MSc Environmental Health (Distance Learning) at University of the West of England (UWE), Study notes of Public Health

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STUDENT AND ACADEMIC SERVICES PROGRAMME SPECIFICATION Part 1: Basic Data Awarding Institution UWE Bristol Teaching Institution UWE Bristol Delivery Location Frenchay/Distance Learning Faculty responsible for programme Health and Applied Sciences Department responsible for programme Health and Social Sciences Modular Scheme Title Post-Graduate Professional Statutory or Regulatory Body Links Chartered Institute of Environmental Health Highest Award Title MSc Environmental Health (Distance Learning) Default Award Title MSc Environmental Health Studies (Distance Learning) Fall-back Award Title Interim Award Titles PG Cert/ PG Dip Environmental Health MSc Environmental Health Studies UWE Progression Route Mode(s) of Delivery Full Time/Part-Time/ /Distance Learning Codes UCAS: B9181 JACS: ISIS2: Primary Award - B91812 Primary Target - B91812 HESA: Relevant QAA Subject Benchmark Statements NA Version 3 Part 2: Educational Aims of the Programme This innovative programme, reflects the current and changing landscape surrounding the discipline of environmental public health. The provision of this distance learning option will enable students to engage with flexible learning opportunities as well as employability opportunities wherever they are. The programme is designed to equip students with the necessary skills, knowledge and competencies to enable them to understand and evaluate the risks posed by a full range of environmental hazards or stressors, which impact on human health and wellbeing. Students satisfactorily completing the programme and the required Portfolio of Professional Practice and Professional Interview of the accrediting body, the Chartered Institute of Environmental Health (CIEH), are eligible to become registered Part 2: Educational Aims of the Programme Environmental Health Practitioners. The programme has been developed not only to meet the requirements of CIEH Curriculum 2011 but also reflects the skills and competence requirements required of public health practitioners (Public Health and Knowledge Skills Framework (PHKSF, 2013)). Central to this innovative environmental health programme are the 7 knowledge and skills domains (below) which CIEH believe are the key tenets of environmental health practice. They believe, in fact, that these are the first and probably the most important ‘thresholds’ for the discipline and, therefore, are used to frame environmental health in terms of this curriculum. Knowledge 1. Dahlgren and Whitehead’s 1992 conceptualisation of the determinants of health and well- being 2. Assessment, management and communication of risk 3. Earth and health-based sciences Skills 4. Knowledge acquisition and transfer, including research, development and innovation 5. Evidenced-based practice 6. Reflective practice 7. Dissemination Broad Aims The broad aims of the programme are to enable students to:  Achieve an appropriate knowledge base concerning the physical/social/human worlds and the potential and actual impacts on human health of a range of “stressors” acting on those worlds;  Deal with complex issues and make sound judgments as to the most appropriate interventions on an individual, community or population from a local, regional and global perspective.  Have an in-depth knowledge and understanding of Environmental Health practice which is informed by scholarship and research. This includes a critical awareness of current issues and developments in Environmental and Public Health.  Apply their learning to further develop a range of employability and professional skills relevant to environmental public health practice in a variety of settings  Build their academic skills through the programme and support their engagement with technology enhanced learning to enhance their educational attainment  Operate within a framework of professional attributes, ethics and an evidence base  Maximise their learning and facilitate their development as self-directed and reflective learners through stimulating, supportive, innovative and a sensitive learning environment. Ultimately students will be able to achieve the acknowledged Environmental Health Practitioner Profile. Part 3: Learning Outcomes of the Programme Health Promotion (HP) 15 UZVRT8-15-M Food, Risk and Society (FRS) 15 UZVRTG-15-M Environmental Protection and Sustainability (EPS) 15 UZVRTP-15-M Housing and Healthy Neighbourhoods (HHN) 15 UZVRTJ-15-M Health and Safety Management (HSM) 15 UZVRTK-15-M Quantitative Health Research (QHR) 15 UZVRTL-15-M Food Control (FC) 15 UZVSKQ-15-M Dissertation (Diss) 45 UZVRTM-45-M Learning Outcomes: M o d u le N o : U Z V R T 5 - 1 5 -M E H P M o d u le N o : U Z V R T 6 - 1 