MCh Orthopaedics

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					                             PROGRAMME SPECIFICATION DOCUMENT FOR

                                                      MCH: ORTHOPAEDICS

1.         Awarding Institution/Body                              Teesside University (TU)

2.         Teaching Institution                                   Teesside University

3.         Collaborating                                          South Tees NHS Foundation Trust
           Organisations                                          (type 2a from UAPC3 form typologies)
           (include type)
4.         Delivery Location(s)                                   Teesside University
           (if different from UoT)                                James Cook University Hospital
5.         Programme Externally                                   N/A
           Accredited by (e.g. PSB)
6.         Award Title(s)                                         MCh: Orthopaedics
                                                                  Postgraduate Diploma in Health and Social
                                                                  Postgraduate Certificate in Health and Social
7.         Lead School                                            School of Health & Social Care

8.         Additional Contributing                                N/A
9.         FHEQ Level                                             7
           (see guidance)
10.        Bologna Cycle                                          Second cycle
           (see guidance)
11.        JACS Code and JACS                                     A900
12.        Mode of Attendance                                     Part-time
           (full-time or part-time)
13.        Relevant QAA Subject                                   N/A
           Benchmarking Group(s)
14.        Relevant Additional                                    N/A
           External Reference Points
           (e.g. National Occupational
           Standards, PSB Standards)
15.        Date of                                                July 2010
16.        Criteria for Admission to                                    Medical degree
           the Programme                                                Working within orthopaedics speciality

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           (if different from standard                               IELTS 6.5 or above for non-English
           University criteria)                                       language students (or equivalent)

17.        Educational Aims of the Programme

           The overall aims of the programme are to:
                Enable students to further develop an understanding of the
                 principles and clinical concepts underpinning practice in trauma and
                Enable students to further develop the knowledge, skills and
                 attitudes necessary to perform evidence-based trauma and
                 orthopaedic practice and research within trauma and orthopaedics
                Foster within the student a commitment to lifelong-learning and an
                 inquisitive approach to clinical practice

18.        Learning Outcomes

           The programme will enable students to develop the knowledge and skills
           listed below. Intended learning outcomes are identified for each category,
           together with the key teaching and assessment methods that will be used
           to achieve and assess the learning outcomes.

           Knowledge and Understanding
           K1 Demonstrate a comprehensive and critical knowledge and
               understanding of the biomechanical principles underpinning
               orthopaedic practice
           K2 Demonstrate a comprehensive and critical understanding of the
               research methodologies and data analysis methods from which the
               knowledge base for clinical practice in trauma and orthopaedics has
               been derived
           K3 Demonstrate a practical understanding and originality in the
               application of evidence-based practice
           K4 Demonstrate a comprehensive and critical understanding of
               governance in the clinical practice of trauma and orthopaedics
           K5 Demonstrate a systematic and critical understanding of the
               governance of research
           Cognitive/Intellectual Skills
           C1 Integrate and synthesise existing practice in trauma and orthopaedics
               with systematically appraised evidence in order to make sound clinical
           C2 Make argued conclusions on the basis of an evaluation of the
               evidence base underpinning clinical practice in trauma and
           C3 Plan and undertake research that challenges orthodox orthopaedic
               practice and which formulates new or alternative solutions
           Practical/Professional Skills
           P1 Act autonomously to make justified decisions regarding investigations
               and interventions within orthopaedic practice

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           P2  Act autonomously to identify specific aspects of orthopaedic practice
               that require research-based or evidence-based enquiry
           Key Transferable Skills
           T1 Independently identify and manage own personal development needs
               necessary for continuing professional development
           T2 Communicate complex academic and professional issues to a range
               of audiences using a variety of verbal and written methods
           T3 Demonstrate competency in IT skills commensurate with the demands
               of academic, research and evidence-based professional practice
           T4 Demonstrate competency in numeracy skills commensurate with the
               requirements for academic, research and evidence-based
               professional practice
19.        Key Learning & Teaching Methods

           A variety of learning and teaching strategies will be employed throughout
           the programme. The majority of modules can be undertaken either by
           attending taught classes, as distance learning or through a mixture of both
           attendance and distance learning. Consequently most modules utilise
           learning and teaching methods that support both attendance and distance
           learning. The majority of modules are offered as distance learning and for
           the clinical modules that require some attendance (Trauma and
           Orthopaedics and Assessment and Management of Shoulder Disorder), the
           taught sessions are delivered in blocks. This is a more suitable method of
           delivery for students who find it difficult to attend on a weekly basis, either
           because of work commitments or their location.

