Coventry University Faculty of Health and Life Sciences Programme Specification: MANUAL THERAPY. Title of Award Mode UCAS Code FHEQ Level

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1 Coventry University Faculty of Health and Life Sciences Programme Specification: MANUAL THERAPY 1 Available Award(s) and Modes of Study Title of Award Mode UCAS Code FHEQ Level PgCert/ PgDip/MSc Full time or Part time N/A 7 *Qualification descriptors can be found at 2 Awarding Institution/Body Coventry University. 3 Teaching Institution Coventry University. 4 Internal Approval/Review Dates Date of first approval/latest review: Date for next review: Manipulative Therapy July 2007 July Programme Accredited by The PgD/MSc is accredited by the Manipulation Association of Chartered Physiotherapists (MACP), and through this organisation, the International Federation of Orthopaedic Manipulative Physical Therapists (IFOMPT) 6 Accreditation Date and Duration 5 years / QAA Subject Benchmark Statement(s) and other external factors There are no specific benchmark statements related to the programme however the programme meets requirements of the QAA Masters Degree Characterics found at FHEQ level 7 The PgD/MSc is accredited by the Manipulation Association of Chartered Physiotherapists (MACP), and through this organisation, the International Federation of Orthopaedic Manipulative Physical Therapists (IFOMPT) 8 Date of Programme Specification July docx 1 / 16

2 9 Programme Manager/ Course Director Course Director Jacob Saranga 10 Educational Aims of the Programme Postgraduate Diploma in Aims Contribute to the continued development of a students clinical practice expertise by further developing their understanding, integration of theory and practice, their evaluation of practice, clinical reasoning, reflection and clinical skills in order to meet the demands of advanced professional roles Develop an in-depth knowledge and understanding and the ability to reflect,critically evaluate and apply to the area of Critically evaluate and rigorously analyse the relevant literature, including research-based evidence and policy documents relating to. Recognition of the centrality of research and the evaluation of clinical outcomes in the development of professional knowledge and practice Contribute to the facilitation of the continued professional development and lifelong learning of clinical colleagues and the advancement of clinical knowledge, research and practice in the area of Manual therapy Masters Award In addition to the aims of a Postgraduate Diploma: Produce a research-based dissertation in a topic area related to and possibly present and publish findings to contribute to the growing body of knowledge in the area of. 11 Intended Learning Outcomes This programme is consistent with the QAA qualification descriptors for Masters (M) level and the University s Code of Practice for Academic and Professional Skills Development. Section 20 maps the learning outcomes described below to the programmes mandatory and option modules Knowledge and Understanding On successful completion of the programme the student should be able to demonstrate knowledge and understanding of: Generic Outcomes KU1 KU2 The underpinning principal conceptual and theoretical issues with regard to the named course The ways in which evidence is used and could be used to shape the organisation and delivery of health and social care. Additional Course Specific Outcomes 2010.docx 2 / 16

3 KU- PHM1 The current issues and developments within manual therapy KU-PHM2 The relationship between expertise, education, continuous professional development and reflective practice The principal teaching, learning and assessment methods used on the programme to achieve these learning outcomes are identified below. Generic: Teaching and Learning Assessment KU1 Lectures, seminars, published literature, module webs Individual written coursework, oral and poster presentations, dissertation KU2 Lectures, seminars, published literature Individual written coursework : Teaching and Learning Assessment KU-PHM1 Lectures, seminars, practical workshops, published literature and CUonline Individual written coursework, poster presentations, seminars, dissertation KU-PHM2 Lectures, seminars, practical workshops, published literature and CUonline Individual written coursework, poster presentations, seminars, dissertation 11.2 Cognitive (thinking) Skills On successful completion of the programme the student should be able to: Generic Outcomes CS1 Critically analyse, evaluate and interpret knowledge and practice with regard to the named area of study Additional Course Specific Outcomes CS-PHM1 Reflect upon ones existing approach to clinical practice CS-PHM2 Analyse the relative merits of various approaches within manual therapy The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below. Generic CS1 Teaching and Learning Lectures, workshops, published literature, seminars, case studies Assessment Written essays 2010.docx 3 / 16

