University of Exeter Medical School

Size: px
Start display at page:

Download "University of Exeter Medical School"

Transcription

1 University of Exeter Medical School final report University of Exeter Medical School This visit is part of the GMC's remit to ensure medical schools are complying with the standards and outcomes as set out in Tomorrow s Doctors For more information on these standards please see: Tomorrow's Doctor's (2009) Review at a glance About the School Medical school University University of Exeter Medical School University of Exeter Date of visit 29 April 2015 Programme investigated Area explored BMBS Patient safety Resources Curriculum Assessment Equality and diversity Student support Quality management Number of students 259 Local education and training board Health Education South West 1

2 Last GMC visit March 2014 Significant Patient safety or Educational concerns identified Has further regulatory action been requested via the Responses to Concerns process None No Executive summary Summary of key findings 1 In January 2012, the two founding members of the Peninsula College of Medicine and Dentistry (PCMD), the Universities of Exeter and Plymouth, outlined their plans to develop independent medical schools. University of Exeter Medical School () is one of the two schools formed following this decision. applied to the GMC for recognition as an awarding body for a primary medical qualification, and is undergoing the new school quality assurance (QA) process. The GMC first visited in March 2013 to assess the School s preparation for its first cohort, which enrolled in September As part of the GMC s ongoing QA activity, the School was also visited in March Reports from the first two cycles of visiting can be found on the GMC website. 2 As the School was judged to be making good progress in meeting the Tomorrow s Doctors (2009) standards during the first two cycles, it was agreed to adapt the approach to monitoring for the academic year. For this cycle of visiting, the GMC met with students in years one and two of the programme, and members of the senior management team via videoconference. Prior to the meeting, we reviewed the School s detailed Medical School Annual Return (MSAR) and carried out an online student survey. 38 students responded to our survey; 14 from year one (out of a cohort of 130) and 24 from year two (out of cohort of 129). 3 The videoconference was shorter than a standard visit, and the areas of exploration were more targeted. This final report is therefore shorter than those from previous years. For a full understanding of the School s progress, this report should be read alongside the previous reports. 2

3 4 Overall, the quality of medical education at was found to be high, and we concluded there was no need for a physical visit to the School in this academic year. The development of the school appears to be progressing well, with incremental change from the PCMD curriculum and processes. New buildings and facilities have been opened. Considering the sound structures that are in place, we were surprised that student feedback was not more positive. The student survey had a low number of responses, and may have been completed by students that were unhappy, but the feedback they gave was generally confirmed by the student representatives we met. It appeared that students were particularly dissatisfied with some specific policies (eg the attendance policy) and this may have coloured their overall responses in our survey. A full visit to the School will take place in 2016 as part of the regional visit of the South West. 5 Information about Peninsula College of Medicine and Dentistry (PCMD): PCMD will continue to deliver medical education to its existing cohorts of students. Student numbers of this joint institution will therefore decrease each year, during what is described as the 'teach through' period, until no PCMD students remain. Both University of Exeter Medical School () and Plymouth University Peninsula School of Medicine (PU PSM) have stressed their commitment to ensure that all students, both those of the new schools and of PCMD, receive a consistently high quality of medical education. 3

4 Good practice Tomorrow s Doctor paragraph Good practice Report paragraph 1 TD39, TD40 Sensitive and extensive quality management system that identifies and addresses issues. The level of detail with which the School completed their MSAR, providing evidence of issues being identified and remediated. 2 TD160, TD166 The University of Exeter s commitment to the medical school, demonstrated by the new buildings and facilities. Although the resources are newly opened, and are not yet in full use, students told us that the new study space was very good. We look forward to hearing more about the new infrastructure as students begin to use it more fully. 3 TD49 Continued responsiveness to our feedback on Admissions. We look forward to hearing the results of the move to a multiple mini interviews model Requirements Tomorrow s Doctor paragraph Requirements Report paragraph 1 TD86, TD87 Students must be given clear guidance as to the impact of individual professionalism judgements on progression. 2 TD28c, TD28e All students must be made aware of the raising concerns policy, including the process for raising concerns about other students. There must be a clear differentiation between whistleblowing and raising concerns

5 Recommendations Tomorrow s Doctor paragraph Recommendation Report paragraph 1 No recommendations were identified in this cycle. The Report Domain 1: Patient safety 26. The safety of patients and their care must not be put at risk by students' duties, access to patients and supervision on placements or by the performance, health or conduct of any individual student. 27. To ensure the future safety and care of patients, students who do not meet the outcomes set out in Tomorrow's Doctors or are otherwise not fit to practise must not be allowed to graduate with a medical degree. Acting within competence (TD28a) 6 All of the students that responded to our survey said that they are properly instructed and supervised when carrying out procedures. As the students are currently only in years one and two, this is an important area that we will be checking next year, when students are on longer clinical placements. Identifying and addressing patient safety concerns (28b), Identifying concerns about medical student conduct (TD28c, TD28e) 7 When we visited in we noted that had introduced a raising concerns policy, but that students seemed unaware of it. We expressed concern that staff and students were using the term whistle blowing to describe the process of raising a concern. 8 Although 63% of the students who responded to our survey agreed that they would know how to raise a concern about patient safety, the students we met with on the visit this year did not have a full understanding of the concerns process, particularly if these concerns are about other students. They were not clear as to the route they should use, were unsure as to how such concerns would be handled and felt reluctant to report concerns about another student. 5

6 Some students were aware of a document that they thought might provide guidance on raising concerns, but referred to this as the whistleblowing policy. 9 It is important that students are clear, as individuals who will soon be doctors, about the importance of raising concerns (including those about their peers), and how any concerns are managed. This is therefore an area for further development. Fitness to practise (TD28d, 36, 37) 10 Students understand the importance of professionalism, support the School s stance on it, and are aware of the different ways in which they are assessed on it. Despite the School s efforts, it wasn t always clear to students we met how a final judgement of professionalism is derived and how individual professionalism judgements contribute to the overall assessment framework. This was identified as an area for development in last year s report. It remains an area for development. Domain 2: Quality assurance, review and evaluation 38. The quality of medical education programmes will be monitored, reviewed and evaluated in a systematic way. Quality management framework (TD39, TD40) 11 has a detailed quality management framework and systems, which we explored in detail in There is a sensitive and extensive quality management system that helps identify and address issues. Identifying and managing risks and concerns (TD44): Actions (TD53), Feedback to students (TD53), Resolution (TD53). 12 All of the students we met were representatives and members of the student staff liaison committee (SSLC). They gave examples of change made in response to student feedback both ad hoc and arising from formal surveys (eg the module and course evaluation). The online student survey we conducted had a low number of respondents. Of the 38 students who responded, 42% said that the school responds effectively to their evaluation of the curriculum, and only 29% that the school responds effectively to their evaluation of facilities, with responses from year two students being less positive than those in their first year. 6

