PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION

Programme title: / MSc Health Psychology
Final award (BSc, MA etc):
(where stopping off points exist they should be detailed here and defined later in the document) / MSc
UCAS code:
(where applicable)
Cohort(s) to which this programme specification is applicable:
(e.g. from 2008 intake onwards) / 2011 intake onwards
Awarding institution/body: / University College London
Teaching institution: / University College London
Faculty: / Faculty of Population Health Sciences
Parent Department:
(the department responsible for the administration of the programme) / Epidemiology and Public Health

Departmental web page address:

(if applicable) / http://www.ucl.ac.uk/epidemiology
Method of study:
Full-time/Part-time/Other / Full-time or Part-time
Criteria for admission to the programme: / See http://www.ucl.ac.uk/prospective-students/graduate-study/degrees/pgt/TMSMEDSHEA08
Length of the programme:
(please note any periods spent away from UCL, such as study abroad or placements in industry) / One calendar year full-time, two calendar years part-time.
Level on Framework for Higher Education Qualifications (FHEQ)
(see Guidance notes) / M
Relevant subject benchmark statement (SBS)
(see Guidance notes) / N/A
Brief outline of the structure of the programme and its assessment methods:
(see guidance notes) / The course consists of eight core modules:
Chronic Illness from the Health Psychology Perspective
Stress, Health and Illness
Individual, Social and Cultural Perspectives in Health Psychology
Health Related Behaviours and Cognitions
Quantitative and Qualitative Research Methods 1
Quantitative and Qualitative Research Methods 2
Effective Research Practice
Delivering Health Care
The programme is delivered through a combination of lectures, seminars, class exercises, project work, training workshops, journal clubs and hands-on computer-based teaching on statistical analysis techniques. Assessment is through coursework (including critical reviews, essays, a mock grant application, a classroom presentation, systematic review, a mock paper submission), one unseen examinations and the research project.
Board of Examiners:
/ i) Name of Board of Examiners:
Health Psychology Board of Examiners
Professional body accreditation
(if applicable):
/ BPS / Date of next scheduled accreditation visit: February 2017
EDUCATIONAL AIMS OF THE PROGRAMME:
The MSc. is designed to provide a good grounding in current concepts and research in Health Psychology.
Gaining an M.Sc. in Health Psychology is the first stage of becoming a Chartered Health Psychologist for psychologists who have Graduate Basis for Registration. The UCL M.Sc. Health Psychology courses was last accredited by the British Psychological Society (BPS) in 2010 for 5 years but as this course is split from 2011 onwards and will be solely run by UCL. New accreditation will be sought for the 2011/2012 academic cohort.
The M.Sc. aims to:
·  allow students to acquire understanding of health psychology
·  provide a constructive academic experience
·  provide opportunities to develop transferable skills
·  enable students with ability to summarise and synthesise data
·  facilitate personal and professional development in health psychology
·  equip students to conduct independent research in the future in this and related areas of psychology
·  provide students with analytical knowledge and skills of relevant software programmes and data bases
·  give students experience of clinical and theoretical aspects of health psychology research
·  enable students to critically appraise and evaluate research that has been undertaken
·  engender appreciation of codes of conduct, working ethically and professionally
·  prepare students for further study
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Students gain the core knowledge base of health psychology and are equipped to undertake research in a systematic and ethical way. The development of research skills is an important facet of the course. / Teaching/learning methods and strategies:
Sessions are mainly in the form of interactive half-day seminars. Students are given readings relevant research papers before each session. Some sessions take the form of workshops and lectures. A number of visits to different health care settings are arranged. These visits are linked with appropriate seminars and readings.
/ Assessment: There is a piece of written work associated with each module (essays, critical reviews, grant application). In addition, students are required to write a systematic literature review (max words = 3,000), which is intended to provide the basis of the literature review of the project and is submitted in the second term.

