Programme
Specification
Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS)
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Awarding Institution
Queen Margaret University Edinburgh
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Teaching Institution
Queen Margaret University Edinburgh
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Professional body accreditation
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Final Award
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Programme Title
British Psychological Society (BPS)
Health Professions Council (HPC)
Professional Doctorate in Health Psychology (D.
Health Psychology)
Professional Doctorate in Health Psychology
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UCAS code (or other coding system if
relevant)
SCQF Level
12
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Mode of delivery and duration
Full-time, 2 years; part-time, 4-8 years
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Date of validation/review
22 March/23 March 2012
10. Educational Aims of the programme
The aims of the Professional Doctorate in Health Psychology Programme are to foster the
development of autonomous practitioners with the ability to 1) apply health psychology theory,
knowledge and techniques across core domains of doctoral level professional activity pertaining
to research, teaching and training, generic professional practice, consultancy and behaviour
change intervention and, 2) critically analyse and evaluate their own professional activities with
a view to both improving their own practice and contributing to the advance of their profession.
11. Benchmark statements/professional and statutory body requirements covered by the
programme
Standards of Proficiency – Practitioner psychologists (health psychologist). Health Professions
Council (2009).
Standards of Education and Training. Health Professions Council (2009)
British Psychological Society Qualification in Health Psychology (Stage 2; 2009).
Scottish Credit and Qualifications Framework (Level 12, PhD – Doctorate; 2009)
Professional Doctorate Regulations. Queen Margaret University (2012)
12. Learning Outcomes of the Programme
Doctorates are awarded to students who demonstrate
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Advanced scholarship through the design and implementation of an original empirical
research project and the creation of new knowledge that is relevant to health psychology
The ability to critically evaluate and solve problems through the application of health
psychology theory, knowledge and techniques
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The ability to communicate information about health psychology theory, knowledge and
techniques to different types of populations, including both professional and lay
audiences, at different levels and in different situations.
An advanced level of understanding of the development, implementation, evaluation and
reporting of interventions.
The ability to critically appraise the impact and efficacy of health psychology applications
across different contexts
The ability to critically evaluate and reflect on one’s own clinical practice and understand
the importance of continuing professional development after qualification.
An appreciation of the significance of professional ethics and accountability and the need
to remain bound by the BPS Code of Ethics and Conduct and the HPC Standards of
Conduct.
An understanding of the importance of promoting collaborative working relationships with
clients as well as colleagues in multidisciplinary contexts.
The ability to critically analyse and assess evidence
A high level of literacy and practical skills including IT skills and data analytic skills to a
standard that allows dissemination of information in publications such as peer-reviewed
scientific journals and professional reports.
13. Teaching and learning methods and strategies
A variety of teaching and learning methods have been employed to achieve the learning outcomes
specified above:
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Formal teaching, small group seminars and skills based participatory workshops
Experiential case presentations by experienced health psychologists
Peer presentation and review sessions, focussing on critical evaluation of published research
and presentation of research ideas
Private independent study time to support academic course components
Supervised research time allocated to each individual trainee, to assist development of their
own ideas and support their systematic literature review, consultancy, intervention or
evaluation and thesis
Supervised experience pertaining to each of the four competencies in applied contexts.
14. Assessment strategies
The assessment strategy requires students to demonstrate fulfilment of the units of competency
comprising the core competencies which underpin the syllabus for this programme, specifically,
Consultancy, Teaching and Training, Behaviour change Interventions, Research and Generic
Professional Competence.
Module Title
Research Competence
Credit
Rating
180
Consultancy Competence
Teaching and Training
Competence
Generic Professional
Competence
90
90
Behaviour Change
Intervention
90
90
Summative Assessment
Systematic literature review (6000 words)
Dissertation (25,000 words)
Report of one consultancy case study ( 3000 words)
One 3,000-word case study plus 500-word observer
report
Log book based on 2 years of supervised
professional practice and reflexive diary (3000
words)
Case study of behaviour change interventions (3000
words)
Reflective report (3000 words)
A competency logbook must be provided for each competency documenting relevant experience and
learning throughout the course in the context of the learning outcomes for the competency. This is
signed off by the workplace supervisor or other person in supervisory role.
Formative methods of assessment are used to provide feedback on progress (1st submission of
assessment) and to assist in the preparation of the summative assessments (2 nd submission of
assessment). The formative assessment is reviewed by the module co-ordinator of the assessment
prior to the final submission (2nd). Students are provided with constructive feedback on areas of
strength and weaknesses with a view to demonstrating where further development is required. All
summative assessments are double-marked by the module coordinator and another member of the
teaching team. Finally, summative assessments are sent to an External Examiner who is a Chartered
Health Psychologist and BoAHP Approved Supervisor for moderation. The Research Thesis is
assessed by oral examination (viva voce) by an external examiner who is a Chartered Health
Psychologist with knowledge of the area under examination and an internal examiner from QMU.
