PROGRAMME SPECIFICATION
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AWARD and COURSE TITLE
INTERMEDIATE AWARDS
MSc Pharmaceutical Analysis
PgD Pharmaceutical Analysis
PgC Pharmaceutical Analysis
Name of the Teaching Institution
Sheffield Hallam University
Faculty and Department
Health and Wellbeing; Biosciences
Mode(s) of Attendance
(eg. FT/PT/SW/DL)
UCAS CODE
FT/PT
n/a
Professional/Statutory/Regulatory n/a
Body Recognising this
Programme
QAA Subject Benchmark
Statement or other relevant
external reference point
n/a
Date of Validation
12 May 2011
1
PROGRAMME AIMS
1.1
To consolidate and expand knowledge of instrumental and classical
analytical techniques and methods which are of particular relevance
for the analysis of drugs and allied products, and biological
compounds.
1.2
To acquire in-depth knowledge and understanding of the
most recent advances in instrumental analytical techniques.
1.3
To integrate practical and theoretical skills required to obtain
and interpret analytical information from the analysis of
pharmaceutical products.
1.4
To enhance theoretical and practical knowledge and skills of
laboratory quality management systems.
1.5
To formulate a systematic approach for the identification and
evaluation of the most appropriate research and academic publications
useful for the analysis of pharmaceutical products.
1.6
To enhance your personal profile in order to increase employment
opportunities and capability to progress to further study
2
PROGRAMME LEARNING OUTCOMES
2.1
Knowledge and understanding covered within the Programme. By the
end of the programme you will be able to
2.1.1 critically discuss the fundamental principles of key analytical
instrumental techniques used in a modern chemical laboratory
2.1.2 use proficiently and interpret chemical data obtained from a variety
of analytical techniques
2.1.3 validate analytical methods for the determination of a range of
compounds and elements in a variety of samples of pharmaceutical
interest
2.1.4 work effectively within the framework and meet the requirements of
laboratory quality systems
2.1.5 undertake structure elucidation of chemical compounds by
combining spectroscopic information with other analytical results
2.1.6 demonstrate and discuss analytical techniques used to identify organic
and inorganic moieties with reference to physiological and toxicological
effects
2.1.7 for a defined research problem in pharmaceutical analysis, design
and execute a programme of work for its study selecting,
developing and using appropriate techniques for its investigation
2.2
Intellectual/Subject/Professional/Key skills covered within the
Programme: by the end of the programme you will be able to
Intellectual skills
2.2.1 systematically analyse concepts and processes associated with the
determination of active ingredients and contaminants in
pharmaceutical products
2.2.2 select and critically evaluate relevant information to provide solutions
to qualitative and quantitative problems
2.2.3 integrate information from different disciplines for the development of
analytical methods
2.2.4 interpret and critically evaluate scientific findings and apply them to
underpin novel research
2.2.5 formulate and justify decisions in relation to analytical measurements
based on objective assessments.
Subject/Professional Skills
2.2.6 analyse and interpret complex information and data related to
analytical instrumental measurements in particular
2.2.7 apply good experimental design and select and use statistical
methods for data evaluation
2.2.8 develop, optimise and evaluate validated analytical
methods
2.2.9 use critically the principles of good laboratory practice, work to
international quality standards, and understand the concept of
laboratory accreditation.
2.2.10 competently plan, design and carry out laboratory experiments
Key Skills
2.2.11 rationally and realistically formulate study goals and identify
appropriate means of achieving them
2.2.12 prioritise tasks and manage time efficiently
2.2.13 work effectively in a team
2.2.14 communicate scientific information effectively both verbally and in
writing
2.2.15 apply IT skills to retrieve analyse and interpret both information and
data.
2.2.16 integrate information from different scientific disciplines.
3
LEARNING, TEACHING AND ASSESSMENT
Learning, teaching and assessment for students is based firmly on the principles set
out in the University's Learning and Teaching Strategy (2006-2010). The aim of the
strategy is to "foster collaboration between students and staff to ensure that
successful learning takes place in a diverse and vibrant learning community". This is
achieved by a focus on the following three themes.

