University home > Unit and programme catalogues in 2020/21 > Programme catalogue > Faculty of Health Sciences > Bristol Medical School > Healthcare Improvement ((Distance Learning) (PGCert) > Specification
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Programme code | 8CHSE004T |
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Programme type | Postgraduate Certificate |
Programme director(s) |
David Grant
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Faculty | Faculty of Health Sciences |
School/department | Bristol Medical School |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Mode of study | Part Time |
Programme length | 1 years (part time) |
This programme is designed for individuals with an interest in pursuing a career in promoting, designing and delivering healthcare improvement initiatives using a robust educational underpinning framework. It 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 skills in Patient safety, Risk Management, Human Factors, Educational Leadership and Quality Improvement Healthcare initiatives. There will be opportunity for students to enhance their in depth understanding on strategies to establish a culture of organisational learning focussing on continued proactive improvement of healthcare delivery.
The learner will also have opportunity to acquire the knowledge and understanding of the theory, practice and policy content of educational leadership in the health professions. This includes the ability to apply theory and models of leadership to their own situation and identify areas for personal leadership development
The students attending will be from a variety of professional backgrounds, including doctors, nurses, managers, systems design and other health professions.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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A mixture of teaching methods will be employed, including small group recorded and real time lectures/seminars, synchronous tutorials, self-directed study supported via technology enhanced learning via Blackboard and other collaborative learning environments to achieve all the Programme Intended Learning Outcomes in the ‘Knowledge and Understanding’ category (PILO A1- A10). Delivery of unit content will be technology-enabled, using flipped or blended learning techniques. Problem-based learning will be central to the whole learning and is employed where appropriate (PILOs A1- A10). This indicates that web-based exercises or mini-case studies can be used for students to solve problems relevant to the teaching content. |
Methods of Assessment | |
The following methods of assessment are related to all the Programme Intended Learning Outcomes (PILOs A1- A10) in the ‘Knowledge and Learning’ category. Students will be subject to a range of formative and summative assessments across the programme. Formative assessment will be used formally to support PILO’s A1- A10. Students must engage with this formal formative assessment to successfully complete the two zero credit teaching units and hence complete the summative programme level assessment within the capstone unit linked to these two units. This formative assessment will guide and support students in developing their work for the programme level assessment for these PILO’s. This is due to the decision to assess two units jointly to ensure integration of learning. PILO’s 9 and 10 will have more informal formative assessment and specific summative assessment. The summative assessment strategy for each unit in this PG Certificate will be clearly outlined in the programme handbook, together with the learning outcomes to be assessed and the assessment criteria. Summative assessment will take a variety of forms; summary incident report (PILOs A5-7), reflective report (A1, A2, A5-10) and action plan (PILOs A1, A2, A5-8), analytical report (PILOs A1-8) |
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 web-based lectures/seminars and tutorials, self-directed study supported via technology enhanced learning via Blackboard to achieve all the Programme Intended Learning Outcomes in the ‘Knowledge and Understanding’ category (PILO A1- A10). |
Methods of Assessment | |
The summative assessment strategy for each unit in this PG Certificate will be clearly outlined in the programme handbook, together with the learning outcomes to be assessed and the assessment criteria. Summative assessment will take a variety of forms; reflective report (PILOs B5-B8), action plan (B1-B4) analytical report (PILOs B1-B4) |
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 across the units. The following teaching methods will be used: web-based lectures/seminars and tutorials, self-directed study supported via technology enhanced learning via Blackboard and other collaborative learning environments. |
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 methods of both formative and summative assessments selected are pedagogically appropriate given the 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 begin integrating knowledge from different units and reflect on their own practice. This will inform students on the summative assessment, which will take the same for. Types of formative and summative assessment will include (but are not limited to) summary incident report (PILOs C1, C5), reflective report and action plan (PILOs C2, C4-C6), project plan (PILOs C4-7) |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level M/7 - Postgraduate Certificate |
The programme aims to create a new generation of healthcare professionals who understand, critically analyse and provide solutions for the challenges faced by health systems and healthcare organisations in the 21st century and ensures they are equipped to manage the change required to meet those challenges. |
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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.
This PG Certificate uses programme level assessment to integrate learning across two closely linked units, namely patient safety & risk management and quality improvement in healthcare management.
http://www.bristol.ac.uk/study/postgraduate/2019/health-sciences/
This programme is not running in 2020/21 and will commence in 2021/22.
This programme is taught part-time over 1 year.
Unit Name | Unit Code | Credit Points | Status | |
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Quality Improvement in Healthcare Not available in this year | MEEDM0034 | 0 | Mandatory | |
Patient Safety and Risk Management Not available in this year | MEEDM0033 | 0 | Mandatory | |
Healthcare Improvement Capstone Assessment Unit Not available in this year | MEEDM0035 | 40 | Mandatory | |
Leading in Education and Training | MEEDM0036 | 20 | Mandatory | AYEAR |
Postgraduate Certificate in Healthcare Improvement | 60 |
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. An exit award with Merit or Distinction may be permitted where students are prevented by exceptional circumstances from completing the intended 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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