MEDICINE & HEALTH SCIENCES CONTINUING PROFESSIONAL DEVELOPMENT POSTGRADUATE STUDY AND RESEARCH

Transcription

1 MEDICINE & HEALTH SCIENCES CONTINUING PROFESSIONAL DEVELOPMENT POSTGRADUATE STUDY AND RESEARCH 2019

2 We re Keele University and we re different. Founded more than 60 years ago to meet the demands of a new kind of society, economy and world, our principles resonate now more than ever. Our approach to education is central to this and is, above all, what defines us. eele difference

3 Contents Faculty of Medicine & Health Sciences 4 Faculty facilities 6 Why study at Keele? 12 Postgraduate awards 14 School of Health & Rehabilitation 16 School of Medicine 24 School of Nursing & Midwifery 32 School of Pharmacy 44 The Research Institute for Applied Clinical Sciences 50 The Research Institute for Primary Care & Health Sciences 52 The Research Institute for Science & Technology in Medicine 56 Life at Keele 60 How to find us 61 Useful links and information 62 Contact details 63 Important information 63 Keele has been named as one of the Top 5 most beautiful universities in the country (Times Higher Education, 2018).

4 4 FACULTY OF MEDICINE & HEALTH SCIENCES Discover the Faculty of Medicine & Health Sciences at Keele University...

5 FACULTY OF MEDICINE & HEALTH SCIENCES 5 Faculty of Medicine & Health Sciences The Faculty of Medicine & Health Sciences continues to be a leading provider of postgraduate study opportunities. Our highly-rated Schools offer a wide range of Continuing Professional Development courses, postgraduate programmes, and research opportunities to develop your career and professional practice. We offer a range of programmes and research degrees to enhance your career in a wide range of disciplines. Exciting opportunities exist within the Faculty for postgraduate study in both taught programmes and research degrees, undertaken either full-time, or part-time with opportunities for work-based learning. In addition, most individual modules can be taken on a stand-alone basis, either as part of Continuing Professional Development (CPD) or as a means of working towards a postgraduate award over a period of up to five years. An increasing number of modules are delivered partly or wholly via distance learning. As a research-led Faculty you will benefit from cutting-edge research, along with state-of-the-art teaching and learning facilities including virtual and augmented reality, extensive IT facilities, a surgical anatomy suite and a dedicated Health Library. Faculty of Medicine & Health Sciences students choose postgraduate study for a range of reasons including: Intellectual and academic development; Professional development; Personal satisfaction; Enhanced career prospects; Specific programmes for career pathway. Our aim is to enable you to develop your career and make a real difference to your professional practice, providing you with the knowledge and expertise to continue to push the boundaries in the fields of medicine and health sciences. Professor Pauline Walsh Pro Vice-Chancellor and Executive Dean The Faculty of Medicine & Health Sciences has a vibrant postgraduate and CPD portfolio which has been developed in partnership with key stakeholders and encompasses a range of models of study to suit the diverse needs of students. Education is delivered by experts in their field and designed to support practitioners in meeting the challenges of contemporary evidenced-based practice in health and social care settings.

6 6 FACULTY FACILITIES Faculty facilities WE HAVE ALL THE FACILITIES YOU WOULD EXPECT TO FIND AND MORE THE DAVID WEATHERALL BUILDING, Keele Campus, contains everything that one would expect in a modern purpose-built facility, including a large lecture theatre, numerous seminar rooms, IT suite, an anatomy suite, multi-user laboratories, anatomy resource facilities, and state-of-the-art surgical anatomy facilities. Our Postgraduate Medicine programmes are delivered in our anatomy and IT suites. The David Weatherall building is also home to the Research Institute for Applied Clinical Sciences, the Research Institute for Primary Care & Health Sciences, and Keele s Clinical Trials Unit, which has recently been extended to provide additional facilities for an expanding team of multidisciplinary researchers. THE CLINICAL EDUCATION CENTRE, based at the Royal Stoke University Hospital, houses the School of Nursing & Midwifery, and incorporates the clinical years of the Undergraduate Medical School, together with the Health Library. The Clinical Skills Laboratories form part of the Clinical Education Centre and are a facility shared between Nursing, Midwifery and Medical students. The facilities are flexible and allow for the creation of a didactic teaching area with full audio / visual and computer support and/or a simulated ward environment, allowing students to be taught and to practise clinical skills relevant to their stage of training. The laboratories are extremely well equipped with a number of manikins and patient simulators, in addition to general ward equipment.

7 FACULTY FACILITIES 7 THE MACKAY BUILDING, Keele campus, houses our undergraduate and postgraduate programmes in the School of Health & Rehabilitation. The Mackay building contains everything that one would expect in a modern purpose built facility, including a large lecture theatre and specialist practical rooms. A programme of investment in capital equipment ensures that the most up-to-date physiotherapy equipment is available for teaching and student research projects. New for 2018, our state-of-the-art Diagnostic Imaging Suite supports the BSc (Hons) Radiography programme on campus (construction completed August and equipment commissioned August / September 2018) will be ready for the start of the 2018 academic year. THE HORNBEAM BUILDING, Keele campus, is home to our undergraduate and postgraduate programmes in the School of Pharmacy. The Clinical Skills Suite has been designed to help Keele University in revolutionising the way Pharmacy is taught within the School and to produce pharmacists that can take on an even more patient-focused role. The facility includes a mock dispensary and seven consultation rooms. Additionally, the UK s largest independent Pharmacy chain, Well Pharmacy, is based on campus and provides working opportunities for Keele s undergraduate Pharmacy students.

8 8 FACULTY FACILITIES THE HEALTH LIBRARY, at the Clinical Education Centre, is available to students and staff of Keele University and everyone who works for, or with the NHS in North Staffordshire, and boasts one of the finest collections of health related literature in Staffordshire. In addition to loan facilities within the library, the staff regularly offer training to both students and professional staff on literature research skills and reference management. The extensive Health Library website offers a range of e-tutorials to complement the work of the Training Librarians, and provides access to a range of clinical databases, allowing you to carry out fast, powerful and thorough searches of published clinical research. STATE-OF-THE-ART LECTURE THEATRES The Faculty s state-of-the-art lecture theatres, seminar and meeting rooms are equipped with an impressive networked system of teaching related technology. Students can gain access to the internet, online learning environment (KLE), audio / visual technology and in some of the main seminar suites and skills laboratories, the option is available to film and record student activity. Our academic collections are provided both online and in print. The Keele libraries subscribe to over 20,000 e-journals (from major publishers including Oxford University Press; Sage; Taylor and Francis), and 300,000 e-books. Students can access reading lists online, and our Library Search engine can be used to find relevant information from our collections, both in print and electronically. Most of the Library s e-resources are available both on and off campus and help is available from the Library website. EXTENSIVE IT SUITES The Health Library has an IT Suite with around 60 PCs on the Keele network in addition to an extensive IT suite in the David Weatherall Building, Keele campus, and in the main Keele library on campus. Photocopying and scanning facilities are also available.

9 FACULTY FACILITIES 9 THE DIGITAL HEALTH HUB, Hornbeam building, supports the use of technology in teaching across the programmes of Pharmacy and Radiography. The innovative design uses augmented reality apps developed within the Faculty. The space facilitates small group working on tables of up to six students, each centred around a high-quality display. Twenty PCs offer dual screen display, allowing Radiography students to immerse themselves into simulation software designed to emulate the clinical environments of using CT and MRI imaging solutions. Laptops are provided in a flexible learning space for students to use, or they may bring their own device. Using software designed within the Faculty, each table can become a virtual hospital bed, each supporting a different virtual patient or virtual molecule using augmented reality. 3D CINEMA We have developed a new 'Health Cinema', at the Hornbeam building, used on Pharmacy programmes. This is a large screen, visualisation facility located in our 133-seat lecture theatre. The cinema-grade projection system can use both 2D and 3D. The 3D Cinema is an immersive environment in which students and researchers can explore healthcare simulations including anatomy and molecular modelling. AVATARS The School of Pharmacy supports postgraduate learning and Continuing Professional Development with a range of avatars, webinars and other electronic means of teaching and communicating with our students.

10 10 FACULTY FACILITIES THE GUY HILTON RESEARCH CENTRE, based in Stoke-on-Trent within a short walking distance of the Royal Stoke University Hospital is the administrative home of laboratory research within the Faculty and a key location of the Research Institute for Science & Technology in Medicine (ISTM). The Centre provides dedicated postgraduate student offices adjacent to academics, seminar rooms for MSc teaching delivery, and communal space. Research is performed within the state-of-the-art science laboratories, which include cell culture, genomics, imaging, biomaterials, nanomagnetics, and bioreactor facilities. ROBERT JONES AND AGNES HUNT ORTHOPAEDIC HOSPITAL, OSWESTRY There are several research groups working on various musculoskeletal disorders, ranging from arthritis to spinal cord injury, based at the Robert Jones and Agnes Hunt Orthopaedic Hospital (RJAH), Oswestry, which is linked to ISTM, Keele University. The hospital hosts an MHRA-licensed cell manufacturing facility used to treat patients with cartilage defects, which has put the hospital at the fore internationally in the field of regenerative medicine. Another significant area of research is targeted by the Wolfson Centre for Inherited Neuromuscular Disease which focus on severe muscle-wasting diseases, including muscular dystrophy and spinal muscular atrophy. The hospital frequently hosts international conferences on such topics as, for example, the 7th Nuclear Envelope Disease and Chromatin Organisation (NEDCO) meeting. The Robert Jones and Agnes Hunt Orthopaedic Hospital, Oswestry, provides an ideal location to translate scientific findings from the laboratory to treating patients, often in clinical trials, which is evidenced by the hospital being involved in more than 60 clinical trials/studies with excellent support from the Clinical Research Team. For more information please visit: rjah.nhs.uk/research.aspx

11 THE ROYAL STOKE UNIVERSITY HOSPITAL THE UNIVERSITY HOSPITALS OF NORTH MIDLANDS NHS TRUST (UHNM) provides a full range of general acute hospital services for approximately 900,000 people locally in Staffordshire, South Cheshire, and Shropshire. We employ over 10,000 staff members and have more than 1,450 inpatient beds across our two hospitals, Royal Stoke University Hospital in Stoke-on-Trent and County Hospital in Stafford. We also provide specialised services for three million people in a wider area, including neighbouring counties and North Wales. The Trust met the demands of one million patients last year, of which more than 175,000 people attended our A&E departments. Many emergency patients are brought to us from a wide area by both helicopter and land ambulance because of our Major Trauma Centre status. As such UHNM is the regional specialist hospital within the North Midlands. As a University Hospital, we work very closely with Keele University.

