) Design a variety of effective learning opportunities, basing their design upon sound rationale with basis in the literature

g) Design robust, innovative assessments which offer opportunities for constructive student feedback whilst also enabling students to demonstrate attainment of intended learning outcomes
Transferable skills and personal qualities

h) Develop effective, facilitative communication and relationships as educators in order to support students to reach their full potential

i) Establish an inter-disciplinary community of practice for the exchange of educational ideas

LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

Face-to-face teaching (3 half-day workshops) and self-directed on-line learning: participants will be encouraged to engage with a variety of materials, exercises, independent and reflective learning to support and enable them to advance their knowledge and skills to a higher level.

LEARNING HOURS

Activity Hours allocated
Three half-day workshops 12
Directed reading in preparation for workshops 12
Assignment preparation 24
Independent reading and study 102
Total 150

ASSESSMENT (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

Assessment task Length Weighting within unit (if relevant) ILOs
Assignment 3000 words 100% a, b, c, d, e, f, g, h, i

FEEDBACK

  • Participants will meet with their peers during semester 1 and will be supported to self and peer assess reflective assignments.
  • A summative mark and detailed, individual qualitative feedback will be provided following the summative written assignment.
  • Verbal tutor feedback and comment will be provided directly to participants in interactive workshops.
  • Throughout the unit, participants will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.

CORE TEXTS*

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 and specific reading material will be set for each of the three workshops, which students must read in preparation. These will be made accessible online via Blackboard.

MEDN67091 CURRICULUM DEVELOPMENT AND TEACHING METHODOLOGY

 

Credit rating 15
Level 7
Contact hours 12
Other scheduled teaching and learning activities None
School responsible School of Medical Sciences
Member of staff responsible Judy Williams
ECTS 7-5
Hours of Learning 150

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.

BRIEF DESCRIPTION OF THE UNIT

In this unit, we will begin to apply the evidence base and theoretical principles to participants’ 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.

INTENDED LEARNING OUTCOMES

Category of outcome

 Participants will be able to:

Knowledge and

a) Critically analyse the various components of a curriculum, including educational philosophy/strategy, rationale, content, organisation,
understanding

implementation, assessment and evaluation

b) Explore and evaluate methods to promote professional development including mentoring and other supportive relationships in the workplace

c) Critically appraise a range of teaching and learning methods

d) Ensure the constructive alignment of teaching methods with intended learning outcomes

e) Critically evaluate the issues around embedding interprofessional education, mentoring, leadership and professionalism into the curriculum

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) demonstrate how to plan, design and execute small and large group teaching to enable learning and progression

i) Apply the elements of successful mentoring to own practice

Transferable skills and personal qualities

j) Manage change effectively and respond to changing demands

k) Teach effectively in a variety of contexts

LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

Learning and teaching processes utilise a mixed modality delivery aligned to intended learning outcomes: interactive workshops accompanied by online-guided reading and class exercises.

Interactive workshops will be supported by on-line materials to deliver theory and core principles.

To support independent study, learning materials including lecture slides and recommended reading will be provided on the unit’s online Blackboard learning environment prior to sessions.

LEARNING HOURS

Activity Hours allocated
Three half-day workshops 12
Directed reading in preparation for workshops 12
Assignment preparation 24
Independent reading and study 102
Total 150

ASSESSMENT (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

Assessment task Length Weighting within unit (if relevant) ILOs
Presentation: how your teaching aligns with broader curriculum 45 mins (including viva) 100% d, g, h
Reflective portfolio 1000 words (guide) pass/fail* f, g

*Although the portfolio does not carry a summative mark, we must satisfy ourselves that students have engaged fully with the reflective process in order to be able to award a pass mark.

FEEDBACK

  • A summative mark and detailed, individual qualitative feedback will be provided following the presentation.
  • Verbal tutor feedback and comment will be provided directly to students during interactive workshops.
  • Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.
  • Formative feedback will be provided in response to the portfolio.

CORE TEXTS*

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.

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.” Higher Education Academy.

Race, P. (2014). The lecturer’s toolkit: a practical guide to assessment, learning and teaching. Routledge.

*NB: In addition to core texts, a more comprehensive reading list will be provided and specific reading material will be set for each of the three workshops, which students must read in preparation. These will be made accessible online via Blackboard.