Being forward-thinking in the design of our courses and programmes in
supporting lifelong learning and anticipating and responding to changes in
demand and need, providing vibrant and challenging learning opportunities

Enhancing students’ learning experience, making assessment activities, support
and feedback a powerful integrated feature of learning

Introducing a comprehensive professional development framework that
improves practice and promotes excellence in learning, teaching and
assessment.
Approaches to Learning, Teaching and Assessment (LTA) are driven by these
themes and are described in the following sections.
3.1
3.1.1
The approach to Learning and Teaching within the Programme
Tutor-led, tutor directed and student directed learning
All modules will include a range of tutor-led, tutor directed and student-directed
activities. Core principles will be delivered in lectures and will provide the
background information required to actively participate in the classroom activities e.g.
oral presentations, group analysis of research papers, discussion of scientific and
related issues, case studies and problem solving activities. These activities will also
be extended by tutor directed learning and students own background reading. The
programme will be delivered by staff from the Biosciences Department at SHU and
external specialist lecturers where there is a need to ensure provision of specialist
material.
The balance towards student directed learning will increase as students progress
successfully through the modules and become more independent learners. This will
be enabled by the development of breadth and depth of knowledge, key and
professional skills. Development of professional skills will occur more formally in the
Professional Development and Research Methods and Statistics modules, mainly via
tutor-directed activities.
The Research Project module is essentially student-directed with input from project
supervisors for initial guidance, monitoring of progress and providing feedback on
draft material. This module represents the sophisticated application of academic,
key and professional skills including critical review and analysis, problem solving,
data analysis and interpretation.
3.1.2
The virtual learning environment
The virtual learning environment (VLE), Blackboard, is accessed via a student portal,
SHUspace, which in addition to Blackboard, provides access to databases, the
library catalogue, assessment regulations and information about a whole range of
University services including student support. The VLE is available to support and
enhance face to face and independent learning. All modules have accompanying
Blackboard sites which support learners with high quality learning opportunities and
a wealth of information to support the successful completion of module learning
outcomes. This use of the VLE will enhance student learning by enabling access to
learning materials at a time and place appropriate to the student.
Guidance and support for use of the VLEs is provided from induction onwards.
Blackboard will also be used as a means of communication between staff and
students and between students via e-mail and discussion boards to facilitate group
work and discussion and problem solving of all kinds. This aspect of learning and
teaching strategy promotes the exchange of good practice from home based and
overseas based students and assists in producing effective professionals
.
Use of Turnitin, a leading academic plagiarism detector, accessed via Blackboard,
will be encouraged as a learning tool to allow students to check for themselves the
originality of their work. Tutors will also use this software to detect potential
plagiarism in coursework. Its use will be according to Departmental policy. The use
of Grade Centre via Blackboard will allow students to obtain marks in a timely
manner.
3.1.3
Laboratory-based practical or other distinctive learning environments.
Laboratory based practical work is a core component to many modules. It is
recognised that the gaining of practical experience is a key driver for students
undertaking postgraduate study in science due to its central role in the enhancement
of employability and the development of critical and problem solving skills. Practical
classes are used to demonstrate and develop skills in key laboratory techniques,
data handling and analysis. Selective laboratory based activities introduce the
newest technological advances and expand experimental proficiency. These
activities enable the development of the ability to effectively manage time and plan
work in a laboratory setting.
The research project constitutes a major part of the laboratory work in this
programme and may be carried out in the workplace for part-time students and in the
University laboratories for full-time students. The project, in addition to requiring the
application of practical skills, requires critical thinking, problem solving, time
management, communication and analytical skills which have been developed
throughout the programme. Students are supported in their project by the module
tutor, project supervisor, and, for part-time students, a workplace supervisor.
Projects are further supported by a team of highly qualified and professional
technical staff who deliver technical workshops and support throughout the period
devoted to research projects.
3.1.4
Support for student learning
An extended induction programme helps introduce all students to studying at the
postgraduate level. Initially they are introduced to the library, IT and study skills.
Referencing skills such as literature searching, Refworks® etc are further developed
in later tutorial sessions, as part of the extended induction and further help is
