Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
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Programme Title
Advanced Emergency Care (Distance Learning)
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Programme Code
HART86
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JACS Code
A300, B900
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Level of Study
Postgraduate
5a
Final Qualification
Masters of Science (MSc)
5b
QAA FHEQ Level
Master's, PGDip, PGCert = 7
6a
Intermediate Qualification(s)
Postgraduate Certificate (HART88), Postgraduate Diploma
(HART87)
6b
QAA FHEQ Level
As 5b above
7
Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Medicine, Dentistry and Health
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Department
School of Health and Related Research
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Other Departments involved in
teaching the programme
None
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Mode(s) of Attendance
Part-time (Distance learning)
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Duration of the Programme
Masters: 2 years part-time; up to a maximum of 4 years
Diploma: 2 years part-time; up to a maximum of 4 years
Certificate: up to 2 years part-time
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Accrediting Professional or Statutory
Body
Not applicable
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Date of production/revision
March 2016
15. Background to the programme and subject area
Emergency Care straddles multiple specialties and modern practitioners are expected to keep up to date in not
only core Emergency Care topics, but also in relevant developments in almost every other speciality.
Exposure to most specialities is limited by time, geography and capacity. With reforms in medical training and
reduced opportunities for international graduates to gain UK experience, it is increasingly difficult to gain
experience and training in many areas of Emergency care.
The demands on the Emergency Care professional require acquisition of new clinical skills as well as the ability
to teach and manage a service. This course affords the opportunity to expand the range of skills available to
practitioners as well as equipping them to efficiently keep up to date with best evidence based practice. It offers
the opportunity to gain expertise in areas of Emergency care that are of personal, institutional, or regional
interest/benefit.
Continuing Professional development (CPD) and opportunities to expand areas of expertise are desirable as
well as necessary for appraisal and revalidation in the UK. The innovative design and clinical emphasis allows
busy practitioners the opportunity to train and develop with tangible benefits for day to day practice.
International practitioners will gain practical and theoretical training which would allow them to drive the
development of Emergency care in their respective countries.
The School of Health and Related research has an international reputation for Health Care research and in the
2008 Research Assessment Exercise (RAE) was the UK's most powerful department for health services
research. The School has a global reputation for excellence in health services research that is predominantly
world-leading or internationally excellent. Students would benefit from the strong research pedigree and are
encouraged and supported in carrying out research relevant to their local area of practice.
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The clinical units and teachers are all recognised UK and international leaders in their areas of expertise and
some units are used as best practice models of care. Students benefit from individual teaching and the vast
experience of the faculty.
16. Programme aims
1.
To provide students with advanced knowledge and skills in areas relevant to Emergency Care, which are
transferable to a variety of practices, departments, organisations and countries.
2.
To equip students with the tools for understanding and applying research related to Emergency practice,
invigorated by the culture of excellence in research of the School and University.
3.
To allow candidates to demonstrate expertise in areas of Emergency practice of interest to professional
bodies, potential employers and service users.
4.
To enable students to meet their CPD needs in specific areas of Emergency practice.
17. Programme learning outcomes
Knowledge and understanding:
Upon successful completion of the programme students will have developed:
K1
A systematic understanding, knowledge, and critical awareness of emergency systems management,
emergency care literature and research as well as educational theory specific to emergency settings.
K2
A comprehensive knowledge of relevant areas of clinical/professional emergency practice, and the ability
to critically evaluate current practice and develop/adapt/alter specific aspects.
K3
The ability to critically appraise research in emergency care and apply this to their professional practice.
In addition, candidates for the Master’s Degree will have developed:
K4
Sound knowledge and understanding of the research process in emergency care, including the collection,
analysis and appraisal of primary or secondary data.
Skills and other attributes:
Upon successful completion of the programme students will have developed:
S1
The ability to communicate effectively with other professionals, non-specialist and lay audiences both in
written and oral formats, including the use of IT to facilitate this.
S2
Their personal and professional attributes specifically in regards to team working and organisation,
personal organisation, time management and self-direction/motivation.
S3
The skills and ability to foster the independent learning and personal responsibility required for continuing
professional development.
S4
The skills necessary to consolidate their knowledge systematically, thus allowing originality in tackling
unfamiliar, rare, complex or unforeseen problems.
