MSc Sport and Exercise Medicine€¦ · X MSc Sport and Exercise Medicine 13.09.18.docx Versioning of Programme Specification This programme specification is valid for the period

Faculty of Health, Psychology and Social Care

MSc Sport and Exercise Medicine

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes 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 provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 2017

2 Effective date of Approved/Reviewed Programme Specification:

1 September 2017 – 31 August 2023

3 This Version effective from: September 2018

4 Version number: 2018/Version 1

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/are also included in the following programme specifications

Award Programme Specification

Physical Activity and Health Rehabilitation in Sport Musculoskeletal Medicine – Injection Therapy

MSc Advanced Physiotherapy

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above


CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management

Section A – Administrative and Regulatory Information

1 Overarching Programme Specification Title

MSc Sport and Exercise Medicine

2 Brief Summary

This Masters programme offers a wide range of units enabling medical, physiotherapy and osteopathy practitioners to specialise in the field of sports medicine. Alternatively, students may undertake study leading to a PgCert, or PgDip in Sport and Exercise Medicine. Additional qualifications can be obtained as part of the programme, such as membership of the Society of Musculoskeletal Medicine (SoMM)On successful completion of the PEMHET students will collate appropriate evidence to support an application towards Fellowship of the Association of Medical Educators (AoME) or Associate Fellowship of the Higher Education Academy (HEA).

3 Awarding institution Manchester Metropolitan University

4 Home Faculty Health, Psychology and Social Care

5 Home Department/ School/ Institute

Health Professions

6 UCAS/UTT code(s) N/A

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Masters (Level 7)

8 Alignment with University Curriculum Framework Curriculum Frameworks

Postgraduate

9 Engagement with the University-wide provision

N/A

10 Compliance with University Assessment Regulations University Assessment Regulations

Taught Postgraduate

http://www.qaa.ac.uk/publications/information-and-guidance#page-1

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php


11 Approved Variations/ Exemptions from University Assessment Regulations University Assessment Regulations

N/A

12 Relationship with Faculty Foundation Year

N/A

Awards

13 Final award title(s) PgCert Sport and Exercise Medicine PgDip Sport and Exercise Medicine MSc Sport and Exercise Medicine

14 Combined Honours

14a (i) Combined Honours Awards: (ii) Single Honours Awards

available through Combined (iii) Approved Subject

Combinations administered by this Programme Specification

N/A

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/A N/A

15 Interim exit awards and Subject title(s)

PgCert Sport and Exercise Medicine PgDip Sport and Exercise Medicine

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

N/A N/A

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A N/A

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

Students who complete Musculoskeletal Medicine Upper Quadrant; and Lower Quadrant units (60 credits) are eligible to apply for membership to Society of Musculoskeletal Medicine (SOMM).

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php


19 Date, outcome & period of approval of last PSRB approval/accreditation

N/A

Approval Status

20 Date and period of approval of most recent MMU review/ approval

(i) Date of Latest review/approval

2017

(ii) Length & Dates of Period of approval given in (i) above:

Years: 6 years From: 01 September 2017 To: 31 August 2023

(iii) Major Modifications to Programme Specification since last review/approval N/A

21 Next Scheduled Review Date: 2022/2023

22


Section B – Outcomes

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to: GO1 apply skills of critical analysis to real world situations within a defined range of contexts; GO2 demonstrate a high degree of professionalism characterised by initiative, creativity,

motivation and self-management; GO3 express ideas effectively and communicate information appropriately and accurately

using a range of media including ICT; GO4 develop working relationships using teamwork and leadership skills, recognising and

respecting different perspectives; GO5 manage their professional development reflecting on progress and taking appropriate

action; GO6 find, evaluate, synthesise and use information from a variety of sources; GO7 articulate an awareness of the social and community contexts within their disciplinary

field. NB the above align to the Employability outcomes on the unit specifications.

24 Programme Rationale

The approval of this programme has been sought following discussions internally with CASQE, International, Deans of HPSC, Cheshire and Healthcare Sciences and the Senior Management Accountant (Ian Frost) and externally with GPs, sports physicians, rheumatologists, physiotherapists, and the incoming Chair of Education at the British Association of Sport and Exercise Medicine (BASEM). Manchester Metropolitan University sits in a city with a long history of medical education and physiotherapy education as well as a dense population of amateur and professional sports clubs, organisations and governing bodies. Many doctors and physiotherapists go on to work in sport on a part- or full-time basis. At present, Manchester does not have a dedicated postgraduate Sport and Exercise Medicine programme for doctors, physiotherapists or osteopaths wanting to specialise in this field. Current postgraduate taught provision in sport at Manchester Metropolitan University includes Exercise and Sport – with specialities in Biomechanics and Physiology. However, these are not focussed towards doctors, physiotherapists or osteopaths. Locally, postgraduate taught sports provision in the North West includes MSc Sports Injury Rehabilitation (Salford), MSc Football Rehabilitation and MRes Sports Therapy (Edge Hill) and MSc Sport and Clinical Biomechanics (Liverpool John Moores). Although suitable for some physiotherapists and osteopaths, these are not targeted at doctors. UCLAN has recently set up an MSc Sports Medicine, which had its first intake in 2016. Nationally, postgraduate taught sports provision for doctors, physiotherapists or osteopaths wanting to specialise in sports medicine includes those recommended by the Faculty of Sport and Exercise Medicine within the Royal College of Physicians. They include: the nearest, Leeds Beckett, UCL, Nottingham, Queen Mary’s London, Birmingham, Glasgow, Cardiff, Trinity Dublin, Chester (Much Wenlock), and online only courses, Bath and the University of South of Wales.