available via Learning and Information Services (LIS). The extended induction
includes an introduction to the laboratories and to basic laboratory techniques and
Health and Safety procedures.
Additional learning support is available for International students. The University’s
International Orientation Programme helps introduce overseas students to living and
studying in the UK. International students also attend additional tutorials which
develop a mix of academic and study skills to help in their transition to the more
independent learning required for postgraduate study in the UK. Where English is a
second language, opportunity is provided to improve this by access to the University
English Scheme. Proficiency in English is important as this underpins all aspects of
the programme.
Support will also be available for students with particular learning needs or
disabilities. They are made aware of the specific SHU support and systems
available and modified approaches to learning and assessment will take into account
individual needs.
3.1.5 Autonomous Learning
The programme will include a variety of learning experiences throughout to develop
students into autonomous learners. Students are encouraged to explore ideas and
experiences throughout the programme and are regularly challenged by academic
staff and peers to question, explain and explore topics under consideration. The
complexity of the modern bioscience industry requires professionals who understand
the need to work autonomously yet within the framework of a team. In particular the
use of a blend of learning activities including face to face and e-learning activities,
will encourage both active and autonomous learning. Key skills, developed initially in
modules such as Research Methods and Statistics and Professional Development
and to higher levels in the project report, will provide students with the tools for
learning autonomy. The gradual move from tutor led to student-centred learning in
modules will develop autonomy. Guidance from tutors, reflection on students
progress and feedback from both formative and summative assessments will enable
this transition.
3.1.6 Professional Development
It is well recognised that postgraduate study for both home and overseas students is
undertaken in order to enhance career prospects. This prerogative has been
reflected in the design of the programme. This programme includes a process of
personal and professional development (PPD) that will assist students in reviewing
and reflecting on their progress towards the acquisition of key personal and
professional skills. Whilst these skills are embedded throughout the courses they are
specifically addressed in Professional Development module. In addition some of the
lectures and material used in selected modules will be delivered by visiting academic
researchers, senior NHS Biomedical Scientists and pharmaceutical industry
professionals to ensure that students professional and academic knowledge is at the
cutting edge of their chosen degree.
3.1.7 Staff development
To enhance students overall learning experience, staff teaching on the programme
have access to staff development as a central component of the Faculty of Health
and Wellbeing’s Learning, Teaching and Assessment (LTA) modernisation agenda.
The Head of LTA, supported by Staff with LTA responsibilities in each professional
group, drive the commitment to ongoing developments in learning, teaching and
assessment to enhance programme delivery. This has included peer supported
review and promotion of a regular LTA group which has encouraged and
disseminated good practice within the department. Departmental Away days have
an element of LTA included to ensure that the team receive the most current
information to incorporate into their delivery.
3.2
The approach to Assessment and Feedback within the Programme
3.2.1 Assessment
All assessment activity is used to enhance learning. Module assessment strategies
will include assessment activities aimed purely at enhancing learning as well as
summative assessment, assessment for grading, that serves an additional function
of assessing the extent to which learning outcomes have been achieved.
3.2.1.1
Learning outcomes and assessment
Module assessment is designed to ensure that all specified learning outcomes are
achieved. Students will be made aware of the criteria on which assessments are
based at the time of being given the assessment by the module tutor. These will
relate to learning outcomes.
3.2.1.2
Assessment for Learning: formative and summative assessment
Assessment is an important part of the learning process, enabling students to reflect
on their progress and achievements in order to improve performance. Different
assessment activities, both formative and summative, occur at different points in
modules to support student's learning. Additional information on assessment is in
the module descriptors. Formative assessments, which do not carry grades, may
include problem solving exercises, exercises on blackboard and writing of draft
assignments or plans for work for which learning will be consolidated by verbal,
written or electronic feedback. A variety of summative assessments, which are used
for grading, are used to test different aspects of students learning to ensure students
have achieved the learning outcomes of a module. These will include:
Examinations. These are retained to ensure the acquisition and deep
understanding of a body of knowledge and the ability to apply this knowledge.
This is important for students professional development and employability.
Examinations will have a variety of formats including seen questions, data
handling and essay type questions covering specialist areas.

