UNIVERSITY OF KENT
Programme Specification
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 passes the programme. More detailed information on the
learning outcomes, content and teaching, learning and assessment methods of each module
can be found in the programme handbook. The accuracy of the information contained in this
specification is reviewed by the University and may be checked by the Quality Assurance
Agency for Higher Education.
MSc in Applied Health Research
1. Awarding Institution/Body
University of Kent
2. Teaching Institution
University of Kent
3. School responsible for management of
the programme
SSPSSR
4. Teaching Site
Canterbury
5. Mode of Delivery
Flexible mode of delivery (lectures, seminars
and online teaching)
6. Programme accredited by
N/A
7. Final Award
MSc in Applied Health Research
Fall back awards:
Certificate in Applied Health Research
Diploma in Applied Health Research
8. Programme
Applied Health Research
9. UCAS Code (or other code)
N/A
10. Credits/ECTS value
180 credits/90 ECTS
11. Study Level
Postgraduate
12. Relevant QAA subject benchmarking
group(s)
http://www.qaa.ac.uk/Publications/Information
AndGuidance/Pages/Subject-benchmarkstatement-Health-studies-.aspx
This Statement is for undergraduate
programmes and has been used for guidance
here; adjustments have been made on the
Programme Specification to the appropriate
postgraduate (M) level.
13. Date of creation/revision
December 2013
14. Intended Start Date of Delivery of this
Programme
September 2014
15. Educational Aims of the Programme
The programme aims to:
1
UNIVERSITY OF KENT

Foster the intellectual and professional development of health practitioners and trainee
health researchers to develop their knowledge, equip them with analytical and research
skills, and extend and deepen their reasoning capabilities to undertake applied research in
the NHS and other health care settings
(Aims in relation to the mission statement:)

Provide a challenging, high-quality focused learning environment that is competitive with
other universities within the region

Offer the opportunity to develop multidisciplinary approaches within an ethical framework
that supports best practice within applied health research.

Attract outstanding students from within the region, irrespective of race, background,
gender and physical disability.

Help students develop links from outside of the region and work collaboratively in health
research to support their professional practice and in their research careers


Equip students with research skills to strengthen local health and social care economies

Enable health practitioners and health researchers to develop skills in higher level
reflection in relation to work-based practice.

Provide experienced health practitioners and health researchers with opportunities to gain
interdisciplinary perspectives through collaborative inter/ multidisciplinary exchange

Develop the critical and analytical capabilities of health practitioners and health
researchers in relation to project management, data analysis and interpretation of data

Provide supervision for health practitioners and health researchers to undertake research
that builds a culture of critical evaluation and enquiry in the practice environment


Develop opportunity for self-directed learning and reflection.
Where feasible, give students the opportunity to develop and enhance their knowledge
and skills of health and social care settings within Europe and elsewhere
(Aims in relation to the learning and teaching strategy)
Enable health practitioners and health researchers from a diverse range of educational
backgrounds to access and participate in learning which seeks to capture reflection on
experience gained in every day organisational practice.
16 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 of:
1. A critical understanding of applied health research within the context of the NHS; QAA
BSHS 2.1, 2.2.3, 3.1.4, 3.1.5, 3.1.12.
2. An in-depth knowledge of research design for applied health research; QAA BSHS 3.1.3.
3. An in-depth understanding of quantitative methods and analysis for applied health research
4. An advanced understanding of quantitative research methods/biostatistics; QAA BSHS
3.1.6.
5. An in-depth understanding of qualitative methods and analysis for applied health research;
3.1.15.
6. An advanced understanding of qualitative research methods within a healthcare context
2
UNIVERSITY OF KENT
7. Principles and practices involved in the conduct of evaluating health services; QAA BSHS
2.2.2.
8. An in-depth knowledge and understanding of the theories and application of health
economics; QAA BSHS 2.3.6.
9. A critical understanding of the concepts, theories and empirical application of epidemiology;
QAA BSHS 2.2.1, 2.3.11, 3.1.9.
10. Core theories and principles of research for the conduct of original independent study in
applied health care settings; QAA BSHS 2.3.
Teaching/learning and assessment methods and strategies used to enable outcomes to
be achieved and demonstrated
Teaching and Learning:
Each module will be supported by:








