University of Bradford

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1 UNIVERSITY OF BRADFORD Academic Year School of Health Studies Division of Service Development and Improvement Programme title: PG Dip in Respiratory Medicine for Practitioners with a Special Interest Awarding and teaching institution: Final award: Programme title: Programme accredited by: Duration: UCAS code: University of Bradford PG Diploma, PG Certificate Framework for Higher Education Qualifications level 7 Respiratory Medicine for Practitioners with a Special Interest Royal College for General Practitioners 18 months part-time N/A Date produced: February 2012 Last Approved School Board: August 2014 Introduction This part-time programme has been designed for General Practitioners (GPs) and other registered health professionals, such as Specialist Respiratory Nurse, Nurse Practitioner or Nurse Consultant, to gain a formally recognised award in the area of Respiratory Medicine as a special interest. It combines formal teaching sessions with competency based learning in the student s own locality. The programme is run from within the NHS, in collaboration with the University of Bradford s School of Health Studies. The programme is specifically designed to develop in practitioners the skills and competencies to fulfil an enhanced role in the management of respiratory disease in primary care. The programme addresses the emerging picture of integrated care with clinicians working with a range of services and agencies to manage patients holistically. The programme equips the practitioner with the skills and knowledge to be involved in the development and delivery of services within CCGs. In addition it promotes in practitioners an awareness of their local services, the impact they have and how they link with each other. With the aim of establishing or enhancing local, community based integrated care through collaboration with a multi-disciplinary team, you will undertake clinical work-based training with a consultant mentor of your choice and his or her team in your locality, thus establishing networks of care between primary and secondary care. During the programme the emphasis will lie on critical thinking, reflective learning and practising of evidence-based medicine. The Applied Methodologies module provides a cohesive link with the clinical modules, and critically examines patient pathways, techniques for patient involvement and principles of audit, which are all relevant to the development of effective care services. 1

2 The programme is taught mainly from within the NHS. A Consultant in Respiratory Medicine and a Practitioner with a Special Interest in Respiratory Medicine will teach the clinical modules. Service Improvement Managers will teach the Applied Methodology module. All tutors are currently practitioners in their field. Students who successfully complete the Diploma will be able to progress to the MSc in Respiratory Medicine for Practitioners with a Special Interest. Students who successfully complete the Diploma will have a greater breadth of knowledge of Respiratory Disease than those who complete the Certificate. This programme is delivered through the School of Health Studies at the University of Bradford. Programme Aims Postgraduate Certificate Aims The programme is intended to: A.1 Enable Practitioners to work independently at a special interest level in either asthma, COPD or common respiratory diseases. A.2 Equip Practitioners with the clinical and leadership skills and knowledge to develop and improve primary care respiratory services. A.3 Equip Practitioners with the skills to inform and assist CCGs in developing and commissioning integrated respiratory care. A.4 Equip Practitioners with the clinical and leadership skills and knowledge to raise the skill base in respiratory medicine within their locality through the education of all members of the respiratory team. Postgraduate Diploma Aims A.1 Enable Practitioners to work independently at a special interest level in asthma, COPD and common respiratory diseases. A.2 Equip Practitioners with the clinical and leadership skills and knowledge to develop and improve primary care respiratory services. A.3 Equip Practitioners with the skills to inform and assist CCGs in developing and commissioning integrated respiratory care. A.4 Equip Practitioners with the clinical and leadership skills and knowledge to raise the skill base in respiratory medicine within their locality through the education of all members of the respiratory team. Programme Learning Outcomes Postgraduate Certificate Learning Outcomes When you have completed the programme you will be able to: LO1 Critically review and apply current and emerging knowledge of the pathophysiology, epidemiology and pharmacology of either Asthma or COPD or Common Respiratory Diseases and their complications. 2

3 LO2 Assess and refer appropriately, patients whose symptoms may be due to Asthma or COPD or Common Respiratory Diseases and their complications. LO3 Undertake appropriate investigations for patients presenting with symptoms of Asthma or COPD or Common Respiratory Disease and their complications and interpret the results accurately. LO4 Diagnose and appropriately manage patients who present with either Asthma, COPD or Common Respiratory Disease and their complications, by means of clinical and non-clinical interventions and application of appropriate evidence based clinical guidelines, using a range of services and agencies. LO5 Undertake appropriate evaluation and preventative management of patients with Asthma or COPD or Common Respiratory Disease, addressing lifestyle and related issues. LO6 Reflect on the overall patient experience, and appropriately apply service improvement methods to make improvements where necessary to the delivery of integrated local care. LO7 Work autonomously and collaboratively, in a multidisciplinary context, and communicate in a variety of ways, including the use of IT. LO8 Critically appraise evidence base and update clinical knowledge. LO9 Critically reflect on own practice and make relevant changes where necessary. Postgraduate Diploma Learning Outcomes When you have completed the programme you will be able to: LO1 Critically review and apply current and emerging knowledge of the pathophysiology, epidemiology and pharmacology of Asthma, COPD and Common Respiratory Diseases and their complications. LO2 Assess and refer appropriately, patients whose symptoms may be due to Asthma and COPD and Common Respiratory Diseases and their complications. LO3 Undertake appropriate investigations for patients presenting with symptoms of Asthma and COPD and Common Respiratory Disease and their complications and interpret the results accurately. LO4 Diagnose and appropriately manage patients who present with Asthma and COPD and Common Respiratory Disease and their complications, by means of clinical and non-clinical interventions and application of appropriate evidence based clinical guidelines, using a range of services and agencies. LO5 Undertake appropriate evaluation and preventative management of patients with Asthma and COPD and Common Respiratory Disease, addressing lifestyle and related issues. 3