MEDN67082: EVIDENCE-BASED TEACHING AND LEARNING

 

Credit rating 15
Level 7
Contact hours 12
Other scheduled teaching and learning activities None
School responsible School of Medical Sciences
Member of staff responsible Bipasha Choudhury
ECTS 7-5
Hours of Learning 150

AIMS

The unit aims to:

  • support participants to explore the relationship between teaching and learning theories and their own teaching practice.
  • emphasise the importance of planning and design for effective teaching, learning and assessment.
  • encourage critical appraisal of a variety of teaching methods.
  • explore the issues around incorporating diversity and equality into teaching.
  • develop an awareness of learning technologies and their potential for appropriate teaching and learning.

BRIEF DESCRIPTION OF THE UNIT

This course unit ensures that participants can interrogate their own practice within a theory/evidence base perspective. Drawing on the theoretical and evidence base within the literature, students will be facilitated to provide a critique of learning theories so that they can align teaching methods with approaches to learning. As part of this process, students will be required to develop a questioning approach to teaching and learning, exploring how teaching practice can be underpinned by equality and diversity, new technological advances and innovative approaches to learning.

INTENDED LEARNING OUTCOMES

Category of outcome Participants will be able to:
Knowledge and understanding

a) Evaluate the utility of learning theories within their own sphere of practice

b) Interrogate their own pedagogical practice

c) Synthesise evidence relating to aspects of their own teaching practice

d) Critically appraise appropriate theory/evidence base teaching and learning strategy which addresses the needs of a variety of learners

e) Critically appraise the inclusivity of teaching methods with regards to equality and diversity of the student body
Intellectual skills

f) Evaluate the theoretical and evidence for their own teaching and justify how this meets the needs of a wide variety of learners

g) Synthesise theoretical and research evidence in order to interrogate their own practice
Practical skills

h) Review and evaluate the sources of knowledge that underpin pedagogical practice (theory, evidence, databases)

i) Align appropriate teaching approaches with ways of learning
Transferable skills and personal qualities

j) Reviewing teaching and learning approaches

k) Develop confidence in matching teaching and learning strategies

l) Plan, deliver and review teaching and learning with a theory/evidence framework

LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

Learning and teaching processes utilise a mixed modality delivery aligned to intended learning outcomes: interactive workshops accompanied by online-guided reading and class exercises. As a way of modelling the processes of teaching and learning, individual sessions will be delivered using behaviourist, cognitivist and constructivist principles.

Interactive workshops will be supported by on-line materials to deliver theory and core principles.

To support independent study, learning materials including lecture slides and recommended reading will be provided on the unit’s online Blackboard learning environment prior to sessions.

LEARNING HOURS

Activity Hours allocated
Lectures, tutorials, seminars and workshops 12
Directed reading for flipped classroom discussions 12
Preparation for a literature review 24
Independent reading and study 102
Total 150

ASSESSMENT (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

Assessment task Length Weighting within unit (if relevant) ILOs
A literature review looking critically at the evidence underpinning one area of pedagogical practice 3000 words Summative A-I
A formative interrogation of a search strategy relating to an area of pedagogy, relating to their own practice 1000 words Formative B, H, J

FEEDBACK

  • A summative mark and detailed, individual tutor written qualitative feedback will be provided following the written assignment.
  • Verbal tutor feedback and comment will be provided directly to students during interactive workshops.
  • Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.
  • Feedback on the formative assignment will help guide and prepare students for the summative submission.

CORE TEXTS*

Cleaver E, Lintern M and McLinden M (2014) Teaching and Learning in Higher Education: Disciplinary Approaches to Higher Education. Sage, London

Fry H, Ketteridge S and Marshall S (2014) Teaching and Learning in Higher Education: Enhancing Academic Practice. Routeledge, London

Brown PC, Roediger HL and McDaniel MA (2014) Make It Stick: The Science of Successful Learning. Harvard University Press. Harvard

Perry RP and Smart JC (2007) The Scholarship of Teaching and Learning in Higher Education: An Evidence Based Perspective. Springer, Netherlands

Pokorny H and Warren D (2016) Enhancing Teaching Practice in Higher Education. Sage, London

Swartz BM, Garung RAR, (2012) Evidence-Based Teaching for Higher Education. The American Psychological Society, Washington

Weller S. (2015) Academic Practice: Developing as a Professional in Higher Education. Sage, Londo

*NB: In addition to core texts, specific reading material will be set for each individual adult learning disability discussion seminar which, students must read in preparation. These will be made accessible online via Blackboard.