Lectures
Seminars
Blended learning approaches
Interactive problem-based scenarios
Role play
Leadership inventories
On-line activities through The University’s Virtual Learning Environment
Experiential learning in groups and organisations
Assessment:







Oral presentations
Coursework assignments
Seminar contribution
Online discussion
Reflective learning logs
Written assignments
Dissertation
Skills and Other Attributes
B. Intellectual Skills:
1. Development of research skills including knowledge of methods and techniques of data
collection, evaluation, synthesis and presentation of evidence; QAA BSHS 3.1.3.
2. Ability to identify, critically evaluate and use evidence to support analyses of a problem;
QAA BSHS 3.1.8.
3. Ability to review, analyse and synthesise secondary / published data;
4. Ability to design and justify robust modes of data collection
5. Ability to formulate research questions pertinent to healthcare research; QAA BSHS 3.1.4.
6. Ability to present an appropriate analysis of primary and secondary data; QAA BSHS
3.1.15.
3
UNIVERSITY OF KENT
Teaching/learning and assessment methods and strategies used to enable outcomes to
be achieved and demonstrated
Teaching and learning:
Students are encouraged to engage through both online learning material and during seminar
discussions
Assessment:



Seminar presentations both using and synthesising evidence to support analysis
Through assignments, identifying and critically analysing evidence to support analysis
Designing and carrying out a small research study, and using the data collected to be
written up into a 12,000 to 15,000 word dissertation
C. Subject-specific Skills:
1. Understanding and critical appreciation of methodology in applied health research; QAA
BSHS 4.2.7.
2. Formulating research questions that are pertinent to healthcare inquiry; QAA BSHS 4.2.3.
3. Choice and application of appropriate quantitative and qualitative methodologies; QAA
BSHS 4.2.7.
4. Recognition of the importance of rigour in collecting, analysing and interpreting data; QAA
BSHS 4.2.2.
5. Recognition of the relationship between evidence, audit and observed variation in
healthcare settings; QAA BSHS 4.2.7.
6. Ability to identify and analyse the social, economic and organisational contexts of health
and illness; QAA BSHS 4.2.1, 4.2.5.
Teaching/learning and assessment methods and strategies used to enable outcomes to
be achieved and demonstrated
Teaching and Learning:
Module specific skills are taught through:




Practical and analytical exercises
Seminars
Written assignments
Workshops
Assessment:







Oral presentations
Coursework assignments
Seminar contribution
Online discussion
Reflective learning logs
Written assignments
Dissertation
4
UNIVERSITY OF KENT
D. Transferable Skills:
1. Ability to analyse, interpret, objectively evaluate and prioritise information, recognising its
limitations; QAA BSHS 4.4.2, 4.4.10, 4.4.11.
2. Critical evaluation skills relating to logic arguments and modes of inquiry; QAA BSHS
4.4.6.
3. Ability to present arguments, findings and critiques both verbally and in written formats;
QAA BSHS 4.4.1, 4.4.3.
4. Ability to manage time; QAA BSHS 4.4.8.
5. Ability to recognise, define and prioritise problems; QAA BSHS 4.4.5, 4.4.12.
6. Recognition of the limitations of applied health research.
Teaching/learning and assessment methods and strategies used to enable outcomes to
be achieved and demonstrated
Teaching & Learning:
IT and Library training
Study skills will be delivered by Unit for Enhancement of Learning and Teaching.
Assessment:







