PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MSc in Sexually Transmitted Infections and HIV
Final award (BSc, MA etc):
MSc
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
N/A
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2011
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Population Health Sciences
Parent Department:
Research Department of Infection and Population Health
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/iph/prospectivestudents/msc
(if applicable)
Method of study:
Full time/ part time/ Flexi time
Full-time/Part-time/Other
Criteria for admission to the
programme:
Length of the programme:
A minimum of an upper second-class Honours degree in a relevant
discipline from a UK university or a professional or overseas
qualification of an equivalent standard.
One calendar year full time and up to five years on a modular basis
(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)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Board of Examiners:
Professional body accreditation
(if applicable):
Level 7
None
Students must take three core modules assessed by, either unseen/
seen written exams and coursework. Also five optional modules
(assessed by either coursework or written exam) and submit a
10,000 word dissertation.
Name of Board of Examiners:
MSc in Sexually Transmitted Infections and HIV
N/A
Date of next scheduled
accreditation visit:
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EDUCATIONAL AIMS OF THE PROGRAMME:
To increase students’ understanding of the microbiology, virology, immunology and pathogenesis of sexually
transmitted infections (STIs) and HIV; the epidemiology and control of STIs and HIV; and the foundations of good
clinical practice in the management of individuals affected by STIs and HIV.
To develop students’ skills in gathering and critically analysing scientific information about these subjects and in
presenting it effectively verbally or in writing. To develop some of the clinical communication skills required for
effective management of individuals seeking care for STIs and HIV. To provide opportunities for students to design
interventions and research projects that can assist the control of STIs and HIV.
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
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Knowledge and understanding of:
Teaching/learning methods and strategies:
1. Measuring the effects of STIs and HIV
on human populations and measuring the
impact of interventions to control their
spread.
2. The biology of micro-organisms that
cause STIs, mechanisms of
pathogenesis, immune responses to STIs
to HIV and methods for the laboratory
diagnosis of STIs and HIV infection.
3. The principles and practice of an
evidence-based approach to the
diagnosis and management of individuals
who may be infected with STIs and HIV.
4. A selection of the following topics
according to student’s interest:
1. Core module on epidemiology in Term 1.
2. Core module on basis science and laboratory
diagnosis in Term 1.
3. Core module on clinical aspects of STIs in Term 1.
4. Optional modules on all these topics offered at UCL
in Terms 1, 2 and 3.
Optional modules include Clinical HIV;
Sexual health: designing sexual and
reproductive health programs in low and
middle income counties; infectious
disease epidemiology and global health;
Basic Statistics; Regression Modelling;
Advanced Statistics; Healthcare quality
and Evidence Based Practice; Research
in action: The quantitative approach;
Social Determinants of Health; Research
methods
for
social
epidemiology;
Research in action: the Qualitative
approach; Key Principles in Health
Economics; Global justice and Health;
Ethnicity, migration and health; Global
Health and development, emerging policy
debates; Conflict, migration and human
rights; Anthropological perspectives on
global health ; Reproductive health; HIV
frontiers from research to clinics;
Frontiers of therapeutic development in
infection and immunity; and the Molecular
Basis of Infectious Disease; death dying
and
consequences;
disability
and
development; nutrition and public health;
urban health; climate change and health;
global health promotion
There is a combination of summative and formative
assessment throughout. Each module is assessed
individually using a wide variety of different approaches.
Assessment approaches include group work
assignments, long essays, unseen modified essay
questions, presentations, and peer assessment. All
students are required to submit a final dissertation.
A wide variety of different approaches is used in the
various modules. Students will learn from a combination
of lectures, seminars, case studies, self-directed
learning, group work (included problem-based learning)
and student presentations.
---------------------------------------------------------------------------------Assessment
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B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies
a) critically assess scientific evidence
about
b) show problem solving skills in
i) The effects of sexually transmitted
micro-organisms and HIV on individuals
and populations
ii) methods for the detection and
treatment of STIs and HIV
iii) interventions to improve sexual and
reproductive health
The importance of skilled critical analysis of relevant
published papers is emphasised throughout the MSc,
especially in modules on epidemiology and research
methods and clinical STIs. Tools to assist critical
analysis are included in pre-course reading
recommendations and are utilized extensively during the
MSc. The emphasis on evidence-based medicine in the
clinical module is designed to challenge students’ beliefs
about the credibility of what they encounter in textbooks,
guidelines, reviews and other sources of medical
information. Controversies about HIV, sexual health and
STIs are highlighted in several modules.
----------------------------------------------------------------------------------Assessment
Students’ ability to critically assess published scientific
papers is tested chiefly in the final dissertation and to a
lesser extent in long essays and the modified essay
question (MEQ) of the clinical module. The MEQ has a
section designed to test student’s ability to critique the
abstract of a paper on diagnosis, treatment or prognosis.
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C: Skills and other attributes
Practical skills - able to:
Teaching/learning methods and strategies
a) communicate effectively in writing
b) gather information in an appropriate
manner, explain a diagnosis and plan an
appropriate course of action with a
simulated STI patient
c) use databases such as Medline and
the Cochrane Library effectively
d) utilise the Internet effectively to locate
relevant up-to-date information and
images as well as locate full text of key
papers available through the Internet
e) use word-processing and presentation
programmes effectively
f) make effective concise presentations
using power point presentations
g) design an intervention for improving
sexual and reproductive health
h) select a suitable topic, research it and
write it up as a dissertation
i) work effectively in teams
a) through written work required for different modules
and dissertation
b) through observed practice, video material and roleplay exercises in the clinical module
c,d) through a library session during induction, during
core modules in tem 1 and during dissertation
e) through written work and regular student
presentations
f) through regular seminar presentations
g) group work, advice from tutors, private study,
examination of previous students’ work
h) access to previous students' work, discussion with
tutor, senior members of department, private study and
writing up.
i)group work skills during induction week
---------------------------------------------------------------------------------Assessment
a) dissertation, long essay, MEQ and other assignments
b) formative assessment through feedback during
sessions only
c, d) formative assessment during science module and
evidence-based medicine exercises during clinical
module
e, f) as for a) plus peer-assessment of presentations
during science module and teacher assessment of final
presentation for research methods and sexual and
reproductive health in LMIC modules
g) main assessment of students in several research
methods and sexual and reproductive health in LMIC
modules, involving submission of written proposals and
verbal presentation of group work
h) dissertation
i) modules assessed by group work.
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D: Skills and other attributes
Transferable skills (able to):
D Teaching/learning methods and strategies
a) write good essays and dissertations
b) communicate effectively with
individuals affected by STIs and HIV
c) use computer resources and IT
d) present material orally
e) listen and contribute in class
f) understand innovative concepts in this
specialist field
g) reflect on their own ideas by becoming
acquainted with ideas and practice
foreign to them
h) assess evidence for themselves and
suspend belief in previous interpretations
a) course work and dissertation
b) observed practice, role-play
c) use of databases and the Internet, submitting wordprocessed written work, preparing PowerPoint
presentations
d) seminar presentations
e) seminars, work on group assignments
f) reading and discussion
g) reading, class discussion and debate
h) dissertation, discussion and problem-based learning
-------------------------------------------------------------Assessment
a) Module assessments and dissertation
b) formative assessment via feedback during role-play
sessions
c,d) Module assignments, dissertation and teacher- and
peer-assessment of presentations
e) peer assessment
f,g,h) Module assessments and dissertation
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)
Dr Maryam Shahmanesh
Name(s):
Date of Production:
10th June 2013
Date of Review:
November 2014
Date approved by Head of
Department:
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee:
November 2014
November 2014
February 2015
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