4 CS- PHM1 CS- PHM2 Teaching and Learning Seminars, clinical practice, tutorials, published research Lectures, seminars, published literature, clinical practice Assessment Individual written coursework, presentations, clinical report form, seminar Individual written coursework, seminars, clinical report form 11.3 Practical Skills On successful completion of the programme the student should be able to Generic Outcomes PS1 Formulate and present a critical argument using a variety of methods (e.g. report, portfolio, presentation, essay, patient examination) that would stand up to critical review and scrutiny in academic and professional settings Course Specific Outcomes PS-PHM1 PS-PHM2 PS-PHM3 PS-PHM4 PS-PHM5 Conduct a thorough and appropriate assessment of a patient, taking into consideration physical, psychological and social issues Evaluate a patient s response to clinical management, and thereby progress and / or modify clinical intervention appropriately Develop expertise in clinical reasoning Evaluate the issues central to team work and interagency working within the speciality of manual therapy Achieve a standard of expertise in clinical practice to provide eligibility for membership of the MACP and IFOMT The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below. Generic PS1 Teaching and Learning Lectures, problem based learning, workshops, seminars, published literature Assessment Written essay, presentation PS-PHA1 PS-PHA2 Teaching and Learning Lectures, seminars, workshops, tutorials, published literature, student led case scenario presentations, journal clubs Lectures, seminars, workshops, tutorials, published literature, student led case scenario presentations, journal clubs Assessment Case studies, essay, OSCE Case studies, essay, OSPE, dissertation PS-PHM1 Teaching and Learning Lectures, practical workshops, published literature and mentored clinical practice Assessment Clinical report form and seminar 2010.docx 4 / 16

5 PS-PHM2 PS-PHM3 PS-PHM4 PS-PHM5 PS-PHN4 Lectures, practical workshops, published literature and mentored clinical practice Lectures, practical workshops, published literature and mentored clinical practice Lectures, practical workshops, published literature and mentored clinical practice Lectures, practical workshops, published literature and mentored clinical practice Lectures, seminars, tutor and student led tutorials, published literature, mentored clinical practice Clinical report form and seminar Clinical report form and seminar Clinical report form and seminar Clinical report form and seminar Coursework, presentation, clinical report form 11.4 Transferable Skills On successful completion of the programme the student should be able to Generic Outcomes TS1 Critique the published work of others (e.g. reports, journal articles) and reflect critically on practice TS2 Execute Project Management Additional Course Specific Outcomes TS- PHM1 Adapt approach to patient management according to clinical reasoning. Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that the student is given every opportunity to demonstrate their skills in these areas. 12 Programme Structure and Requirements, Levels, Modules, Credits and Awards Modules within the programme, their status (whether mandatory or options), the levels at which they are studied, their credit value and pre/co requisites are appended in section 19. Mandatory Modules Postgraduate Certificate M58PH Research Methodology. Methods and design 20m M29PH Neuromusculoskeletal 1 20m M30PH Neuromusculoskeletal 2 20m Postgraduate Diploma M36PH Developing expertise in physiotherapy 20m M29PH Neuromusculoskeletal 1 20m M30PH Neuromusculoskeletal 2 20m M57PH Clinical Practice 20m M58PH Research Methodology. Methods and design 20m M PH/HLS Option Module 20m Masters MSc in Modules for Postgraduate Diploma plus M59PH Masters Dissertation 2010.docx 5 / 16

6 Masters with merit is awarded for an overall mean mark of 60% but less that 70% Masters with distinction is awarded for an overall mean mark of 70% or higher 13 Support for Students and their Learning Student support mechanisms are as detailed in the University Code of Practice on the Personal Support of Students. In addition support is offered within the Department of Physiotherapy by Course Tutors, Module Leaders, Module Tutors, and Dissertation Supervisors. Personal tutors are assigned at the beginning of the course and are an additional means of support to students on the course. For students enrolled on the MSc a mentor will be available to support the student during the placement module. An induction programme provides background information regarding key services such as library, Moodle, computing, student services; enrolment; making the transition from undergraduate to postgraduate education; for example writing and presenting at Masters level; student representation. An induction to the dissertation is provided in a half-day programme that explores the different stages of the process, ethical approval, working with a supervisor and the development of existing ideas. This is followed up by half-day workshops that run each term to cover emerging issues and data analysis. The following written support materials will be provided: University regulations Student Handbook Module Directory Dissertation Handbook Reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities. Students may discuss their needs with the Programme Manager, Course Tutor, HLS Learning Support Coordinator, or any other member of HLS staff with whom they feel comfortable. 14 Criteria for Admission Generic The general requirements for admissions are in line with University policy (Academic Regulations 2.7). Students whose first language is not English are normally required to have IELTS of 7, TOEFL paper based of 570 Applications will be encouraged from non-standard entrants with relevant experiential learning. Course specific requirements are given below. Course Specific Applicants must hold a professional qualification in physiotherapy, and be state registered as physiotherapists by Health Professions Council, and members of the Chartered Society of Physiotherapy. Normally, they will have an Honours Degree in Physiotherapy from a recognised institution, which includes a module on research methods or study of an equivalent nature. Student should have evidence of a minimum of fifteen hundred hours of working in a musculoskeletal docx 6 / 16

