PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MSc in Clinical Mental Health Sciences
Final award (BSc, MA etc):
MSc in Clinical Mental Health Sciences
(where stopping off points exist they should be
detailed here and defined later in the document)
As exit awards:
Diploma in Clinical Mental Health Sciences
Certificate in Clinical Mental Health Sciences
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2014 intake onwards
(e.g. from 2008 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
Division of Psychiatry
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/mentalhealthsciences
(if applicable)
Method of study:
Full time OR Flexible modular
Full-time/Part-time/Other
Criteria for admission to the
programme:
Length of the programme:
(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)
Professional health qualification (medicine, nursing, occupational
therapy, psychology, social work) or 2.1 degree in psychology or
related scientific or social scientific discipline).
Candidates who have not worked for at least the equivalent of 6
months full time in a mental health service setting or in clinical mental
health research will be required to take the Clinical Mental Health
double module
1 year for full time course
Maximum of 5 years for modular course
Masters Level (Level 7)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
This course will allow students to develop an in-depth
understanding of the field of mental health which is tailored to
their specific needs. The course may be taken either as a fulltime one year course, or as a flexible modular course over a
maximum of 5 years.
All students will take the Core Principles of Research double
module (30 credits).
All students who have not worked for at least the equivalent of 6
months full time in a mental health service setting or in clinical
mental health research will take the Clinical Mental Health
double module (30 credits), and will also take at least two further
modules from Current Research in Dementia, Current Research
in Psychosis, Current Research in Common Mental Health
Problems, Current Research in Learning Disability and Mental
Health Services – policy, design and evaluation.
Students who do not take the Clinical Mental Health double
module will take at least three modules from Current Research
in Dementia, Current Research in Psychosis, Current Research
in Common Mental Health Problems, Current Research in
Learning Disability and Mental Health Services – policy, design
and evaluation.
Dissertations (60 credits) may report original research findings,
or may be a discussion or review at an advanced level of a
clinical or policy topic in mental health.
Remaining credits will be selected with the guidance of Course
Director from those offered on the course and elsewhere at UCL
to allow students to assemble a taught post-graduate
programme that equips them to develop optimally their skills in
evidence-based clinical practice and mental health research.
The Certificate in Clinical Mental Health Sciences will be
awarded to students who leave having completed four modules,
including at least one of the Core Principles of Mental Health
Research and the Clinical Mental Health modules.
The Diploma in Clinical Mental Health Sciences will be awarded
to students who leave having completed all elements except the
dissertation.
Board of Examiners:
Professional body accreditation
(if applicable):
Name of Board of Examiners:
Mental Health Sciences. (incorporating the previous MSc in
Psychiatric Research).
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The MSc in Mental Health Sciences (Clinical) is intended for graduates with good degrees in relevant areas who do
not yet have extensive experience or knowledge of clinical aspects of mental health, and for those already
practising who wish to deepen their knowledge of the evidence base of their specialty and develop their research
skills. It will both extend students’ knowledge regarding evidence-based clinical practice and develop their skills in
contributing to research studies. The aim of the course is to prepare students to undertake clinical trainings at an
advanced level, and to allow those already working in mental health to extend their awareness of and ability to
contribute to the evidence base underpinning mental health practice.
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:
How to recognise and formulate problems
How to formulate research questions &
develop protocols
Original, independent & critical thinking
Principles of active learning
Ethical principles in psychiatric research,
workings of research ethics committees
Principles of research methods used in
psychiatry, including:
Workshops in which students work together on research
problems
Seminars
Student-led presentations
Student design of poster presentations summarising research
findings
Individual tutorials
Completion of coursework assignments
Attendance at a planned programme of research presentations
beyond the course framework
Completion of supplementary reading and materials on line via
Moodle.







Systematic reviews of the literature
(including and introduction to the
techniques used in meta-analysis)
Instrument design, selection and testing
Epidemiological methods, especially
such as cross-sectional surveys, cohort
studies and case-control studies
Methods used in evaluating treatments,
including randomised controlled trials,
quasi-experiments, evaluations of
treatment process and content, health
economic methods and user-led
evaluations
Research methods used in biological
psychiatry, including neuro-imaging,
genetic and neurochemical and
neuropharmacological methods
Qualitative research methods, including
semi-structured interviewing, focus
groups and participant observation.
Computer-assisted content analysis of
qualitative data
Major statistical methods used in
psychiatric research
Current knowledge and current research
strategies related to mental health:

Current knowledge regarding the
aetiology, epidemiology, presenting
features, impact on individuals and
society, and management of
disorders including psychosis,
dementia and learning disabilities.

Biological, epidemiological and
psychological approaches to
research on disorders including
psychosis, dementia and learning
disability.