12 12 WHY STUDY AT KEELE TOP 5 in the TEF Times Higher ranking of the Teaching Excellence Framework 2017 (broad-based universities) Why study at Keele? New analysis published by Times Higher Education has found that Keele University is part of a new elite of universities excelling in both teaching and research. The table, combining the Teaching Excellence Framework (TEF) and Research Excellence Framework (REF) results, has highlighted the institutions which can genuinely combine high quality education and teaching with research intensity, and ranks Keele in the UK Top 10. In 2017 Keele was awarded a Gold ranking in the TEF, which was decided by an independent panel of experts including academics, students, and employer representatives. Drawing on national data, and evidence submitted by each university or college, the TEF measured excellence in three areas: teaching quality, the learning environment and the educational and professional outcomes achieved by students. The REF assesses the quality of research in all higher education institutions in the UK. In the most recent REF (2014), 97% of Keele s research was classified as world leading or of international importance.

13 WHY STUDY AT KEELE 13 97% of our research world-leading or of international importance Research Excellence Framework 2014

14 14 POSTGRADUATE AWARDS Postgraduate awards Most taught programmes provide awards at Certificate, Diploma, and Master s degree level, thus allowing a range of exit points. Whilst some programmes are oriented to specific professional disciplines such as Medicine, Midwifery, Nursing, Pharmacy, Physiotherapy and Radiography others are interdisciplinary and cater for those with either a professional or an academic interest in health and healthcare. All these programmes include a focus on the interpretation of evidence, and evidence-based practice. Most programmes allow a choice of optional modules from within the Faculty, and from other Faculties in the University. Accreditation of prior certificated or experiential learning is possible. Postgraduate research degrees - MPhil or PhD - are provided by the Research Institutes within the University, each of which has an international research reputation. Some programmes are taught through topic-centred learning, including lectures, whilst other courses may be delivered through online learning or a blend of face-to-face and online/distance learning supported by tutorials and practical exercises. Collaborative and student-centred learning are also adopted, with group work and individual assignments. Students are also required to conduct independent study to a very large extent, with attendance required for all chosen modules except for the dissertation and modules delivered online. An individual approach to student support is adopted. Each student will be assigned a tutor for the dissertation module, chosen in relation to the appropriate subject discipline and expertise for the project. Modules are assessed by both in-course assessment and final examination. For most courses, a major part of the assessment will be based on the student s research project and written dissertation. HIGHER DEGREE BY INSTRUCTION Most taught Master s degree courses usually take one year when studied full-time, or two to five years when studied part-time. Courses usually include lectures and seminars and may include examinations. Some courses may be delivered wholly or in part at a distance, enabling you to work and study at the same time. Training is given in research methods and you will normally need to write a dissertation. HIGHER DEGREE BY RESEARCH All Doctoral and some Master s degrees are awarded after a period of original research culminating in a thesis and oral examination. A Master s degree by research (MPhil) usually takes two years while a Doctorate (PhD or a professional doctorate) takes at least three years. Part-time postgraduate study is also a possibility. DIPLOMAS AND CERTIFICATES Diplomas and Certificates are often vocational courses aimed at preparing students for specific career pathways. Such courses are essential for progression within certain professions, for example, in Medicine and Pharmacy. For other professions, further study may be highly advantageous, even if not mandatory. These courses usually involve both academic study and practical instruction. Placements can be an important aspect of these courses.

15 POSTGRADUATE AWARDS 15 WHAT CLASS OF DEGREE IS REQUIRED? Requirements vary widely. For postgraduate research a First Class or Upper Second Class Honours degree is usually required, while for many Master s degree courses a Lower Second Class degree may be acceptable. For vocational courses, personal skills and experience can be just as important, if not more so, than degree classification. It is important that you check with the School concerned what the individual course requirements are. POSTGRADUATE COURSE STRUCTURE Master s courses 180 credits (120 taught credits plus 60 credits, normally for original research and dissertation) Postgraduate Diploma 120 credits (the Postgraduate Diploma is also the taught part of a Master s programme) Postgraduate Certificate Minimum 60 credits RESEARCH DEGREE STRUCTURE Doctor of Philosophy Normally three years full-time, four or more years part-time. (Submission of thesis of up to 100,000 words) Doctorate in Health Science Normally four years part-time. (Submission of thesis of up to 60,000 words) Doctor of Medicine Normally two to three years full-time, four years part-time. (Submission of thesis of up to 70,000 words) Doctor of Pharmacy Normally four years part-time. (Submission of thesis of between 65,000 to 75,000 words) Master of Philosophy Normally one year full-time, two years part-time. (Submission of thesis of up to 60,000 words) HOW LONG WILL I NEED TO STUDY? You will be awarded one credit for a minimum of ten hours of study, including lectures, seminars, assignments, project work and private study. Taught postgraduate awards usually take one year to complete if studied full-time, two or more years when studied part-time. Higher degrees by research usually take two years for an MPhil, whilst a PhD or Professional Doctorate takes at least three years.

16 16 SCHOOL OF HEALTH & REHABILITATION Promoting Excellence in Health Professions School of Health & Rehabilitation Our highly regarded programmes are innovative, well supported and foster high levels of student satisfaction.

17 SCHOOL OF HEALTH & REHABILITATION 17 THE SCHOOL OF HEALTH & REHABILITATION is a dynamic and forward-thinking School that offers both undergraduate and postgraduate programmes, short courses, and stand-alone modules. It also has a growing and vibrant research culture. The School of Health & Rehabilitation was established in the University in 1994, and since then has worked towards consolidation, growth, and development of the undergraduate and postgraduate programmes for students from a range of health professions as well as exercise and health-related backgrounds. The School has excellent links with local healthcare providers and liaises closely with other Schools across the University. The staff involved in the delivery of education are committed to providing a rich educational experience for all students and a friendly and supportive environment. The School is based on Keele campus and, in addition to its established postgraduate programmes, also has a highly regarded undergraduate Physiotherapy programme that is consistently rated amongst the top qualifying Physiotherapy programmes in the UK, an innovative undergraduate Rehabilitation Science programme and a new provision for undergraduate Radiography (Diagnostic Imaging). The School has strong connections with local clinical units and across the educational and research functions of the wider Faculty and the broader University. Colleagues within the School also contribute across a range of external professional and regulatory functions that include external examining, committee engagement and partner activities. Our varied and flexible postgraduate programmes are highly regarded and can be accessed via full or part-time/modular routes. Constituent modules can be undertaken as part of a full programme or in stand-alone mode, either for purposes of Continuing Professional Development (CPD), or to be later incorporated into a full Master s programme via accumulated credits. Modules are current and reflect contemporary practice, including, for example: Acute Respiratory Deterioration and Critical Care; Advanced Management of the Respiratory Complications of Neuromuscular Disorders; Applied Clinical Anatomy; Assessment and Measurement; Assistive Technologies in Neuromuscular Rehabilitation; Behaviour Change for Health and Wellbeing; Concepts of Neurological Rehabilitation; Dynamic Ultrasound Imaging; Essentials of Manual Therapy Assessment; Evidence-based Practice; Independent Study; Introducing Acupuncture; Musculoskeletal Management at the Interface; Physiology of Neuromusculoskeletal Tissue; Physiology and Pharmacology of Pain; Principles and Practice of Joint and Soft Tissue Injection; Psychosocial Aspects of Pain; and Research Methods in Health. Postgraduate students are recruited regionally, nationally, and internationally. Many clinical colleagues use these postgraduate study routes to further develop their clinical skills and enhance career opportunities. Others may use this type of study to change their career direction, for example, by pursuit of further research or to undertake careers in Higher Education.

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19 SCHOOL OF HEALTH & REHABILITATION 19 Professor Anand Pandyan PhD (Bioeng) Head of School The teaching team at the School of Health & Rehabilitation draws on a rich source of expertise from experienced clinicians, clinical and academic researchers, and clinical experts working both in the NHS and private sector. Many of our teaching staff are engaged within research and therefore our teaching is not just current but cutting edge. For the courses that have professional body regulation, i.e. Physiotherapy and Radiography, the teaching team primarily consists of staff with current professional body registration. In addition, the teaching team is complemented by staff with expertise in exercise physiology, biomedical engineering and business practice. This does mean that all our students, irrespective of programme of study, are able to benefit from the multidisciplinary expertise within the School. RESEARCH IN THE SCHOOL OF HEALTH & REHABILITATION Research underpins our curricula and much of the research activity in the School is linked with the Faculty of Medicine & Health Sciences Research Institutes. In addition, research collaborations exist with colleagues at Keele in Psychology, Social Science, Social Gerontology, Computer Science, Education, and Public Policy and Management, as well as beyond Keele with colleagues at other institutions nationally and internationally. Academic and teaching staff in the School contribute actively to research and scholarship across established and developing health and social care agendas in a variety of areas including pain management, musculoskeletal therapy, neurological rehabilitation, assistive technology, physical restraint, and sport, exercise, health and wellbeing.

20 2019 ENTRY 20 SCHOOL OF HEALTH & REHABILITATION MSc Physiotherapy* *Subject to validation KEY FEATURES: This programme is offered as a pre-registration full-time accelerated two-year route for students whom already possess a previous degree or diploma within an appropriate science-based subject. The broad aims of this two-year MSc Physiotherapy programme are to enable you to develop the knowledge, skills, behaviours and values that underpin contemporary Physiotherapy practice and also competence in applying clinical skills to the practice of Physiotherapy. You will develop clinical reasoning and decision-making skills to enable you to undertake best Physiotherapy practice in partnership with service users and colleagues. The programme will enable you to develop the competencies required for autonomous practice in a diverse range of health and social care settings through practice experience placements and is designed to provide education and training that is approved by the Health and Care Professions Council (HCPC) and the Chartered Society of Physiotherapy (CSP). This two-year accelerated route is also suitable for overseas Physiotherapists with a diploma or degree seeking United Kingdom registration with the HCPC, where the compulsory modules ensure that the student expands his/her learning in core aspects of Physiotherapy (including Musculoskeletal, Neurological and Cardio-respiratory rehabilitation) in addition to academic and research knowledge and skills at this level. WHO IS IT FOR? The course is open to appropriately qualified first degree or diploma graduates, for example, Kinesiology or courses where human anatomy modules have normally formed part of the degree programme of study, who are interested in acquiring new knowledge and/or deepening existing knowledge in the field of Physiotherapy. ENTRY CRITERIA: /pgtcourses *Subject to validation. This means the course is in development and the details of the course are in the process of being finalised by the university. The majority of new courses with this status are approved; however, this is not guaranteed and should the course not go ahead you will be informed by the university and assistance will be provided to those who have been offered a place to find a suitable alternative course either at Keele or at another provider. Students who need a Tier 4 Visa to study in the UK will not be issued with CAS (Confirmation of Acceptance for Studies) for courses that are Subject to Validation. A CAS would also not be issued if a student was intending to take a Pre-Sessional English programme prior to the intended degree course which was Subject to Validation. MSc Advanced Physiotherapy KEY FEATURES: This programme is offered as a post-registration full-time, part-time or modular route for already qualified Physiotherapists. The full-time route is designed particularly for newly qualified Physiotherapists and Physiotherapists from overseas, where the compulsory modules ensure that the student expands his/her learning in core aspects of Physiotherapy (including Musculoskeletal, Neurological and Cardio-respiratory rehabilitation) in addition to academic and research knowledge and skills at this level; students also select one optional module in an area of specific interest. For more experienced Physiotherapists, the part-time and modular routes allow greater flexibility with fewer core modules and a larger number of optional module preferences to suit specific areas of interest, specialism, or for Continuing Professional Development. WHO IS IT FOR? The course is open to appropriately qualified Physiotherapists who are interested in acquiring new knowledge and/or deepening existing knowledge in the field of Physiotherapy. ENTRY CRITERIA: Applicants should normally have a First or Second Class Honours degree (2.1 or 2.2) (or overseas equivalent) in Physiotherapy. For full entry requirements please see: Full-time route: /pgtcourses/physiotherapyfull-time Part-time route: /pgtcourses/physiotherapypart-time

