University home > Unit and programme catalogues in 2021/22 > Programme catalogue > Faculty of Health Sciences > Bristol Medical School > Healthcare Management (Distance Learning) (MSc) > Specification
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Programme code | 8CHSE001T |
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Programme type | Postgraduate Taught Degree |
Programme director(s) |
Gianluca Veronesi
David Grant |
Faculty | Faculty of Health Sciences |
School/department | Bristol Medical School |
Second School/department | School of Management - Business School |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Business and Management (2015) (benchmark statement) |
Mode of study | Part Time |
Programme length | 2 years (part time) |
The University of Bristol’s MSc in Healthcare Management is designed for any individual with an interest in pursuing a career in management in the healthcare sector. Students (typically experienced professionals) will be from a variety of healthcare-related backgrounds, including clinicians, managers and other health professions. The programme aims to create a new generation of healthcare professionals who understand and provide solutions for the challenges faced by health systems and healthcare organisations in the 21st century.
Being conjointly delivered by the Faculties of Health Sciences and Social Sciences and Law, the programme draws from the knowledge of leading academics across disciplines and healthcare experts to offer a comprehensive research-driven theoretical framework and practice-oriented knowledge and management skills. It is built on the world leading research conducted at the University of Bristol and will draw on the expertise of healthcare sector practitioners. It will provide an in depth understanding on a number of subjects related to healthcare organising such as leadership, management, governance, financing, reporting, innovation, quality and safety.
The programme will equip students with knowledge and skills to better understand and tackle the shared challenges faced by health systems across the world, including the National Health Service. It will analyse traditional and innovative models of organising, integrating healthcare provision and leading healthcare organisations, with a particular focus on improvements in patient safety and service quality, the use of innovations in technology and clinical advancements and the effective allocation of financial resources. It will enhance data management and analytical skills of students and their capability of develop evidence-based decision making supported by and effective understanding of risk management techniques.
The programme will provide an in depth understanding and specialised knowledge of healthcare management and students will benefit from its interdisciplinarity, uniqueness, and flexibility. The programme brings together the significant expertise and reputation of the Faculty of Health Sciences and Social Sciences and Law, as well as the presence of world class research outfits such as the Elizabeth Blackwell Institute and the partnership and collaboration between the University of Bristol and major healthcare providers in the South West region.
The main aims of this programme are to:
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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A mixture of teaching methods will be employed, including self-guide study materials, recorded and real time lectures, synchronous tutorials, group work, and supervised research to achieve all the Programme Intended Learning Outcomes in the ‘Knowledge and Understanding’ category (PILO A1- A5). Delivery of unit content will be technology-enabled, blended learning techniques (PILO A4, A5) because the effective learning of patient safety and quality improvement requires students to use the tools and software to complete a task. Problem-based learning will be central to the whole learning and is employed where appropriate (PILOs A1- A5). This indicates that web-based exercises or mini-case studies can be used for students to solve problems relevant to the teaching content. For dissertation projects, students will be allocated a supervisor with whom they will hold regular web-based supervision meetings during the whole duration of dissertation project (PILOs A1-A5). |
Methods of Assessment | |
The following methods of assessment are related to all the Programme Intended Learning Outcomes (PILOs A1- A5) in the ‘Knowledge and Learning’ category. Students will be subject to a range of formative and summative assessment s across the programme. Formative assessment may be formally or informally delivered according to what is appropriate to the learning outcomes of the individual units. The form/method of assessment and associated learning outcomes should reflect those in the summative assessment to allow students to evaluate the progress of their learning. Students will be duly notified of the mode the formative assessment will take, its purpose and method of assessment at the outset of the unit and details will be included in unit handbooks and Blackboard. The summative assessment strategy for each unit will be clearly outlined in the unit handbook, together with the learning outcomes to be assessed and the assessment criteria. A unit’s summative assessment strategy will be determined by what Unit Directors believe to be pedagogically appropriate given the required learning outcomes. They may take a variety of forms; assignments (PILOs A1- A5), individual or group presentations (PILOs A1- A5), literature reviews (PILOs A1-A3) and projects (PILOs A4-A5). Problem-based assessment, inclusive assessment and technology enhanced assessment for individual units will be used as appropriate. Programme level assessment (PLA) will be used specifically for PILO A4. Formative assessment will be provided to guide and support students through the development of their summative PLA. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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The development of intellectual skills and attributes is embedded in the delivery of unit content and relevant knowledge and understanding. The teaching methods adopted will be analogous to those used in Point A. Knowledge and Understanding. This means that teaching strategy will employ a mix of methods such as small group teaching activity such as web-based lectures and tutorials (PILOs B1-B4); web-based group-based activities (PILOs B1-B4) and self-directed study - individual and in groups (PILOs B1-B4). Embedded within those, we would also use problem-based learning. Two units will also rely on the use of technology and specialist software for data analysis and simulation purpose. |
Methods of Assessment | |
