The programme will be delivered by blended learning in the form of learning packages, e-mail, discussion boards, telephone contact, residential schools and workplace mentoring. The Module Texts (supplemented by set texts) will provide the main learning materials and the University intranet (IBIS), through moodle, will be used to provide the learning framework, information on work patterns, additional support materials and the platform for communication throughout the programme. Laboratory-based practical exercises which contribute to the Learning Outcomes of some modules will be undertaken within the appropriate Residential School, which will be scheduled at the start and end of each module.
Members of the Institute of Medicine have many years of experience in offering distinctive programmes of study at diploma, undergraduate, postgraduate and post-experience levels. The Department has considerable experience of supporting the learning needs of mature students and of students generally with ‘non-standard entry’ qualifications. Considerable experience has been achieved with students with limited entry qualifications both in terms of academic performance and personal development.
At the start of each module, students will attend a Residential School at which the module content (including support provision, learning materials and assessment details) will be described. In addition, this will provide an opportunity for the delivery of some subject matter and, where appropriate, relevant practical work. Cohort meetings will also be scheduled to take place at the Residential Schools.
Students will be encouraged to form self-help groups (communicating through e-mail, discussion boards or telephone) and these will be explained and organised at the Residential School.
(a) The main learning materials will be in the form of Module Texts supported by a Programme Handbook. The Module Texts will contain a range of materials (e.g. text, articles, data handling exercises and so on) and will be augmented by on-line learning. Students will be encouraged to complete formative assessments which will be progressively developed through the weekly seminars giving valuable on-going feedback to the students as they progress.
(b) On-line learning
On-line facilities (using moodle on the University intranet IBIS) will be used to provide the following:
· A structured weekly guide to the module content
· Assessment details and guidance (e.g. on presenting the assignment(s))
· Access to distant, appropriate websites
· Access to Library resources
· Access to the Discussion Board
· e-mail links to the tutors
· Text references.
· Access to the support infrastructure.
Time will be given each week to student/staff interaction via e-mail. Students will be allocated a time slot during which the module tutor will answer e-mails concerning the module content and/or assessment.
Where appropriate, there will be short practical exercises set within the modules which will be performed at the relevant Residential School.
Visiting Lecturers will be used to support the delivery of the programme. This will provide expertise in specialist areas and will include contributions from a range of personnel involved in various disciplines of Biomedical Science.
The assessment methods employed all place great emphasis (as shown in their assessment criteria) on the learner's ability to demonstrate skills through the production of coherent responses either to problems or tasks set.
- Written assignments that critically review and cite key research papers;
- Case studies which identify and formulate appropriate responses and intervention strategies to biomedical issues;
- Preparation of research proposals;
Specific details are available in individual module descriptors.The emphasis of this programme is placed on developing and enhancing knowledge, skills and attributes of the learner in the speciality of clinical bariatric practice and as such teaching and learning methods are focussed work-based learning, clinical skills-based learning, problem-based learning. These strategies will be utilised in both the classroom, on-line learning and clinical setting.
There are clinical based modules will allow the learner to be cognisant of the requirements to become a competent practitioner in the field of clinical bariatric practice. This will facilitate the student to become an increasingly autonomous learner, able to identify their own learning needs and goals within the parameters of the programme aims and outcomes, which will require the student to actively identify and negotiate specific personal learning outcomes within the parameters of the module learning outcomes. The student will also be expected to identify and negotiate acceptable methods of evidencing the achievement of the learning outcomes within their portfolio.
Self-directed and peer-learning will be encouraged throughout the programme. Student support and direction will be provided by interactive discussion and individual feedback, which at level 7 will promote the development of the critical thinking skills required to analyse practice issues.
Students will be exposed to a variety of assessment methods designed to ensure that the content, outcomes and level of the modules are measured in a fair and transparent manner. Examples include but are not limited to assessment of practice, examinations, report writing and case scenarios.
Knowledge and understanding will be tested through the variety of assessment strategies. Intellectual skills will be assessed normally through course work, and students will be asked to demonstrate thinking and cognitive ability through written assignments and individual case scenarios. All aspects of the assessment strategy will be used to evaluate transferable/key skills and, where relevant, mapped against national standards.
The practice element of the programme will be assessed by the practice placement portfolio, reflective accounts, and direct observation by assessor colleagues and peers.
Formative assessment will be utilised during the practice element of the programme and this will be through reviewing the practice placement portfolio and through feedback from assessor, colleagues and peers.