Specific Program of HRTFD

School of Life and Medical Sciences
Title of Programme: Medical Education and Medical Simulation
Programme Code: LMMEMSM
Programme Specification
This programme specification is relevant to students entering:

23 September 2019
Associate Dean of School (Academic Quality Assurance):

Philomena Shaughnessy
Signature
A programme specification is a collection of key information about a programme of study (or course).
It identifies the aims and learning outcomes of the programme, lists the modules that make up each
stage (or year) of the programme, and the teaching, learning and assessment methods used by
teaching staff. It also describes the structure of the programme, its progression requirements and any
programme-specific regulations. This information is therefore useful to potential students to help them
choose the right programme of study, to current students on the programme, and to staff teaching and
administering the programme.
_____________________________________________________________________
Summary of amendments to the programme
Date Section Amendment
August D& Table 1a(ii) Reference to the HEA fellowship level descriptor was removed.
2018 appendix Table mapping PG Cert learning outcomes against the HEA fellowship level
descriptor was removed.
August D Table 1b interim award (PG Dip) and final award PG Cert amended to explicitly
2018 refer to compulsory modules.
August D Table 1a(iii) Health and medical education in the workplace module removed
2018 from compulsory to optional modules.
August D Table 1a(iii) - Technology Enhanced Learning Module added to optional
2018 modules.
Áugust D Table 1a(iii) - Health Technology and Innovation module added to optional
2018 modules.
August D Table 1b(ii) interim awards, PG Dip / PG Cert amended to explicitly refer to
2018 compulsory modules
Master’s Programme Specification / December 2018 /

AS Review Date June 2018
1
February D Table 1a(i), Evidence Based Practice Module Code changes to 7LMS0251
2019 Table 1a(ii), Evidence Based Practice Module Code changes to 7LMS0251
Table 1a(iii), Evidence Based Practice Module Code changes to 7LMS0251
Table 1a(iv) , Evidence Based Practice Module Code changes to 7LMS0251
Programme-specific assessment regulations, Evidence Based Practice Module
Code changes to 7LMS0251
If you have any queries regarding the changes please email AQO@herts.ac.uk

2
Programme Specification Master of Science Health and
Medical Education / Health and
Medical Simulation
This programme specification (PS) is designed for prospective students, enrolled students, academic
staff and potential employers. It provides a concise summary of the main features of the programme
and the intended learning outcomes that a typical student might reasonably be expected to achieve
and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More
detailed information on the teaching, learning and assessment methods, learning outcomes and
content for each module can be found in Definitive Module Documents (DMDs) and Module Guides.
Section 1
Awarding Institution/Body University of Hertfordshire
Teaching Institution University of Hertfordshire
University/partner campuses College Lane
Programme accredited by Not Applicable
Final Award (Qualification) MSc, Pg Cert
All Final Award titles Health and Medical Education (MSc)
(Qualification and Subject) PgC Health and Medical Education
Health and Medical Simulation (MSc)

PgC Human Factors in Health and Patient Safety
FHEQ level of award 7

Language of Delivery type all languages that have been approved
English
A. Programme Rationale
A Master of Health and Medical Education programme has been running since the academic year 2006/7, and
the MSc Health and Medical Simulation since 2010/11. The students are from a range of health and care
professional backgrounds. These students have included medical doctors, nurses, midwives and allied health
professionals. It’s useful to note that a wide range of health professionals have accessed the programme, for
example: simulation educators, critical care outreach nurses and resuscitation officers.
The Master of Science (MSc) Health and Medical Education and Master of Science (MSc) Health and Medical
Simulation programmes have been developed to meet the needs of practitioners with a special interest in medical
education or simulation-based medical education whilst benefiting from shared, inter-professional learning.
Each pathway is aimed at practitioners wanting to undertake further specialist development and expand their
career aspirations in either medical education or simulation-based medical education, providing an inter-
professional and intra-professional workforce focus.

3
Master of Science Health and Medical Education
This programme has been developed to prepare clinicians and health and care professionals for their role as
clinical educators and assessors. It is intended to develop skills in providing education within the working
environment. It provides inter-professional working opportunities for the study of key aspects of medical education.
It is useful for any medical, health or social care professional with an interest in developing their education
knowledge and skills.
This programme offers maximum flexibility and choice for busy health professionals. The content is delivered
through a combination of classroom-based sessions, e-learning and work-based learning. There are both
compulsory (mandatory) and optional modules. Additionally, individual modules are available to those with an
interest in a specific educational area. Modules in a range of innovative and globally emerging medical education
trends are offered and the master’s level programme prepares students for doctoral level study. This programme
is developing a national (and international) standing and students from all parts of the UK, EU and global
communities access this exciting and pioneering medical education course.
Master of Science Health and Medical Simulation

This innovative and contemporary programme is designed to prepare medical doctors and other healthcare
professionals with a specialist interest in simulation based medical simulation. In the context of technology
enhanced learning, the Department of Health is committed to promoting simulation based medical education as a
means of increasing patient safety through the reduction of medical error and harm.
In addition to being a highly sought after method of learning and teaching, clinical simulation (both high and low
fidelity) is seen as an effective method of reducing clinical risk. This programme will provide students with the skills
to maximize the use of simulation based medical education, act as consultants in building their own simulation
provision and the use of simulation as a teaching tool in order to enhance the knowledge, skills and experiences
of others.
Postgraduate Medicine has been highly evaluated for its standard of teaching and student support and students
will benefit from using an expanding range of simulation facilities supported by expert academic, clinical staff and
technical staff.
B. Educational Aims of the Programme

The programme has been devised in accordance with the University's graduate attributes of programmes of
study as set out in UPR TL03.

Additionally this programme aims to:
• Develop a systematic advanced knowledge of the application of health and medical education to
practice, specifically in the context of multi-professional and inter-professional working, in the
contemporary healthcare setting.
• Develop a systematic advanced knowledge and application of key educational issues, theories and
trends in contemporary health and medical education.
• Develop the ability to critically analyse contemporary complex educational issues, theories and trends in
health and medical education.
• Develop the appropriate methods of enquiry and skills required to research and advance practice in
health and medical education, using an in-depth, current and relevant evidence base.