7 13 We asked the students we met about the survey results, and we heard that staff had spent time in lectures explaining the changes that had been made in response to student feedback, and that s had been sent to all students. The student representatives suggested that students on the SSLC were more aware of the school s actions than the wider student body. Agreements with providers (TD41, 50) 14 has Service Level Agreements (SLAs) with all local education providers (LEPs). The management team explained that hospital and community sub deans meet with specialty leads for every placement, to discuss quality data including student feedback. The School s MSAR provided strong evidence that issues that arise at LEPs are identified, acted on and monitored, to ensure that quality is maintained. Admissions (TD49) 15 Following our report for , the school has reviewed their processes for creating interview scores. The plan is to introduce a multiple mini interview process for entry in We look forward to hearing more about the school s admissions processes. Educational resources and capacity (TD49, 52), Teaching (TD51) 16 Formal mechanisms are in place to quality manage resources (the annual student experience review) and curriculum delivery (module and course evaluation). We heard examples from students and staff of how the information gathered through these processes has been used to make improvements. Domain 3: Equality, diversity and opportunity 56. Undergraduate medical education must be fair and based on principles of equality. 17 We have looked in depth at the processes for ensuring equality and diversity in previous years. University of Exeter Medical School has gained a silver Athena Swan award. This is a significant achievement and recognises the school s work to ensure equality of opportunity for women in education and research. We will continue to explore the school s processes as the school grows and as changes are made. 7

8 Domain 4: Student Selection 71. Processes for student selection will be open, objective and fair. 18 We have looked in depth at the processes for student selection in previous years. The school has made some small improvements since our last visit (see para. 16). We will continue to explore the school s processes as further changes are made. Domain 5: Design and delivery of the curriculum, including assessment 81. The curriculum must be designed, delivered and assessed to ensure that graduates demonstrate all the 'outcomes for graduates' specified in Tomorrow's Doctors. Curriculum plan (TD82), Curriculum design and structure (TD83, 101), Balance of learning opportunities (TD100), Student selected components (TD94-99), Integration of basic and clinical science (TD101) 19 The curriculum is based on that taught by PCMD, in line with the GMC standards. We have explored the School s plans in previous years. No substantive changes have yet been made. Students we surveyed made a number of positive comments about the course structure, particularly the clinical relevancy of material taught and the opportunities for early and sustained patient contact. Other students gave positive feedback about problem based learning, small group learning and the student selected units. Inter-professional learning (TD102) 20 We asked students in our survey about opportunities to learn with and from other professionals. 84% of students that responded said that they had had the opportunity to do so, and most students said that they had had several learning opportunities with other healthcare professional students. 21 We are pleased that students are getting opportunities to learn with, and from, other healthcare professionals. This is an area of growing importance, and we will continue to look for evidence of good practice as the school develops. 8

9 Clinical Placements and Experience (TD84), Early patient contact (TD103), Mandatory clinical placements (TD106) 22 The curriculum includes significant early patient contact, which is appreciated by students. The first cohort will undertake concentrated clinical experience from September The School plans to continue with the PCMD placement structure for at least the first year, making incremental changes from September Pilots are planned to test placements allow students longer on base wards, for better immersion, but keeping the same content. Fitness for purpose of assessments (TD86), Guidance about assessments (TD87) 23 In our report for , we identified areas for development, for example we noted that students were confused about the attendance policy and professionalism judgements. Since then the School has put considerable work into making sure that students understand the policy. However, we heard (from our survey and from the student representatives we met) that there remains considerable confusion with the application of the policy. 24 In the small survey that we ran we received 37 negative comments about assessments. These comments focussed on the attendance policy and the professionalism policy, which are linked and form part of the formal assessment system. 25 We heard from students that they believed there had been cases where administrative errors (eg a lecturer failing to take an attendance register or last minute timetable changes) had caused students to receive negative professionalism judgements. Students also felt that the requirement to give apologies in advance for both mandatory and recommended sessions was burdensome, and we heard that the spot check system for recommended sessions has led to some students deciding to not send apologies in the hope that a register will not be taken, even if their attendance at recommended sessions is above 70%. 26 Students commented positively on the seriousness with which the School regards professionalism, several students said that they had no clear guidance as to what behaviour will result in a negative professionalism judgement, and that they believed professionalism to be judged subjectively. Students were unable to explain to us the significance of failure to comply with the attendance policy, or of receiving a negative professionalism judgement, within the overall assessment framework. 9

10 27 We commend the school for its clear commitment to professionalism. In our survey, 98% of students agreed that learning about professionalism is an important part of the course, and there have been changes (School management staff told us that they have changed the rules to allow students with a doubtful professionalism module to progress to the next year, with additional monitoring and support). However, we continue to have concerns about the application of professionalism judgements, the impact of negative judgements on a student s progression and how the policy is understood by the students. Domain 6: Support and development of students, teachers and local faculty 122. Students must receive both academic and general guidance and support, including when they are not progressing well or otherwise causing concern. Everyone teaching or supporting students must themselves be supported, trained and appraised. Guidance about the curriculum (TD123) 28 Although students we surveyed and met with were generally positive about the course as a whole and the guidance they received about it, there appeared to be some particular issues with timetable information. In our small survey of 38 students, there were 22 negative comments about aspects of administration and organisation, with more than half of these related to timetable issues. Students reported longstanding issues with timetable clashes, and frequent last minute changes. Students we met confirmed that there had been real problems with timetable changes, and that, for some students, problems seemed to persist. 29 There also seemed to be some confusion amongst the students we spoke to, about which documents are available on the Exeter learning environment, and which are on the intranet. 30 We were not able to explore this issue fully in this cycle but will do so in Academic and pastoral support (TD124), Support networks (TD131) 31 In previous years we investigated the arrangements for student support and found them to be strong. The medical school now has a one stop shop for all 10

11 student enquiries, based at College House. This is also the base for other courses run from the medical school. 32 In our survey of 38 students, 74% agreed that academic support is accessible when needed while 5% disagreed. 66% agreed that they have access to the general welfare support that they need while 18% disagreed (5% strongly). It was not clear from the responses why these students felt that they did not have the support they needed, although the students we met suggested that the support from academic tutors and College House was variable. 33 Student representatives we met said that they perceived support at the school to be generally good, and were clear that there are multiple clear avenues of support. Mentors and staff based at locality offices were mentioned as particularly helpful. Students we met agreed that advice from College House could be contradictory, and suggested that as the facility was relatively new, staff may have been initially confused about the rules that applied for particular teaching programmes. 34 We will be exploring student support over the next cycle of visits. Reasonable adjustments (TD132) Careers advice (TD125), Strategy and resources (TD134) 35 In previous years we have been impressed with the provision for careers advice. We were therefore surprised that in our survey only 42% of students agreed that the school/university careers service provides opportunities to explore different medical careers. Although the students are early in their course, it is important that careers advice and planning begins early in medical education. We will explore this further in future years. Student health (TD126), Help and support (TD139) 36 School senior management said that they were not aware of any issues with support for students experiencing health issues. In response to increasing demands for support and the recognition that there is a need for a resilient workforce the school is looking at ways to improve student self reliance and resilience. 37 Students we met said that the School reminds them frequently that health issues should be reported for support. Several people were named as good sources of support, including the student welfare office and the director of 11

