MSC Advancing Pharmacy Practice Programme...

UNIVERSITY OF HERTFORDSHIRE

School of Life and Medical Sciences

Postgraduate Medicine

MSc. Dermatology Skills and TreatmentMSc. Skin IntegrityMSc. Psychiatric PracticeMSc. Mental Health PracticeMaster of Health and Medical EducationMSc. Health and Medical SimulationMSc. Cardiology and Stroke

Student Handbook 2015-2016

Information in this handbook is current at time of publication. The current version of UPR AS 14 http://sitem.herts.ac.uk/secreg/upr/AS14.htm and the Programme Specification are the ultimate authority on programme regulations.

1

http://sitem.herts.ac.uk/secreg/upr/AS14.htm

ContentsWelcome from the Head of Department.....................................................................5

Section 1: Introduction................................................................................................6

Section 2: Contacting staff.........................................................................................8

Section 3: Programme Details..................................................................................11

3.1 General Aims of Programmes............................................................................11

3.2 The University’s Graduate Attributes................................................................11

3.3 Specific aims of the Programmes......................................................................123.3.1 MSc. Dermatology Skills and Treatment.....................................................123.3.2 MSc. Skin Integrity Skills and Treatment....................................................123.3.3 MSc. Psychiatric Practice/Mental Health Practice......................................123.3.4 MSc. Cardiology and Stroke.......................................................................123.3.5 Master of Health and Medical Education....................................................123.3.6 MSc. Health and Medical Simulation..........................................................13

3.4 Composition of Programmes..............................................................................13

3.5 Structure of the Programmes.............................................................................133.5.1 MSc. Cardiology and Stroke.......................................................................133.5.2 MSc. Psychiatric Practice............................................................................143.5.3 MSc. Mental Health Practice......................................................................143.5.4 MSc. Dermatology Skills and Treatments...................................................153.5.5 Masters in Medical Health and Education...................................................163.5.6 MSc. Skin Integrity Skills and Treatment....................................................173.5.7 MSc. Medical and Healthcare Simulation...................................................18

3.6 Programme Award...............................................................................................19

3.7 Accreditation of Prior Certificated Learning.....................................................20

3.8 Time Limit For Completion Of MSc Programmes.............................................20

Section 4: Student Support and Guidance..............................................................21

4.1 Outline of student support and guidance..........................................................21

4.2 Academic Support...............................................................................................21

4.3 Support for disabled students............................................................................21

4.4 Careers Advice.....................................................................................................22

4.5 Additional Support...............................................................................................22


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Section 5: Learning and Teaching...........................................................................23

5.1 Learning and Teaching Strategy........................................................................23

5.2 Attendance...........................................................................................................235.2.1 Illness, Assessment Extensions and Deferral.............................................235.2.2 Paid Employment for Full-Time Students...................................................24

5.3 Summary of Student Responsibilities...............................................................24

Section 6: Assessment.............................................................................................25

6.1 Assessment strategy...........................................................................................25

6.2 Programme Specific Assessment Regulations................................................25

6.3 Course Work.........................................................................................................256.3.1 Coursework Assessment Criteria................................................................256.3.2 Submission of coursework.........................................................................266.3.3 Return of coursework.................................................................................266.3.4 Coursework feedback................................................................................266.3.5 Coursework marks......................................................................................266.3.6 Late submission of coursework...................................................................276.3.7 Questions and answers about coursework.................................................27

6.4 Boards of Examiners...........................................................................................286.4.1 Module Boards............................................................................................286.4.2 Programme Board.......................................................................................28

6.5 Students’ Serious Adverse Circumstances......................................................286.5.1 Details of Serious Adverse Circumstances.................................................28

Section 7: Academic and Professional Conduct....................................................34

7.1 Collusion, plagiarism and cheating and other academic misconduct...........347.1.1 Collusion.....................................................................................................347.1.2 Plagiarism...................................................................................................347.1.3 Cheating......................................................................................................357.1.4 Other academic misconduct........................................................................35

7.2 University Conduct..............................................................................................357.2.1 University Student Code of Conduct...........................................................36

7.3.Student Grievance Procedure............................................................................367.3.1 Student Disciplinary Procedures.................................................................37

7.4 Fitness to Practise procedure............................................................................37

Section 8: Learning and Information Services.......................................................37

8.1 Getting started................................................................................................37

8.2 Your Subject Toolkit.......................................................................................37


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8.3 Information Skills.............................................................................................38

8.4 Getting Help.........................................................................................................38

8.5 Learning Resource Centres...............................................................................38

Section 9: Student Feedback and Representation.................................................40

9.1 Student Representatives.....................................................................................40

9.2 Programme Committee.......................................................................................40

9.3 Student Feedback Questionnaires.....................................................................40

Section 10: Health and safety...................................................................................41

10.1 Health and safety policy....................................................................................41

10.2 What to do in the event of a fire.......................................................................41

10.3 Personal Security...............................................................................................41

Section 11: Equal Opportunities..............................................................................42

Section 12: Disclaimer...............................................................................................42

APPENDIX 1................................................................................................................43

APPENDIX 2................................................................................................................47


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Welcome from the Head of Department

Dear student

It is my pleasure to welcome you to Postgraduate Medicine in the School of Life and Medical Sciences at the University of Hertfordshire. We are pleased that you have chosen the University of Hertfordshire to pursue your postgraduate education, and we are committed to ensuring that you have a positive and rewarding academic experience.

I hope that the MSc programme you have chosen provides you with an exciting, innovative, modern programme that you enjoy and find challenging. You will develop understanding and advanced knowledge of the professional practice of healthcare in a programme which integrates scientific theory and practice.

The programme delivers your learning using a wide variety of teaching formats including lectures, workshops, problem-based learning, web-based learning and simulation. The programme will help you to understand the role of healthcare professionals in influencing safe and evidence-based practice. You will also have opportunities to undertake a number of inter-professional modules which will help you to understand the role of other healthcare professionals within a healthcare team.

At university as a student you will need to understand and work within the requirements of your own healthcare professional code of conduct and also meet the requirements of the University Code of Conduct.

The course works on a philosophy of student centred learning. Students are directed to manage their own learning to achieve the course objectives. The ethos and culture of the course are to enhance and develop self reliance. In addition the Programme Tutors will be readily available to provide advice and general guidance on academic and other matters throughout the course. This is a challenging course and you will need to work hard but support and encouragement is always available.Good luck for the future and I wish you a successful and happy time with us.

Cheri Hunter

Head of Postgraduate Medicine


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Section 1: Introduction

Please read the handbook carefully and keep it for future reference. This Student Handbook contains information about the programme of study and various University Policies and Regulations (UPRs) governing programmes of study, teaching, learning and assessment issues, and details about academic, social and welfare services provided by the University. This handbook will be given to you either as a hard copy or electronically and should be read along with individual Module Guides.

If you experience any difficulties with your studies, or have a specific question, please do not hesitate to contact your Pathway Tutor/Module Leader who will be pleased to help.

The Academic YearThe University’s academic year spans approximately 36 weeks, including two or three weeks’ vacation at Christmas and Easter, plus summer vacation. It is divided for the purposes of student contact, including induction, advice, teaching, examining and assessment purposes, into semesters on the basis of an agreed common University timetable. International students are required to attend their induction and registration a week before the start of semester A. Therefore, ALL international students will start from the 21st of September 2015. They will undertake the induction detailed in the Core Competence for Medical Practice module, with attendance being compulsory.Semester Dates 2015-2016

International student orientation – week beginning the 21st of September 2015

University Identity CardsUniversity identity card (ID) card is available to all students who need to visit the campus and access university services. You are required to wear it whilst on University premises and it must be visible at all times. A University ID card also serves as the holder’s library card and will enable you to enter the Learning Resources Centre (LRC) and certain other University Buildings. Cards and further information may be obtained from: ID Office, Butler Hall, Main Campus, Hatfield. Telephone ext.01707 284722 or 01707 285029.Change of Personal Details

You can change your address details yourself on StudyNet. Please advise your Programme Administrator of any other changes to your details. It is essential that records are kept up to date because information such as notification of results, anonymity numbers etc. may be posted to your home address.

E-mail

Much information is communicated via e-mail and tutorials can be conducted in this way. E-mail is an invaluable way of contacting both staff and other students. It will allow you to engage in discussion with your fellow students or seek clarification or guidance from academic staff.

How the University communicates with you


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The University will send you important information and news as set out in Table 1 below.

What you need to doEnsure that your contact details are always up to date and correct particularly your personal email address and mobile telephone number. Check these through your StudyNet portal.Login to StudyNet every day to check for messages.Set up RSS feeds so you will be alerted to important messages.For information about RSS feeds and how to subscribe, go to StudyNet > Student Support > Information Hertfordshire and search ‘RSS feeds’

How the University communicates with youType of information How you receive the

informationWhere to find the information

Urg

ent /

hig

h im

port

ance

Emergency University notices for all students

Text message* where risk to human health and/or safetyRSS feeds available

UH emergency web pageUH websiteStudyNet NewsMobile app for access for StudyNet

Urgent important notices for defined groups of students

Text message to group StudyNetMobile app. For access to StudyNetEmail to group

Nor

mal

Important notices for all students

RSS feed available from StudyNet News

StudyNet NewsMobile app. For access to StudyNet

Important notices for defined groups of students

StudyNetMobile app. For access to StudyNetEmail to group list

Receipts, confirmations etc for individual students

Text message* as alert. Hard copy where appropriate (e.g. letter)

Online portals via Study/NetEmail to individual

Gen

eral

General news about the University and events etc

RSS feeds available UH websiteStudyNet NewsSocial mediaPostersOn-campus screensPrinted literature

Table 1. How the University communicates with you


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Section 2: Contacting staff

The Programme Tutor/Module leader will be your first point of contact regarding specific academic issues.For all administrative enquiries your first point of contact is your Programme Administrator.

