PROGRAMME SPECIFICATION
Please view the disclaimer. /
AWARD and ROUTE TITLE / MSc Radiotherapy & Oncology
INTERMEDIATE AWARD TITLES / PgD Radiotherapy & Oncology
PgC Radiotherapy & Oncology
PgC Advanced Communication Skills
Name of the Teaching Institution / SheffieldHallamUniversity
Mode(s) of Attendance
(eg. FT/PT/SW/DL) / DL
UCAS CODE / N/A
Professional/Statutory/Regulatory Body Recognising this Programme / College of Radiographers (UK)
QAA Subject Benchmark Statement or other relevant external reference point / N/A
Date of Validation / May 2010

1PROGRAMME AIMS

  • To offer a flexible and wide ranging educational opportunity for practitioners, that reflects the continually evolving nature of practice within the field of Radiotherapy & Oncology, and is responsive to the needs of the service.
  • To allow you to develop your intellectual potential, critical reflection and clinical reasoning skills, enabling an ability to evaluate, enhance and influence your own professional practice and that of others in the context of health care provision in the UK and internationally.
  • To provide you with an opportunity to enhance your knowledge of practice developments and develop a critical understanding of these and the underpinning evidence base.
  • To create a learning environment that allows you to share ideas and experiences and promotes peer discussion, feedback and support.
  • To provide an opportunity to enhance professional practice and support continued professional development.
  • To facilitate independent learning and continuing professional development through the use of an evidenced and reflective portfolio.

2PROGRAMME LEARNING OUTCOMES

2.1Knowledge and understanding covered within the Programme. By the end of the programme you will be able to:

  1. Discuss and debate current theories and concepts underpinning professional practice and demonstrate new insights into complex and conceptually challenging developments in both generic and specialist clinical areas.
  1. Evaluate and justify the appropriateness of approaches used in the management of cancer patients and explore the implications of these for the patient, their carers, the practitioner and the service.
  1. Identify and critically appraise the principles and assumptions upon which clinical decisions are based and discuss the issues that influence these.
  1. Critically analyse relevant health and social policy, legal, ethical and professional issues relating to autonomous clinical practice.
  1. Identify and evaluate the impact of current initiatives for cancer services improvement within the UK and internationally.
  1. Select relevant research literature and demonstrate a critical understanding of the evidence base underpinning current concepts in the management of cancer patients, exploring the implications of evidence that is ambiguous, contradictory or limited.

2.2 Intellectual/Subject/Professional/Key skills covered within the Programme: by the end of the programme you will be able to

INTELLECTUAL

  1. Organise an appropriate study framework within which to critically investigate a selected relevant topic in depth.
  1. Make informed judgements about professional practice, through critical evaluation of the theories and concepts presented within the evidence base and critical reflection on own and others clinical practice.
  1. Organise relevant research literature within a defined context and synthesise this information in order to create and justify links within the evidence presented.
  1. Devise and sustain an argument supported by valid, significant and evaluated evidence, offering new insights and hypotheses when applicable.
  1. Plan, implement and evaluate clinical and research activities within given timescales.

SUBJECT SPECIFIC, PROFESSIONAL AND KEY SKILLS

  1. Use valid and reliable literature to critically evaluate the effectiveness and efficiency of approaches to disease and patient management within radiotherapy and oncology.
  1. Apply effective clinical reasoning and an evidence based approach to autonomy in clinical practice.
  1. Identify, analyse and deal with complex problems relevant to professional practice and evaluate possible solutions.
  1. Critically reflect on the management of complex scenarios and situations in clinical practice, evaluate underpinning theory and policy, and analyse the factors influencing outcome.
  1. Critically reflect on key learning experiences and evaluate how these have influenced your practice, identifying any development needs as a result of this, and seeking and acting on feedback from others where applicable.
  1. Document evidence of continuing professional development within a compiled profile or portfolio of evidence, adaptable for different purposes and audiences.
  1. Undertake and generate research to effectively inform and improve the service delivered and use your skills to promote further research, of your own and in collaboration with others in the radiotherapy and oncology arena.
  1. Work alongside and collaborate in an ethical manner with other practitioners, within and across professional groups, in order to obtain information and advice, challenge thinking and explore alternatives.
  1. Communicate and present arguments and ideas in a format suitable for the engagement of an academic and professional audience.