B: Skills and other attributes

Intellectual (thinking) skills:
Students are taught to be precise and cautious in their assessment of evidence and assimilate and integrate a wide range of information. The course encourages students to use their academic skills to critically review research papers and question interpretations, however authoritative. Students also perform advanced qualitative and quantitative analysis using statistical methods including Factor analysis, Cluster analysis and Structural Equation Modelling. Lastly, the course aims to support students in identifying the academic direction of their subsequent career. / Teaching/learning methods and strategies:
Students have a comprehensive range of research methods and statistics seminars. They write a number of critical reviews of papers and undertake a systematic review of one area of health psychology research. Students attend a weekly journal club where they present and critically appraise recently published papers.
The receive instruction in advanced qualitative as well as quantitative analysis using SPSS and AMOS. They undertake a major research project which is carried out independently under the supervision of a senior researcher. Students also receive direct and indirect career advice and support.
/ Assessment: 1 x 2 hour ‘unseen’ examination, course work, essays, systematic review and research project/dissertation.

C: Skills and other attributes

Practical skills (able to):
§  Design a quantitative study
§  Enter data onto a database
§  Check for errors in data entry
§  Undertake descriptive data analysis
§  Undertake inferential data analysis
§  Undertake a variety of qualitative research techniques
§  Understand limits of various statistical techniques
§  Design a questionnaire
§  Write a research proposal
§  Undertake and write up a systematic literature review
§  Understand ethics in research
§  Complete a form for Local Ethics Committee
§  Present data succinctly and coherently in both written work and oral presentation / / Teaching/learning methods and strategies:
Practical skills are acquired through:
§  the writing of academic pieces of work (e.g. critical reviews, systematic reviews etc.).
§  project presentations and discussions.
§  the setting of clear deadlines for the submissions of written work.
§  individual discussions of students with supervisors and course leader (supervision is available throughout the year).
§  lectures, seminars and practical assistance from the course statistician (a variety of lecturers contribute to the course in the area of their research expertise).
/ Assessment: 1 x 2 hour ‘unseen’ examination, course work, essays, critical reviews, grant application, systematic review and research project/dissertation.

D: Skills and other attributes

Transferable skills (able to):
§  Construct well written abstracts, papers and reports using the most appropriate style for the purpose
§  Think inventively and creatively, to develop original approaches in defining and solving problems
§  Present ideas to an audience using visual aids and answer questions to support a case
§  Converse effectively with individuals, to listen actively, to appreciate others viewpoints and interact appropriately and to co-operate in a team
§  Manipulate numerical and statistical data when necessary
§  Undertake library and internet-based research
§  Use information technology
§  Use transferable and problem solving skills to complete a research project
§  Prioritise tasks, manage and achieve results
§  Pursue continuous improvement via self-reflection and other forms of professional and personal development activity / Teaching/learning methods and strategies:
The MSc uses a variety of methods to encourage the development of transferable skills including:
§  completion of 9 pieces of written work, ranging in length from 1,500 to 6,000 words
§  conducting a research project which involves liaising with academic and clinical staff, preparation and submission of an ethics application, data collection
§  Short group and individual oral presentations in front of peers
§  participation in practical work in small groups during lectures/seminars
§  study of statistical techniques
§  use of word processing packages, spreadsheets, statistical packages, online data-bases, library facilities and e-mail
§  adherence to clearly defined deadlines and course work specifications
/ Assessment: Students will be assessed by a variety of methods: unseen examination, essays, critical and systematic reviews, mock grant application and a dissertation in form of a mock paper submission.
The following reference points were used in designing the programme:
·  the Framework for Higher Education Qualifications (http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A1.aspx);
·  the relevant Subject Benchmark Statements (http://www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp);
·  BPS guidance for health psychology programmes (http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A2.aspx)
·  the programme specifications for UCL degree programmes in relevant subjects (where applicable);
·  UCL teaching and learning policies;
·  staff research.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental course handbook. The accuracy of the information contained in this document is reviewed annually by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s) Name(s):
/ Directors: Prof Jane Wardle
Prof Andrew Steptoe
Course lead: Dr Lion Shahab
Date of Production: / 24th May 2011
Date of Review: / 20th Feb 2013
Date approved by Head of Department: / 24th May 2011
Date approved by Chair of Departmental Teaching Committee: / March 2007 (At King’s)
Date approved by Faculty Teaching Committee / July 2007 (At King’s)