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Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

MSc Master of Science

Teaching Institution

University of Huddersfield

School

School of Human and Health Sciences

Department

Department of Allied Health Professions Sport & Exercise

Subject Benchmark Statement

Characteristic Statement - Master's Degree, NQF - Level 7

Date of Programme Specification Approval

2025-05-06

Version Number

2024.03

Educational Aims of the Course

The course aims include both the University of Huddersfield Graduate Attributes for all taught degree courses and specific course aims for the named award/s. All taught degree courses enable graduates to develop the following attributes core to the University of Huddersfield. The MSc Health Professional Education course enables students from … For more content click the Read More button below. In recognition of lifelong learning and continuing professional development, the course is designed to provide increasingly innovative, flexible and student-centred modes of delivery including some modules that are entirely distance-learning, therefore creating opportunities for personal growth. Learning promotes individual and local workforce development within a national and international health and social care context.   In the Shape of Caring review (HEE 2015), Lord Willis highlighted the need for a flexible, highly skilled healthcare workforce. The harnessing of these HEE recommendations relies on the continued development of healthcare staff; supporting the engagement in critical inquiry and enabling this professional group to implement research findings to underpin clinical practice. In addition, the named awards will:                        Provide a comprehensive postgraduate learning environment that utilises critical reasoning skills and a critical awareness of the research and evidence base in the analysis of quality health care education provision. Support students to continue to develop their personal expertise whilst acquiring transferable skills necessary to lead the advancement of professional education and practice. Facilitate the reflexive acquisition of advanced knowledge in relation to contemporary issues within the student’s area of expertise and the creation of new insights into professional education and practice through mastery of the research and evidence base. Continue to develop a theoretical knowledge base, skills and the professional attitude to facilitate collaboration with other educators, practitioners and clients in order to optimise practice within health professional education and healthcare arenas. Facilitate the development of a comprehensive understanding of the techniques applicable to advanced healthcare education research demonstrating the ability to undertake and disseminate this knowledge utilising scientific evidence.

Course Offering(s)

Full Time

Full Time - September

Learning Outcomes

On successful completion you will be able to:
1.
Demonstrate an in-depth critical awareness and knowledge of theoretical concepts underpinning education and healthcare practice.
2.
Critically analyse current information from a variety of sources that can be utilised to provide a strong evidence base for education and practice.
3.
Synthesise appropriate evidence relating to the principles of education and healthcare delivery in their field of practice.
4.
Demonstrate critical analysis of the evidence necessary to initiate change and innovation at the leading edge of education and clinical practice.
5.
Demonstrate the ability to utilise evidence-based rationales in education and practice.
6.
Utilise critical thought and advanced problem-solving skills in resolving issues arising in practice.
7.
Practise as an agent of change utilising critical reflection in their field of practice.
8.
Practise in liaison with other healthcare professionals and engage with service users in order to maximise the quality of health professional education and the client experience.
9.
Demonstrate originality in application of knowledge and understand how boundaries of knowledge are advanced through research.
10.
Demonstrate qualities needed in circumstances that require sound judgement, personal responsibility and initiative in complex and unpredictable professional environments.
11.
Communicate effectively and work as a member of a team to enhance healthcare delivery.
12.
Adopt a critical awareness of the importance of continuing professional development and demonstrate a commitment to the lifelong learning process.
13.
Critically analyse, utilise and apply evidenced based information, and develop further new knowledge in their field of practice.
14.
Contribute to the development of their professional discipline through research and publication.
15.
Critically apply professional principles, legal and ethical theories within education and clinical practice.
16.
Deal with complex issues systematically and creatively, and show originality in tackling and solving problems.

