The University of Glasgow and NHS Education for Scotland

					The University of Glasgow
          and
NHS Education for Scotland



  PROGRAMME HANDBOOK
          FOR THE
POSTGRADUATE CERTIFICATE IN
       CHILD HEALTH
         2010-2011

             1
Contents
   INTRODUCTION………………………………………..3
  WHO IS THE PROGRAMME FOR……………………..4
   ENTRY REQUIREMENTS……………………………...4
   APPLICATION…………………………………………..5
   FEES AND SCHOLARSHIP…………………………….5
   PROGRAMME OVERVIEW……………………………5
  PROGRAMME AND COURSE STRUCTURE……........7
   PROGRAMME AND COURSE TIMETABLE…………8
   EDUCATIONAL AIMS AND OUTCOMES……………9
   MODE OF STUDY……………………………………..11
   STUDY DAYS VENUE………………………………..11
  ASSESMENT OVERVIEW…………………………….12
  PROGRESSION AND DISTINCTION…...……………13
  LATE WORK OR EXTENSION FOR STUDY………..14
  PLAGIARISM…………………………………………..14
   RESOURCE INFORMATION…………………………15
  PROGRAMME FACULTY AND GOVERNANCE…...18
   CONTACT INFORMATION…………………………..20
  DETAILS OF INDIVIDUAL SECTIONS……………...21
   APPENDIX A: Masters Level Descriptors……………..27




                      2
INTRODUCTION

    Paediatric Specialist Training (ST) is divided into three levels. Level-1 training
    equates to ST1-3 and represents basic specialty training equivalent to previous SHO
    level training. A variety of workplace assessments need to be carried out throughout
    these years. The trainees’ knowledge base and application of this knowledge is
    formally tested through the MRCPCH examination, which requires to be completed
    before the trainee can progress to level 2 training.




    Level 2 training represents ST4 and ST5. During this time trainees are expected to
    gain broad-based experience in paediatrics, community child health and neonatology
    and to demonstrate the ability to function safely and effectively at middle grade level
    across all these areas. There are a number of workplace assessments required to be
    carried out in each post. There is also a syllabus published by the college covering the
    educational objectives that all trainees should be able to demonstrate at the end of this
    period of training. This is set out in the document ‘A Framework of Competencies
    for Level 2 Training in Paediatrics’ (RCPCH, 2008, available online:
    http://www.rcpch.ac.uk/doc.aspx?id_Resource=4372).

    Level 3 training represent ST6-8 and during this period trainees continue to undertake
    workplace assessments. Individual training programmes may be tailored to an
    individual’s longer term career direction; some will follow a fairly narrow sub-
    speciality training programme whilst others seek a broad-based training in general



                                           3
    paediatrics or general paediatrics with an interest a sub-specialty. The curriculum for
    the sub-specialty training is detailed in the Framework of Competency documents for
    each sub-specialty; there is also such a document for Level 3 training in general
    paediatrics. Progress through Level 3 training is externally tested by the formative
    ST7 assessment organised by the RCPCH.

    The Level 2 curriculum identifies learning objectives across the broad spectrum of
    paediatrics and its sub-specialties. At present there is no mechanism in place to
    ensure that all trainees receive a comprehensive educational package that covers all
    the issues addressed in the framework of competencies document. Trainees spend
    ST4-5 in a range of clinical placements, but have very little exposure to paediatrics
    sub-specialty training during this time. Sub-specialty training placements are quite
    limited in number and it is not practically possible for trainees to get exposure to all
    aspects of subspecialty paediatrics. Educational packages are currently offered by
    each hospital with each individual unit producing its own programme for the trainees
    based in that department at any one time. The consequence of this is that individual
    trainees may find that certain topics are covered many times in their training
    programme during successive placements, whilst other topics are not addressed at all.

    This highlighted the pressing need to establish a structured mechanism for providing
    a comprehensive delivery of the curriculum to all ST trainees in their Level 2
    training. As a result, the Certificate in Child Health was setup to cover all these
    needs.


WHO IS THE PROGRAMME FOR?

    This Certificate has been developed primarily to meet the needs of paediatric ST
    trainees requiring Level 2 Paediatric training. Paediatric trainees need to have
    successfully completed their Level 1 training and passed their Membership of the
    Royal College of Paediatrics and Child Health (MRCPCH) exam. The trainees can
    enrol during their level 2 training (ST4/ST5) or in ST3 if they have completed their
    MRCPCH exam. Eligibility for entry will be restricted initially to paediatric trainees
    within the four main Scottish Deaneries (West, South East, East and North of
    Scotland Deaneries).


ENTRY REQUIREMENTS

    The entry requirements are:
        A first degree, such as an MBChB, or similar equivalent primary
            qualification.
        Passed all components of the MRCPCH exam
        A National Training Number within one of the four Scottish Deaneries
        English Language Requirements: If English is not your first language you
            must provide evidence that your spoken and written English are adequate to
            enable you to cope with your studies. This evidence should take the form of a
            certificate from one of the tests listed below.

            One of the following scores is required:
            • IELTS of 6.5 with 6.0 in each section
            • TOEFL of 580, with 55 in all sections and 4.0 in TWE (237 in CBT
            (computer-based test) with 22 in all sections plus 4.0 in writing section) *



                                          4
            •   Cambridge Certificate of Proficiency in English (CPE) Grade B or higher
            •   Cambridge Certificate in Advanced English (CAE) grade A
            •   Degree from an English speaking University
            •   SQA Standard Grade in English, minimum level 3
            •   GSCE in English, minimum level C
            •   International Baccalaureate, English at higher or lower level

    Please refer to the current graduate prospectus:
    http://www.gla.ac.uk/postgraduate/taught/childhealth/


APPLICATION

    The online application is the quickest and easiest way of applying to the University of
    Glasgow. The system allows you to fill out the standard application form online and
    submit this to the University immediately. You can also attach supporting documents
    including references, certificates and a transcript of previous studies. You will find
    instructions throughout the online form to help you complete your application. You
    may save and return to your application as many times and you wish before
    submitting it.