12 student support. The students we met said that the policies were all good, and that as representatives they knew about the university services on offer. The representatives also said that there had been some problems with students getting support in practice, for example long waiting lists for university counselling services, and confusion from academic tutors and other staff about procedures for sickness absence certification. Domain 7: Management of teaching, learning and assessment 150. Education must be planned and managed using processes which show who is responsible for each process or stage. 38 We have looked in depth at the processes for managing teaching, learning and assessment in previous years. We will continue to explore the school s processes as the school grows and as changes are made. Domain 8: Educational resources and capacity 159. The educational facilities and infrastructure must be appropriate to deliver the curriculum. Learning resources and facilities (TD160), Clinical skills facilities (TD166) 39 The University of Exeter has opened the planned new buildings and facilities for the medical school, including new learning space in South Cloisters, a new combined support facility in College House, and new teaching and research facilities on hospital sites. Although the resources are newly opened, and are not yet in full use, students we met were enthusiastic about them, particularly as we had heard from students of some difficulties with study space. 40 Medical school management staff explained that the University of Exeter did very well in the Research Excellence Framework exercise, and that this will benefit the medical school in additional funding. 41 Considerable work has taken place to establish IT systems for the new school, while continuing to manage the PCMD systems. We asked school management staff whether there have been any issues with IT systems, and were told that there had been some problems with the provision at the Knowledge Spa at Truro, but that these have been addressed. We also heard from students that that they have had no issues with access to IT or to clinical skills facilities. 12

13 42 The medical school has four undergraduate programmes: BMBS, Sports & Exercise Medical Sciences, Medical Sciences and Medical Imaging. The medical imaging programme will be moving to the St Luke s campus in September The medical sciences cohort will increase to 180 in 2016 (from 27 in 2014). 43 We look forward to hearing more about the new infrastructure as student numbers expand and as students begin to use it more fully. Agreements with providers (TD165) 44 Medical school management staff told us that trusts are feeling the impact of the changes to service increment for teaching payments. The school commission specific teaching so are able to monitor what is delivered, and work with providers to find ways to decrease cost without impacting quality. Staffing (TD162) 45 The University is currently reviewing its professional services through a transformation programme and it is looking to reshape how professional services operate to better improve ways of working and support professional development across the University. The outcome of this transformation will enable the University to improve surpluses for investment by 25m by planned efficiencies and increased revenue from new activities. A voluntary severance scheme has been in place as part of the programme and a professional homing exercise is now being undertaken. These will have an impact on the Medical School and risks are being mitigated through College, Service and University level risk management plans. Domain 9: Outcomes 168. The outcomes for graduates of undergraduate medical education in the UK are set out in Tomorrow s Doctors. All medical students will demonstrate these outcomes before graduating from medical school The medical schools must track the impact of the outcomes for graduates and the standards for delivery as set out in Tomorrow s Doctors against the knowledge, skills and behaviour of students and graduates. 13

14 Appendix 1: Visit team Dates of visit Wednesday 29 April 2015 Team Leader Visitor Visitor Visitor Visitor GMC Staff Professor Roger Barton Mr Geoff Wykurz Dr Jaimie Henry Dr Jean McKendree Dr Lindsey Pope Elspeth Buchanan Louise Devlin Robin Benstead 14

15 Appendix 2: Document register Document number Document name Description Source Doc 001 MSAR 2014 Spreadsheets Annual submission to the GMC Doc 002 MSAR 2014 Section A Annual submission to the GMC Doc 003 MSAR Additional documentation Annual submission to the GMC Doc 004 BMBS Attendance Policy BMBS Attendance Policy Doc 005 Changes to BMBS Admissions Process Note of changes to BMBS Admissions Process Doc 006 Exemplar SLA with Royal Cornwall Hospitals NHS Trust Exemplar SLA with Royal Cornwall Hospitals NHS Trust Doc 007 Flexible Combined Honours Student Handbook Flexible Combined Honours Student Handbook Doc 008 Instructions for Interviewers Instructions for Interviewers Doc 009 Interview scoresheet Interview scoresheet Doc 010 Interviewer comments sheet Interviewer comments sheet Doc 011 NSS Action plan 2014 NSS Action plan 2014 Doc 012 On-The-Spot-Feedback form On-The-Spot-Feedback form Doc 013 Panel chair comments sheet Panel chair comments sheet 15

16 Doc 014 Policy (BMBS) Fitness to Practise Policy (BMBS) Fitness to Practise Doc 015 Recognition of trainers questions Exeter Recognition of trainers questions - Exeter Doc 016 Report on MACE Report on MACE Doc 017 Report on QMQ Report on QMQ Doc 018 Supplementary report on the qualitative QMQ data for PCMD year 2 Supplementary report on the qualitative QMQ data for PCMD year 2 Doc 019 Terms of Reference Health and Conduct committee Terms of Reference Health and Conduct commitee Doc 020 Year 1 Review Year 1 Review Doc 021 Years 1 4 MACE and QMQ scores Years 1 4 MACE and QMQ scores 16

17 Appendix 3: Abbreviations BMBS E&D Bachelor of Medicine, Bachelor of Surgery Equality and diversity F1 foundation year 1 GEH GMC GP IPL LEP MACE MB ChB NHS NSS OSCE PMQ QIF QAA SIFT SLA SPA George Eliot Hospital NHS Trust General Medical Council General practice/practitioner inter-professional learning local education provider Module and Course Evaluation Bachelor of Medicine and Surgery National Health Service National Student Survey objective structured clinical examination* Primary medical qualification Quality Improvement Framework Quality Assurance Agency service increment for teaching service level agreement supporting professional activities University of Exeter Medical School

18 Louise Devlin Education Quality Analyst Visits and Monitoring Team Education and Standards Directorate General Medical Council Regents Place 350 Euston Road London NW1 3JN 21 st October 2015 University of Exeter Medical School - Response to GMC Final Visit Report Thank you for sending the Final Visit Report ( ) to the University of Exeter Medical School (). The Medical School is pleased with the positive outcome of the visit cycle, and we are delighted that the visiting team felt able to commend our good practice across a range of areas. The School notes the requirements contained within the report and outlines its plans to address these below. In the Medical School was also pleased to welcome Medical Imaging (Diagnostic Radiography) to it s portfolio of undergraduate programmes, thus greatly enhancing the opportunities for inter-professional learning and helping to establish St Luke s as the University s healthcare campus. The Medical School is excited to have now delivered two full academic years and to see its students commencing clinical placements in both Exeter and Truro. After the success of introducing Term Leads for Years 1 and 2, we have introduced a front-ofhouse aspect to the academic days, allowing closer liaison with students about their experience of the academic and clinical programmes. Requirements Domain 1, TD 86 and 87 - Students must be given clear guidance as to the impact of individual professionalism judgements on progression. The School looks forward to sharing in greater detail with the visit team, innovations within its professionalism theme, including an evolution in the role of the professionalism judgement. The School is now in the process of transitioning the professionalism theme from a summative assessment theme that informs progression, to a predominantly formative theme that highlights fitness to practise concerns.