Sue Winch [email protected] Room F262, Wright BuildingUniversity of HertfordshireCollege LaneHatfield, Herts, AL10 9AB.Telephone number: 01707 286115 Internal extension: 3115

You must submit all paper-based coursework for level 7 modules to the post graduate office in the Wright Building. Electronic submissions are submitted via StudynetTelephone calls are made by dialling 01707 28 + extension number required. Where the extension number commences with a 3, this is changed to a 6 when telephoning from non-University system. A voicemail system is in operation and, therefore if the person you are trying to contact is not available or is on the telephone, you will be asked to leave a message and your call will be returned as soon as possible.

Key staff

Programme Tutor for the MSc in Dermatology Skills and Treatment/Skin Integrity Skills and Treatment: Madeleine Flanagan Email: [email protected]

Telephone: 01707283400

Programme Tutor for the MSc in Psychiatric Practice/Mental Health Practice: Jackie Knight Email: [email protected]


Programme Tutor for the MSc in Cardiology and Stroke: Maureen BrennanEmail: [email protected]: 01707281112

Programme Tutor for the Master of Health and Medical in Education: Natasha TaylorEmail: [email protected]: 01707288612

Programme Tutor for the MSc. in Health and Medical Simulation: Ken SpearpointEmail: [email protected]


Head of Department Ms Cheri HunterEmail: [email protected]: 01707284958

Administrative Secretary Sue Winch


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mailto:[email protected]







Email: [email protected]: 01707286115

The Programme Tutor has responsibility for the overarching masters programme. They will support and monitor progress to help you achieve a satisfying, coherent learning experience. They may be consulted at any point throughout the duration of your studies. The Programme Tutor will facilitate the provision of academic support such as numeracy and English, depending on your needs. They will also be available by appointment, to help with any academic issues that may arise.The Module Leader ensures that the module content is delivered. Working with the students, they guide and facilitate the development of individual learning and provide advice on learning and assessment issues. The module leader’s contact details will be in the module guide for each individual module.

Link to the A - Z of the University of Hertfordshire The A – Z of the University provides an introduction to the University together with information on all the support, services and opportunities available.[Student A-Z]

StudyNet help and supportType in your StudyNet questions to help and support [HELP and SUPPORT]

Ask Herts website Ask Herts is new and easy way for students to find answers to their questions about all aspects of University life. It is updated frequently and has a user-friendly search facility.[Ask Herts]


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https://ask.herts.ac.uk/

http://www.studynet1.herts.ac.uk/ptl/common/support.nsf/support?readform

http://content.yudu.com/Library/A1xq0g/AtoZoftheUniversityo/resources/index.htm?referrerUr



Postgraduate MedicineMs Cheri Hunter

Head of Department

MSc Dermatology Skills and

Treatment/Skin Integrity, Skills and

TreatmentProgramme LeaderMadeleine Flanagan

MSc Psychiatric Practice/Mental Health Practice

Programme LeaderJackie Knight

MSc. Cardiology and Stroke

Programme LeaderMaureen Brennan

Master of Health and Medical Education

Programme LeaderNatasha Taylor

MSc. Health and Medical

SimulationProgramme

LeaderKen Spearpoint

Administrator for all programmes:Sue Winch

Julia Schofiled Kathy Radley Rebecca Penzer

Professor K.Ashaye (Medical Lead, HPFT)Dr Thilak Ratnayake (Medical Lead, ELFT)Dr Oliver Van de Broeke (CAMHs)Dr Oliver Duprez (General Psychiatry)Dr Paul St John- Smith(Research / Epidemiology)Dr Ann Roberts (Perinatal Psychiatry)Dr Aru Jha (Older Adult Psychiatry)Dr Ornella Corazza (Substance Addictions and Behaviours

Professor Diana Gorog

Dr. David Collas

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Section 3: Programme Details

3.1 General Aims of Programmes

Postgraduate Medicine is one of four academic departments within the School of Life and Medical Sciences.

The primary aim of the masters programmes in postgraduate medicine is to produce masters graduates who are equipped with the skills, knowledge and competencies to undertake enhanced decision-making and leadership in specialist practice.

3.2 The University’s Graduate Attributes

The programme has been devised in accordance with the University's graduate attributes of programmes of study as set out in UPR TL03.

Graduates will have the following attributes: Professionalism, employability and enterprise: the University promotes professional integrity

and provides opportunities to develop the skills of communication, independent and team working, problem solving, creativity, digital literacy, numeracy and self-management. Our graduates will be confident, act with integrity, set themselves high standards and have skills that are essential to their future lives;

Learning and research skills: the University fosters intellectual curiosity and provides opportunities to develop effective learning and research abilities. Our graduates will be equipped to seek knowledge and to continue learning throughout their lives;

Intellectual depth, breadth and adaptability: the University encourages engagement in curricular, co-curricular and extracurricular activities that deepen and broaden knowledge and develop powers of analysis, application, synthesis, evaluation and criticality. Our graduates will be able to consider multiple perspectives as they apply intellectual rigour and innovative thinking to the practical and theoretical challenges they face;

Respect for others: the University promotes self-awareness, empathy, cultural awareness and mutual respect. Our graduates will have respect for themselves and others and will be courteous, inclusive and able to work in a wide range of cultural settings;

Social responsibility: the University promotes the values of ethical behaviour, sustainability and personal contribution. Our graduates will understand how their actions can enhance the wellbeing of others and will be equipped to make a valuable contribution to society.


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http://sitem.herts.ac.uk/secreg/upr/TL03.htm

3.3 Specific aims of the Programmes

3.3.1 MSc. Dermatology Skills and Treatment Assist students to acquire and develop advanced knowledge and skills to effectively manage

patients with commonly presenting skin conditions based on best available evidence. Analyse and evaluate the appropriateness and effectiveness of clinical practice associated with

the management of patients with skin lesions and chronic skin conditions.

Foster the advanced skills required for multi-professional and inter-professional working to enhance the development of dermatology services.

3.3.2 MSc. Skin Integrity Skills and Treatment Assist students to acquire and develop advanced knowledge and skills to effectively promote and

maintain skin integrity in patients of all ages based on best available evidence.

Develop and consolidate good diagnostic and clinical skills in managing patient’s with impaired skin integrity.

Analyse and evaluate the appropriateness and effectiveness of clinical practice associated with the management of patients with skin and tissue injuries.

Foster the advanced skills required for multi-professional and inter-professional working to enhance the development of services to promote skin integrity.

3.3.3 MSc. Psychiatric Practice/Mental Health Practice Provide students with the knowledge and understanding to foster the further development of

critical, contemporary, evidence based and service user centred practice in the field of psychiatric and mental l health practice

Enhance the ability of students to critically engage in, and demonstrate leadership in multi-agency and inter-professional working in the field of psychiatric and mental health

Provide students with the ability to engage in a process of lifelong learning by recognizing knowledge and skills deficits in their educational and professional portfolio and seek out ways in which to remedy these

3.3.4 MSc. Cardiology and Stroke Develop critical skills in the of the use of assessment towards a range of cardio-vascular

conditions

Provide students with the requisite critical decision-making skills and management of a range of cardiology conditions and stroke (including pharmacological and non-pharmacological therapeutic interventions).

Enable students to develop a critical application of knowledge, skills and best evidence, pertinent the acute phase of cardio-vascular illness and subsequent rehabilitative care.

Develop critical application of detailed and targeted investigations as a contribution to reaching an accurate diagnosis and delivery of effective care

3.3.5 Master of Health and Medical Education Develop a systematic advanced knowledge and understanding of the application of health and

medical education to practice in the context of multi-professional and inter-professional working in the contemporary healthcare setting


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Develop a systematic advanced knowledge and understanding of key educational issues in contemporary healthcare and medical practice and the application of educational theories

Develop the ability to analyse critically and evaluate contemporary complex educational issues in

the healthcare setting Develop the appropriate methods of inquiry and skills required to research and advance practice

using an in-depth current and relevant evidence base

3.3.6 MSc. Health and Medical Simulation Provide students with the knowledge and skills required to utilize high and low fidelity simulation

as a training and educational tool in order to improve the knowledge and skills of others Enable students to empower others to transfer learning acquired in simulation scenarios to the

workplace in order to increase patient safety and improve the quality of services. Evaluate the effectiveness of their teaching in simulation settings on the knowledge and skills of

other health care practitioners in order to increase patient safety and improve the quality of services.

Critically appraise best evidence in order to inform educational and training practice in simulation

3.4 Composition of Programmes

All Postgraduate Medicine masters programmes are offered as a full-time course over 3 semesters (one calendar year) or as a part time course of up to 5 years. Each programme comprises of 6 compulsory modules to give 180 credits at level 7. 3.5 Structure of the Programmes

3.5.1 MSc. Cardiology and Stroke

Compulsory ModulesModule Title M

odul

e C

ode

Cre

dit P

oint

s

Specialist Modules:Decision Making and Management in Cardiology and StrokeAnd

7LMS0019 30

Applied Critical Assessment and Investigation in Cardiology and Stroke 7LMS0018 30

Compulsory Modules:Evidence Based PracticeAnd

7MED0019 30

Service Improvement ProjectOr

7MED0065 30

Health Disciplines Project

Optional Modules:Specialist Masterclasses in CardiologyOrSpecialist Masterclasses in StrokeOr

7MED0069

7LMS0020

7LSM0050

30

30

30

Medical Emergencies and Human Error – Managing Risk and Improving Services

7MED1004 30


14


OrWork-Based Learning

Work-Based LearningOrLeadership in PracticeOrClinical Practice in ActionOrExpert WitnessOrHealth and Medical Simulation – Delivery and DesignOrHealth and Medical Education in the Workplace

7MED0018

7MED0010

7MED0029

7MED1008

7MED0012

7MED1005

7MED0058

30

15

30

30

15

30

30

3.5.2 MSc. Psychiatric Practice

Specialist Compulsory ModulesModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Foundation Skills in Psychiatric Practice

7MED0056 30 English 0 100 A

Principles of Psychopharmacology and Neurosciences

7MED0053 30 English 0 100 B

Developing Skills and Competence in Psychiatric Practice


Approaches and Organisation of Specialist Mental Health Service Delivery


Service Improvement Project7MED0065 30 English 0 100 A, B,

Plus 30 credits from Optional Modules or Modules of Common Interest

Optional Specialist Modules for MSc in Psychiatric PracticeModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Contemporary Mental Health Interventions


Recovery and Social Inclusion: Partnerships in Mental Health Care


History of Psychiatry 7MED0066 15 English 0 100 BFoundation in CBT Skills MSCH0108 30 English 0 100 A

3.5.3 MSc. Mental Health Practice


15


Specialist Compulsory ModulesModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Contemporary Mental Health Interventions


Recovery and Social Inclusion: Partnerships in Mental Health Care


Service Improvement Project 7MED0065 30 English 0 100 A, B.

