Public Health BSc (Hons) (Level 6 only)
2016 - 2017
Bachelor of Science (Level 6 only)
University of Chester
University College Isle of Man
University College Isle of Man, Douglas, Isle of Man.
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
1 year full time, 2 years part time
Annual - September
Health and Social Care
Health and Social Care
Health Studies (QAA)
Faculty of Health and Social Care Undergraduate Module Assessment Board
Thursday 1st March 2012
To provide a suitable progression route for students achieving a Foundation Degree in Health and Society by means of:
a coherent programme built on both biological and social epistemologies;
the promotion of critical and analytical faculties applied to health issues;
the development of research competence at a sustained level;
the confidence to negotiate complex and sometimes contested epistemologies in health and
the relating of theoretical and conceptual thinking to real-world situations.
FHEQ Level 6
Concurrent with the expectations of Level 6 study the student will be able to demonstrate a firm grasp of the key aspects of Public Health. In addition the student should be able to apply learning to local, national and global contexts, with emphasis on education, research and environmental aspects of health.
IM6001 (Dissertation). Show a critical awareness of the role of research in the development of health as an academic theme and as a site of public concern
IM6002 (Issues in Health and Disease). Show a detailed understanding of the diversity of determinants of health and the controversies that attend them, and demonstrate an applied and integrated approach to a critical analysis of health issues and health services
IM6003 (Environmental Health). Demonstrate a comprehensive knowledge base encompassing biological and social science disciplines as they inform environmental health
IM6004 (Cancer and Autoimmune Diseases). Understand and evaluate the contributions of biomedical and social epistemologies to health and health provision
IM6005 (Health Promotion and Health Policy). Understand and evaluate the role of the individual and of institutions in affecting health status
FHEQ Level 6
Thinking and cognitive skills are expected to develop from the Foundation Degree in Health and Society or related Level 5 modules, with progression from an emphasis on clear description and understanding, to demonstration of analytical and critical thinking skills. The ability to reason, to synthesise information from various sources, to critically analyse, evaluate and interpret theories, and to formulate and test hypotheses will be shown.
IM6001 (Dissertation). Apply a range of theoretical perspectives on health drawn from both natural and social sciences
IM6002 (Issues in Health and Disease). Compare and contrast approaches to health arising from both professional and lay perspectives and relate the structures of services to the complex and contested interpretations of health
IM6003 (Environmental Health). Analyse issues in environmental and public health provision using critical perspectives
IM6004 (Cancer and Autoimmune Diseases). Critically analyse a range of theories of causality relating to patterns of illness and disease
IM6005 (Health Promotion and Health Policy). Critique professional rationales for health priorities and health interventions
FHEQ Level 6
Students will demonstrate the ability to manage their time, and to plan, conduct and report research in a variety of formats, and deal with statistical and textual analysis of data. Students will gain experience in project management consistent with practice in professional contexts, as well as knowledge of ethical standards in research. They will demonstrate numerical skills appropriate to the interpretation of data sets; use of information technology (including use of specialist software for statistical analysis); the ability to plan and carry out work individually, the ability to reflect upon their own learning and performance and enhance their abilities in the light of that reflection.
IM6001 (Dissertation). Locate, review, evaluate, carry out, report on and analyse primary research. Engage in reflective to challenge and adjust performance. Students will develop people management skills congruent with social and ethical requirements.
FHEQ Level 6
Students will demonstrate communication skills expectant of Level 6 studentship including the use of referencing conventions, select the appropriate form of communication for purpose, and implement a planned strategy for successful communication. Additionally students will find, interpret and synthesize evidence from a range of sources (textual, numerical and graphical) to formulate a coherent argument. They will initiate and foster interpersonal communication strategies to underpin task achievement and utilize electronic information and communication systems for research and dissemination (All modules)
IM6001 (Dissertation); IM6002 (Issues in Health and Disease) and IM6005 (Health Promotion and Health Policy); design and deliver formal presentations utilizing a range of media to meet specified aims.
