PROGRAMME SPECIFICATION
Programme title:
MSc in Clinical Paediatrics
Final award (BSc, MA etc):
MSc/ Postgraduate Diploma in Clinical Paediatrics
Postgraduate Certificate in Clinical Paediatric Research Methods
Postgraduate Certificate in Advanced Paediatrics
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
Cohorts entering in September 2006 and 2007
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
FPHS
Parent Department:
Institute of Child Health
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.gosh.nhs.uk/education/ich/index.html
(if applicable)
Method of study:
Flexible, modular.
Full-time/Part-time/Other
Criteria for admission to the
programme:
This programme is intended for doctors in training who have obtained
the MRCPCH Part 2 examination, and who wish to specialise in
research and evidence-based practice in clinical paediatrics. Other
suitably qualified professionals with an appropriate medical
background may be considered.
Length of the programme:
It is intended that the programme can be studied part-time over two
academic years; however modules may be studied separately and
accumulated over a total of five years.
Level 7
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
No relevant postgraduate benchmark.
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Details for this course were removed from website June 2008.
Students from the relevant cohorts already have full details in their
hard copy handbooks.
The system of modules introduced in September 2006 is described
below. All modules are mandatory for the MSc award (180 credits),
but different combinations may be taken for the related Certificates
(60 credits) and Diploma (120 credits). The taught element of the
programme comprises lectures from a large number of staff drawn
from the Institute of Child Health and Great Ormond Street Hospital
for Children NHS Trust. There is a substantial element of selfdirected learning in most modules, and the dissertation describes an
independent research project.
Usually studied in Year 1:
Module A, 20 credits:
Evidence-based Child Health and critical appraisal: assessed
by 3-hour unseen examination
Module B, 20 credits:
IT, Library and Writing Skills: assessed by pre-disclosed
essay of 2500 words.
Module C, 20 credits:
NHS Leadership, Management and Communication:
assessed by poster presentation and personal portfolio of
learning activity from October–June
Module D, 20 credits:
Research methodology, study design and statistics:
assessed by research proposal of 6000 words
Usually studied in Year 2:
Module E, 10 credits:
Genetic and Laboratory basis of Paediatrics: assessed by
computer-generated test
Module F, 30 credits:
Specialist paediatrics: assessed through a personal portfolio
of 6 examples of critically appraised reading Jan-June.
Module G, 60 credits:
Research project: assessed through dissertation of 8000
words [including 5 credits from the viva voce exam at the end
of the MSc course]
Board of Examiners:
Name of Board of Examiners:
MSc Clinical Paediatrics Board of Examiners,
reporting to Institute of Child Health Board of Examiners
Professional body accreditation
(if applicable):
Not applicable
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
Upon completion of the programme, MSc graduates will have acquired:

Broader knowledge and understanding of each area of study

An understanding of the principles and practice of evidence-based paediatrics

Transferable skills in computer literacy including IT for communication, statistical analysis, library and
database access

Knowledge of the principles of epidemiological and clinical research

Training in the leadership and management skills required for service improvement in the modern NHS

Skills to design and conduct research and to critically evaluate published work

The ability to develop life-long learning strategies through completion of portfolios of self-directed learning
and reflection

An understanding of the impact of molecular genetics on diagnosis and management of the child and the
family

