PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation ibsc Health care management For undergraduate programmes only Single honours Joint Major/minor 2. Final award Award Title Credit ECTS Any special criteria value equivalent Intercalated Health Care 120 60 n/a BSc Management 3. Nested award Award Title Credit ECTS Any special criteria value equivalent n/a n/a n/a n/a n/a 4. Exit award Award Title Credit ECTS Any special criteria value equivalent BSc Biomedical Science 120 60 with Basic Medical Sciences 5. Level in the qualifications framework 6 X 6. Attendance Mode of attendance Minimum length of programme Maximum length of programme Full-time Part-time Distance learning X 1 year 2 years 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Management 10. Programme organiser and contact Details 11. UCAS code (if appropriate) N.A 12. Relevant QAA subject benchmark/ Management Professional, statutory and regulatory body guidelines 13. Date of production of specification July 2012 14. Date of programme review 2018-19 Dr Juan Baeza, Department of Management FW Building, 020-78484634, juan.baeza@kcl.ac.uk
15. Educational aims of the programme i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme The aims of this degree are to equip our future doctors with a good grounding in management that complements their MBBS. Management is now an intrinsic part of medicine and this intercalated degree will furnish them with the knowledge in management as applied to health care. An increasing number of doctors take on management roles in their careers (e.g. Medical and Clinical Directors). This intercalated degree aims to provide the management knowledge that will enable the students to successfully take on these hybrid clinical and managerial roles and to link the traditionally different worlds of management and medicine. The knowledge that this degree provides will also more easily enable the medical students to enter industries that are allied to medicine as traditional pathways in medicine are both overcrowded and in a state of constant flux. 16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and critical understanding and analytical skills in the following areas: Knowledge and understanding The programme provides a knowledge and understanding of the following: Health policy. Finance, accounting and governance. Health economics. Health services research. Human resource management and leadership. Strategy and organisational change in Health Care. Government and business Developing and implementing a research project. Through lectures and tutorials on the relevant subjects. Students will be encouraged to read widely outside of class time, and will be provided with detailed reading lists to assist them. Students will also work jointly to prepare presentations to give in tutorials. Students will work in groups to investigate a research problem. Assessment for all courses is in the form of unseen written examinations, assessed essays, and oral presentations. Skills and other attributes Intellectual skills: Critical reasoning. Analysing, interpreting and synthesising literature from a variety of disciplines. Examining, analysing and evaluating data presented by multiple sources. Presenting lucid and academically rigorous conclusions orally and in writing Intellectual skills are developed through the teaching and learning programme outlined above. Each course involves discussion of key issues, practice in applying concepts both orally and in writing and analysis and interpretation of material. Sessions will be provided in
Demonstrating and exercising independence of mind and thought. the use of search strategies and databases for development and social sciences, including use of grey literature. Students will have taught sessions on analysing and evaluating evidence, and on using these to develop and present arguments orally or in writing. The assessment method emphasises students ability to demonstrate their knowledge through the production of coherent, well-constructed essays. Evaluation will encompass their ability to analyse and summarise detailed reading. Practical skills: Developing computer skills, including word processing, data presentation, spreadsheets and statistical analysis. Performing literature review, retrieving, sifting, selecting and critically assessing data and evidence from a variety of sources. Designing and executing a research project on an aspect of health management, including study background, aims, protocol and analysis, and submit Research Ethics application for the conduct of that project. Planning, undertaking and reporting a piece of research on an aspect of health management from the literature, with the additional possibility of incorporating primary data. Presentational skills. Experience of working in a group environment and thus developing teamwork skills and experience. Generic/transferable skills: Evaluating the strength of a scientific argument. Structuring and communicating ideas effectively both orally and in writing. Managing time and working to deadlines. Participating constructively in groups. Finding information and using information technology. Assessing the relevance and importance of the ideas of others. All students will receive guidance on how to identify, locate and use material available in libraries and elsewhere. Comprehensive bibliographies are provided for each course at the outset, as are guidelines for the production of coursework essays and extended essays. Students will have individual supervisors for their research project. Module essays and exams. Written project. Written report on the research project. In-course assessments - posters, oral presentations. Regular written work in the form of essays from and regular feedback to the student to develop their understanding and powers of expression. Time management to meet the various and sometimes conflicting deadlines for submission of coursework. Classes, seminars and tutorials, which rely on discussion and