This proposal of a new award, MSc Sport and Exercise Medicine, aligns with Manchester Metropolitan University’s current strategy to 1) increase its health provision by developing a proposed a new Postgraduate Medical School and 2) consolidating its sports provision under a new Manchester Sports Institute. This will bring together graduates interested in sport with the expert teaching at Manchester Metropolitan University as well as collaborations in and around Manchester to become a globally significant centre for sport education. To achieve this, Manchester Metropolitan University is increasing its portfolio of postgraduate taught and research provision, for example the recently approved a new Doctor of Medicine (MD) qualification. It also continues to make strong collaborations with high profile sporting bodies in and around the city, for example, City Football Services, Manchester City FC, Manchester United FC, English Institute for Sport, the Manchester Institute for Health and Performance (MIHP), Sale Sharks RFUC, Warrington Wolves RFLC and British Water polo, to name a few. It is our intention to deliver a course, which will bring together high quality students interested in a career in sport with outstanding educators, active in their specialism within Manchester, the global city of sport to provide the next generation of sports medicine clinicians. We will offer a full- and part-time MSc in Sport and Exercise Medicine for home and overseas students wanting a practical based qualification, allowing them to practice sports medicine. We will offer a range of 20 credit modules based on some existing provision, along with new provision in collaboration with existing partners. Exit awards include Postgraduate Certificate (PgCert), Postgraduate Diploma (PgDip) and Masters (MSc), so that students may initially enrol for a PgCert and progress to a PgDip and finally the Master’s degree award based on credits achieved. This is considered to be preferential to enrolling for the Masters and exiting with either a PgCert or a PgDip if they are unable to complete the 180 credits required for the Masters award. Therefore, students who do not plan to study for the full MSc can register for PgCert or PgDip. This is to promote an ethos of positive progression and achievement rather than a perception of failure to succeed. It is essential that those contributing to the programme are experts in their field. Some of our established tutors are: Professor Paul Holmes, Sports Psychologist to GB Orienteering; Professor Neil Fowler, Sports Scientist; Dr John Rogers, Sport and Exercise Medicine Physician at the University Hospital of South Manchester NHS Foundation Trust; Professor Michael Callaghan, Head of Physical Therapies at Manchester United FC and John Davin, Physiotherapist at Manchester United FC; Cari Thorpe, Head of Physiotherapy England Touch Rugby; Dr Steve McGregor, Director at MIHP; Professor Richard Jones, Biomechanist at the University of Salford and MIHP; and Professor Waqar Bhatti, and Dr Reda Braham, Consultant Radiologists at University Hospital of South Manchester NHS Foundation Trust. MIHP have agreed to host lectures and projects and provide specialist facilities. Links such as these will provide the necessary expertise and profile to attract quality home and overseas applicants.

25 QAA Benchmark Statement(s)

QAA subject benchmark statements are not available for Masters Sport and Exercise Medicine programmes. The programme design is informed by the Framework for Higher Education Qualifications England, Wales and Northern Ireland (QAA 2008) and the QAA Master’s Degree Characteristics document (2010).


26 Programme Specific Outcomes

(a) Final Award Learning Outcomes MSc Sport and Exercise Medicine (180 credits) On successful completion of MSc Sport and Exercise Medicine, students will be able to: PLO1 Critically reflect and evaluate their current professional and clinical practice and the

related underpinning theory, scholarship and research, with reference to current issues and developments in the subject and the profession.

PLO2 Apply appropriate research processes to professional situations, both practical and theoretical.

PLO3 Critically evaluate current research and advanced scholarship in the discipline. PLO4 Effectively evaluate and use a range of advanced clinical skills and research methods

applicable to their professional activities. PLO5 Plan, complete and evaluate an original research project that creates/expands and

interprets the evidence base for their discipline. PgDip/PgCert Sport and Exercise Medicine (120/60 credits) Students will be able to achieve learning outcomes 1-4 with both PgDip and PgCert MSc Sport and Exercise Medicine, the only difference being the number of credits. On successful completion of PgDip and PgCert Sport and Exercise Medicine, students will be able to: PLO1 Critically reflect and evaluate their current professional and clinical practice and the




applicable to their professional activities. (b) Combined Honours Learning Outcomes Not applicable. (c) Pass Degree Learning Outcomes Not Applicable for this programme.

