UNIVERSITY OF BRADFORD
Academic Year 2014-15
School of Health Studies
Division of Service Development and Improvement
Programme title: PG Dip in Respiratory Medicine for Practitioners with a
Special Interest
Awarding and teaching
institution:
University of Bradford
Final award:
PG Diploma, PG Certificate Framework for
Higher Education Qualifications level 7
Programme title:
Respiratory Medicine for Practitioners with a
Special Interest
Programme accredited by:
Royal College for General Practitioners
Duration:
18 months part-time
UCAS code:
N/A
Date produced:
February 2012
Last Approved School Board:
August 2014
Introduction
This part-time programme has been designed for General Practitioners (GPs)
and other registered health professionals, such as Specialist Respiratory
Nurse, Nurse Practitioner or Nurse Consultant, to gain a formally recognised
award in the area of Respiratory Medicine as a special interest. It combines
formal teaching sessions with competency based learning in the student’s
own locality. The programme is run from within the NHS, in collaboration with
the University of Bradford’s School of Health Studies.
The programme is specifically designed to develop in practitioners the skills
and competencies to fulfil an enhanced role in the management of respiratory
disease in primary care. The programme addresses the emerging picture of
integrated care with clinicians working with a range of services and agencies
to manage patients holistically. The programme equips the practitioner with
the skills and knowledge to be involved in the development and delivery of
services within CCGs. In addition it promotes in practitioners an awareness of
their local services, the impact they have and how they link with each other.
With the aim of establishing or enhancing local, community based integrated
care through collaboration with a multi-disciplinary team, you will undertake
clinical work-based training with a consultant mentor of your choice and his or
her team in your locality, thus establishing networks of care between primary
and secondary care. During the programme the emphasis will lie on critical
thinking, reflective learning and practising of evidence-based medicine. The
Applied Methodologies module provides a cohesive link with the clinical
modules, and critically examines patient pathways, techniques for patient
involvement and principles of audit, which are all relevant to the development
of effective care services.
© University of Bradford
1
The programme is taught mainly from within the NHS. A Consultant in
Respiratory Medicine and a Practitioner with a Special Interest in Respiratory
Medicine will teach the clinical modules. Service Improvement Managers will
teach the Applied Methodology module. All tutors are currently practitioners
in their field.
Students who successfully complete the Diploma will be able to progress to
the MSc in Respiratory Medicine for Practitioners with a Special Interest.
Students who successfully complete the Diploma will have a greater breadth
of knowledge of Respiratory Disease than those who complete the
Certificate. This programme is delivered through the School of Health
Studies at the University of Bradford.
Programme Aims
Postgraduate Certificate Aims
The programme is intended to:
A.1 Enable Practitioners to work independently at a ‘special interest’ level in
either asthma, COPD or common respiratory diseases.
A.2 Equip Practitioners with the clinical and leadership skills and knowledge
to develop and improve primary care respiratory services.
A.3 Equip Practitioners with the skills to inform and assist CCGs in developing
and commissioning integrated respiratory care.
A.4 Equip Practitioners with the clinical and leadership skills and knowledge
to raise the skill base in respiratory medicine within their locality
through the education of all members of the respiratory team.
Postgraduate Diploma Aims
A.1 Enable Practitioners to work independently at a ‘special interest’ level in
asthma, COPD and common respiratory diseases.
A.2 Equip Practitioners with the clinical and leadership skills and knowledge
to develop and improve primary care respiratory services.
A.3 Equip Practitioners with the skills to inform and assist CCGs in developing
and commissioning integrated respiratory care.
A.4 Equip Practitioners with the clinical and leadership skills and knowledge
to raise the skill base in respiratory medicine within their locality
through the education of all members of the respiratory team.
Programme Learning Outcomes
Postgraduate Certificate Learning Outcomes
When you have completed the programme you will be able to:
LO1 Critically review and apply current and emerging knowledge of the
pathophysiology, epidemiology and pharmacology of either Asthma or
COPD or Common Respiratory Diseases and their complications.
© University of Bradford
2
LO2 Assess and refer appropriately, patients whose symptoms may be due to
Asthma or COPD or Common Respiratory Diseases and their
complications.