           Learning and teaching methods for attendance learning include key
           lectures, seminars, computer lab work, structured learning materials,
           clinical lab work, individual tutorial support and supervision. Key lectures
           will be used to deliver content and seminars to enhance students’
           understanding. Seminars will employ a range of methods, such as group
           discussion and practical activities to encourage students to actively engage
           with the learning materials. Students will also be able to engage in
           individual computer lab work supported by structured learning materials to
           develop their practical skills in literature searching and data analysis.
           Clinical skills and knowledge and understanding of anatomy and
           physiology will be developed through practical activities in anatomy labs
           using cadaveric dissections and supporting discussion. Individual tutorial
           support will be utilised to support students’ learning throughout all the
           modules. The Virtual Learning Environment (VLE) will also be used to
           support students’ learning as a repository for learning materials and to
           enhance communication and discussion of key concepts.

           The VLE will also be utilised as the main method of supporting learning for
           students studying modules as distance learners. This will be through the
           use of written learning materials, narrated Power Point presentations,
           interactive, structured learning materials and activities, and a range of
           discussion forums including the discussion board, wikis and blogs.
           Maintaining good communication with all students is a key aspect of the
           learning and teaching strategy and this is particularly important for

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           distance-learners. The VLE is seen as a key method for maintaining good
           communication through the use of the programme and module e-
           learning@tees sites. It is recognised that this will be a new method of
           learning for some students and the learning and teaching strategy is
           designed to support the development of these skills incrementally through
           the programme starting in induction. Early modules support students in
           accessing learning materials, communicating with staff and other students
           via the VLE and submitting assignments via the VLE. Later modules
           encourage students to become more independent learners and provide
           less explicit instructions on using the VLE. All students will be able to
           access the learning materials and support mechanisms of the VLE for both
           attendance and distance modes of study regardless of whether they are
           studying though attendance or distance learning.

           The programme team will draw on expertise from a number of consultants
           working within the specialist clinical field of trauma and orthopaedics who
           will be able to support students in their learning of the principles and
           concepts underpinning specialist trauma and orthopaedic clinical practice
           and support students in the application of these to their everyday practice.
           Support from experienced specialist orthopaedic clinicians is seen as an
           important aspect of the learning and teaching strategy to support students
           in the application of the programme content to their clinical practice.

           The learning and teaching strategy is designed to enhance student learning
           and will contribute to the LTAS priority area of learner engagement, support
           and success and to retention and progression. Learning and teaching
           methods in early modules such as Evidence-based Practice are designed
           to support students in developing key transferable skills such as academic
           writing, reference and literature searching and skills associated with
           ‘mastery’ at an early stage in the programme to enhance their success
           throughout the programme. An opportunity for formative assessment and
           feedback on key transferable skills is provided to support this development
           of key transferable skills associated with ‘mastery’. Students are
           encouraged to maintain a Progress File to support their personal
           development; this is supported initially through the Evidence-based
           Practice module and then followed up throughout the programme by the
           Personal Tutor during progression tutorials. This process is designed to
           identify students who require additional support and the programme team
           can then work with students to identify suitable mechanisms for support
           (see Student Support section for discussion of these mechanisms).
           Students who show promise or aptitude will also be identified through this
           process and the Programme Team can then identify activities or
           opportunities for students to further extend their development.