3LEARNING, TEACHING AND ASSESSMENT

3Learning, Teaching and Assessment

The programme is delivered almost entirely in Distance Learning (DL) mode. There are only a few exceptions to this. The ‘Advanced Communication Skills in Practice’ module, which involves the acquisition of practical skills and the ‘Research Methods for Practice’ and ‘Practice Educator’ modules, which are inter-professionally delivered across the Faculty of Health and Wellbeing and include options for both ‘taught’ and DL modes.

An ‘e-based’ approach to learning, teaching and assessment (LTA) is adopted and a number of approaches and resources are utilised to ensure ‘effective e-learning’ takes place. Interactivity with tutors and peers, creating a dialogue rich environment and providing regular and timely feedback are key components of the overall strategy. As highlighted by Gibbs and Simpson (2004) this is especially important for distance learning education.

The effective and innovative use of e-learning technology is essential in facilitating this and is firmly embedded throughout the programme. The constructivist approach adopted socialises learning and helps to develop effective working relationships through both synchronous and asynchronous discussion with peers and tutors. Advances in e-technology are also used to create variety and maintain interest in the learning materials provided e.g. the use of audio and video podcasts, and interactive tutorials.

The overall aim of this approach to LTA is to provide an educational environment which maximises opportunities for learning and enables you to develop as an autonomous learner, taking an active role in the learning process and responsibility for your own Individual Learning Plan (ILP).

3.1The approach to Learning and Teaching within the Programme

The main vehicle for learning and teaching is the university’s virtual learning environment (Blackboard). It is used to promote the following aspects, as defined in Salmon's (2004) 5 stage model for on-line learning:

Access and motivation

Online socialisation

Information exchange

Knowledge construction

Learner development

This model has been successfully utilised and adapted by the Radiotherapy & Oncology course team during the past 5 years (Probst et al 2009).

Specifically, Blackboardis used to deliver essential learning materials and provide links to further supporting resources e.g. key skills online. A variety of learning material formats are used to introduce key concepts and theories, as well as demonstrate, through case examples, the practical application of the topics and areas discussed.

Asynchronous and synchronous communication tools are used to foster an active learning environment and facilitate further discussion within the student group; providing an opportunity to share ideas and experiences.Application of learning and justifications for changes in practice are strengthened by the use of such questioning and debate, which reflects approaches encountered in the clinical environment.

We have already experienced the international appeal of this course, with learners originating from a variety of cultural backgrounds, working in different professional, political and health care contexts. The cultivation of a thriving online learning environment ensures that thisdiversity of learner experiencefurther enhances the discussion that takes place.

A series of structured online activities (e-tivities) are formatively assessed, and provide a framework for active and interactive online learning(Salmon, 2004). These e-tivities are supported by the use of e-moderators who will guide you through opportunities to develop learning and make meaning of the information provided.

Throughout the programme, you will be encouraged to reflect on both your academic and professional practice experiences, to demonstrate learning which can then be evidenced within a Professional Development Portfolio (PDP). This may also feed into your Individual Learning Plan (ILP); informing future module choice and the focus of future assignments, or the design of a negotiated learning package as part of an independent study or work based learning module.

3.2The approach to Assessment and Feedback within the Programme

Yourlearning and achievement will be enabled through the use of both informal (formative) and formal (summative) approaches to assessment and feedback. The overall approach aims to ensure that it is not just about measuring your performance against a set of criteria, but about the learning that takes place and the development of learner autonomy.