7 15 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Programme is managed by the Physiotherapy Board of Studies of the Faculty Health and Life Sciences. The Programme Assessment Board (PAB) for Physiotherapy is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The assurance of the quality of modules is the responsibility of the Boards of Studies which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQM). Details of the AQM process can be found on the Registry s web site. Students are represented on the Course Consultative Committee, Board of Studies and School Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. All programmes are subject to a major review involving subject experts external to the University, normally on a five or six year cycle. Current and former students and employers views are sought where appropriate. Additionally, all Course Tutors obtain ongoing, informal feedback from students. 16 Regulation of Assessment The University policy requires the internal moderation of assessments. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers, and view representative samples of work for the modules for which they have responsibility. At programme level, External examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. Awards for Taught Master programmes may be made with Distinction or Merit (i.e. achievement of an average mark of at least 70% or 60% respectively) docx 7 / 16

8 17 Indicators of Quality and Standards Quality Assurance Agency (QAA) for Higher Education review has been consistently positive. The report of QAA s Institutional Audit undertaken in November 2008 confirmed that Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities. More specifically the outcome of QAA Major review of healthcare programmes in 2006 reported confidence in all the programmes under the purview of the Faculty of Health and Life Sciences. External Examiner and MACP & IFOMT reports are positive. Health and Social Care organisations are satisfied with the level of professional knowledge and skills and transferable skills that students develop through the programmes. Students are satisfied with their achievements and are positive about their experience of studying at Coventry University. 18 Notes Key sources of information about the course and student support can be found in Please list as appropriate e.g. Faculty/School Handbook Student Handbook Module Guides Module Information Directory ( Study Support information is accessible from student services home page Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. PaQs\SAS June 2002 Amended 28 April docx 8 / 16

9 Section 19 Generic Mandatory Modules Module code Module title Credit value Pre/Co requisite Status All Courses M58PH Research Methodology, Methods and Design M59PH Masters Dissertation Key: Status M Mandatory (i.e. must be studied and passed) 20M 60M None None M M Additional Course Specific Modules Module code Module title Credit value Pre/Co requisite Status Mandatory Modules M36PH Developing Expertise in Physiotherapy 20M - M M29PH Neuromusculoskeletal 1 20M - M M30PH Neuromusculoskeletal 2 20M M M57PH Clinical Practice 20M M29PH CW2 M30PH CW2 Key: Status M Mandatory (i.e. must be studied and passed) O Core Option M Option Modules Module Module title code Credit value Pre/Co requisite M54PH Acupuncture for pain relief 20M O M07HLS Learning for Health and Social Care Professionals 20M O M03HLS Evidence Based Practice 20M O M35PH M38PH M45PH Injection Therapy (Musculoskeletal) Extended Scope Practice Ultrasound Imaging 20M 20M 20M Status O O O 2010.docx 9 / 16

10 Section 20-Curriculum Map Intended Learning Outcomes Knowledge and Understanding Cognitive (Thinking) Skills Transferable Skills Module codes KU1 KU2 KU3 KU4 KU- 1 KU- 2 CS1 CS2 CS3 CS- 1 CS- 2 PS1 PS2 PS3 PS- 1 PS- 2 PS- 3 PS- 4 PS- 5 TS1 TS2 TS- 1 Mandatory M58PH M59PH M29PH M30PH M57PH M36PH Option Modules* *For given modules please see the programme specification of the host masters degree 2010.docx 10 / 16