19 The new approach to professionalism will provide greater clarity as to the purpose and impact of professionalism judgements; enhance equity for those students impeded by mitigating circumstances; and enhance the School s ability to undertake longitudinal monitoring of student professionalism. In implementing these changes we also retain the hugely beneficial formative aspect of multiple opportunities to feedback on students professional behaviour. We believe that this will be a more straightforward process for students, staff and stakeholders to understand. Domain 2, TD 28c and 28e All students must be made aware of the raising concerns policy, including the process for raising concerns about other students. There must be a clear differentiation between whistleblowing and raising concerns. In preparation for the academic year, the School made revisions to its Raising Concerns Policy, ensuring that a clear distinction now exists between raising a concern and the practice of whistleblowing. Increased awareness of the Policy has been achieved through a combination of improved visibility for the Policy and the reporting mechanisms therein, within handbooks and on the student intranet; inclusion within induction lectures delivered to all years and across all localities; and, circulation to all students. Professional Practice Groups have, and will continue to play a key curricular role in facilitating student discussion about difficult clinical experiences, which can, on occasion, include genuine concerns about colleagues, staff or organisations. Once again, the School would like to thank the visit team for their helpful and constructive feedback, which we will use to enhance the student experience and quality of education at University of Exeter Medical School. Yours sincerely Professor Jean McEwan Vice Dean Education

Assessment. Leeds School of Medicine. Date 18 October 2012. Leeds School of Medicine (the School), and Bradford Royal Infirmary.

Assessment. Leeds School of Medicine. Date 18 October 2012. Leeds School of Medicine (the School), and Bradford Royal Infirmary. Check Leeds School of Medicine Date 18 October 2012 Locations Visited Programme Team Leader Visitors GMC staff Purpose of the check Summary Leeds School of Medicine (the School), and Bradford Royal Infirmary.

More information

Review of UCL Medical School

Review of UCL Medical School London regional review 2012 13 Review of UCL Medical School This visit is part of a regional review and uses a risk-based approach. For more information on this approach see http://www.gmcuk.org/education/13707.asp.

More information

Newcastle University Medicine Malaysia (NUMed)

Newcastle University Medicine Malaysia (NUMed) Newcastle University Medicine Malaysia (NUMed) final visit report 2013 14 Final report: NUMed This visit is part of the GMC's remit to ensure medical schools are complying with the standards and outcomes

More information

Hull York Medical School

Hull York Medical School Yorkshire and the Humber regional review 2014-15 Review of Hull York Medical School This visit is part of a regional review and uses a risk-based approach. For more information on this approach please

More information

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer in Business and Management. 4. DEPARTMENT: Business Strategy, Finance and Entrepreneurship

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer in Business and Management. 4. DEPARTMENT: Business Strategy, Finance and Entrepreneurship JOB DESCRIPTION 1. JOB TITLE: Senior Lecturer in Business and Management 2. HRMS REFERENCE: HR/15117 3. ROLE CODE: FINSLTSR5 4. DEPARTMENT: Business Strategy, Finance and Entrepreneurship 5. ORGANISATION

More information

Assessment. Queen s University Belfast School of Medicine. Date 27-28 November 2012

Assessment. Queen s University Belfast School of Medicine. Date 27-28 November 2012 Check Queen s University Belfast School of Medicine Date 27-28 November 2012 Locations Visited Programme Team Leader Visitors GMC staff Purpose of the check Summary Queen s School of Medicine (the School),

More information

Mode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site

Mode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site PROGRAMME SPECIFICATION DOCUMENT SECTION ONE: GENERAL INFORMATION Programme Title/ Subject Title: Master of Public Health Award title and Interim awards: Postgraduate Certificate in Public Health Postgraduate

More information

Hub and Spoke Policy for Undergraduate Nursing and Midwifery Programmes

Hub and Spoke Policy for Undergraduate Nursing and Midwifery Programmes Hub and Spoke Policy for Undergraduate Nursing and Midwifery Programmes 1 1.0 Introduction 1.1 The three Higher Education Institutions (HEIs) are committed to providing practice placements which maximise

More information

Guidance on UK medical education delivered outside the UK. Introduction. Purpose of guidance

Guidance on UK medical education delivered outside the UK. Introduction. Purpose of guidance Guidance on UK medical education delivered outside the UK Introduction Purpose of guidance 1. The purpose of the General Medical Council (GMC) is to protect, promote and maintain the health and safety

More information

JOB DESCRIPTION. 4. DEPARTMENT: Faculty of Education and Children s Services - Department of Initial Teacher Education (ITE)

JOB DESCRIPTION. 4. DEPARTMENT: Faculty of Education and Children s Services - Department of Initial Teacher Education (ITE) JOB DESCRIPTION 1. JOB TITLE: Senior Lecturer in Art Education 2. HRMS REFERENCE NUMBER: HR14486 3. ROLE CODE: FINSLTSR5 4. DEPARTMENT: Faculty of Education and Children s Services - Department of Initial

More information

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer in Electronic and Electrical Engineering

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer in Electronic and Electrical Engineering JOB DESCRIPTION 1. JOB TITLE: Senior Lecturer in Electronic and Electrical Engineering 2. HRMS REFERENCE NUMBER: HRMS/13173 3. ROLE CODE: FINSLTSR4 4. DEPARTMENT: Department of Electronic and Electrical

More information

Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information

Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University

More information

ABOUT LOUGHBOROUGH UNIVERSITY WOLFSON SCHOOL OF MECHANICAL, ELECTRICAL AND MANUFACTURING ENGINEERING

ABOUT LOUGHBOROUGH UNIVERSITY WOLFSON SCHOOL OF MECHANICAL, ELECTRICAL AND MANUFACTURING ENGINEERING ABOUT LOUGHBOROUGH UNIVERSITY WOLFSON SCHOOL OF MECHANICAL, ELECTRICAL AND MANUFACTURING ENGINEERING LECTURER IN CONTROL SYSTEMS ENGINEERING JOB REF: REQ16103 WS17026 FEBRUARY 2016 As part of the University