The programme comprises a one year full time (two years part time) course of study for students wishing to progress beyond the FdSc Health and Society. It builds on the subject disciplines of biology, epidemiology, research methods, sociology and social policy; however it is potentially of relevance for students achieving Foundation Degrees in other subjects. It includes transferable and employability skills in each of the modules, and reflects real world experiences where ever reasonable.
Each module attracts 20 credits with the exception of IM6001 Dissertation which attracts 40 credits. Students achieving 120 credits on this programme are eligible for the BSc (Hons) in Public Health (Level 6 only).
Students are required to have achieved a Foundation Degree in Health and Society, or in a related subject. Alternatively they may have achieved a Diploma in Higher Education in a related subject.
The benchmarks for this programme are strongly influenced by the QAA benchmarks for Health Studies. They reflect the position that both clinical and non-clinical agencies are working ever more closely with communities to develop and deliver health improvement and health protection strategies. Social, economic and cultural factors are implicated in the design and implementation of health related services and policies. Social determinants of health are recognised whilst the mechanisms involved are as yet poorly understood. As the same time individual and social resistances to health interventions continue to reveal the complex and contested nature of health defined as a public good. This programme develops in the student the capacity to engage in substantial critical study of the subjects most relevant to negotiating the complexities of health. Its central tenets comprise:
research, recognising the sources of evidence and their epistemological foundations;
multidisciplinary, and the opportunity to work with concepts and theories across subject boundaries and;
public health as a subject in its widest sense as it affects individuals, communities, national interests and global movements.
All module delivery is designed to produce active and interactive learning. Formal delivery is included, using didactic and seminar methods. These are enhanced by the use of problem-solving activities, workshops, group presentations, field work studies and case study activities as appropriate to the subject. Wherever possible learning is underpinned by visits to sites of specific interest, and by the use of guest speakers.
Individual and small group tutorials are embedded into the student timetable to assess student learning and independence, and to trigger corrective interventions as indicated.
The assessment process is structured to encompass a fair and inclusive process measuring knowledge and understanding, skills and expressive command. Forms of assessment are varied in design in order to ensure that no student's results are adversely affected by assessment strategies they find particularly challenging, for example, formal examinations. In addition the variation in assessment strategy is designed to incite the interest and motivation of students to engage and strive. The variation reflects the types of demands they may face in their chosen careers, including working within close time constraints, delivering presentations to specified standards, using information technology to produce findings and planning a series of cumulative tasks. Most modules have two forms of assessment, loosely described as coursework and examination.
Assessment methods include:
production of an academic poster;
development of critically focused essays;
extended research study or work related negotiated project;
seen and unseen examinations;
formal presentations using audio-visual techniques and;
practical project work.
The graduate student will have achieved mastery of subject-specific knowledge and skills in a range of health-related subjects, and competency in diverse transferable and employability skills. The student will bring to a range of potential careers proven ability in task analysis, performance management, and problem-solving in pursuit of identified goals. In addition the student will be able to demonstrate enhanced communication skills to organise tasks and present outcomes.
The student will have a broad based knowledge of health and health provision with specific interest to the health and wellbeing of the workforce, of specific social groups and to the population as a whole. The graduate will have the knowledge and understanding of the complex and contested terrain of health and health services, such as the ability to engage in planning and implementing health strategies.
In addition the graduate will have competence in a range of research and employability skills in order to undertake knowledge building and testing in a range of health-related careers. These competences will enable the graduate to undertake further academic or professional study, in more specialised areas such as public health policy, health promotion, occupational health, environmental health and community development.
The University College of Man is committed to meeting the needs of all learners, recognising their individuality and diversity. This programme is designed to be accessible to students who have undertaken higher education from a non-traditional background, through a focus on supported study skills, individual tutorials and inculcation of student self-review, and course monitoring. The delivery team has developed significant skills and experience in catering effectively for students with a range of particular interests, strengths, learning styles and needs. As such it has confidence and interest in maintaining and extending its ability to engage with diversity and promote equality.
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