interaction, as well as on presentations given by individuals or groups of students. Assessments of presentations. Essays and research protocol, project. 17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines There are no professional, statutory or regulatory body guidelines for a health management degree. However, the programme organiser (Juan Baeza) has had previous experience of teaching on a similar successful intercalated degree at Imperial College London. We have drawn on the strengths of that programme and ameliorated some of its weaknesses. The QAA Health Studies bench marks (2008) have also informed the development of this degree programme. This document states that Health Studies is a wide and multidisciplinary area which is informed by a number of disciplines from the social sciences such as social policy, economics and politics. The subject should also teach students to be reflective and critical of the various perspectives to health studies so that they can develop a coherent argument in a number of formats. These elements are clearly contained within this programme which is wide-ranging and encourages students to develop a reflective and critical mode of learning through the different components of the programmes and the different diverse assessment methods. 18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic N.A Which is the lead department and/or School? Management
19. Programme structure Please complete the following table and, if appropriate, to include joint, major/minor or other variations Code = code of each module available for the programme Title = title of each module available for the programme, plus its credit level and credit value Status = please indicate whether the module is introductory (I), core (Cr), compulsory (Cp), one or more of however many modules must be passed to progress (CrCp), (P) professional (i.e. module testing skills/competency that has no credit level or value but is a professional body requirement) or optional (O) for each type of programme. For postgraduate programmes use the "single honours" column Pre-requisite/Co-requisite = where appropriate please indicate whether the module is pre-requisite to another module or co-requisite by noting pre or co and the module code that it is pre/co-requisite to. Assessment = please indicate in broad terms the assessment for the module eg written examinations, coursework (Note: the availability of optional modules may vary slightly from year to year; the following are the modules available at the commencement of the programme) Code Title Credit Level Full-time Study Third Year 6SSMI300 Strategy, Organisations and Change in Health Care 6SSMI301 Human Resource Management and Leadership Credit Value Status (I, Cr, Cp, CrCp, P, O) for each type of module Single Joint Major/ Minor Pre-requisite/ Corequisite (Please note the module code) Single Joint Major/ Minor Assessment 6 15 Cp Group presentation and written exam 6 15 Cr Coursework essay and reflective journal 6SSMI302 Health Economics 6 15 Cr A mid-term test and written exam 6SSMI303 Finance, Accounting and 6 15 O Coursework essay and written exam Governance 6SSMI304 Health Services Research 6 15 Cp Group research proposal and tutorial work. 6SSMI305 Health Policy 6 15 Cp Coursework essay and written exam
6SSMI307 Government and business 6 15 O Coursework and attendance & participation in tutorials 6SSMI306 Group Project 6 30 Cp Written group project and group presentation If a Masters programme, are level 6 credit levels permitted within the programme? N.A Maximum number of credits permitted with a condoned fail (core modules excluded) 30 Are students permitted to take any additional credits, as per regulation A3? No Are students permitted to take a substitute module, as per regulation A3? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) No Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. n/a
20. Marking criteria All modules are marked in accordance with the School marking and assessment criteria, or in accordance with the College s generic marking criteria. 21. Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here A new IBSc Health Care Management Board of Examiners will be set up for the programme. This programme will report to the School of Biomedical Sciences Undergraduate Board of Examiners. 22. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be We have started to approach external examiners. 23. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements Admissions All students in receipt of an offer receive an information booklet on the support services offered by the College. All students receiving offers who have indicated they have a disability in their application receive a letter from the School Disability Adviser with their contact details and offering the applicant the opportunity to discuss their requirements. Assessment Advice has been taken from the Equality & Diversity Department to ensure assessment methods do not unfairly discriminate against students with disabilities. The College s Personalised Examination Provision Committee (PEPC) considers requests for adjustments to assessment to take account of learning and/or physical disabilities. Module outlines specify the assessment methods that will be used and explain that PEPC will need to be notified about requests for alternative assessment methods. The form that the alternative assessment will take has been specified for each module in advance. Feedback Feedback on the programme will be regularly collected from students about their learning experience through a staff-student liaison committee. The information collected is used towards the on-going development and improvement of the programme. These evaluation processes will explicitly include disability issues and these will be addressed as appropriate.