11 Section 21- Capabilities (Skills) Map Module codes Learning to Learn Working with others Problem Solving and Innovation Numeracy IT and Online Learning Communication Career Management Information Management M36PH TPA TP TA P TP TA TAP TPA M29PH TPA TP TPA P TP T TAP P M30PH TPA TP TPA P P TP T TPA P M57PH TPA TP TPA P TPA TP TP P M58PH TPA P TPA PT TP P TPA P M59PH TPA P TPA PA TP P P TPA TP Key: T=Taught, P=Practiced, A=Assessed Personal Development Planning Learning to Learn Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning. Working with Others Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others. Problem Solving and Innovation Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values. Numeracy Students should be able to interpret, analyse and present numerical data. IT and Online Learning Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data. Communication Students should be able to communicate effectively in appropriate forms in a wide variety of situations. Career Management Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations. Information Management Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources. Personal Development Planning Students should be able to demonstrate self-awareness, set personal goals and record achievement docx 11 / 16

12 Part 2: Supporting Information for MSc 1. Relationship to the National Qualifications Framework, Subject Benchmarks, and Professional/Statutory body Requirements The course is designed to meet the benchmarks for M level programmes found at and FHEQ level Teaching and learning strategy The focus of the teaching and learning strategy will be on the student s academic and professional self-development as an adult learner. The course is founded on the principle of individual responsibility in learning. The course team will aim to facilitate students as individuals through personal and professional development strategies, thereby enabling them to recognise the importance of life-long learning acquisition of human capital, continuing personal and professional development. The use of a variety of professional and life experiences will be encouraged through a combination of seminars, workshops and other means of sharing experience. On occasion, special visiting lecturers will form an integral part of the programme to initiate open debate on current issues and concerns. Academic writing skills will be developed through the active implementation of library skills, under the guidance of the tutors, support of the subject specific librarian, and the programmes of assessed coursework. Student-led seminars and formal presentations will enhance oral communication skills. The programme offers a variety of teaching and learning modes thereby enabling a range of skills to be developed and enhanced. Students will be supported throughout to share experiences and present new knowledge, and be encouraged to continue to do so following the course to advance their academic and professional profile. Furthermore the competencies described in the IFOMT educational standards document 2008 were used to formulate the learning aims & outcomes of the PgD Assessment strategy University Academic Regulations for Masters Courses apply, subject to special regulations for individual courses. All assessment results are subject to ratification of the Subject Assessment Board. The Masters courses are assessed entirely through coursework. There are no written examinations. A scheme of work and a schedule of coursework assignments are provided by the Module Leader at the start of each module. It is the responsibility of a Module Leader to set coursework assignments, collect and return them with constructive feedback docx 12 / 16

13 Assignments may include essays and other written theory work, preparation and delivery of seminars, poster presentations, practical viva voce and reports, as appropriate to the subject. Coursework assignments are normally expected to be word-processed. Assessment Compensation Except when contradictory to the requirements for professional accreditation, assessment on all modules within a specific course is subject to the following rules for compensation: a) When the assessment in a module comprises only ONE component, there is NO compensation. A mark of 40% or higher constitutes a pass on that module. b) When the assessment in a module comprises more than one component, and each component relates to a discrete subset of Intended Learning Outcomes (i.e. no overlap), there is no compensation. A mark of 40% or higher on EACH component constitutes a pass on that module. c) When the assessment in a module comprises more than one component, and there is some overlap of Intended Learning Outcomes across the different components, compensation is allowed at 35%. A mark of 35% or higher on each component AND a module mark of 40% or higher constitutes a pass on that module. d) When any component of the assessment for a module comprises several aspects that are given individual marks, the combined mark constitutes the mark for that component; (a), (b) and (c) above apply for the module mark. Assessment Parity A goal during the development of modules and new courses has been to ensure compatibility of component weightings within modules, comparability in the requirements of assignments across the various Masters modules and, between the different courses. These aspects are appraised at module and course approval events. a) Taught masters modules are based on units of 10 credits at M level. A unit of 10M credits equates to 2000 words in: an essay a research proposal a report an article. b) Hence, when an assessment in a module comprises ONE essay, then, the following wordage normally applies: Module credit rating Wordage for essay 10M 2,000 20M 4,000 60M 10,000 15, docx 13 / 16