MEDN67092: ASSESSMENT AND FEEDBACK

 

Credit rating 15
Level 7
Contact hours 12
Other scheduled teaching and learning activities None
School responsible School of Medical Sciences
Member of staff responsible Marcus Percy and Harish Thampy
ECTS 7-5
Hours of Learning 150

AIMS

Unit Aims:

  • Explore assessment of student work within the context of higher education and beyond.
  • Facilitate participant evaluation of a range of relevant literature on assessment in their relevant disciplines.
  • In the context of the student’s activity and their practice discipline invite the exploration of current assessment practices across higher education.
  • Explore how assessment fits into the broader remit of evaluation and quality assurance.
  • Emphasise the impact and value of giving feedback

BRIEF DESCRIPTION OF THE UNIT

This course unit considers ways in which meaningful assessment has a strong influence on learning. Participants 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, basic psychometrics, standard-setting approaches and the principles and practice of feedback and feed-forward. This unit requires participants to demonstrate an ability to adopt a critical approach to developing, delivering and evaluating assessment, evaluation and feedback strategies.

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 and justify their relevance to the Faculty

b) Critically evaluate the literature on assessment pertinent to their own discipline areas

c) Articulate a coherent argument regarding the impact and value of providing high quality feedback to students

d) Critically appraise the relationship between assessment and the broader remit of evaluation and quality assurance

e) Ensure constructive alignment of assessment methods with intended learning outcomes within the context of their discipline areas

Intellectual skills

f) Subject their current assessment practice to critical evaluation through the process of reflection

Practical skills

g) Plan, design and execute formative and summative assessment to enable learning, progression and support for different educational contexts

h) Make informed judgements on appropriate assessment practices

Transferable skills and personal qualities

i) Further develop a reflective approach to their own professional practice as educators which will serve as a basis for continuing professional development

LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

Learning and teaching processes utilise a mixed modality delivery aligned to intended learning outcomes: interactive workshops accompanied by online-guided reading and class exercises.

Interactive workshops will be supported by on-line materials to deliver theory and core principles.

To support independent study, learning materials including lecture slides and recommended reading will be provided on the unit’s online Blackboard learning environment prior to sessions.

LEARNING HOURS

Activity Hours allocated
Three half-day workshops 12
Directed reading in preparation for workshops 12
Assignment preparation 24
Independent reading and study 102
Total 150

ASSESSMENT (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

Assessment task Length Weighting within unit (if relevant) ILOs
Assignment (action research project) 3000 words 100% a, b, c, d, e, f, g, h, i

FEEDBACK

  • A summative mark and detailed, individual tutor written qualitative feedback will be provided following the written assignment.
  • Verbal tutor feedback and comment will be provided directly to students during interactive workshops and there will be an opportunity for formative feedback on progress with the summative assignment during a drop-in tutorial.
  • Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.
  • Formative feedback will be provided in response to the portfolio.

CORE TEXTS*

Biggs, John, and Catherine Tang. Teaching for quality learning at university. McGraw-Hill International, 2011.

Bloxham, S, Boyd, P, (2007) Developing Effective Assessment in Higher education: A Practical Guide, 2nd ed. Maidenhead: SRHE – OUP

Boud, D and Falchikov, N (2007) Rethinking Assessment in Higher Education: Learning for the Longer Term. Oxon: Routledge

Brown, G. A., Bull, J., & Pendlebury, M. (2013). Assessing student learning in higher education. Routledge

Bryan, C, and Clegg, K. (2006) (eds) Innovative assessment in Higher Education London: Taylor and Francis

Downing, S.M and Yudkowsky, R (2009) (eds) Assessment in Health Professions Education. Oxon: New York

Fry, H, Ketteridge, S, & Marshall, S (eds) (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. London: Routledge Falmer

MEDN67090 DELIVERING TEACHING AND FACILITATING LEARNING IN PRACTICE

 

Credit rating 30
Level 7
Contact hours 20
Other scheduled teaching and learning activities 80 hours of teaching practice
School responsible School of Medical Sciences
Pre-requisite unit/s MEDN67081 Introduction to Reflective Teaching and Learning Practice
Co-requisite unit/s MEDN67092 Assessment and feedback
Member of staff responsible Heather Sigley
ECTS 15
Hours of Learning 300

AIMS

The unit aims to:

  • Support participants to develop the skills necessary to support the teaching learning and assessment of students (nurses/midwives, medical students or those undertaking education within the allied health and social care professions) as part of an effective, supportive and dynamic learning process.
  • Encourage participants to critically analyse their role as teachers and assessors of students (nursing, midwifery, medicine, allied health and social care professions) in theory and clinical practice and develop creative, innovative approaches to supporting, assessing and managing the learning process.
  • Enable participants to develop as critically reflective educators able to deliver effective, robust, innovative and dynamic educational events, units of learning and educational curricula as part of a period of educational teaching practice.