Written assignments. These will include essay-type formats or case studies
researching specialist areas or analysis and interpretation of scientific papers.
They will develop skills of literature searching and its critical review, professional
skills and the ability to grasp a range of scientific concepts.

Oral, poster or other media-based presentations eg websites. These are
important determinants of an understanding of scientific concepts, the ability to
communicate scientifically and the use of IT skills. Tutor and/or peer assessment
will be used for this type of assignment.

Project reports. These assess the ability to communicate scientifically, retrieve
information, select what is relevant and critically review it. Project reports require
appropriate analysis and interpretation of information and data.

Portfolios. These will enable the assessment of development of Personal and
Professional Development Planning aspects of project planning and reflective
learning and self awareness.
3.2.1.3 The distribution of assessment activity
Formative activities, which do not carry marks, will be used earlier in modules to
support subsequent summative activities such as written coursework or
examinations. Where module assessment is via coursework and examination,
coursework timing will be such that students will receive written feedback on this
prior to the examination to enhance learning and subsequent performance. The
Department of Biosciences is using the Assessment Management system to manage
assessments across the programme. This will help to ensure assessment activity is
distributed as evenly as possible throughout the programme to prevent overloading
and facilitate a deeper approach to learning. This will also help to manage the
student expectations regarding the return of feedback. All assessments which
contribute to the module mark will be available to students at the start of each
module, along with instructions and guidance, allowing students to manage their time
more effectively in order to meet deadlines. The assessment loading and work
distribution will be reviewed by the programme team on an annual basis to ensure an
appropriate student experience.
3.2.2 Feedback
Timely feedback on assessments is important to enable students to reflect on it and
improve their performance, a feed forward effect. Feedback will normally be given
within four working weeks of submission. It will be constructive, focussing on
learning achieved as well as indicating where improvement is necessary. It should
also give suggestions of how learning could be improved. Feedback will be linked to
assessment criteria and learning outcomes providing students with input as to how
well learning outcomes are being achieved. Students will be informed when to
expect feedback through the assessment management system.
Feedback will be given in a variety of ways. For formative non-assessed exercises it
may be given directly verbally, for example in tutor-led sessions either individually or
to the group as a whole, depending on the exercise. For exercises on Blackboard,
feedback may be given directly electronically. For group exercises such as group
posters or oral presentations, feedback will not only be from tutors but from student
peers either verbally or via a criterion-based assessment sheet. Feedback from
peers will also be important in group discussions, in class or via Discussion Boards.
It is intended to give rapid feedback of marks via Grade Centre. As these will be
given usually prior to Examination Boards, students need to be aware that these
results are subject to ratification by Examination Boards.
For examinations, generic feedback may be given on overall performance and on an
individual basis by the course leader or module tutor by request. Written
assessments will receive written feedback on a feedback sheet, based on
assessment criteria. For project reports formative feedback will be given by
individual tutors at intervals as reports are being written and written feedback will be
given on the assessed final version. Verbal feedback will also be given on progress
in the project at project days by tutors and peers and in written format by tutors.
Tutors will also give verbal feedback when they visit part-time students doing
projects in the workplace.
3.2.2.1
Student responses to feedback
Students will be expected to reflect on feedback received from assessments in order
to improve subsequent learning. More formally this is part of students' personal and
professional development planning (PPDP) process. As part of the portfolio in the
Research Project module, students will be expected to reflect on their studies and
document achievements.
4
PROGRAMME DESIGN AND STRUCTURE
The structure of the programme provides a framework by which the stipulated
learning outcomes can be achieved. To obtain an MSc degree students have to
accrue 180 level 7 credits. This involves 8 taught modules, each carrying 15 credits
(8x15=120 credits) and a research project (60 credits). Modules are classified as
mandatory or electives. In this Programme there are seven mandatory taught
modules and these are: Quality Issues and Laboratory Accreditation; Separation,
Detection and On-line Techniques; Research Methods and Statistics; Pharmaceutics;
Advanced Analytical Techniques; Professional Development; Process Analytical
Techniques. An elective/option is chosen from either: New Drug Development or
Bioanalytical Science. A project involves pharmaceutical analysis in which a variety
of specific analytical techniques and skills are utilised. The choice of elective will
provide an opportunity to study a subject that is of particular interest to the student.
For flexibility, both the PgC (60 credits) and PgD (120 credits) awards are also
available.
Programme Structure
PgC in Pharmaceutical Analysis
Quality Issues and Laboratory Accreditation
Separation, Detection and On-line Techniques
Pharmaceutics
A choice of either
New Drug Development
or Bioanalytical Science
15
15
15
Total for PgC
60 credits
15
PgD in Pharmaceutical Analysis
As for PgC
60
plus
Advanced Analytical Techniques
Process Analytical Technology
Professional Development
Research Methods and Statistics
15
15
15
15
Total for PgD
120 credits
MSc in Pharmaceutical Analysis
As for PgD
Plus
Research Project *
Total for MSc:
120
60
180 credits
*The project must be in fields of relevance to the title of the MSc.
5
PROGRESSION/CAREER ROUTES