Evidence Based Practice (Based /Blended Learning)


Plus 60 credits from Optional Modules or Modules of Common Interest

Optional Specialist Compulsory Modules for MSc in Mental Health PracticeModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Principles of Psychopharmacology and Neurosciences


Developing Skills and Competence in Psychiatric Practice


Approaches and Organisation of Specialist Mental Health Service Delivery


History of Psychiatry 7MED0066 15 English 0 100 BFoundation in CBT Skills 7SCH0108 30 English 0 100 A

3.5.4 MSc. Dermatology Skills and Treatments

Optional Specialist ModulesModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Skin Surgery Skills 6MED00017MED0003

30 English 0 100 0 AB / BC

Recognition & Management of Skin Lesions

7MED0011 30 English 0 100 0 AB

Mind & Skin 7MED0067 30 English 0 100 0 B

Therapeutics of Skin Conditions 7MED0073 30 English 0 100 0 A

Chronic Skin Conditions 7MED0071 30 English 0 100 0 B


16


Optional Modules Common InterestModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Skin Integrity & Tissue Repair 7MED0074 30 English 0 100 0 A

Enhanced Skin Integrity Skills 7MED0075 30 English 0 100 0 A/B, B/C

Business Skills for Clinicians 7MED0072 30 English 0 100 0 A

Clinical Practice in Action 7MED1008 30 English 0 100 0 A, B, C

Health & Medical Education in the Workplace

7MED0058 30 English 0 100 0 A

Consolidating Specialist Practice 7MED0042 30 English 0 100 0 AB/BC

Leadership in Practice 7MED0029 30 English 0 100 0 B

Work-based Learning in Health 7MED0018 30 English 0 100 0 A, B, C

Practice Certificate in Supplementary Prescribing (AHP) or Practice Certificate in Independent Prescribing (Nurse)

7HPD0064

7HPD0063

30

30

English 25% 75% 0 A/B, B/C

Compulsory Core ModulesModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Evidence Based Practice or 7MED0019 30 English 0 100 0 A, B

Health Disciplines Project or

Service Improvement Project

7MED0069

7MED0065

30

30

English

English

0 100 0 A, B, C

A, B

3.5.5 Masters in Medical Health and Education


odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

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ion

% C

ours

ewor

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% P

ract

ical

Sem

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rs

Health and Medical Education in the Workplace

7MED0058 30 English 0 100 0 A or B


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And

Healthcare Disciplines Project

And

7MED0069 30 English 0 100 0 A or B or C

Evidence Based Practice – Distance Learning


Plus 90 credits from optional modules

Optional ModulesModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Clinical supervision in Medical Practice 7LMS0087 30 English 0 100 0 A or B

Work-based study: Professional Issues Related to Healthcare Practice

7MED0010 15 English 0 100 0 A or B or C


Work Based Learning in Health and Medical Practice

7MED0018 30 0 100 0 A or B or C

Work Based Learning in Health and Medical Practice: an International Perspective

7MED0026 30 0 100 0 A or B or C

Business Skills for Clinicians 7MED0072 30 0 100 0 B

Complaints and Negligence in Clinical Practice

7MED1001 15 0 100 0 B

3.5.6 MSc. Skin Integrity Skills and Treatment

Optional Specialist ModulesModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Skin Integrity & Tissue Repair 7MED0074 30 English 0 100 0 A

Enhanced Skin Integrity Skill 7MED0075 30 English 0 100 0 A/B or B/C

Chronic Skin Conditions Or

7MED0071 30 English 0 100 0 B

Therapeutics of Skin Conditions 7MED0073 30 English 0 100 0 A


18


Optional Modules Common InterestModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Mind & the Skin 7MED0067 30 English 0 100 0 B

Clinical Practice in Action 7MED1008 30 English 0 100 0 A, B, C

Health & Medical Education in the Workplace


Consolidating Specialist Practice 7MED0042 30 English 0 100 0 A/B or B/C

Work-based Learning in Health and Medical Practice

7MED0018 30 English 0 100 0 A, B


Practice Certificate in Supplementary Prescribing (AHP) or Practice Certificate in Independent Prescribing (Nurse)

MHPD0064

MHPD0063

30

30

English 25% 75% 0 A/B, B/C


odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rsEvidence Based Practice 7MED0019 30 English 0 100 0 A, B

Health Disciplines ProjectOr Service Improvement Project

7MED0069

7MED0065

30

30

English 0 100 0 A, B, C

3.5.7 MSc. Medical and Healthcare Simulation


odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

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y

% E

xam

inat

ion

% C

ours

ewor

k

% P

ract

ical

Sem

este

rs

Health and Medical Simulation – Design and Delivery

7MED1005 30 English 0 100 0 A

Health and Medical Education in the Workplace


Evidence Based Practice and

7MED0019/ 7MED0020

30 English 0 100 0 A or B

Leadership in Practice And / or

7MED0029 30 English 0 100 0 B

Medical Emergencies and Human Error English 0


19


- Managing Risk, Improving Services

and/or Business skills for Cliniciansand

7MED1004

7MED0072

30

30

0

0

100

100

B

A or BService Improvement ProjectOr Healthcare Disciplines Project

7MED0065

7MED0069

30

30

English 0

0

100

100

0 A or B or C

A or B or C

Optional ModulesModule Title M

odul

e C

ode

Cre

dit P

oint

s

Lang

uage

of

Del

iver

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% E

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inat

ion

% C

ours

ewor

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% P

ract

ical

Sem

este

rs

Work-based Learning in Health and Medical PracticeWork-based Study. Professional Issues Related to Healthcare Practice

7MED0018

7MED0010

30

15

English 0

0

100

100

0 A or B or C

A or B

Patient Safety 7LMS0101 30 English 0 100 0 A or BEthics and Law at the Beginning and End of LifeComplaints and Negligence in Clinical PracticeExpert WitnessConsent and Confidentiality in Clinical Practice

7MED0008

7MED1001

7MED00127MED1002

30

15

1515

English 0

0

00

100

100

100100

0 A or B

A or B

A or BA or B

Diagnostic Dilemmas in Child Health and Medical Practice


Detailed information for each of the optional modules can be found in the Module Guides available in Module Information in each module site on StudyNet. A variety of modes of study are used on each module: lectures, seminars, tutorials, workshops, presentations, on-line workshops, wikis, group discussion and group work, use of case studies, directed and self-directed independent study. The schedule of modules running in any given year is called the module planner, and is available from your programme tutor.

All modules are assessed by 100% coursework.

Your programme of study is the order in which your modules will be taken and in what semester. This POS will be agrees by the programme leader and the student, and can be adjusted if appropriate. A yearly module planner is available from [email protected] which will inform you about which modules are running in which semester.

3.6 Programme Award

Master and Diploma awards can be made "with Distinction" or "with Commendation" where criteria as described in UPR AS14 are met.

Some students may choose to exit the programme with an interim award on successful completion of the requisite credits. Students who exit with an interim award e.g. Postgraduate Certificate in Health and Medical Education may use this to accredit prior learning (not same as APL – get actual grades not just credit points) and return to a relevant programme provided the timeframe and conditions detailed in (UPR AS11) are met.

If a student has previously been referred and re-assessed on the same module and has failed to meet minimum pass criteria for the module, they may not seek further re-enrolment or re-assessment. (UPR AS14 section D1.2 and D 1.3)


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http://sitem.herts.ac.uk/secreg/upr/pdf/AS14-Struct-Ass%20Regs-Ugrad-Taught%20Pgrad%20Progs-v07.0.pdf

http://sitem.herts.ac.uk/secreg/upr/pdf/AS14-Struct-Ass%20Regs-Ugrad-Taught%20Pgrad%20Progs-v07.0.pdf




3.7 Accreditation of Prior Certificated Learning

In some circumstances students can bring to the attention of the programme leader relevant recent certificated learning that they have completed at masters level. This study will be considered against the learning outcomes of the programme and if agreed by the programme leader can contribute to the final award. The maximum amount of prior learning that can contribute to a final award is 120 credits. Please note that accrediting prior learning beyond 30 credits on a programme will mean that the university will not be able to award with distinction or commendation where otherwise indicated.

3.8 Time Limit For Completion Of MSc Programmes

The time limit for completion of your master’s programme is 5 years.


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Section 4: Student Support and Guidance

4.1 Outline of student support and guidance

Students will attend an induction programme at the beginning of their programme of study. This is an essential element to engage the students in the Programme and the University. The induction will cover an overview of the programme’s aims and objectives ensuring that students have the necessary information concerning the processes of each module and University policies. It is also an opportunity for students to meet with the various members of teaching and administrative staff.

At induction, students are encouraged to discuss any issues relating to a personal or medical problem that might affect their progress with an academic member of staff. Confidentiality is ensured within this context.

All full time students will participate in the international orientation week. It is an opportunity for international students to settle into the university and the country before the home students arrive. Students will get to meet their tutors and take part in various activities. They are also tested on their English skills. International students will have an opportunity to meet with staff from the International Office.

At this stage all necessary documentation is given to students such as programme handbooks and module guides.

The programme leaders and individual module leaders will provide academic and pastoral support.

Students are facilitated and supported by the module leaders for each individual module. This includes academic support and guidance with the module materials and assessment.

A seminar will also be held in the Learning Resource Centres (LRC) and an opportunity to meet with the identified Learning and Information Service (LIS) consultant.