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Additionally this programme aims to:
• Provide students with the knowledge and skills required to utilise high, medium and low fidelity
simulation as a training and educational tool in order to improve the knowledge, skills and experiences
of others.
• Enable students to empower others to transfer learning acquired in simulation scenarios to the
workplace in order to increase patient safety and improve the quality of services.
• Evaluate the effectiveness of their teaching in simulation settings on the knowledge and skills of other
health care practitioners in order to increase patient safety and improve the quality of services.
• Critically appraise best evidence in order to inform and develop practice in simulation based medical
education
C. Intended Learning Outcomes

The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
skills and other attributes in the following areas. The programme outcomes are referenced the Frameworks for
Higher Education Qualifications of UK Degree-Awarding Bodies (2014), and relate to the typical student.
Additionally, the SEEC Credit Level Descriptors for Further and Higher Education (2016) have been used as a
guiding framework for curriculum design.

Knowledge and Understanding Teaching/learning methods &
Assessment
of: strategies
A1.Key historical concepts of Acquisition of knowledge and Knowledge and

medical education and education understanding is through a understanding are assessed
theory. combination of traditional, taught through a combination of
lectures with online and multimedia written assignment (A1-A2
A2.Current debates and possible support and via a combination of and A5) and critical and
future trends in education and lectures (A1 and A3-A5), small reflective analysis (A1-A5).
medical education. group work A1 and A2), online
tutorial support and critical
A3.A deep and systematic reflection (A4-A5).
understanding of medical
education within own practice. Additional support is provided
through ‘how to’ videos and
A4.The links between these tutorials. Throughout, the learner is
educational and medical encouraged to undertake
educational theories and practice. independent study both to
supplement and consolidate what is
A5.Issues surrounding global being taught/learnt and to broaden
medical education and relevance their individual knowledge and
to own practice. understanding of the subject.
Teaching/learning methods &

Intellectual skills: Assessment
strategies

5
B1.Independently source Some intellectual skills are Intellectual skills are
appropriate medical education developed through methods and assessed through critical
evidence from a range of strategies outlines in section A, reflection and examination of
sources. above. own practice, using ethical
frameworks and boundaries.
B2.Critically appraise relevant, Analysis, problem solving and These skills are assessed via
contemporary (and possibly modeling skills (B1-B5), In addition, written assignment (B1-B5)
contradictory) research medical B4 is further developed through the based on own practice and
education evidence. use of ethical frameworks and analysis of current, relevant
analyses. literature.
B3.Develop critical responses to
medical education issues. Throughout, the learner is strongly
encouraged and supported to
B4.Incorporate a critical ethical develop intellectual skills further by
dimension to own and others’ independent study
teaching and learning practice.
B5.Demonstrate originality in the

application of knowledge,
together with a practical
understanding of how established
techniques of research and
enquiry are used to create and
interpret knowledge in medical
education.

Practical skills: Assessment
strategies
C1.Plan and deliver a teaching Practical skills are developed Practical skills are assessed
session, including writing a through observed teaching through observed and self-
lesson plan. session(s) (C1) and assessment analysis of teaching
feedback (C2). session(s) (C1) and critically
C2.Assess and give feedback for analyzed feedback (C2).
a teaching session. ICT skills are developed through Formation and evaluation of
the use of ICT learning tools (C4) ICT and simulation tools are
C3.Produce original critical and learning events (C5). evaluated (A4-5) and written
reports on medical education assignments are assessed
theories and practice. Throughout, the learner is expected against level 7 criteria (C3).
to consolidate their development of
C4.Use Information practical computing and ICT skills
Communication and Technology by use of online learning
to support learning and teaching. opportunities and literature
searches and analyses.
C5.Construct, select, organize
and run high and low fidelity
learning sessions.

Transferable skills: Assessment
strategies

6
D1. Critically reflect on own Transferable skills are developed Transferable skills are
practice and learning to enhance through written reports and assessed through a range of
lifelong learning. analyses (D1-D2) and individual written and practical
and group work, both online and assessments built into the
D2. Demonstrate the importance face-to-face (D3). curriculum (D1-D4). These
of highly-developed intra and include critical analyses of
inter-disciplinary communication In addition, the preparation for practical sessions.
higher-level study is developed
D3. Operate as an effective through the use of research ready
leader or team member as part of projects (D4).
an inter- professional, multi-
agency team that can clarify roles Throughout, the learner is
& responsibilities encouraged to develop transferable
skills by maintaining a record of
D4. Reflect upon, identify and evidence and completing a
solve intellectual and professional personal development plan.
problems using the full range of
professional resources available
Postgraduate Certificate Health and Medical Education
Knowledge and Understanding Teaching/learning methods &

Assessment
of: strategies
A1.Key historical concepts of Acquisition of knowledge and Knowledge and

medical education and education understanding is through a understanding are
theory. combination of traditional, taught assessed through a
lectures with online and multimedia combination of written
A2.Current debates and possible support and via a combination of assignment (A1-A2 and A4)
future trends in education and lectures (A1-A2 and A4), small and critical and reflective
medical education. group work A1 and A2), online analysis (A1-A2 and A4).
tutorial support and critical
A4.The links between these reflection (A4).
educational and medical
educational theories and practice. Additional support is provided
through ‘how to’ videos and
tutorials.

Intellectual skills: Assessment
strategies
B1.Independently source Some intellectual skills are Intellectual skills are

appropriate medical education developed through methods and assessed through critical
evidence from a range of strategies outlines in section A, reflection and examination
sources. above. Analysis, problem solving of own practice, using
and modeling skills (B1 and B3), ethical frameworks and
B3.Develop critical responses to boundaries. These skills
medical education issues. Throughout, the learner is strongly are assessed via written
encouraged and supported to assignment (B1 and B3)
develop intellectual skills further by based on own practice and
independent study analysis of current, relevant
literature.