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20.        Key Assessment Methods

           The assessment methods are designed to facilitate student learning and a
           range of methods will be utilised throughout the programme which will
           guide the students towards developing the academic skills necessary for
           studying at master’s level and to achieve the learning outcomes of the
           programme and modules. A variety of assessment methods are used
           throughout the programme to provide students who excel in some forms of
           assessment opportunities and not others to demonstrate their capabilities.

           Formative assessment is used in the first module of the programme to
           support student learning and provide students with the opportunity for
           feedback on their ‘mastery’ skills and the development of their academic
           writing and referencing skills at an early stage. Formative assessment is
           also utilised in other modules to facilitate students’ learning and provide an
           opportunity for feedback on their progress.

           Summative assessment methods utilise a range of approaches such as:
           written report, statistical analysis, written proposal, oral and written exam,
           essay, portfolio, practical exam, case study, research project, and journal
           article for publication. The range of approaches is designed to support
           students in developing their practical clinical and research skills and key
           skills, such as written and verbal communication, IT and numerical skills
           relevant for clinical practice and research.

           The Evidence-based Practice module assessment includes a formative
           assessment which is specifically designed to assess students’ key
           transferable skills and ‘mastery’ to provide an early opportunity for
           feedback. The summative assessment is a written report which assesses
           students’ ability to critically evaluate and to write in a concise report format
           which is seen as an important skill relevant to clinical practice.

           The assessment for the Practical Statistics module is designed to asses
           both knowledge and understanding of statistical concepts and techniques
           and practical skills in undertaking data analysis using SPSS and
           interpreting results from data analysis; and is designed to adequately
           prepare students for the data analysis they will undertake for their
           dissertation modules. This is also seen as a valuable way of assessing key
           transferable numeracy and IT skills. The assessment for Designing
           Research Projects is a written research proposal which students will then
           follow through in their Dissertation module and again is designed to
           adequately prepare students for their final dissertation as well as assessing
           their knowledge and understanding of research designs, methods and

           The Trauma and Orthopaedics module utilises an unseen written exam and
           oral examination. Some students find it easier to demonstrate their
           knowledge and understanding verbally and others find it easier in written
           format so including both types of assessment means that no student will be
           disadvantaged by the type of assessment. Both the written and oral exams

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           are designed to test students’ knowledge and understanding of the
           principles underpinning clinical practice in trauma and orthopaedics and to
           be able to apply these to clinical decision making and evidence-based
           care. The assessment therefore provides an ideal method for assessing
           students’ ability to synthesise and integrate knowledge and understanding
           and apply this to clinical decision making. The use of clinical scenarios in
           the examinations makes them directly relevant to clinical practice. This
           module is assessed by experienced clinicians in trauma and orthopaedics
           to ensure the clinical relevance of the assessment.

           The assessment for both the Dissertation modules provides the opportunity
           to undertake and write up a piece of research that will add to the body of
           knowledge within trauma and orthopaedics. Students will have the
           opportunity to demonstrate an in-depth knowledge and understanding and
           ability to synthesise and integrate knowledge from theory, practice and
           research and their learning throughout the programme. This assessment is
           designed to support students in developing their independent learning
           abilities. For the Dissertation and Research Paper module which includes
           the production and submission of an article for publication the assessment
           also support students in developing their ability to write for publication.

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           Programme Modules

           Level 7
                 Code                                             Title               Credits    Status                      Compensatable
           RMH4008-N                 Evidence-based Practice                              20      Core            √

           PIH4002-N                 Practical Statistics                                 20      Core             √

           RMH4037-N                 Trauma and Orthopaedics                              40      Core             √

           RMH4013-N                 Designing Research Projects                          20      Core             √

           RMH4025-N                 Work-based Learning in Orthopaedics                  20    Designated         √
           PHY4019-N                 Assessment and Management of Shoulder Disorder       20    Designated         √
           RMH4002-N                 Delivering Quality in Health Care                    20    Designated         √
           RMH4009-N                 Dissertation                                         60    Designated         √
           PIH4003-N                 Dissertation and Research Paper                      80    Designated         √

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21.        Programme Structure

           The MCh: Orthopaedics programme structure is designed to provide a
           logical progression and development of knowledge, understanding and
           skills throughout the programme (see Figure 1). This logical progression
           and sequencing of the modules aims to enhance the quality of learning and
           the student experience and to enhance student progression and retention
           throughout the programme.