21 SCHOOL OF HEALTH & REHABILITATION 21 MSc Advanced Physiotherapy (Neurology) KEY FEATURES: This post-registration full-time, part-time or modular programme is for already qualified Physiotherapists with a special interest in Neurological Rehabilitation. The core modules provide the student with advanced knowledge and critical understanding of the principles and evidence underpinning Neurological Physiotherapy, as well as the advanced academic and research knowledge and skills to enable them to evaluate the evidence to support practice. The choice of one optional module allows students to develop a personalised profile for their degree that reflects their own particular interests and Continuing Professional Development requirements. Students are taught by expert clinicians as well as academics and researchers active in the field of Neurological Physiotherapy. WHO IS IT FOR? The course is open to appropriately qualified Physiotherapists who are interested in acquiring new knowledge and/or deepening existing knowledge in the field of Neurological Physiotherapy. ENTRY CRITERIA: Applicants should normally have a First or Second Class honours degree (2.1 or 2.2) (or overseas equivalent) in Physiotherapy. For full entry requirements please see: /pgtcourses/physiotherapyneurology MSc Advanced Physiotherapy (Cardio-respiratory) KEY FEATURES: This post-registration part-time or modular programme is aimed at already qualified Physiotherapists with a special interest in Cardio-respiratory Rehabilitation. The core modules provide the student with advanced knowledge and critical understanding of the principles and evidence underpinning Cardio-respiratory Physiotherapy, as well as the advanced academic and research knowledge and skills to enable them to evaluate the evidence to support practice. The choice of optional modules allows students to develop a personalised profile for their degree that reflects their own particular interests and Continuing Professional Development requirements. Students are taught by expert clinicians as well as academics and researchers active in the field of Cardio-respiratory Physiotherapy. WHO IS IT FOR? The course is open to appropriately qualified Physiotherapists who are interested in acquiring new knowledge and/or deepening existing knowledge in the field of Cardio-respiratory Physiotherapy. ENTRY CRITERIA: Applicants should normally have a First or Second Class honours degree (2.1 or 2.2) (or overseas equivalent) in Physiotherapy. For full entry requirements please see: /pgtcourses/physiotherapycardio-respiratory Student Profile: ChristinaAgapidou MSc PHYSIOTHERAPY (CARDIO-RESPIRATORY) STUDENT I'm a student on the MSc Physiotherapy (Cardio-respiratory) course. I finished my undergraduate program in 2015 and I chose this programme as it was one of a few MSc on Cardio-respiratory Physiotherapy in the UK that runs in a part-time schedule. I also chose this course as it will expand my knowledge and prepare my practical and critical thinking skills. The course was challenging and the teachers were very helpful and passionate about the profession of Physiotherapy which is a fact that inspired me through my academic year. I've also achieved to improve my practical and critical skills by analysing the literature which helped me expand my knowledge on the Cardio-respiratory field. I would recommend this course to anyone willing of furthering their career in this field.

22 2019 ENTRY 22 SCHOOL OF HEALTH & REHABILITATION MSc Neurological Rehabilitation KEY FEATURES: This part-time/modular programme is aimed at qualified professionals working in or with a special interest in Neurological Rehabilitation. The core modules provide the student with advanced knowledge and critical understanding of the principles and evidence underpinning Neurological Rehabilitation, as well as the advanced academic and research knowledge and skills to enable them to evaluate the evidence to support practice. The choice of optional modules allows students to develop a personalised profile for their degree that reflects their own particular interests and Continuing Professional Development requirements. Students are taught by expert clinicians as well as academics and researchers active in the field of Neurological Rehabilitation. WHO IS IT FOR? The course is open to qualified health practitioners (e.g., Allied Health Professionals, Medical Doctors, Nurses), and other professionals working in, or with a special interest in, Neurological Rehabilitation. ENTRY CRITERIA: Applicants should normally have a First or Second Class Honours degree (2.1 or 2.2) (or overseas equivalent) in a relevant subject such as Physiotherapy, Occupational Therapy, or an equivalent professional qualification. For full entry requirements please see: /pgtcourses/neurologicalrehabilitation MSc Pain Science and Management KEY FEATURES: The MSc Pain Science and Management is an established part-time or modular programme at Keele that reflects the School s close collaboration with the Research Institute for Primary Care & Health Sciences, which has an international reputation for research into musculoskeletal pain. Students are taught by academics and researchers who are experts in the field and the curriculum reflects cutting edge knowledge, research, and practice. WHO IS IT FOR? The course is open to Allied Health Professionals, Doctors, Nurses, Pharmacists, and Psychologists interested in this field. ENTRY CRITERIA: Applicants should normally have a First or Second Class Honours degree (2.1 or 2.2) (or overseas equivalent) in a relevant subject or an equivalent professional qualification. For full entry requirements please see: /pgtcourses/painscienceandmanagement Student Profile: Luke Walker MSc PAIN SCIENCE AND MANAGEMENT I am a modular student on the MSc Pain Management course. I completed my undergraduate over 10 years ago at Keele and knew the School of Health & Rehabilitation to be excellent and the tutor support first class. So, when I saw the variety of postgraduate modules on offer and the flexible learning format I jumped at the chance to undertake my MSc back at Keele. I was initially concerned about fitting in the studying and travel while working full-time and living a long way from Keele. However the tutor support seems almost 24 hours a day and I have had numerous Skype tutorials and conversations when required. The course is incredibly informative and up-to-date. It really challenges your clinical reasoning. As a result you really see the difference in clinical practice. While it is incredibly tough fitting in the studying, work and family, the modular route does give you the flexibility to manage your time and decide when to fit modules in. The tutors are understanding and help you plan your time efficiently. It really is the most diverse course out there and, in my opinion the best.

23 SCHOOL OF HEALTH & REHABILITATION 23 MSc Neuromusculoskeletal Healthcare KEY FEATURES: This part-time/modular programme has been designed particularly for qualified Health Professionals, such as Physiotherapists, Occupational Therapists, Osteopaths, and other professionals specialising in the field of neuromusculoskeletal healthcare, who want to further advance their theoretical knowledge and practical clinical skills in this field. WHO IS IT FOR? The course is open to Allied Health Professionals and members of other related disciplines such as Doctors, Nurses, Pharmacists and Psychologists. ENTRY CRITERIA: Applicants should normally have a First or Second Class Honours degree (2.1 or 2.2) (or overseas equivalent) in a relevant subject such as Physiotherapy, Occupational Therapy, Medicine, Nursing, Psychology, or an equivalent professional qualification. For full entry requirements please see: /pgtcourses/neuromusculoskeletalhealthcare MSc Health Sciences KEY FEATURES: This part-time/modular programme offers the student flexibility in option preferences to create a personalised portfolio of modules tailored to the student s interest, career aspirations and Continuing Professional Development, with only one 15-credit compulsory module; the remaining credits can be attained by studying from a wide range of modules available within the Faculty of Medicine & Health Sciences and the wider university. WHO IS IT FOR? The course is open to a wide range of Health Professionals, e.g., Medical practitioners, Physiotherapists, Occupational Therapists, Nurses, Pharmacists and Clinical Psychologists, and those from other disciplines with an interest in health, e.g., Psychologists, Social Scientists. ENTRY CRITERIA: Applicants should normally have a First or Second Class Honours degree (2.1 or 2.2), or equivalent qualification, in a relevant subject. For full entry requirements please see: /pgtcourses/healthsciences PG Certificate Applied Clinical Anatomy KEY FEATURES: This full-time programme consists of two core modules (Applied Clinical Anatomy 1, and Applied Clinical Anatomy 2) and one optional module. The core modules are taught by anatomists based in the highly acclaimed and recently extended anatomy suite in the School of Medicine, with state-of-the-art facilities utilising advanced technology to enhance learning opportunities for students and clinicians. The optional module allows the student to further develop his/her knowledge and skills in a related topic of specific interest. WHO IS IT FOR? The course is aimed at students who have studied some basic anatomy within their first degree, for example: Medical Doctors, allied Health Professionals, Nurses, Midwives, other health related professionals, graduates in Biology, Cell Biology, Biomedical Science, Sports Science, Medical Illustrators etc. ENTRY CRITERIA: Applicants should normally have a First or Second Class Honours degree (2.1 or 2.2) in a relevant subject and/or recognised professional qualification. For full entry requirements please see: /pgtcourses/appliedclinicalanatomypgcert

24 24 SCHOOL OF MEDICINE Graduating Excellent Clinicians School of Medicine Medicine is a highly rewarding and challenging career that has a huge impact on society and makes a real difference to people s lives.

25 SCHOOL OF MEDICINE 25 THE SCHOOL OF MEDICINE has a range of taught Master s courses, all of which are modular in format and which can be accessed as short courses or with credits transferable between Master s level courses elsewhere in the Faculty of Medicine & Health Sciences. Many courses are available to health professionals from disciplines other than Medicine and are relevant to clinicians engaged in primary and secondary care. We also offer a range of Clinical Leadership and Management courses at CPD level, and these can be tailored to the requirements of individual NHS provider organisations if necessary. Many students start by attending a CPD course or module and then go onto a full postgraduate qualification.