4.2 Academic Support

Module tutors provide academic support. Tutorial meetings are available from the module tutor by appointment. This meeting can be face to face or via telephone or skype if appropriate. These meetings include monitoring of your progress, as well as Study Skills activities, and assessments which aim to provide you with study skills support and skills relevant to your professional development. Students should email their module or programme tutor in good time for tutorial appointment. Tutors will refuse to conduct tutorials that are not arranged by the student in advance and where students come to the tutorial unprepared.

Students requesting a reference should discuss this with their Programme Leader or appropriate academic staff member. General letters clarifying student status can be obtained from the Programme Administrator.

Students considering withdrawing or resting from the programme should discuss this with their Programme Tutor.

4.3 Support for disabled students

The University has a team of Disability Advisers who will be your main contact for agreeing support and adjustments for your studies. These Advisers work with students with a wide range of disabilities Information in this handbook is current at time of publication. The current version of UPR AS 14 http://sitem.herts.ac.uk/secreg/upr/AS14.htm and the

Programme Specification are the ultimate authority on programme regulations. 22


including, for example, specific learning disabilities e.g. dyslexia and dyspraxia, sensory and /or physical impairments, mental health difficulties, Asperger’s Syndrome and long-term medical conditions e.g. epilepsy and diabetes. If you have a disability and would like to discuss the support or adjustments you might be entitled to, you are encouraged to contact Disability Services so a meeting can be arranged with an Adviser.

To arrange an appointment please email [email protected], ring 01707 281338 or drop in at the Hutton Hubb (adjacent to the Forum, College Lane). For further details please see the Disability Services pages on StudyNet in the Student Support/Personal Life section. Please contact the service as early as possible in the academic year, adjustments cannot be made in the absence of evidence.

4.4 Careers Advice

The School of Life and Medical Sciences careers office is available to offer advice on CVs and covering letters. References can be requested from your programme leader or module leader or other member of the programme team.

4.5 Additional Support.

Students are also supported by:A substantial Student Centre that provides advice on issues such as finance, University regulations, legal matters etc. www.studynet1.herts.ac.uk/ptl/common/support.nsf/support?ReadFormAn Accommodation OfficeA Counselling ServiceAn Equal Opportunities OfficerStudent representatives on programme committeesThe Students' UnionDean of studentsMedical Centre and pharmacy on campus

Information on where to find all support services can be found in the Student A-Z (see http://content.yudu.com/Library/A1xq0g/AtoZoftheUniversityo/resources/index.htm?referrerUrl)


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http://content.yudu.com/Library/A1xq0g/AtoZoftheUniversityo/resources/index.htm?referrerUrl

http://www.studynet1.herts.ac.uk/ptl/common/support.nsf/support?ReadForm


Section 5: Learning and Teaching

5.1 Learning and Teaching Strategy

The aims and philosophy of the masters programmes in Postgraduate Medicine are to promote the attributes required for advanced health practice in the UK and to facilitate our students to further develop as practitioners in healthcare. Our programmes incorporate a pedagogical approach which facilitates student learning using a wide variety of teaching formats including lectures, tutorials, workshops, problem-based learning, web-based learning and simulation. The breadth and depth of the curriculum develops as students move through the course. The programmes strive to achieve this mission through all aspects of its delivery from student selection and the design of the curriculum (including the didactic and self-directed learning), to clinical skills, and post graduate attributes and outcomes.

Learning and research skills (introduced during induction) develop through each of the modules during the year using an integrated problem solving approach. From the early stages of the programmes, the student is required to work in groups. These group activities allow the student to present and discuss ideas as well as promoting the development of professionalism, interpersonal skills and attributes. At all stages of the course the student is encouraged to take responsibility for his/her own learning, however support is given in the form of group tutorial and workshop sessions, as well as tutor-supported personal development planning through the Core Competence in Medical Practice module.

The core features of the programmes in Postgraduate Medicine are: student-centred and student-directed learning using personal development plans; the use of case-studies and simulation to ensure the foundation for clinical therapeutics and professional practice; a clinical focus with opportunity for practice visits and clinical placements, state of the art simulation suite including high and low fidelity simulation and OSCEs embedded across the modules.

Students have exposure to simulated patients, carers and other health professionals and clinical competence based activities as the programmes progress. Work -based and/or patient-facing learning is recognised as a key component of student professional development.

5.2 Attendance

The university runs on a 9 am to 9pm basis for lectures and practical sessions but this does not mean that lectures and practicals will be scheduled for the whole day or every day.

You should “sign in” to the University each day that you have classes, using the swipe card system. Machines are located throughout the University. Staff can access these attendance records and will be informed of non-attendees.

5.2.1 Illness, Assessment Extensions and Deferral.

A medical note is also very important if you are ill during the assessment weeks. This must be provided in the 'Notification of Serious Adverse Circumstances Affecting Performance' envelope (Appendix 7) and given to the Programme Administrator. Also inform your Programme Tutor of any chronic condition that might affect your ability to study).There are many steps we can take to help students, but we need to know the full details well in advance of Boards of Examiners.


24


Keeping the Programme team informed of all absences, as outlined above, is considered an important aspect of the professional behaviour expected of students on these programmes.

5.2.2 Paid Employment for Full-Time Students

Some international students undertake paid employment in addition to your studies. Your visa allows you to work for no more than 20 hours per week.

Any employment undertaken by a student is secondary to the requirements of the masters programme and should not compromise the expected attendance in the Department, nor commitment to the programme.

5.3 Summary of Student Responsibilities

The approach to teaching and learning in the Department recognises that different students have differing learning styles and opportunities. However, it is also recognised that the following general guidelines for successful study can be given. As a student you should:take an active part in classes (in addition to participating physically and verbally in practical’s, workshops, seminars and other classes, you are expected to think about the content of all classes, including lectures, and develop your own critical understanding of the material covered);submit set work by the stated deadlines;plan your working week so as to devote sufficient time to both your studies and to all the other activities which form an important part of university life; (as a full-time student you should aim to spend a minimum of 20 hours per week on your studies); it is suggested that you should keep a diary, setting work objectives for classes, coursework deadlines and other fixed events; as a guide, an average student can anticipate spending 150 hours to gain 15 credit points and 300 hours for 30 credits including lectures, practical’s and workshops;prepare thoroughly for classes and complete any set reading in advance;check StudyNet, emails, notice boards and pigeon holes daily;seek help as soon as a problem arises (all students are allocated an Academic Tutor);Use the facilities in the Learning Resources Centre (LRC) and other centres effectively, bearing in mind the needs of other students as well as your own. Please return your text book to the correct shelf when you have finished using it. The LRC provides facilities for all types of computer applications including word processing, programming, e-mail, World Wide Web, spread sheets and use of data bases, etc. This is in addition to the computer laboratory (Informatics Laboratory).Work with your fellow students, recognising that group work, both in class and in their own self-help groups, can be a valuable means of learning; you should respect the views of others.Make use of recommended text books to support material given in lectures, workshops and practicals. Each module guide lists text books recommended for purchase and there are multiple copies of all these books in the LRC.be prepared to invest in your own copies of text books if appropriate;Keep us updated with your personal contact information via StudyNet.


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Section 6: Assessment

6.1 Assessment strategy

The assessment strategy is based on the principles of adult learning and ensures diagnostic, formative and summative assessment through participation, collaboration, reflection and self-direction. The assessment strategy for the masters programme in Postgraduate Medicine reflects both the broad aims of the course as well as the learning outcomes of individual modules. The strategy emphasises the ability of the students to demonstrate clinical focus and competency as well as inculcating professionalism and scientific rationale to all aspects of independent practice. A range of assessments are utilized to address all learning outcomes, and each module outcome is assessed a minimum of twice when adjudicating student performance. Key to the assessment strategy is the use of diagnostic and formative assessments.

The course utilises a consistent approach to assessment in accordance with Quality Assurance Agency and University principles and strategies [UPR AS12]. Assessment strategies employed include: written tests; multiple choice questions (MCQ) Tests; written assessments including essays; posters; oral presentations; reports; OSCEs; case studies; and a placement portfolio.

Module leaders choose the most relevant assessment methods to meet their particular learning outcomes, for example, a portfolio of the placement experience, OSCEs for competency-based assessment and written tests for knowledge based assessment. Students are made aware of assessment strategies and criteria by publication of all assessments to them at the start of their study in individual module guides. Postgraduate professional and employability skills, as well as engagement and reflective learning, is developed throughout the programmes. 6.2 Programme Specific Assessment Regulations

The programme is compliant with the University's generic assessment regulations (Structure and Assessment Regulations for Academic Programmes, UPR AS14 , section D ) with the exception of those listed below, which have been specifically approved by the University, with the exception of no compensation being offered for referred modules. Further points of clarification and interpretation relevant to the specific programmes are identified in the programme specification.

6.3 Course Work

Details of coursework are given in Module Guides which you are given at the beginning of the module. Electronic copies are on the module site on StudyNet. Coursework consists of individual (occasionally group) practical reports, assignments and presentations. The coursework is designed for you to achieve a range of skills and learning outcomes. You must ensure that you have the relevant IT skills. There are many self-help guides available in the LRC and on StudyNet.

.

6.3.1 Coursework Assessment Criteria

The Programme will utilise a consistent approach to assessment, which is part of the University approach. In individual modules, module leaders will choose the most relevant criteria for their particular assessment strategy. The Assessment of all modules is included in the individual module guides. Any queries should be directed to the module lead


26




Essay writing, referencing. StudyNet has a wide range of resources and web links which can help you with essay writing and correct referencing. From 'Your Portal', click on 'Learning Resources' and then 'Skills'. School referencing guidelines can also be found on the programme pages of StudyNet.

Penalties will be applied for incorrect word count. When set, assignments indicate the expected word count, which is normally given as a range. The higher figure is the absolute length required in the coursework. Students should include their word count at the end of each assignment..

6.3.2 Submission of coursework

The School has a centralised system for the submission of coursework. There is a computer-based system for the logging-in of coursework, to ensure that you and the School have a record that the work has been submitted. It is therefore essential that each piece of work should have a correctly completed Submission Cover Sheet attached to it. You may also need to complete and attach a Group Assessment Submission form.