In addition, candidates for the Master’s Degree will have developed:
S5
The ability to use IT and communication technology to produce scientific reports appropriate for
professional readers.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
E-learning
The MSc in Advanced Emergency Care is designed as a distance learning programme. This method of
knowledge acquisition is suited to clinicians as it allows knowledge acquisition on several levels, and is
convenient for practicing professionals. These will normally be linked with online seminars or online clinical
teaching sessions.
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Online Seminars and Tutorials
This learning method is used consistently throughout the programme. It allows advanced adult learners to share
professional knowledge, refine understanding of theory and productively discuss areas of controversy. In some
instances web seminars and online tutorials are used. This is achieved through a combination of interactive
online presentations, videos and activities designed to encourage self-directed learning. This is supplemented
by discussion boards around set topics, and webinars to allow direct interaction between students and their
lecturers and tutors as well as between students themselves.
Clinical Teaching through e-learning
This allows hands on experience of knowledge and skills learned by the above methods. Many of the clinical
modules provide videos and online tutorials demonstrating appropriate clinical techniques (physical
examinations, history taking and procedural skills as well as communication skills). Clinical application of these
skills is facilitated with the opportunity to individually adapt and discuss problems and solutions through the use
of online communication as described above. Students are also required to practice these skills in their real
clinical practice, and in some modules will also keep a record of their endeavours (a clinical/reflective log book).
The nature of the reflective log will vary from module to module, but may include reflections on clinical cases,
managerial experiences and working with the ED team in their own hospitals, as well as a record of cases seen
and procedures performed in some instances – details will be found in module outlines. For some of the clinical
modules, students will be required to nominate suitable senior clinicians in their local hospitals to act as
supervisors. Supervisors’ suitability will be verified by the module leaders via review of their clinical qualifications
and work experience, In general, supervisors will be experts in their clinical areas, working at a level in their own
countries equivalent to that of a consultant in the UK. These supervisors will be expected to certify that the
clinical procedures documented in the log books have been performed satisfactorily. It is the responsibility of the
student to identify and approach potential clinical supervisors in their workplace. In addition, where clinical
placements are required, it is the responsibility of the student to identify and gain permission for these
placements.
Project/Dissertation (Masters only)
This allows for integration and consolidation of knowledge and skills from across the programme. It encourages
the student to develop a high level of understanding in a particular topic, and demonstrate advanced scholarship
in that topic. The topic is chosen in conjunction with their academic supervisor and a plan of critically evaluating
methodologies, analysing primary or secondary data, or in some cases proposing new hypotheses, and
undertaking a research project, is agreed. Completion of an appropriately professional manuscript is the agreed
output.
K1
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K2
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K3
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K4
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S5
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Project /
dissertation
Summative
assessment
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S3
S4
Log book, peer
assessment
Project /
dissertation
√
S1
S2
Online Clinical
teaching
e-learning
Outcome
Online Tutorials
Online Seminars
Learning
Assessment
Ongoing
assessment
(essays,
presentations)
Teaching & Learning
√
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√
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√
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Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:

Formative Assessments – these allow adult learners the opportunity to appraise their own knowledge and
skills and focus on areas of development specific to themselves. This is facilitated by unit leads and guided
by unit and programme learning outcomes. This method of assessment is used throughout the programme.
Essays, log books, case studies and peer assessments (teaching/presentations) are used in some units,
and allow feedback as well as marking progress through the unit and programme.

Summative Assessments – These assess student knowledge at key points in the unit, either midpoint to
relate knowledge and skills to specific professional experience, or at the end to demonstrate acquisition of
necessary key learning points and skills. They may take the form of a written submission, presentation or
skill assessment. Presentations and skill assessments will be submitted online as video recordings to be
reviewed by the module leader.

Dissertation (MSc only) - This assesses the ability to integrate and consolidate knowledge and skills from
across the programme. It also assesses the level of understanding of a particular relevant topic, and
advanced scholarship in that topic, including the ability to synthesise research evidence and conduct
research.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
 The University of Sheffield, Learning and Teaching Strategy (2011-16) at http://www.shef.ac.uk/lets/staff/lts.
 ScHARR Learning and Teaching activity benchmarks at http://www.sheffield.ac.uk/scharr/staffinfo/tc/bm.html
 ScHARR’s teaching and learning portfolio with research-based, international, multi-disciplinary and worldclass curricula, in line with our research strengths.