27 Interim Award Learning Outcomes

PgDip/PgCert Sport and Exercise Medicine (120/60 credits) Students will be able to achieve learning outcomes 1-4 with both PgDip and PgCert MSc Sport and Exercise Medicine, the only difference being the number of credits.


On successful completion of PgDip and PgCert Sport and Exercise Medicine, students will be able to: PLO1 Critically reflect and evaluate their current professional and clinical practice and the




applicable to their professional activities.


Section C – Structure

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS: Option units listed in the following curriculum structures may not all run in any one academic session. MSc Sport and Exercise Medicine (180 credits) FT/PT: To graduate with MSc Sport and Exercise Medicine, a minimum of 80 credits must be from non-shaded units. POSTGRADUATE (Level 7)

Core Units

Code Occ Status Unit Title No of credits

28500001 9 Research Methods Sport and Exercise Medicine [RMSEM]

20

28500002 9/1/4 Pre-requisite: 28500001 RMSEM

Project in Sport and Exercise Medicine [ProjSEM]

60

Option Units: Choose a minimum of 80 credits from the non-shaded and a maximum of 20 credits from the shaded options listed below:

28500003 9 The Sports Team Physician [STP] 20

28500004 1 Emergency Care in Sport [ECS] 20

28500005 1 Maximising Sports Performance [MSP] 20

28500006 9 Radiology in Musculoskeletal Practice [RadiMP]

20

28500007 9/1/4 Promoting Excellence in Medical and Healthcare Education and Training [PEMHET]**

20

2CP3D731 9 Musculoskeletal Medicine Upper Quadrant [MM-UQ]*

20

2CP3D732 1 Musculoskeletal Medicine Lower Quadrant [MM-LQ]*

20

2CP3D734 4 Musculoskeletal Medicine – Injection Therapy [MM-IT]

20

2CP3D543 1 Rehabilitation in Sport [RiS] 20


2CP3D922 1 Physical Activity and Health [PAH] 20

* To become eligible for SOMM membership students must complete all these units. ** The assessment outcomes of the PEMHET unit are mapped to the UK PSF (2011) Dimensions of Practice and Descriptors for D2: Fellow. This means that successful completion of the PEMHET unit will generate appropriate evidence that will support an application for HEA Fellowship. Completion of the PEHMET unit, in itself, does not confer HEA fellowship: students will use unit assessment evidence to prepare a direct application to the HEA for assessment (or for MMU staff to use the unit assessment as evidence for application for HEA Fellowship via the MMU PSF Scheme).

Core unit(s) Unit(s) delivered by other programmes

PgDip Sport and Exercise Medicine (120 credits) FT/PT: To graduate with PgDip Sport and Exercise Medicine, a minimum of 80 credits must be from non-shaded units. POSTGRADUATE (Level 7)

Core Units


28500001 9 Research Methods Sport and Exercise Medicine [RMSEM]

20

Option Units: Choose a minimum of 80 credits from the non-shaded and a maximum of 20 credits from the shaded options listed below:





20

28500007 9/1/4 Promoting Excellence in Medical and Healthcare Education and Training[PEMHET]**

20


20


20


20




* To become eligible for SOMM membership students must complete all these units. Students will not be able to complete the PgDip Sport and Exercise Medicine and be eligible for SOMM membership without taking an additional MM unit. ** The assessment outcomes of the PEMHET unit are mapped to the UK PSF (2011) Dimensions of Practice and Descriptors for D2: Fellow. This means that successful completion of the PEMHET unit will generate appropriate evidence that will support an application for HEA Fellowship. Completion of the PEHMET unit, in itself does not confer HEA fellowship: students will use unit assessment evidence to prepare a direct application to the HEA for assessment (or for MMU staff to use the unit assessment as evidence for application for HEA Fellowship via the MMU PSF Scheme).


PgCert Sport and Exercise Medicine (60 credits) FT/PT: To graduate with PgCert Sport and Exercise Medicine, a minimum of 40 credits must be from non-shaded units. POSTGRADUATE (Level 7)

Option Units: Choose 60 credits from options listed


28500001 9 Research Methods in Sport and Exercise Medicine [RMSEM]

20





20

28500007 9/1/4 Promoting Excellence in Medical and Healthcare Education and Training [PEMHET]**

20


20


20


20




* To become eligible for SOMM membership students must complete all these units. Students will not be able to complete the PgCert Sport and Exercise Medicine and be eligible for SOMM membership without taking an additional MM unit. ** The assessment outcomes of the PEMHET unit are mapped to the UK PSF (2011) Dimensions of Practice and Descriptors for D2: Fellow. This means that successful completion of the PEMHET unit will generate appropriate evidence that will support an application for HEA Fellowship. Completion of the PEHMET unit, in itself does not confer HEA fellowship: students will use unit assessment evidence to prepare a direct application to the HEA for assessment (or for MMU staff to use the unit assessment as evidence for application for HEA Fellowship via the MMU PSF Scheme).