Oral presentation
Coursework assignment
Seminar contribution
Online discussion
Reflective learning logs
Written assignments
Dissertation
For information on which modules provide which skills, see the module mapping
17 Programme Structures and Requirements, Levels, Modules, Credits and Awards
The MSc in Applied Health Research is designed to be studied over one year full-time or two
years part-time. There are three compulsory modules, and students must take a further three of
the four optional modules. To be awarded a MSc in Applied Health Research students will be
required to obtain 180 M level credits including the dissertation module which comprises 60
credits.
The programme is divided into 2 stages.
Stage 1 comprises of taught modules totalling 120 credits. Postgraduate students are required
to obtain 60 credits of compulsory modules, and 60 credits from a choice of optional modules.
At Stage 2 students are required to obtain 60 credits through a compulsory dissertation
module. Students must successfully complete each module in order to be awarded the
specified number of credits for that module. One credit corresponds to approximately ten hours
of 'learning time' (including all classes and all private study and research). Thus obtaining 180
credits in an academic year requires 1,800 hours of overall learning time.
Stage 1: In Stage 1 students are required to undertake three compulsory and three optional
modules totalling 120M level credits listed in the two tables below.
5
UNIVERSITY OF KENT
Compulsory Modules:
Code
Title
SOTBC1
Introduction to Applied Health Research
SOTBC2
Level
M
Credits
20
Term
Autumn
M
20
Autumn
M
20
Spring
Level
M
Credits
20
Term
Autumn
Quantitative Methods in Health Research
SOTBC3
Qualitative Methods in Health Research
*NB Module codes to be confirmed
Optional Modules:
Code
Title
SOTBC4
Epidemiology and Public Health
SOTBC5
Statistics in Applied Health Research
M
20
Spring
SOTBC6
Introduction to Health Economics
M
20
Spring
M
20
Autumn
SOTBC7
Evaluation and Research in Health
Services
*NB Module codes to be confirmed
In the first term of commencing their programme of study, full-time and part-time students are
required to take SOTBC1 (Introduction to Applied Health Research and SOTB2 (Quantitative
Methods in Health Research), as both are compulsory and pre-requisite modules for the
optional modules offered in the Spring term.
With the agreement of the programme director, students will be able to take a wild module as
an optional module from across the School (with the appropriate credit volume).
Stage 2: In Stage 2 students are required to undertake a compulsory module of 60M level
credits. Students who successfully complete Stage 2 of the programme, and meet the credit
framework requirements, will be eligible for the award of a Master’s degree (MSc in Applied
Health Research).
Compulsory Module:
Code
Title
SO998
Dissertation
Level
M
Credits
60
Term
Summer Autumn
In circumstances where students have not completed Stage 2, but have attained sufficient
credit, they will be eligible for the fall back awards of a PG Certificate in Applied Health
Research (PGCert) (60 M credits) or PG Diploma in Applied Health Research (PGDip) (120 M
credits).
Where a student fails a module(s) due to illness or other mitigating circumstances, such failure
may be condoned, subject to the requirements of the Credit Framework and provided that the
student has achieved the programme learning outcomes. Where a student fails a module(s),
but has marks for such modules within 10 percentage points of the pass mark, the Board of
Examiners may nevertheless award the credits for the module(s), subject to the requirements
of the Credit Framework and provided that the student has achieved the programme learning
outcomes. For further information we will refer to the Credit Framework.
18 Work-Based Learning
6
UNIVERSITY OF KENT
Disability Statement: Where disabled students are due to undertake a work placement as part
of this programme of study, a representative of the University will meet with the work placement
provider in advance to ensure the provision of anticipatory and reasonable adjustments in line
with legal requirements.
Where relevant to the programme of study, provide details of any work-based learning element,
inclusive of employer details, delivery, assessment and support for students.
There is no work-based learning element which constitutes a formal part of this programme.
19 Support for Students and their Learning




School and University induction programme
Programme/module handbooks
Student Support http://www.kent.ac.uk/studentsupport/
Student wellbeing www.kent.ac.uk/studentwellbeing/




