Faculty of health, psychology and social care department of continuing professional development and postgraduate studies




НазваниеFaculty of health, psychology and social care department of continuing professional development and postgraduate studies
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4.1.2 Responsibilities



The Committee will meet once a term, or more frequently if necessary. It will be responsible for:


i the maintenance and enhancement of the academic standards of the programme


ii the monitoring and evaluation of the programme and in particular evaluating its operation, its delivery and standard, its teaching methods, its curriculum aims and students' needs


iii ensuring the programme operates in accordance with the approved programme scheme


iv agreeing recommendations for changes to the programme (content and structure) and on any matter affecting the operation of the programme


v considering and implementing at programme level such policies as may be determined by the Academic and Faculty Board in relation to:


  • programmes, teaching and learning, the content of the curriculum

  • the assessment and examination of students (in conjunction with Board of Examiners)

  • criteria for the admission of students

  • research, scholarship and programme-related staff development

  • the appointment of internal and external examiners

  • the retention, support and progression of students.


vi advising the Academic Board on such matters as v above


vii ensuring the academic development of the programme


viii advising the relevant Head of Department/Dean through the Programme Leader on the resources needed to support the programme


ix contributing to the formulation of institutional academic policy and considering such other matters as may be appropriate to the operation of the programme or as may be referred to the committee by Faculty or Academic Board.


4.2 Board of Examiners


4.2.1 Membership


The Board of Examiners shall comprise:


  • Head of Department of Continuing Professional Studies and Postgraduate Studies (Chair)

  • Dean of Faculty (ex-officio)

  • Programme Leader(s)

  • Unit Tutors

  • Internal Examiners (defined as those staff, both full and part-time associated with assessment which are the responsibility of the Board

  • The External Examiners appointed for the programme(s)


4.2.2 Responsibilities



        1. The Board of Examiners shall be responsible to the Academic Board for all the programme assessments that contribute to the granting of academic awards and for recommending the granting of awards to candidates who it is satisfied have fulfilled the objectives of the programme of study, demonstrated fulfilment of the associated learning outcomes and achieved the required standard.




        1. In exercising its responsibilities, the Board of Examiners has the discretion, subject to the provision of the regulations of the University, to reach such a decision in respect of candidate’s assessment(s) and award as it may deem appropriate having regard for the need to ensure that justice is done to individual students and that the standards of the University’s awards are maintained.


4.2.3 Functions


The Board’s functions shall include:


i recommending the conferment of an award upon a student who, in the judgement of the board, has fulfilled the objectives of the approved programmes of studies, demonstrated fulfilment of the associated learning outcomes and achieved the standard required for the award;


ii determining the award, including the level of Honours where applicable, to be recommended under (i) above.


iii applying the University’s examination and assessment regulations to the programme;


Iv considering, moderating and approving examination papers, and marking schemes, if any, for all assessed examinations relating to the programme;


v consider and approving and assignments or projects which form part of the scheme of assessment;


vi assessing written or oral examinations;


vii assessing any project or coursework which forms part of the scheme of assessment;


viii receiving and considering any communication relevant to tits functions;


ix reporting matters of policy and significance to the Academic board;


x such other functions as the Academic board shall determine.


4.2.4 Sub-Committees


The Board of Examiners may appoint sub-committees to deal with special aspects of its work other than the final assessment of candidates and may delegate to sub-committees such duties as preparing draft examination papers and assignments, marking scripts, considering and approving the titles and outlines of projects and theses, assessing course work and preparing evidence for presentation to the Board of Examiners, subject to the overriding authority of Board of Examiners and the rights and responsibilities of individual examiners.


4.2.5 Subsidiary Examination Committees


The Board may appoint subsidiary examination committees which must include at least one approved external examiner in their membership. Such subsidiary examinations committees may not make decision on behalf of the Board of Examiners but shall make such recommendations as they may consider appropriate to the main Board of Examiners.


4.2.6 Duties of Board Members



        1. The duties of the Chair of the Board of Examiners shall include convening meetings, corresponding and communicating with external examiners between meetings and accepting responsibility for the correct recording of decisions and recommendations of the Board.




        1. The duties of the internal examiners shall include preparation of draft examination papers, assessment schemes, marking scripts, assessing projects and theses, drawing up and presenting to the Board of Examiners such reports as may be required and attending meetings of the Board.




        1. The role, authority, duties and rights of external examiners shall be defined in the regulations on external examiners made by the Academic Board.


4.2.7 Treatment of Extenuating Circumstances


Following is the specific current procedure for the Faculty of Health, Psychology and Social Care for the consideration of exceptional factors affecting submission of assessments. It should be read in conjunction with the University’s Regulations for Postgraduate Programmes of Study. This procedure will be amended in line with any new guidance or policies issued by the University and students advised of changes accordingly.