More information

ABOUT LOUGHBOROUGH UNIVERSITY WOLFSON SCHOOL OF MECHANICAL, MANUFACTURING AND ELECTRICAL ENGINEERING LECTURER IN ENGINEERING PRODUCT DESIGN

ABOUT LOUGHBOROUGH UNIVERSITY WOLFSON SCHOOL OF MECHANICAL, MANUFACTURING AND ELECTRICAL ENGINEERING LECTURER IN ENGINEERING PRODUCT DESIGN ABOUT LOUGHBOROUGH UNIVERSITY WOLFSON SCHOOL OF MECHANICAL, MANUFACTURING AND ELECTRICAL ENGINEERING LECTURER IN ENGINEERING PRODUCT DESIGN REQ15683 September 2015 As part of the University s ongoing commitment

More information

Supporting information for appraisal and revalidation: guidance for General Practitioners

Supporting information for appraisal and revalidation: guidance for General Practitioners Supporting information for appraisal and revalidation: guidance for General Practitioners Based on the Academy of Medical Royal Colleges and Faculties Core for all doctors 2 Supporting information for

More information

Manchester Medical School

Manchester Medical School North West regional review 2013-14 Review of Manchester Medical School This visit is part of a regional review and uses a risk-based approach. For more information on this approach see http://www.gmcuk.org/education/13707.asp.

More information

The University of Edinburgh. Teaching Programme Review. Electronics and Electrical Engineering. 28 February & 1 March 2006

The University of Edinburgh. Teaching Programme Review. Electronics and Electrical Engineering. 28 February & 1 March 2006 The University of Edinburgh Teaching Programme Review Electronics and Electrical Engineering 28 February & 1 March 2006 1. Introduction 1.1 The Teaching Programme Review (TPR) of Electronics and Electrical

More information

Quality Assurance of Basic Medical Education. Report on Brighton and Sussex Medical School

Quality Assurance of Basic Medical Education. Report on Brighton and Sussex Medical School Quality Assurance of Basic Medical Education Report on Brighton and Sussex Medical School December 2008 Contents The GMC s role in medical education 2 Introduction 3 The QABME team 3 Our programme of visits

More information

Approval of foundation programme training and new programmes for provisionally registered doctors outside the United Kingdom

Approval of foundation programme training and new programmes for provisionally registered doctors outside the United Kingdom Approval of foundation programme training and new programmes for provisionally registered doctors outside the United Kingdom What is this statement for? 1. To set out criteria for approval of: a. Foundation

More information

Programme Specification

Programme Specification Programme Specification (please see the notes at the end of this document for a summary of uses of programme specifications) Fields marked with * must be completed for the initial submission for Stage

More information

UNIVERSITY OF KENT. Degree and Programme Title BA Liberal Arts with integral Year Abroad

UNIVERSITY OF KENT. Degree and Programme Title BA Liberal Arts with integral Year Abroad Degree and Programme Title BA Liberal Arts with integral Year Abroad 1. Awarding Institution/Body University of Kent 2. Teaching Institution University of Kent 3. Teaching Site Canterbury 4. Programme

More information

Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information

Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University

More information

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer in Public Health Nutrition

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer in Public Health Nutrition JOB DESCRIPTION 1. JOB TITLE: Senior Lecturer in Public Health Nutrition 2. HRMS REFERENCE NUMBER: HR15038 3. ROLE CODE: FINSLECTSR4 4. DEPARTMENT: Clinical Sciences and Nutrition 5. ORGANISATION CHART:

More information

Royal College of Obstetricians and Gynaecologists. Faculty of Sexual and Reproductive Healthcare

Royal College of Obstetricians and Gynaecologists. Faculty of Sexual and Reproductive Healthcare Royal College of Obstetricians and Gynaecologists Faculty of Sexual and Reproductive Healthcare Supporting Information for Appraisal and Revalidation: Guidance for Obstetrics and Gynaecology and / or Sexual

More information

Bachelor of Arts (Honours) in

Bachelor of Arts (Honours) in Faculty of Business Computing and Law Bachelor of Arts (Honours) in Banking and Finance (Top-up) Programme Specification Valid from September 2012 JACS code N310 N300 N342 Programme code N3N1 Valid for

More information

Review of UK Transnational Education in the United Arab Emirates: University of Exeter

Review of UK Transnational Education in the United Arab Emirates: University of Exeter Review of UK Transnational Education in the United Arab Emirates: University of Exeter February 2014 Executive summary The University of Exeter (the University) has delivered a Doctorate in Education (EdD)

More information

JOB DESCRIPTION. 1. ROLE TITLE: Lecturer in Digital Marketing and Business. 4. DEPARTMENT: Department of Marketing, Tourism, Events Management & HRM

JOB DESCRIPTION. 1. ROLE TITLE: Lecturer in Digital Marketing and Business. 4. DEPARTMENT: Department of Marketing, Tourism, Events Management & HRM JOB DESCRIPTION 1. ROLE TITLE: Lecturer in Digital Marketing and Business 2. HRMS REFERENCE NUMBER HR14045 3. ROLE CODE: FINLEC 4. DEPARTMENT: Department of Marketing, Tourism, Events Management & HRM

More information

PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology)

PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) Awarding Institution: Institute of Education, University of London Teaching Institution: Institute of Education,

More information

ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates. Approval for this regulation given by :

ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates. Approval for this regulation given by : ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates Name of regulation : Purpose of regulation : Approval for this regulation given by : Responsibility for its update : Regulation

More information

King s College London School of Medicine

King s College London School of Medicine London regional review 2012-13 Review of King s College London School of Medicine This visit is part of a regional review and uses a risk-based approach. For more information on this approach see http://www.gmcuk.org/education/13707.asp.

More information

Education. The Trainee Doctor. Foundation and specialty, including GP training

Education. The Trainee Doctor. Foundation and specialty, including GP training Education The Trainee Doctor Foundation and specialty, including GP training The duties of a doctor registered with the Patients must be able to trust doctors with their lives and health. To justify that

More information

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MSc Psychology of Education Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Details of accreditation

More information

Faculty of Education, Health and Sciences. PROGRAMME SPECIFICATION BA Applied Social Work. Valid from September 2012. www.derby.ac.