26 26 SCHOOL OF MEDICINE RESEARCH IN THE SCHOOL OF MEDICINE Research in Medical Science As part of the School of Medicine, the Medical Science team deliver the science and scholarship elements of the undergraduate and postgraduate curriculum. This team contains a number of world class research scientists covering areas such as Neurobiology, Parasitology, Regenerative Medicine, Proteomics, Orthopaedics, Cardiovascular, and Cellular and Molecular Medicine. The team is closely aligned with the Research Institute for Science & Technology in Medicine (/istm) and Faculty of Natural Sciences (/nsr). Opportunities are available for postgraduate laboratory research for short-term periods or towards postgraduate degrees at both MSc and PhD level. We also have a strong Academic Pathway for our undergraduates from academic Student Selected Components, Summer Studentships and Student Research Showcases and intercalated Master s degrees, all of which are available to students who wish to develop careers in academic medicine. We work closely with the student body to support student led research clinics and research meetings. We have a Director of Medical Science to support staff and students as scholars and scientists, as Science Research Lead for the Medical School and to co-ordinate links with other researchers in the Faculty of Medicine & Health Sciences and across the wider University. Research in Medical Education The School of Medicine is committed to research and scholarship in medical education. This has already strengthened, and will continue to strengthen, our teaching and enhance the professional lives of our staff and our students career prospects. Our medium term aim is to build collaborations across the University and to contribute to a REF submission in education by Keele. We are active collaborators in The Higher Education Network at Keele (THiNK). We have active research links with the Universities of Aberdeen, Newcastle, Sheffield, University College London and Otago (NZ). We have two research programmes: Feedback to students on their performance: interrelated projects investigating how students use feedback from formative and summative assessments and how the effectiveness of feedback can be optimised. We are also investigating how feedback can be enhanced by mobile devices, studying students and teachers interactions with the technology. Transition from learner to practitioner: cross-sectional and longitudinal studies investigating the transitions doctors in training undergo: from student to doctor; from Foundation doctor to higher medical trainee. This includes evaluating how our curriculum prepares students for practice and how it impacts on career choices. Through the Keele Academic Pathway we support students to develop their research skills with research clinics, Student Selected Components of the course, Summer Studentships and students who intercalate the MA in Medical Education. /medicine/research

27 Professor Andrew Hassell MBChB, MD, MMedED, FRCP Head of School Within the School of Medicine we have a portfolio of opportunities for postgraduate study in medical science, medical engineering, medical education and in clinical leadership. Our courses are led by clinicians, medical leaders and scientists with a high level of expertise in their subject content and in the art of teaching. We recognise that many of our learners have busy clinical careers and personal lives and so their postgraduate learning needs to be flexible and tailored. Our course leads are keen to provide whatever guidance and support will help students fulfil their potential. Experience tells us that success in our postgraduate courses can provide a major boost to careers, both clinical and scientific. DAVID WEATHERALL BUILDING

28 2019 ENTRY 28 SCHOOL OF MEDICINE MSc / Postgraduate Diploma, Physician Associate Studies* *Subject to validation KEY FEATURES: An exciting new, two-year course based on experiential learning, clinical cases and clinical skills, with integrated placements in a variety of clinical settings, and a service evaluation project or dissertation. WHO IS IT FOR? The course is for individuals wishing to deliver care and treatment within hospital and community environments in this rapidly developing healthcare professional career. ENTRY CRITERIA: Applicants should normally have an Upper Second Class (2:1) Honours degree in a biomedical or health science related subject (e.g. biomedical science, biochemistry, anatomy, physiology, healthcare science, Pharmacy, audiology, Nursing, Midwifery and Physiotherapy). For full entry requirements please see: /pgtcourses *Subject to validation. This means the course is in development and the details of the course are in the process of being finalised by the university. The majority of new courses with this status are approved; however, this is not guaranteed and should the course not go ahead you will be informed by the university and assistance will be provided to those who have been offered a place to find a suitable alternative course either at Keele or at another provider. Students who need a Tier 4 Visa to study in the UK will not be issued with CAS (Confirmation of Acceptance for Studies) for courses that are Subject to Validation. A CAS would also not be issued if a student was intending to take a Pre-Sessional English programme prior to the intended degree course which was Subject to Validation. MSc in Medical Engineering Design KEY FEATURES: An exciting new, one-year conversion course taught in an environment where engineers, scientists, technologists and clinicians combine forces to produce the next generation of healthcare solutions. There is also the possibility of taking an internship to contribute to career prospects. WHO IS IT FOR? The course is for postgraduates with a background in a Science, Technology, Engineering or Mathematics discipline who wish to work in an area where they can have an immediate impact on people, their health, and their quality of life. ENTRY CRITERIA: Applicants should normally have a First or Second Class degree (2.1 or 2.2) (or equivalent) in a STEM (Science, Technology, Engineering or Mathematics) discipline. For full entry requirements please see: /pgtcourses/medical-engineering-design

29 2019 ENTRY SCHOOL OF MEDICINE MSc / Postgraduate Diploma, Biomedical Engineering KEY FEATURES: A multidisciplinary course, enabling the progression of students into careers within the healthcare and research sector, offering a lab-based, clinically relevant dissertation. WHO IS IT FOR? The course is for postgraduates wishing to pursue professional careers in Biomedical Engineering in a wide range of roles including Clinical Engineering, Technology Services Management, academic or industrial research. ENTRY CRITERIA: Applicants should normally have a First or Second Class degree (2.1 or 2.2) (or equivalent) in Engineering, Physical or Life Sciences, Medicine, or Professions Allied to Medicine. For full entry requirements please see: /pgtcourses/biomed MSc / Postgraduate Diploma, Cell and Tissue Engineering KEY FEATURES: A multidisciplinary course, enabling the progression of students into careers within the healthcare and research sectors, offering a lab-based, clinically relevant dissertation. WHO IS IT FOR? The course is for postgraduates wishing to pursue professional careers in cell and tissue engineering in a wide range of healthcare establishments, such as medical organisations, medical research institutions and hospitals. ENTRY CRITERIA: Applicants should normally have a First or Second Class degree (2.1 or 2.2) (or equivalent) in Engineering, Physical or Life Sciences, Medicine, or Professions Allied to Medicine. For full entry requirements please see: /pgtcourses/cellandtissueengineering Student Profile: Nick Poulson MSc CELL & TISSUE ENGINEERING STUDENT The Cell and Tissue Engineering course at Keele University was great. I did my undergraduate at a city University and moving to a campus university as nice as Keele was better than I could have hoped for. The course itself helped to develop skills which have proved invaluable moving onto a PhD, providing a wide range of different topic areas which could suit my own interests, such as Nanomagnetics in Nanomedicine or Cell Biomechanics which you can further develop with independent study modules. The lecturers and supervisors in the Research Institute provided great support, some of whom I would even say I am friends with now. The close-knit, multidisciplinary nature of the Research Institute is not something seen very often around the country and has brought nothing but benefits to my development and future career. This translates to the Cell and Tissue Engineering course which more than stands up to those offered at other universities.

30 2019 ENTRY 30 SCHOOL OF MEDICINE MA / Postgraduate Diploma / Certificate in Medical Education KEY FEATURES: A flexible approach to module completion; small group teaching, some distance learning opportunities, peer observation of teaching practice, portfolio. WHO IS IT FOR? The programme is designed for graduate (or equivalent) health professionals preparing for, or currently engaged in, clinical teaching. All educators in Medicine, Dentistry and other professions will receive advanced training in medical education that will enable them to progress their educational practice specifically related to their areas of clinical practice. ENTRY CRITERIA: Please see: /pgtcourses/medicaleducation Master of Health Professions Education: Accreditation and Assessment KEY FEATURES: Fully supported distance learning. WHO IS IT FOR? The FAIMER-Keele Master s degree in Health Professions Education offers health professions educators the opportunity to receive advanced training in all aspects of health professions education. Educators in Medicine, Nursing, Dentistry and other health professions can acquire the knowledge and skills to advance health professions education at their institutions to the highest international standards. ENTRY CRITERIA: Applicants should normally have a qualification/degree related to the health professions or education at a Bachelors or equivalent level. For full entry requirements please see: /pgtcourses/healthprofessionseducationaccreditationandassessment Masters / Postgraduate Diploma / Postgraduate Certificate in Medical Science (MMedSci) KEY FEATURES: This course is focused on the development of skills and knowledge that can be applied to benefit patient care through, for example, leading quality improvement projects, provision of education, or clinical research activities. Some modules have been developed to form named speciality routes within the MMedSci, each of which are listed below. The MMedSci is a modular part-time programme, with a variety of teaching methods including face-to-face blocks of teaching utilising a mixture of seminars, group work and short lectures, and some distance learning opportunities. A full-time intercalation option is available for the Anatomical Sciences named route. WHO IS IT FOR? The MMedSci is aimed at Healthcare professionals in active practice. Some routes would also be suitable for those who are preparing to enter a healthcare related field. Please see individual webpages for further details. MMedSci ROUTES: MMedSci (Generic Route) MMedSci (Anatomical Sciences) MMedSci (Clinical Audit) MMedSci (Frailty and Integrated Care) MMedSci (Leadership and Management) MMedSci (Paediatric Respiratory Medicine) MMedSci (Stroke) ENTRY CRITERIA: Please see: /postgraduatemedicine/medicalscience

31 SCHOOL OF MEDICINE Clinical Leadership and Management Leadership Courses Clinical management and leadership courses have been running at Keele since 1983, when the importance of clinicians understanding and becoming involved in the leadership and management of healthcare in the United Kingdom began to be recognised. They are now designed and delivered by experienced staff in the School of Medicine. We specialise in leadership and management courses and development programmes for clinicians working in the NHS and in the private and voluntary sectors, which are delivered at Keele or on a bespoke basis at venues throughout the country. We aim to equip our participants with the knowledge, understanding and skills to enable them to act with confidence in their roles. To make this possible, we maintain strong links with both national and local policy makers to ensure that our courses and programmes are aligned to the vision and direction of modern, world class, healthcare. Our vision is to support safe, effective and innovative healthcare in the UK through improving the skills of clinicians, at all levels, who are, or will be, involved in the leadership and management of health services. All CPD programmes can also build into postgraduate qualifications. Examples of our current courses are: Clinical Leadership and Management Courses for Specialty Trainees or SAS Doctors Keele Leadership Development Programme for Clinicians General Practice Leadership Development Programme Leadership Study Days for Junior Doctors, Nurses, Midwives and Allied Healthcare Professionals Bespoke programmes for organisations and teams Our staff have extensive experience of working with many and various NHS organisations and teams providing personal and organisational support and expertise in leadership development. Our strengths are in leadership development of individuals and teams managing and delivering clinical services in the NHS. A very important initial diagnostic part of the process of engagement is gaining understanding of the situation and needs of the client and each programme is tailored to meet those needs. This type of programme is, therefore, based very much on partnership between the School and the client. Throughout the programme there is regular discussion and feedback between the two parties. For more information on Clinical Leadership and Management Programmes, please contact: Telephone: + 44(0) /734934/ health.cml@ /cml If you would like more information about our postgraduate taught courses or individual modules, please visit our website or contact us via: Telephone: + 44(0) medicine.pgenquiries@ /medicine/postgraduateandleadershipcourses

32 32 SCHOOL OF NURSING & MIDWIFERY Educating for Excellence, Compassion and Care School of Nursing & Midwifery A professional career in Nursing or Midwifery enables you to make a positive impact on people, their lives, and their health - a career for life with opportunities for specialism and advancement.