Coursework is submitted as a hard copy or electronically. Details of how coursework is to be submitted for each module is found in the module guide on StudyNet. Where hard copies of work are required, work should always be submitted to the administration staff at the counter in the Wright Building Office (F262). The opening times for the Reception are posted beside the counter. You will need your student identity card in order to submit coursework and you will receive a receipt for each piece of coursework submitted.

Electronic submission requirements will be specified, where appropriate, in module guides. Please be aware that around coursework deadlines the system becomes very busy and occasionally this may lead to students failing to submit. You are advised to allow plenty of time to submit electronically, late submissions may lead to a capped mark being awarded (see 6.3.6). It is your responsibility to check that work submitted is the piece required. Submission of the incorrect or incomplete work will result in zero or reduced marks as appropriate.

6.3.3 Return of coursework

Coursework results should be returned to you within four teaching weeks (that is, not including vacation periods) of the final submission deadline. This allows for second marking of coursework.

You may also be required to submit electronic copies of coursework in addition to a 'hard' or paper copy. This is to enable the School to check for both collusion and/or plagiarism, both of which are expressly forbidden and may have consequents in your progression (see Section 7).

It is important for you to be aware that all teaching staff have many commitments in addition to marking coursework; for example, research supervision of placement and project students as well as teaching on a number of courses in other Schools and at outside institutions or companies.

6.3.4 Coursework feedback

You will receive feedback in a number of ways:

completion of feedback proforma (e.g. presentation feedback)via the module pages on StudyNetindividual feedback via e-mail (e.g. calculation worksheets)

For each piece of coursework the assessor should make clear whether you have achieved the learning outcomes for that assignment.

6.3.5 Coursework marksInformation in this handbook is current at time of publication. The current version of UPR AS 14 http://sitem.herts.ac.uk/secreg/upr/AS14.htm and the

Programme Specification are the ultimate authority on programme regulations. 27


Student numeric coursework marks for each module will be displayed on a spreadsheet on the StudyNet module site against student registration number. Each individual record will thus be confidential, but you will be able to see the range of marks awarded and therefore relate your performance to that of other students on the module. It also enables you to check that you agree with our records.

6.3.6 Late submission of coursework

The following penalties will be applied for late submission of coursework:

First sit coursework submitted up to one week after the published deadline should be capped at the pass grade, and thereafter awarded a grade of zero;Deferred coursework submitted up to one week after the published deadline should also be capped at the pass grade, and thereafter awarded a grade of zero;Referred coursework submitted after the published deadline should be awarded a grade of zero unless an extension has been granted.If an extension is granted, the revised hand-in date is taken as the deadline for the purposes of this policy.

Extensions to coursework deadlines are only given in exceptional circumstances (e.g. illness). The only people who may grant an extension are the Module Leaders. You should ask for the extension in advance of the deadline. Problems with computers, printing, corrupted discs, etc are NOT acceptable grounds for an extension. It is your responsibility to make back-up copies during your coursework preparation. You may be asked to provide evidence to support your request for an extension.

.

6.3.7 Questions and answers about coursework

Table 6. Some questions and answers about coursework submission.How do I know the hand in deadline?

This will be given in each module guide for assignments. The method of submission will also be documented.

May I hand in coursework before the deadline? Yes

What happens if I do not meet the coursework hand in deadline?

You will receive a maximum mark of 50% if the work is submitted up to one week late. If submitted more than one week late you will receive zero marks.

May I request an extension for a piece of coursework?

Yes if there are genuine reasons e.g. illness, personal circumstances.

How do I request an extension for coursework?

By contacting the module leader to request this. Do not go to other staff for an extension as they must refuse.

What do I do if I do not understand my coursework mark?

You may go and see the lecturer who marked the work or the module leader to have the mark explained.


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6.4 Boards of Examiners

The Programme operates through two levels of Examination Board, dates for which are published on StudyNet.

6.4.1 Module Boards

The Module Board is the first stage of the assessment process. It will consider all assessment (e.g. coursework marks) which fall within its subject responsibility.

The External Examiners will attend the relevant Module Boards. Agreed grades will then be submitted to the Programme Boards.

The Module Board considers the assessment of students’ performance in modules, awards appropriate grades and accordingly makes recommendations to the Programme Board. It also considers any extenuating circumstances submitted by students.

6.4.2 Programme Board

There is a Programme Board for the final awards. The Programme Board is responsible for the recommendation of awards and student progression. The External Examiners attend the Programme Board and approve all recommendations for awards.

6.5 Students’ Serious Adverse Circumstances

6.5.1 Details of Serious Adverse Circumstances

What are ‘serious adverse circumstances’?'Serious adverse circumstances' are significant circumstances beyond a student’s control that would have affected the student’s ability to perform to their full potential if they were to submit or attend assessments at the appointed time. The table below sets out guidance to be followed by Assessment Panels and Module Boards. It provides as many examples as possible of the types of circumstance that the University considers to be sufficiently serious, along with some examples of what would not be sufficient.

Associated guidance is issued to all students is in the A-Z Guide on StudyNet at http://issuu.com/uniofherts/docs/a_to_z_guide_v3Notification of Serious Adverse Circumstance Form can be accessed using the following link:http://www.studynet1.herts.ac.uk/crb/co/website165.nsf/0/6129C8F4ABBF80CC80257DF0005F2B83/$FILE/Serious%20Adverse%20Circumstances%20Form_%20September%202011.pdf

PrinciplesThe University allows students to draw to its attention any significant circumstances beyond the student’s control that mean their performance would have been prejudiced if they were to submit or sit an assessment at the appointed time in the academic session. However, if a student, despite such circumstances, decides to sit/submit an assessment, the University will not accept a claim that the student has serious adverse circumstances in respect of the assessment. This principle is in line with the University’s aim of making its students fit for the world of employment; one such skill involves taking responsibility for one’s own decision making. This principle operates subject to two highly exceptional circumstances set out in paragraph 7 below.


29


http://www.studynet1.herts.ac.uk/crb/co/website165.nsf/0/6129C8F4ABBF80CC80257DF0005F2B83/$FILE/Serious%20Adverse%20Circumstances%20Form_%20September%202011.pdf



http://issuu.com/uniofherts/docs/a_to_z_guide_v3

Programme staff will advise students on what an Assessment Panel/Module Board is likely to regard as a serious adverse circumstance, but the decision whether to sit/submit or not to sit/submit will lie with the student alone.

Where a claim of serious adverse circumstances is submitted by a student, the following principles will be adhered to by the Assessment Panels and Module Boards: Academic awards and grades are decided on the basis of level of performance, and achievement of the learning outcomes. Even if students have serious adverse circumstances which are accepted, they will not substitute for evidence of academic achievement, but they will allow the University to grant more time, or repeated opportunities, in order for the student to demonstrate their knowledge and abilities.

The University will treat information about a student’s serious adverse circumstances with sensitivity and respect regardless of the level of perceived severity.

The University will treat a student’s reported circumstances with as much confidentiality as practically reasonable. In very sensitive circumstances, a student may request that the circumstances are only disclosed to the Chair of the Assessment Panel, the Chair of the Module Board and the external examiners (UPR AS 14 C2.7.6).

Process for submission of serious adverse circumstances in relation to assessed workIf there is a serious adverse circumstance that has affected an assessment(s) of a student, the student must communicate details to the University, using the form provided by the Department, with appropriate evidence. All Departments should have a system of recording the receipt of such forms and evidence, and acknowledging receipt to the student. The details must be submitted to the Module Board, normally through the designated programme administrative office or Programme Administrator, prior to any meeting of the Board as described in the University’s Policies and Regulations (UPR AS14 paragraph C2.7; AS12 Appendix I, paragraph 5.4.2; and AS1 Appendix II). Students are informed that submission should be no later than 10 working days before the meeting of the Board, but where the relevant assessment is within 12 working days of the Module Board, any serious adverse circumstances must be notified no later than 2 working days after the assessment.

Serious adverse circumstances and failure to submit coursework by the due dateIf a student is unable to submit coursework by the due date, in the first instance, they should apply to the designated member of staff for the programme, for an extension (if available). Once the period for extensions has expired, students must complete a serious adverse circumstances form following the procedure set out in paragraph 3 above.


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Main types of Serious Adverse Circumstance (SAC) reported

Evidence required Action (levels 0,4,5)

Action (levels 6, 7)(if level 6 referral is allowed, the Board can use advice for levels 0,4 and 5)

1 Medical (serious – not a recognised disability).Examples: broken limb, problem with eyesight, influenza, vomiting or migraine at time of assessment, infectious condition.Notes: Influenza (‘flu’) does not refer to the common cold or conditions with similar symptoms.Some conditions may be able to be accommodated by Faculty arrangements (e.g. the use of an amanuensis for those with broken arms)

Medical certificate (self-certification for the first 7 days of illness only of the policy of the GP practice is not to issue medical certificates), or evidence from the Invigilator’s log.

Deferral Deferral.

If, however, the student has acceptable serious adverse circumstances which prevent him/her from sitting the deferral until the same time in the following academic session, the Programme Board has discretion to offer Final Compensatory Credit with or without penalty (for a total of 30 credits)subject to the limitations set out in UPR AS14 D.4.1. NB the option of awarding Final Compensatory Credit does not apply to the award of a University Certificate.

2 Medical (minor). The following conditions are considered to be minor ( unless, in the case of an examination/in class test, the symptoms are so bad on the relevant day that the student is too unwell to attend when the condition will be treated as serious as in 1 above):

Self limiting respiratory infections, e.g. Cold, sore throat, earache, cough, sinusitis.Other short term infections, e.g. Cystitis, gastroenteritis.Asthma. Mechanical pain such as low back pain, sprains and tendonitis e.g. Writer’s cramp / RSITension type headaches.Period pains.Irritable bowel syndrome.Hay fever.Stress or anxiety when this is exclusively related to examinations.

Not applicable Not an acceptable SAC

6.6.3 Table of Types of Serious Adverse Circumstances




3 Disabled studentsInformation in this handbook is current at time of publication. The current version of UPR AS 14 http://sitem.herts.ac.uk/secreg/upr/AS14.htm and the Programme Specification are the ultimate authority on programme

regulations. 31





(i) A reasonable adjustment, agreed through a Study Needs Agreement (SNA) more than 4 weeks prior to the exam period is not an acceptable SAC.