For both the formative and summative assignments, the Director of Study will give feedback with
regard to the preparation of assignments prior to their submission for assessment. In addition, the
Director of Study and the 2nd supervisor will oversee all phases of the doctoral thesis, commencing
with the identification of the research topic and development of the research proposal.
15. Programme structures and features, curriculum units (modules), credits and award
requirements (including any periods of placement)
Consistent with the requirements of UK educational frameworks, the taught doctorate consists of two
strands, MSc and the Doctoral Award. The student on the taught doctorate must accrue 120 credits
from the taught Masters Award and 540 credits at Doctoral level.
The Professional Doctorate in Health Psychology requires students to complete successfully 5
modules corresponding to each of the 5 competencies which form the basis of this programme. Parttime students will split the attendance at classes over two years in consultation with their Course
Director. The Research Module is weighted at 180 credits and the other modules at 90 credits each.
Thus the maximum credits from the taught doctorate are 540 credits at level 12 and 120 credits at
level 11 respectively.
Core Module Title
Carried forward from MSc Health Psychology
Research Competence
Consultancy Competence
Teaching and Training Competence
Generic Professional Competence
Behaviour Change Interventions
Total
Credits
120
180
90
90
90
90
660 credits
The students must also work under supervision in a health related area for a minimum of 2 years (or
equivalent). As noted above, a competency logbook must be provided for each competency where
students document relevant experience and learning throughout the course in the context of the
learning outcomes for the competency. This document is signed off by the workplace supervisor or
other person in supervisory role. The student must arrange their own workplace learning outside of
the institution and this workplace must be approved by the student’s Director of Studies.
16. Criteria for admission
Recruitment for this programme has been suspended. However, this programmes is designed for
psychologists who have completed a BPS-accredited MSc Health Psychology which provides Stage
1 of the route to Chartered Psychologist status, attaining a distinction or at least demonstrating the
ability to reach merit level. This is the minimum entry criterion. Students also attended for interview
by the Programme Leader prior to acceptance on the course.
English Language requirements
Applicants whose first language is not English must provide evidence of proficiency in English
language. Acceptable evidence includes an overall IELTS score of 7.0, with no individual component
scores lower that 6.5 in the Academic test
17. Support for students and their learning
Access to Student Learning Services, Library and IT support
The last cohort of students are required to graduate by July 2016 and the last classes for the
programme were held in 2010/11. Students are provided with these handbooks: A Programme
Handbook, a Module and Assessment Handbook and a Workplace Mentor Handbook. In the
Programme Handbook, students are advised of the following sources of support.
Academic Support in 2011/12:
The Programme Leader, students’ Directors of Studies as well as members of the Division of
Psychology and Sociology are available for consultation and guidance. In addition, students are
required to meet their Director of Studies a minimum of 6 times/year. The Director of Studies can of
course refer a student to colleagues within the University at large (or colleagues in other institutions
in the HE and health sectors) in cases when their area of expertise is germane to the student’s
studies or queries (e.g., regarding statistical techniques). Moreover, within QMU itself, there are
many resources available to students. To illustrate, the Library Resource Centre provides workshops
in areas such as electronic databases, conducting literature reviews, or qualitative data analysis
software such as NVivo (http://www.qmu.ac.uk/lb/workshops.htm#Apr).
The Centre of Academic Practice also provides workshops relevant to the programme, in particular
with regard to the teaching and training competence (e.g., in assessment)
(http://www.qmu.ac.uk/cap/LandTWkShopsHome.htm). In addition, the teaching programme for
Professional Doctorate in Social Sciences continues. Students have been provided with the lecture
schedule on WebCT (on the Professional doctorate in Health Psychology site) with an invitation to
attend seminars if they wish. These seminars were hitherto delivered to students from both
professional doctorate programmes (e.g., Writing for publication, Consultancy and personal
development, Implementing a complex intervention in a clinical setting etc.). The lectures included
taught programme for PhD students are also available for our doctorate students, Finally, Fiona
O’May, a Research Fellow in Health Sciences, issues on a weekly basis, an electronic Research
Bulletin containing a compilation of local research events and activities (e.g., workshops on
quantitative or qualitative data analytic techniques, Informed consent in clinical research, NHS ethics
workshops) as well as conferences, research proposal calls etc.
