Global Health MSc
2014 - 2015
Master of Science
University of Chester
University of Chester
Chester Riverside Campus
Full-time and Part-time
Classroom / Laboratory,
Annual - September
Health and Social Care
Health and Social Care
Health and Social Care
Faculty of Health & Social Care, Postgraduate Programme Assessment Board
Sunday 1st May 2011
To prepare students to work with diverse populations, and to respond competently to the multilateral health challenges that are presented by the globalisation phenomenon.
To provide students competence in identifying and analysing factors that cause disparities in health status, health resources, and access to health information and health services, particularly for marginalised and vulnerable people.
To prepare students with knowledge, skills and techniques of analysing global health problems, and understanding of international health and public health policy development.
To prepare students with knowledge to handle complexity and exercise best judgments, individually and in groups, when faced with health challenges created by diverse settings by utilizing leadership and other key skills.
Apply a range of analytical and methodological skills to address the multifaceted challenges of global health in an ethically responsible manner and to contribute on a broader scale to the design, implementation and evaluation of health programmes.
To prepare students communicate effectively through appropriate media and audiences, and efficiently take responsibility to complete complex health-related activities individually and in groups.
Assessment element Postgraduate criteria Reasoning Demonstrate critical reasoning with regard to complex issues, which shows an ability to explore and develop alternative solutions. Knowledge Critical evaluation of key concepts of knowledge. Extensive systematic reading and demonstration of insight and originality. Theory/practice link Demonstrate a comprehensive understanding of relevant knowledge and applicable techniques which are at the forefront of professional practice. Analysis Demonstrate synthesis and be able to deal with complex issues in an original manner. Problem-solving Demonstrate a systematic understanding and critical awareness of current and/or new insights, much of which is at, or informed by, the forefront of professional knowledge and practice. Evaluating evidence and argument Ability to deploy accurately, creatively and imaginatively established techniques of analysis and enquiry. Reaching sound judgements Ability to critically evaluate current research, methodology and scholarship and, where appropriate, propose new hypotheses. Communicating Excellent communication skills which can reach a wider audience.
Programme has a one year full-time and three year part-time routes.
The programme consists of six taught modules and dissertation.
All taught modules are 20 credits at level 7
Dissertation module is 60 credits at level 7.
For each 20 credit module, the time required preparing for and to produce assessable work and to prepare for examinations is calculated as 200 hours, inclusive of time spent in class contact with lecturers.
The contact hours (direct teacher/learner interaction) are within the recommended range for level 7 modules i.e. 30 hours of student contact.
Progression of Awards Students undertaking three core module indicated above can exit with a postgraduate certificate in global health. Students completing four core modules and two options can exit with postgraduate diploma in global health. On successful completion of four core modules, two option modules and Dissertation with research method module, students will exit with the MSc in Global Health. Transfer of previously acquired credits and module approval Up to 60 credits at level 7 may be brought into this MSc in Global health from approved postgraduate certificates or stand-alone modules. However, to exit with a Postgraduate Certificate in Global Health students will need to complete Global Health in Action, Global Health in Context; and Epidemiology module which could be brought in from any approve programme.To exist with Postgraduate Diploma in Global health at least 60 out 120 credits must be from three core modules, further 60 credits can be from the option or from any approved programme.
This course is planned to meet the needs of doctors, nurses, allied health professionals, social workers, social services, environmental health staff, voluntary sector, planning, housing and other colleagues involved in delivering and managing the public health and/or environmental agenda.
Applicants should normally be working in these fields.
Applicants will be interviewed.
Entry requirements include a first degree or equivalent experience. The classification of the first degree will normally be a 2:1 or above.
Applicants without a first degree will normally be able to demonstrate extensive experience in the field of health and social care together with evidence of recent study or writing at an appropriate level.
Applicants should normally have completed a research module before commencing the programme.
If English is not their first language, applicants will need to have a minimum score of IELTS 6.5, TOEFL 575 (233).
Although no subject benchmark statement is available for Global Health the curriculum has been developed with frameworks for higher education qualifications indicators for outcomes at Masters Level and considered:
National Occupational Standards for Practice in Public Health
The National Qualifications Framework (NQF) as identified by the Quality Assurance Agency for Higher education as designed to provide and promote academic standards via benchmarking and specifications
Students experience a variety of teaching and learning methods designed to facilitate the achievement of all learning outcomes at level 7 within a student-centred approach, and to foster personal and professional development. Student learning is supported by the module leader, programme leader, and learning support services as appropriate. Methods of learning and teaching will include:
Seminars, presentations and debates.
Scenario-based learning sessions.
Private study sessions.
Knowledge and understanding is tested through a range of written assignments, examination, seminar presentations, individual case study, viva, learning profile, practice assessment, reflective accounts.
Intellectual skills are assessed normally through coursework, and learners are asked to demonstrate thinking and cognitive ability through a range of written assignments, poster preseatation, seminar presentations, individual case study, viva, learning profile, and reflective accounts.
All aspects of the assessment strategy will be used to evaluate transferable/key skills and, where relevant, mapped against national standards.
Demonstrate critical reasoning with regard to complex issues, which shows an ability to explore and develop alternative solutions.
Critical evaluation of key concepts of knowledge. Extensive systematic reading and demonstration of insight and originality.
Demonstrate a comprehensive understanding of relevant knowledge and applicable techniques which are at the forefront of professional practice.
Demonstrate synthesis and be able to deal with complex issues in an original manner.
Demonstrate a systematic understanding and critical awareness of current and/or new insight, much of which is at, or informed by, the forefront of professional knowledge and practice.
Ability to deploy accurately, creatively and imaginatively established techniques of analysis and enquiry.
Ability to critically evaluate current research, methodology and scholarship and, where appropriate, propose new hypotheses.
Excellent communication skills which can reach a wider audience
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
The course takes an inter-professional stance, not seeking to be exclusively nurse-orientated although it is recognised that this group may take up the programme more commonly than other professions.
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