    How to apply for a taught degree:
    http://www.gla.ac.uk/postgraduate/howtoapplyforataughtdegree/
    www.gla.ac.uk/media/media_107107_en.pdf



FEES AND SCHOLARSHIP

    For the 2010/2011 academic years only, NHS Education Scotland (NES) will pay the
    tuition fees as part of a one-year pilot study. Funding for the following years is still
    being evaluated but if the PG certificate is successful it is likely to come from study
    leave budgets.



PROGRAMME OVERVIEW

    The Certificate in Child health is a postgraduate programme, run jointly by the
    Department of Child Health and NHS Education for Scotland. It is a structured part-
    time programme, which extends over a period of 12-24months part-time.

    This programme is the first stage of what will eventually be a three-stage programme.

    The first stage (Certificate element of the programme) largely focuses on the delivery
    of the Level 2 curriculum (RCPCH, 2008). This will be followed by an optional
    Diploma and MSc elements that can be accessed by the more motivated individuals.
    The taught element of the programme (Certificate and Diploma) will be divided into
    ‘Sections’, with each section comprising of an online structured programme that
    complements 4 days of face-to-face teaching over a 7week period (excluding term
    breaks).

    Stage 1 (Certificate) consists of 5 sections to covering the Level 2 curriculum. All
    trainees will be expected to complete stage 1 by the end of ST5. Completion of this



                                          5
first stage will be recognised with the award of a certificate that will be
acknowledged by the ARCP committee as evidence of having covered the Level 2
curriculum.

Delivery
Course material will be delivered over 4 days (6 hours each) of face-to-face teaching
per section. These four days will consist of interactive forum using scenarios,
discussion groups as well as more formal presentations. One of the main aims of this
course will be to develop critical thinking and appraisal skills in our trainees.
Trainees are expected to attend all these study days. Students will also use self-
directed learning, peer-discussion boards (online), peer presentations, online lectures
and other online activities to help them engage with the course material.


Stage 2 (Diploma [pending senate approval]) will offer a range of sections that will
be sub-specialty based. Some of the content will be mapped on to the level 3
frameworks of competencies for different sub-specialty training. These sections will
be more academically rigorous, but will also offer flexibility of choice. From about
10 sections on offer (available over a few years period), trainees will require to
complete four sections in order to obtain the diploma including an obligatory
introductory module focusing on generic academic training. The other three sections
selected are likely to reflect the future career direction of each individual. Trainees
aspiring to sub-specialty training through the national grid programmes may well
select modules that are relevant to their future sub-specialty aspirations. E.g.
somebody with a interest in critical care might select modules in neonatal or
paediatric critical care, cardiology and respiratory medicine as the core of their
diploma whereas someone with an interest in community child health, might select
modules in social paediatrics, child mental health, and community child health as the
core of their diploma.

Stage 3 (Masters [pending senate approval]) represents enrolment to progress to MSc
level. Those achieving an appropriate standard in all coursework in the first 2 years
may proceed to undertake a supervised research project or large audit project with
expectation that this would ultimately be published. Projects and supervisors will
need to be identified in all deaneries with trainees participating in the programme.
The completion of this project and satisfactory assessment of a dissertation would
form the basis of the award of the MSc degree.

Credits allocation
The credit allocation will be as follows: 60 points for successful completion of the 5
sections in year 1 – equivalent to a Certificate; an additional 60 points for the four
sections in year 2 to achieve Diploma level, and a further 60 points gained on
completion of the Dissertation – i.e. 180 points in total.




                                      6
PROGRAMME AND COURSE STRUCTURE / CREDITS

        For student starting in September 2010 and finishing 36months later in September
        2013 the time-table will be as follows:

Stage 1 Sections (2010-11)                                When                 Value

1. Public Health, Social Paediatrics, Mental              Oct – Nov 2010       12 credits
    Health

2. Growth, Nutrition & Metabolic, G.I. / D.M &            Nov – Jan 2011       12 credits
    Endocrine

3. Development, Neurology & Senses                        Jan – Mar 2011       12 credits


4. Respiratory & Cardiovascular                           Mar – May 2011       12 credits


5. I.D./Immunology, Renal, Haematology,                   May – Jun 2011       12 credits
    Oncology, Rheumatology and Adolescent
    Medicine



Stage 2 Sections                                          When                 Value
(subject to Senate approval)                              (provisional
                                                          dates)
1. Academic Medicine                                      Oct – Nov            15 credits

2. TBC by trainee*                                        Dec – Feb            15 credits

3. TBC by trainee*                                        Feb – Apr            15 credits

4. TBC by trainee*                                        Apr– Jun             15 credits



* each trainee will chose three of the following sections (these sections will be introduced
gradually over the following two years, and are subject to change according to demand): a)
Growth and Endocrine, b) Development, Neurology & Senses, c) Social Paediatrics & Child
Protection, d) Respiratory, e) Cardiovascular, f) Host Defence (immunology, allergy,
autoimmune disease, oncology) g) Nephrology & Metabolic, h) Public Health & Service
Leadership, i) Gastroenterology, Hepatology & Nutrition, j) Adolescent Medicine & Mental
Health, k) Neonatology, l) Paediatric Critical Care.

Stage 3 Dissertation                                      When                 Value
(subject to Senate approval)
Research report of approximately 15,000 words             Sept - Sept          60 credits




                                             7
PROGRAMME AND COURSE TIMETABLE FROM SEPTEMBER 2010

Week Week                Course                       Events
     beginning                                        (Face to face study days)

0     27th Sept 2010     Introductions and software   TBC 6 – 7pm online tutorial
      Freshers week      orientation
1     4th October        Introduction, Public         Thursday 7th Study-day 09:30 – 16:30
2     11th October       Health, Social
3     18th October       Paediatrics, Mental          Tuesday 19th Study-day 09:30 – 16:30
4     25th October       Health & Adolescent
5     1st November       medicine                     Wednesday 3rd Study-day 09:30 – 16:30
6     8th November
7     15th November                                   Wednesday 17th Study-day 09:30 – 16:30
8     22nd November      Growth, Nutrition &
9     29th November      Metabolic, G.I. / D.M &      Tuesday 30th Study-day 09:30 – 16:30
10    6th December       Endocrine
11    13th December                                   Tuesday 14th Study-day 09:30 – 16:30