4 LO6 Reflect on the overall patient experience, and appropriately apply service improvement methods to make improvements where necessary to the delivery of integrated local care. LO7 Work autonomously and collaboratively, in a multidisciplinary context, and communicate in a variety of ways, including the use of IT. LO8 Critically appraise evidence base and update clinical knowledge. LO9 Critically reflect on own practice and make relevant changes where necessary. Curriculum Module Title Credits Study period Applied Methodologies months Assessment, Diagnosis and Management of Chronic Obstructive Pulmonary Disease Assessment, Diagnosis and Management of Asthma Assessment, Diagnosis and Management of Common Respiratory Problems (non-asthma and non-copd) 30 6 months 30 6 months 30 6 months Certificate in Respiratory Medicine for PwSI Core Option Option Option Diploma in Respiratory Medicine for PwSI Core Core Core Core The clinical modules are delivered in a rolling programme over an 18 month period, one module each semester. Each module is worth 30 credits, amounting to a total of 120 credits. For the Postgraduate Diploma, all modules are core. To be awarded the Postgraduate Certificate, you must successfully complete the Applied Methodologies (AM) module and one other module. This will result in an award of Postgraduate Certificate in (Asthma, COPD or Common Respiratory Diseases) for PwSI. Any 30-credit module can be studied independently, outside of a Postgraduate award. The curriculum may change, subject to the University's programme approval, monitoring and review procedures. 4

5 Teaching and Assessment Strategies The teaching and learning methods used in this programme include lectures, seminars and tutorials. A key feature of the programme is the development of clinical competence in a work environment where students work with a Consultant mentor in their own area. Students choose and approach an appropriate mentor in their local area. The role of the mentor is outlined in the application pack sent out to all prospective students. There is a letter for the prospective mentor and a comprehensive Mentor Guide which students must show to the prospective mentor so they understand exactly what is involved. The mentor guide contains guidance on the programme, establishing the learning programme, student learning, reflection and discussion and assessing clinical competence. There is also a section on resolving difficulties and support from the Education Programmes Team and contact information. In addition, mentors can be put in touch with other mentors or tutors on the programme to discuss the role further. The Education Programmes Team keeps in close contact with mentors throughout the programme. Following the initial welcome letter, s are sent at the 8, 16 and 20 week point in each clinical module. The s give advice on what kind of activities the mentor and student could be doing, such as choosing cases for written or presented assessment as well as requesting an update on the student s progress against the training programme. Mentors are invited to attend their student s presentation on the assessment days. All mentors must be Consultants and be registered with the GMC. Mentors are required to sign a letter of consent (example attached) and submit a copy of their CV before the student can be accepted on to the programme. The student study guide gives details of the mechanisms for resolving difficulties with their clinical attachment and the support the Education Programmes Team can give them. It is recommended that any problems are dealt with face to face with the individuals concerned in the first instance, with the Education Programmes Team only stepping in if unavoidable. A student may need to change mentors if they change jobs or move house which make the existing arrangements untenable. Students should identify an appropriate mentor in their new location and the same process of recruitment as for the original mentor takes place. The Education Programmes Team will send out and check the documentation. In addition it is recommended that the two mentors have a verbal hand over. Students should not change mentors mid-module. Students changing mentors may have to intercalate for a module in order to achieve a smooth transition. Students are given the opportunity to evaluate their mentor at the end of each of the clinical modules. The Associate Education Programmes at 5