           Figure 1: MCh: Orthopaedics Programme Structure

                 Year                              Term1                     Term 2           Term 3
            Year 1                             Evidence-based             Designing Research Projects (20)
                                                Practice (20)

                                                                  Trauma and Orthopaedics (40)

                                                          Practical Statistics (20)

            Year 2                                          **Designated Option module (20 credit)

                                                                  Dissertation (60 or 80 credits)

           **The designated Option module only taken with 60-credit Dissertation
           module and timing of module within the second year will vary depending on
           specific option module choice

           Year 1 of the programme is designed to equip students with the necessary
           knowledge and skills that they will need to successfully complete their
           dissertation in the second year of the programme. One of the first modules
           of the programme, Evidence-based Practice, is designed to support
           students in developing the key skills necessary for studying at master’s
           level such as academic writing and referencing, critical thinking and critical
           evaluation skills. It also aims to enhance students’ understanding of
           ‘mastery’ so that the students are adequately prepared for the remainder of
           the programme. The focus on evidence-based practice runs throughout
           the programme and this module develops the key evidence-based practice
           skills that underpin evidence-based orthopaedics. It is therefore also seen
           as an important module to run alongside the start of the year-long Trauma
           and Orthopaedics Module.

           The Practical Statistics and Designing Research Projects modules provide
           students with the necessary research and data analysis skills for their
           dissertation and it is therefore important to include these modules in Year
           1. Practical Statistics will be taken over Terms 1/2 and Designing
           Research Projects over Terms 2/3. This is designed to provide a more
           even spread of modules and assessments across the year.

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           To engage students in the programme it was considered important to
           include the module that was specifically related to clinical practice, Trauma
           and Orthopaedics, in the first year. This module is designed to provide
           students with the underpinning concepts and principles for evidence-based
           orthopaedic practice and therefore will provide students with the specialist
           clinical knowledge and understanding they will need to enhance their
           clinical practice and for the Dissertation module. It was also considered to
           be an important means of enhancing student retention and progression by
           encouraging students to see the relevance of the programme to their
           clinical practice. To ensure that the workload for students is spread out as
           evenly as possible across the first year this module is year-long and
           teaching is delivered across two, two-day blocks and two, three-day blocks
           which are spread out evenly across the module time period (October-July)
           approximately every six weeks. The year-long delivery and timing of the
           blocks is designed to allow students sufficient time to consolidate their
           learning and consider the application to their day-to-day practice, without
           leaving too long for the learning to be fragmented. A later assessment also
           allows for a greater spread of assessments across the year.

           The second year of the programme has a greater focus on independent
           study with the Dissertation and designated option modules; this is designed
           to support students in developing their ability to become independent
           learners. Students are offered a choice of taking a 60-credit Dissertation
           module plus a 20-credit designated option module, or an 80-credit
           Dissertation and Research Paper module. This allows the students some
           flexibility and choice within the programme structure and provides students
           with the opportunity to study a specialist option module (Work-based
           Learning in Orthopaedics or Assessment and Management of Shoulder
           Disorder). They also have the option of choosing a more generic module
           related to evidence-based practice (Delivering Quality in Health Care) or
           choosing to focus on their independent research and developing this for
           publication with the 80-credit Dissertation and Research Paper.

           The programme structure takes into account work-related factors and the
           increasing emphasis on independent study and greater flexibility in the
           second year is designed to support students who are likely to be moving
           outside of the local area for their specialist orthopaedic work positions. It is
           also acknowledged that students will be combining their studies with their
           full-time work commitments and therefore the modules and programme
           structure are designed to accommodate this.

           All modules are non-compensatable. To ensure that all of the programme
           learning outcomes are met the core modules and dissertation modules
           needed to be non-compensatable. Consideration was given to making the
           20-credit designated option modules compensatable, however it was felt
           that this would introduce inequity to the programme as students opting for
           the 80-credit Dissertation would not have any compensatable modules
           within their programme and therefore the 20-credit designated option
           modules were kept as non-compensatable.