33 SCHOOL OF NURSING & MIDWIFERY 33 THE SCHOOL OF NURSING & MIDWIFERY provides a dynamic, student-led, friendly culture for learning, supported by an excellent team of clinical academic nursing and midwifery staff. The School joined Keele University in 1995 and is based at the Clinical Education Centre at the Royal Stoke University Hospital (part of the University Hospitals of North Midlands NHS Trust). The School of Nursing & Midwifery is one of four Schools and three Research Institutes within the Faculty of Medicine & Health Sciences at Keele University. The School strap-line, Educating for Excellence, Compassion and Care, captures the essence of our School in respect of the high-quality education we deliver. Our strapline also represents the excellent partnership working we have developed with our key stakeholders, including local and regional NHS Trusts, the voluntary and independent sector, and service users and carers. These relationships strengthen the education we deliver and are at the heart of our philosophy engendering person-centred care. The Clinical Education Centre is a contemporary building in which to learn and consists of a range of seminar rooms, extensive clinical skills laboratories, a large health library and IT laboratories. The School has an exceptional and diverse academic team to support students. The academics have all been nurses and/or midwives and many remain engaged in clinical practice, which serves to enrich student learning. A range of flexible learning and teaching approaches are employed which aim to enhance effective learning at post-registration, mindful that our students are most often also working in clinical practice alongside their programme of study. Multidisciplinary learning and team-working are encouraged as the key to developing a professional healthcare workforce, fit for the future; and our state-of-the-art facilities support this. The School offers a range of programmes for NMC approved pre-registration education; undergraduate Nursing (Adult, Child, Learning Disability, and Mental Health), Midwifery and postgraduate Nursing (MSc Adult Nursing). Additionally, the School has recently developed a new BSc (Hons) programme in Health and Wellbeing. Post-qualifying studies are offered at undergraduate and postgraduate level, including Nursing and Midwifery Council (NMC) and Health and Care Professions Council (HCPC) approved programmes such as Specialist Practice programmes (Health Visiting, District Nursing, School Nursing), and Prescribing qualifications. We offer a number of clinically and professionally focused standalone modules and also a comprehensive range of popular full postgraduate programmes. These include postgraduate Certificates, Diplomas and full Master's degrees in Advancing Professional Practice; Advanced Clinical Practice; Rheumatology Practice, and we are also joint providers of the MA in Medical Ethics and Palliative Care with Keele University School of Law. The School also offers a Professional Doctorate Programme, supported by a range of School academics all of whom are currently engaged in some form of research. Currently, approximately 700 qualified healthcare professionals undertake modules or programmes each year as part of their Continuing Professional Development, normally on a part-time basis. Modules are available as part of a wider component of study, or as a stand-alone module in order to broaden a student s depth of knowledge in a specific area related to personal interest or clinical expertise. We look forward to supporting your studies and career goals and advancing Nursing and Midwifery together.

34 34 SCHOOL OF NURSING & MIDWIFERY

35 Dr Patricia Owen RGN, RSCPHN (HV), BSc, MPH, PhD, MIHPE. Head of School The strength of our School is the people who work in it - both staff and students who work together for patient and client benefit. We value our students and the vast amount of experience they bring to their learning and it is great to see how using this experience, their studies and working with other students across the Faculty they develop their careers and make such a positive impact on patient and client care. Graduation is always a great celebration and we look forward to you joining us and working with us to develop your own knowledge and skills in your chosen area and achieving your own successes and qualifications. CLINICAL EDUCATION CENTRE

36 36 SCHOOL OF NURSING & MIDWIFERY Staff Profile: Professor Sue Read Professor of Learning Disability Nursing, Research Director, International Director, School of Nursing & Midwifery I have worked in the area of learning disability since My PhD involved developing a unique, specialist bereavement counselling and support service for people with learning disabilities in North Staffordshire. With a background in Learning Disability Nursing, my professional interests are around bereavement, end of life care, transition and loss, specifically, although not exclusively involving people with a learning disability. I am also interested in issues surrounding the realities of user and carer engagement across the research continuum. I am currently supervising several PhD students involving topics around preferred place of death; supporting children in acute care medical areas; pain and symptom assessment of renal patients; and intermediate care. I welcome applications around the topic areas of loss, end of life care, bereavement and transition.

37 RESEARCH IN THE SCHOOL OF NURSING & MIDWIFERY The School has a number of mechanisms to proactively cultivate research across its partner organisations, which include: An annual research scholarship scheme, open to external and internal applications for support with conference attendance, contribution to higher degree course fees etc; The School has recently introduced four focused research groups: Education Evaluation; Clinical Practice; Palliative Care; and Public Health; Working with clinical partners to jointly support individual clinical academic fellowships; A regular research seminar and public lecture series which includes local, national and international speakers around a variety of topics. The seminars are free to attend and are open to anyone across the University, local trusts, private organisations and charities; A regular Research Coffee Morning, providing an informal space for anyone interested in developing their research understanding and knowledge; Writing groups and workshops to nurture skills and publications. Staff at the School of Nursing & Midwifery are committed to developing, conducting and disseminating high quality, applied research. We welcome research students to join our vibrant, dynamic and creative research team to work with leading researchers to support their individual research journeys. Professor Sue Read Professor of Learning Disability Nursing, Research Director, International Director, School of Nursing & Midwifery

38 2019 ENTRY 38 SCHOOL OF NURSING & MIDWIFERY CONTINUING PROFESSIONAL DEVELOPMENT Our bespoke short courses, developed in partnership with health organisations, undergraduate degrees and postgraduate programmes, focus on development and advancement of clinical practice regarding knowledge, skills and utilisation of best evidence, as well as personal and professional development. Many programmes contain practice competencies based on the latest professional standards, thus the programmes enable practitioners to learn and develop through the integration of theory and practice. Where applicable to their role, students can focus on key areas of learning such as health assessment and prescribing to enhance their clinical skills and meet service needs in practice. Whether practitioners are looking to consolidate their learning through a bespoke programme to obtain their first degree, or wanting to extend their practice development to advanced clinical practice, the core of all programmes promotes an evidence-based approach, developing leadership skills, and focusing on a practitioner's particular area of practice. Most programmes have other core modules relevant to practice, as well as elective modules which, again, will be relevant to developing knowledge and skills to enhance quality care delivery, for example, Infection Prevention and Control. On successful completion of a programme, either a bespoke short course, or at undergraduate degree or Master's level, practitioners cite increased confidence in their practice, as well as enhanced knowledge and skills, and a sense of 'transformation' relating to their personal and professional development. BSc (Hons) Clinical Practice KEY FEATURES: Embedded in clinical practice. WHO IS IT FOR? Predominantly for nurses and midwives but it is designed to be multi-professional. ENTRY CRITERIA: For full entry requirements please see: /nursingandmidwifery/cpd/postreg Staff Profile: Dr Julie Green Director of Postgraduate Studies, Senior Lecturer in Nursing and Award Lead for Specialist Community Nursing (District Nursing). PhD, MSc, BSc (Hons), PGCert, RGN, B.Ed, SFHEA. Julie is an experienced clinician, having worked in a range of positions since She is currently a Senior Lecturer at Keele University School of Nursing & Midwifery. Julie is a Queen s Nurse, a member of the Association of District Nurse Educators and Chair of the RCN District Nursing Forum. Julie is a dynamic educationalist and works alongside colleagues developing challenging and clinically advanced postgraduate educational modules and programmes. Julie is nationally active and a real advocate for District and Community Nursing. Julie is undertaking a range of postdoctoral research including the development of a person-centred checklist to be completed by patients with wounds, to ensure their needs are disclosed and addressed during consultations and also a study that explores the impact of undertaking the Specialist Practice District Nursing Programme on the practice of the students who complete the programme.

39 2019 ENTRY SCHOOL OF NURSING & MIDWIFERY 39 BSc (Hons) / Postgraduate Diploma / MSc Specialist Community Public Health Nursing (Health Visiting and School Nursing pathways) and the Specialist Community Nursing (District Nursing pathway) KEY FEATURES: Health Visiting; School Nursing; and District Nursing pathways. WHO IS IT FOR? Qualified Nurses and Midwives. These are specific community programmes that require a Nurse to be seconded and in employment in order to undertake the programme. ENTRY CRITERIA: For full entry requirements please see: /nursingandmidwifery/cpd MSc / Postgraduate Diploma / Postgraduate Certificate Advancing Professional Practice Awards (AHPs, Nursing and Midwifery) KEY FEATURES: This programme is distinctive because it will centre on the application of learning in the workplace and evidence-based assessment of practice and achievement, in order to relate the programme of study to the individual s role of the practitioner. WHO IS IT FOR? Qualified Allied Health Professionals; qualified Nurses and Midwives. ENTRY CRITERIA: For full entry requirements please see: /pgtcourses/advancingprofessionalpracticenursing MSc / Postgraduate Diploma / Postgraduate Certificate Advanced Clinical Practice KEY FEATURES: The MSc Advanced Clinical Practice award is a programme of 180 credits aimed at multi-professional groups delivered by HEIs in the West Midlands, which aims to meet the contemporary challenges of advanced clinical practice, using a blended learning approach, including, for example: Interprofessional classroom based sessions including seminars, tutorials, library, self-directed and online learning; Clinical Competency Portfolio; Reflective Journal; Objective Structured Clinical Examinations (OSCEs); Clinical skills education using simulation; Physical examination; Shadowing; Coaching; Supervision and Mentoring; Patient/Carer feedback. WHO IS IT FOR? Clinicians working in advanced clinical roles. ENTRY CRITERIA: For full entry requirements please see: /pgtcourses/mscadvancedclinicalpractice

40 40 SCHOOL OF NURSING & MIDWIFERY Student Profile: Julian Dawson MSc Advanced Clinical Practice (ACP) student Julian started his career as an Auxiliary Nurse at the City General Hospital, before training as a Registered General Nurse at the North Staffordshire College of Nursing & Midwifery. He initially worked on a Trauma ward and then moved to the Surgical High Dependency Unit. Whilst working there he gained experience on Intensive Care and undertook a BSc (Hons) Nursing Studies and ENB 100 Critical Care course. Julian progressed to Charge Nurse and was part of the management team that helped to set up one of the first Surgical Assessment Units in the UK. Julian then moved to the role of a Surgical Nurse Practitioner and gained further qualifications in physical assessment, clinical diagnostics and independent nurse prescribing and also became an Advanced Life Support instructor. Julian managed the team for several years before becoming the first general Surgical Advanced Nurse Practitioner at the UHNM. Julian is committed to providing a high level of service to surgical patients whilst striving to further develop his role and share his knowledge and skills.