Awareness of current and future developments in paediatric medicine and child health.
Graduates of the Postgraduate Certificate/Diploma programmes will have acquired most of these, depending on
their selection of modules.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Teaching/learning methods and strategies:
o
the principles and practice of
evidence-based paediatrics
The 3-day intensive Module in Evidence-based Child
Health followed by training in critical appraisal aims to
help practitioners use the best available evidence in their
daily clinical and management decisions.
o
the principles of epidemiological and
clinical research
Taught module in Statistics, Study Design and
Research Methodology: sessions cover study design,
practical aspects of running a trial, presenting and
interpreting data, hypothesis testing & confidence limits.
o
the impact of molecular genetics on
diagnosis and management of the
child and the family
Taught module in Genetic and Laboratory Basis of
Paediatrics: lectures cover the most recent advances in
biomedical research at ICH/GOSH, and the basic
material is reinforced by a web-based revision tool. The
students acquire a good understanding of the impact of
molecular methods on Paediatric practice. Discussion
covers the basic biological mechanisms of syndromes
and disorders, diagnosis, prognosis, counselling and
treatment where applicable.
o
current and future developments in
paediatric medicine and child health
A lecture programme in Specialist Paediatrics is
delivered during Year 2 of the programme. Lecturers are
drawn from consultants and specialists at GOSH and
within the Institute; they are encouraged to discuss new
treatments and protocols, and to demonstrate evidencebased research findings.
Assessment:
Three-hour unseen exam in Evidence-based Child
Health
Study Design is assessed in the Research Proposal
Genetic and Laboratory Basis of Paediatrics is
assessed by a short MCQ test.
Specialist Paediatrics was formerly assessed in the
portfolio of study activities undertaken during the year,
with the emphasis on reflecting on clinical practice and
life-long learning strategies: in 2006-07 and 2007-08 this
was formalised into the requirement for six original
appraisals of published work arising from clinical
questions.
B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies:
o
the ability to critically evaluate
published work
Critical evaluation skills are explicitly taught during the
Module in Evidence-based Child Health and in
subsequent revision sessions. They are reinforced in
Year 2 in the requirement for six original appraisals of
published evidence.
o
the ability to carry out statistical
analysis of data acquired in their own
and other work
During the module in Statistics, Study Design and
Research Methodology students study and apply
statistical methods required to design a study; acquire,
present and interpret data; test hypotheses.
o
the ability to organise thoughts and
opinions into a coherent argument
Interactive sessions on formal oral presentations and on
essay-writing are delivered by members of the
Programme team.
Assessment:
Specialist Paediatrics appraisals and the Research
Proposal, as described in previous section, are used in
assessment of critical evaluation and statistical analysis.
The Essay of 2500 words demonstrates the ability of the
student to organise thoughts and opinions: these skills
are similarly assessed in the Research Proposal and
the Research Dissertation.
C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies:
o
o
design a research project
submit an application to an NHS
Research Ethics Committee
Research methods and design are taught in the
Statistics, Study Design and Research Methodology
Module, and the Programme Directors provide direct
support for designing the project, finding supervisors and
resources, and with applications to Research Ethics
Committees.
o
o
conduct research
write and defend an individual
dissertation
The student conducts the research project at his/her
local site with a local supervisor and resources. Support
is given at ICH for the practical aspects of the research
project: each student is assigned to a supervisor in
ICH/GOSH and there are support services for R&D
registration/ethics approval, statistical analysis, and
information services.
o
use IT for communication, statistical
analysis, library and database access
Computer-based skills are taught at individual work
stations through the Information Services Unit at the
Institute of Child Health. The sessions include
introductory and advanced use of ICH computing
services, network facilities, word processing and
graphics for presentations (Powerpoint). Students also
study search strategies in the Library, and the use of
Reference Manager.
Assessment:
The Research Proposal is assessed at the end of Year
1, and feedback is provided which may help the students
before beginning to carry out the project itself.
The Research Project is assessed by two examiners
and is then the subject of a short viva voce exam.
The Essay of 2500 words demonstrates the students
ability to use IT for research, word processing, and to
compile a bibliography.
D: Skills and other attributes
Transferable skills (able to):
Teaching/learning methods and strategies:
o
develop life-long learning strategies
Students develop their life-long learning through their
participation in interactive lectures throughout the
programme and through completion of a portfolio of selfdirected learning.
o
reflect upon and use leadership and
management skills required for
service improvement in the modern
NHS
A module comprising interactive teaching sessions and
substantial self-directed learning introduces the students
to NHS Leadership, Management and
Communication: comprising skills used in
communication, professionalism and the NHS
Improvement Process.
Assessment:
The portfolio associated with the NHS Leadership,
Management and Communication module is assessed
for the quality of evidence and reflection within it and for
the student’s engagement with the implicit professional
agenda.
Assessment of the Specialist Paediatrics portfolio has
been described in earlier sections.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Professor Paul Winyard
Name(s):
Dr Helen Bedford
Date of Production:
30.05.08
Date of Review:
November 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
November 2015
30 November 2015