If students feel that exceptional factors have prevented them from handing in an assessment by the submission date, they should complete a Disclosure of Exceptional Factors Affecting Submission of Assessments form (available from the Departmental Office). Students should attach appropriate documentary evidence.


Students must submit the form to the Departmental Office for the attention of the Programme Administrator. The form and evidence should be placed in a sealed envelope with name, registration number, programme and year on the envelope. The procedures for the programme will require the student to submit the disclosure form with other documents, e.g. Late Assessed Course Work (ACW) hand-in form.


Students should submit assessments as soon as possible, and follow the procedures specified by the programme for the submission of late work.


The Exceptional Factors Group for the programme will consider the information and evidence submitted on the disclosure form. The group will prepare a report for consideration by the Chair of the Board of Examiners, which will include a recommendation regarding the acceptance of the evidence and a proposal for the Chair regarding submission/penalty to be applied/acceptance of late work.


The Board of Examiners, or the Chair acting on its behalf, will make the final decision on whether late work should be accepted without penalty or recorded as a late submission and the associated penalties applied. Further information on the penalties applied for work submitted late can be found in the Regulations for Postgraduate Programmes of Study. Correspondence after the meeting of the Board of Examiners will indicate whether the exceptional factors were accepted.


4.3 Programme Leader


The appointment and duration of office of a Programme Leader shall be determined by the Head of Department in consultation with the Dean of Faculty. Programme Committee recommendations shall be addressed through the Programme Leader to the Head of Department who, in turn, shall report to the relevant Dean of Faculty.


The Programme Leader carries significant responsibility and is supported in their role, not only within the Department of Continuing Professional Development and Postgraduate Studies, but also through Faculty and institutional activities and guidance. For example, the Human Resources Division runs an annual two-day staff development programme for new Programme Leaders.


The Programme Leader has the overall responsibility for ensuring the quality and appropriate development of the programme. The Programme Leader has strategic oversight of all issues that contribute directly or indirectly to the organisation of the entire programme and curriculum development within the programme and the quality enhancement of the programme, including:


  • Responsibility for Quality Monitoring and Enhancement within the programme;

  • Responsibility for the submission of an annual Quality Action Plan;

  • Responsibility for the submission of Annual Monitoring Reports;

  • Responsibility for facilitating evaluation of the entire programme and providing feedback to external examiners;

  • Responsibility for the appropriate use of and development of learning resources within the programme;

  • Responsibility for the programme budget;

  • Responsibility for supervising the organisation and management of all timetables, teaching and room bookings process for the entire programme. Route Leaders will be responsible, as a team, for the organisation and management of timetables; and

  • Responsibility for liaison with the Programme Committee, student body, external examiners and FADC in the planning and development of new/revised units.



4.4 Other Staff Responsibilities


Unit Leaders

Each unit has a named leader who is responsible for co-ordinating the teaching, learning and assessment of the unit. Unit Leaders ensure that teaching, learning and assessment is appropriate to student needs and meets the criteria for the programme. They co-ordinate the first marking of assessments. They are also responsible for monitoring student progression and attendance and providing an appropriate level of student support. Unit Leaders will refer students to Academic Tutors as necessary. The main responsibilities of the Unit Leaders are to:


  • ensure that equal opportunities and the recognition of diversity are embedded within each unit;

  • as required by the Programme Leader, liaise with external examiners in relation to assessment and overall student progress;

  • ensure that, at the end of each block, students complete an evaluation of the unit in order to promote a quality learning experience;

  • identify and liaise with the Programme Management Team regarding unit development and review;

  • attend and contribute to the Programme Committees and the Examination Board; and

  • provide specific academic support relating to the unit.


Dissertation supervisors

Each student will be given a named dissertation supervisor at the beginning of Phase 2 of the programme who will support the student through the final phase of their studies. They are in a position to offer one-to-one dissertation support.


4.5 Student Support Strategy


Students will receive academic, pastoral and practice support. Academic support pertaining to programme, unit and assessment guidance will be provided together with pastoral support in issues of a personal/professional nature. Support may be provided by both named academic staff (see above for detail of the roles) and by Manchester Metropolitan University Student Services.


All parties involved in supporting this student population are committed to promoting equity, equality and the promotion of anti-discriminatory legislation and policy.


The Programme Team believe that effective student support is fundamental in promoting a quality learning experience for the student and as such are committed to providing timely and appropriate guidance. The network of support available to the student will be made clear so that the student feels able to access an appropriate person for support. The supporter will liaise with the Programme Leader as appropriate on pertinent issues related to the student’s progression and development.


Whilst students on the programme will be accessing units via different routes, parity of learning experience and access to resources will be assured in negotiation with these adult learners. Some students will experience more face to face contact in study groups whilst others will have an increased web based focus with on line tutorial and study groups. This split may be geographical but may also be of personal choice. All students will continue to be supported by their mentors in practice and unit and personal tutors from the programme team.