Practical skills: Assessment
strategies

7
C1.Plan and deliver a teaching Practical skills are developed Practical skills are
session, including writing a through observed teaching assessed through observed
lesson plan. session(s) (C1) and assessment and self-analysis of
feedback (C2). teaching session(s) (C1)
C2.Assess and give feedback for and critically analyzed
a teaching session. Throughout, the learner is expected feedback (C2). Written
to consolidate their development of assignments are assessed
C3.Produce original critical practical computing and ICT skills against level 7 criteria (C3).
reports on medical education by use of online learning
theories and practice. opportunities and literature search
and analysis.
Transferable skills: Assessment
strategies
D1. demonstrate the importance Transferable skills are developed Transferable skills are
of highly-developed intra and through written reports and assessed through a range
inter-disciplinary communication analyses (D1-D2) and individual of written and practical
and group work, both online and assessments built into the
D2.Critically reflect on own face-to-face (D3). curriculum (D1-D3). These
practice and learning to enhance include critical analyses of
lifelong learning. Throughout, the learner is practical sessions.
encouraged to develop transferable
D3. Reflect upon, identify and skills by maintaining a record of
solve intellectual and professional evidence.

8
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
skills and other attributes in the following areas. The programme outcomes are referenced the Frameworks for
Higher Education Qualifications of UK Degree-Awarding Bodies (2014), and relate to the typical student.
Additionally, the SEEC Credit Level Descriptors for Further and Higher Education 2010 have been used as a
guiding framework for curriculum design.
Knowledge and Understanding Teaching/learning methods & Assessment

of: strategies
A1.A range of educational Acquisition of knowledge and Knowledge and understanding

concepts, theories and understanding (A1-A5) is through a (A1-A5) are assessed through a
frameworks applicable to medical combination of interactive lectures, combination of critical and
and healthcare practice. online multimedia support, small reflective analysis (written
group work, tutorial support and assignment) and in provision of an
A2.The evidence base for the use critical reflection. appropriate simulation scenario.
of models of debriefing applicable
to simulation based medical The learner is encouraged to
education in the planned undertake independent study to
development of health care supplement and consolidate what is
professionals. being taught/learnt and to broaden
their individual knowledge and
A3.Leadership and innovation in understanding of the subject.
the provision of inter-professional,
multi agency and multidisciplinary Work related experience will also
simulation based medical be utilized in order to ensure that
education. scenarios used for simulation
training and education are current
A4.The physical, social and and based on practice.
emotional factors affecting the
ability to learn in simulated and
other educational settings
A5.The ethical and governance

issues in simulation education
and training in relation to
professional practice and patient
safety.

9
Intellectual skills - able to: Teaching/learning methods & Assessment
strategies
B1.Critically evaluate and Intellectual skills are developed Intellectual skills are assessed
synthesize the evidence and through the methods and strategies through a combination of
literature base underpinning outlined in Section A above. Critical coursework (including essay,
simulation based medical analysis and problem solving skills portfolio and project work),
education and apply the are further developed through small demonstrations of simulation
conclusions to simulation based group work, tutorial support and teaching and assessing with
medical education programmes. formative assessment. B2 will be supporting material.
taught through simulation, which is
B2.Critically evaluate personal recorded, and subject to
performance and the multisource debriefing and
performance of others in order to feedback.
enhance professional practice,
team working and patient safety. Throughout, the learner is
encouraged to develop intellectual
B3.Critically evaluate skills further by independent study.
research/evidence in the field of
simulation and its application to
practice, with a view to
generation of new research
questions/professional
perspectives/educational
approaches.
B4.Critically appraise and

prioritize training and educational
interventions in terms of their
effectiveness, efficiency and
economy in order to ensure best
use of resources.
B5. Demonstrate originality in the

application of knowledge,
together with a practical
understanding of how established
techniques of research and
enquiry are used to create and
interpret knowledge in medical
simulation
Practical skills - able to: Teaching/learning methods & Assessment
strategies
C1.Construct, select, organize Practical skills are developed Practical skills are assessed
and run an authentic simulation through debriefing and feedback on through the conduct of a
scenario to an appropriate the use of simulation facilities in the simulation session, which are
participant. medical simulation unit; through designed and run by the student.
role-play and through role modeling
C2.Select and operate teaching and learning by faculty.
appropriate simulation equipment
matched to the learning
outcomes of a simulation session.
C3.Demonstrate effective and

sensitive debriefing skills.
C4.Demonstrate ethically sound

practice in relation to
performance and professional
practice.

10
Transferable skills - able to: Teaching/learning methods & Assessment
strategies
D1.Critically reflect on own Transferable skills are developed Transferable skills are assessed
practice and learning to enhance through the methods and strategies through the methods and
lifelong learning. outlined in A, B, and C above. strategies outlined in A, B and C
above.
D2. demonstrate the importance Throughout, the learner is
of highly-developed intra and encouraged to develop transferable
inter-disciplinary communication skills by maintaining a record of
evidence and completing a
D3. operate as an effective personal development plan.
leader or team member as part of
agency team that can clarify roles
& responsibilities
D4. Reflect upon, identify and

solve intellectual and professional
Postgraduate Certificate Human Factors in Health and Patient Safety

Knowledge and Understanding Teaching/learning methods & Assessment
of: strategies
A1.A range of contemporary Acquisition of knowledge and Knowledge and understanding

concepts, theories and understanding (A1-A3) is through a (A1-A3) are assessed through a
frameworks applicable to human combination of interactive lectures, combination of critical and
factors ergonomics in patient online multimedia support, small reflective analysis (written
safety. group work, tutorial support and assignment) and in provision of an
critical reflection. appropriate simulation scenario.
A2.The evidence base that
underpins the use of models of The learner is encouraged to
identifying the nature and source undertake independent study to
of human error in clinical supplement and consolidate what is
healthcare practice. being taught and to broaden their
individual knowledge and
A3.The contemporary legislative, understanding of the subject.
ethical and governance issues
relation to professional practice Students will draw on work-based
and patient safety. experience to deepen and enhance
their knowledge base.
Intellectual skills - able to: Teaching/learning methods & Assessment

strategies
B1.Critically evaluate and Intellectual skills are developed Intellectual skills are assessed
synthesize the evidence and through the methods and strategies through a combination of
literature base underpinning outlined in Section A. Critical coursework (including essay,
simulation based medical analysis and problem solving skills portfolio and project work),
education and apply the are further developed through small demonstrations of simulation
conclusions to simulation based group work, tutorial support and teaching and assessing with
medical education programmes. formative assessment. B2 will be supporting material.
taught through simulation, which is
recorded, and subject to