Information Resources
The library is well equipped with Journals and books relating to Health Psychology. Additional
resources have been allocated specifically for the course. A list of library journals and data bases
relevant to the professional doctorate programme is provided in the appendices of the Student
Programme Handbook. A link to information about the library and its services (e.g., electronic
resources, databases etc.) is also provided in this document. The library has an extensive provision
of online resources including Ebrary and e-journals. A large number of e-journals can be accessed
from library webpages: http://atoz.ebsco.com/home.asp?Id=queen. Students also have privileged
access to most libraries in Edinburgh, including Edinburgh University Libraries (e.g., George Square
Library, Erskine Medical Library), the Western General Hospital, The Royal Edinburgh Psychiatry
Library and those held by the Health Education Board for Scotland. This link will take you to
information regarding access to other library resources from other institutions:
http://www.qmu.ac.uk/lb/FI_UsingOtherLibraries.asp .
Laboratories and Computing
Health Psychology has one Room (3115) with desks and computers specifically for the use of
Doctoral students. There is also a post-graduate computing room in the far corner of the Library
which doctoral students may use. There are many points of access to other computing facilities
throughout the campus. All PCs can run SPSS, MS Office and E-mail packages and all have access
to the WWW. All the information resources that are available on campus are available to those who
choose to work remotely through QMU’s Remote Desktop service, including access to email,
personal documents and so forth. Resources such as digital video cameras and high quality
recording facilities are available for student use through Educational Resources. Video conferencing
facilities are also available. To borrow equipment students must complete the requisition form and
have it signed by the Programme Director or their Director of Studies.
Psychometrics Library
The Health Psychology Laboratory (3115) contains extensive and comprehensive library of
psychometric and clinical tests for use in research, therapy and organisational consultancy in addition
to other materials such as a selection of health psychology journals. A full description of these
resources is provided on the programme’s WebCT site.
Student support and Access to counselling and disability advice
Student support provided by the teaching team
The Programme Leader will see all students individually on request to monitor their progress and to
respond to any personal and academic difficulties, which may arise. There is a Module Co-ordinator
for each module who is responsible for co-ordinating the teaching of the module and making
arrangements for marking the work associated with that module. Their names are listed on the
relevant pages describing the module; they are the first point of contact for information about
specific lectures. Students are allocated a Director of Studies and a second supervisor to whom
they can go to discuss any problem or difficulty pertaining to academic or personal matters; strict
confidentiality is assured.
Counselling and spiritual support
A QMU-based Counselling service is free and available to all matriculated students. Spiritual support
is provided by the University Honorary Chaplain In addition, a Contemplation/Prayer Room (room
1028) is available for student use.
Disability advice
QMU has a full time Disability Adviser dedicated to the provision of information, support and
guidance for disabled students. Students suffering from a long-standing medical condition that is
likely to impair performance on assessments (e.g. dyslexia) are required to inform the Division’s
Disabled Student Co-ordinator if they wish this condition to be taken into account so that appropriate
support is provided (e.g. provision of reading assistance). In such cases documentation must be
provided (e.g. a GP’s report) for storage in student records. Students and their Disabled Student
Coordinator construct a package of academic and personal support specific to their needs (through a
system involving an Individual Learning Plan (ILP),
Representation through Committees
Programme Committee
The Programme Committee has overall academic and operational responsibility for programme
delivery. Responsibilities include maintaining and enhancing the academic standards of the
programme through, e.g., monitoring and ensuring practices are consistent with the aims, objectives
and structure of the programme; monitoring quality and approving the annual programme report;
receiving reports of module evaluation. (This Committee also reviews and provides final approval for
APL submissions.) Membership consists of the Programme Leader (who will normally act as
Convener), all Directors of Studies and all module co-ordinators and a student representative elected
by the students. Programme committee minutes are reviewed by the School Academic Board.
Student/Staff Consultative Committees
The student-staff consultative committee provides a forum for constructive discussion between
students and staff about issues affecting the programme. This Committee, chaired by the student
representative, considers any matter directly related to the programme and report or make
recommendations, as felt necessary, to the Programme Committee. Membership of the student-staff
Committee includes: programme leader, module coordinators and lecturers, directors of studies, a
majority of students drawn from those registered for the award.
18. Quality Assurance arrangements
This programme is governed by QMU’s quality assurance procedures. See the QMU website for
more detail: http://www.qmu.ac.uk/quality/
The delivery and assessment of all modules is embedded in the regulatory frameworks provided by
external (e.g., HPC Standards of education and training, BPS Revised Qualification in Health
Psychology (Stage 2) 2009) and internal (QMU Taught Postgraduate Framework) benchmark
statements. Other sources of quality assurance include Annual Monitoring Reports, the aforementioned programme committee meetings and staff/student consultative committee meetings,
student evaluations and feedback from the workplace supervisor. All summative assessments are
double-marked by the module coordinator and another member of the teaching team. Finally,
summative assessments are sent to an External Examiner who is a Chartered Health Psychologist
and BoAHP Approved Supervisor for moderation. The Research Thesis is assessed by oral
examination (viva voce) by an external examiner who is a Chartered Health Psychologist with
knowledge of the area under examination and an internal examiner from QMU.