Section D - Teaching, Learning and Assessment

29 Articulation of Graduate Prospects

The programme aims to provide qualified doctors, physiotherapists and osteopaths the opportunity to develop as a sports practitioner in relation to personal, professional and organisational goals. In particular, it seeks to promote the critical thinking and reflective skills required to develop theories that will challenge – where appropriate – both current thinking and its application to the practitioner’s work, potentially leading to the development of practice itself. Doctors wishing to specialise in the field of Sport and Exercise Medicine are able to embark on Specialist Training outlined in the curriculum provided by the Joint Royal Colleges of Physicians Training Board. We have mapped our programme against this curriculum to help doctors use the MSc to complete their training [please see individual Unit Specifications for more information]. Some of our tutors practice as Sports Medicine Physicians and are Members or Fellows of the Faculty of Sport and Exercise Medicine. The programme will enable students to pursue the goal of excellence within their practice of life-long learning. This is the rationale for delivering the programme at MIHP, a world-class environment for the diagnosis, education and research in health and sports performance. Where appropriate, learning outcomes focus the student’s efforts within a context of organisational development. MIHP’s pioneering facility provides an environment that supports the professional development of experienced and up-and-coming athletes, whilst its educational facility promotes the health benefits of physical activity and fitness in the everyday lives of the community. A tripartite relationship between the student, employer / mentor / practice teacher and University ensure that a student’s learning is embedded in this context. Sport and Exercise Medicine specialists require a broad range of clinical skills for dealing with medical illness in those who wish to exercise, as well as for treatment of musculoskeletal pathology. It is well recognised that Sport and Exercise Medicine now represents a distinct body of knowledge and our programme is designed to provide this. The programme fully engages with the University’s Internationalisation agenda to equip our students to become global graduates. Programme staff are at the forefront of their subject area and have worked internationally which will ensure excellence and give an international perspective to curriculum design, teaching and learning. We intend to recruit students from around the globe, enabling our students to learn together and from each other, gaining an international perspective in Sport and Exercise Medicine.

30 Curriculum Design

This programme will be offered on a full or part-time basis with three exit awards at PgCert, PgDip and MSc levels with appropriate acquisition of credit. It will be housed in the Postgraduate Medical School from where students can go on to obtain an MD. Except the Project in Sport and Exercise Medicine, which is 60 credits, all units are 20 credits to offer flexibility between and within Universities. The programme seeks to enhance the critical thinking and reflective skills required to foster practitioner development in relation to personal, professional and organisational goals. In particular it seeks to promote the opportunities for practitioners to develop theories that will challenge, where appropriate, both current thinking and its application to the practitioner’s work, potentially leading to the development of practice itself.


With this in mind, assessments have been designed to bridge the gap between theory and practice. For example, the Research Methods SEM unit requires the student to write a research protocol in publication-ready format. The Project in SEM also requires the student to write their project in a publication-ready format. Poster and oral presentation skills are also required in other units. We developed the core Sport and Exercise Medicine units in consultation with practitioners working in elite and non-professional sports clubs, with elite and university level athletes and GPs working in sports medicine clinics. Some key clinical skills required by the Sports Medicine practitioner [Musculoskeletal Medicine UL, LL, and Emergency Care in Sport] have been bought in rather than repeat existing courses with recognised international qualifications [Membership of the Society of Musculoskeletal Medicine. Other key skills will be taught by in-house tutors, e.g. radiology, the team physician, maximising performance and Promoting Excellence in Medical and Healthcare Education and Training. Some units listed may not run in any one academic session.

Code Unit Title

28500001 Research Methods Sport and Exercise Medicine [RMSEM]

28500002 Project in Sport and Exercise Medicine [ProjSEM]

28500003 The Sports Team Physician [STP]

28500004 Emergency Care in Sport [ECS]

28500005 Maximising Sports Performance [MSP]

28500006 Radiology in Musculoskeletal Practicet [RadiMP]

28500007 Promoting Excellence in Medical and Healthcare Education and Training [PEMHET]

2CP3D731 Musculoskeletal Medicine Upper Quadrant [MM-UQ]

2CP3D732 Musculoskeletal Medicine Lower Quadrant [MM-LQ]

2CP3D734 Musculoskeletal Medicine – Injection Therapy [MM-IT]

2CP3D543 Rehabilitation in Sport [RiS]

2CP3D922 Physical Activity and Health [PAH]


31 Learning and Teaching

The course team will use a variety of inclusive learning and teaching methods and activities to facilitate student learning. These methods will vary within individual units, but in all units the approach to teaching and student learning will recognise the diversity of the students and their work contexts. This is designed to develop skills, capabilities, knowledge and critical reflection on their practice in order to enhance teaching, student support, and the student experience. The programme will incorporate a broad range of examples/case studies that reflects a range of cultural and social perspectives.