Gibbs and Simpson (2004), argue that assessment works best to support learning when a series of conditions are met. The methods used within this programme aim to satisfy many of these.Formative approaches to assessment are essential in achieving this and the online e-tivities used within the programme support learning in the following ways:

  • They provide a means of ongoing feedback that helps to capture and guide your progress and development and help to focus you on the most important aspects of the course.
  • Rather than limiting assessment to a single summative assessment task, they expose you to a range of learning opportunities and activities that are appropriate to the different learning outcomes.
  • They will engage and motivate you, through regular and timely feedback that is still relevant to the topic being studied and received in time to feed forward into the subsequent activities. More specifically, the feedback encourages learning, rather than measuring failure; it seeks to correct errors and develop understanding through further explanation; generate more learning through suggestions for further study; and promotes the development of generic academic skills that can be fed forward into the final summative assessment.
  • Learner autonomy is further promoted since e-tivities require you to interact with and reply to the feedback provided. They may also require you to generate your own feedback through self-assessment and reflection on your learning and that of others. And finally, they will require you to evaluate and provide feedback on others work.

As well as providing a measure of achievement, the summative approaches to assessment and feedback also support learning and the development of both academic and employability (professionally) related skills. The table below illustrates the range and types of assessment task (formative and summative) used and identifies how these will assess the programme learning outcomes. Flexibility and variety within these assessment tasks is also highlighted.

Task Description / Assessment and feedback / Relevant programme learning outcomes
Contribution to an online discussion forum
Most modules include this type of task for their e-tivities. Learners post their work to the forum and then reply/give feedback to at least two other posts within the group.
The series of e-tivities will require learners to take an enquiry-based approach to their work, enabling them to discuss and evaluate a specific area of practice or a given case study or problem based scenario. They will also be encouraged to reflect on their own and each other’s practice and share and debate differing viewpoints.
Learners usually present their work as a written (word) document/thread. Some e-tivities may ask for the work to be presented using PowerPoint.
The exact focus of the e-tivity will vary according to module content and often the task will allow learners to choose a particular aspect to discuss. / Formative; involves tutor and peer feedback. Some e-tivities may require self-assessment/ appraisal and reflection on learning as part of the e-tivity. Feedback by peers and tutors is normally given within 1 week of the initial post. / Knowledge and understanding
1, 2, 3, 4, 5, 6
Intellectual
8, 10
Subject/profession specific
12, 13, 14, 16, 19, 20
Online multiple choice/assertion reasoning tests
Used to demonstrate learner comprehension of a given topic. In order to answer the questions, learners will need to review the supporting materials and explore the topic in depth; thus promoting ‘deeper’ learning. / Mostly formative (research methods for practice includes a summative MCQ test)
Feedback is automatically generated and is therefore immediate. Where it is used formatively, tasks may specify a required ‘score’, encouraging learners to self-assess their answers and re-take if necessary. / Knowledge and understanding
1, 2, 3
Written assignment
Regardless of the assignment focus, learners will be required to take an enquiry-based and evaluative approach to their work, demonstrating a critical understanding of the theories, concepts and issues, and the evidence base underpinning these.
Variety is created through a range of presentation types that may be used. These aim to assess both academic (intellectual) writing skills as well as relevant employability (professionally related) skills.
Presentation typesinclude:
  • Conventional 3,000 word ‘essay-style’ assignment.
  • Article format, suitable for submission to a peer reviewed journal.
  • Technical report, suitable for presentation to a professional working party
  • A business case.
Learners can often negotiate their specific focus, allowing flexibility in approach. / Summative
Written or audio feedback will be provided normally within 4 weeks of submission.
NB: draft outlines of negotiated titles (a common theme to all modules), draft submissions or draft learning outcomes (in modules where an individual learning package is negotiated) are formatively assessed as e-tivities (see above). / Knowledge and understanding
1, 2, 3, 4, 5, 6
Intellectual
7, 8, 9, 10
Subject/profession specific
12, 13, 14, 20
Portfolio or profile of evidence
Method of assessment for the following MSc R&O modules:
  • Professional Practice Portfolio (core module)
  • Evidencing your CPD
  • CPD through Conference Participation
  • Practice Educator
Skills in reflective practice, self-appraisal and action planning, as part of personal and professional development, are assessed. The evidence provided will again vary according to content, associated learning outcomes of the specific module and the learners own personal development plan. It will therefore assess the learners underpinning knowledge and understanding of the topics covered.
Compiling a profile or portfolio of evidence is a key employability skill that is highly relevant to professional practice. / Summative
Written or audio feedback will be provided normally within 4 weeks of submission. Screencasting will be piloted on the Professional Practice Portfolio module during semester 2 2010 to explore whether this is a more effective way of feeding back on ePortfolios.
NB: all R&O students have an e-portfolio account for the duration of the programme. This may therefore be used in a formative sense as they self-assess and annotate their progress and may even invite tutors and/or their peers to contribute to this. / Knowledge and understanding
1, 3, 4, 5
Intellectual
8, 9, 10
Subject/profession specific
13, 14, 15, 16, 17, 20
Dissertation
A series of summative tasks that assess the key stages of the research and article submission process. / Summative
Written or audio feedback will be provided normally within 4 weeks of submission. / Knowledge and understanding
1, 2, 3, 4, 5, 6
Intellectual
7, 8, 9, 10, 11
Subject/profession specific
12, 14, 16, 18, 19, 20