BRIEF DESCRIPTION OF THE UNIT

This practice-based unit focuses on equipping participants with an opportunity to put into practice the knowledge and skills they have gained in two other pre-requisite units, Reflective Teaching and Learning Practice and Assessment and Feedback.

Participants will be expected to develop, deliver and evaluate a range of teaching and learning processes/events/sessions that can be used to enhance student learning in both academic and practice settings as part of a period of supervised and independent teaching practice. During this process, they will be required to apply their knowledge and understanding to create and sustain an environment conducive to learning. They will be expected to formulate and apply appropriate assessment strategies that effectively contribute to the formative and summative assessment of student learning in a variety of settings. Participants will be encouraged to become self-directed learners and develop problem-solving skills in relation to their emerging educational practice via a Teaching and Learning Record.

INTENDED LEARNING OUTCOMES

Category of outcome Participants will be able to:

Knowledge and understanding

a) Recognise the diverse learning requirements of individual students and make necessary adjustments to accommodate a range of student needs in both academic and practice settings

b) Recognise personal implications and professional accountability in relation to the assessment of students who have/have not attained the required educational standard

Intellectual skills

c) Critically evaluate the efficacy of selected teaching and learning strategies in a variety of academic and practice settings

d) Critically reflect upon own teaching, assessment and evaluation practices utilising a range of available strategies to enhance own performance

Practical skills

e) Effectively deliver a variety of evidence-based teaching and learning activities so that students are able to realise their full potential.

f) Empower students to become reflective learners by developing dynamic learning and educational opportunities

g) Apply robust, innovative and evidence-based assessment strategies which enable students to demonstrate attainment of required learning outcomes

h) Provide constructive feedback to students assisting them in recognising future learning needs and actions

i) Demonstrate professional accountability in managing failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future

Transferable skills and personal qualities

j) Participate in self and peer evaluation, considering the impact this has on own personal/professional development and the development of others

k) Act as a practice expert to support development of knowledge and skills for practice

l) Demonstrate enhanced skills in effective communication to a range of audiences in a variety of settings

LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

Learning and teaching processes utilise a mixed modality delivery aligned to intended learning outcomes. To support independent study, on-line learning materials will be provided on the unit’s Blackboard learning environment to be completed prior to the timetabled interactive workshop sessions. Participants will also be required to identify a Teaching and Learning Mentor* for the duration of the programme who will meet with them on a regular basis to provide feedback and help support their professional development.

There will be an opportunity for participants to engage with the LEAP programme if they wish to gain HEA fellowship.

LEARNING HOURS

Activity Hours allocated
Three half-day workshops 6
Directed online learning activities 16
Mentor 1-1 sessions 8
Independent reading/study and assessment preparation 190
Teaching practice 80*
Total 300

ASSESSMENT (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

Assessment task Length Weighting within unit (if relevant) ILOs

SUMMATIVE:

A Teaching and Learning Record* comprising:

  1. A personal development plan
  2. A record of 80 hours which includes all teaching and learning activities undertaken
  3. Copies of all teaching plans/student resources for the teaching sessions delivered
  4. One peer evaluated teaching session
  5. One formatively assessed teaching session
  6. One summatively assessed teaching session
  7. A reflective record of all Mentor Meetings
 Equivalent to 3000 words N/A (mandatory but pass/fail) a, b, e, f, g, h, j, k, l
Case Study (Written Assignment or Oral/Video Presentation) 3000 words equivalent 100% b, c, d, i

*Although the Teaching and Learning Record does not carry an overall summative mark, we will satisfy ourselves that students have engaged fully with the reflective process in order to be able to award a pass mark and hence the credits for the unit.