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22.        Support for Students and Their Learning

           Welcome Web
           Support prior to commencing the programme will be provided through the
           Welcome Web. Once accepted onto the programme students will be able
           to access the Welcome Web which aims to provide students with
           information about the programme content and structure and prepare
           students for their first few days of the programme.

           Induction is seen as an important aspect of the programme and helps to
           prepare students for studying at master’s level and to familiarise
           themselves with the facilities and support mechanisms available to them. A
           shared induction day across the master’s programmes gives students the
           opportunity to meet other students on their programme and other master’s
           programmes and members of the programme team as well as preparing
           them for their programme of study. Students also have the opportunity to
           get together as a programme with the Programme Leader to gain a sense
           of programme identity and obtain programme-specific information. A
           distance-learning induction is also available via the VLE for students who
           are studying at a distance or who are unable to attend the induction day.
           This is also available to all students so that they can revisit induction
           materials at any point through their programme. Induction (and early
           modules) will also provide support in the development of skills to support
           ‘online’ learning as this will be a new method of studying for some students.

           Programme e-learning@tees Site
           All students on the programme will have access to the programme e-
           learning@tees site which will provide students with specific information
           about their programme; support communication between students and the
           programme team; and allow students to communicate with each other, thus
           supporting a sense of programme identity among the students.

           Programme Handbook
           All students will be provided with a Programme Handbook at the start of the
           programme which will include key information for the students about their
           programme, the core modules they will be taking and the optional
           dissertations and option modules they can choose in the second year. The
           Handbook will also provide details of the support available to students.

           Personal Tutor
           Students will be allocated a Personal Tutor at the start of the programme
           who will support the student throughout their study and monitor the
           students’ progression. The Personal Tutor role will usually be undertaken
           by the Programme Leader. The Personal Tutor will also provide advice
           and support around the choice of dissertation and options in preparation for
           the second year of the programme

           Progression Tutorials
           Students will be encouraged to meet with their Personal Tutor at the end of

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           each academic year for a Progression Tutorial where they will have the
           opportunity to discuss their progress throughout the year and to plan for the
           next academic year. The aim of progression tutorials is to provide students
           with any support they need, to monitor progression through the
           programme, advice on option choices and enhance communication
           between the Programme Team and the students.

           Progress Files
           Students are supported to develop a Progress File in a number of ways
           throughout the programme. Most students will already have their own
           Professional Portfolios and are encouraged to utilise these to maintain their
           Progress File to avoid duplication. Alternatively, students can utilise the e-
           Portfolio if they wish to do so. The Progress File is introduced in the first
           module of the programme (Evidence-based Practice) and the Personal
           Tutor will then support students in maintaining their Progress File through
           the remainder of the programme.

           Clinical Support
           Support from a Clinical Advisor will be available to students throughout the
           programme. The Clinical Advisor will be a consultant orthopaedic surgeon
           who is a member of the Programme Team. Clinical support will also be
           provided as part of the Work-based Learning in Orthopaedics option
           module. Students will also be encouraged to identify a Clinical Supervisor
           for their Dissertation module who will be able to provide support alongside
           the Academic Supervisor. The Programme Team will also be able to
           identify an appropriate Clinical Supervisor for students if they are unable to
           identify one themselves.

           Academic Support
           Academic support is available throughout the programme from the
           Programme Leader, Module Leaders, and Module Tutors. Students will
           also be encouraged to access the Drop-in Study Skills Centre (DISSC) in
           the Library if they need additional support.

           School and University Support Mechanisms
           University-wide support mechanisms such as student services and the
           Student Union are available to students on the programme. A number of
           mechanisms are also available within the School to provide additional
           support for students who are struggling to complete their programme, such
           as mitigating circumstances, delayed submission, and slowtracking options;
           and students will be encouraged to access these when required to
           enhance retention and progression.