                                                      Christmas Holidays Friday 17th
                                                      December to Tuesday 4th January

12    3rd January 2011                                Thursday 6th Study-day 09:30 – 16:30
13    10th January
14    17th January                                    Tuesday 18th Study-day 09:30 – 16:30
15    24th January       Development,                 Thursday 27th Study-day 09:30 – 16:30
16    31st January       Neurology & Senses
17    7th February                                    Tuesday 8th Study-day 09:30 – 16:30
18    14th February
19    21st February                                   Thursday 24th Study-day 09:30 – 16:30
20    28th February
21    7th March                                       Tuesday 8th Study-day 09:30 – 16:30
22    14th March         Respiratory &                Thursday 17th Study-day 09:30 – 16:30
23    21st March         Cardiovascular
24    28th March                                      Tuesday 29th Study-day 09:30 – 16:30
25    4th April
26    11th April                                      Thursday 14th Study-day 09:30 – 16:30
27    18th April

                                                      Easter Holidays Friday 22nd April to
                                                      Monday 2nd May

28    2nd May                                         Tuesday 3rd Study-day 09:30 – 16:30
29    9th May            I.D./Immunology,             Tuesday 10th Study-day 09:30 – 16:30
30    16th May           Renal, Haematology,
31    23rd May           Oncology &                   Tuesday 24th Study-day 09:30 – 16:30
32    30th May           Rheumatology
33    6th June                                        Thursday 9th Study-day 09:30 – 16:30
34    13th June
35    20th June                                       Tuesday 21st Study-day 09:30 – 16:30



                                          8
 July                      External Examiner reviews assignments

 August                    Board of Examiners + release of student results




The above timetable shows the five sections that will be taught during the 2010-2011
academic year, including the dates and times of formal meeting / tutorials which all
students are expected to attend. Further meeting may be added at a later date, for
which enough notice will be given.


EDUCATIONAL AIMS AND OUTCOMES

The aim of this programme is to deliver high quality medical education to facilitate the
acquisition and integration of a knowledge base in Child Health to enable students to practice
at a level expected at the end of level 2 training by General Medical Council (previously
PMETB)         set  down      in    the  training    document      (available   online      at:
http://www.rcpch.ac.uk/Training/Competency-Frameworks.) This will also provide paediatric
trainees with suitable knowledge and skills to practice evidence based medicine throughout
their careers.

Apart from offering more in depth training in specific sub-specialities, the participants will be
encouraged to develop skills in problem solving, experimental design, evaluation and critical
interpretation of clinical data, literature searches, and team working.
The first stage will lay the academic foundations on which some students may wish to pursue
further study for a PG Diploma and MSc (MedSci) in Child Health (subject to Senate
approval).

By the end of the programme, the students should have developed and be able to demonstrate
knowledge and understanding skills, qualities and other attributed in the following areas:

Knowledge and Understanding

Students should have developed an in depth, integrated and critical understanding of:
     basic science, health science, and research science in relation to the clinical practice
        of paediatrics;
     the application of theoretical knowledge to specialist clinical situations;
     the value of self-analysis, reflection, and criticism of personal standards of treatment;
     the value of synthesising information to reach logical conclusions;
     statistical methods to allow critical appraisal of published data;
     ethical issues which are inherent in the practice of clinical paediatrics




                                               9
Skills and other attributes:

Subject specific skills
By the end of this programme participants will be able to demonstrate a specialise range of
skills:
      to diagnose and formulate treatment plan appropriately;
      to understand the importance of a multidisciplinary approach to patients with
        medical, intellectual, and physical disability;
      to appreciate importance of a multidisciplinary approach in children with complex
        problems;

Intellectual skills
By the end of this programme participants should be able to practice in ways that draw on
critical reflection on own and others’ roles and responsibilities:
      to undertake a full history and examination from a child and family make a diagnosis
          and formulate a treatment plan, or refer if appropriate, taking account of any medical,
          intellectual, and behavioural problems;
      to identify key issues in a clinical scenario;
      to apply a multidisciplinary approach in complex clinical scenarios;
      to develop original and creative responses to problems and issues;
      to reflect on their practice in the context of published research and clinical guidelines;

Transferable/key skills
By the end of this programme participants should be able to exercise substantial autonomy
and initiative in professional and equivalent activities:
     in retrieval of information from a variety of sources (library, internet);
     in critical use of online databases and e-journals;
     in responsibility for one’s own work in independent tasks and as a part of a team
         effort;
     in time management skills to accomplish individual designated tasks by a given date;
     in effective interpersonal group skills with particular regerence to educational,
         cultural and religious diversity;
     in team leadership;
     in constructive critical self-and peer –evaluation;
       in awareness of employers’ requirements regarding continuing professional
        development
       academic writing

Confirmation that these outcomes have been achieved will be established through evidence
from written assessments, from peer and tutor feedback the during the face to face interaction
teachings, from quality assurance procedures (course evaluation and a programme review)
and by reports from the External Examiner.




                                              10
MODE OF STUDY


     Lectures – presented by NHS diagnostic / clinical staff covering the background and
      key topics at the forefront of clinical paediatrics
     Whole Class Problem Sessions – in which students learn, via interaction with real
      clinical problems and class discussion, to analyse each others’s clinical cases,
      considering ethical, social and clinical issues
     Small Group Tutorials – involving critical analysis of the scientific literature to
      ensure that students have grasped key issues, or problem solving practice, together
      with discussion of any issues raised by students
     Computer Based Sessions – in which students work through set exercises to
      introduce them to the major online databases which they will use
     Feedback from facilitators – to enable students to improve their individual
      performance and / or group performance, and improve their oral and poster
      presentation skills and use powerpoint
     Feedback on formative essays – so that students can see where there are mistakes or
      omissions in their answers and can improve their performance in subsequent
      formative essays and summative essays
     Feedback on case reports – to enable each group to improve their subsequent case
      reports
     Online learning – to support delivery of the programme

STUDY DAYS VENUE

      Most of the study days for this programme will be held at the Education and
      Conference Centre, at Stirling Royal Infirmary (details below). A change of venue
      may at times be required. Students will be informed well in advance.