Faculty of Education, Health and Sciences. PROGRAMME SPECIFICATION BA Applied Social Work. Valid from September 2012. www.derby.ac. Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION BA Applied Social Work Valid from September 2012 www.derby.ac.uk/ehs CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW

More information

Best Practice Network. Graduate Leaders in Early Years Programme Audit Monitoring Report by the Quality Assurance Agency for Higher Education

Best Practice Network. Graduate Leaders in Early Years Programme Audit Monitoring Report by the Quality Assurance Agency for Higher Education Best Practice Network Graduate Leaders in Early Years Programme Audit Monitoring Report by the Quality Assurance Agency for Higher Education February 2014 Contents Report of monitoring visit... 1 Section

More information

Programme Specification for MSc Applied Sports Performance Analysis

Programme Specification for MSc Applied Sports Performance Analysis PROGRAMME SPECIFICATION Postgraduate Courses Programme Specification for MSc Applied 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited

More information

Programme Specification: Professional Graduate Certificate in Education Post-Compulsory Education and Training (Level 6) July 2011

Programme Specification: Professional Graduate Certificate in Education Post-Compulsory Education and Training (Level 6) July 2011 Programme Specification: Professional Graduate Certificate in Education Post-Compulsory Education and Training (Level 6) July 2011 NOTE: This specification provides a concise summary of the main features

More information

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer in Marketing and Public Relations. 4. DEPARTMENT: Warrington School of Management.

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer in Marketing and Public Relations. 4. DEPARTMENT: Warrington School of Management. JOB DESCRIPTION 1. JOB TITLE: Senior Lecturer in Marketing and Public Relations 2. HRMS REFERENCE NUMBER: HR14318 3. ROLE CODE: FINSLTSR4 4. DEPARTMENT: Warrington School of Management 5. ORGANISATION

More information

London College of Business Management. Review for Educational Oversight by the Quality Assurance Agency for Higher Education

London College of Business Management. Review for Educational Oversight by the Quality Assurance Agency for Higher Education London College of Business Management Review for Educational Oversight by the Quality Assurance Agency for Higher Education November 2012 Key findings about London College of Business Management As a result

More information

Mentoring student nurses an update on the role and responsibilities of. the mentor

Mentoring student nurses an update on the role and responsibilities of. the mentor Mentoring student nurses an update on the role and responsibilities of the mentor Word count: 2894 words Deborah C. Casey Liz Clark Senior Lecturers Faculty of Health Leeds Metropolitan University For

More information

Genito-urinary Medicine

Genito-urinary Medicine Specialty specific guidance on documents to be supplied in evidence for an application for entry onto the Specialist Register with a Certificate of Eligibility for Specialist Registration (CESR) Genito-urinary

More information

Education Surveys and Trends for 2014-17

Education Surveys and Trends for 2014-17 3 June 2014 Education and Training Advisory Board 5 To consider Education surveys plan 2014-17 Issue 1 With the success of the National Training (NTS) there have been calls to expand the use of surveys

More information

Higher Education Review of Guildford College of Further and Higher Education

Higher Education Review of Guildford College of Further and Higher Education Guildford College of Further and Higher Education September 2014 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Recommendations... 2 Theme: Student Employability...

More information

1. Build core capability at all levels to improve organisational and individual performance;

1. Build core capability at all levels to improve organisational and individual performance; Graduate Development Program Australian Bureau of Statistics Workshop on Human Resources Management and Training Budapest 5-7 September 2012 Day 1 Session 4(a) Recruitment and training of new staff members

More information

Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult)

Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult) PROGRAMME SPECIFICATION KEY FACTS Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult) Award MSc School School of Health Sciences Department Division

More information

Administrator Phase 1 MBChB Medical degree course

Administrator Phase 1 MBChB Medical degree course Administrator Phase 1 MBChB Medical degree course Department of Medical and Social Care Education College of Medicine, Biological Sciences & Psychology Salary Grade 4-17,503 to 20,172 per annum Ref: MBP00882

More information

ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION

ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION This document describes the Doctorate in Clinical Psychology. This specification is valid for new entrants and current students from September

More information

Code of Practice on Assessment and Examination for MB BS

Code of Practice on Assessment and Examination for MB BS Hull York Medical School Code of Practice on Assessment and Examination for MB BS Approval Process: Committee HYMS Board of Studies 11 th March 2015 HYMS Joint Senate Committee 30 th April 2015 To be implemented

More information

JOB DESCRIPTION. Line management. Programme leader BSc Applied Psychology

JOB DESCRIPTION. Line management. Programme leader BSc Applied Psychology JOB DESCRIPTION 1. JOB TITLE: Senior Lecturer in Psychology 2. HRMS REFERENCE NUMBER: HR14094a 3. ROLE CODE: FINSLTSR5 4. DEPARTMENT: Psychology 5. ORGANISATION CHART: Head of Psychology Deputy Heads Line

More information

Mentor Portfolio of Evidence for Nurses: Recognition of Mentorship Skills, Guidance and Mapping Framework for Stage 3 mentors/practice Teachers.

Mentor Portfolio of Evidence for Nurses: Recognition of Mentorship Skills, Guidance and Mapping Framework for Stage 3 mentors/practice Teachers. Mentor Portfolio of Evidence for Nurses: Recognition of Mentorship Skills, Guidance and Mapping Framework for Stage 3 mentors/practice Teachers. School of Nursing, Midwifery and Social Work: Working in

More information

JOB DESCRIPTION & PERSON SPECIFICATION. Grade:

JOB DESCRIPTION & PERSON SPECIFICATION. Grade: JOB DESCRIPTION & PERSON SPECIFICATION Joint MBA Course Leader (Birkbeck, University of London and UAL) Accountable to Course Committee (50:50 at each institution) Contract Length: Permanent Hours/ FTE:

More information

Small specialties thematic review

Small specialties thematic review Small specialties thematic review Quality assurance report for medical psychotherapy 2011/12 1 Contents Small specialties thematic review 1 Overview 1 Background to the review 1 Background to the specialty

More information

University of Roehampton. Quality Assurance of School Partnership Training & Delivery

University of Roehampton. Quality Assurance of School Partnership Training & Delivery University of Roehampton Quality Assurance of School Partnership Training & Delivery Policy adopted 26 th February 2015 Review date 26 th February 2016 Aim: The University of Roehampton will be relentless

More information

Job description for post of Specialty Trainee in Dental Public Health based in the Southwest Peninsula.