6 WSYBCSU writes to each mentor to thank them when the student has completed the programme. Each of the clinical modules is preceded by two teaching days which will take place in Bradford. On day one in the morning, new students receive the introduction to the programme delivered by the programme team. Students who are completing a module, will have their presentations assessed by the tutors. In the afternoon of day one, all students who are going on to the next clinical module will attend an Applied Methodology seminar. The Applied Methodology seminars alternate between critical appraisal and patient pathway and audit and patient involvement. New students will receive an introduction to applied methodology in addition. On day two all students will attend the clinical teaching for the next module. Resources to support the teaching of the clinical and service improvement modules will be available to students on the VLE. For their directed study for each clinical module students will demonstrate a set of clinical competencies whilst on clinical attachment in their local area under the mentorship of a Consultant in Respiratory Medicine (programme learning outcomes 2-5, 7 and 9). Students will complete a training programme in collaboration with their mentor at the start of each module and a set of evidence forms, signed off by their mentor, at the end of the module. The training programme must include appropriate training activities for each competence. They will be checked by programme tutors to ensure they are robust and appropriate. There is flexibility within the framework for students to spend more time working on the areas in which they require most development and less on others. Students must attend at least 14 clinical sessions. The Applied Methodologies module is the core module for both the Diploma and the Certificate. It is taken concurrently with the clinical modules over a period of 18 months. This module is supported by lectures and seminars on each of the assessment days (programme learning outcome 6) and by learning in the workplace. The purpose of the Applied Methodology module is to provide an advanced, evidence-based understanding of the models of working as a practitioner with a special interest, as part of the pathway of care, in order to facilitate the development of healthcare services. The work students submit for assessment will be based on actual development issues. To ensure that students can demonstrate all the learning outcomes, a variety of assessment methods will be used. For each of the clinical modules students will be required to write a reflective case study (programme learning outcomes 1, 6 and 9) and do a presentation on a selection of clinical cases they have managed (programme learning outcomes 1, 6, 8 and 9). During the clinical attachment, students will see and assess patients for a variety of conditions as described in the module descriptors for each of the clinical modules. Students may specify additional personal objectives during their clinical attachment, dependent on their learning needs. The student s clinical mentor will oversee their work during the clinical attachment and sign off the 6

7 individual clinical competencies as specified in the clinical competency document during or at the end of the clinical attachment programme learning outcomes 2,3,4,5,7 and 8). Additionally as part of the clinical competency document, students are required to record a minimum of 14 cases for each clinical module in a reflective learning diary. Students will be given individual feedback from the tutors on their learning diary. Students can attend a variety of clinics and be supervised by the practitioners there. However, all clinical competencies need to be signed off by the clinical mentor. Due to the clinical mentors not being members of the University staff and the need for academic rigor, there will be some overlap in assessing programme learning outcomes. Optionality is available to students studying for the certificate in their choice of modules to be taken. It is available to students studying for the diploma in the choice of case for the written reflective case studies. Assessment Regulations This Programme conforms to the standard University Assessment Regulations for Postgraduate Programmes which are available at the following link: Exceptionally, however, you must pass all elements of assessment within each module at the standard university pass mark. The waiver document is attached (Appendix PS1). Admission Requirements The University welcomes applications from all potential students regardless of their previous academic experience; offers are made following detailed consideration of each individual application. Most important in the decision to offer a place is our assessment of a candidate s potential to benefit from their studies and of their ability to succeed on this particular programme. Entrance requirements for each programme will vary but consideration of your application will be based on a combination of your formal academic qualifications and other relevant experience. If you have prior certificated learning or professional experience which may be equivalent to parts of this programme, the University has procedures to evaluate this learning in order to provide you with exemptions from specified modules contained within the curriculum. Please talk to us if you do not fit the standard pattern of entry qualifications. The University of Bradford has always welcomed applications from disabled students, and these will be considered on the same academic grounds as are applied to all applicants. If you have some form of disability you may wish to contact the programme leader before you apply. The entry requirements for this programme are as follows: 7

8 you must be a suitably qualified registered primary or secondary care practitioner, demonstrating successful study skills at level 6, with at least two years relevant work experience in the field of Respiratory Medicine and be employed you must obtain written support from an NHS hospital trust consultant (GMC Registered) in Respiratory Medicine for mentorship and the provision of a clinical attachment; you must produce evidence of relevant registered qualification, currency and academic qualifications; as the assessment elements of the postgraduate diploma and certificate require a substantial amount of written work at level 7, in accordance with regulations from the University of Bradford we ask that non-native speakers complete an IELTS English Language Exam at a minimum of 6.5 before they begin their studies. Learning Resources The JB Priestley Library provides a wide range of printed and electronic resources to support your studies. We offer quiet study space if you want to work on your own, and group study areas for the times when you need to discuss work with fellow students. Subject librarians provide training sessions and individual guidance in finding the information you need for your assignment, and will help you organise your references properly. Student PC clusters can be found in the library and elsewhere on the campus. Many of these are open 24/7. You can also use the University's wireless network to access the internet from your own laptop. Most of our online journals are available on the internet (both on and off campus), and you can also access your University account, personal information and programme-related materials this way. Library and technical staff are on hand during the daytime to provide help should you need it, and there is a 24/7 IT helpline available. Students are encouraged to view the library induction available on the following link and undertake the plagiarism avoidance package available on Blackboard on the School of Health Studies information point. Students may also contact the librarian at their own Trust, from whom they should be able to obtain an Athens password to access further NHS on-line resources. Student Support and Guidance Programme Team Support for you personally and in your programme of study will be provided both by the University, the Programme Team and your clinical mentor. The School will ensure that there is someone available with whom you feel comfortable to help and support you. You will be allocated a Personal Academic Tutor (PAT), who will be one of the clinical tutors, on your first 8