The overall strategies for teaching, learning and assessment within the Programme will be commensurate with QAA Level 7 academic descriptors (QAA 2008) and follow the Inclusive Curriculum guidelines. They will ensure that the student groups are educated in ways that support the achievement of these academic standards and promote life-long learning whilst at the same time addressing diverse learning needs and the needs of professional practice. It is particularly important to recognise that all students entering the Programme will be mature, professional practitioners who, at the end of their studies, will wish to and be expected to, make a difference to practice. The overall strategy therefore is one that will enable students, where appropriate, to make a beneficial impact on practice. The strategies are ones that perpetually integrate theory and practice. These strategies will respect the diversity of students, their learning styles, their client populations and the various workforces with whom students work. Students will experience different teaching and learning methods and the overall strategy will be inclusive, facilitative, stimulating, reflective, interactive, experiential, intellectual and respectful of students’ previous knowledge and experience. The focus will be on challenging and enjoyable learning that can be transferred to future situations, practice and continuing personal and professional development. Students will be encouraged to take responsibility for their own learning and will be involved in decisions about the way in which their learning is facilitated to meet their needs. In order to achieve this, staff contributing to the programme will be encouraged to complete appropriate teaching qualifications, if they do not hold them already and engage with appropriate CPD that supports them in developing inclusive teaching and learning practices. Each unit will reflect the above strategies. Teaching methods will encourage students to engage in material in different ways, for example, campus based taught and blended learning. Use will be made of the VLE (Moodle), including repositories, Podcasts and Apps to facilitate teaching and learning. Lectures will be utilised to disseminate key information; theory and practical group work, indoor and outdoor simulation of real-life scenarios, and practice focused presentations and tutorials will be primarily employed. Small groups will be used to promote inclusion and expose students to a range of culturally challenging views, opinions and contexts. Despite the variety and diversity of teaching and learning methods, no additional costs will be borne by the student on top of the course fees. Problem based learning is a key method and expert practitioners will be a key resource throughout. Details of the learning and teaching methods and the assessment process(es) to be used will be given to students when they commence their units of study. Master classes, guest speakers and research seminars will be recorded, with permission, in order to maximise accessibility with scheduled delivery times. This enables the students who are practitioners to engage with learning at times and locations, which accommodate their otherwise busy schedules and diverse locations.

32 Assessment

The Assessment Strategy Students will be informed about assignment tasks at the beginning of each unit and through the unit specification with additional supporting information available online and through discussion and group work with the unit leader within the unit. All students will be able to access electronic timetables as well as unit hand in dates provided via Moodle.


We will use a wide range of inclusive assessment methods in order to reflect best practice. A range of inclusive methods ensures that the assessment meets the unit learning outcomes and supports different learning styles, thereby giving all students the opportunity to engage and excel. It also provides variety within the programme. The formative and summative assessments will include, inter alia: essays, practical examinations, oral presentations, poster presentations, written and oral exams, case studies, literature reviews, quizzes, portfolios, and projects. Assessment submission dates will be planned using the cultural calendar to ensure you are responsive to the religious and cultural needs of a diverse cohort. Several of these assessment methods have been commended for their innovation in related programmes [MSc Advanced Physiotherapy] and have been highlighted as examples of best practice; for example, portfolios for developing reflective practice, the poster presentation in preparing students for disseminating work at conferences and delivering in-service training and the publication-ready project in facilitating submission for publication. For specific unit information, please refer to unit specifications. The Research Methods SEM and Project SEM units are non-condonable. Recognition of the amount of student effort involved is normally the equivalent of 4,500 words for a 20 credit unit. The Project SEM is an exception, this will be 4000 words to reflect writing for publication and also includes a viva voce assessment. Programme assessment strategies, criteria and processes will be developed considering the MMU summative assessment policy and Inclusive Programme Design and Management Checklist and Audit Tool. They are transparent, fair and consistently applied. Moreover, they are responsive to the Faculty Continuous Monitoring and Improvement processes. Assessment, learning and academic development are linked through preparation for assessment, feedback and the student’s progress. It contributes to the maintenance of professional standards and has relevance to contemporary professional practice. Assessment enables the achievement of intended learning outcomes to be demonstrated. Feedback on Assessment Feedback will be given on both formative and summative assessment tasks and is designed to:

Be timely;

Enable students to gain developmental feedback prior to submission of the final summative assessment;

Enable students to understand how their work has been judged against the given criteria;

Motivate students by identifying areas of good practice;

Show how the assigned work is linked to future assessments. In all instances, formative elements will enhance learning and provide developmental feedback to support the completion of the summative assessment. All assessment will be scheduled to ensure feedback is provided in accordance with University Policy so that participants can apply the learning from each assessment to future learning activities. The dates by which marks and feedback will be provided will be clearly indicated on Moodle.