Course Structure

Master's Level180 Credit Points

Interim Award

Postgraduate Certificate

Postgraduate Diploma

Teaching, Learning and Assessment

Teaching, learning and assessment are designed to offer students learning and assessment opportunities that align with their module learning outcomes and offer realistic and effective preparation to enhance their knowledge and progress within healthcare practice. They aim to be inclusive of diversity, to allow students to actively engage in learning … For more content click the Read More button below. Learning and teaching throughout the provision is delivered through classroom-based or online lectures, seminars, group work, practical experience, clinical workstations, staff or student-led tutorials, simulation and problem-based learning.  The mode of delivery differs from module to module with a greater number of modules now offered as blended- or distance-learning in response to workforce demands for increased flexibility in accessing continuing professional development.  This type of learning is adaptable and particularly benefits students who are older or those that need to fit in their learning into busy lives.  Distance pedagogy can have a particularly important use in nursing and allied health due to its adaptability and flexibility around shift patterns making it possible for students to combine studies with their careers.  The modules within this suite of courses draw upon pedagogical practices that are centred on constructivist learning or the ability to learn based on one’s own experience which can be done through virtual learning communities. The use of flipped classroom and increased interaction with other students has the potential to deepen their level of learning. Student-centred learning is utilised throughout the course and modules are designed to embed transferable skills and allow students to progressively increase their knowledge, confidence and ability.  So, the acquisition of skills and the confidence to perform academically and professionally is developed. The use of the University’s virtual learning environment is central to the provision of resources and delivery of distance learning courses.  Distance learning resources have been designed specifically to deliver the distance learning courses. This approach supports student learning and allow greater flexibility within the modules, providing direction and academic support to students during their studies when students are not attending the University.  Electronic approaches are central for distance learning students and the use of discussion forums on the University’s virtual learning environment (VLE) is enhanced in a variety of ways to promote debate and   enhance and enrich the student’s learning experience. Assessment aims to support learning and measure achievement.  Assessment methods are described in individual module handbooks.  All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. The level of assessment will be at Postgraduate level (FHEQ 7, QAA 2014) and a variety of approaches to assessment will support students’ work force development priorities. Assessment is a combination of coursework; practice / competency-based learning oral presentations.  The nature of the assessment varies from module to module, and mirrors the modes of communication expected of graduates in this field to include report writing, critique and case presentation. PDP is a key element to support student learning through the course. PDP is defined as ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, education and career development’ (QAA 2001). PDP enables the student to develop an awareness of their strengths and development needs, construct a record of achievement documenting the acquisition of knowledge, skills and competencies and reflect and act upon their personal, professional, academic and long-term career goals.  PDP is introduced to students at the commencement of the course and is normally supported through the personal academic tutor (PAT) system. It aims to encourage students to critically examine their progress whilst on the course through reflection of their academic, personal and professional development.  It helps them to critically identify achievable aims and expectations throughout the course.  It also provides a medium for recording their progress and creating an effective personal profile, demonstrating continuous professional development and lifelong learning to maintain professional registration. The School of Human and Health Sciences uses Turnitin® via the virtual learning environment (VLE) to help both students and staff to ensure and protect the originality of work submitted for assessment.  ‘Draft Coach’ is used with Turnitin to improve grammar and spelling and reduce similarity scores in Turnitin.  The profile of students who will access this course includes students who meet the entry criteria and able to study the course on a part time basis. Close links are maintained with the International Office to develop opportunities for international healthcare professionals whilst meeting Visa requirements.

Support for Students and their Learning

At course level support is provided by: 

  • The course leader and personal tutors
  • Module tutors
  • Course and Module Handbooks
  • Student reps

 Personal Academic Tutor   

The University has a personal academic tutor system. This system aims both to improve the Student experience of learning and teaching and to increase student retention and achievement rates. Students can access support from their PAT either face to face or on-line.  The PAT system works in the same way for both traditional and distance learning students.   

Specifically, personal academic tutors:

  • Provide a personal contact for the student within the University and the School.
  • Act as a liaison between the student and course leaders to seek any improvements required.
  • Offer guidance, assistance and support in managing the students’ academic experience.
  • Recognise when the problems presented are beyond the personal tutors’ competence and seek guidance and support for the student through the University and/or School referral processes.
  • Work with students to review and reflect upon their own progress and, if necessary, on ways to improve it.
  • Take part in supportive training events.

Module Leader

The module leader is responsible for teaching, learning and assessment of the modules within this course. Module leaders are included on the module specification documents, within the course handbook, and presented during the induction event. Module leaders can be contacted via email (details are included in the above handbooks) and will respond within two working days as per university policy. Individual meetings with module leaders can also be requested via email which can take place in person or online via Microsoft Teams.

Course Leader

The course leader is responsible for the entire quality assurance arrangements for the course. The course leader is outlined in the course handbook and presented during the induction event. The course leader can be contacted via email (details are included in the course handbook) and will respond within two working days as per university policy. Individual meetings with the course leader can also be requested via email which will take place online via Microsoft Teams.

Supervisor

The Health-Related Project, module HMH1013, will be guided by a supervisor who will be a subject specialist or researcher in the field.

Criteria for Admission

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications.  Further information for International Students can be found on their website.

If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes.

The University provides opportunities for the accreditation of prior learning (APL) as stated in Section 3 of the Regulations for Awards.

 The University’s general minimum entry requirements are specified in Section 1.5 of the Regulations for Awards.

Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

Further information is available on the disability services website.   

Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our course finder website page.

However, the specific entry requirements and admission criteria for the courses are detailed below:

  • Registered Healthcare Practitioners with an honours degree (or equivalent) are eligible to apply for this course.
  • International students cannot apply for a Tier 4 visa for this course, as it is not eligible under Home Office regulations. International students under a different category of visa may still be eligible to apply. Individual applicants will need to liaise with the International Office prior to an offer being made.
  • Students wishing to enrol on distance learning modules must have access to a computer with a reliable internet connection, have the ability to access and use online study guidance and support, and have appropriate video and audio devices to enable participation in webinar tutorials.

Methods for evaluating and improving the quality and standards of teaching and learning

School: Human and Health Sciences is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system see further information at: https://hudsu.unioncloud.org/

School: Within the School students are represented at committee level through Student Panels to the School Board. The School also has a School Council. Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.

An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels. External examiner and student feedback, as well as all statistical data about the course, is reported through the course committee structure and scrutinised through the University wide annual evaluation process.

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Regulation of Assessment

University awards are regulated by the Regulations for Awards on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Indicators of Quality and Standards

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she/they takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

The outcome of the most recent institutional audit can be found at: https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield