Programme Specification Postgraduate. Applicable to postgraduate programmes. Part A: Programme Summary Information. MSc

Transcription

1 Programme Specification Postgraduate Applicable to postgraduate programmes Please click here for guidance on completing this specification template. Part A: Programme Summary Information 1. Title of programme: Master of Science; 2. Programme Code: MHPS 3. Entry Award(s): Credit: Level: MA MSc PGDip PGCert 60 7 PG Award DPS CPS Other (please specify below: 4. Exit Awards: Credit: Level: PGDip PGCert 60 7 PG Award 30 7 CPS Exit awards will automatically bear the name of the entry award. If an exit award is to be unnamed (i.e. it will show only the qualification achieved) or if it is to have a different name from the entry qualification you must indicate this below: 1 of 22

2 Exit Awards: Students can be awarded a Postgraduate Certificate in if they have completed modules amounting to 60 credits. The following modules are compulsory: Individual Differences and Intelligence Students can be awarded the Postgraduate Diploma in Mental Health if they have completed modules amounting to 120 credits Individual Differences and Intelligence LPSY313 Psychotherapeutic 8. Otherwise, the award will be unnamed. 5. Date of first intake: June Frequency of intake: Continuous: approximately 6 entry points each year. 7. Duration and mode of study: Part Time 2-6 years: by online learning via the Internet 8. Applicable framework: University Framework for Full-time and Parttime Postgraduate Programmes Framework exemption required: Please indicate the applicable boxes: No (please go to section 9) Yes (please provide a brief summary below) Date exemption approved by AQSC: 9. Applicable Ordinance: Ordinance 42 New/revised Ordinance required: Please indicate the applicable boxes: No (please go to section 10) Yes (please provide a brief summary below) Date new/revised Ordinance approved by Council: 2 of 22

3 10. Faculty: Health and Life Sciences 11: Level 2 School/Institute: Institute of Learning and Teaching 12. Level 1 unit: School of 13. Campus: Online 14. Other contributors from UoL: 15: Teaching other than at UoL: None The programme is run in partnership with Laureate Online Education. All teaching is carried out by Honorary Recognised Teachers or Lecturers of the University of Liverpool. 16: Director of Studies: Dr Alexandra Forsythe 17: Board of Studies: HLS online Board of Studies 18: Board of Examiners: HLS online Board of Examiners 19. External Examiner(s): Name Institution Position 20. Professional, Statutory or Regulatory body: 21: QAA Subject benchmark Statements(s): Dr Kevin Dyer Assistant Course Director Diploma/Msc in Applied (Clinical Specialism) School of Queen's University Belfast None n/a 22. Other reference points: QAA The UK Quality Code for Higher Education 23. Fees: Fees charged by Laureate Online Education, within the terms of the institutional agreement between Laureate and the University of Liverpool Additional costs to the student: n/a 25: AQSC approval: Part B: Programme Aims & Objectives 26. Aims of the Programme 3 of 22

4 No. The programme is designed for students who wish to enter a career that makes use of research and/or applications of psychological theory as it relates to practical local and global problems and issues in mental health. As such this program aims to produce postgraduate students with knowledge of both practical and theoretical aspects of mental health and to empower students to innovatively and creatively apply their theoretical knowledge to the resolution of pressing issues related to the of mental health. Aim: The programme aims: 1 To provide the students who have not achieved a primary degree with a core understanding of and its applications to a variety of contemporary issues relating to human, well-being and mental health; 2 To provide students with the knowledge and skills necessary to conduct psychological research from a cross-cultural and global perspective; 3 To educate students in the complexities of diagnosing and treating a variety of psychological conditions; 27. Learning Outcomes No. Learning outcomes Master s degree 1 Apply ethical considerations to the design, analysis, and conducting of psychological experiments 2 Critically evaluate theoretical perspectives of the nature of human behaviour and the role of the environment in behaviour 3 Critically evaluate contemporary local and global issues in Mental Health. 4 Apply theoretical foundations in mental to work with clients in the field 5 Critically evaluate theories of psychopathology. 6 Critically evaluate interventions designed to reduce mental ill-health and increase mental health and well-being. 7 Apply the core principles of diagnosis and treatment. 8 Critically reflect on personal and professional goals in relation to selfdevelopment as a scientist practitioner. 9 Acquired the skills to enable them to plan, execute, analyse and report research of a publishable or near publishable quality of relevance to the field. No. Learning Outcomes Learning outcomes Postgraduate Diploma 1 Apply ethical considerations to the design, analysis, and conducting of psychological experiments 2 Critically evaluate theoretical perspectives of the nature of human behaviour and the role of the environment in behaviour 3 Critically evaluate contemporary local and global issues in Mental Health. 4 Apply theoretical foundations in mental to work with clients in the field 5 Critically evaluate theories of psychopathology. 4 of 22

5 6 Critically evaluate interventions designed to reduce mental ill-health and increase mental health and well-being. 7 Apply the core principles of diagnosis and treatment. 8 Critically reflect on personal and professional goals in relation to selfdevelopment as a scientist practitioner. No. Learning Outcomes Learning outcomes Postgraduate Certificate 1 Apply ethical considerations to the design, analysis, and conducting of psychological experiments 2 Critically evaluate theoretical perspectives of the nature of human behaviour and the role of the environment in behaviour 8 Critically reflect on personal and professional goals in relation to selfdevelopment as a scientist practitioner. No. Learning Outcomes Learning outcomes Postgraduate Award The learning outcomes for the Postgraduate Award are variable, depending on the modules to the value of 30 credits that have been successful passed. 27a. Mapping of subject-based learning outcomes: Learning outcome No. 1. Apply ethical considerations to the design, analysis, and conducting of psychological experiments 2 Critically evaluate theoretical Module(s) in which this will be delivered Mode of assessing achievement of learning outcome through short answer s and essay, learning log and dissertation. through short PSRB/Subject benchmark statement (if applicable) N/A N/A 5 of 22

6 perspectives of the nature of human behaviour and the role of the environment in behaviour 3 Critically evaluate contemporary local and global issues in Mental Health. 4 Understand multiple theoretical foundations and apply them to work with clients in the field 5 Critically evaluate theories of psychopathology. 6 Critically evaluate interventions answer s and essay, learning log and dissertation. through short answer s and essay, learning log and dissertation. through short answer s and essay, learning log and dissertation. through short answer s and essay, learning log and dissertation. through short N/A N/A N/A N/A 6 of 22

7 designed to reduce mental ill-health and increase mental health and well being. 7 Apply the core principles of diagnosis and treatment. 8 Critically reflect on personal and professional goals in relation to selfdevelopment as a scientist practitioner. answer s and essay, learning log and dissertation. through short answer s and essay, learning log and dissertation. through short answer s and essay, learning log and dissertation. N/A N/A 28. Skills and Other Attributes No. Skills and attributes: degree programmes will offer opportunities for students to experience, learn, practice and be assessed on important skills. Studying will provide a diversity of skills that will prepare students both for a career as professional psychologists and a perspective that provides a distinctive contribution to other, diverse professions. (Primary methods of are in brackets.) Preliminary modules are concerned with the development of empirical skills, including the collection and analyses of data using diverse subject specific methods and generic skills, including use of computers in statistical analyses. LPSY303 deals with methodology and analysis. 1 Communicate effectively, both in writing and orally (written essay, oral presentation) 2 Comprehend and use data effectively (practical exercises and reports) 3 Use computers and be computer literate (practical exercises and reports, coursework essays) 4 Retrieve and organise information effectively (written essays and practical 7 of 22

8 exercises and reports) 5 Critically handle primary source material (written essays, practical reports, oral presentations) 6 Problem solve and reason in a systematic and objective manner (written essays, practical reports) 7 Develop group working and cooperative strategies to maximise skills (practical reports) 8 Integrate ideas and findings across the multiple perspectives in (learning logs, written essays, practical reports, questions) 9 Recognise distinctive psychological contributions to issues of mental health (learning logs, written essays, practical reports, questions) 10 Identify general patterns and issues that influence varied psychological functions (learning logs, written essays, practical reports, questions) 11 Carry out empirical studies involving a variety of methods of data collection, including; observation, questionnaires, psychometric tests and experiments, and examine practical and theoretical issues associated with different methods (practical exercises, reports, dissertation) 12 Analyse data using a variety of both qualitative and quantitative methods (practical exercises, dissertation, reports) 13 Present and evaluate research findings (practical reports, questions) 14 Carry out an extensive piece of independent empirical research (practical reports, dissertation) 15 Demonstrate an awareness of the ethical concerns within the discipline, especially in the conduct of empirical studies, including knowledge of the guidelines published by the British Psychological Society and the local and global institutional procedures for obtaining ethical approval. 28a. Mapping of skills and other attributes: Skills and other attributes No. Generic 1 Communicate effectively, both in writing and orally Module(s) in which this will be delivered and assessed research skills, employability skills employability and research skills Mode of assessing achievement of the skill or other attribute through short answer s and essay and dissertation. 8 of 22

9 Generic 2 Comprehend use effectively and data Generic 3 Use computers and be computer literate Generic 4 Retrieve organise information effectively and Research skills, learning skills, time management skills Employability, team working skills employability through short answer s and essay, learning log and dissertation. Practical exercises reports, coursework essays and through short answer s and by learning log, extended essay and dissertation. 9 of 22

10 Generic 5 Critically handle primary source material Generic 6 Problem solve and reason in a systematic and objective manner Generic 7 Develop group working and cooperative strategies to maximise skills employability, research skills. Research skills, employability, numeracy. Research skills, employability, through research s, dissertation and essay through research s, dissertation and essay of questions, 10 of 22

11 Subject Specific 8 Integrate ideas and findings across the multiple perspectives in Subject Specific 9 Recognise distinctive psychological contributions to issues of wider relevance Subject Specific 10 Identify general patterns and issues that influence varied psychological functions employability, research skills. employability, research skills. employability, research skills. learning logs, written essays, practical reports, questions learning logs, written essays, practical reports, questions learning logs, written essays, practical reports, questions 11 of 22

12 Subject Specific 11 Carry out empirical studies involving a variety of methods of data collection, including; observation, questionnaires, psychometric tests and experiments, and examine practical and theoretical issues associated with different methods Subject Specific 12 Analyse data using a variety of both qualitative and quantitative methods Subject Specific 13 Present and evaluate research findings employability, research skills. employability, research skills. employability, research skills. practical exercises, reports, dissertation practical exercises, dissertation, reports practical reports, questions 12 of 22

13 Subject Specific 14 Carry out an extensive piece of independent empirical research Subject specific 15 Demonstrate an awareness of the ethical concerns within the discipline, especially in the conduct of empirical studies, including knowledge of the guidelines published by the British Psychological Society and the local and global institutional procedures for obtaining ethical approval. employability, research skills. employability, research skills. practical reports, dissertation practical reports, dissertation 29. Career opportunities: The expectation is that this degree programme will provide a basis for the student who wishes to develop a career in therapeutic practice. Counselling psychologists deal with a wide range of mental health problems concerning life issues including bereavement, domestic violence, sexual abuse, traumas and relationship issues. They understand diagnosis and the medical context to mental health problems and work with the individual s unique subjective psychological experience to empower their recovery and alleviate distress. Counselling psychologists are a relatively new breed of professional applied psychologists concerned with the integration of psychological theory and research with therapeutic practice. The practice of counselling requires a high level of self-awareness and competence in relating the skills and knowledge of personal and interpersonal dynamics to the therapeutic context. This program of study aims to develop these personal and academic skills in graduates. 13 of 22

14 Currently, in the UK, there is no minimum level of qualification that needs to be reached in order to practice. However, this is likely to change in the near future as counselling and psychotherapy become regulated professions. This program of study will provide students with evidence of competence for entry into counselling and psychotherapy programs. Part C: Entrance Requirements 30. Academic Requirements: Academic Requirements The programme is available to any University graduate. This will normally include: Graduates in or related programmes from an approved university. Non--related graduates, and others who have satisfied the requirements of approved exam boards, or have satisfied the University that they are suitably qualified to undertake a postgraduate programme. They must have at least two years approved professional experience, and either completed the final examination of an approved professional institution (University Grants Commission, International Ranking Expert Group etc), or obtained some other qualification approved for this purpose by the University, In addition, applicants require a GCSE Grade 3 (grade C) or GCE O Level pass in Mathematics and English, or an equivalent qualification. Applicants from outside the UK will also normally be required to have passed the IELTS (International English Language Testing System) examination, the TOEFL examination or the TEEP (Test of English for Educational Purposes) examination before commencing the programme. The following standards are required: IELTS/TEEP: an overall score of at least 6.5 a score of at least 7 on each of the reading and writing elements of IELTS/TEEP the IELTS reading and writing tests taken by candidates must be the Academic Reading and Academic Writing tests TOEFL: a score of at least 570 on the paper based test, or a score of at least 230 on the computer based test (with a score of at least 4.5 on the essay section of the test) a score of at least 88 on the internet based test with a minimum of 22 in both the reading and the writing components. 31. Work experience: Non graduates - at least two years approved professional experience 14 of 22

15 32. Other requirements: No further requirements Part D: Programme Structure 33. Programme Structure: Postgraduate Certificate in compulsory: Postgraduate Diploma in compulsory: LPSY313 Psychotherapeutic 8. Mental Health Treatment Masters level Compulsory: Personality, LPSY313 Psychotherapeutic 16. Mental Health Treatment 17. LPSY315 Masters level will have a 60 credit dissertation. 34. Industrial placement/work placement/year abroad: n/a 35. Liaison between the Level 2 Schools/Institutes involved: Delivery of the programme is via an institutional partnership between the University and Laureate Online Education. Staff involved in the delivery and development of the programme liaise on a daily basis with colleagues at Laureate who are responsible for the day-to-day management of the programme though the University retains authority over all academic aspects of the programme and its delivery. Appropriate Laureate personnel are represented on the Board of Studies and Board of Examiners, together with representatives of the e-learning Unit, the Department of, and the Faculty of Health & Life Sciences. 15 of 22

16 Part E: Learning, Teaching and Assessment Strategies 36. Learning, Teaching and Assessment Strategies: Two principles inform the teaching and learning strategy: scaffolding and embodied experience through constructionism and collaborative enquiry. A scaffold is a temporary framework that is put up for support and access to meaning. It is gradually removed when the student secures control of success with a task. We also recognise that there is compelling evidence that nearly all of our experiences are in some way grounded in the body. This suggests that the embodied experiences can lead to more effective learning. This program of study includes problem based learning approaches emulating real life experiences. Constructivism describes a view of learning in which students construct their own unique understanding of a subject through a process that includes social interaction, so that the learner can explain understandings, receive feedback from instructors and other students, clarify meanings, and reach a consensus among those in a module or class. Collaborative enquiry via Internetmediated communication provides a framework for this mode of learning. The aim is to use the medium to foster the creation of a learning community that will enable dialogue between participants, sharing of information, and collaborative project work. This mode of learning is particularly appropriate when, as in this case, the students themselves bring to the class knowledge and expertise that is outside the experience of the module instructor, and which can be shared with the group. Our tutors use both hard and soft scaffolding to facilitate the development of collaborative enquiry and the co-construction of knowledge. In earlier modules students are provided with additional reading resources, notes and guidance to enable them to reach a higher level of thinking whilst they develop their technological skills in the virtual learning environment. This contingent scaffolding is gradually softened as the student s confidence grows. It is replaced with reciprocal scaffolding; students helping each other, analysing problems together, determining and evaluating solutions. The role of the tutor is to converse, question and provide constructive feedback. Modules adhere to the following structure: All students, at the start of the programme, complete an online induction module to gain familiarity with the learning system and software being used. This serves an additional purpose of verifying the English-Language skills of any students for whom this is not their first language, before the start of the programme proper. This element may include for example Study skills; Academic integrity principles; English language support; Numeracy support. Programme delivery takes place within the virtual classroom. Here a small number of students (usually 15-20) study under the direction of the online tutor. Communication within the virtual classroom, whether by asynchronous or synchronous exchange, will preserve the requirement that students are able to 16 of 22

17 pursue the module in their own time, within the timeframe of each seminar. Individual modules will incorporate the following elements. A tool kit of learning activities including projects, group exercises, individual reflection and thinking, showing clarification, argumentation, critique, and constructive challenge. Learning activities are chosen to reflect the stage of the student journey with for example, early modules benefiting from the inclusion of more media. A substantial proportion of learning in each module will be based on and participation; this requirement should not constrain the development from adopting innovative approaches. Weekly student engagement with a designated learning activity. To help students manage their learning in the online environment many modules within the programme adopt a project planner strategy. In which larger projects are broken up into component parts. The aims are to: help students be progressively progress through the module without becoming overwhelmed. To enable students to evaluate their progress whilst being afforded the opportunity to ask for (and receive) help, assistance, and support on projects. Assessment strategy Online contact time: Module delivery takes place within the virtual classroom. Here students study under the direction of the online teacher. Facilitated peer group groups led by trained instructors using the teaching platform Blackboard. Participatory group exercises will lead to summative. Participation is a critical part of learning within all online modules. Online, asynchronous s are essential preparatory work for both individual and group assignments. Communication within the virtual classroom, whether by asynchronous or synchronous exchange, will preserve the requirement that students are able to pursue the module in their own time, within the timeframe of each assignment. The questions pose a question and the student answers in writing, supported with peer-reviewed research. Students are then required to respond to another students answer. This strategy helps the tutor to determine whether students understand what is being, or has been, presented, and helps students to extend their thinking, generate ideas, or solve problems. Directed reading using published learning materials including preparation of self- exercises, critical appraisal of published work and preparing for individual and group s. Formative feedback will promote students development of higher-ordered thinking and the ability to critically evaluate. The program will aim to develop the ability to call into question the student s own assumptions, perspectives, and beliefs, in comparison with possible alternative perspectives. Written s will include of the ability to: critically appraise research and evidence, evaluate and apply appropriate knowledge to practice, critically reflect on the learning process and content and its significance to psychological practice; and the ability to use key academic writing skills, including appropriate and consistent referencing and citation. A learning log is 17 of 22

18 an on-going, visible record kept by a student and recording what he or she is doing or thinking while working on a particular task or assignment. It can be used to assess student progress and growth over time. 36a. Learning, Teaching and Assessment methods: A variety of methods are used to assess the module and programme outcomes. These may include, but are not limited to: Reflective Professional Learning Log Short report writing Online synchronous and asynchronous s Extended essays Individual research project in the form of a Dissertation ASSIGNMENT EXAMPLES: For example: individual assignment- RESEARCH BASED Survey Research is another type of research method used when studying human development. Often, this type of research employs the use of psychometric measures such as questionnaires and/or surveys. This week, consider your chosen topic for your final paper and read several articles that reference your topic. For this Hand-in Assignment, research articles that utilise survey research. Then, select two of those articles that also address the use of CBT in a specific cultural context. Note: Choose articles that are relevant to your final paper, so that they can be included in your literature review as well. For example: Short Answer -LPSY 313 Sometimes it can be challenging for a therapist to continue work with a particular client. Differentiating immutable and sabotaging behaviour may help to inform a therapist who is trying to decide if a client needs to be referred to another practitioner or if the therapeutic relationship needs to come to its end. This week think about which aspects of client behaviour require a referral and which may require an end to the therapeutic process. Also think about how immutable behaviours and sabotaging behaviours would likely impact the therapeutic alliance. For example: Learning log reflection question LPSY 312 Please answer the following questions in your personal journal. What if anything do you find appealing about the CBT model? If you had a mental health problem would you like to see a CBT therapist? Why or why not? For example: Extended Essay Question: As a result of research over the years, new thoughts, discoveries, beliefs, and controversies have emerged regarding the intricacies of psychological appraisal and treatment in mental health. This information affects how individuals view the discipline and its role in the past, present, and future. In this Hand-in Assignment, you analyse: views of mental illness from a historical evolution perspective; the importance and use of psychological appraisal and treatment; and factors that influence use of approaches and models in psychological appraisal and treatment, including personal views. In order to prepare for this assignment, review this week s Learning Resources. Assignment questions: Explain how society s view of mental illness has evolved over time as demonstrated in the literature. Explain the importance of psychological appraisal and treatment for mental 18 of 22

19 illness today. Describe one biological, one psychological, and one social factor and explain how each might influence the use of an approach or model in the psychological appraisal and treatment of a client. Explain how you might utilise psychological appraisal and treatment in the future. Explain how your personal views of mental illness might influence your use of psychological appraisal and treatment. 37. Assessment information for students: Code of Practice on Assessment The University has a Code of Practice on Assessment which brings together the main institutional policies and rules on. The Code is an authoritative statement of the philosophy and principles underlying all activities and of the University's expectations in relation to how academic subjects design, implement and review strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern activity; these include: The University marks scale, marking descriptors and qualification descriptors; The framework for modular, postgraduate programmes; Information about students progress, including guidance for students; The procedure for appeals; Regulations for the conduct of exams; The University s policy on making adjustments to exam arrangements for disabled students. The code of practice relating to external examining (see also below) The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students; The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected ; and The policy on providing students with feedback on. Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to information that is specific to your cohort: A summary of key information is also available in the Your University handbook. Marking criteria: Table 1: Grade Descriptors Grade Description Key features 19 of 22

20 Outstanding 80%+ Excellent 70-79% Distinction Very Good 60-69% Merit Good 50-59% Marginal Fail 40-49% Fail <40% Outstanding work. Factually almost faultless; clearly directed; logical; comprehensive coverage of topic; strong evidence of reading/research outside the material presented in the programme; substantial elements of originality and independent thought; very well written. Excellent work. Logical; enlightening; originality of thought or approach; good coverage of topic; clear, indepth understanding of material; good evidence of outside reading/research; very well written and directed. Very Good work. Logical; thorough; factually sound (no serious errors); good understanding of material; evidence of outside reading/research; exercise of critical judgement; some originality of thought or approach; well written and directed. Good work. Worthy effort, but undistinguished outcome. Essentially correct, but possibly missing important points. Largely derived from material delivered in the programme, but with some evidence of outside reading/research; some evidence of critical judgement; some weaknesses in expression/ presentation. Inadequate work. Incomplete coverage of topic; evidence of poor understanding of material; Poor presentation; lack of coherent argument. Unsatisfactory work. Serious omissions; significant errors/ misconceptions; poorly directed at targets; evidence of inadequate effort. Distinction: Originality; Well-directed independent thought. Pass: Essentially correct and complete; Competence; Critical judgement Fail: Significant weaknesses, but serious effort. Fail: Little or no achievement of learning outcomes 38. Student representation and feedback: Due to the nature of delivery of the programme, a Liverpool-based staff-student committee is not appropriate, and the world-wide distribution of the student 20 of 22

21 body makes physical participation in programme meetings impracticable. The principal channel for students to communicate with their colleagues and with staff will be, in keeping with the medium for programme delivery, the Internet. Each module delivered establishes a virtual classroom within which the module instructor will communicate with students to deliver module materials, receive coursework assignments, and facilitate class s. This mechanism automatically provides a framework for students to share concerns with their colleagues and with staff, either privately or publicly within the class. Each student is assigned a Student Support Manager (SSM) at Laureate, whose role includes that of acting as a personal tutor and concerns can be raised privately via the student s SSM. Additionally, there has been established a Staff Student Liaison Committee (SSLC) compromising of two nominated student representatives, the UoL Director of Studies and the Laureate Director of Online Studies. Approximately one month before each meeting of the Board of Studies, the SSLC will meet via Skype or teleconference. The student representatives will feedback on the s and the outcomes of the Board of Studies to the wider student body. The quorum of the meeting will be in line with the University policy. Feedback on the delivery of individual modules is provided through the completion of an end of module questionnaire to all students attending the module. A summary of the questionnaire returns is given to the module instructor, who is asked to comment on this and any other issues arising in the delivery of the module. This report is further augmented by comments from a member of staff from the UoL team. Each module delivery is reviewed by the Board of Studies, which is provided with the composite module report, including the questionnaire summary. An overall summary of student feedback is also presented for consideration at each meeting of the Board of Studies. These reports are also made available to the Board of Examiners. Link to student representation documentation Part F: Status of Professional, Statutory or Regulatory Body Accreditation 39. Status of Professional, Statutory or Regulatory Body Accreditation: n/a Part G: Diversity & Equality of Opportunity and Widening Participation 40. Diversity & Equality of Opportunity and Widening Participation: The programme design, structure and content are consistent and compliant with the University's policy 21 of 22

22 ANNEX 1 Annex Of Modifications Made To The Programme Please complete the table below to record modifications made to the programme. Description of modification (please include details of any student consultation undertaken or confirm that students consent was obtained where this was required) Minor or major modifications Date approved by FAQSC Date approved by AQSC (if applicable) Cohort affected 22 of 22