      Education and Conference Centre
      Stirling Royal Infirmary,
      Livilands Gate
      Stirling
      FK8 2AU

      Route Directions:

      Train:
      The railway station is situated within the town centre of Stirling. Approximately 30
      minutes walk or 5/10 minutes taxi ride.

      Bus:
      There are two Bus Services available from the main bus station:
      Easyboarder
      Stirling/Stirling Royal Infirmary Circular




                                          11
      Car:
      From Glasgow
      Take M80 to Stirling and exit at junction 9 - at Pirnhall roundabout take 3rd exit onto
      B8051. At the next roundabout take 2nd exit. At next roundabout take 1st exit. At the
      next two sets of traffic lights go straight on. After the 2nd set of traffic lights take 1st
      right into Clifford Road. Continue on the road into Livilands Gate and the hospital is
      on your left hand side.

      From Edinburgh:
      Take M9 to Stirling and exit at junction 9 - at Pirnhall roundabout take 5th exit onto
      B8051. At the next roundabout take 2nd exit. At next roundabout take 1st exit. At the
      next two sets of traffic lights go straight on. After the 2nd set of traffic lights take 1st
      right into Clifford Road. Continue on the road into Livilands Gate and the hospital is
      on your left hand side.

      From Perth & The North
      Take M9 to Stirling and exit at junction 9 - at Pirnhall roundabout take 1st exit onto
      B8051. At the next roundabout take 2nd exit. At next roundabout take 1st exit. At the
      next two sets of traffic lights go straight on. After the 2nd set of traffic lights take 1st
      right into Clifford Road. Continue on the road into Livilands Gate and the hospital is
      on your left hand side.

ASSESMENT OVERVIEW

Summative assessment:

      A. Written course assignments (2500- 3000words for each of the five sections)
      [70%-100%]
      Around one week into the beginning of each section, you will be given the title of an
      assignment, to be completed in your private study-time. Each assignment should be
      2500-3000 words. At the end of the 7-week course the written assignment will be
      uploaded in ‘Word’ or ‘pdf’ format on to Moodle for marking. Provisional marks
      (pending ratification by the Board of Examiners) and feedback from tutors on each
      assignment will be given confidentially to each student two to three weeks later.
      Students may choose to make their assignment available for others to read if they
      wish after they have received their provisional marks.

      Contribution to group discussions, formative exercises and attendance are not
      specifically assessed, although will be noted and may be used to aid the Board of
      Examiners in making decisions about borderline candidates. Each assignment also
      includes marks for understanding of other clinical education contexts from
      groupwork, and so will indirectly assess group participation and engagement.

      A “Standard University Declaration of Originality Form” needs to be submitted with
      every written assignment.

      B. Summative Reflective portfolio or Summative clinical cases logbook [0-30%]
      Guidance about the specifics of these cases will be provided during each section.
      These can then be included in the reflective section of your e-portfolio. The cases
      may be discussed during the face to face sessions, or submitted for peer review
      online.




                                             12
Formative assessment:

        Class Examinations
        Online quizzes associated with online presentations
        Reflective accounts on interesting cases (these may also be used as log book cases)
        A number of clinical case scenarios and data handling scenarios will be presented
        together with a series of structured questions requiring students to:
                 recall critical information on a paediatric disorder;
                 suggest diagnostic methods to be used and / or explain the theory of a
                    particular diagnostic test;
                 interpret and evaluate data from diagnostic tests;
                 solve problems, with respect to individuals presented in clinical
                    scenarios;
                 suggest best practice for managing the case and identifying information
                    which should be communicated to children and / or their families
                 comment on ethical problems presented by the case.



PROGRESSION AND DISTINCTION

The programme structure will eventually have three phases: Certificate, Diploma and
Masters. Students will be required to achieve on-average a Grade D or above for year 1
assignments, as described by the University Postgraduate Common Marking Scheme, to
progress from Certificate to Diploma. They will be required to achieve an average of Grade C
or above across years 1 and 2 to progress from Diploma to MSc. Individuals may leave the
programme at the end of each phase with an award, providing they have satisfied the Board of
Examiners that they have completed the assignments and gained the appropriate marks.
Students who elect to continue on the programme will not graduate with a Certificate or
Diploma, but rather will save their academic credits to count towards the Masters degree.

All courses and related written assignments are at the same level and are equally weighted, so
the 5 assignment marks in each year are simply aggregated by averaging. Sufficiently high
marks (average of Grade D or above) must be achieved at the first sitting in the first year
(Certificate) to allow progression to the second year (Diploma). At least seven assignments
(equivalent to 84 credits) must be passed at grade C and three (further 36 credits) at grade D
or above must be achieved across the first and second years to allow progression to the third
year (MSc). Under normal circumstances students achieving less than this (e.g. three
assignments at grade D in the first two years) will exit with a Diploma at this point and not
progress into Year 3 and the dissertation.

See Appendix A: Masters Level Descriptors
http://www.gla.ac.uk/media/media_124293_en.pdf




                                            13
LATE WORK OR EXTENSION FOR STUDY

    The submission date for assignments must be taken seriously for a number of reasons,
    including fairness to other students. Consideration of “late” work lies with the Board
    of Postgraduate Studies and not with the Programme Directors.

    If circumstances or major events such as change of work, marriage, bereavement or
    illness occur, a letter to the BPGS, via the Programme Director, asking for an
    extension will normally be treated sympathetically providing that this is done before
    the submission date.

    Work that is late for some other reason, (“run out of time”, for example) must be
    accompanied by a letter of explanation of circumstances, and will be considered by
    the Board of Examiners (BoE). The BoE decide if the assignment will be accepted
    and not the Course Director.


PLAGIARISIM

    The definition of plagiarism from the University statement on plagiarism within the
    University Calendar (online version Sept 2008) is, "31.2 Plagiarism is defined as the
    submission or presentation of work, in any form, which is not one's own, without
    acknowledgment of the sources. Plagiarism includes inappropriate collaboration with
    others. Special cases of plagiarism can arise from a student using his or her own
    previous work (termed auto-plagiarism or self-plagiarism). Auto-plagiarism includes
    using work that has already been submitted for assessment at this University or for
    any other academic award."

