Students will be eligible to exit with the award of Postgraduate Diploma if they have successfully completed at least 120 credits and achieved the award learning outcomes. In addition, for Degree of Master FHEQ Module Title Type Credits Module Level (s) Code Core/ option/ elective 7 Quality and Service Core if not 30 2 Improvement taken for diploma 7 Quality and Service Core 30 1&2 Improvement Project 7 Any 30 credit option from diploma level if LEM7017-C taken previously Students will be eligible for the award of Degree of Master if they have successfully completed at least 180 credits and achieved the award learning outcomes. Learning and Teaching Strategy The curriculum aims to: Map to postgraduate benchmarks within the pharmacy profession Be evidence-based and developed using sound educational theory Be case-based and patient-centred, enabling integration of knowledge into practice Include learning with continual formative feedback Include aspects of learning theory, including: Making use of participants’ experience Encouraging learners to move to increasingly advanced stages of personal development Allowing as much choice as possible in the organisation of learning programmes Learning and Teaching Strategy The learning and teaching strategy includes monthly taught study days (pre-study day tasks, online study packages, keynote lectures, case problems and –based collaborative learning). A study day in year 1 will be delivered with the MSc Clinical Pharmacy (Community), allowing students to take part in collaborative work exploring current issues in every sector of pharmacy and the broader NHS. Approximately a to a half of the learning time will be dedicated to work-based learning where students will have the opportunity to practice and develop the knowledge, skills and values necessary to become a competent secondary care pharmacist work-based learning including formative and summative assessment, reflection on learning experiences and tutorials. Students will receive regular feedback on work-based tasks, using validated assessment tools such as evaluation exercises (mini-CEX), case based discussions (CBD) and direct
Students will be eligible to exit with the award of Postgraduate Diploma if they have successfully completed at least 120 credits and achieved the award learning outcomes. In addition, for Degree of Master FHEQ Level Module Title Type Core/ option/ elective Credits (s) Module Code 7 Quality and Service Improvement Core if not taken for diploma 30 2 7 Quality and Service Improvement Project Core 30 1&2 7 Any 30 credit option from diploma level if LEM7017-C taken previously Students will be eligible for the award of Degree of Master if they have successfully completed at least 180 credits and achieved the award learning outcomes. Learning and Teaching Strategy The curriculum aims to: Map to postgraduate benchmarks within the pharmacy profession Be evidence-based and developed using sound educational theory Be case-based and patient-centred, enabling integration of knowledge into practice Include learning with continual formative feedback Include aspects of learning theory, including: Making use of participants’ experience Encouraging learners to move to increasingly advanced stages of personal development Allowing as much choice as possible in the organisation of learning programmes Learning and Teaching Strategy The learning and teaching strategy includes monthly taught study days (pre-study day tasks, online study packages, keynote lectures, case –based problems and collaborative learning). A study day in year 1 will be delivered with the MSc Clinical Pharmacy (Community), allowing students to take part in collaborative work exploring current issues in every sector of pharmacy and the broader NHS. Approximately a to a half of the learning time will be dedicated to work-based learning where students will have the opportunity to practice and develop the knowledge, skills and values necessary to become a competent secondary care pharmacist work-based learning including formative and summative assessment, reflection on learning experiences and tutorials. Students will receive regular feedback on work-based tasks, using validated assessment tools such as evaluation exercises (mini-CEX), case based discussions (CBD) and direct
msc-clin-pharm-secondary-care-16-17.docx