(Postgraduate Diploma) Postgraduate Diploma
Advanced Musculoskeletal Assessment and Practice (Hand Therapy)
Current
University of Essex
University of Essex
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Postgraduate Diploma
By credit accumulation
DIP B166MO
11/10/2023
Details
Professional accreditation
None
Admission criteria
IELTS (International English Language Testing System) code
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Mr Myles Butler
Senior Lecturer Team Lead
Sheffield Hallam University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
1. To provide students with critical understanding of the key concepts underlying advanced musculoskeletal clinical skills in Hand Therapy.
2. To provide students with the opportunity to acquire advanced musculoskeletal clinical skills in Hand Therapy.
3. To provide students with skills to access and critically appraise research findings to develop their own evidence-based practice.
4. To encourage students to contribute to policy-making, planning and evaluation.
5. To enhance students understanding of the essential principles of research design and to conduct an extensive piece of independent research including: planning, formulating, designing, choosing research methods, collecting data, analysing, interpreting and writing-up.
6. To ensure students acquire a range of transferable employment related skills.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Advanced understanding of key concepts related to advanced musculoskeletal practice in Hand Therapy
A2: Comprehensive and systematic understanding of knowledge of how to assess complex musculoskeletal health needs, diagnose, prescribe, and provide individualised care
A3: Comprehensive knowledge and critical awareness of the relationships between diseases, psycho-social theories and individuals' responses to health and illness
A4: Conceptual understanding enabling the critical appraisal of research findings and application of research evidence to question routine practice
A5: Advanced understanding of qualitative and quantitative research methods
A6: Comprehensive understanding of how to conduct original research including relevant ethical and legal issues
A7: How to reflect upon one's own professional practice
Learning methods
A1-6 are covered in lectures and seminars, which introduce the material in a structured manner with opportunity for class discussion.
Many of the teaching sessions adopt an enquiry-based learning approach. Learning and teaching methods ensure inclusivity and accessibility through varied approaches and flexibility of module selection.
A1-6 are further supported by practical experience, a service development report, portfolio development and the completion of an independent research project
A1-3 are further supported by the contribution of visiting lecturers who are leading practitioners in the speciality, informal small group, and individual tutorials.
Assessment methods
A1-4 are assessed by coursework, a service development report and portfolio development.
A5 and A6 are assessed through essays and practical assignment and completion of a dissertation based upon original research.
A7 is assessed through portfolio work
Accessibility and inclusivity are ensured through diverse assessment methods, some selection of assessment methods by students and selection of modules.
B: Intellectual and cognitive skills
B1: Systematically gather and critically review evidence.
B2: Translate research evidence into practical activities in patient care (evidence-based practice)
B3: Plan, undertake and report an independent research project to a high professional and ethical standard
B4: Write well-structured and well-argued essays.
Learning methods
B1-4 are explicated in seminars primarily through a problem-based learning approach
B2 and B3 are enhanced through the development of the work-based learning portfolio and service development report.
B4 is supported through lectures followed by small group work and individual supervision of the dissertation.
Learning and teaching methods ensure inclusivity and accessibility through varied approaches and flexibility of module selection.
Assessment methods
B1-3 are assessed through coursework
B4 is assessed through a Research Dissertation based on independent research
B2-3 are assessed by the personal portfolio
Accessibility and inclusivity are ensured through diverse assessment methods, some selection of assessment methods by students and selection of modules.
C: Practical skills
C1: Perform advanced and systematic search for information relevant to specific topics
C2: Critically apply theoretical understanding and research findings to the diagnosis, treatment, and management of patients with musculoskeletal disorders relating to the hand and wrist
C3: Produce a research proposal to a professional standard
C4: Carry out, with supervision, health research to a high professional standard
C5: Process and analyse data using a software package (e.g. SPSS or MaxQDA)
C6: Plan and present their work in an appropriate manner
Learning methods
C1-2 is supported by lecture, practical demonstrations and supported enquiry based learning
C3 is supported by small group tutorials and portfolio development
C4-6 are taught by lecture demonstrations followed by supported and structured laboratory-based work
Learning and teaching methods ensure inclusivity and accessibility through varied approaches and flexibility of module selection.
Assessment methods
C1-2 are assessed initially in coursework and then through the work-based learning portfolio
C3 is assessed via the work-based learning portfolio
C4-6 are assessed through an assignment consisting of practical exercises and the dissertation
Accessibility and inclusivity are ensured through diverse assessment methods, some selection of assessment methods by students and selection of modules.
D: Key skills
D1: Students will be able to choose the appropriate method of enquiry in order to address a range of practical and theoretical problems.
D2: Students will be able to: Use the Internet; Use word processing packages; Use presentation packages; Use statistical packages
D3: Students will be able to: Read and interpret tables of data and statistics; Use statistics to analyse data;
D4: Students will be able to choose the appropriate method of enquiry in order to address a range of practical and theoretical problems.
D5: Work in a team with others to agree and work towards goals; Work successfully with other disciplines; Practice reflectively and facilitate this in others
D6: Learn from feedback and respond appropriately and effectively to supervision and guidance; Work pragmatically to meet deadlines; Critically evaluate own performance and to practice reflectively
Learning methods
D1 is supported in small group class discussions
D2 is supported in supported group sessions.
It is covered in on-line teaching demonstrations and supported laboratory work.
D3 is supported in lectures and supported laboratory work
D4 is promoted through the extensive use of enquiry-based learning methods
D5 is supported by small group work with further support from the practice-supervisor in the workplace
D6 is supported by structured feedback on coursework, the enforcement of tight deadlines and the encouragement of reflection in the development of the personal portfolio
Assessment methods
D1 is assessed primarily through essays and also in the personal portfolio presentation
D2 is assessed through the requirement to submit coursework in line with presentation guideline and to cite references correctly.
D3 is assessed through coursework including practical assignments.
D4 is assessed through coursework and the personal portfolio.
In addition the Research Dissertation includes assessment of formulation, planning and problem solving, D5 and D6 are assessed through the personal portfolio and service improvement report that encourages experiential learning and reflective practice.