6
Employment in the pharmaceutical industry
Employment in bioscience, biomedical or biotechnology companies
Employment in academic and industrial research establishments
Progress onto PhD studies
ENTRY REQUIREMENTS AND ENTRY PROFILE


Academic Qualifications
(including A / AS level
grades and subjects, where
applicable)
Level of English
language capability

Any other specific,
formally certified
qualifications

Previous relevant work
or work-related experience

Any specific articulation
arrangements recognised
for this programme

Professional
qualifications

6.2
Any other specific entry
requirements
A good honours degree in
biosciences or physical
sciences from a UK University
An overseas qualification
equivalent to a good honours
degree in biosciences and
chemistry from a UK
University
There is a mandatory
requirement for overseas
students of overall IELTS band
6.0 with a minimum of 5.5 in
each category (or equivalent).
None required
Previous work experience is
useful but not mandatory
None required
None required
None
APPLICANT ENTRY PROFILE: This programme of study is aimed at either
recent graduates or those already in employment who wish to develop a
career in pharmaceutical analysis or enhance their laboratory skills and
knowledge in the techniques and methods used in a modern analytical
science laboratory. This is a multi-disciplinary course in which students are
expected to engage with a variety of topics ranging from statistics, laboratory
quality issues, pharmaceutical preparations and fundamentals of analytical
instrumentation. A good basic knowledge of these aspects will be an essential
ingredient for success on this course. In addition to the following attributes:
You should be enthusiastic about a career as an analytical scientist with an
interest in the development and application of validated methods to the
analysis of drugs and allied products. Interest in research and laboratory work
forms an important part of this programme. You should be committed to
personal and professional development through the learning process.
6.3
The University will select non-standard entrants to the programme in the
following ways
Unclassified degrees or an HND combined with significant experience in
areas directly appropriate to the Programme will be considered on an
individual basis.
6.4
Use of Prior Credit (APCL/APEL): prior certificated credit or prior
experiential credit may be used within the Programme in the following
ways
Through appropriate components of your previous degree/experience it will be
possible to consider you on an individual basis in terms of prior
learning experience.
Accreditation of Prior Certificated Learning (APCL)
You can apply for exemption from specific modules if you can provide
evidence of relevant previous certificated learning from a previous
postgraduate level award or course of study. Claims will normally be
considered by the programme leader and appropriate module tutor and will be
recorded by the Faculty of Health and Wellbeing.
You must provide evidence in the form of certification, the successful
completion of the assessment activity, its academic level and credit rating.
Outcomes of successful APCL claims will be ratified by the Board of
Examiners and details recorded on your student record.
Accreditation of Prior Experiential Learning (APEL)
You can apply for exemption from specific modules if you can provide
evidence of previous experiential learning.
Claims under the APEL regulations will be recorded by the Faculty of Health
and Wellbeing and considered by the programme leader and other relevant
colleagues. You must provide evidence of prior experiential learning via a
portfolio or other equivalent records. Outcomes of successful APEL claims will
be ratified by the Board of Examiners and details recorded on your student
record.