Job description for post of Specialty Trainee in Dental Public Health based in the Southwest Peninsula. HEALTH EDUCATION SOUTH WEST DENTAL POSTGRADUATE DEANERY Job description for post of Specialty Trainee in Dental Public Health based in the Southwest Peninsula. TITLE OF POST GRADE SPECIALTY FULL/PART TIME

More information

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION Master of Teaching (MTeach) Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final

More information

Valid from: 2012 Faculty of Humanities and Social Sciences Oxford and Cherwell Valley College Thames Valley Police

Valid from: 2012 Faculty of Humanities and Social Sciences Oxford and Cherwell Valley College Thames Valley Police APPENDIX H Programme Specification Programme Specification Foundation Degree Policing Valid from: 2012 Faculty of Humanities and Social Sciences Oxford and Cherwell Valley College Thames Valley Police

More information

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA Primary Education (Policy and Practice) Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London

More information

Programme Specification. MSc Children s Nursing (Pre-Registration) Valid from: September 2014 Faculty of Health and Life Sciences

Programme Specification. MSc Children s Nursing (Pre-Registration) Valid from: September 2014 Faculty of Health and Life Sciences Programme Specification MSc Children s (Pre-Registration) Valid from: September 2014 Faculty of Health and Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location:

More information

What it takes to be an Dental Educational Supervisor now and going forward

What it takes to be an Dental Educational Supervisor now and going forward What it takes to be an Dental Educational Supervisor now and going forward December 2015 1 Developing people for health and healthcare www.nwpgmd.nhs.uk/dentistry What it takes to be an Educational Supervisor

More information

Review of Quality Assurance: Terms of Reference. Background

Review of Quality Assurance: Terms of Reference. Background Review of Quality Assurance: Terms of Reference Background 1. The Quality Improvement Framework (QIF) consolidates previous work by the GMC on the quality assurance of basic medical education (QABME) and

More information

Teaching Institutions: Institute of Education University of London

Teaching Institutions: Institute of Education University of London PROGRAMME SPECIFICATION BA Education Studies Awarding body: Institute of Education University of London Teaching Institutions: Institute of Education University of London Name of final award BA Education

More information

MA in Education (Dance Teaching) Programme Specification

MA in Education (Dance Teaching) Programme Specification MA in Education (Dance Teaching) 1. Awarding Body University of Bath (subject to final agreement) 2. Teaching Institution (if different) 3. Final Award MA in Education (Dance Teaching) 4. Programme title/route/pathway

More information

SHEFFIELD TEACHING HOSPITALS NHS FOUNDATION TRUST EXECUTIVE SUMMARY REPORT TO THE TRUST HEALTHCARE GOVERNANCE COMMITTEE

SHEFFIELD TEACHING HOSPITALS NHS FOUNDATION TRUST EXECUTIVE SUMMARY REPORT TO THE TRUST HEALTHCARE GOVERNANCE COMMITTEE SHEFFIELD TEACHING HOSPITALS NHS FOUNDATION TRUST EXECUTIVE SUMMARY REPORT TO THE TRUST HEALTHCARE GOVERNANCE COMMITTEE I TO BE HELD ON MONDAY 26 NOVEMBER 2012 Subject: Supporting Director: Author: Status

More information

Non UK qualified doctors and Good Medical Practice: The experience of working within a different professional framework.

Non UK qualified doctors and Good Medical Practice: The experience of working within a different professional framework. Non UK qualified doctors and Good Medical Practice: The experience of working within a different professional framework Report for the General Medical Council February 2009 Executive Summary Anne Slowther

More information

Your duties as an education provider. Standards of education and training guidance

Your duties as an education provider. Standards of education and training guidance Your duties as an education provider Standards of education and training guidance Contents Introduction 3 About this document 3 About us (the Health and Care Professions Council) 3 Our main functions 4

More information

UNIVERSITY OF WOLVERHAMPTON CONFIRMED

UNIVERSITY OF WOLVERHAMPTON CONFIRMED UNIVERSITY OF WOLVERHAMPTON CONFIRMED UNIVERSITY QUALITY COMMITTEE AAR Ref 988 Report of the meeting held on 15 May 1997 in Room MN104, School of Legal Studies, Campus to approve the new Award of MA Legal

More information

Aspirations Support Bristol Limited

Aspirations Support Bristol Limited Aspirations Support Bristol Limited Aspirations Support Bristol Inspection report Design House 26 South View Staple Hill Bristol BS16 5PJ Tel: : 0117 965 1447 Website: www.aspirations-support.co.uk Date

More information

JOB DESCRIPTION. 1. JOB TITLE: Lecturer in Human Resource Management

JOB DESCRIPTION. 1. JOB TITLE: Lecturer in Human Resource Management JOB DESCRIPTION 1. JOB TITLE: Lecturer in Human Resource Management 2. REFERENCE NUMBER: HRMS/13161 3. ROLE CODE: FINLEC 4. DEPARTMENT: Marketing, Human Resource Management, Tourism and Events Management

More information

Teaching Institutions: Institute of Education, University of London

Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA Higher and Professional Education Awarding body: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final

More information

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer (MA Special Educational Needs)

JOB DESCRIPTION. 1. JOB TITLE: Senior Lecturer (MA Special Educational Needs) JOB DESCRIPTION 1. JOB TITLE: Senior Lecturer (MA Special Educational Needs) 2. HRMS REFERENCE NUMBER: HRMS/13233 3. ROLE CODE: FINSLTSR5 4. DEPARTMENT: Faculty of Education & Children s Services, Department

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School/City Campus 3. Final Award, Course

More information

MSc Educational Leadership and Management

MSc Educational Leadership and Management MSc Educational Leadership and Management Programme Specification Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and employers.

More information

Visit to Oxford University Hospitals NHS Trust

Visit to Oxford University Hospitals NHS Trust Thames Valley regional review 2014 15 Visit to Oxford University Hospitals NHS Trust This visit is part of a regional review and uses a risk-based approach. For more information on this approach see http://www.gmc-uk.org/education/13707.asp.

More information

Quality Assurance and Enhancement Documentation. 1.0 Introduction. 2.0 Standard Format. 3.0 Programme Approval Form. 4.0 Validation Documentation

Quality Assurance and Enhancement Documentation. 1.0 Introduction. 2.0 Standard Format. 3.0 Programme Approval Form. 4.0 Validation Documentation Quality Assurance and Enhancement Documentation 1.0 Introduction 2.0 Standard Format 3.0 Programme Approval Form 4.0 Validation Documentation 5.0 Response to Conditions 6.0 Definitive Document 7.0 Programme

More information

Exploring themes to improve quality for students

Exploring themes to improve quality for students Exploring themes to improve quality for students Analysis of the thematic elements of Institutional Review for England and Northern Ireland and Review of College Higher Education: The First Year Student

More information

Context and aims of the workshops

Context and aims of the workshops Themes from the Quality Assurance Review Workshops June 2012 Context and aims of the workshops 1. The General Medical Council (GMC) has legal responsibility for setting standards for undergraduate and

More information

The Workplace Learning Environment

The Workplace Learning Environment FACULTY GUIDE The Workplace Learning Environment in Postgraduate Medical Training October 2013 Appendices all guidance published by NACT UK 1. Who does what in PGME 2. Roles of Supervisors 3. Job Descriptions

More information

Programme validation report. Validation Report BN525. Master of Business. (90 ECTS credits leading to NFQ Level 9 Award)

Programme validation report. Validation Report BN525. Master of Business. (90 ECTS credits leading to NFQ Level 9 Award) Validation Report BN525 Master of Business (90 ECTS credits leading to NFQ Level 9 Award) BN522 Postgraduate Diploma in Business (60 ECTS credits leading to NFQ Level 9 Award) BN525 Page 1 of 14 29 th

More information

Revalidation of nurses and midwives

Revalidation of nurses and midwives Revalidation of nurses and midwives An independent report by KPMG on the impact of revalidation on the health and care system for the Nursing and Midwifery Council (NMC) Appendices 10 August 2015 Contents

More information

St George s University of London

St George s University of London South West London regional review 2012 13 Review of St George s University of London This visit is part of a regional review and uses a risk-based approach. For more information on this approach see http://www.gmcuk.org/education/13707.asp.