11
B2.Critically evaluate personal multisource debriefing and
performance and the feedback.
performance of others in order to
enhance professional practice, Throughout, the learner is
team working and patient safety. encouraged to develop intellectual
skills further by independent study.
B3.Critically evaluate
research/evidence in the field of
simulation and its application to
practice, with a view to
generation of new research
questions/professional
perspectives/educational
approaches.
B4.Critically appraise and

prioritize training and educational
interventions in terms of their
effectiveness, efficiency and
economy in order to ensure best
use of resources.
Practical skills - able to: Teaching/learning methods & Assessment

strategies
C1.Construct, select, organize Practical skills are developed Practical skills are assessed
and run an authentic simulation through debriefing and feedback on through the conduct of a
scenario to an appropriate the use of simulation facilities in the simulation session, which are
participant. medical simulation unit, through designed and run by the student.
role-play and through role modeling
C2.Select and operate teaching and learning by faculty.
appropriate simulation equipment
matched to the learning
outcomes of a simulation session.
C3.Demonstrate effective and

sensitive debriefing skills.
C4.Demonstrate ethically sound

practice in relation to
performance and professional
practice.
Transferable skills - able to: Teaching/learning methods & Assessment

strategies
D1.Critically reflect on own Transferable skills are developed Transferable skills are assessed
practice and learning to enhance through the methods and strategies through the methods and
lifelong learning. outlined in A, B, and C above. strategies outlined in A, B and C
above.
D2. demonstrate the importance Throughout, the learner is
of highly-developed intra and encouraged to develop transferable
inter-disciplinary communication skills by maintaining a record of
evidence and completing a
D3. operate as an effective personal development plan.
leader or team member as part of
agency team that can clarify roles
& responsibilities

12
D. Programme Structures, Features, Levels, Modules, and Credits

The programme is offered in full time (12 - 14 months) and part time (2-5 years) modes, also as individual
modules, with intakes in Semester A or B, and leads to the award of a Master of Science Health and Medical
Education. Entry is normally at level 7. Intake is typically Semester A and / or Semester B.
Master of Science in Health and Medical Simulation

The programme is offered in full time (12 - 14 months) and part time (2-5 years) modes, also as individual
modules, with intakes in Semester A or B, and leads to the award of a Master of Science Health and Medical
Simulation. Entry is normally at level 7. Intake is typically Semester A and / or Semester B.
The award is offered in full time (4 months) and part time modes (18 months), and leads to the award of
Postgraduate Certificate Health and Medical Education. Entry is normally at level 7. Intake is typically Semester
A and / or Semester B.

The award is offered in full time (4 months) and part time modes (18 months), and leads to the award of
Postgraduate Certificate Human Factors in Health and Patient Safety. Entry is normally at level 7. Intake is
typically Semester A and / or Semester B.
Programme Structures
The programme structure and progression information below, Tables 1a (i, ii) are provided for the awards
associated with Health and Medical Education. Tables 1a (iii, iv) are provided for the awards associated with
Health and Medical Simulation
Any interim awards for Health and Medical Education are identified in the Table labeled 1b (i) and, for the Health
and Medical Simulation pathway, in Table 1b (ii).
The Programme Learning Outcomes detailed above are developed and assessed through the constituent
modules. Tables 2a (in section 2) identifies where each learning outcome is assessed for the Health and Medical
Education pathways and Table 2b identifies where each learning outcome is assessed for the Health and Medical
Simulation pathways.
Professional and Statutory Regulatory Bodies

N/A
Work-Based Learning, including Sandwich Programmes

A work based learning module as an option for some awards

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Table 1a Outline Programme Structure
Outline Masters of Science Health and Medical Education Programme Structure
Table 1a(i) Outline Programme Structure

Mode of study: Full time; Part time
Entry point: Semester A or Semester B
% Examination
% Coursework
Module Code
Credit Points
Language of
% Practical
Semesters
Delivery
Compulsory Modules
Minimum 60 credits from:
Health and Medical Education in the 7LMS0165 30 English 0 100 0 A

Workplace
AND
Clinical Supervision in Medical 7LMS0166 30 English 0 100 0 B

Practice
Plus 60 credits from:
Evidence Based Practice 7LMS0251 30 English 0 100 0 A, B

AND
Healthcare Disciplines Project 7LMS0160 30 English 0 100 0 A,B,C
Optional Modules
Technology Enhanced Learning 7LMS0182 30 English 0 100 0 A

Health Technology and Innovation 7LMS0176 30 English 0 100 0 A,B
Core Competencies Medical
Practice 7LMS0159 30 English 0 100 0 A,B
Leadership in Practice 7LMS0158 30 English 0 100 0 B
Work Based Learning 7LMS0157 30 English 0 100 0 A,B,C
The award of a Master of Science Health and Medical Education requires 180 credit points passed at level 7,
120 credits will be taken from compulsory modules. Students must also pass 60 credits from optional modules.