LO3 Undertake appropriate investigations for patients presenting with
symptoms of Asthma or COPD or Common Respiratory Disease and their
complications and interpret the results accurately.
LO4 Diagnose and appropriately manage patients who present with either
Asthma, COPD or Common Respiratory Disease and their complications,
by means of clinical and non-clinical interventions and application of
appropriate evidence based clinical guidelines, using a range of services
and agencies.
LO5 Undertake appropriate evaluation and preventative management of
patients with Asthma or COPD or Common Respiratory Disease,
addressing lifestyle and related issues.
LO6 Reflect on the overall patient experience, and appropriately apply service
improvement methods to make improvements where necessary to the
delivery of integrated local care.
LO7 Work autonomously and collaboratively, in a multidisciplinary context,
and communicate in a variety of ways, including the use of IT.
LO8 Critically appraise evidence base and update clinical knowledge.
LO9 Critically reflect on own practice and make relevant changes where
necessary.
Postgraduate Diploma Learning Outcomes
When you have completed the programme you will be able to:
LO1 Critically review and apply current and emerging knowledge of the
pathophysiology, epidemiology and pharmacology of Asthma, COPD and
Common Respiratory Diseases and their complications.
LO2 Assess and refer appropriately, patients whose symptoms may be due to
Asthma and COPD and Common Respiratory Diseases and their
complications.
LO3 Undertake appropriate investigations for patients presenting with
symptoms of Asthma and COPD and Common Respiratory Disease and
their complications and interpret the results accurately.
LO4 Diagnose and appropriately manage patients who present with Asthma
and COPD and Common Respiratory Disease and their complications, by
means of clinical and non-clinical interventions and application of
appropriate evidence based clinical guidelines, using a range of services
and agencies.
LO5 Undertake appropriate evaluation and preventative management of
patients with Asthma and COPD and Common Respiratory Disease,
addressing lifestyle and related issues.
© University of Bradford
3
LO6 Reflect on the overall patient experience, and appropriately apply service
improvement methods to make improvements where necessary to the
delivery of integrated local care.
LO7 Work autonomously and collaboratively, in a multidisciplinary context,
and communicate in a variety of ways, including the use of IT.
LO8 Critically appraise evidence base and update clinical knowledge.
LO9 Critically reflect on own practice and make relevant changes where
necessary.
Curriculum
Module Title
Credits
Study
period
Certificate in
Respiratory
Medicine for
PwSI
Diploma in
Respiratory
Medicine for
PwSI
Applied Methodologies
30
18
months
Core
Core
Assessment, Diagnosis
and Management of
Chronic Obstructive
Pulmonary Disease
30
6
months
Option
Core
Assessment, Diagnosis
and Management of
Asthma
30
6
months
Option
Core
Assessment, Diagnosis
and Management of
Common Respiratory
Problems (non-asthma
and non-COPD)
30
6
months
Option
Core
The clinical modules are delivered in a rolling programme over an 18 month
period, one module each semester.
Each module is worth 30 credits, amounting to a total of 120 credits. For the
Postgraduate Diploma, all modules are core. To be awarded the Postgraduate
Certificate, you must successfully complete the Applied Methodologies (AM)
module and one other module. This will result in an award of Postgraduate
Certificate in (Asthma, COPD or Common Respiratory Diseases) for PwSI. Any
30-credit module can be studied independently, outside of a Postgraduate
award.
The curriculum may change, subject to the University's programme approval,
monitoring and review procedures.
© University of Bradford
4
Teaching and Assessment Strategies
The teaching and learning methods used in this programme include lectures,
seminars and tutorials. A key feature of the programme is the development
of clinical competence in a work environment where students work with a
Consultant mentor in their own area.
Students choose and approach an appropriate mentor in their local area.
The role of the mentor is outlined in the application pack sent out to all
prospective students. There is a letter for the prospective mentor and a
comprehensive Mentor Guide which students must show to the prospective
mentor so they understand exactly what is involved. The mentor guide
contains guidance on the programme, establishing the learning programme,
student learning, reflection and discussion and assessing clinical
competence. There is also a section on resolving difficulties and support
from the Education Programmes Team and contact information. In addition,
mentors can be put in touch with other mentors or tutors on the programme
to discuss the role further.