5 -M R L M o d u le N o : U Z V R T 7 -1 5 -M I P H M o d u le N o : U Z V R T 8 - 1 5 -M H P M o d u le N o : U Z V R T G -1 5 -M F R S M o d u le N o : U Z V R T K -1 5 -M H S M M o d u le N o : U Z V R T P -1 5 -M E P S M o d u le N o : U Z V R T J -1 5 -M H H N M o d u le N o : U Z V R T L -1 5 -M Q H R M o d u le N o : U Z V R T N -0 0 -M F C M o d u le N o : U Z V R T M -4 5 -M D is s (D is s ) A) Knowledge and understanding of: The need for both a multidisciplinary and interdisciplinary approach in knowledge and understanding of health and the environment, drawing from the natural and social sciences x x x x x x x x The discourses surrounding the concept of health and its representations, measurement and determinants of health x x x x x Health as a human experience mediated by individual, societal and global contexts x x x x x x x x x The assessment, management and communication of health and environmental risks x x x x x x x Acquiring, interpreting, analysing and evaluating information and data with a critical understanding of the appropriate contexts for their use in health and environmental practice x x x x x x x x x x x The contemporary issues at the forefront of the studies on health and the environment and the sustainable and integrated approaches to management and resolution of problems. x x x x x x x x x Theoretical and professional rationales of health and environment interventions x x x x x x x x The use of research and practice based inquiry and evaluation to create, interpret and apply knowledge in the disciplines and their own contexts. x x x x x x x x (B) Intellectual Skills Critical evaluation of current research and advanced scholarship x x x Application of theory to analysis/management of process and outcomes x x x x x x x x x Create, identify, evaluate options, and provide original solutions to problems, sometimes with incomplete data x x x x x x x x x x Part 3: Learning Outcomes of the Programme Challenge the status quo by demonstrating intellectual flexibility and lateral thinking x x x x x Learn through reflection and critical evaluation of practice and experience x x x x x x x x x x x Recognise moral and ethical issues of enquiry and investigation and appreciate the need for professional codes of conduct x x x x x Design and implement a research programme, analyse findings, draw conclusions and make recommendations x x (C) Subject/Professional/Practical Skills Analyse and solve contemporary and emerging environmental public health problems x x x x x x x x Analyse environmental public health data and information from a range of disciplines x x x x x x x x x x x Demonstrate effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving problems; and the ability to create, identify and evaluate options x x x x x x Plan, conduct and report on investigations including the use of secondary data x x x x x x Collect, record and analyse data and information, using appropriate techniques. Apply a range of disciplines to satisfy the needs of society for sustainable, healthy environments and the promotion of human health x x x x x Understand importance of reflective practice in the context of the developing practitioner x x x x x x x (D) Transferable skills and other attributes Demonstrate self-direction and originality in tackling and solving problems x x x x x x x x x x Act autonomously to plan and implement tasks x x x x x x x x x x Demonstrate interpersonal skills, effective listening, negotiating, persuasion x x x x x x Demonstrate self -awareness and sensitivity to diversity in people and different situations x x x x x x x x x x Perform effectively in team and project environment x x x Communicate effectively using a range of media x x x x x x x x x x Seek, retrieve and use information effectively x x x x x x x x x x x Demonstrate ability to make decisions in complex and unpredictable situations x x x x x x x x x Demonstrate independent learning as required for continuing professional development x x x x x x x x x x x Demonstrate learning through reflection on practice and experience x x x x x x x x x x Part 4: Student Learning and Student Support Teaching and learning strategies to enable learning outcomes to be achieved and demonstrated The programme will be studied by students who do not attend the university, and provides an enhanced distance learning experience. Unlike traditional paper-based, or text-dependent online distance courses, this programme uses a wide range of pedagogical approaches. A particularly distinctive feature of the programme is the blended on-line learning approach utilizing asynchronous online activities (including lectures, reading, quizzes, videos) and Part 4: Student Learning and Student Support synchronous tutorials (seminars/discussions) which affords for student–centered learning and the opportunity for socialization and collaboration. The synchronous activities promote the development of a student-tutor relationship, and encourage a cohort identity, in addition to providing a learning environment that stimulates active participation and engagement with the learning process and reflection on their knowledge, experience and practice. The online learning approaches will ensure the needs of different types of learners are addressed.  