14
Table 1a(ii) Outline Programme Structure

Mode of study Full time; Part time
Entry point Semester A or Semester B
Module Code
Credit Points
Language of
Coursework
% Practical
Examination
Semesters
Delivery
%
%
Compulsory Modules
Health and Medical Education 7LMS0165 30 English 0 100 0 A
in the Workplace AND
Clinical Supervision in Medical 7LMS0166 30 English 0 100 0 B
Practice
Or
Evidence Based Practice 7LMS0251 30 English 0 100 0 A,B
The award of a Postgraduate Certificate Health and Medical Education requires 60 credit points passed at level 7.
Credits must be taken from the modules listed above.
Table 1b Final and interim awards available

The programme provides the following final and interim awards:
Available at
Minimum end of Programme Learning Outcomes developed
Final Award Award Title requirements (normally): (see above)
Master of Health and 180 credit points 3 Semesters All programme learning outcomes (see
Science Medical at level 7 (full-time) Table 2)
Education 6 Semesters
(part-time)
Postgraduate Health and 60 credit points at 1 Semester A1, A2, A4, B1, B3, C1, C2, C3, D1, D2, D3
Certificate Medical level 7 including (full-time)
Education Health & Medical 2 Semesters
Education in the (part-time)
Workplace and
Clinical
Supervision or
Evidence based
Practice
Minimum Available at Programme Learning Outcomes

Interim Award Award Title requirements end of Level developed (see above)
Postgraduate Health and 120 credit points at 2 Semesters A1, A2, A3, A4, B1, B3, B4, C1, C2, C3, C4,
Diploma Medical level 7 including (full-time) D1, D2, D3, D4
Education Health & Medical
4 Semesters
Education in the
(part-time)
Workplace, Clinical
Supervision,
Evidence based
Practice
Masters and Diploma awards can be made "with Distinction" or "with Commendation" where criteria as
described in UPR AS14, Section D and the students' handbook are met.

15
Outline Masters of Science Health and Medical Simulation Programme Structure

The programme is offered in full time (12 - 14 months) and part time (2-5 years) modes, also as individual modules,
with intakes in Semester A or B, and leads to the award of a Master of Science Health and Medical Simulation.
Entry is normally at level 7. Intake is typically Semester A and / or Semester B.
Programme Structure
The programme structure and progression information below, Tables 1a(iii) and 1a(iv), Table 1b(ii) is provided
for the awards, including interim awards.
Outline Health and Medical Simulation
Table 1a(iii) Outline Programme Structure

Mode of study: Full time; Part time
Entry point: Semester A or Semester B
% Examination
% Coursework
Module Code
Credit Points
Language of
% Practical
Semesters
Delivery
Compulsory Modules
Minimum 60 from Credits from:

Health and Medical Simulation: 7LMS0163 30 English 0 70 30 A
Design and Delivery
AND
Medical Emergencies and Human 7LMS0164 30 English 0 0 100 B
Error: Managing Risk and Improving
Services

Evidence Based Practice 7LMS0251 30 English 0 100 0 A,B
AND
Healthcare Disciplines Project 7LMS0160 30 English 0 100 0 A,B,C
Optional Modules
60 Credits from:
Leadership in Practice 7LMS0158 30 English 0 100 0 A,B
Work Based Learning 7LMS0157 30 English 0 100 0 A,B,C
Technology Enhanced Learning 7LMS0182 30 English 0 100 0 A
Health and Medical Education in the
Workplace 7LMS0165 30 English 0 100 0 A
Health Technology and Innovation 7LMS0176 30 English 0 100 0 A,B
The award of a Master of Science Health and Medical Simulation requires 180 credit points passed at level 7, 120
credits will be taken from compulsory modules. Students must also pass 60 credits from optional modules.
Table 1a(iv) Outline Programme Structure

16
Mode of study Full time; Part time Entry point Semester A or Semester B
Semesters
of Delivery
Language
Coursework
Practical
% Exam
Module
Points
Credit
Code
%
%
Specialist Compulsory
Modules
Medical Emergencies and 7LMS0163 30 English 0 100 0 B

Human Error: Managing Risk
and Improving Services AND
Evidence Based Practice 7LMS0251 30 English 0 100 0 A, B
The award of a Postgraduate Certificate Human Factors in Health and Patient Safety requires 60 credit points
passed at level 7. Credits must be taken from the specialist modules listed above.
Table 1b(ii) Final and interim awards available
Available at
Minimum end of Programme Learning Outcomes developed
Final Award Award Title requirements (normally): (see above)
Master of Health and 180 credit points 3 Semesters All programme learning outcomes (see
Science Medical at level 7 (full-time) Table 2)
Simulation 6 Semesters
(part-time)
Postgraduate Human 60 credit points at 1 Semester A1, A2, A3, B1,B2,B3,B4, C1, C2, C3, C4,D1,
Certificate Factors in level 7 (full-time) D2, D3
Health and 2 Semesters
Patient (part-time)
Safety
Minimum Available at Programme Learning Outcomes

Interim Award Award Title requirements end of Level developed (see above)
Postgraduate Health and 120 credit points at 2 Semesters A1,A2, A3, A4 A5, B1, B2, B3, B4, C1, C2, C3,
Diploma Medical level 7 including (full-time) C4, D1, D2, D3, D4
Simulation Health & Medical
4 Semesters
Simulation, Medical
(part-time)
Emergencies &
Human Error and
Evidence-Based
Practice.
Postgraduate Health and 60 credit points at 1 Semester A1,A2, A3, B1, B2, B3, C1, C2, C3, C4, D1,
Certificate Medical level 7 7 including (full-time) D2, D3, D4
Simulation Health & Medical 2 Semesters
Simulation and (part-time)
Medical
Emergencies &
Human Error or
Evidence-Based
Practice
The outcomes of the Interim Postgraduate Certificate Health and Medical Simulation are dependent on specific
module completion. For learning outcomes addressed by specific modules please refer to Table 2b.