The Education Programmes Team keeps in close contact with mentors
throughout the programme. Following the initial welcome letter, emails are
sent at the 8, 16 and 20 week point in each clinical module. The emails give
advice on what kind of activities the mentor and student could be doing,
such as choosing cases for written or presented assessment as well as
requesting an update on the student’s progress against the training
programme. Mentors are invited to attend their student’s presentation on
the assessment days.
All mentors must be Consultants and be registered with the GMC. Mentors
are required to sign a letter of consent (example attached) and submit a copy
of their CV before the student can be accepted on to the programme.
The student study guide gives details of the mechanisms for resolving
difficulties with their clinical attachment and the support the Education
Programmes Team can give them. It is recommended that any problems are
dealt with face to face with the individuals concerned in the first instance,
with the Education Programmes Team only stepping in if unavoidable.
A student may need to change mentors if they change jobs or move house
which make the existing arrangements untenable. Students should identify
an appropriate mentor in their new location and the same process of
recruitment as for the original mentor takes place. The Education
Programmes Team will send out and check the documentation. In addition it
is recommended that the two mentors have a verbal “hand over”. Students
should not change mentors mid-module. Students changing mentors may
have to intercalate for a module in order to achieve a smooth transition.
Students are given the opportunity to evaluate their mentor at the end of
each of the clinical modules. The Associate – Education Programmes at
© University of Bradford
5
WSYBCSU writes to each mentor to thank them when the student has
completed the programme.
Each of the clinical modules is preceded by two teaching days which will take
place in Bradford. On day one in the morning, new students receive the
introduction to the programme delivered by the programme team. Students
who are completing a module, will have their presentations assessed by the
tutors. In the afternoon of day one, all students who are going on to the next
clinical module will attend an Applied Methodology seminar. The Applied
Methodology seminars alternate between critical appraisal and patient
pathway and audit and patient involvement. New students will receive an
introduction to applied methodology in addition. On day two all students will
attend the clinical teaching for the next module. Resources to support the
teaching of the clinical and service improvement modules will be available to
students on the VLE.
For their directed study for each clinical module students will demonstrate a
set of clinical competencies whilst on clinical attachment in their local area
under the mentorship of a Consultant in Respiratory Medicine (programme
learning outcomes 2-5, 7 and 9).
Students will complete a training
programme in collaboration with their mentor at the start of each module and
a set of evidence forms, signed off by their mentor, at the end of the module.
The training programme must include appropriate training activities for each
competence. They will be checked by programme tutors to ensure they are
robust and appropriate. There is flexibility within the framework for students
to spend more time working on the areas in which they require most
development and less on others. Students must attend at least 14 clinical
sessions.
The Applied Methodologies module is the core module for both the Diploma
and the Certificate. It is taken concurrently with the clinical modules over a
period of 18 months. This module is supported by lectures and seminars on
each of the assessment days (programme learning outcome 6) and by
learning in the workplace. The purpose of the Applied Methodology module
is to provide an advanced, evidence-based understanding of the models of
working as a practitioner with a special interest, as part of the pathway of
care, in order to facilitate the development of healthcare services. The work
students submit for assessment will be based on actual development issues.
To ensure that students can demonstrate all the learning outcomes, a variety
of assessment methods will be used. For each of the clinical modules
students will be required to write a reflective case study (programme learning
outcomes 1, 6 and 9) and do a presentation on a selection of clinical cases
they have managed (programme learning outcomes 1, 6, 8 and 9). During the
clinical attachment, students will see and assess patients for a variety of
conditions as described in the module descriptors for each of the clinical
modules. Students may specify additional personal objectives during their
clinical attachment, dependent on their learning needs. The student’s clinical
mentor will oversee their work during the clinical attachment and sign off the
© University of Bradford
6
individual clinical competencies as specified in the clinical competency
document during or at the end of the clinical attachment programme learning
outcomes 2,3,4,5,7 and 8). Additionally as part of the clinical competency
document, students are required to record a minimum of 14 cases for each
clinical module in a reflective learning diary. Students will be given individual
feedback from the tutors on their learning diary. Students can attend a variety
of clinics and be supervised by the practitioners there. However, all clinical
competencies need to be signed off by the clinical mentor. Due to the clinical
mentors not being members of the University staff and the need for academic
rigor, there will be some overlap in assessing programme learning outcomes.