    Also refer to:

    University’s information about plagiarism:
    http://www.gla.ac.uk/services/senateoffice/academic/plagiarism/

    University’s statement of plagiarism:
    http://www.gla.ac.uk/services/senateoffice/workingwithstudents/studentdiscipl
    ine/plagiarism/universityofglasgowplagiarismstatement/




                                        14
RESOURCE INFORMATION

   Each student would be responsible for providing their own IT equipment in the form
   of computer, webcam, headset, internet connection and local software for tasks such
   as word-processing.

   Students will complete the programme using the multi-media learning environment
   and will have access to the following:
          Course materials and discussions boards found in Moodle (the University's
           VLE)
          The University Library (access on-line, and the building itself)
          The dedicated archived resources in the multi-media learning environment
           (recorded sessions, special presentations)

   Library facilities will be provided electronically through the University of Glasgow
   Library Online. Students will also have access to the physical library buildings if they
   do wish to access these in Glasgow.

   Students will be expected to work from home (or out-with the University), provide
   their own computer and arrange the technical support for their machines.

   Glasgow Unique IDentifier (GUID)

   You will all be given a GUID. Your GUID is your registration/matriculation number
   followed by the first letter of your surname.

   Your GUID allows access to

          Computer clusters (CSCE)
          Remote CSCE desktop service
          Moodle
          Email http://webmail.student.gla.ac.uk/
          WebSURF
          IT Services training courses online booking
          Helpdesk self service
          VPN (For wireless and remote access)
          Library access to all E-journals and databases

   Online learning environments:

   During this course we will be using two main online environments:

           o Moodle
           o Adobe connect Pro

   Moodle:

   Moodle is a web based e-learning system (a Virtual Learning Environment – VLE).



                                        15
Such systems bring together different forms of e-learning and include quizzes and
chat rooms, which can take the form of virtual tutorials. Moodle also includes the
facility to upload computer files so that students can submit documents (essays,
reports, etc.) via their computer.

Most of the online material could be found in the respective section within your
Moodle account. You will require your GUID to log into moodle.




Adobe connect pro

On-line sessions are offered from time to time, generally in the evening (7-30 pm - 9-
30 pm), allowing students to participate from home, through a multi-media program.
You will require access to a web-ready computer (PC or MAC). You will also
require a headset with a microphone and a web-cam that is connected to your
computer. (Please be aware that some NHS firewalls may make connection difficult).
 You should have access to a cable network as experience suggests that mobile-
modems do not have sufficient capacity for the applications used.

The on-line teaching facility has seats for up to 40 participants. Participants can see,
hear, and speak with the other members of the group. Information may also be
shared by text, documents, PowerPoint or white-board – and often all at the same
time! The main group can form smaller ‘break-out’ groups for easier discussions.
The whole session can be recorded and revisited for revision.

All students have access to the same web-based learning materials in Moodle, for
private study.

The Programme Organiser can provide guidance about using Connect Pro, and
Moodle. However, no technical support is available for a student's own computer, or
difficulties with other aspects of the network.




                                     16
For technical details about Connect Pro, and other user support, please refer to this
link:
Adobe Connect Pro resource and support page

This link will take you to an empty meeting room. Use the link if you wish
to test your camera and head-set, or just want to take a look around.

You can log using the supplied username and password. These should be
received by email.


Adobe connect test link

Use the following link to test your connection settings:

http://glasgow.emea.acrobat.com/common/help/en/support/meeting_test.htm




                                     17
PROGRAMME FACULTY AND GOVERNANCE

   NHS Education for Scotland (NES) steering group
   Professor Alistair McGowan Postgraduate Dean is supporting the
   establishment of this programme and has provided funding for Dr Edgar
   Brincat Clinical Lecturer to support the work. The NES Board Dr Mike
   Watson has agreed to fund the first pilot year of this certificate programme. A
   steering group has been formed chaired by Dr Fiona Drimmie Associate
   Postgraduate Dean and includes Dr Brincat, Professor David Tappin, and Dr
   Peter MacDonald Regional Training Programme Director West Scotland. The
   programme is supported by the Scottish Training Directors - East Scotland Dr
   Birgit Wefers, North / North East Scotland Dr Phil Both, South East Scotland
   Dr Louise Bath

   University of Glasgow
   Professor David Barlow supported Glasgow University to establish this PG
   certificate course in partnership with NES. Professor Christine Edwards
   steered the application through the senate.

   Programme Directors and principal tutors
   The Certificate in Child Health is a partnership between the University of
   Glasgow and the National Health Service Education for Scotland (NES). It is
   led by Dr David Tappin and Dr Peter Macdonald,
   Online activity and other responsibilities are taken on by Dr Edgar Brincat
   Clinical Lecturer in Child Health. Each Section is led by one paediatrician
   with other paediatricians with specialist interests in to provide expert opinion.

   Section 1 – Public Health, Mental health and Social Paediatrics is led by
   Professor David Stone, Professor of Paediatric Epidemiology with support
   from Dr Lucy Reynolds Public Health, Drs Ann Harvie and Betty Wilson
   Fostering and Adoption, David Tappin with advice from Dr Jean Herbison
   Child Protection and support from Dr Andrew Watt Radiology, Professor
   Gordon Dutton Opthalmology, Dr Chris Lilley Neonatal Abstinence
   Syndrome, Mrs Sharon Pate Acute Children’s Nursing and Dr Michael
   Morton and colleagues Mental Health.

   Section 2 Growth Nutrition Endocrinology, Gastoenterology and Metabolic
   Disease is led by Dr John Schulga District General Hospital General
   Paediatrician with a special interest in Endocrinology, supported by Dr Bernd
   Schwann Metabolic Diseases, Dr Malcolm Donaldson Endocrine Diseases,
   Professor Charlotte Wright Nutrition, Dr Andrew Barclay Gastroenterology.