17
Masters and Diploma awards can be made "with Distinction" or "with Commendation" where criteria as
described in UPR AS14, Section D and the students' handbook are met.
Programme-specific assessment regulations

The programme is compliant with the University's academic regulations (in particular, UPR AS11, UPR
AS12/UPR AS13 (delete as applicable) and UPR AS14) with the exception of those listed below, which have
been specifically approved by the University:

• Modules with a generic focus e.g. Evidence Based Practice (7LMS0251), Healthcare Disciplines Project
(7LMS0160), must relate to Health and Medical Education according to the discipline of the student and
fulfill at least three of the overall learning outcomes of the programme.
• Students must pass all compulsory modules for the programme on which they are registered in
order to obtain the relevant interim or final award.
E. Management of Programme & Support for student learning
Management
The programme is managed and administered through:
• An Associate Dean of Academic Quality Assurance
• A Head of Department
• A programme tutor who is responsible for the day to day management and admissions to the course
• A school administrator to deal with day to day administration associated with the programme
• A programme committee, the membership of which includes:
• An admissions tutor
• Programme leader
• Programme administrator
• Module leader(s)
• Student representative(s)
• Representative from Learning and Information Services
• Representative(s) from practice.
Support
Students are supported by:
• A named programme leader  
• Guided student-centred learning through the use of StudyNet  
• Access to a range of online literature and search databases
• A range of videos intended to support learning
• The Students’ Union
• Student representatives on programme committees
• A designated programme administrator
• An induction at the beginning of the programme
• Additional English support from an English Language Department
• An extensive Learning Resources Centre, incorporating a library and computer centre
• A substantial Student Centre that provides advice on issues such as finance, University regulation, legal
matters, accommodation, international student support, etc
• Office of Dean of Students, incorporating Chaplaincy, Counselling and Nursery
• Medical Centre
• A Mathematics drop-in Centre
• A School Disabled Student Coordinator
• An Equal Opportunities Officer
• A Careers Employment & Enterprise service

18
F. Other sources of information
In addition to this Programme Specification, the University publishes guidance to registered students on the
programme and its constituent modules:
• A Programme (or Student) Handbook;

• A Definitive Module Document (DMD) for each constituent module;
• A Module Guide for each constituent module.
• University of Hertfordshire Course website:
http://www.herts.ac.uk/courses/
• QAA Benchmark Statement website:
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements
• Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (2014)
The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies
• SEEC Credit Level Descriptors for Further and Higher Education (2016): http://www.seec.org.uk/wp-
content/uploads/2016/07/SEEC-descriptors-2016.pdf
• External Quality Review report website:
http://www.qaa.ac.uk/reviews-and-reports/provider?UKPRN=10007147#.VCFXlha_hSU
• Professional or Statutory Regulatory Body information (Higher Education Academy):
https://www.heacademy.ac.uk
• UNISTATS website:
http://www.unistats.com/
• University of Hertfordshire Academic Quality Office website:
(StudyNet → Staff → Department Lists → Academic Quality Office)
• Structure & Assessment Regulations - Undergraduate & Taught Postgraduate Programmes, UPR AS14:
http://sitem.herts.ac.uk/secreg/upr/AS14.htm
• Learning and Teaching Policy and Graduate Attributes, UPR TL03:
http://sitem.herts.ac.uk/secreg/upr/TL03.htm
• Admissions - Undergraduate & Taught Postgraduate Students, UPR SA03:
http://sitem.herts.ac.uk/secreg/upr/SA03.htm
• Academic Quality, UPR AS17:
http://sitem.herts.ac.uk/secreg/upr/AS17.htm
• Index of UPRs for students:
http://sitem.herts.ac.uk/secreg/upr_azlist_info.htm
• Information on Programme and Module External Examiners
http://www.studynet1.herts.ac.uk/ptl/common/studentcentre.nsf/Teaching+Documents/184A221E5EECA6B
780257A5C00250BA9?OpenDocument
• School Disclosure and Barring Procedure
http://www.studynet2.herts.ac.uk/crb/co/website84.nsf/Search?openagent=null&search=dbs
• School Confidentiality Policy
http://www.studynet2.herts.ac.uk/crb/co/website84.nsf/Search?openagent=null&search=confidentiality
• School Practice Complaints Policy
http://www.studynet1.herts.ac.uk/crb/co/website84.nsf/Teaching+Documents?OpenView&count=9999&restr
icttocategory=Academic+Quality/School+Policies
• School Fitness to Practise policy
http://www.studynet2.herts.ac.uk/crb/co/website84.nsf/Search?openagent=null&search=fitness+to+practice
The Ask Herts website provides information on a wide range of resources and services available at the
University of Hertfordshire including academic support, accommodation, fees, funding, visas, wellbeing services
and student societies.
As a condition of registration, all students of the University of Hertfordshire are required to comply with the
University's rules, regulations and procedures. These are published in a series of documents called ‘University
Policies and Regulations’ (UPRs). The University requires that all students consult these documents which are
available on-line, on the UPR web site, at: http://www.herts.ac.uk/secreg/upr/. In particular, UPR SA07
‘Regulations and Advice for Students’ Particular Attention - Index’ provides information on the UPRs that contain
the academic regulations of particular relevance for undergraduate and taught postgraduate students.

19
In accordance with section 4(5) of the Higher Education and Research Act 2017 (HERA), the UK Office for
Students (OfS) has registered the University of Hertfordshire in the register of English higher education
providers. The Register can be viewed at: https://www.officeforstudents.org.uk/advice-and-guidance/the-
register/the-ofs-register/. Furthermore, the OfS has judged that the University of Hertfordshire delivers
consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the
UK. Consequently, the University received a Gold award in the 2018 Teaching Excellence and Student
Outcomes (TEF) exercise. This award was made in June 2018 and is valid for up to 3 years. The TEF panel’s
report and conclusions can be accessed at: https://www.officeforstudents.org.uk/advice-and-
guidance/teaching/tef-outcomes/#/provider/10007147
Other information relevant to the programme

This programme is intended for a medical and inter-professional market in health fields such as doctors,
dentists, paramedics, physiotherapists, radiographers, midwives, pharmacists, advanced care practitioners and
nurses. The programme is therefore designed to be flexible to fit in with work commitments. In addition, the
learning outcomes for the postgraduate certificate reflect the Higher Education Academy Professional
Standards Framework to Fellow level and all standard areas of the Academy of Medical Educators.
Full attendance or online engagement is strongly encouraged, promoted through innovative timetabling and
increased use of blended learning materials where appropriate but a minimum of 80% attendance is required.
Attendance and engagement of students will be monitored and reported back to relevant authorities.