41 SCHOOL OF NURSING & MIDWIFERY 41 Student Profile: Vicky Shone MSc Advanced Clinical Practice (ACP) student Vicky currently works in General Practice as a Nurse Practitioner and is undertaking the MSc Advanced Clinical Practice (ACP) course. Vicky has found the modules to be clinically and educationally challenging and also professionally rewarding. In addition, opportunities to work alongside specialist clinicians such as academic General Practitioners, Emergency Department Consultants and other specialists have been an invaluable experience. Vicky has found there is a wide choice of modules which has enabled her to specialise in areas of specific professional interest. Vicky feels that she is constantly increasing in confidence and resilience in working as an autonomous practitioner. Vicky feels inspired and is developing the skills to equip her to be a leader of change and practice innovation; advancing practice through research-informed clinical practice.

42 2019 ENTRY 42 SCHOOL OF NURSING & MIDWIFERY MSc Nursing (Adult) (Graduate Entry Nursing) (GEN) KEY FEATURES: This programme is aimed at highly motivated graduates who wish to become a Registered Nurse and achieve an MSc in an accelerated two year time frame. Adult Nursing is an exciting and rewarding career choice. It's one in which you can make a real and positive contribution to people with long and short-term health problems who are facing some of the most challenging experiences of their lives. The programme will utilise an enquiry based learning approach which will build on your existing graduate skills for learning and will be underpinned by a student centred philosophy. It will also encompass shared learning with other disciplines and professions, developing your clinical, research and leadership skills and preparing you for professional practice. The programme will focus on quality care, clinical skills, research and leadership and will be designed to be both research intensive and research informed. You will learn the pivotal roles of nurse and client, while developing your nursing skills and building your knowledge of professional and ethical practice. WHO IS IT FOR? This programme is aimed at highly motivated graduates who wish to become a Registered Nurse and achieve an MSc in an accelerated two year time frame. ENTRY CRITERIA: Applicants should normally have a first degree (2:2 or above) in any subject. For full entry requirements please see: /pgtcourses/adultnursingmsc Student Profile: Richard Appleby MSc Adult Nursing Student The best part of my course has been how the School has built upon the positives of a small cohort, both academically and socially, to accentuate our learning at Master s level. I regularly see the lecturers of my modules, allowing me to get to know them personally and from this has grown a dialogue that has allowed a greater agency over my own education and then benefitting those cohorts that will come after me. As a small cohort at Master s level, I have had more time in smaller groups to practise in the Skills Labs, allowing me a finer grasp of the nuances of each skill before entering placements. As part of the School of Nursing & Midwifery I have been given the amazing opportunity to visit the Anatomy Suite and hone my anatomy and physiology understanding. My cohort routinely organises our own social activities and we all work together to help each other with assignment and placements, the School has facilitated this and so it has carried through onto the cohort that has followed us. Finally, I would like to emphasise the diversity of our group, our many backgrounds, our huge variety of past degrees, and learning strategies has made our cohort unique. I am sure all of this has given us the best start in our nursing careers. MSc / Postgraduate Diploma Rheumatology Practice (entry alternate years) KEY FEATURES: Clinically relevant to current practice; interaction with patients; exploring physical, psychological, and social aspects of care. WHO IS IT FOR? All candidates will have a Nurse or Allied Health Professional qualification, current registration with the NMC or relevant professional body and significant experience of the routine nursing management of patients with rheumatoid arthritis and other musculoskeletal conditions. ENTRY CRITERIA: For full entry requirements please see: /pgtcourses/rheumatologypracticeentryalternateyears

43 2019 ENTRY SCHOOL OF NURSING & MIDWIFERY 43 MA Medical Ethics and Palliative Care KEY FEATURES: Advances in medical technology, increased expectations, and changing moral attitudes combine to generate complex ethical and legal problems for those involved in the delivery of healthcare. Practitioners who treat and care for patients with life-limiting illnesses can face particularly pressing and difficult moral choices. This programme provides an opportunity to gain a deeper and more systematic understanding of these issues and to explore the moral problems faced by people involved in all aspects of end of life care. The programme is taught by staff from the Centre for Professional Ethics, the School of Law, as well as specialists in palliative and end-of-life care from the School of Nursing & Midwifery. WHO IS IT FOR? Applications are welcome from people with a professional or other serious interest in medical ethics and palliative care, including (but not limited to) Doctors, Nurses, healthcare managers, intercalating medical students, Radiographers, Chaplains, charity and voluntary workers, Social Workers, hospice directors, researchers, and health care educators. ENTRY CRITERIA: For full entry requirements please see: /pgtcourses/medicalethicsandpalliativecare Doctorate in Health Science (DHealthSci) KEY FEATURES: The Doctorate in Health Science (DHealthSci) is a 4-8 year part-time course. In the first two years you would be required to attend the university for taught modules. There are five modules in total, each of which is taught in 1-2 day blocks. Around this formal teaching, there are regular opportunities for face-to-face and support. In years 3-4 (and beyond, where necessary) you would work under the guidance and support of a nominated supervisor to produce a 60,000 word thesis. Specifically the DHealthSci aims to: Promote an understanding of research evidence and methodologies relevant to professional practitioners; Develop a critical awareness of the policy context in which professional practice takes place; Enable participants to undertake a research study of relevance to their professional activities. WHO IS IT FOR? The programme has been specifically designed for professionals - practitioners, policy-makers, leaders and managers, academics and teachers - at all levels of education, from early childhood through further and higher education, to lifelong learning. ENTRY CRITERIA: For full entry requirements please see: /pgresearch/professionaldoctorates TUITION FEES For details of tuition fees, money advice and guidance please see: /studentfunding For postgraduate taught modules within the Faculty of Medicine & Health Sciences, please visit: /health/postgraduate/individualmodules For Level Six Modules within the School of Nursing & Midwifery, please visit: /nursingandmidwifery/cpd

44 44 SCHOOL OF PHARMACY Supporting Excellence in Pharmacy School of Pharmacy Our exciting, forward-thinking courses are designed for those who would like a career as a Registered Pharmacist or in the pharmaceutical industry, whether in research, manufacturing or marketing.

45 SCHOOL OF PHARMACY 45 CENTRE FOR PROFESSIONAL DEVELOPMENT AND LIFELONG LEARNING SCHOOL OF PHARMACY We have over twenty years experience in delivering postgraduate courses to pharmacists and other healthcare professionals. We are proud of our highly acclaimed reputation which led in 2014 to the creation of The Centre for Professional Development and Lifelong Learning, hosted by the School of Pharmacy, Keele University. We have extensive experience of designing programmes of study that are easily accessible and relevant to working healthcare professionals. We offer highly flexible learning programmes, delivered principally by open and distance learning. Students can choose a fixed pathway as their preferred route of study, or, by selecting the CPD Plus route, may 'pick and mix' modules from across our programmes to build up their own pathway to a Certificate, Diploma or an MSc award. Students who chose the CPD Plus route have flexibility in the timescales for their studies with us. Alternatively, you may choose to complete a single CPD Plus stand-alone course at any point in your career to meet your own professional development needs, without the need to work towards a postgraduate award. The Independent Prescribing Preparatory Course for pharmacists can be integrated into the Diploma pathway. This route will give you the professional award necessary for registration with the General Pharmaceutical Council as a prescriber as well as an academic Diploma award. We offer courses to suit all stages of a career from newly qualified to advanced practitioner, including a professional doctorate that provides the opportunity for pharmacists to achieve the highest academic qualification in a progressive way related to their professional and career development. We aim to support professional development in every sector of pharmacy, and to enable students to see every opportunity that exists for pharmacists. However you choose to study with us, you will be fully supported by our team of experienced tutors. This starts from the moment you are considering how to meet your professional development needs, until you complete your studies with us, having gained the learning experience and qualifications you desire. Watch the School of Pharmacy's Vimeo channel at: vimeo.com/channels/keelepharmacy

46 2019 ENTRY 46 SCHOOL OF PHARMACY MSc / Postgraduate Diploma / Postgraduate Certificate Clinical Pharmacy Practice KEY FEATURES: This is a distance learning, part-time course for pharmacists working in a patient facing role in any sector of pharmacy. It can incorporate the Independent Prescribing Preparatory Course for Pharmacists. The Clinical Pharmacy Practice Programme is fully supported by a team of experienced, friendly, and approachable academic, administrative and technical staff based at Keele. The Programme is also supported by our network of experienced, practising pharmacists who fulfil the roles of clinical co-ordinators and tutors. WHO IS IT FOR? Applicants must be registered with the General Pharmaceutical Council (GPhC), or equivalent for pharmacists working overseas, and be practising either full-time or part-time in a patient-facing role in any sector of pharmacy practice. We recommend that applicants should, normally, have worked in their practice setting for 6-12 months prior to commencing the course so that they have gained some experience of working in this sector. It is also essential that you have the support of your workplace to access patient data where necessary for course learning activities and assessment. ENTRY CRITERIA: For full entry requirements please see: /pharmacy/pg Postgraduate Certificate in Prescribing Studies (Independent Prescribing) KEY FEATURES: The Independent Prescribing preparatory programme is a six-month course designed to meet the learning outcomes required by the GPhC for registration as a prescribing pharmacist. It may be taken as a 'stand-alone' course or as part of our Clinical Pharmacy Practice or Advanced Practice Diploma programmes. WHO IS IT FOR? Our course is designed specifically for pharmacists and both the Programme Director and course tutors have extensive experience of working in a prescribing role. ENTRY CRITERIA: For full entry requirements please see: /pgtcourses/independentprescribing MSc / Postgraduate Diploma / Postgraduate Certificate Advanced Practice KEY FEATURES: This is a part-time, distance learning course to support healthcare professionals to advance their practice with the aim of becoming an advanced specialist or an advanced generalist working as part of a multidisciplinary team to deliver patient care. Students will be fully supported by expert tutors throughout the course. WHO IS IT FOR? Registered pharmacists (UK or overseas) practising either full-time or part-time. We recommend that the course is particularly suitable for practitioners who have been registered for at least three years, and who are working in a role where they have the opportunity to use and develop advanced practice skills. The Advanced Practice programme is also suitable for other health professionals, particularly medical and non-medical prescribers. ENTRY CRITERIA: For full entry requirements please see: /pharmacy/pg

