PROGRAMME SPECIFICATION: MSc in Health Economics, Outcomes and Management in
Cardiovascular Sciences
1. Awarding Body LSE
N/A 2. Details of accreditation by a professional/statutory body, e.g. ESRC; BPS etc
3. Name of final award
4. Programme Title
Executive Master
Health Economics, Outcomes and Management in Cardiovascular Sciences
2 year part time 5. Duration of the course
6. Based in the Department/Institute:
7. Relevant QAA subject benchmark statements
Social Policy
N/A
8. Application Code
9. First written/last amended
10. The programme aims to:
L4CS
May 2014
To help cardiologists and other healthcare professionals (nurses, pharmacists, physicians), executives in the private sector, and government officials to:
 gain a theoretical and conceptual understanding of health-economics, outcomes research, comparative effectiveness research, policy, and management topics;
 enhance their existing set of health management, economics, and research, management and policy skills;
 encourage networking among fellow students in an interdisciplinary environment.
11. Programme outcomes: knowledge and understanding; skills and other attributes

To improve understanding of health economics, outcomes research, and management among practicing healthcare professionals.

To help students accelerate their careers or change focus within their existing careers; explore new options within the healthcare field (management of clinics or hospitals, leading roles in regulatory, assessment and evaluation agencies, advisory roles in international and national organisations); to prepare students to work as hospital administrators, executives in the biopharmaceutical and medical device industries, regulatory agencies (both at the European and country-level), and secondary (contracting and consulting) organizations from the private sector that provide services to biopharmaceutical, medical device, and financial organizations.
12. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated
Teaching, learning, and assessment strategies will closely parallel those currently undertaken for the successful Executive-style MSc in Health Economics, Policy, and Management.
Teaching and learning strategies:
 a range of teaching and learning strategies including lectures, seminars, tutorials and selfdirected study;
 lecture formats: traditional, audio visual and electronic presentations;
 seminars are interactive and based on relevant case studies. Each student would be expected to make presentations.
 one-to-one tutorials provide individual pastoral and academic support.
Assessment strategies:
 unseen examinations;
 essays (formative and/or summative);
 projects (summative)
 dissertation (summative)
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13. Programme structures and requirements, levels, modules and awards
Executive MSc Health Economics, Outcomes and Management in Cardiovascular Sciences
Year 1, Session 1 (Dec), Week 1: Economic analysis for health policy (Mandatory)
Year 1, Session 1 (Dec), Week 2: Quality and outcomes in cardiovascular sciences (Mandatory)
Year 1, Session 2 (Jun), Week 3: Economic evaluation in health care (Mandatory)
Year 1, Session 2 (Jun), Week 4: Systematic review and meta-analysis (Mandatory)
Year 2, Session 3 (Dec), Week 1: Cardiovascular epidemiology and prevention (Mandatory)
Dissertation in health economics, outcomes, and management (Mandatory)
Three options out of the following courses:
Year 2, Session 3 (Dec), Week 2: Principles of epidemiology
Year 2, Session 3 (Dec), Week 2: SA4G6 Measuring health system performance
Year 2, Session 4 (Jun), Week 3: SA4G1 Financing health care
Year 2, Session 4 (Jun), Week 3: SA4K8 Health care quality management
Year 2, Session 4 (Jun), Week 4: SA4G4 Statistical methods in health care economic evaluation
Year 2, Session 4 (Jun), Week 4: SA4E1 Health administration and management
Additional information
14. Criteria for admission to the programme

Standard LSE admissions criteria will apply (as in the currently offered Executive-style MSc in
Health Economics, Policy, and Management).

Minimum of Undergraduate degree with upper second-class (2:1), or equivalent, in any discipline.

Applicants whose first language is not English, or who have not been educated at degree level entirely in English, are require to provide evidence of English language ability. The most common qualifications are the IELTS or TOEFL tests. Applicants do not need to have the required marks when they apply, but they would form a condition of any offer issued, and would have to be achieved before arrival at LSE. Higher English requirement: 7.0 in IELTS (at least 6.0 in each section) or 107 in the internet-based TOEFL test (at least 21 in writing and
20 in all other sections).

Significant work experience (applicants should complete the CV section of the application form as a documentary requirement to assess their work experience).

Two references to accompany the application (these can be either academic or professional references).
15. Indicators of quality
 Steady demand for the programme;
 Good examination results;
 Quality is regularly assessed through centrally administered teaching evaluation;
 External Examiners reports commenting favourably about the course and attesting both the quality of the curriculum and teaching;
 Student evaluation reports.
16. Methods for evaluating and improving the quality and standard of teaching and learning
We will adopt the same strategy for evaluating and improving the quality and standard of teaching and learning, as that used in the currently offered Executive-style MSc in Health Economics,
Policy and Management.
 The Department takes seriously the feedback on teaching quality provided by the annual
Teaching Quality Assessment survey of students;
 The Department holds termly staff-student meetings at which student representatives from all programmes are able to raise issues of concern. It takes forward suggestions and
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proposals coming from that meeting;
 The Department Teaching Committee reviews the feedback on teaching quality provided by the annual Teaching Quality Assessment survey of students;
 The Department (and School) takes seriously the feedback from external examiners; comments made by external examiners are followed up within the Department and by the
School;
 The School’s Teaching and Learning Development Office is available to monitor and observe teaching and offers constructive advice on how to improve the standard of teaching and quality.
Given that this is a new programme, an evaluation of this programme should be carried out by contacting the alumni to ensure that the course continues to adapt to the prevailing market environment. TLC could be involved in such an evaluation.
School level quality assurance processes include:
1. a system of initial programme approval, with input from the providers of resource-based services (including the Library, IT Services and the Academic Planning and Resources
Committee) and including an external assessor's report, to be conducted by the School's central academic bodies;
2. a system of initial course approval, with input from the providers of resource-based services and conducted by the School's central academic bodies;
3. a system of approval of major modifications to programmes and courses, conducted by the School's central academic bodies;
4. a system of central review of departmental taught provision every five years or so, informed by available evidence, including student views, the main purposes being to promote development, identify and disseminate good practice, and to flag any concerns over standards to departments, without adjudicating on them;
5. a system of gaining student feedback on their teaching and learning experience in the
School;
6. periodic review by the School's academic bodies of its internal Codes of Practice;
7. due and appropriate consideration of national quality assurance requirements through the
School's committee structure; and
8. departments have the following arrangements in place for assuring their quality and standards:
8.1. Staff-Student Liaison Committees for all students that meet regularly, with minutes of meetings produced and circulated to staff and students;
8.2. Departmental Staff meetings that involve all staff, meet at least three times per academic year, and consider information from any other extant departmental committees.
Minutes should be produced and circulated to staff;
8.3. A Teaching Committee that involves appropriate departmental staff, meets regularly each academic session and considers all aspects of departmental learning and teaching, including new programme and course proposals. Minutes should be produced and circulated to members;
8.4. A system for ensuring the effective participation in the School's annual programme monitoring exercise;
8.5. A system for considering course and programme results annually, and revising taught provision as appropriate;
8.6. A system for considering student survey course results annually, and revising taught provision as appropriate;
8.7. A system for considering external examiners' reports, and acting on them, on an annual basis, with the School having an associated responsibility (a) to ensure that the system functions and (b) for any School-wide lessons on both good practice and areas of concern from the reports collectively.
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