Arrangements for anonymous marking of summative assessments With the exception of presentations and practical examinations, all summative assessments will be anonymously marked. In the Project SEM unit, however, one marker is the research supervisor and the second marker (the internal moderator) will provide the anonymous scrutiny. Anonymity ends after marking is complete for Assessment Board purposes. Moderation All work will be moderated internally and externally. Moderation procedures adhere to University Guidelines for all written work. For other forms of assessment, for example, oral presentations, posters and practical assessment, moderators will attend a range of sessions and moderate across all assessors to ensure consistency. See Appendix 1 for the University Standard Descriptors: Level 7.

33 Inclusive Practice

An inclusive curriculum is utilised on the programme to ensure the programme complies with the Equality Act (EA, 2010) and the University’s Single Equality Scheme (MMU SES, 2010). The MSc Sport and Exercise Medicine curriculum will go beyond previously used definitions that refer only or mainly to disabled students, aiming to more accurately serve the programme student, regardless of educational, dispositional, circumstantial, or cultural background. The MSc Sport and Exercise Medicine programme has used a number of other resources to ensure the programme is inclusive and complies with the EA and SES. This includes The Inclusive Curriculum website from CELT. We have used the Inclusive Curriculum Toolkit to help create a more inclusive teaching and learning environment for the students. Using ERAC (Embedding Reasonable Adjustments in the Curriculum), we aim to provide learning support for students with mild to moderate Specific Learning Difficulties without the need for a formal Personal Learning Plan. This will be achieved by embedding reasonable adjustments into the curriculum design and delivery as a whole, thus providing an inclusive learning environment that benefits all students. Examples of how the ERAC will be used will be:

a clear inclusive programme strategy from the outset;

a clear student support strategy [see below];

clear inclusive learning outcomes;

a single point for curriculum content;

ongoing CPD for staff in developing inclusive teaching; formative assessments related to learning outcomes in all units;

a standardised strategy for student feedback; and

regular use of the Inclusive Curriculum Programme Audit Tool. Students have access to the services of Student Support Officers (SSO) and a Student Experience Tutor (SET), based in the Faculty. SSO and the SET can provide support, information and advice on academic and pastoral issues. The primary focus of the Student Support Officers is to empower students with the information and skills they need in order to move forward with their studies and get the best from their time as a student with MMU. Furthermore, “Study Skills Online” is an inclusive resource available to all Manchester Met students.

http://www.celt.mmu.ac.uk/inclusion/index.php

http://www.celt.mmu.ac.uk/inclusion/index.php


The MSc Sport and Exercise Medicine fully complies with the University’s Equality and Diversity Policy and relevant legislation regarding accessibility of learning opportunities. MMU English language support is available for international learners through the Coaching for Academic English programme. The programme complies with the University’s Equality and Diversity Policy.

34 Technology Enhanced Learning

All units will be delivered through a blended model incorporating a range of approaches, utilising a variety of face-to-face teaching methods and online guided learning, such as guided study tasks, Podcasts, and embedded links to web-based resources, to deliver the curriculum and as a vehicle for individual and peer learning. Each unit will have a Moodle site. Through Moodle, students will have access to all course material, including lectures, videos, Podcasts, web links, radiographs and other resources to support their learning. Participants will also have access to the full range of Centre for Excellence in Learning and Teaching (CELT) and Faculty student support flexible learning opportunities, such as online guidance for plagiarism and referencing and MMUtube, which have been designed to inform and enhance both their learning and practice. Planned is the integration of scenarios and case studies coordinated through Padlet. Padlet is an online virtual “bulletin” board, where students and teachers can collaborate; it allows users to create a hidden wall with a custom URL where virtual people can be created for use on the programme. The virtual people will have a background from which scenarios can then be created related to each unit. This prevents each unit recreating its own cases and provides some reality to each scenario, as the students are already familiar with the case. Good practice using Padlet has been identified in the postgraduate Nursing programme and so it is intended that the MSc Sport and Exercise Medicine will adopt it. Technical staff with expertise in online design and delivery will support academic staff. Technical staff provide regular sessions for students and staff to support their engagement with learning technologies. Through all these mechanisms, students are better enabled to achieve the Programme Learning Outcomes and enhance their future prospects. The teaching team is also committed to research and their scholarship on teaching, assessment, student learning, and policy in Higher Education. The course team has a strong commitment to inclusive practice and to the University’s Equality and Diversity policy. Resources and teaching sessions are planned so that they are accessible to all and participants are encouraged to make any individual needs known, whether or not these are the subject of a Personal Learning Plan.