Student Learning Advisory Service http://www.kent.ac.uk/uelt/about/slas.html

Graduate School (Provision of (i) skills training (workshops and online courses) (ii)
institutional level induction and (iii) student-led initiatives such as social events,
conferences and workshops) www.kent.ac.uk/graduateschool/index.html







Information Services (computing and library services) www.kent.ac.uk/is/
Counselling Service www.kent.ac.uk/counselling/
Kent Union www.kentunion.co.uk/
Graduate Student Association (GSA)
www.kent.ac.uk/graduateschool/community/woolf.html
Postgraduate student representation at School, Faculty and Institutional levels
Centre for English and World Languages www.kent.ac.uk/cewl/index.html
Careers and Employability Services www.kent.ac.uk/ces/
International Office www.kent.ac.uk/international/
Medical Centre www.kent.ac.uk/counselling/menu/Medical-Centre.html
Library services, see http://www.kent.ac.uk/library/
PASS system, see https://www.kent.ac.uk/uelt/quality/code2001/annexg.html
20 Entry Profile
The minimum age to study a degree programme at the university is normally at least 17 years
old by 20 September in the year the programme begins. There is no upper age limit.
20.1 Entry Route
For fuller information, please refer to the University prospectus
 Applicants will normally have the minimum requirement of a 2:1 honours degrees or higher
in a social science or health-related subject
 Applications with a medical degree and a demonstrable knowledge and interest in a
relevant area
 Applicants with state registration in a health profession plus two years practice will be
considered though evidence will be sought from academic referees that they have the ability
to undertake a Master’s programme
7
UNIVERSITY OF KENT
 Overseas students whose first language is not English will need to provide evidence that
they have sufficient skills to undertake an intensive course of studies in English (i.e. average
7.0 in IELTs test). Candidates will receive a conditional offer with a 6.5 test score in IELTS.
Students will be directed to the University’s postgraduate prospectus for further information
and updates on the entry requirements (https://www.kent.ac.uk/ems/eng-langreqs/ielts.html)
20.2 What does this programme have to offer?
 For practising health professionals/managers this programme will equip them with the skills
they need to design, carry out and disseminate/publish healthcare research. While grant
writing is not a focus of the course, the skills acquired will help them in designing robust
studies which would appeal to funders. This would enable an enhancement of their career
development or a move into more research oriented work.
 For recent graduates, this programme offers a way of accessing a range of career
opportunities in research in health and social care
 For overseas students it offers the opportunity to gain a Masters from a UK university and to
gain knowledge of and familiarity with the UK system of health and social care as well as
research skills and knowledge (as per the two bullet points above).
 Learners will also have the opportunity to develop an understanding of how research can be
integrated into an applied health setting including good research practice and governance,
understanding ethics processes, key principles for research in the NHS and the
requirements of involving patients and the public in research, as well as considering the
wider implications of public engagement in the research process. Learners will be able to
formulate focussed research questions, find and appraise literature relating to health
research, critically appraise research findings, and learn to adapt a critical and reflective
approach to research
20.3 Personal Profile
 Students should have the ability and background knowledge to undertake an advanced
programme of study
 Students should have a proven interest in and commitment to developing the provision of
health and social care
 Students should be willing to work in groups and co-operate in group exercises.
21 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and
Learning
21.1 Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards




Quality Assurance Framework http://www.kent.ac.uk/teaching/qa/codes/index.html

QAA Higher Education Review, see http://www.qaa.ac.uk/InstitutionReports/types-ofreview/higher-education-review/Pages/default.aspx


Student module evaluations
Periodic Programme Review http://www.kent.ac.uk/teaching/qa/codes/taught/annexf.html
External Examiners system http://www.kent.ac.uk/teaching/qa/codes/taught/annexk.html
Annual programme and module monitoring reports
http://www.kent.ac.uk/teaching/qa/codes/taught/annexe.html
Annual staff appraisal
8
UNIVERSITY OF KENT