The assessment of intellectual skills and attributes will be carried out in the assessments for all the units to be delivered. The Programme Director will ensure that this assessment will happen consistently at the unit and programme levels. Students will be encouraged to proactively engage with each unit content; they will also be expected to participate actively in each unit delivery to develop intellectual skills and attributes. The individual Unit Directors will choose and determine the methods of both formative and summative assessments believed to be pedagogically appropriate given their unit’s Intended Learning Outcomes (ILOs). Each unit’s assessment strategy is mapped against the PILOs to make sure all programme level ILOs are addressed by the unit level ILOs (see separate document ILO Mapping). The formative assessment is aimed at allowing students to understand and evaluate levels of personal progress and development. It can therefore take a range of forms reflecting the nature of learning outcomes. Types of formative assessment can potentially include (but are not limited to) assignments, individual and group presentations (PILOs B1-B4) and individual projects (PILOs B1 and B3). Summative assessment of intellectual skills and attributes can take a range of forms and can potentially include (but is not limited to) assignments (PILOs B1-B4), individual presentations (PILOs B1, B3 and B4), literature reviews (PILOs B1 and B3-B4) and individual projects (PILOs B1-B4). Furthermore, problem-based assessment and technology enhanced assessment for individual units will be used when appropriate. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Employability and transferable skills are core elements of the chosen teaching methods and strategies and fully integrated in the teaching and delivery of the individual units. The overall programme level of employability and transferable skills is holistically considered and disaggregated at the unit level. Each individual unit has embedded ILOs for employability and transferable skills. The following teaching methods will be used:
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Methods of Assessment | |
All units delivered will specifically assess employability and transferable skills. To facilitate the development and acquisition of intellectual skills and attributes, students will demonstrate knowledge and understanding by proactively engaging with unit content and participate and collaborate in activities. The individual Unit Directors will choose and determine the methods of both formative and summative assessments believed to be pedagogically appropriate given their unit’s Intended Learning Outcomes (ILOs). Each unit’s assessment strategy is mapped against the PILOs to make sure all programme level ILOs are addressed by the unit level ILOs (see separate document ILO Mapping). The formative assessment is aimed at allowing students to understand and evaluate levels of practical, professional and transferable skills progress and development. It can therefore take a range of forms reflecting the nature of learning outcomes and will be conducted (but is not limited to) in seminars, class group discussions, assignments, simulation exercises. Types of formative assessment can potentially include (but are not limited to) assignments, individual and group presentations (PILOs C1-C4) and individual projects (PILOs C1-C3 and C5). Summative assessment of practical, professional and transferable skills and attributes can take a range of forms and can potentially include (but are not limited to) assignments (PILOs C2, C3 and C5), individual presentations (PILOs C1, C3 and C4), literature reviews (PILOs C1-C3) and individual projects (PILOs C1-C3). |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level M/7 - Postgraduate Certificate |
For a Postgraduate Certificate, students are required to successfully complete 60 credits from the four first year taught units in the programme. Student develop skills and knowledge in a cumulative process through a sequence of complementary stages. The structure of the degree programme has been designed to ensure that students engage throughout this cumulative, development process. In the first year of study, all Certificate, Diploma and Masters’ students develop foundational knowledge and understanding of healthcare management related theoretical and conceptual frameworks; they develop general and specialised intellectual skills and competencies necessary for that knowledge and understanding; and they are also required to develop practice-oriented skills. |
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Level M/7 - Postgraduate Diploma |
For a Postgraduate Diploma, students are required to complete all the taught units in the programme. All Diploma and Masters’ students acquire a deeper knowledge and understanding of healthcare management related theoretical and conceptual frameworks. They further develop general and specialised intellectual skills and competencies necessary for that deeper knowledge and understanding. The practice-oriented skills already learned are also further developed, applied and extended. |
Level M/7 - Postgraduate Masters |
The dissertation acts as the culmination of the student's progress through the degree programme. The student applies the appropriate intellectual, methodological and technical skills that have been developed to a piece of applied research devised in consultation and supervised by a staff advisor and located clearly within the field of healthcare management. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.
The University of Bristol MSc in Healthcare Management programme will be jointly delivered by two highly rated and respected Faculties and will be taught by world leading academics and professional practitioners with a wealth of expertise in the discipline. It will focus on providing the necessary knowledge, skills, expertise and awareness to students interested in pursuing leadership roles as well as entrepreneurial opportunities in the wider healthcare context. It is specifically designed to develop leadership and management applied knowledge and to equip students with the skills needed to improve healthcare organisations’ performance and, ultimately, contribute to increase the quality of healthcare provided and people’s health.
On successful completion of the programme students will be enabled to pursue relevant careers in private, public and non-for-profit sectors in several settings including hospitals, commissioners, clinics, treatment centres, health departments, governmental agencies, research institutes, healthcare practices, international healthcare organisations, non-governmental organisations and pharmaceutical firms. It will provide healthcare professionals from a wide range of backgrounds (e.g. doctors, nurses, dentists, veterinaries, etc.) with leadership skills and business awareness to enhance the quality of healthcare leadership and management.
http://www.bristol.ac.uk/study/postgraduate/2019/health-sciences/
This programme will commence in 2021.
Unit Name | Unit Code | Credit Points | Status | |
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Leadership and Management in Healthcare | EFIMM0090 | 20 | Mandatory | TB-1 |
Quality Improvement in Healthcare | MEEDM0034 | 0 | Mandatory | AYEAR |
Patient Safety and Risk Management | MEEDM0033 | 0 | Mandatory | TB-2 |
Healthcare Improvement Capstone Assessment Unit | MEEDM0035 | 40 | Mandatory | AYEAR |
60 |
Unit Name | Unit Code | Credit Points | Status | |
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Dissertation in Healthcare Management | EFIMM0089 | 60 | Mandatory | AYEAR |
Digital Innovation in Healthcare | EFIMM0088 | 20 | Mandatory | TB-1 |
Enquiry in Healthcare Management | BRMSM0062 | 20 | Mandatory | TB-2 |
Accounting and Finance in Healthcare Organisations | ACFIM0001 | 20 | Mandatory | TB-4 |
120 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds but is permitted in designated programmes (as set out in the programme specification) where students choose to withdraw from the intended programme but otherwise achieve the necessary credit points for the exit award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
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 he/she takes full advantage of the learning opportunities that are provided.
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