**The formal assessment of the teaching will be undertaken by a suitably qualified assessor from the programme team.

FEEDBACK

  • Participants will be encouraged to access a variety of formative feedback opportunities through the collation of a Teaching and Learning Record and the submission of a draft written assignment.
  • A summative mark and detailed, individual qualitative feedback will be provided following the submission of a written assignment (case study) and one observed teaching session.
  • Verbal tutor feedback and comment will be provided directly to students during interactive workshops.
  • Throughout the unit, participants will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.

CORE TEXTS*

Biggs and Tang (2011), Teaching for Quality Learning at University (4th Edition), Berkshire: Open University Press

Bradshaw M, & Lowenstein, A (2011) Innovative Teaching Strategies in Nursing and Related Health Professions, London: Jones & Bartlett Publishers International

Dempster, J. A., Benfield, G., & Francis, R. (2012). An academic development model for fostering innovation and sharing in curriculum design. Innovations in Education and Teaching International, 49(2), 135-147

Evans, L. V., Crimmins, A. C., Bonz, J. W., Gusberg, R. J., Tsyrulnik, A., Dziura, J. D., & Dodge, K. L. (2014). A Comprehensive, Simulation-Based Approach to Teaching Clinical Skills: The Medical Students’ Perspective, Yale Journal of Biology and Medicine, 87(4), 575

General Medical Council (2015), Promoting Excellence: Standards for Medical Education and Training, Manchester: GMC

Health Care Professions Council (2018), Standards of Education and Training, London: HCPC

Kolb D A. (1984). Experiential Learning. Experience as the Source of Learning and Development. New Jersey: Prentice Hall

Knowles M,   Holton E, & Swanson R (2005). The Adult Learner (6th edition). London: Elsevier

Loue, S (2011), Mentoring Health Science Professionals, New York: Springer Publishing Company

Nursing and Midwifery Council (2018), Practice Assessor Preparation, London: NMC

Nursing and Midwifery Council (2019), Academic Assessor Preparation, London: NMC

Schon DA. (1983). The Reflective Practitioner: How professional think in action. New York: Basic Books Inc New York

3. Teaching, Learning and Assessment


Programme Intended Learning Outcomes

 

Knowledge & Understanding    

A1

Critically evaluate a variety of adult learning theories, applying these to their own evidence-based teaching and assessment practice in order to create and sustain effective learning environments in a variety of settings

A2

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

A3

Critically evaluate a variety of formative and summative assessment strategies that can be utilised to ensure and assure quality education

A4

Consider their own identity as educators as they engage with the reflective process to improve their own teaching and assessment practice
Intellectual Skills            

B1

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 educators

B2

Critically reflect on their own teaching practice in the light of the evidence base and theory.

B3

Critically evaluate the literature and the relationship between theory and practice in planning and delivery of teaching and assessment.
Practical Skills  

C1

Demonstrate the ability to design and maintain effective, evidence-based learning curricula and environments.

C2

Formulate and effectively deliver a variety of evidence-based innovative teaching and learning activities

C3

Design and apply robust, innovative and evidence-based assessment strategies which offer opportunities for constructive student feedback whilst also enabling students to demonstrate attainment of required learning

Transferable Skills and Personal Qualities           

D1

Develop effective communication and educational relationships in order to support students to reach their full potential.

D2

Establish an inter-disciplinary community of practice for the exchange of educational ideas.

Study Load

Each 15 credit Module is considered to be equivalent to 150 hours of study. We expect you to work independently (e.g. background reading, tasks set on Blackboard, research and assignment writing) for your study time.

Assessment

A range of summative assessments will be employed by the programme to assess a student’s knowledge and understanding, practical skills where appropriate and developing intellectual and transferable skills. Assessment methods employed will include verbal presentations, completion of a reflective portfolio, observed teaching practice, critical review of pedagogy literature and an action research project (see previous mapping exercise and individual course unit specifications for detail). 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 students the opportunity to demonstrate their 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 argument. A standard set of assessment criteria for all PGT units is utilised which sets out an agreed marking scheme for PGT study units.

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 each participant, 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 Advisors and participants. Assessed work will usually be marked online using Grademark and once results have been made available, participants will be able to access their scripts along with the marker’s comments and feedback online via Blackboard.

Participants 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 15 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 (15 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.

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

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

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

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

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

Guidance for students is available on the web: A Basic Guide to Mitigating Circumstances.

Please contact your programme administrator 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:

Guidance on Late Submission

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

 

Assignment Word Count (Including Dissertation)

In accordance with the University Policy on Marking:

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

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

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

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

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

Fitness to Practise

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

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

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

a) procedural irregularity;

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

c) the disproportionate nature of the penalty.