9 teaching day. Information on the role of PATs can be found on the School of Health information point. You will be provided with a comprehensive handbook that you can consult on a range of learning issues and your programme tutors will be available to consult on subject specific queries. We value the feedback provided by students and you will be provided with the formal opportunity to comment on the programme contents and delivery and other aspects of the programme after the teaching days, the end of each clinical module and at the end of the programme. However, students are encouraged to give informal feedback to the programme team whenever they wish. All issues are addressed rapidly. Students Union The Students Union and the University of Bradford work in partnership to provide confidential counselling and welfare services where you can get help with any aspect of your personal or academic life. Student Financial and Information Services (part of the Hub) will provide you with information about a diverse range of issues such as council tax, personal safety and tourist information. International Students can access a range of additional advice and support services through the Student s Union. Careers and Employability The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the programme from Career Development Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the web site Academic Skills Advice For postgraduate students on taught programmes who are looking to improve their marks during their time at university, study skills and maths advice is available to all regardless of degree discipline. Students can access a programme of interactive workshops and clinics which is delivered throughout the year. This is in addition ot our extremely popular face-toface guidance from our advisers, who also offer a wide range of online and paper based materials for self-study. Disability Disabled students will find a supportive environment at Bradford where we are committed to ensuring that all aspects of student life are accessible to everyone. The Disability Service can help by providing equipment and advice to help you get the most out of your time at Bradford and is a place where you can discuss any concerns you may have about adjustments that you may 9

10 need, whether these relate to study, personal care or other issues. For more information contact the Disability Service by phoning: or via University policies and initiatives Ecoversity Ecoversity is a strategic project of the University which aims to embed the principles of sustainable development into our decision-making, learning and teaching, research activities, campus operations and lives of our staff and students. We do not claim to be a beacon for sustainable development but we aspire to become a leading University in this area. The facilities we create for teaching and learning, including teaching spaces, laboratories, IT labs and social spaces, will increasingly reflect our commitment to sustainable development. Staff and student participation in this initiative is crucial to its success and its inclusion in the programme specification is a clear signal that it is at the forefront of our thinking in programme development, delivery, monitoring and review. For more details see Further Information: For further information, please contact the Education Programmes Team at NHS West and South Yorkshire and Bassetlaw Commissioning Support Unit, Douglas Mill, Bowling Old Lane, Bradford, BD5 7JR, tel no , or psi@bradford.nhs.uk. or check the University prospectus or contact Admissions. The Admissions Office The University of Bradford Richmond Road Bradford, BD7 1DP UK +44 (0) The Admissions Office School of Health Studies The University of Bradford Richmond Road Bradford, BD7 1DP UK +44 (0)

11 PG Diploma/Certificate in Respiratory Medicine for Practitioners with a Special Interest APPLICATION FOR WAIVERS The nature of the course varies from the normal Postgraduate Diploma of the University of Bradford. Therefore we propose that the following waivers are required from the University s standard regulations and ordinances, in order to make these differences acceptable. 1. Pass all components of a module without compensation We request that all elements of the assessments be successfully passed at 40% or above. Different assessment tasks assess different learning outcomes. Accordingly in order to demonstrate achievement of all modules intended learning outcomes, all assessment tasks must be passed at threshold. 2. Clinical competence element of each clinical module as PASS/FAIL. We reaffirm the need to have the primary assessment element verification of clinical competence as a PASS/FAIL element. This provides clear and appropriate evidence whether a participant is competent to practice. There is no need for a pass/fail element amongst the other assessments, as these support competence through application of understanding. In order to achieve a balanced mark from this and the other assessed pieces of work, it is necessary for the clinical competence element to be weighed at 0%, and the other assessment components to be split appropriately. It is only amongst the other elements of assessment that a final mark will be given, which will distinguish the candidate s marks between a pass, merit or distinction. 3. Maximum period of study We would recommend the period of study to take place over no more than three years, but would permit candidates who could obtain agreement from their mentor(s) to undertake the course over five years or to extend the period of study to five years, to do so. This would apply principally in exceptional circumstances, particularly pregnancy or sickness which would unavoidably interrupt studies. 11