47 RESEARCH IN THE SCHOOL OF PHARMACY Research in the School of Pharmacy underpins our curricula and much of the research activity in the School is linked with the Faculty s Research Institutes. We work closely with the Research Institutes, academics from other universities, and local and national NHS organisations, as well as with a number of companies from the Pharmacy and Pharmaceutical industries. Academic and teaching staff in the School contribute actively to research and scholarship across established and developing agendas relevant to the role of Pharmacist as a clinical expert (medicines optimisation, clinical decision support, medicines adherence, polypharmacy and multimorbidity, public health), as a scientist (novel drug formulations; paediatric medicines formulation; transdermal drug delivery); and basic biomedical research (oncology and neuroscience). Professor Nigel Ratcliffe FRPharmS, FRSB CBiol, SFHEA, FCMI Head of School Nigel has been a Pharmacist for 35 years. He has lived, practised and taught in four countries, on three continents. Nigel is entering his sixth year as Head of the School of Pharmacy at Keele University and a member of the Faculty of Medicine & Health Sciences Board. In parallel to his role at Keele, in his first 4 years, he chaired the largest UK integrated Health and Social Care NHS Trust. The chair position provided valuable insight into the contribution required from all health and social care professionals and the associated preparation in education, training and continual professional development. The position also provided knowledge of UK health workforce planning and of course involved senior level government interactions. For 26 years Nigel worked for ICI, Zeneca and AstraZeneca Pharmaceuticals, he held global vice president positions in; Diabetes Drug Development, Global Regulatory and Clinical Affairs and finally as a VP for Strategic Partnering and Global Business Development. Nigel has negotiated, on a global stage, significant changes in legislation, regulation for drug development and has led and delivered global business contracts. Until February 2015, for three years, Nigel was also Chairman of the Appointments Board of the UK Nursing and Midwifery Council. Nigel is a passionate and vocal believer in the present and the future contribution of Pharmacy and the roles of the Pharmacist in the delivery of health and social care, drug development, the optimisation of medicines and many other roles in challenging business and developing environments. He is extremely keen that Pharmacy is championed and that education, research, career and opportunity development, for the profession in the UK, are world leading. Nigel is currently the Chair of the Universities UK, Heads of Pharmacy Schools Council and a member of the RPS Assembly.

48 2019 ENTRY SCHOOL OF PHARMACY NURSING & MIDWIFERY Doctorate in Pharmacy KEY FEATURES: The professional doctorate (Doctor of Pharmacy; DPharm) provides the opportunity for pharmacists to achieve the highest academic qualification in a progressive way related to their professional and career development. The course is mainly delivered by distance learning. You will be fully supported by academic tutors at Keele. WHO IS IT FOR? Candidates for the DPharm programme must be pharmacists or pharmacy technicians who are registered with the General Pharmaceutical Council (GPhC), or equivalent for applicants working overseas, and working full-time or part-time in an appropriate organisation where they are permitted to conduct work-based research and evaluation. ENTRY CRITERIA: For full entry requirements please see: /pgtcourses/doctorateinpharmacy If you would like more information about our postgraduate taught courses or individual modules for professional development that are available to pharmacists and healthcare professionals, please visit our website or contact us: Telephone: +44(0) (0) (0) Web: cpd4all@ cpd4all.co.uk Student Profile: Ruth Bednall Doctorate in Pharmacy Student I came to the DPharm later in my career. I am established as a senior practitioner but have worked part-time for many years, balancing home-life and work, as many of us do. I recognised that I was going to emerge from the world of childcare and restricted hours and needed to update and polish off skills learnt a long time ago and to give my career and my self-esteem a boost. For me the DPharm has done both. During the taught part of the course I was able to focus on demonstrating my advanced practice it felt good to be able to quantify the skills I have in a tangible way through the advanced practice portfolio and using it as a way of identifying learning needs that still need to be addressed. I am clear that several projects and opportunities that have presented over this time and enabled me to progress my career would not have been identified except for this process. The practice based assignments have driven me to complete workplace projects in a much more rigorous and complete way. The quality of my work has improved as a result. Finally moving into the research phase has equipped me with skills of enquiry and research which I can apply throughout my practice I am now much more focused on being able to demonstrate quality and outcomes of service development and thinking about this in a more ordered and strategic manner. Personally and professionally this has been an excellent experience.

49 2019 ENTRY SCHOOL OF PHARMACY 49 Modules for Continuing Professional Development (CPD Plus modules) KEY FEATURES: Over thirty distant learning modules covering a range of therapeutic and specialised subject to support the practitioner in both primary and secondary care settings. These modules are available to all practising healthcare professionals who wish to increase their knowledge and skills to support their professional development. Multiple modules may be selected to build up to a full Certificate or Diploma award. Students will be studying part time and supported by expert tutors throughout the course. The range of available modules can be seen here: /pharmacy/pg/modules/clinicalpharmacypractice WHO IS IT FOR? Registered pharmacists (UK or overseas) practising either full-time or part-time. The modules are also suitable for other health professionals, particularly medical and non-medical prescribers. ENTRY CRITERIA: For full entry requirements please see: /pharmacy/pg THE SCHOOL OF PHARMACY, IN ADDITION TO OFFERING PROGRAMMES FOR REGISTERED PHARMACISTS THROUGH CPD4ALL, OFFERS COURSES FOR THOSE STUDENTS WITH APPROPRIATE BACKGROUNDS WHO WISH TO ENTER THE PHARMACEUTICAL INDUSTRY. MSc / Postgraduate Diploma / Postgraduate Certificate in Pharmaceutical Development with Business Management* *Subject to validation KEY FEATURES: New for 2019; this is a full-time, 180-credit MSc that is completed over one calendar year. This course will include small-group face-to-face teaching and a 60-credit research project that can be completed within state-of-the-art laboratories at the university or with our associate business partners. This programme has been developed in collaboration with Keele Management School, allowing students to learn from leading business experts to produce a distinctive, integrated science curriculum with a unique business focus. Typical science modules on this course are Product Development and Management, Applied Pharmaceutical Analysis and Quality by Design. It is also possible to undertake specific modules of a suitable credit value to allow graduation with either a Postgraduate Certificate or Diploma in Pharmaceutical Development with Business Management. WHO IS IT FOR? This course is open to students from relevant science or healthcare backgrounds who want to enter the fast-paced pharmaceutical industry. We also welcome applications from students who are studying towards a medical or healthcare-related qualification and wish to intercalate with this course. ENTRY CRITERIA: We are normally seeking a minimum of a 2:1 degree qualification or an equivalent overseas qualification in relevant science and healthcare subjects at undergraduate level (unless intercalating). For full entry requirements and other enquiries please contact: pharmacy.admissions@ +44(0) /pharmacy/pg *Subject to validation. This means the course is in development and the details of the course are in the process of being finalised by the university. The majority of new courses with this status are approved; however, this is not guaranteed and should the course not go ahead you will be informed by the university and assistance will be provided to those who have been offered a place to find a suitable alternative course either at Keele or at another provider. Students who need a Tier 4 Visa to study in the UK will not be issued with CAS (Confirmation of Acceptance for Studies) for courses that are Subject to Validation. A CAS would also not be issued if a student was intending to take a Pre-Sessional English programme prior to the intended degree course which was Subject to Validation.

50 50 THE RESEARCH INSTITUTE FOR APPLIED CLINICAL SCIENCES The Research Institute for Applied Clinical Sciences

51 THE RESEARCH INSTITUTE FOR APPLIED CLINICAL SCIENCES 51 The Research Institute for Applied Clinical Sciences provides the focus and infrastructure for secondary care research at Keele. To achieve this it works closely with its key partners, which include not only the Faculty s Schools and Research Institutes but also the local NHS Hospital Trusts in the development and delivery of their investigator led research portfolios. The Research Institute is underpinned by the strong performance of Keele in the REF 2014 submission to Unit 3 (Allied Health Professions), notable for its exemplary approach to research impact. We work closely with the Research Institute for Primary Care & Health Sciences who house our clinical postgraduate students, and we are co-located with the Research Institute for Science & Technology in Medicine, offering support for our laboratory-based postgraduate students; and this affords us opportunities to develop the translational research pipeline to applied clinical studies. Our research strengths encompass a wide range of applied methodologies, including clinical trials and observational cohort studies, analysis of big data sets, data linkage and systematic reviews as well as epidemiology and health services research. Although the focus is on research that translates innovative approaches to treatment into clinical practice in secondary care settings, research that crosses the primary/secondary care and bench to bedside interfaces by working collaboratively with our sister Research Institutes is strongly encouraged. Equally important is the emphasis on developing multidisciplinary research teams. Examples of the Research Institute s most developed research programmes are with our longest standing partner, the University Hospitals of North Midlands NHS Trust. One of the largest acute hospital Trusts in the UK, it hosts a national Trauma Centre and leading cardiac and stroke intervention services to which the Research Institute s strategy is closely aligned. This includes research groups in cardiovascular epidemiology, early stroke interventions, kidney dialysis, multimorbidity, respiratory medicine and rehabilitation. Through collaboration and co-investment, it has been possible to develop a clinical research career pathway along with NIHR funded lectureships and fellowships across the health disciplines. Our research is directly relevant to the local health economy and the wider NHS as well as having international impact. Key to this success is the involvement of patients in the design, conduct and dissemination of our research and the support we receive from the Keele hub of the West Midlands Research Design Service and the Faculty based, NIHR-accredited, Clinical Trials Unit. Trainee Profile: Dr Matt Tabinor ACADEMIC FELLOW IN RENAL MEDICINE I did my undergraduate medical training at Nottingham University, during which I realised that I wanted to pursue an academic career in Renal Medicine. To realise my ambition, after completing my academic foundation programme at the University Hospitals of North Midlands NHS Trust (UHNM), I applied for and was successful at national competitive interview in obtaining an Academic Clinical Fellowship (ACF) on the West Midlands Nephrology Training Programme, based at Keele University where I am completing my Master s in Medical Science. Since becoming an ACF working with the renal research team I have had the opportunity through their collaboration with the UK Renal Registry to undertake analyses and develop their reporting of Home Dialysis therapies.