This programme is intended for a medical and inter-professional market in health fields such as doctors,
dentists, paramedics, physiotherapists, radiographers, midwives, pharmacists, advanced care practitioners and
nurses. The programme is therefore designed to be flexible to fit in with work commitments.
Full attendance or online engagement is strongly encouraged, promoted through innovative timetabling and
increased use of blended learning materials where appropriate but a minimum of 80% attendance is required.
Attendance and engagement of students will be monitored and reported back to relevant authorities.
G. Entry requirements

The normal entry requirements for the programme are:
• A degree in a healthcare discipline (or equivalent) and a recognised professional qualification
and
• The equivalent of 2 years Full Time post qualifying experience (excluding internship).
Additionally:
• All students from non-majority English speaking countries require proof of English language proficiency.
A minimum IELTS 6.5 is required with no less than 6.0 in each band, or GCSE in English with minimum
grade C.
• All visa applicants are required to submit biometrics and declare any criminal convictions in their Visa
Application Form (VAF) which is routinely checked against Home Office and Police National Computer
(PNC) databases on admission to the programme.

20
The programme is subject to the University's Principles, Policies, Regulations and Procedures for the Admission
of Students to Undergraduate and Taught Postgraduate Programmes and will take account of University policy
and guidelines for assessing accredited prior certificated learning (APCL) and accredited prior experiential
learning (APEL).

The normal entry requirements for the programme are:
• A degree in a healthcare discipline (or equivalent)
• a recognised professional qualification Or employment in a relevant area of practice whilst enrolled on

the programme
and
• The equivalent of 2 years Full Time post qualifying experience (excluding internship).
Additionally:
• All students from non-majority English speaking countries require proof of English language proficiency.
A minimum IELTS 6.5 is required with no less than 6.0 in each band, or GCSE in English with minimum
grade C.
• All visa applicants are required to submit biometrics and declare any criminal convictions in their Visa
Application Form (VAF) which is routinely checked against Home Office and Police National Computer
(PNC) databases on admission to the programme.
The programme is subject to the University's Principles, Policies and Regulations for the Admission of Students
to Undergraduate and Taught Postgraduate Programmes (in UPR SA03), along with associated procedures.
These will take account of University policy and guidelines for assessing accredited prior certificated learning
(APCL) and accredited prior experiential learning (APEL).
If you would like this information in an alternative format please contact:

Programme Lead: Zamzam Ahmed z.ahmed8@herts.ac.uk
Programme Administrator: Donna Rowsell d.rowsell@herts.ac.uk
If you wish to receive a copy of the latest Programme Annual Monitoring and Evaluation Report (AMER) and/or
the External Examiner’s Report for the programme, please email a request to aqo@herts.ac.uk

Programme Lead: Ken Spearpoint k.g.spearpoint2@herts.ac.uk
Programme Administrator: Donna Rowsell d.rowsell@herts.ac.uk

21
If you wish to receive a copy of the latest Programme Annual Monitoring and
Evaluation Report (AMER) and/or the External Examiner’s Report for the
programme, please email a request to aqo@herts.ac.uk

22
Table 2a: Development of Intended Programme Learning Outcomes in the Constituent Modules
This map identifies where the programme learning outcomes are assessed in the constituent modules. It provides (i) an aid to academic staff in understanding
how individual modules contribute to the programme aims (ii) a checklist for quality control purposes and (iii) a means to help students monitor their own
learning, personal and professional development as the programme progresses.
Knowledge and Transferable

Intellectual Skills Practical Skills
Understanding Skills
A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 D1 D2 D3 D4
Postgraduate Certificate Health/Medical Education
Health and Medical Education in the Workplace X X X X X X X X X X
Clinical Supervision in Medical Practice OR X X X X X X X
Evidence Based Practice X X X X X
Health and Medical Education in the Workplace X X X X X X X X X X
Clinical Supervision in Medical Practice X X X X X X X
Technology Enhanced Learning X X
Health Technology and Innovation X X X X
Core Competencies Medical Practice X X X X X X X X X
Leadership in Practice X X X X X X
Work Based Learning X X X X X X X X X X
Evidence Based Practice X X X X X
Healthcare Disciplines Project X X X X X X
Key: Learning Outcome, which is assessed as part of the module

23
KEY TO PROGRAMME LEARNING OUTCOMES
Knowledge and Understanding of Practical Skills

C1. Plan and deliver a teaching session, including writing a lesson
A1. Key historical concepts of medical education and education theory.
plan.
A2. Current debates and possible future trends in education and medical
C2. Assess and give feedback for a teaching session.
education.
A3. A deep and systematic understanding of medical education within own C3. Produce original critical reports on medical education theories and
practice. practice.
A4. The links between these educational and medical educational theories C4. Use Information Communication and Technology to support
and practice. learning and teaching.
A5. Issues surrounding global medical education and relevance to own C5. Construct, select, organize and run high and low fidelity skills
practice. learning sessions.
Intellectual Skills Transferable Skills

B1. Independently source appropriate medical education evidence from a D1.Critically reflect on own practice and learning to enhance lifelong
range of sources. learning
B2. Critically appraise relevant, contemporary, and possibly contradictory, D 2. demonstrate the importance of highly-developed intra and inter-
research medical education evidence. disciplinary communication
D3. operate as an effective leader or team member as part of an inter-
B3. Develop critical responses to medical education issues. professional, multi-agency team that can clarify roles &
responsibilities
B4. Incorporate a critical ethical dimension to own and others’ teaching and D4. Reflect upon, identify and solve intellectual and professional
learning practice. problems using the full range of professional resources available
B5. Demonstrate originality in the application of knowledge, together with a
practical understanding of how established techniques of research and
enquiry are used to create and interpret knowledge in medical education.