(ii) Late disclosure of a disability with valid reason /request for disability adjustment (in the 4 weeks prior to an exam period). Adjustments will only be made if failure to do so would disturb other candidates and/or endanger themselves if left in the main exam room. Extra time will not be given. The student has the choice of whether or not to sit/submit; but if they decide to sit/submit they cannot claim to have serious adverse circumstances.

(iii) Unforeseen effect of a disability – when the effect of a disability is not anticipated or a reasonable adjustment agreed through a SNA e.g. an epileptic seizure, unexpected episode of ill mental health

(i) Not applicable

(ii) Faculty’s DSC (Disabled Students Co-ordinator) or University’s Disability Officer report, confirming that the SAC is valid.

(iii) Faculty’s DSC or University’s Disability Officer report, confirming that the SAC is valid.

(i) Not an acceptable SAC

(ii) Deferral

(iii) Deferral

(i) Not an acceptable SAC

(ii) As circumstance 1; the Module/Programme Board will consider the seriousness of the condition and the extent of the student’s control.

(iii) As circumstance 1; the Module/Programme Board will consider the seriousness of the condition and the extent of the student’s control.

4 Death in immediate family (grandparent, parent, sibling, child, grandchild, first cousin, aunt, uncle, spouse, partner, parent-in-law) or close friend within the semester (or for an extended time period in exceptional circumstances).

Death certificate, additional information (location of funeral, any religious observance requirements for mourning, etc.)

Deferral As circumstance 1; the Module/Programme Board will consider the timing of the death, the responsibilities of the student and the closeness of the relationship.

5 Attendance at a funeral at the time of the assessment. Death certificate, additional information (location of funeral, any religious observance requirements for mourning, etc.)

Deferral As circumstance 1; the Module/Programme Board will consider the timing of the death, the responsibilities of the student and the closeness of the relationship.

6 Death of a relative or friend outside the semester, or the funeral is not at same time of assessment.

Not applicable Not an acceptable SAC.

7 Serious illness in family (particularly where the student Medical certificate Deferral As circumstance 1; the Module/Programme Board will


32





has duty of care, “family” defined as circumstance 4) consider the timing of the illness, the responsibilities of the student and the closeness of the relationship.

8 Commitment outside of the student’s control (e.g. emergencies, including unexpected loss of child care) on the date when the student is required to attend for an assessment.

As appropriate, (e.g. letter from employer or nursery).

Deferral As circumstance 1; the Module/Programme Board will consider the seriousness of the event and the extent of the student’s control.

9 Work commitments (part-time students only) (e.g. heavy workload at the time that an assessment is due)

As appropriate, (e.g. letter from employer).

Deferral

10 Serious transport problem (i.e. exceptional circumstance such as a serious rail delay or road traffic accident)

As appropriate, (e.g. copy of ticket, compensation slip from rail company)

Deferral As circumstance 1; the Module/Programme Board will consider the severity of the transport incident and the extent of the student’s control.

11 Routine type, predictable or partly predictable transport problem (e.g. traffic jams, a late train or bus, tyre puncture etc)

Not applicable Not an acceptable SAC

12 Misunderstood examination timetable Not applicable Not an acceptable SAC13 Overslept Not applicable Not an acceptable SAC14 Religious reasons, where not working is a requirement

(UPR GEN/A/5)Requests must be notified to the University at least 2 weeks in advance, with appropriate evidence, or by the deadline published by the Examinations Office in the case of examinations.

The University will make reasonable attempts to make adjustments to the assessment timetable. Deferral is an option where work is proscribed on a particular day for a particular Faith Group. If there is doubt as to whether work is proscribed then the University will be guided by information given by the East of England Faiths Council and the current Festivals appendix to Multicultural Matters. In all cases the University's decision is final. Boards of Examiners should consult the University Chaplaincy for guidance on acceptable religious circumstances ([email protected]). For the 2011/12 academic session, a calendar of recognised proscribed days has been issued.




15 Serious personal problems not medical (e.g. separation from spouse/partner, victims of crime) within the semester.

As appropriate (letter from counsellor, landlord, crime reference number, etc.)

Deferral Deferral.

If, however, the student has further acceptable serious adverse circumstances which prevent him/her from sitting the


33



deferral until the same time in the following academic session, the Programme Board has discretion to offer Final Compensatory Credit without or without penalty (for a total of 30 credits). NB the option of awarding Final Compensatory Credit does not apply to the award of a University Certificate.

16 Financial Not applicable Not an acceptable SAC17 Holidays Booking information Deferral. Only acceptable if the booking is made prior to acceptance of the UH

offer18 Computer problems As appropriate (e.g.

memo from IH explaining the nature of the problem)

Not acceptable, unless experienced by a sufficiently large group of students

As circumstance 1; the Module/Programme Board will consider the seriousness of the event and the extent of the student’s control.

19 Complaints about UH staff (e.g. supervision) Various (diary of missed meetings or classes etc)

Dealt with as appeals procedure.


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Section 7: Academic and Professional Conduct

7.1 Collusion, plagiarism and cheating and other academic misconduct

Coursework should always be your OWN work; the only exception will be when you are asked to present a piece of group work. All work done by other people should be acknowledged and we will be teaching you how to reference other people’s work in your written essays and reports. You must be aware that the University takes collusion, plagiarism and cheating very seriously and you will be severely penalised for any of these offences. Electronic detection tools for plagiarism can be used to monitor that work produced is of your own creation. Brief descriptions of collusion and plagiarism, and advice on how to avoid committing such a breach of the regulations are given below. Full details may be found in the University and Policy Regulation Document - Structure and Assessment Regulations (UPR AS14), Appendix III Assessment Offences.

If you are suspected of academic misconduct, you may be required to attend a panel hearing that will determine whether the case against you is proven or not. The outcome of the panel hearing will be forwarded to the appropriate Board of Examiners who will then decide an appropriate punishment if you have been proven guilty of the offence.

If academic misconduct is proven, this is a serious issue and calls into question your ‘professionalism’; depending on the nature and severity of the offence you may be referred to a Disciplinary panel for further consideration of your actions.

7.1.1 Collusion

Collusion is working together to produce assessed work in circumstances where this is forbidden. The University Regulations define collusion as ‘the representation by an individual of work which he or she has undertaken jointly with another person as having been undertaken independently of that person.’ You will always be encouraged to discuss the results you have generated in practicals with the people you worked with but you should always write up your reports and laboratory logbook on your own using your own graphs and tables.

7.1.2 Plagiarism

Plagiarism is a form of academic dishonesty. The University regulations define plagiarism as ‘the representation by an individual, whether intentionally or otherwise, of another person’s work as their own or use of another person’s work without acknowledgement’. If you follow the guidelines given in the UPRs you will avoid plagiarism. There are severe penalties for plagiarism. Key aspects are summarised below:

All the work in your report must be carried out by you and all the results given in your report must have been obtained by you – except where you give due acknowledgement to others;All the written work (prose or text) must be written by you in your own words, except where you give due acknowledgement to others and use quotation marks, and except for occasional brief phrases of no special significance which may be taken from other people’s work without such acknowledgement and use of quotation marks;If when you acknowledge the source of a piece of information, you must always rewrite the information in your own words which conveys your understanding of the information;All the figures and diagrams in your report must be devised and produced by you, except where you give due acknowledgement to others.


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You must list all references used and cite them correctly in the text using the Harvard System. In scientific writing any reader should be able to follow an audit trail to the source of the information. The reader needs to be able to verify the truth of what is being stated.

7.1.3 Cheating

The University Regulations define cheating as ‘an intention to attempt to gain, or to gain, an unfair, improper or dishonest advantage in the assessment process’. A fuller definition can be found in Assessments and Examinations, UPR AS12, Appendix I Section 2.1.1 [Cheating].

7.1.4 Other academic misconduct

The University Regulations define other academic misconduct as 'failure by a student to comply with the University's assessment and examination regulations, other than those relating to cheating, plagiarism and collusion' including:

the falsification of data including the creation of false written materials or statistical data or its alteration, for example, by the invention of the statistics presented or the invention of quotations or references;the duplication of assessed work – the submission of broadly similar work completed by the student for academic credit as part of the same programme without express acknowledgement of the previous submission;permitting or assisting another to present work that has been copied or paraphrased from a student's own work without attribution or as if it were the work of the other;the introduction into the examination room (or any other room in which a formal assessment is taking place) whether intentionally or otherwise of books (including an unauthorised dictionary, notes, papers, disks or devices of any kind other than those permitted in the rubric of the examination paper;the introduction into an examination room (or any other room in which a formal assessment is taking place), whether intentionally or otherwise, of an unauthorised calculator, personal organiser or similar device;the removal of an answer book or examination stationery or other materials from the examination room (or any other room in which a formal assessment is taking place);failure to comply with the instructions of an invigilator.

Allegations of such offences will be investigated in accordance with the procedures set out in Section 5, Appendix III UPR AS14 Assessment Offences. Consequences of allegations being proven may be severe. Students may be asked to leave the programme.