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

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

Academic Appeals, Complaints, Conduct and Discipline


Academic Appeals

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


Student Complaints

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


Conduct and Discipline of Students

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/

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

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

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

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

Special Permissions


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

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

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

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

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

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

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

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

Academic Advisor

Each student is assigned an Academic Advisor and can seek advice or support from other members of staff, including the Programme Directors. The support mechanisms available to students both within the programme, the Faculty and the University will be outlined in the programme handbook and discussed during the induction seminar delivered by the Programme Directors at the start of each academic year. Support is managed through regular scheduled meetings between each student and their Academic Advisor. A record of all meetings is kept on file.

For academic issues the students are asked to first contact their Academic Advisor for support. The Programme Directors are also available to assist and advise should there be any matter that cannot be dealt with by the Academic Advisor.

For administrative issues the students are asked to initially approach the Programme Administrator and in the case of further difficulty their Academic Advisor or Programme Directors.

The student’s Academic Advisor and the Programme Directors supply pastoral support and through their delivery of the Programme will routinely meet the students at both a formal and an informal level during the academic year. The students are also told during induction that the Programme Directors run an ‘open door policy’ so are available, other teaching and work responsibilities permitting, to discuss academic or pastoral problems. Given other work commitments, however, students are advised to check availability via email to avoid disappointment.

The Programme recognises the ever-changing demands placed on students and therefore remains responsive to feedback both from students and staff. The proposed system provides a robust, flexible and sympathetic support framework.

For non-programme matters the University provides an extensive range of student support services. The Student Services Centre is the single point of contact and can help with questions relating to finance, immigration, student cards, exams or graduation. The Centre operates a drop-in service and can also be contacted by telephone or email. There are specialist advisers that can help with careers, volunteering, managing money, international programmes, and support and well-being. The University’s Language Centre runs pre-sessional English courses, exam preparation courses, and registered international students are can take advantage of in- sessional language support, including the academic writing tutorial service and programme- specific English language courses and workshops.

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 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 mechanism are in place within the Schools organization of on-line education to make reasonable adjustments, through the provision of resources 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:

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 Academic 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 Academic Advisor at any time, either directly or through the Programme Administrator.

6. Student Representation and Feedback

Student Representation and Feedback

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

The overall responsibilities of the Student Representative are

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

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

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

7. Programme Management

Programme Management and Committee Structure


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

The remit of the committee will be to:

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

Committee Structure

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

The role of the External Examiner

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

External Examiners’ reports

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

External Examiner Details

The External Examiners for this programme are Brian McGowan, who is an Academic Lead for Continuing Professional Development, based at Ulster University and Nick Cooper, Associate Professor Clinical Education and Medical Director of Physician Associate Studies, based at the University of Plymouth.

Please note that it is inappropriate for students to make direct contact with External Examiners under any circumstances, in particular with regards to a student’s individual performance in assessments.

Other appropriate mechanisms are available for students, including the University’s appeals or complaints procedures and the UMSU Advice Centre.

In cases where a student does contact an External Examiner directly, External Examiners have been requested not to respond to direct queries. Instead, External Examiners should report the matter to their School contact who will then contact the student to remind them of the other methods available for students. If students have any queries concerning this, they should contact their Programme Officer (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

Data Protection

Guidance for the Presentation of Taught Masters Dissertations

Guidance to Students on Plagiarism and Other Forms of Academic Malpractice

Policy on Submission of Work for Summative Assessment on Taught Programmes

Policy on Mitigating Circumstances

Mitigating Circumstances Guidance for Students

PGT Degree Regulations

Policy on Feedback to Undergraduate and Postgraduate Taught Students

Student Complaints Procedure

Student Charter

Work and Attendance of Students (Regulation XX)

Student Support Issues

A-Z of Student Services

Accommodation

Blackboard
Students should access Blackboard via My Manchester

Careers Service

Counselling Service

Disability Advisory and Support Service

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

Equality, Diversity and Inclusion for Staff and Students

Health & Fitness

Health & Safety Policy

International Advice Team

IT and eLearning Support

Mature Students Guide

Occupational Health Services for Students

Personal Development Planning

A Personal Safety Guide for International Students

Students Union

10. Appendix

Research Integrity and Ethics

The PG Certificate in Teaching and Learning in Biology, Medicine and Health Sciences 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.