24
Table 2b: Development of Intended Programme Learning Outcomes in the Constituent Modules
This map identifies where the programme learning outcomes are assessed in the constituent modules. It provides (i) an aid to academic staff in understanding
how individual modules contribute to the programme aims (ii) a checklist for quality control purposes and (iii) a means to help students monitor their own
learning, personal and professional development as the programme progresses.
Knowledge and
Intellectual Skills Practical Skills Transferable Skills
Understanding
A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 C4 D1 D2 D3 D4
Postgraduate Certificate Human Factors in Health
and Patient Safety
Evidence Based Practice: Distance Learning
X X X X X
Medical Emerg Human Error: Managing Risk Improving Services

X X X X X

Health and Medical Simulation: Design and Delivery
X X X X X X X X X X X X
Medical Emerg Human Error: Managing Risk Improving Services

X X X X X
Health and Medical Education in the Workplace

X X X X X
Leadership in Practice
X X X X
Work-Based Learning
X X X X X X X X
Evidence Based Practice

X X X X X
Healthcare Disciplines Project

X X X X X X X X X
Technology Enhanced Learning

X X X X X
Health Technology and Innovation

X X X X X
Key: Learning Outcome, which is assessed as part of the module

25
KEY TO PROGRAMME LEARNING OUTCOMES
Knowledge and Understanding of Practical Skills

A1. A range of educational concepts, theories and frameworks applicable to
C1. Construct, select, organize and run an authentic simulation
medical and healthcare practice.
scenario to an appropriate participant.
A2. The evidence base for the use of models of debriefing applicable to
C2. Select and operate appropriate simulation equipment matched to
simulation based medical education in the planned development of health
the learning
care professionals
A3. Leadership and innovation in the provision of inter-professional, multi
C3.Demonstrate effective and sensitive debriefing skills
agency and multidisciplinary simulation based medical education
C4. Demonstrate ethically sound practice in relation to performance and
A4. The physical, social and emotional factors affecting the ability to learn in professional practice
simulated and other educational settings
A5. The ethical and governance issues in simulation education and training in
relation to professional practice & patient safety
Intellectual Skills Transferable Skills
B1. Critically evaluate and synthesize the evidence and literature base
underpinning simulation based medical education and apply the D1.Critically reflect on own practice and learning to enhance lifelong
conclusions to simulation based medical education programmes learning
B2. Critically evaluate personal performance and the performance of others in D 2. demonstrate the importance of highly-developed intra and inter-
order to enhance professional practice, team working and patient safety disciplinary communication
B3. Critically evaluate research/evidence in the field of simulation and its D3. Operate as an effective leader or team member as part of an inter-
application to practice, with a view to generation of new research professional, multi-agency team that can clarify roles &
questions/professional perspectives/educational approaches responsibilities
B4. Critically appraise and prioritize training and educational interventions in
D4. Reflect upon, identify and solve intellectual and professional
terms of their effectiveness, efficiency and economy in order to ensure
problems using the full range of professional resources available
best use of resources
B5. Demonstrate originality in the application of knowledge, together with a
practical understanding of how established techniques of research and
enquiry are used to create and interpret knowledge in medical simulation

26
Section 2
Programme management

Relevant QAA subject benchmarking None
statements
Type of programme Taught postgraduate
Date of validation/last periodic review February 16
Date of production/ last revision of PS October 2018
Relevant to level/cohort Level 7 entering September 2019
Administrative School School of Life and Medical Sciences
Table 3 Course structure
Course details
Course code Course description JACS / HECOS
LMHMEMSC Master of Science Health and Medical Education B900 / 101246

LMHMEPGC Postgraduate Certificate Health and Medical Education

Relevant QAA subject benchmarking None
statements
Type of programme Taught postgraduate
Date of validation/last periodic review February 16
Date of production/ last revision of PS April 2017
Relevant to level/cohort Level 7 entering September 2019
Administrative School School of Life and Medical Sciences
Course details
Course code Course description JACS / HECOS
LMHMSMSC Master of Science Health and Medical Simulation B890 / 101246

LMHFPSPGC Postgraduate Certificate Human Factors in Health and Patient Safety


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School of Life and Medical Sciences

Title of Programme: Medical Education and Medical Simulation

Programme Code: LMMEMSM

This programme specification is relevant to students entering:

Associate Dean of School (Academic Quality Assurance):

Master’s Programme Specification / December 2018 /

Master’s Programme Specification / December 2018 /

Health and Medical Simulation (MSc)

FHEQ level of award 7

Master’s Programme Specification / December 2018 /

Master of Science Health and Medical Simulation

B. Educational Aims of the Programme

Master of Science Health and Medical Education

Master’s Programme Specification / December 2018 /

C. Intended Learning Outcomes

Master of Science Health and Medical Education

A1.Key historical concepts of Acquisition of knowledge and Knowledge and

Teaching/learning methods &

Master’s Programme Specification / December 2018 /

B5.Demonstrate originality in the

Teaching/learning methods &

Teaching/learning methods &

Master’s Programme Specification / December 2018 /

Postgraduate Certificate Health and Medical Education

Knowledge and Understanding Teaching/learning methods &

A1.Key historical concepts of Acquisition of knowledge and Knowledge and

Teaching/learning methods &

B1.Independently source Some intellectual skills are Intellectual skills are

Teaching/learning methods &

Master’s Programme Specification / December 2018 /

Master’s Programme Specification / December 2018 /

Knowledge and Understanding Teaching/learning methods & Assessment

A1.A range of educational Acquisition of knowledge and Knowledge and understanding

A5.The ethical and governance

Master’s Programme Specification / December 2018 /

B4.Critically appraise and

B5. Demonstrate originality in the

C3.Demonstrate effective and

C4.Demonstrate ethically sound

Master’s Programme Specification / December 2018 /

D4. Reflect upon, identify and

Postgraduate Certificate Human Factors in Health and Patient Safety

A1.A range of contemporary Acquisition of knowledge and Knowledge and understanding

Intellectual skills - able to: Teaching/learning methods & Assessment

Master’s Programme Specification / December 2018 /

B4.Critically appraise and

Practical skills - able to: Teaching/learning methods & Assessment

C3.Demonstrate effective and

C4.Demonstrate ethically sound

Transferable skills - able to: Teaching/learning methods & Assessment

Master’s Programme Specification / December 2018 /

Master of Science Health and Medical Education

Master of Science in Health and Medical Simulation

Postgraduate Certificate Health and Medical Education

Postgraduate Certificate Human Factors in Health and Patient Safety

Professional and Statutory Regulatory Bodies

Work-Based Learning, including Sandwich Programmes

Master’s Programme Specification / December 2018 /