   Section 3 Neourology Child Development and Senses is led by Dr Mary
   Callaghan, District General Hospital General Paediatrician with a special
   interest in Neurology supported by Dr Allyson Ramsay Child Development,
   Dr David Wynne ENT and Professor Gordon Dutton Opthalmology.

   Section 4 Cardiology and Respiratory Medicine is lead Dr Jon Staines District



                                     18
General Hospital General Paediatrician with a special interest in Cardiology
and Respiratory Diseases supported by Leslie Jackson Neonatology, Dr Philip
Davies Respiratory Medicine and Dr Karen McLeod Cardiology.

Section 5 I.D./Immunology, Renal, Haematology, Oncology & Rheumatology
is led by Dr Janet Gardner Medwin, Rheumatology with Dr Dermot Murphy
Oncology and Dr Christina Halsey Haematology, and Dr Ihab Shaheen
Nephrology.

Associate tutors / lecturers
Associate Tutors with specialist expertise will      be invited to contribute to
specific sections. Most of these are working in      tertiary centres or teaching
hospitals (i.e. teaching and training of doctors),   although there will also be
contributions from clinical educators working        in other domains such as
nursing, and allied health professions.

Quality Assurance
It is our aim that the quality of the programme is maintained, and further
improved over time. Being in its infancy, this programme will require regular
feedback from both trainees and tutors. The following feedback devices will
be used:
     o Feedback through as suggestion box after each study day
     o Feedback session with the students at the end of the fourth day of each
        section
     o Focus Group at the end of each section with the tutor involved
     o Moodle questionnaire for students looking particularly at the proposed
        workload, and the balance between different components (i.e. face to
        face teaching / online)
     o Annual student feedback questionnaire (using the standard University
        questionnaire
        http://www.gla.ac.uk/services/senateoffice/qae/studentfeedback/)


The External Examiner
Professor Peter Helms Professor of Paediatrics Aberdeen University is the
current External Examiner.


Programme review
A programme review will be undertaken in 2011 by appropriate individuals
appointed by the Curriculum and Assessment Committee in consultation with
the Chairman of the Board of Postgraduate Studies.




                                 19
CONTACT INFORMATION

    Programme Directors:
    Prof David Tappin
    PEACH Unit, 8th Floor
    Queen Mother's Hospital Tower Block
    Yorkhill Hospital
    University of Glasgow
    School of Medicine
    College of Medical, Veterinary and Life Sciences
    Tel: 0141-201-0176
    Email: goda11@udcf.gla.ac.uk

    Dr Peter Macdonald
    Regional Training Programme Director West Scotland
    Paediatric Offices
    Maternity Building
    Southern General Hospital
    Govan Rd
    Glasgow, G51 4TF
    Peter.Macdonald3@ggc.scot.nhs.uk


    Course organiser:
    Dr Edgar Brincat
    Clinical lecturer in Child Health
    PEACH Unit, 8th Floor
    Queen Mother's Hospital Tower Block
    Yorkhill Hospital
    University of Glasgow
    School of Medicine
    College of Medical, Veterinary and Life Sciences
    Tel: 0141-201-0176
    E-mail: Edgar.Brincat@glasgow.ac.uk

    Regional Training Programme Directors:

    East Scotland
    Dr Birgit Wefers

    West Scotland
    Dr Peter Macdonald

    North / North East Scotland
    Dr Phil Booth

    South East Scotland
    Dr Louise Bath



                                    20
DETAILS OF INDIVIDUAL SECTIONS PG CERTIFICATE

    Aims and purposes:
    Each section will focus on a group of sub-specialities within Child Health. The
    aim of each section is to encourage the trainees to use their acquired
    knowledge (during their MRCPCH exam preparation) and apply it in an array
    of situations. We aim to establish in our trainees a more practical approach,
    which will stimulate critical thinking, reflective practice, and evidence-based
    approach. Each topic will be looked at from various perspective including: 1)
    fetal, congenital, and neonatal aspects, 2) emergency care and paediatric
    intensive care medicine aspects, 3) surgical and other speciality aspects, 4)
    outpatient setting and community aspects, 5) genetic and diagnostic aspects,
    and also exploring 6) ethical issues. This will equip the trainees with the tools
    necessary for developing the right knowledge, approach and attitude to
    function independently out with the tertiary centres.

    Learning outcomes:
    By the end of each section students should be able to:

    Section 1:

    a) Public Health:

          Understand principles, rationale and practicalities of immunisation
           programmes, and application to public health and individual policy.

          Understand principles of screening and health surveillance, and current
           programmes in relation to child health.

          Understand key determinants of, and outcome measures for, child
           health and well-being, how they are monitored, influenced and how to
           access such data. Understand the principles of Health Promotion, and
           current policies, programmes and challenges in relation to child health.

          Appreciate the wider context of child health, and the influences and
           challenges of policies (health and non-health), planning structures and
           the media.


    b) Social Paediatrics

          Distinguish the presenting features where child protection may be an
           issue.




                                      21
      Understand local systems and the law (both civil and criminal) relating
       to child protection.

      Take an appropriate history, examine and record appropriate data in
       clinical records for a child with suspected abuse.

      Contact appropriate professionals to help safeguard a child in the acute
       situation including as appropriate senior medical, social work, police
       and the reporter to the children’s panel.

      Initiate appropriate investigation of a child suspected of abuse not
       forgetting treatment for life threatening conditions.

      Understand action required to provide a place of safety.

      Write an appropriate report(s) for police, social work, legal
       representatives, the reporter and the sheriff.

      Contribute to a strategy meeting (case discussion), liaison with legal
       representatives, case conferences and court hearings under supervision.

      Understand the long term implications of being looked after away from
       home by the local authority e.g. separation; loss; multiple moves; risk
       of subsequent abuse in care and disrupted education and routine health
       care as well as health improvement advice.

      Understand the law relating to adoption/permanence/fostering.

      Be aware of the role of the medical adviser to the adoption panel and
       how adoption medical reports are compiled.

      Understand each agency’s role and responsibilities in caring for a child
       who is looked after by the local authority away from home and know
       where help can be obtained and pathways for follow-up.