Other modules that may be selected from across the post-graduate Radiotherapy, Oncology & Supportive Care framework (PG RO&SC) also include the following types of task:

  • PowerPoint / Poster presentation
  • Treatment Plan Evaluation

The learning outcomes addressed in both of these are similar to that of either the online discussion or written assignment (depending on whether they are formative or summative) but the way in which work is presented, is different. Both of these assessment tasks again aim to assess other relevant employability (professionally related) skills.

References:

Gibbs G & Simpson C (2004-05) Conditions under which Assessment Supports Students’ Learning, Learning and Teaching in Higher Education, Issue 1

Probst, H. Eddy, D. Doughty, J & Hodgson D (2009) Integrating E-learning into Postgraduate Radiotherapy and Oncology Education: a case study, International Journal of e learning. Vol 6, Issue 4.

Salmon, G. (2004) E moderating: The Key to Teaching and Learning On-line (2nd Ed). Routledge Farmer.

4PROGRAMME DESIGN AND STRUCTURE

A flexible approach to programme design and structure is adopted; enabling learners to tailor their pathway of learning to their own individual learning needs and professional development requirements.

For each award (intermediate and end), there are a number of core (mandatory) modules that must be undertaken. The remaining credits at each step off point are then acquired through the selection of optional modules. This is illustrated in the table over the page.

PGC Advanced Communication Skills / PGC Radiotherapy & Oncology / PGD Radiotherapy
Oncology / MSc Radiotherapy & Oncology
Level 7 credit / 60 / 60 / 120 / 180
Pre-requisite / Fulfils admissions requirements / Fulfils admissions requirements / Completed requirements of PGC* / Completed requirements of PGD
Core
Modules / Contemporary Issues in Radiotherapy & Oncology (15C)
AND
Professional Practice Portfolio (15C) / Research Methods for Practice (15C)
AND
Independent Study Module (15C)
OR
Work Based Learning module (15C)
*In addition to the above, the following modules must be completed if the PGC Advanced Communication Skills was previously completed:
Contemporary Issues in Radiotherapy & Oncology
AND
Professional Practice Portfolio / Dissertation (60C)
Optional modules / Plus an additional 30C selected from optional modules. / Plus an additional 30C selected from optional modules.
*no options are available if the PGCAdvanced Communication Skills was previously completed. / N/A

Learners can select optional modules from all those delivered across the PG RO&SC framework (a total of 24 optional modules), the wider Department of Allied Health Professions CPD portfolio and the Centre for Professional and Organisational Development (CPOD). It is also possible to import credits from modules studied at other HEI’s.