More information

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award Pg Diploma or MSc 4 Programme Title Healthcare Management 5 Programme Code

More information

Medical Appraisal Guide

Medical Appraisal Guide A guide to medical appraisal for revalidation in England March 2013 (reissued with updated hyperlinks September 2014) www.england.nhs.uk/revalidation/ Contents Introduction 3 Purpose and context 4 Primary

More information

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA Teaching English to Speakers of Other Languages (TESOL) Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University

More information

University Centre at Blackburn College. Abbreviated Programme Specification Containing Both Core + Supplementary Information

University Centre at Blackburn College. Abbreviated Programme Specification Containing Both Core + Supplementary Information Abbreviated Programme Specification Containing Both Core + Supplementary Information The Degree consistently involves both employers in all stages of the programme delivery including design, delivery,

More information

Programme Specification Foundation Degree (Arts) Business and Enterprise

Programme Specification Foundation Degree (Arts) Business and Enterprise P Programme Specification Foundation Degree (Arts) and Enterprise Valid from: September 2015 Oxford Brookes University Faculty of / (Activate Learning) Reading College 1 SECTION 1: GENERAL INFORMATION

More information

PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES

PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS Programme name Public Health (Health Visiting, School Nursing or District Nursing) Award Postgraduate Diploma/MSc School School of Health Sciences

More information

UNDERGRADUATE PROGRAMME SPECIFICATION

UNDERGRADUATE PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: BSc(Hons) Aeronautical Technology Staffordshire University Staffordshire University BSc(Hons) Aeronautical

More information

Improving the Performance of Doctors. Complaints Investigations and Remediation

Improving the Performance of Doctors. Complaints Investigations and Remediation Improving the Performance of Doctors Complaints Investigations and Remediation SHARING INFORMATION WITH PATIENTS AND CARERS HAPIA GOOD PRACTICE GUIDE 2014 HEALTHWATCH AND PUBLIC INVOLVEMENT ASSOCIATION

More information

ABOUT LOUGHBOROUGH UNIVERSITY SCHOOL OF SOCIAL, POLITICAL AND GEOGRAPHICAL SCIENCES DEPARTMENT OF SOCIAL SCIENCES

ABOUT LOUGHBOROUGH UNIVERSITY SCHOOL OF SOCIAL, POLITICAL AND GEOGRAPHICAL SCIENCES DEPARTMENT OF SOCIAL SCIENCES ABOUT LOUGHBOROUGH UNIVERSITY SCHOOL OF SOCIAL, POLITICAL AND GEOGRAPHICAL SCIENCES DEPARTMENT OF SOCIAL SCIENCES LECTURER IN COMMUNICATION AND MEDIA STUDIES FIXED-TERM FROM 15 SEPTEMBER 2015 to 15 JUNE

More information

How To Teach The Cambridge Philosophy Course

How To Teach The Cambridge Philosophy Course Programme Specifications MASTER OF PHILOSOPHY PUBLIC POLICY 1 Awarding body University of Cambridge 2 Teaching institution Department of Politics and International Relations 3 Accreditation details None

More information

Programme Specification May 2012

Programme Specification May 2012 Faculty of Business Computing and Law Programme Specification May 2012 MSc Accounting and Finance Valid from September 2012 JACS code N400/N300 Programme code Valid for delivery at University of Derby

More information

Adapted Review for Specific Course Designation by the Quality Assurance Agency for Higher Education

Adapted Review for Specific Course Designation by the Quality Assurance Agency for Higher Education Adapted Review for Specific Course Designation by the Quality Assurance Agency for Higher Education Empire College London Ltd May 2014 Contents Key findings about Empire College London Ltd... 1 Good practice...

More information

UNIVERSITY OF LINCOLN JOB DESCRIPTION. JOB NUMBER CSS016 GRADE 8 DATE May 2015 CONTEXT

UNIVERSITY OF LINCOLN JOB DESCRIPTION. JOB NUMBER CSS016 GRADE 8 DATE May 2015 CONTEXT UNIVERSITY OF LINCOLN JOB DESCRIPTION JOB TITLE DEPARTMENT LOCATION Senior Lecturer in Accountancy Lincoln Business School Brayford JOB NUMBER CSS016 GRADE 8 DATE May 2015 REPORTS TO Deputy Head of School

More information

MSc, PG Dip, PG Cert in Advanced Nursing Practice

MSc, PG Dip, PG Cert in Advanced Nursing Practice Programme Specification MSc, PG Dip, PG Cert in Advanced Nursing Practice Valid from: January 2016 Faculty of Health and Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution

More information

Programme Specification

Programme Specification Programme Specification Title: Marketing Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc) To be delivered

More information

The following points have been raised by the Task and Finish Group regarding performance criteria:

The following points have been raised by the Task and Finish Group regarding performance criteria: Performance criteria 1. Comments from T & F Group The following points have been raised by the Task and Finish Group regarding performance criteria: - Management of the University agreed to use a Balanced

More information

JOB DESCRIPTION. 4. DEPARTMENT: Warrington School of Management

JOB DESCRIPTION. 4. DEPARTMENT: Warrington School of Management JOB DESCRIPTION 1. JOB TITLE: Lecturer in Public Relations 2. HRMS REFERENCE NUMBER: HR14095b 3. ROLE CODE: FINLEC 4. DEPARTMENT: Warrington School of Management 5. ORGANISATION CHART: Executive Dean Deputy

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling

More information

A HANDBOOK FOR MENTORS School of Nursing, Midwifery & Social Work The University of Manchester

A HANDBOOK FOR MENTORS School of Nursing, Midwifery & Social Work The University of Manchester A HANDBOOK FOR MENTORS School of Nursing, Midwifery & Social Work The University of Manchester School of Nursing, Midwifery & Social Work The University of Salford Faculty of Health, Psychology and Social

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title MSc International Spatial Planning 5 Programme Code 5177

More information