      Show an awareness of the legal framework and court processes which
       underpin adoption and fostering in the UK.


c) Mental health:

      Recognise how the mental health of the child and their family may be
       affected by childhood illness, while applying this insight in their own
       practice.

      Assess, support and manage as part of a multidisciplinary team,
       children with emotional, psychological, behavioural and organic
       problems, and their families.




                                 22
      Developed a number of communication strategies that would suffice
       for common situations when dealing with the paediatric population and
       their families, taking account of all aspects of a child's well being
       including biological, psychological, social, cultural and religious
       factors.

      Able to undertake the initial assessment and management of common
       causes of admission to hospital due to psychological distress such as
       self-harm, somatic symptoms of distress and to refer on when
       appropriate.

      Able to recognise signs and symptoms that could indicate serious
       psychological conditions (e.g. ADHD, autistic spectrum disorders,
       depression, psychosis) and to refer on when appropriate.

Section 2:
a) Growth and puberty

      Recognise normal and abnormal patterns of growth and puberty
      Initiate appropriate investigations and treatment of children and young
       people with growth and pubertal disorders
      Recognise disorders of sexual development and how they present
      Know initial management of the child/young person with disorder of
       sexual development
      Understand the factors associated with childhood obesity; asses and
       initiate appropriate management for obese children

b) Nutrition

      Assess neonatal and childhood nutrition
      Recognise nutritional abnormalities
      Understand the principles of nutritional support

c) Endocrine

      Understand common endocrine gland disorders, their presentation and
       their management

d) Diabetes

      Recognise the presentation of diabetes in children and young people
      Know how to manage children and young people presenting with
       diabetes
      Be familiar with the management of diabetic ketoacidosis and severe
       hypoglycaemia




                                 23
e) Gastroenterology

      Recognise and manage the acute GI conditions that occur in childhood
       and adolescence
      Recognise and manage chronic GI conditions in childhood and
       adolescence


f) Metabolic

      Genetic Disorders of Intermediary Metabolism
          o Understand the concept of intermediary metabolism and how
              and when genetic defects of catabolic metabolic pathways can
              lead to clinical symptoms.
          o Know the various types of acute presentation of disorders of
              intermediary metabolism and how to stabilise a child/young
              person in metabolic decompensation.

      Genetic Disorders of the Metabolism of Complex Molecules
          o Know the typical clinical presentation of disorders of the
              metabolism of complex molecules

      Screening for metabolic disorders
          o Understand the principles of general newborn screening
          o Know how and when to use metabolic tests for selective
              metabolic screening

      Dietary and pharmacological therapy of genetic metabolic disease
          o Understand the principles of specific dietary, vitamin and
              pharmacological treatment of metabolic disorders


Section 3:
a) Development / Neurology

      Recognise how developmental delay, learning disorders and pervasive
       developmental disorders may present clinically and how to design a
       considered plan of investigation and management

      Recognise patterns of presentation of the childhood movement and
       postural disorders (both acute and chronic), understand their
       aetiologies, develop appropriate plans of investigation and
       management and consider potential impact of diagnosis on child/young
       person and family

      Define the causes and constituents of a complex neurodisability,
       appraise potential interventions and treatments and understand the
       complexities of long term management



                               24
      Distinguish the various epileptic and non-epileptic paroxysmal events
       presenting acutely or chronically and manage each according to
       aetiology and complexity of presentation

      Understand the terminology used in describing craniofacial disorders,
       to recognise and assess appropriately and understand the potential
       complications

      Recognise the various clinical presentations of acquired CNS
       problems, understand the underlying causes of the disorders and devise
       short and long term management plans

      Differentiate between primary and secondary headaches, use of
       investigations especially brain imaging and treatment options

   b) Senses

      Understand the development of speech, language and hearing and how
       disordered development impacts on the child and how disorders of
       balance may present

      Recognise abnormalities of eye movements and vision and initiate an
       appropriate plan of investigation and management


Section 4:

a) Cardiovascular

      Assess the adequacy of the circulation of a preterm infant and suggest
       appropriate management strategies

      Demonstrate an understanding of the pathophysiology of congenital
       heart disease, its assessment and the immediate management. They
       should also feel confident in making an appropriate referral to a
       regional centre and be able to demonstrate an ability to sensitively
       impart information to parents

      Recognise the signs and symptoms of heart failure from congenital,
       inherited and acquired causes and sensibly discuss management and
       treatment options

      Have an understanding of how to differentiate cardiac from non-
       cardiac causes of syncope, palpitations and chest pain and know how
       and when to investigate




                                25
      Systematically assess a child/young person with hypertension and
       know the principles of management


b) Respiratory

      Assess the need for ventilatory support in newborn infants with a
       variety of conditions, choose the most appropriate form of support and
       apply it safely.

      Assess and manage a child/young person presenting with acute
       respiratory symptoms

      Assess and manage a child/ young person presenting with chronic
       respiratory symptoms including TB and cystic fibrosis

      Demonstrate an understanding of the assessment and management of
       children/young person with life-limiting respiratory symptoms

      Understand the indications for and be able to offer basic interpretation
       of commonly performed respiratory investigations


Section 5:


a) Nephrology

    Demonstrate a practical approach to the management of common renal
       problems

    Recognise the presentation of rare renal diseases.
b) Infectious diseases, Immunology and Allergy

      Demonstrate a broad knowledge of infectious agents and their affect
       on children, and how these should be investigated and managed.

      Demonstrate a broad understanding of immunodeficiency and its
       management.

      Understand the presentation and management of allergies, particularly
       food allergy

      Ability to discuss the principles of immunisation, using details of the
       UK immunisation schedule as an example.




                                 26
c) Rheumatology

      Demonstrate an understanding of the clinical features of a broad
       differential diagnoses of musculoskeletal presentations in
       children/young people, including recognising and managing serious
       and life threatening conditions

      Perform a competent age appropriate musculoskeletal history and
       physical examination, and recognise related physical signs, in children
       and teenagers.