7.2 University Conduct

Students are subject to the disciplinary jurisdiction of the University and are expected to conform fully to the University regulations both on and off campus. Failure to comply with any of the following conditions may lead to disciplinary action and jeopardise your future on the programme.The Department expects all students to act responsibly and to maintain appropriate standards of personal behaviour and professional conduct at all times in accordance with the expectations laid down within the GPhC Student Code of Conduct and Fitness to Practise Procedures. Any event of misconduct will be investigated by the Department. The GPhC Student Code of Conduct and Students’ Fitness to Practise Procedures can be found on the GPhC website.The University expects students to act responsibly and to maintain appropriate standards of personal behaviour at all times. This relates to your time in Department, on practice placements and in your free time. It also relates to information about the University, its staff and students, and


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http://sitem.herts.ac.uk/secreg/upr/pdf/AS12-apx1-Ass%20Exams%20Regs%20for%20Candidates-including%20Appeals%20Proc-UH-v07.0.pdf

images posted on social web sites such as Facebook, Myspace and Twitter. Students whose behaviour is deemed to bring the profession or the University into disrepute will have their actions investigated and it may lead to disciplinary action being taken. The Student Disciplinary Code and Students’ Fitness to Practise Procedure can be found in the Academic Regulations and on the University website.Your personal and professional conduct may impact on your ability to continue on the programme and on your fitness to practise.The use of bad or abusive language or aggressive behaviour towards other students or staff will not be tolerated and disciplinary action will result. This includes any communications that appear in the public domain, including social web sites.If you should be involved in any criminal activity or are convicted of a crime during the programme, you should inform the Department immediately. Should you fail to notify the Department, and information emerges, you may place your progress and continuation on the programme in jeopardy.Students, who unduly or repeatedly disrupt classes following reasonable requests to desist, will be asked to leave the room and their conduct reported to the programme tutor. Disciplinary action may be implemented.

7.2.1 University Student Code of Conduct

Our University is a student-focussed, multi-ethnic community of students and staff that work and study in close proximity to each other. It is a thriving community that contributes a great deal to Hatfield and the surrounding area. Students represent a significant proportion of our community and this Code of Conduct is intended to help students understand the University’s expectation of behaviour.

In return you become a welcome member of our community, entitled to all of the rights and privileges associated with that membership.

Details of the University Student Code of Conduct can be found in [UPR SA01]

Treating everyone with respect

Students, staff and visitors are all entitled to be treated with respect, and the University expects all students to meet the standards laid out in the Code of Conduct.

Anyone not behaving in an appropriate way is at risk of disciplinary action.

The Statement of Responsibilities and Commitments can be found in UPR SA01 [Appendix 1]

7.3.Student Grievance Procedure

The University has a policy on grievances and appeals which may be inspected at any Administration Office in the University. For an academic issue, in most instances a direct informal approach to the lecturer concerned is most appropriate. You may, of course, also approach directly your Pathway Tutor and/or Programme Tutor, Associate Head of Department or the Head of Department should you think the situation warrants it. Please note that simply disagreeing with or not believing a module grade is not grounds for a formal appeal. If you do not understand why a specific grade has been given, then see the Module Co-ordinator or Associate Head of Department to seek clarification. Full details may be found in UPR AS12, Appendix 1 Section 5.1 [Appeals].


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http://sitem.herts.ac.uk/secreg/upr/pdf/SA01-apx1-Statement%20of%20Responsibilities%20and%20Commitments-v05.0.pdf

http://sitem.herts.ac.uk/secreg/upr/pdf/SA01-Student%20Code%20of%20Conduct-v05.0.pdf

Candidates suspected of an examination or coursework assessment offence (including cheating and plagiarism) have a right to appeal under the University’s procedures (UPR SA05).

7.3.1 Student Disciplinary Procedures

The University has procedures which will be followed when it is believed that a student may have acted unlawfully, breached University regulations, behaved in a way which renders him or her ineligible for membership of the professional body, or will prevent him or her from gaining the licence to practise which is associated with the University award for which he or she is studying. Details of these procedures can be seen in Student Discipline [UPR SA13].

7.4 Fitness to Practise procedure

The School of Life and Medical Sciences operates a standard procedure when dealing with issues associated with fitness to practise. This is the link to the School of Life and Medical Sciences Fitness to Practice Policy Effective July 2015 http://www.studynet2.herts.ac.uk/crb/co/website84.nsf/Teaching+Documents?OpenView&count=9999&restricttocategory=Academic+Quality/School+Policies/Fitness+to+Practise+Documents

Section 8: Learning and Information Services

8.1 Getting started

The Online Library page on StudyNet, linked from the top menu bar, is your launch pad to the wealth of information resources available to you. Make sure you follow the KnowHow Guide on this page to get the best start with using StudyNet, the LRCs, books and journals.www.studynet.herts.ac.uk/go/knowhow

Your module Learning Resources section

The Learning Resources section of your module page is designed to help you access your Online Library. It includes links to:Your Reading list, including direct links to resources such as e-books and journalsYour Subject Toolkit Automatic switch-on for Athens authenticationSecure Access Service (VPN) for off-campus accessKey information databases in the list of recommended search sources Information on referencing and avoiding plagiarism

8.2 Your Subject Toolkit

Your Subject Toolkit is designed to help you access all the specialist information resources you need for your studies. The Toolkit includes the following:

Links to key resources including information databasesInteractive skills materials to help with finding journal articlesInformation on referencing


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http://www.studynet.herts.ac.uk/go/knowhow

http://www.studynet2.herts.ac.uk/crb/co/website84.nsf/Teaching+Documents?OpenView&count=9999&restricttocategory=Academic+Quality/School+Policies/Fitness+to+Practise+Documents



http://sitem.herts.ac.uk/secreg/upr/SA13.htm

http://sitem.herts.ac.uk/secreg/upr/SA05.htm

Advice on using ebooksA blog to keep you up to date with news on information sources for your subject. You can also follow us on twitter at www.twitter.com/uhlrContact details for your Information Manager

You can find the Health Subject Toolkit in your module as above, or go to StudyNet and select the Online Library in the top menu bar and click Health under Your Subjects.

8.3 Information Skills

You will be supported during your studies through skills materials designed to develop your effective use of information resources.

Use the i-Spy tutorials for independent study to develop your information handling skills. You can work through these at your own pace.

Identifying Sources ofInformationCiting and Referencing Systematic Searching Cited Reference Searching Improving Your Search Results Keeping Up-To-Date: RSS feeds Academic Reading Thinking Critically Evaluating and VerifyingRecognising Bias

Essay and Report Writing Citing and Referencing Research Skills: Taking Off

Link to i-Spy – http:// www.studynet.herts.ac.uk/go/ispy

8.4 Getting Help

Find help and advice by clicking ‘Help’ in the top menubar of StudyNet.

HelpDesk – Call 01707 284678 or email [email protected] for help on using any of the services and facilities provided by Information Hertfordshire.

Your Information Manager is Lisa Flint ([email protected]) 01707 286448 (x77914).Ask Lisa for advice on searching and using resources.

8.5 Learning Resource Centres

The LRCs are open 24 hours a day, seven days a week, throughout the year.They provide a wide variety of different study environments to support individual study and group work, silent and noisy activities, coursework requirements and personal study preferences. Approximately half of the study places are equipped with computer workstations. You can connect to the internet and UH network wirelessly or through desktop plug-in points throughout the buildings. The library collections comprise some 600,000 volumes of book stock, 300,000


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http://www.studynet.herts.ac.uk/go/ispy



http://www.twitter.com/uhlr

electronic books, over 30,000 journal titles (mostly available online), information databases and multimedia materials.

8.6 Student Feedback

Your feedback to help improve our services is encouraged. Contact the Helpdesk or your Information Manager.


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Section 9: Student Feedback and Representation

We are always interested in your opinions about the programmes in Postgraduate Medicine, your modules and your experience at UH. Consequently we have a number of ways in which we formally canvas you for information. However if you have any issues that you wish raise, please feel free to approach any member of staff, your Programme Leader. We will do our best to sort out the problem immediately.

9.1 Student Representatives

We ask you to elect student representatives for each cohort who can seek your views and represent them to the Postgraduate Medicine Programme Committee. Training is available from the Students Union for student representatives in order to support them in carrying out their role efficiently. In addition, we also invite your feedback through a number of alternative mechanisms.

9.2 Programme Committee

Our main forum for discussion about the programmes is the Postgraduate Medicine Programme Committee which is responsible for agreeing and monitoring any changes to the Programme. The membership of the Committee includes student representatives, all staff teaching modules on the Postgraduate Medicine Programmes, technical staff, and stakeholder representatives. The Programme Committee meets twice per year.

The student representatives contribute to the meeting by discussing issues raised by their peers relating to the organisation of the pathways. Students’ views are welcomed and valued by the committee. This is your opportunity to contribute to the evaluation of the courses and influence their organisation. You will find Programme Committee meeting minutes on StudyNet in the Programme site.

9.3 Student Feedback Questionnaires

You will be given other opportunities to feedback on courses by module feedback questionnaires (MFQs) which are completed on line generally towards the end of each module. These are an important way in which we find out about your individual views on each module. Information on how the MFQ’s are accessed will be given to you during the course.

If you have a specific complaint you should discuss it with the Pj and/or the module lead.

9.4 Student Feedback Box

Students can provide feedback about a particular module by completing a feedback form and posting it into the Student Feedback box located in the Department of Pharmacy. All forms are anonymous and feedback will be reviewed and acted upon.


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Section 10: Health and safety

10.1 Health and safety policy

You have a legal responsibility to ensure that you abide by the safe practices and codes prepared by the University and NHS or other organization or agency in which you are working and have a responsibility, together with management, for maintaining safe working practices.

You are expected to attend any Health and Safety lectures as timetabled, read and abide by any relevant codes or documents, and complete satisfactorily any questionnaires or assessments.

Use this link to StudyNet for the School of Life and Medical Sciences Health and Safety policy.

Students are expected to abide by the Health and Safety policy while on Campus and abide by local policies while on visits and placements.

10.2 What to do in the event of a fire.

On discovering a fire:• Sound the alarm.• Break-glass call points are situated near the exits from the floor.• From a safe place : Dial 5555 (external 01707 285555) and inform security of the location and extent of the fire.

On hearing an alarm:• Leave the building immediately by the nearest escape route, closing all doors behind you.• Report to your nearest assembly point.

Assembly points are:CP Snow Building Area adjacent to HIBT building or Car Park 8 Health and Human Sciences Research Building Area adjacent to HIBT building Hillside House Area adjacent to HIBT buildingLC205 Car Park outside Main ReceptionScience Block Car Park opposite Science BlockSchool of Life and Medical Sciences 2009 6Wright Building Area adjacent to HIBT buildingYorkon Building Car Park behind LRCMeridian House ASDA car park• Do not take any risks.• Do not return to the building until authorised to do so by the senior fire officer.• Do not use lifts

10.3 Personal Security

Any non-emergency problems : dial 1010 ( external 01707 281010)

EMERGENCY : dial 5555, (external 01707 285555)


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Section 11: Equal Opportunities

The University is committed to being an equal opportunities educational organisation. It approaches this commitment by attempting to create a climate of equality of opportunity and fair treatment both as an employer and as a provider of education and other services.