14 c) Exceptions to the normal requirements must be approved by the relevant Course Director, in consultation with the Associate Dean with responsibility for postgraduate studies. Approval is based on a justifiable rationale. Marking All work is marked according to clearly stated criteria. A variety of mechanisms are used to maintain comparability across students and modules. These include: (a) Moderation Moderation/second marking of module assignments occurs in 10% of scripts or 5 scripts, whichever is the greater, and on all failed scripts. The first and second markers meet to discuss the mark to be reported. If the two marks differ by more than 7%, then the work is marked by a third tutor. If this third mark differs by more than 7% from each of the first two marks, then, the first marker s mark is recorded and given to the student, pending the judgement of the relevant External Examiner. In all cases involving a disparity of marks, the External Examiner reviews the assignment and the marking process. (b) External Examiner All marks are subject to the External Examiner s comment and are ratified at the Subject Assessment and Programme Assessment Boards. The Course Director and External Examiner agree arrangements for coursework, seminar and dissertations. A minimum requirement is that the External sees a representative sample of work from each mark band (including borderline marks), all fails and all dissertations. The minimum sample size as specified in the University regulations is 4, 6, 8 and 10 for group sizes of fewer than 25, 25-50, , and more than 100, respectively. (c) Word Limit The word limit on any written assignment is a MAXIMUM. A margin of 10% is allowed on the specified word limit for written assignments. Students must state the actual number of words on the title page or on the last page of each assignment. If the number of words exceeds the 10% margin for any piece of work, then a penalty of 10% of the mark is applied for that assignment. This is in accordance with University regulations. Assessment Criteria for Masters Coursework and Dissertations Standardised assessment criteria are used for the majority of modules within a specific course. Where appropriate and approved, some modules have developed individual assessment tools, but all comply with criteria based assessment. All masters dissertations are marked according to standardised criteria. Marks Please note that the % mark assigned to any piece of work is PROVISIONAL until it has been ratified by the Programme Assessment Board. Students will be informed of their confirmed marks by SOLAR docx 14 / 16

15 Assignment Feedback Feedback is given on Coursework Assessment Forms (that correspond to the assessment criteria) attached to the front of each assignment. Tutors comments on the assignment and on the mark sheet are expressed in accordance with University regulations. Reassessment The Programme Assessment Board may grant one further attempt at any assignment that a student fails at the first attempt. This Board also determines the submission date of any such reassessment. The Module Leader will inform students of the requirements for the reassessment via CUonline Module Web. Students in this situation should read the comments on the assignment feedback sheet and may seek advice or clarification from the marker or Module Leader prior to re-submission. Reviews and appeals are managed in accordance with Coventry University Academic Regulations. Students who have outstanding debts to Coventry University should see the University web site for details of the consequences with regard to their progression or award. Submission of coursework: The following sections apply equally to the masters dissertation. Students are required to submit ONE copy of all coursework components and TWO copies of dissertations to the HLS Assignment Handling Office (ground floor Richard Crossman building) on or before the submission date. University regulation for late resubmission apply Details of assignment submission dates are provided by Module Leaders (in each Module Guide), or by the Dissertation/Course Tutor for the masters dissertation. EACH assignment must be accompanied by an Assignment Cover Sheet (available from the Assignment Handling Office (AHO)). Students should specify: Title of assignment Course Module Code and Title Module Leader Number of words In the event of extenuating circumstances that are supported by evidence (e.g. Medical Certificate), students may request a deferral on the submission date for an assignment. Requests for deferral are made on a standardised form and MUST to be submitted before the assignment deadline. (Students should complete and submit a Deferral Application Form, and provide supporting thirdparty evidence.) 2010.docx 15 / 16

16 To request a deferral, students should complete a Deferral Form, which is obtainable from Assignment Handling Office or the Courser Administrator. There has recently been a major change in the University regulations. When students submit an assignment, then, this acts as a declaration that a student is fit to make a valid attempt at the assessment. Subsequently, no claim for extenuating circumstances will be accepted. If a student feels that certain circumstances may be affecting their ability to perform on the assessment, then, they are STRONGLY ADVISED to discuss the best course of action with the Course Director before the assignment deadline(s). The decision on whether to grant a deferral of assessment in any form of coursework lies with the Faculty. 4. Programme/Course Management Course director: Jacob Saranga 5. Entry Requirements and selection procedures Generic The general requirements for admissions are in line with University policy (Academic Regulations 2.7). Students whose first language is not English are required to have IELTS of 7, TOEFL paper based of 570. Course Specific: Applicants must hold a professional qualification in physiotherapy and hold an HPC and CSP membership They should hold a degree or diploma in physiotherapy as recognised in the country of origin. All applicants will be interviewed prior to entry. 6. Compliance with the University s Academic Regulations and current legislation This course complies with Coventry University academic regulations docx 16 / 16