Optionality is available to students studying for the certificate in their choice
of modules to be taken. It is available to students studying for the diploma in
the choice of case for the written reflective case studies.
Assessment Regulations
This Programme conforms to the standard University Assessment
Regulations for Postgraduate Programmes which are available at the
following link:
http://www.bradford.ac.uk/aqpo/documents-templates-and-downloads/az/regulations-governing-postgraduate-taught-courses.php
Exceptionally, however, you must pass all elements of assessment within
each module at the standard university pass mark. The waiver document is
attached (Appendix PS1).
Admission Requirements
The University welcomes applications from all potential students regardless
of their previous academic experience; offers are made following detailed
consideration of each individual application. Most important in the decision
to offer a place is our assessment of a candidate’s potential to benefit from
their studies and of their ability to succeed on this particular programme.
Entrance requirements for each programme will vary but consideration of
your application will be based on a combination of your formal academic
qualifications and other relevant experience.
If you have prior certificated learning or professional experience which may
be equivalent to parts of this programme, the University has procedures to
evaluate this learning in order to provide you with exemptions from specified
modules contained within the curriculum. Please talk to us if you do not fit
the standard pattern of entry qualifications.
The University of Bradford has always welcomed applications from disabled
students, and these will be considered on the same academic grounds as are
applied to all applicants. If you have some form of disability you may wish to
contact the programme leader before you apply.
The entry requirements for this programme are as follows:
© University of Bradford
7




you must be a suitably qualified registered primary or secondary care
practitioner, demonstrating successful study skills at level 6, with at
least two years relevant work experience in the field of Respiratory
Medicine and be employed
you must obtain written support from an NHS hospital trust consultant
(GMC Registered) in Respiratory Medicine for mentorship and the
provision of a clinical attachment;
you must produce evidence of relevant registered qualification, currency
and academic qualifications;
as the assessment elements of the postgraduate diploma and certificate
require a substantial amount of written work at level 7, in accordance
with regulations from the University of Bradford we ask that non-native
speakers complete an IELTS English Language Exam at a minimum of
6.5 before they begin their studies.
Learning Resources
The JB Priestley Library provides a wide range of printed and electronic
resources to support your studies. We offer quiet study space if you want to
work on your own, and group study areas for the times when you need to
discuss work with fellow students. Subject librarians provide training
sessions and individual guidance in finding the information you need for
your assignment, and will help you organise your references properly.
Student PC clusters can be found in the library and elsewhere on the
campus. Many of these are open 24/7. You can also use the University's
wireless network to access the internet from your own laptop. Most of our
online journals are available on the internet (both on and off campus), and
you can also access your University email account, personal information and
programme-related materials this way.
Library and technical staff are on hand during the daytime to provide help
should you need it, and there is a 24/7 IT helpline available.
Students are encouraged to view the library induction available on the
following link www.bradford.ac.uk/library/distance/inductions and
undertake the plagiarism avoidance package available on Blackboard on the
School of Health Studies information point.
Students may also contact the librarian at their own Trust, from whom they
should be able to obtain an Athens password to access further NHS on-line
resources.
Student Support and Guidance
Programme Team
Support for you personally and in your programme of study will be provided
both by the University, the Programme Team and your clinical mentor. The
School will ensure that there is someone available with whom you feel
comfortable to help and support you. You will be allocated a Personal
Academic Tutor (PAT), who will be one of the clinical tutors, on your first
© University of Bradford
8
teaching day. Information on the role of PATs can be found on the School of
Health information point. You will be provided with a comprehensive
handbook that you can consult on a range of learning issues and your
programme tutors will be available to consult on subject specific queries.
We value the feedback provided by students and you will be provided with
the formal opportunity to comment on the programme contents and delivery
and other aspects of the programme after the teaching days, the end of each
clinical module and at the end of the programme. However, students are
encouraged to give informal feedback to the programme team whenever they
wish. All issues are addressed rapidly.
Students’ Union
The Students’ Union and the University of Bradford work in partnership to
provide confidential counselling and welfare services where you can get help
with any aspect of your personal or academic life. Student Financial and
Information Services (part of the Hub) will provide you with information
about a diverse range of issues such as council tax, personal safety and
tourist information. International Students can access a range of additional
advice and support services through the Student’s Union.