Synchronous online tutorials/seminars in protected learning time where the student will contribute to an online activity appropriate to the content at the time at which the academic will be present online to facilitate and lead this scheduled/timetabled session. These tutorials will be themed and planned and will use online, Blackboard-based discussion platforms (e.g. Collaborate or equivalent) and blogs.  Asynchronous discussions in the student’s own time (or during protected time where permitted and appropriate) where they will engage and collaborate with other students on the course or in specified groups, and in which the academic is permitted to moderate where necessary, but is not expected to contribute.  Synchronous surgery sessions timetabled for a specific time in which the academic will be available online to answer live questions via discussion boards/blogs/collaborate or to respond to questions posted/asked prior to the session.  Interactive, online formative quizzes made available either following a particular package of knowledge exchange/learning, or in specified sessions/time periods.  Teaching is delivered in the format of online lectures, as audio podcasts or video capture, using appropriate software (e.g. Adobe Presenter, PowerPoint, etc.), online seminars and other web-based activities, with opportunities for personal formative assessment.  Progress through the modules is managed through time-dependent release of online resources in many cases to ensure structured progression through the learning materials. The programme seeks to create an environment that will stimulate students to take responsibility for aspects of their learning, while tutors take responsibility for facilitating that learning. Module learning outcomes have been designed to ensure that students meet the overall programme learning outcomes on completion. All students’ learning will be undertaken through modules which integrate the development of knowledge, understanding, intellectual, professional and transferable skills. Support in Practice Students’ requirements vary in relation to their teaching and learning preferences and these are no different for on-line students but there are often specific issues which need to be considered. The use of TEL approaches is key to the success of this programme from an academic content standpoint, student engagement perspective and also student success; due to the distance learning nature of the course. An important part of the learning strategy is therefore to help students understand not just what will be delivered but how the programme will operate. Due to the on-line delivery of the programme it is essential that all students are able to engage with the programme from the outset. As part of their application and enrolment students will be provided with detailed information on the technological capabilities required. Given the likelihood of a range of IT competency among the student body Students will be provided with information through Blackboard about each specific technology used such as Collaborate, Blogs, e-portfolios etc., through the on-line synchronous induction, supported by on-line tutorials or podcasts. This will be further supported by staff who are competent in the technologies they use to support their Part 4: Student Learning and Student Support  Strong partnership working with external individuals, agencies and organisations enables this practice-orientated programme to generate excellent graduate employment opportunities and outcomes for students from all backgrounds  A key goal of the programme is to ensure that MSc Environmental Health graduates are ready and able, as citizens and public health leaders of the future, to make positive contributions to society, particularly in endeavouring to meet the needs of the poorest and most vulnerable in global society.  