      Demonstrate a broad understanding of JIA and associated disorders,
       their investigation and management.

d) Haematology and Oncology

      Demonstrate the ability to investigate anaemia, recognise serious
       underlying pathology and institute appropriate initial management
       including referral when needed

      Recognise haematological conditions presenting in the neonatal period
       and be able to institute appropriate investigation and management

      Evaluate and appropriately manage a child who is neutropenic in both
       inpatient and outpatient settings

      Demonstrate the ability to appropriately investigate and manage a
       child/young person presenting with purpura, bruising or haemorrhage.

      Recognise possible presenting symptoms of leukaemia, initiate
       investigations and manage children on clinical trial protocols safely
       and appropriately.

      Recognise presenting symptoms of solid malignancies (including
       lymphoma) in children/young people, highlighting “red flag” signs and
       to initiate timely, appropriate investigations.

      Demonstrate an understanding of the descriptive and aetiological
       epidemiology of childhood / adolescent malignancy and a knowledge
       of survival data.

      Understand the late effects of childhood malignancy and it’s treatment.

      Demonstrate the ability to safely and appropriately use blood products
       in neonates, infants, children and young people




                                 27
 APPENDIX A

          Faculty of Medicine Graduate School Masters Level
                              Descriptors
Assigned Grade       Primary verbal descriptors
Primary   Band
Grade
A         1          General descriptor (University Calendar)
Excellent 2          Exemplary range and depth of attainment of intended learning outcomes, secured by
          3          discriminating command of a comprehensive range of relevant materials and analyses,
          4          and by deployment of considered judgement relating to key issues, concepts and
          5          procedures.
                     Masters-level specific descriptor
                     The work shows an excellent grasp of the relevant theoretical, clinical, ethical and
                     professional issues which are integrated throughout. There is clear evidence of
                     incisive critical analysis of the material, and the question or topic is directly addressed.
                     The references that are cited are always directly relevant, up-to-date, and an
                     evaluative commentary is provided. There is evidence that a wide literature has been
                     explored. The presentation of the work is excellent. References are cited appropriately
                     in the text.
                     Less emphasis on presentation is required in unseen examination conditions.
B           1        General descriptor (University Calendar)
Very        2        Conclusive attainment of virtually all intended learning outcomes, clearly grounded on
Good                 a close familiarity with a wide range of supporting evidence, constructively utilised to
            3        reveal appreciable depth of understanding.
                     Masters-level specific descriptor
                     The work has demonstrated a comprehensive and very good grasp of the relevant
                     theoretical, clinical, ethical and professional issues throughout. The skills of critical
                     analysis and synthesis of the relevant literature are demonstrated throughout. Virtually
                     all key aspects of the question or topic have been addressed and the work is well
                     integrated and well structured. References are cited appropriately and overall
                     presentation is good.
C           1        General descriptor (University Calendar)
Good        2        Clear attainment of most of the intended learning outcomes, some more securely
            3        grasped than others, resting on a circumscribed range of evidence and displaying a
                     variable depth of understanding.
                     Masters-level descriptor
                     The work shows a good grasp of the relevant theoretical, clinical, ethical and
                     professional issues in most areas. There is some evidence of critical analysis of the
                     material, and the question or topic is addressed fairly clearly throughout. In seen
                     examinations or coursework essays, the references that are cited are usually relevant,
                     though this may not be evident in unseen examination conditions. Where appropriate,
                     clinical, ethical and professional matters (e.g. ethics) are commented on, although they
                     may not fully integrated with the piece of work. The presentation of the work is
                     acceptable. References are cited appropriately in the text, with few errors.
D           1        General descriptor (University Calendar)
Satis-      2        Acceptable attainment of intended learning outcomes, displaying a qualified familiarity
factory     3        with a minimally sufficient range of relevant materials, and a grasp of the analytical
                     issues and concepts which is generally reasonable, albeit insecure.
                     Masters-level descriptor
                     The work demonstrates an acceptable grasp of the main theoretical, clinical, ethical
                     and professional issues and the question or topic has been addressed to some extent,
                     but there may be insufficient critical appraisal or there are some significant aspects of
                     the question or topic that are not fully addressed or use of relevant literature may be
                     limited. While the work is broadly satisfactory, it is not generally of the standard
                     expected for the award of Masters. It may, however, be acceptable for Masters’
                     award in individual cases if counter-balanced by higher grades in other courses.
E           1        General descriptor (University Calendar)
Weak        2        Attainment deficient in respect of specific intended learning outcomes, with mixed
            3        evidence as to the depth of knowledge and weak deployment of arguments or deficient
                     manipulations.
                     Masters-level descriptor
                     The work shows some merit, but with a limited grasp of the main theoretical, clinical,




                                          28
                         ethical and professional issues and/or important aspects of the question are not
                         addressed. Those deficiencies are sufficient to mean that the resubmission of the work
                         is recommended where possible.
F           1            General descriptor (University Calendar)
Poor        2            Attainment of intended learning outcomes is appreciably deficient in critical respects,
            3            lacking secure basis in relevant factual and analytical dimensions.
                         Masters-level descriptor
                         The work shows very limited grasp of the main theoretical, clinical, ethical and
                         professional issues and/or most aspects of the question are not properly addressed.
                         The deficiencies are sufficient to mean that the work should be graded as
                         unacceptable.
G           1            General descriptor (University Calendar)
Very poor   2            Attainment of intended learning outcomes markedly deficient in respect of nearly all
                         intended learning outcomes, with irrelevant use of materials and incomplete and
                         flawed explanation.
                         Masters-level descriptor
                         Virtually no aspects of the question are addressed and the work reflects extremely
                         limited grasp of main theoretical, clinical, ethical, professional issues.
H                        General descriptor (University Calendar)
                         No convincing evidence of attainment of intended learning outcomes, such treatment
                         of the subject as is in evidence being directionless and fragmentary.
                         Masters-level descriptor
                         No attempt to address the question and no appreciable recognition of any relevant
                         theoretical, clinical or professional issues.
CR          CREDIT        Failure to comply, in the absence of good cause, with the published requirements of
            REFUSED       the course or programme; and/or a serious breach of regulations.


Important: all primary verbal descriptors should be considered in direct relationship to the intended
learning outcomes articulated for the course/programme being assessed/examined.



                                                      Approved by: Graduate Education Committee
                                                                                September 2006




                                             29

				
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