Careers and Employability
The University is committed to helping students develop and enhance
employability and this is an integral part of many programmes. Specialist
support is available throughout the programme from Career Development
Services including help to find part-time work while studying, placements,
vacation work and graduate vacancies. Students are encouraged to access
this support at an early stage and to use the extensive resources on the web
site www.careers.brad.ac.uk.
Academic Skills Advice
For postgraduate students on taught programmes who are looking to
improve their marks during their time at university, study skills and maths
advice is available to all regardless of degree discipline. Students can access
a programme of interactive workshops and clinics which is delivered
throughout the year. This is in addition ot our extremely popular face-toface guidance from our advisers, who also offer a wide range of online and
paper based materials for self-study.
http://www.bradford.ac.uk/academic-skills/index.php
Disability
Disabled students will find a supportive environment at Bradford where we
are committed to ensuring that all aspects of student life are accessible to
everyone. The Disability Service can help by providing equipment and advice
to help you get the most out of your time at Bradford and is a place where
you can discuss any concerns you may have about adjustments that you may
© University of Bradford
9
need, whether these relate to study, personal care or other issues. For
more information contact the Disability Service by phoning: 01274 233739
or via email: disabilities@bradford.ac.uk
University policies and initiatives
Ecoversity
Ecoversity is a strategic project of the University which aims to embed the
principles of sustainable development into our decision-making, learning and
teaching, research activities, campus operations and lives of our staff and
students. We do not claim to be a beacon for sustainable development but
we aspire to become a leading University in this area. The facilities we create
for teaching and learning, including teaching spaces, laboratories, IT labs
and social spaces, will increasingly reflect our commitment to sustainable
development.
Staff and student participation in this initiative is crucial to its success and
its inclusion in the programme specification is a clear signal that it is at the
forefront of our thinking in programme development, delivery, monitoring
and review. For more details see www.bradford.ac.uk/ecoversity/ .
Further Information:
For further information, please contact the Education Programmes Team at
NHS West and South Yorkshire and Bassetlaw Commissioning Support Unit,
Douglas Mill, Bowling Old Lane, Bradford, BD5 7JR, tel no 01274 237759, or
psi@bradford.nhs.uk.
or check the University prospectus or contact Admissions.
The Admissions Office
The Admissions Office
The University of Bradford
School of Health Studies
Richmond Road
The University of Bradford
Bradford, BD7 1DP
Richmond Road
UK
Bradford, BD7 1DP
UK
+44 (0)1274 233054
+44 (0)1274 236367
http://www.brad.ac.uk/courses/ http://www.brad.ac.uk/health
© University of Bradford
10
PG Diploma/Certificate in Respiratory Medicine for Practitioners with a
Special Interest
APPLICATION FOR WAIVERS
The nature of the course varies from the normal Postgraduate Diploma of the
University of Bradford. Therefore we propose that the following waivers are
required from the University’s standard regulations and ordinances, in order
to make these differences acceptable.
1. Pass all components of a module without compensation
We request that all elements of the assessments be successfully passed at
40% or above. Different assessment tasks assess different learning outcomes.
Accordingly in order to demonstrate achievement of all modules’ intended
learning outcomes, all assessment tasks must be passed at threshold.
2. Clinical competence element of each clinical module as PASS/FAIL.
We reaffirm the need to have the primary assessment element – verification of
clinical competence – as a PASS/FAIL element. This provides clear and
appropriate evidence whether a participant is competent to practice. There is
no need for a pass/fail element amongst the other assessments, as these
support competence through application of understanding. In order to
achieve a balanced mark from this and the other assessed pieces of work, it is
necessary for the clinical competence element to be weighed at 0%, and the
other assessment components to be split appropriately. It is only amongst the
other elements of assessment that a final mark will be given, which will
distinguish the candidate’s marks between a pass, merit or distinction.
3. Maximum period of study
We would recommend the period of study to take place over no more than
three years, but would permit candidates who could obtain agreement from
their mentor(s) to undertake the course over five years or to extend the period
of study to five years, to do so. This would apply principally in exceptional
circumstances, particularly pregnancy or sickness which would unavoidably
interrupt studies.
© University of Bradford
11