Outstanding transferable and future-shaping skills are developed, particularly in the fields of research, critical analysis, comprehension of complex issues and development of evidence-based practice. Part 5: Assessment Approved variant to University Academic Regulations and Procedures - as a result of accrediting professional body requirements. Assessment Strategy An effective assessment strategy is one that actually tests the desired learning outcomes at an individual module level and overall at a programme level. The assessment strategy for this programme is founded on the principle that assessment is an opportunity for students to demonstrate their abilities and achievements. It is therefore important that assessments are in a variety of formats that are most appropriate for testing the learning outcomes, and give students with a range of learning preferences and abilities the opportunity to succeed. Hence a varied and imaginative distance learning assessment strategy, that is not afraid to deviate from the “safety” of exams and essays, presents students with appropriate challenges that stretch them and keep them engaged. Assessment Sequence Module sequence Module name Assessment type Module 1: UZVRT7-15-M Introduction to Public Health Essay + viva Module 2: UZVRT6-15-M Environmental Health Risk and Law Online group presentation Module 3: UZVRTJ-15-M Housing and Healthy Neighbourhoods Reflective blog and policy paper Module 4:* UZVSKQ-15-M Food Control Reflective Blog and Professional Exam Module 5:* UZVRTG-15-M Food Risk and Society Reflective Blog and Report Module 6: UZVRT8-15-M Health promotion Web resource and reflective podcast Module 7: UZVRTK-15-M Health and Safety Management Essay and Reflective report Module 8: UZVRTL-15-M Quantitative Health Research Online MCQ quizzes and tests Module 9: UZVRTP-15-M Environmental Protection and Sustainability Online group viva and essay Module 10: UZVRT5-15-M Environmental Health e-portfolio) Part 5: Assessment Professional Practice Module 11: UZVRTM-45-M Dissertation Dissertation (15,000 words) *Students will be required to choose one of these two modules. This range of assessments has been carefully developed to ensure that they assess the full range of knowledge and skills that CIEH and the programme overall aspire to achieve. The assessments assess skills development for the changing world of work where there will be more remote working with people who they may never actually meet, but have to work in partnership with. The assessments themselves will be encouraging students to develop transferable skills highly relevant to future employment opportunities, professional development and progression and alignment with nationally accredited professional body recognition. This Master’s level programme also needs to test the students’ abilities to evaluate, reflect, synthesise and develop a critical faculty. In modules with a theoretical and a practical flavour, such as the health promotion module, there is both a practical element of assessment (e.g. web based resource and a reflective/critical/synthesising element). In other modules that have a more academic flavour, such as quantitative health research, the assessment is appropriately academic in nature, but again does not rely on traditional essays. Students are instead assessed through, for example, formative online Multiple Choice Question (MCQ) quizzes and a short answer question to assess understanding of complex epidemiological issues, together with a structured online test to assess interpretation of relevant datasets. Effective formative assessment is vital to support the students, both in their learning and in their preparation for summative assessment. This is especially true for students who do not attend the university, although synchronous attendance reduces the isolation often experienced by more traditional distance learning approaches. Some modules have a formative assessment point built-in and others have self-assessment exercises available in the relevant Blackboard course. Feedback for formative assessment opportunities is provided both by tutors and automatically via pre-set activities in Blackboard and other technologies in use. Feedback for summative assessments is provided by tutors and is available online for students throughout the duration of their attendance on the programme. Because both summative and formative feedback is recorded electronically (e.g. video, podcasts, written templates) it is easily accessible to students, who will be encouraged to create their own personal feedback portfolio at the beginning of their studies, utilising the built-in portfolio facility in Blackboard. We are also very aware of the danger of over-assessment in a programme such as this, which is made up of relatively small modules. When the overall map of assessment in the modules are considered against other modules at UWE of similar size, they fit well in the general pattern Assessment Map for MSc Environmental Health (Distance Learning) Part 5: Assessment U n s e e n O n -l in e E x a m P ra c ti c a l E x a m O n -L in e O ra l a s s e s s m e n t a n d /o r p re s e n ta ti o n W ri tt e n A s s ig n m e n t W e b b a s e d R e s o u rc e R e p o rt / P ro je c t R e fl e c ti v e L o g D is s e rt a ti o n E -P o rt fo lio G ro u p P re s e n ta ti o n Compulsory