52 52 THE RESEARCH INSTITUTE FOR PRIMARY CARE & HEALTH SCIENCES The Research Institute for Primary Care & Health Sciences

53 THE RESEARCH INSTITUTE FOR PRIMARY CARE & HEALTH SCIENCES 53 The Research Institute for Primary Care & Health Sciences has a thriving MPhil/PhD programme, and a large group of postgraduate research students, working in the supportive research environment of an internationally renowned research institute. Our established programmes focus on researching pain and musculoskeletal disorders in the context of assessment and management of long-term conditions in primary care. We have established new research programmes in the field of mental health and cardiovascular disease. Our PhD students have access to rich research resources, including datasets from high-quality cohorts and randomised clinical trials (with linkage to medical records), and linked patient-level data from qualitative research. We offer high-quality supervision teams who are international experts in the areas of our PhD programmes, an active and supportive peer group of postgraduate students, together with ongoing programmes of external and internal seminars, training programmes, and dedicated workshops in the research methods relevant to our PhD programmes (systematic reviewing, epidemiology, trials, social science and prognosis research). The overall aim of the Research Institute for Primary Care & Health Sciences is to deliver high-quality multidisciplinary research designed to improve the content, delivery and configuration of primary care for the benefit of patients with musculoskeletal, mental health, and other long term conditions. Our research is delivered through a number of research groups within the Research Institute for Primary Care & Health Sciences, Keele University, the largest of which is the Arthritis Research UK Primary Care Centre of Excellence, which hosts well-established programmes in spinal pain, osteoarthritis and stratified care, and research in early identification and primary care management of inflammatory rheumatological conditions, including gout, polymyalgia rheumatica, and rheumatoid arthritis. Our research programmes also investigate long term conditions that commonly coexist with musculoskeletal disorders, particularly mental health problems (anxiety and depression), which have a significant impact on the way in which patients can cope with and manage their long-term conditions, and which represent under-researched areas in primary care. We offer high-quality supervision with international experts, a varied external and internal seminar programme alongside dynamic training programmes and dedicated workshops covering; reviewing, epidemiology, trials, social science and prognosis research. We house multidisciplinary teams encompassing clinical expertise in General Practice, Rheumatology, Allied Health Professions and Psychiatry. We provide methodological strengths in prognosis, biostatistics, consultation epidemiology and qualitative research methods, and through our membership of: 1) The NIHR National School of Primary Care Research which expands the research portfolio through collaborations with the other National School departments ; 2) The NIHR Collaborations for Applied Health Research and Care West Midlands (CLAHRC WM); 3) Arthritis Research UK Primary Care Centre.

54 54 THE RESEARCH INSTITUTE FOR PRIMARY CARE & HEALTH SCIENCES We offer well-funded bursaries to undertake PhDs that are linked to our core work programme. Our bursaries are regularly advertised usually early Spring each year. We welcome students from a wide range of disciplinary backgrounds, including (but not exclusively) epidemiology, clinical health care professions, mathematics, statistics, sociology, social policy, geography, psychology, and economics. Students work as part of research teams to fulfil the data collection and data management requirements of their research project and receive structured supervision from a team of at least two supervisors. A wide range of training opportunities are accessed, which are provided across the university or externally. Students are encouraged, and supported, to present their research at appropriate national and international conferences and at the Faculty annual student symposium. There is an active student support group, including informal sessions and more tailored student support group sessions. Our completion rates are excellent and the environment and training we offer enables most of our research graduates to progress into successful academic careers. All research degree students have access to the Institute s and the University s research facilities, with a work-station in a dedicated research students office, a networked computer and the software to support their research; full borrowing rights at the University and Health libraries, including inter-library loans; and photocopying, postage and phone calls. General facilities such as meeting rooms, may be booked by students for research-based meetings. Once registered, all students are provided with an induction package to familiarise them with the academic and social environment of the Institute and the University. For more information please visit our website: /pchs The Research Institute for Primary Care & Health Sciences at Keele is committed to delivering high quality research that is important and relevant to the NHS, its staff and patients. We aim to ensure that our postgraduate students are actively engaged in our ambitions to improve the primary care management of patients with long term conditions, working in a supportive environment with world leading researchers and a wide range of opportunities for development, and supporting our vibrant partnership with the NHS, making a real difference to healthcare locally and nationally. Professor Elaine Hay Professor of Community Rheumatology Director, Arthritis Research UK Primary Care Centre Programme Director for NIHR Programme Grants for Applied Research (PGfAR)

55 Student Profile: Sarah Harrison PhD STUDENT I am studying for a PhD full-time at the Research Institute for Primary Care & Health Sciences. My research has involved a literature review of the published evidence in my field but most of my doctorate study has involved original epidemiological investigation. On a day-to-day basis, I mainly work independently but team work has been really important. I meet with my supervisory team on a regular basis, these meetings are a great forum for discussion about my work and I always leave meetings feeling motivated. There is a large group of postgraduate students so there is always someone to talk to for encouragement and support. I feel fortunate to be so well supported by my supervisory team, fellow students and other members of staff, I have no doubt that this has and will continue to greatly contribute to the successful completion of my doctoral study. Student Profile: Alice Moult PhD STUDENT I am currently a third year PhD student at the Research Institute for Primary Care & Health Sciences; I came to Keele University after completing my BSc in Psychology and MSc in Health Psychology. I have developed my understanding of Qualitative research along with critical thinking, organisation and dissemination skills. As an emerging researcher, I found a supportive and encouraging environment here at Keele and I have been fortunate enough to be supervised by knowledgeable and highly experienced researchers. The Research Institute is growing and there is a wide, diverse postgraduate student population, I have benefited from the experience and support of my fellow students. The Research Institute offers a range of training sessions, seminars and journal clubs which also enhance my professional development. Personally and professionally studying for a PhD in Primary Care at Keele is an excellent experience.

56 56 THE RESEARCH INSTITUTE FOR SCIENCE & TECHNOLOGY IN MEDICINE The Research Institute for Science & Technology in Medicine

57 The Research Institute for Science & Technology in Medicine (ISTM) bridges the interface between new advances in basic science and medicine, allowing the translation of laboratory findings into precision medicine benefits for patients. A truly multidisciplinary approach to research is used to address clinical problems with an excellent integration of the skills and knowledge of engineers, mathematicians, biologists, physicists and clinicians. ISTM has expanded rapidly over the last ten years. In the UK national Research Excellence Framework 2014, 90% of the Institute s submitted research was rated as internationally significant or higher, including over 40% ranked as world-leading. Particular highlights were ISTM's exemplary strategic approach to research impact, and its outstanding case studies in Cell Therapy, and in clinical outcomes of patients with kidney failure. The focused interaction of scientist and clinician in a single unit is key to the success of the Institute, building on the strength of the individual researchers. Clinically there are strong areas in orthopaedics, renal and respiratory medicine, rehabilitation, neuroscience, cancer, pathology, neonatal medicine, obstetrics and gynaecology, which exist across hospitals in North Staffordshire and Shropshire that include the University Hospitals of North Midlands NHS Trust and the Robert Jones and Agnes Hunt Orthopaedic Hospital, Oswestry, Shropshire. The Research Institute s bench to bedside approach also fosters excellent working relationships with the NHS nationally, and worldwide medical and biotechnology industries. Professor Nicholas Forsyth Director of the Research Institute for Science & Technology in Medicine At ISTM we have created a multidisciplinary research environment designed to identify, innovate, and implement technologies to improve tomorrow s healthcare needs. The diversity of research expertise we provide enables postgraduate student training across projects spanning topics such as photonics to tissue engineering or biomedical engineering to cell therapy and provides local and international opportunities in which to thrive. Our research is relevant to the global healthcare challenges we face and our postgraduate students are enabled to deliver benchside breakthroughs for future bedside delivery.

58 2019 ENTRY 58 THE RESEARCH INSTITUTE FOR SCIENCE & TECHNOLOGY IN MEDICINE Research in the Institute is grouped into a number of themes, each with an international profile for research. For example, some of the key areas are: Biomedical engineering, bioengineering and the therapeutic use of stem cells Genetics and epigenetics, structural biology, cell biology, apoptosis Novel imaging and diagnostics, e.g., to identify disease biomarkers Neurosciences and neurorehabilitation, e.g., related to stroke, Parkinson s disease, hearing loss Doctorate in Medicine (DM) KEY FEATURES: Research-based, relevant to clinical specialty. WHO IS IT FOR? The DM programme is designed to accommodate applicants from a variety of sources including medically qualified trainees (beyond F2 grade) on a four to seven year rotation, with adequate time remaining to complete the DM programme. ENTRY CRITERIA: For full entry requirements please see: /pgresearch/doctorateinmedicine The Research Institute has state-of-the-art laboratory and clinical research facilities at its three research sites: UHNM including the Guy Hilton Research Centre; Keele University campus; and the Robert Jones and Agnes Hunt Hospital, Oswestry. The latest equipment for translational research includes cell therapy suites, genomic facilities, advanced laser and diagnostic laboratories. Assessment of functional performance in patients is enabled by a range of equipment for physiological measurement including a 10-camera, 3D motion analysis system. The Research Institute attracts major research grant funding of 5million per year from UK Research Councils, European Union, National Institutes for Health USA, Department of Health, Royal Society, Innovate UK and many UK charities. It currently has in training around 100 doctoral students and supports four successful Master s courses. The Research Institute has developed an international profile for its recent work at the cutting edge of stem cell therapies and is a European Tissue Engineering Centre of Excellence. Research Institute members have active collaborations with universities throughout the UK, and over 35 countries in Europe, USA and the rest of the world.

59 Student Profile: Hamza Abu Owida PhD Student Biomedical Engineering/ Regenerative Medicine/Biomaterials I started my PhD in September 2014 with the aim of developing better tissue engineering products for cartilage repair. The field of research that I am particularly interested in pursuing lies within the area of biomaterials and its application in tissue engineering and regenerative medicine. I have both an undergraduate degree and Master s degree in biomedical engineering, but have now focused my postgraduate training on regenerative medicine. I m keen to seek out new opportunities and to broaden my knowledge in this field so as to help me realise my dream of becoming a top researcher in Regenerative Medicine. Studying for both an MSc and PhD at Keele University has been a wonderful experience for me. Studying at Keele has helped me to improve and develop my ability to think critically and logically. My PhD course at the Research Institute for Science & Technology in Medicine (ISTM) has provided me with an awesome opportunity to enhance my research knowledge and experience. I have also been able to take advantage of the Research Institute s close international research ties when I was awarded a three-month studentship to study at the East China University of Science and Technology (ECUST). Having moved from Jordan to study at Keele, it has at times been challenging adapting to life and study in the UK, but I have found the supervisors and support staff to be incredibly supportive. I am sincerely proud to be a student at the Research Institute for Science & Technology in Medicine.