 University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
 Feedback from potential students, employers and professional bodies
 The College of Emergency Medicine curriculum at http://www.rcem.ac.uk/TrainingExams/Curriculum/Curriculum%20from%20August%202010
 The NHS White Paper, Equity and excellence: Liberating the NHS
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_117353.
20. Programme structure and regulations
There are three core units:
 HAR6104 Management Theory and Practice - DL (15 credits)
 HAR6105 Evidence-based Emergency Medicine - DL (15 credits)
 HAR6125 Research Methods for Emergency Medicine - DL (15 credits)
In addition, students who have no knowledge or experience of UK Emergency Medicine will be required to take
 HAR6106 An Introduction to Emergency Medicine in the UK – DL (15 credits)
(This unit will not be available to students already practicing in the UK)
Students also choose from the 10 optional units to take their total credits to 180
 HAR6029 Systematically Reviewing the Research Literature DL (15 credits)
 HAR6042 Introduction to Statistics and Critical Appraisal DL (15 credits)
 HAR6061 Further statistics for Health Science Researchers DL (15 credits)
 HAR6107 Observation and Ambulatory Medicine – DL (15 credits)
 HAR6108 Paediatric Emergency Medicine – DL (15 credits)
 HAR6109 Pre-Hospital Emergency, Event and Expedition Medicine – DL (15 credits)
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 HAR6121 Musculoskeletal Emergency Medicine – DL (15 credits)
 HAR6122 Sedation in Emergency Medicine – DL (15 credits)
 HAR6124 Medicolegal and Forensic Emergency Medicine – DL (15 credits)
 HAR6061 Further Statistics for Health Researchers – DL (15 Credits)
HARXXXX Health, Healthcare and Research in Older People (15 credits)The opportunity to complete the units
at any point in the programme exists, but is dependent on agreement with the programme director to ensure that
maximal benefit is gained, and that knowledge and skill acquisition develops over the period of study.
All units are weighed equally (15 credits) with the exception of the Dissertation (60 or 45 credits). The 45 credit
dissertation will be between 8000 and 12000 words; the 60 credit dissertation will be between 12000 and 15000
words.
Entry or exit from the programme may be at the level of Postgraduate Certificate (60 credits), Postgraduate
Diploma (120 credits) or Masters (180 credits, with dissertation).
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/calendar/regs.html.
21. Student development over the course of study
The programme is designed to allow students flexibility in fulfilling areas of maximal benefit to their professional
or organisational needs. The core units give a platform on which more specialised knowledge and skills can be
acquired through the optional units. Modules may generally be studied in any order, but consultation with unit
leads and the programme director will ensure an appropriate progression through the programme of study.
The dissertation will only be undertaken after sufficient credits have been earned to allow progression to the
Masters level. Students may elect to complete a shorter 45 credit or longer 60 credit dissertation.
The demands on students over the course of study are roughly equal, with early consultation with the
programme director, unit leads and mentors encouraged to ensure that workload is manageable and maximal
benefit is gained.
22. Criteria for admission to the programme
At least 2 years clinical experience of Emergency Medicine or related fields (to the standard equivalent of a Year
3 Speciality Trainee of UK EM training) or similar milestone for non-medical applicants.
Able to demonstrate good spoken and written English. Students whose first language is not English should
undertake one of the following fluency tests:
 The International English Language Testing Service (IELTS) test can be taken at British Council offices.
Students should achieve an overall score of 7.0 in the academic module of the IELTS, including a score of 7
in speaking and 6.0 in listening, reading and writing. If practising in a country where the first language is
English they may apply for exemption from IELTS.
 The Test of English as Foreign Language (TOEFL) test. Candidates are required to achieve a minimum
score of 550.
 Applicants are expected to be computer literate, and comfortable with the use of Microsoft Office or suitable
alternative software. They should also be able to access the internet reliably, and take part in online tutorials
and discussions using the relevant software. Applicants will also be required to produce video recordings of
themselves, to upload onto the online learning environment (MOLE).
Final suitability judged by structured CV.
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23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by ScHARR at http://www.sheffield.ac.uk/scharr and
the University. In addition to programme specific information, further information about studying at The
University of Sheffield can be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
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