Current research and policy related
to the delivery of mental health
interventions and mental health
services.
As there is considerable scope for selecting
modules within the above, the extent to which
students focus on each of the above varies,
and additional areas of knowledge will be
introduced where students take additional
modules from elsewhere in the School of Life
and Medical Sciences.
Supervised work on a research study or other major
dissertation project.
Assessment:
To include:







Design of a research instrument and a plan for testing its
psychometric properties.
Design of draft research protocols, one for an
epidemiological study, the other for an evaluation of a
biological study
Completion of a piece of qualitative data analysis.
Completion of analysis of a statistical data set
Unseen written examination testing grasp of research
principles and procedures.
Poster presentations accompanied by brief talks
summarising current knowledge on research questions.
Completion of original report, presenting either a report on
a research study OR a major review of a research or
clinical topic OR a report on a planned piece of service
evaluation or development. Report will be assessed for
coherence of formulation of question, evidence of original
thinking scientific clarity, appropriateness of design and
analysis, interpretation of information.
B: Skills and other attributes
Intellectual (thinking) skills:
(i)
Understand the biological,
(ii)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
epidemiological, psychological and
social approaches to mental illness
and how these may be integrated in
practice and in research.
Apply ethical principles in considering
the diagnosis and management of
mental health problems and the
design and conduct of psychiatric
research.
Interpret reported results of research
studies from independent and
intelligently critical perspective, with
awareness of context.
Synthesise findings from different
research studies and approaches
with clinical knowledge to achieve an
integrated understanding of mental
illnesses and their management.
Formulate coherent and significant
questions on research, clinical
management, service delivery and
policy, based on awareness of the
current status of knowledge in the
field.
Think creatively and logically about
how to apply major psychiatric
research methodologies to a new
research question.
Observe and record findings
accurately
Understand the various perspectives
on mental health care and research,
including those of service users,
carers, clinicians and service
planners.
Teaching/learning methods and strategies:
Students will be encouraged to develop these skills
throughout:

Workshops in which students work together on problems
and/or complete practical tasks

Seminars

Student-led presentations

Individual tutorials
 Completion of coursework assignments, including final
major project.
Assessment:
In assessing the coursework assignments, examination,
literature review and final project report, evidence will be
sought of ability to apply thinking skills of these types.
C: Skills and other attributes
Practical skills (able to):
All students will acquire the following
skills:
(i)
Communicate clearly verbally and in
writing
(ii)
Present work effectively to small
group
(iii)
Make decisions and manage time
effectively
(iv)
Manage projects effectively through
setting of goals, milestones and
priorities
(v)
Use computers and the internet
competently for word processing,
preparation of presentations,
literature searches, and e learning
via Moodle.
(vi)
Use systematic and comprehensive
strategies to retrieve the literature on
a particular topic
(vii)
Critically appraise research findings
in balanced way
(viii)
Report in a clear, systematic and
balanced way on a literature reivew
(ix)
Design simple research instruments
such as questionnaires and formulate
an approach to testing their
psychometric properties
(x)
Evaluate and select appropriate
research instruments in psychiatry.
Depending on choice of modules,students will
also be able to:
1. Write a structured protocol applying
psychiatric research methodology in
logical and creative way to
investigation of a research question
2. Assess the feasibility of implementing
a research design, taking into
consideration constraints on
resources and time
3. Understand and apply research data
collection techniques from various
paradigms of mental health research.
4. Apply methods of statistical analysis
frequently used in psychiatry to data
analysis using SPSS PC
5. Carry out content analysis of
qualitative data in a systematic way
6. Prepare briefs for service planners
and policy makers on major issues in
mental health service delivery.
7.
Communicate with both clinicians
and service users regarding the
nature of mental health problems
and their management.
Teaching/learning methods and strategies:
These practical skills will be develop and demonstrated
throughout the course by methods including:
-
Participation group discussions at
seminars
Practical workshops at which a range of
these skills are applied
Meetings with researchers, clinicians
and service users in mental health
Verbal and poster presentations on a
range of research and clinical topics.
Writing and analytical skills will be
applied throughout coursework
assignments and in unseen exam.
Assessment:
A range of these practical skills will be required for
completion of each coursework assignment, exam and
final project.
D: Skills and other attributes
Transferable skills (able to):
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
(ix)
(x)
(xi)
Learn actively and effectively
Apply both critical and creative
thinking to problem solving
Manage time and exercise self
discipline to complete substantial
pieces of work efficiently
Work independently and show
initiative
Use support of supervisors, tutors
and peers effectively
Communicate effectively verbally and
in writing
Communicate confidently and
sensitively with service users, carers,
clinicians and researchers in mental
health.
Listen to others and give and receive
feedback constructively.
Present and defend ideas to others
in coherent and convincing way
Develop cooperative network with
supervisors and peers
Analyse published evidence in
balanced way, taking overall context
into account.
Teaching/learning methods and strategies:
These skills will be developed throughout the course.
Those on the clinical pathway who do not already have
substantial clinical experience in mental health will have
a variety of opportunities to meet clinicians, service
users and carers. The coursework will involve both
written presentations and some oral presentations,
ensuring that a full range of communication skills are
employed.
Assessment:
Skills i-vi, and viii-ix and xi will all need to be developed
for the student to succeed in completing the course. The
others are not formally assessed, but will also be
promoted by the course and will help the student
succeed in the course.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.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)
Name(s):
Professor Sonia Johnson
Date of Production:
14 October 2013
Date of Review:
October 2014
Date approved by Head of
Department:
October 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2014
November 2014