All tutors will be aware of the more formal areas of support and will provide advice regarding referral to student services as required.


The Masters Programme Strategy for Providing Student Support includes:


  • All Student Handbooks will provide a section that outlines the strategy for academic support.

  • As much of the contact with the university is remote within this programme, students will be enabled to use the library and other services via web links and online tutorials.

  • The programme team will encourage students to use peer support throughout their programme. The peer networks may include face to face groups and on line networks including on line discussion groups and email communication.

  • In Phase 1 of the programme, the unit leader will act as a first point of contact and support for issues relating to a particular unit. Access to the Unit Leader may be face to face, by phone, letter or email. Whatever the style, students will negotiate the process of ongoing, regular contacts.

  • The Programme Leader will act as a point of contact for both academic and pastoral issues.

  • In Phase 2 of the programme, students will be allocated a supervisor who will be their primary point of contact. Access will be negotiated as above.

  • Students will be strongly encouraged to discuss assignment plans with the Unit Leader before submission.

  • The Unit Leader may consider drafts of assignments. Normally, one draft only will be considered but this may be individually negotiated between student and tutor.

  • Unit Leaders will provide written and verbal assessment guidelines and will provide opportunities for students to discuss their ideas for assessment.

  • Feedback on assessed work will identify, in student-friendly language, the way in which the work has fulfilled the criteria for assessment which will indicate a level of achievement.

  • All students undertaking a unit will be provided with the opportunity to see their ‘marked’ assessment.



4.5.1 University Based Student Support


Students have access to the university’s well developed student support systems. Such facilities include on-site libraries, computing/information technology equipment, counselling services, careers advice, chaplaincy, learning support and the Students’ Union. The services available to students are discussed and literature is distributed at the beginning of the programme so that all students are aware of these services.


Libraries at MMU sites are well stocked and texts are available on the web-site. There is access to other linked Manchester and Salford university libraries as well as the opportunity to utilise local (non-university) libraries. Students will be encouraged to use other appropriate libraries such as those of their employers and the national electronic library for health.


There are many computing facilities for personal study use for students who are able to access university campuses. Facilities are generally also available to students through their employers.


Educational support services, such as video recording equipment, tape-recording and acetates are available on-site and, also on NHS sites.


In promoting equal opportunities, students who experience individual learning needs can self-refer, or be advised to gain support from the MMU Learning Support Unit (LSU). The variety of support strategies utilised by the LSU ranges from practical guidance on managing time, revision techniques and the running of study skills workshops, to advice on changing programmes. Individual support for students with disabilities or who have special educational needs is provided in line with current legislation and, where reasonably practicable, support will be provided to meet students’ needs in achieving the programme learning outcomes.


A Student Support Officer is available in each Faculty to work with students on particular issues and also to advise Programme Leaders of specific programme issues, Heads of Department or the Dean of Faculty of more general student issues.


4.6 Student Evaluation


Student feedback is valued by the programme team as a mechanism of promoting quality assurance. All students are asked to provide feedback on their programme at the end of each unit of academic study. Students also provide an end of programme evaluation. This feedback will, of necessity, be remote, with students being encouraged to submit feedback and evaluation on line and by email for inclusion in programme committee meetings.


Representatives are sought for each intake of students to act as ‘the voice’ of the student population. These students attend and contribute to Programme Committees on behalf of their cohort. The Programme Leader ensures that student representatives are fully aware of their role and responsibilities, and is available to support them in the fulfilment of their duties. The MMU Students’ Union offers training for student representatives to help them to better undertake their role.


The role of the student representative is:


      • to represent their fellow students;

      • to bring key issues concerning the management of the programme (including learning, teaching, assessment and learning support) to the attention of the programme team;

      • to participate in the Annual Monitoring Exercise as members of the Programme Committee;

      • to provide advice to the programme team on issues relating to the quality of the student learning experience;

      • to provide advice to the programme team on the operation of processes for the polling of student opinion on the learning experience, its analysis, response and publication;

      • to be consulted about proposals for programme development;

      • to be members of the student/staff liaison committee, if such a group has been established by the Programme Committee.



4.7 Engagement with Employers


The programme team have engaged with those bodies that regulate the education of doctors in training and will continue to do so in order to ensure the continuing relevance of this academic programme to the emergency care setting.

PART THREE – CURRICULUM CONTENT






Page

PHASE 1




Acute Medical Emergencies 1

25

Acute Medical Emergencies 2

28

Emergency Life Support

31

Evidence-based Emergency Practice

33

Human Resource Management in the Emergency Department

36

Legal Aspects of Emergency Medicine

39

Major Incident Management

41

Managing the Emergency Department

43

Paediatric Emergencies

45

Psychosocial Emergencies

48

Study Design and Execution in Emergency Medicine

51

Surgical Emergencies

54

Trauma Emergencies

57







PHASE 2




Phase 2 Dissertation

60
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