Modules UZVRT7-15-M IPH A (30) B (70) UZVRT6-15-M RL B (30) A (70) UZVRTJ- 15-M HHN B (50) A (50) UZVRTG-15-M FRS B(30) A(70) UZVSKQ-15-M FC A * (30) B (70) UZVRT8-15-M HP A (100) UZVRTK-15-M HSM B (30) A (70) UZVRTL -15-M QRM A (100) UZVRTP-15-M EPS A (30) B (70) UZVRT5-15-M EHPP A** P/F UZVRTM-45-M Diss A (100) * CIEH Professional Component Students who wish to go on and register as an Environmental Health Practitioner with the CIEH must complete the Professional Food Practice Examination which sits in the UZVRTN-15-M Food Control Module. This must be passed to a minimum of 50%. This exam requires students to attend a two day course and an exam at the UWE Campus. Dates for the course and exam will be made very clear on joining the course and in the Programme Handbook. Students unable to attend UWE will complete the Food Risk and Society module to complete the award of MSc Environmental Health Studies. Students graduating with the MSc Environmental Health Studies award from UWE will have the opportunity to be recognised by the professional accrediting body, CIEH, upon successful completion of the food practical examination at UWE or another CIEH accredited university or facility agreed by the CIEH at some point in the future. The provision of the Professional Food Practice Assessment at UWE provides added value for those students requiring this for CIEH registration as Environmental Health Practitioners. ** Professional Practice Module – UZVRT5-15-M Environmental Health Professional Practice This module which is assessed via an e-portfolio is a Pass/Fail Module where each activity must be passed to 50%. Module number: UZVSKQ-15-M Module name: Food Control OR Module number: UZVRTG-15-M Module name: Food, Risk and Society Students must choose between either the Food Control or Food Risk and Society Module. Students completing the Food Control Module will be required to attend the University for a Practical two day tutorial and Exam, successful completion of this module will lead to the award of MSc Environmental Health. Post Graduate Diploma 120 Credits PGD in Environmental Health is awarded on satisfactory completion of 120 credits from the modules listed above. This interim award is accredited by the CIEH. Individual application may be made to CIEH to accept this interim award for a student’s professional registration, where evidence is submitted by the student, of completing a suitable environmental health research project in an alternative degree programme and this is accepted by CIEH. *Professional Food Practice is an optional module which if undertaken successfully will provide students with the award of MSc Environmental Health. If this module is omitted the resulting award will be MSc Environmental Health Studies. Module number: UZVRTP-15-M Module name: Environmental Protection and Sustainability Module number: UZVRTK-15-M Module name: Health and Safety Management Module number: UZVRTJ-15-M Module name: Housing and Healthy Neighbourhoods Module number: UZVRTL-15-M Module name: Quantitative Health Research Module number: UZVRT5-15-M Module name: Environmental Health Professional Practice Module number: UZVRTM-45-M Module name: Dissertation Part 7: Entry Requirements The University’s Standard Entry Requirements apply. Entry is open to those who: 1. Hold a first degree, normally of lower second class classification or above, in a science based discipline OR 2. Hold a first degree, normally of lower second class classification or above in other disciplines and can demonstrate that they have attained equivalence to the science foundation necessary for the programme OR 3. Other qualifications and/or experience considered to be equivalent by the programme manager. Applicants would normally be interviewed and required to complete an assessed piece of work. Part 8: Reference Points and Benchmarks For the sake of avoiding duplication, the following is a brief summary of the reference points and benchmarks that have been incorporated into the programme and how they have influenced the design. 1. External Reference Points 1.2 Chartered Institute of Environmental Health (CIEH) Accreditation is being sought through the CIEH’s Curriculum 2011. The seven knowledge and skill domains referred to in the programme aims have been used to frame the aims and objectives of the MSc Environmental Health (Distance Learning). The CIEH believe these are the key tenets of environmental health practice. They believe, in fact, that these are the first and probably the most important ‘thresholds’ for the discipline and, therefore, are used to frame environmental health in terms of this curriculum. Knowledge 1. Dahlgren and Whitehead’s 1992 conceptualisation of the determinants of health and well-being 2. Assessment, management and communication of risk 3. Earth and health-based sciences Skills 4. Knowledge acquisition and transfer, including research, development and innovation. 