The University’s Equality and Diversity Policy is in UPR EQ03.

Section 12: Disclaimer

The current version of UPR AS14 and the Programme Specification are the ultimate authority on programme regulations.

The University publishes a full set of all current regulations and policies on its web site. The academic UPRs can be accessed at: http://www.herts.ac.uk/secreg/upr/


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APPENDIX 1 CONFIDENTIAL

Notification of Serious Adverse Circumstances affecting assessment

FORMS SUBMITTED WITHOUT EVIDENCE WILL NOT BE CONSIDERED

Please note that acceptance of Serious Adverse Circumstances does not allow the Module Board of Examiners to change a grade, but only permits them to offer a deferral.

Please complete all sections of this form in black ink and PRINT all information (except your signature). The form must be submitted to your administrative office, where Serious Adverse Circumstances are to be considered by a School/Faculty Assessment Panel (SAP/FAP). This form must be submitted to the Faculty or School office by the date published on your Programme StudyNet site. Students are strongly advised to consult the document ‘Guidelines to Students, Module Boards of Examiners and Faculty Assessment Panels on Dealing with Students’ Serious Adverse Circumstances’ and their Programme Tutor (or designate) before completing this form and submitting it to the relevant administrative office.

A receipt for this form (and supporting evidence submitted) may be obtained from the office to which it is submitted.

If you are concerned about the personal and sensitive nature of the information, please tick the box below to request that the information is only disclosed to the Chairperson and Clerk of the School/Faculty Assessment Panel, the Chairperson of the Module Board and the External Examiner(s):

Strictly Confidential (evidence should be submitted in a sealed envelope).

Student Forename(s) (Given name(s)):

Student Surname (Family name):

Student ID number: (i.e. the 8 digit number on your ID card)

School of Study:

Programme of Study: (i.e. BA (Hons) Education Studies)

Programme Code: (i.e. the code on your programme spec (HEBAES) and your year of entry (year 1)

Cohort/Level (if appropriate i.e. BAESF1):

Programme Tutor:

Mode of study: Full time Part time Distance Sandwich PTO


Date received by Faculty: (Faculty to complete, stamp or attach receipt)

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Modules affected by Serious Adverse Circumstances

Module Title (please state if semester A, B or for referral/deferral)

Module Code Type of Assessment e.g. coursework (c) including the exercise (title or code), exam (e), placement (p), attendance (a)

Date of exam / submission

Was exam sat / assessment submitted?

Deferred Assessment Form / AS / September 2011 – v2.0 of 49

Module Title (please state if semester A, B or for referral/deferral)

Module Code Type of Assessment e.g. coursework (c) including the exercise (title or code), exam (e), placement (p), attendance (a)

Date of exam / submission

Was exam sat / assessment submitted?

PTO


Evidence

Supplementary evidence from independent or third parties must be included to support your submission. Evidence should indicate the time, nature and probable effect of the serious adverse circumstances.

For guidance on the nature of evidence to be submitted please refer to the Guidelines to Students on the Submission of Serious Adverse Circumstances – the guidelines are available in the Student A-Z guide (StudyNet > Student Support)

Please give a brief explanation of how the serious adverse circumstances impacted on the type of assessment (if you are submitting this in hard copy you may attach pages as necessary)

Evidence included: Yes No

Number of items of evidence included:

Signature of student: Date form submitted:

Your application will be considered by the School/Faculty Assessment Panel who will determine the validity of your application and make a recommendation to the Board of Examiners. The Board of Examiners will make the final decision regarding the outcome of your application. The decision will be reflected in the grades awarded by the Board of Examiners and published on StudyNet.


http://www.studynet.herts.ac.uk/ptl/common/studentcentre.nsf/resource+library/AtoZ+guide+2011+FINAL+COPY.pdf/$FILE/AtoZ+guide+2011+FINAL+COPY.pdf

Ref

eren

ce

Gra

de

Cla

ssifi

catio

n ba

nd

Perf

orm

ance

de

scri

ptor

Key differentiating

features (in general)

Understanding of knowledge Theory and practice Development of thought Organisation and Structure

989592

Dis

tinct

ion

Out

stan

ding

Innovative and of publishable quality

Exceptional and comprehensive knowledge and insightful understanding of key concepts. A recognition of recent developments in the field. A clear ability to identify and critically analyse key issues and justify judgements made about the. A willingness to challenge orthodoxy and accepted thinking and to make links to wider contexts.

There is clear originality in the work.

Demonstrates exceptional ability to break down complex areas of knowledge and critically appraise the inter-relationship of the resultant parts. This leads to original uses of ideas and concepts in the development of own practice, possibly leading to the development of own theory.

Exceptional fluency and authority in use of the literature.

Arguments are innovative with explicit logical coherence demonstrating mature reflection. There is comprehensive consideration of alternative perspectives. Arguments are explicitly and consistently placed in context.

Originality is a predominant feature of arguments, for example demonstrating important discoveries about own and/or professional setting practice. New ideas are generated and alternative possibilities for the development of practice are created.

Exceptional clarity of presentation, organisation and structure. Conclusion demonstrates originality in the synthesis of research findings.

Outstanding presentation of supporting materialReferencing is completely accurate.

No grammatical, spelling or punctuation errors.

Of publishable quality.

888582

D

istin

ctio

n

E

xcel

lent

Authoritative, confident, has outstanding depth, insight and complexity

Excellent knowledge and insightful understanding of key concepts given recent developments.

Able to discriminate and justify key issues and links to wider contexts.

There is some evidence of originality in the work.

Extensive critical analysis of the interrelated nature of theory and practice. Detailed evaluation of a range of theories and concepts leading to creative/original developments of own practice.

Fluency and confidence in use of literature.

Arguments have an explicit logic and coherence demonstrating mature reflection. Possible alternative perspectives are fully anticipated.

Arguments are consistently placed in context. Originality is a strong feature of arguments.

Coherent organisation and structure which enhances comprehension. Conclusion is confident demonstrating the outstanding depth and insight gained from the research. Excellent presentation of supporting material. Referencing is accurate. No grammatical, spelling or punctuation errors.

787572

Dis

tinct

ion

Ver

y G

ood

Confident work, has very good depth with some insight, creativity or originality

Evidence of depth of knowledge with some insight. Able to discriminate and justify key issues and links to wider context.

Comprehensive critical analysis/evaluation of the relationship between theory and practice.

There is some analysis and critical evaluation of associated issues.

Ideas are used creatively to develop own practice.

Arguments are explicit and logical with evidence of reflection. Possible alternative perspectives are anticipated.

There is some evidence of the creative synthesis of ideas.

Very good organisation and structure. Supporting material is very well presented and orderedAccurate referencing. No significant grammatical, spelling or punctuation errors.A strong conclusion relates to the original intention, impact and learning.

A PPENDIX 2 Figure 1: Postgraduate Medicine Grading Criteria

Ref

ere

nce

Cla

ssifi

catio

n

Perf

or

Key differentiating

features (in general)

Understanding of knowledge The interrelated nature of theory and practice

Development of thoughtful argument

Structure

686562

Com

men

datio

n

G

ood

Competent work, with good analysis and use of literature

Evidence of a very good level of critical understanding of main concepts.

Able to discriminate key issues and establish some links to wider contexts.

Good critical analysis/evaluation of the relationship between theory and practice.

Reference to a range of evidence to show how ideas and concepts are linked to the discussion/issues raised..

Arguments have a clear logic and coherence with evidence of reflection. There is consideration of possible alternative perspectives and viewpoints.

Organisation and structure is coherent. Good use of supporting materialGenerally accurate referencing. Very few grammatical, spelling or punctuation errors.Conclusions support theories and ideas discussed.

585552

P

ass

Satis

fact

ory

Just meets assessment criteriaSufficient in scope and depth Sufficient depth and creativity

Knowledge and understanding of key concepts is sufficient. Some discrimination of key issues.

Sufficient examination of the relationship between theory and practice with some evidence of developing critical analysis. There may be an over reliance on one or two authors or texts. Some acknowledgement of emerging issues but further evaluation is needed. Literature sufficient, current and appropriate. It is used to inform thinking/awareness of relevant issues.

Arguments are sometimes confused and demonstrate some reflection. They are contextualised within current research/literature. Reference to the professional context is consistent.

Organisation and structure may be confused.There are inconsistencies in referencing. Grammatical, spelling or punctuation errors may be presentConclusions are relevant and arise from the original intention with some evidence of impact.

484542

Ref

er

Fai

l

Weak in scope and depth. Fails to meet enough of the criteria at the appropriate level

Evidence of knowledge and understanding of key concepts is weak. There is little to adequate awareness of relevant critical issues

Insufficient relevant theory and/or little integration of theory and practice. Narrow selection of literature. This may not always be current or appropriate.

Arguments are inconsistent. Reference to relevant reading is not sufficient.

Lacks clarity.Poor referencing. Several grammatical, spelling or punctuation errors.Weak conclusions; these are not always connected to the original intention and may include ideas not previously discussed

B

elow

40

R

efer

Cle

ar F

ail

Generally poor in scope and depth, fails to address criteria at the appropriate level

Knowledge and understanding of key concepts is inadequately demonstrated. There is inadequate evidence of awareness of relevant issues. Poorly expressed

Inadequate examination of the relationship between theory and practice. Literature base is insufficient and/or insufficiently current.

Arguments are only occasionally coherent. Superficial use of reading and lack of depth in reference to professional context.

Poorly organised, incoherent structure. Conclusions drawn but not related to discussion.Very poor or absent referencing. A number of grammatical, spelling or punctuation errors

Bel

ow 2

0

Fail

and

Re-

enro

l

Ver

y Po

or F

ail Assignment

criteria not followed/Work not submitted without good reason

All elements above are not met. Student is required to repeat the learning experience by re-enrolling.

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