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23.        Distinctive Features

           Philosophy and Relevance to Practice
           The focus on specialist orthopaedic knowledge and skills within an
           academic framework makes this programme unique. The philosophy of the
           programme aims to develop doctors who have specialist, clinically relevant
           skills in trauma and orthopaedics, which are underpinned by a sound
           understanding of the principles, concepts and evidence which support
           orthopaedic practice. The combined focus on the development of trauma
           and orthopaedic clinical expertise, evidence-based practice and research
           skills will develop doctors who are able to adopt an evidence-based
           approach to their practice and who are capable of undertaking research
           within trauma and orthopaedics. The programme is therefore very relevant
           for current specialist orthopaedic practice and it will prepare students to
           progress in their specialist orthopaedic careers.

           Collaborative Programme
           MCh: Orthopaedics is delivered collaboratively between Teesside
           University and consultants in orthopaedics and trauma from South Tees
           NHS Foundation Trust. This collaborative partnership provides students
           with a unique opportunity to not just develop academically but also to gain
           support in applying this knowledge to their clinical practice with the support
           of both clinical and academic experts in orthopaedics, evidence-based
           practice and research.

           Multidisciplinary Learning
           A number of the key modules are shared with other programmes and the
           students on MCh: Orthopaedics will therefore study with students from a
           range of other professional backgrounds. This provides the opportunity for
           inter-professional discussion and debate and the opportunity to consider
           relevant issues from the perspective of other professional groups. This
           multidisciplinary learning is seen as strength of the programme.

           Flexible Learning
           The opportunities for flexible-learning are one of the key strengths of the
           programme in increasing retention and progression and enhancing student
           experience. Flexibility is offered in a number of ways. For most modules
           students can choose to study by attending classes, by distance-learning or
           through a combination of both. This allows students to continue with the
           programme when their work commitments are such that they are unable to
           attend classes, when they move outside of the local area, or if they prefer
           distance-learning study. The designated option modules within the second
           year also offers greater flexibility in the choice of modules studied.
           Students have the option to choose an 80-credit Dissertation or a 60-credit
           Dissertation plus a 20-credit designated option module. There is also
           flexibility in that students can choose to extend the programme over a
           longer time period if they need to do so.

           Support for ‘Mastery’
           Making the transition to master’s level study can be difficult for some

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           students and support with making this transition is seen as an important
           element of the MCh: Orthopaedics programme. Support is provided during
           the programme induction and within the first module ‘Evidence-based
           Practice’. This support is designed to help students understand the
           requirements of academic study at master’s level to develop their skills in
           academic writing and referencing, critical thinking and critical writing; and in
           the key IT skills such as literature searching. The formative assessment at
           an early stage in the programme is one of the key methods for facilitating
           the development of ‘mastery’ skills, alongside structured learning materials
           and group discussion. These mechanisms for supporting the transition to
           ‘mastery’ have been utilised across a number of master’s level
           programmes and have evaluated well.

           Student Support
           Student support is an integral part of the programme and aims to enhance
           both the student experience and retention and progression. Support is
           offered via a number of mechanisms. Academic support is provided by
           Module Leaders, the Dissertation tutor, and Clinical Supervisor and through
           DISSC. Support is also provided by the Programme Leader, Personal
           Tutor and through a number of School-wide mechanisms such as slow-
           tracking, delayed submission and mitigating circumstances. These
           mechanisms can be utilised to support students who are experiencing
           difficulties outside of the programme or in combining their study with work
           and home commitments. The MSc Evidence-based Medicine
           (Orthopaedics) programme has previously introduced the use of individual
           progression tutorials for each student, which has proved to be successful in
           increasing retention and progression, and they will therefore be continued
           in the MCh: Orthopaedics programme.

           Opportunity to Produce Work for Publication
           Engaging in research and a record of publication are important aspects in
           career progression for students aiming to achieve a consultant position.
           Providing an opportunity to develop their research skills and to support
           students in preparing their work for publication is therefore seen as an
           important element of the MCh: Orthopaedics programme.

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