5. Evidenced-based practice 6. Reflective practice 7. Dissemination These thresholds are achieved through the application of theory and practice within specific intervention areas such as food, health and safety, environmental protection, housing and health and public health. The aims, learning outcomes of the programme and modules have all been informed by these thresholds 1.3 Public Health Knowledge and Skills Framework Area 6 Health Protection The programme is fully referenced to Areas 1-4 and Specifically Area 6 Health Protection with particular reference to • action for the general environment (eg clean air, water and food); • preventing the transmission of communicable diseases; Part 8: Reference Points and Benchmarks • protection against environmental health hazards, through the application of a range of methods including management of outbreaks and other incidents that threaten the population’s health and wellbeing Key Elements for the achievement of the above are • hazard identification, • risk analysis (risk assessment, risk management, risk communication) • promotion and implementation of appropriate interventions. 1.4 Better Regulation Delivery Office (BRDO) The BRDO has developed a common approach to competency closely linked to the relevant qualifications of professional bodies such as the CIEH. A Regulators’ Development Needs Analysis (RDNA) self-assessment tool has been devised to equip regulators to make greater use of professional judgment and discretion to maximise business compliance which is best suited to the circumstances presented. Core to this aim are • Generic regulatory skills • Leadership skills • Technical knowledge in the recognised fields The above bodies’ requirements and specifically that of the CIEH’s have been used to inform the aims, especially the specific aims of the programme with the learning outcomes being mapped against the CIEH thresholds which incorporate the aims and requirements for the PHSKF and the BRDO specifically the RDNA. 1. Internal Reference Points Alignment with UWE 2020 Strategy The university’s core purpose is focused on advancing knowledge, inspiring people, transforming futures'. Its ambition for 2020 will be based around being known internationally as the leading university in the UK for  Professionally accredited and practice-orientated programmes, which generate excellent employment opportunities and outcomes for students from all backgrounds  Working with our local and regional economy, businesses and communities, to advance knowledge, addressing the critical local and global issues and enhancing the health, wealth and prosperity of the Bristol city region and the West of England  Being digitally advanced, agile and responsive in the way we work, embracing and leading change and the development of new opportunities  Being inclusive and global in outlook and approach. The MSc Environmental Health programme aligns to this strategic ambition through  Outstanding learning - ensuring that students experience outstanding learning, teaching and support services, fully utilising advances in technology. The new programme design has incorporated innovative (and likely to be effective) use of technology for teaching, learning, assessment and student support. Shared practice across the University allows for the further development and embedding of TEL at UWE. Embracing and enhancing the TEL Strategy will result in increased efficiency, enhanced student and staff experiences, accessibility to study and transformed programme content and delivery which mirrors and resonates with the changing external environmental health landscape.  Ready and able graduates - Our Environmental Health graduates will be ready and able Part 8: Reference Points and Benchmarks through that, to level 6 of the Public Health Skills and Knowledge Framework (PHSKF, 2013). This Environmental Health specific mapping, together with the extensive external mapping undertaken for the Public Health modules and the internal mapping of modules against programme learning outcomes will safeguard and continually improve the quality and standards of learning. Stakeholder feedback in the form of testimonies from students, alumni, employers and CIEH has enhanced the development of this programme. Current UWE academic staff have been involved in working on distance learning programmes in other HEIs and so their experience and expertise has been utilized to steer the development of this new programme. FOR OFFICE USE ONLY First CAP Approval Date 22nd October 2014 Revision CAP Approval Date 1 February 2017 Version 2 RIA 12077 Revision ASQC Approval Date 27 June 2018 3 RIA 12685 Next Periodic Curriculum Review due date Date of last Periodic Curriculum Review