35 Placement and/or Work-based Learning Activities

It is expected that students will be either working within professional practice or have recent professional experience upon which to draw and reflect on, and apply the work studied to their professional context. All learning and assessment is inherently linked to Sport and Exercise Medicine and assessment is designed so that students can explore areas that can enhance employability in the immediate or long term. Assignments are explicitly designed to enable students to address work-based issues.

http://www.mmu.ac.uk/sas/studentservices/learner-development/about-us.php

https://www2.mmu.ac.uk/languagecentre/courses-for-our-students/coaching-for-academic-english/

https://www2.mmu.ac.uk/languagecentre/courses-for-our-students/coaching-for-academic-english/

https://www2.mmu.ac.uk/humanresources/a-z/policies/equality-and-diversity-policy/


The programme is mapped against the Specialist Training Curriculum in Sports and Exercise Medicine to enhance employability. There is no placement activity within the programme. The units within the degree, diploma and certificate are designed to address the employability learning outcomes, these being:

Analyse real world situations critically

Demonstrate professionalism and ethical awareness

Communicate effectively using a range of media

Apply teamwork and leadership skills

Manage own professional development reflectively

Find, evaluate, synthesise and use information

Work within social, environmental and community contexts

Use systems and scenario thinking

Engage with stakeholder/interdisciplinary perspectives The Project SEM unit is practice based and is expected to contribute to the body of practice knowledge and service development at the forefront of the student’s professional discipline. Students thus need to demonstrate a commitment to professional practice.

36 Engagement with Employers

Each member of the programme team is active in research and professional engagement with employers. There is a Principal Lecturer in post for CPD in the Faculty, whose role includes liaising with employers. Furthermore, employers will be invited to attend the biannual Programme Committee meetings. The degree has been designed as a result of engagement with employers across a range of professionals within the sporting arena. It is intended to involve employers directly through a virtual consultative group allowing for collaboration to ensure currency of the degree. Many students studying on the programme will also be continuing in employment and their study choices will be influenced by the environment in which they work.

37 Personal Development Planning

Many of the students enrolling on to the Programme will already have personal development plans (PDP) organised through their professional context of employment. We will encourage these students to discuss their aspirations for study within this context with their personal tutors. Full time international students and those who do not already have a PDP, will be expected to complete one as part of personal tutoring system.


Section E - Programme Management

38 Programme Specific Admission Requirements

The course is aimed at qualified doctors, physiotherapists and osteopaths. Applicants should hold:

An MChB (MBBS) or equivalent or

A degree in Physiotherapy [normally 2.ii or above]/a Graduate Diploma in Physiotherapy together with evidence of an approved and relevant post qualification education.

or

A degree in Osteopathy [M Ost (Hons), normally 2.ii or above]. and

Two year’s clinical experience Applications from other related professions will be considered on an individual basis All students applying for the programme will usually be required to have two years clinical experience, but the final decision on an applicants’ suitability will be made at interview. Applicants will be interviewed or have their application carefully scrutinised in order to establish the relevance of the programme to their learning needs, the necessary commitment to learning and where appropriate, support from their manager / employer. Interviews may be conducted in person or by Skype or telephone. Applicants whose first language is not English must provide evidence of proficiency in the English language. Normally the minimum level of proficiency for acceptance on to this programme is an IELTS average score of 6.5 or TOEFL minimum score of 575 (233 on the computer based test, 90 on ICT testing). The Programme accepts requests for the accreditation of prior learning in line with MMU’s Policy for the Accreditation of Prior Learning http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf.

NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

39 Programme Specific Management Arrangements

University standard programme management requirements apply to the MSc Sport and Exercise Medicine. Professional, Regulatory & Statutory Bodies: The Programme Leader is responsible for:

Working with the collaborative partnerships department in CASQE.

Communicating with any external regulatory bodies.

Ensuring the programme remains current and in line with any PSRB guidelines.

Overall management and support of any off-site delivery.

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www2.mmu.ac.uk/study/


NB: see guidance on University’s Management of Programme Delivery

40 Staff Responsibilities

University standard programme management requirements apply to Staff Responsibilities on the MSc Sport and Exercise Medicine. Other Staff Responsibilities: The Assessment Tutor and the Administrative Assessments Officer take lead responsibility for:

Monitoring student progression and achievement.

Organising and directing the relevant Assessment Board.

Ensuring that student achievement is communicated to the Assessment Board. Unit Leaders and unit team staff are accountable to the Programme Leader. The main responsibilities of Unit Leaders are to:

Ensure that teaching and learning within the unit is appropriate to student need.