Peer observation

The programme DoS will report regularly to the CHSS teaching committee as well as the
SSPSSR Graduate Studies Committee as a source of input, guidance and accountability.
All assessment is double marked and made available to the external examiner. There are
regular exam boards in which the external examiner comments on quality and identifies
issues. All actions taken to enhance quality are reported to the board
There will be a strong emphasis on rapid informal feedback from students so that any
problems can be quickly identified. Students will be able to discuss any queries or
problems with teaching and learning with their personal tutor
21.2 Committees with responsibility for monitoring and evaluating quality and standards







Board of Examiners
School Graduate Studies Committee
Faculty Graduate Studies Committee
Faculty Board
Graduate School Board
Staff/Student Liaison Committee
The programme has a management committee composed of all module convenors. This
committee receives convenors and external examiners reports and feedback from students,
this committee reports to the CHSS Executive, CHSS teaching committee and to the
SSPSSR Graduate Studies Committee
21.3 Mechanisms for gaining student feedback on the quality of teaching and their
learning experience






Student module evaluation reports
Annual programme evaluation report
Student Staff Liaison Committee
Student representatives will be elected
Student Union feedback
Academic tutor and course tutor as points of contact for feedback
21.4






Staff Development priorities include:
Experiential learning seminars
Managing and leading Action Learning Sets
Professional mentoring
Understand the support needs of part-time postgraduate students
Conferences
Staff are encouraged to seek appropriate training and funding is made available where
necessary; this will include registration and attendance of the University of Kent’s
PGCHE/ATAP courses. Staff will also have the opportunity to attend subject specific training
that is available through The Higher Education Academy under its Health and Social Care
Cluster (http://www.heacademy.ac.uk/disciplines/health) which has an ongoing programme
of workshops, seminars, webinars and podcasts encouraging good practice in education.
 The ongoing research links between CHSS staff and NHS research-active professionals
provides a useful platform for enhancing staff awareness of health research techniques,
funding and the specific needs of professionals
9
UNIVERSITY OF KENT
22 Indicators of Quality and Standards

Employer (particularly local NHS Trusts – as long as they exist) feedback has been positive
and local NHS research activity/capacity has been enhanced






Annual External Examiner reports
Results of periodic programme review (last review November 2011)
Annual programme and module monitoring reports
Graduate Destinations Survey
Postgraduate Taught Experience Survey (PTES) results
QAA Institutional Audit 2008
22.1
The following reference points were used in creating these specifications:


The University of Kent Mission Statement




The University of Kent Credit Framework
Code of Practice for the Assurance of Academic Quality and Standards in Higher Education
- September 2007 section 9
The University of Kent QA Policy and Procedures
The University of Kent Teaching and Learning Strategy
QAA Benchmarking statements for Medicine
10
UNIVERSITY OF KENT
Module Map
MSc in Applied Health Research – COMPULSORY & OPTIONAL
MODULES
Programme Programme Modules
Outcomes
TBC1 TBC2 TBC3 TBC4 TBC5 TBC6 TBC7 SO998
A. Knowledge and Understanding
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
































Programme Programme Modules
Outcomes
TBC1 TBC2 TBC3 TBC4 TBC5 TBC6 TBC7 SO998
B. Intellectual Skills
B1
B2
B3
B4
B5
B6


































Programme Programme Modules
Outcomes
TBC1 TBC2 TBC3 TBC4 TBC5 TBC6 TBC7 SO998
C. Subject-specific Skills
C1
C2
C3
C4
C5
C6


















11
















UNIVERSITY OF KENT
Programme Programme Modules
Outcomes
TBC1 TBC2 TBC3 TBC4 TBC5 TBC6 TBC7 SO998
D. Transferrable Skills
D1
D2
D3
D4
D5
D6





























12