Ensure that key transferable skills are embedded within each unit.

Ensure that equal opportunities and the recognition of diversity are embedded within each unit.

Provide 1st level support to all students undertaking the unit.

When required, provide research supervision.

Liaise with the Programme Leader in relation to unit development, assessment and student progress.

As required by Programme Leader, liaise with External Examiners in relation to assessment and student progress.

Establish a mechanism for providing appropriate student support in relation to the unit.

Undertake an end of unit evaluation of satisfaction and provide a summary and recommendations for action.

Complete a unit report for the University’s Continuous Monitoring and Improvement process.

Attend and contribute to the relevant Programme Committee or Sub-Committee.

Contribute to the APL procedures as required. Professional, Regulatory & Statutory Bodies: The Programme Leader is responsible for working with MIHP and external regulatory bodies, e.g. RFU on the Emergency Care in Sport unit. Whilst the Programme Leader will provide the overall management and support of the off-site delivery, Unit Leaders will provide first line support for staff delivering the off-site unit content. NB: the University’s Management of programme Delivery is available from the CASQE website

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook.

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/students/


Programme Specific Support There is a programme team, as well as Faculty and University-wide student support services, which provide a holistic strategy for supporting students whilst on the programme. Students will attend MIHP for teaching only. Should students wish to study or visit their personal tutor outside teaching days, they will be required to visit MMU. The programme team’s strategy for providing student support includes:

An induction programme is provided for all students. It is a day where the students are introduced to each other, the University and the programme.

Each student will have a named personal tutor throughout the programme who will be accessible and helpful regarding general study skills. Access to the named tutor may be face-to-face, by phone, letter or email. Whatever the style, students will negotiate, with the named tutor, the process of ongoing regular contacts;

Personal tutors will have access to the record of student achievement;

All students will carry out a piece of formative writing in the first term. This will be marked in the first term and feedback provided. It is intended to give guidance about writing style, referencing and the use of the submission tool, Turnitin. This feedback will be provided prior to the first assignment.

The student handbook, available on Moodle, will provide a section that outlines the strategy for academic support;

All students will be encouraged to develop and maintain a personal development plan (PDP). In some cases this may supplement their employer based PDP;

Students on the programme have access to a range of support for their study skills, listed on each Unit Moodle site. They include a whole range of information including literature and study skills resources. This will include detail of how study skills and IT skills should be developed by students and how they will be supported during their studies;

Students may discuss their ideas for assessment with the Unit leaders, identified on each Unit Moodle site;

Constructive feedback will be given on all assessed students’ work via Turnitin accessed on Moodle;

Resubmitted work will identify the classification range that would have been achieved for a first attempt.

A mid-year review occurs to assess the progress of all students. Issues arising from this review prompt early intervention by personal tutors or Unit leaders.

Pastoral Support Each student will be allocated a personal tutor, based at MMU, who will provide support for the duration of the student’s course of study. Students will be advised about the role of their personal tutor and the purpose of pastoral support during induction processes. The personal tutor:

Provides personal, pastoral support and where necessary, acts as an advocate;

Monitors the student’s development in relation to their specific studies and the acquisition of skills;

Provides advice regarding referral to student services.


Central MMU Student Services provide both a drop-in and planned student counselling service.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. NB: University guidance on Evaluation of Student Opinion is available from the CASQE Programme Specific Evaluation Student representatives will be invited to attend Programme Committee meetings held at MMU. These meetings will:

Provide a forum for the exchange of views between staff and students;

Consider the services and facilities which support students and the delivery of the Programme;

Make recommendations to the Programme Committee as appropriate Programme Specific Evaluation.

Student Evaluation On a day-to-day basis, the programme team will endeavour to operate a student centred culture that encourages free engagement and constructive feedback. The site of delivery will not affect this culture. Within the programme, each unit is subject to a variety of student evaluation mechanisms. These include:

Feedback from student representatives at each Programme Committee meeting held at MMU;

Informal student feedback to unit leaders and the Programme Leader, personal tutors and mentors via email or during teaching at MIHP;

Informal feedback from unit leaders, Programme Leader, mentors/practice educators and service managers concerning the student experience via Moodle;

Formally conducted student evaluations at the end of each unit and, where appropriate, at the end of the programme; these can take the form of surveys or focus groups and online surveys via Moodle;

Student evaluation is fed into quality assurance processes through the Continuous Monitoring and Improvement processes. However, pressing issues will be managed in a timely manner.

The Faculty operates a student complaints process and students will be informed of this through their online Handbook. The Programme Leader will monitor these complaints and take remedial action as appropriate. Responses to collective concerns raised by students will be fed back to them via Moodle and the Programme Committee. Participant evaluation and feedback, and feedback from the External Examiner(s), forms an integral part of the Continuous Monitoring and Improvement Process.

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

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