akmi dietetic validation document_110713.doc

7/27/2019 AKMI Dietetic validation document_110713.doc

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AKMI METROPOLITAN COLLEGE

MEMBER OF AKMI EDUCATIONAL ORGANISATION

VALIDATION DOCUMENT

BACHELOR OF SCIENCE(HONOURS) DEGREE IN DIETETICS-ATHENS

JUNE 2011


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CONTENTS

Page

Summary 2

1 Introduction and Rationale 3-4

2 Market research 4-5

3 Aims and objectives 5-9

4 Programme structure 9-12

5 Learning, teaching and assessment methods 13-17

6 Placements 17-19

7 Admission criteria 19-20

8 Regulations 21-22

9 Student support 22-23

10 Resources 23-25

11 Staff 26-27

12 Programme management 27

13 Quality assurance procedures 27-28

14 References 28-29

APPENDICES:

I Module descriptors- separate document 30

II Members of the planning team 31

III Assessment regulations 32-54

IV Aims & learning outcomes for Placement blocks A, B & C 55-61

Va Mapping of programme content (modules) to QAA BenchmarkStatements for Dietetics and EFAD Academic & PractitionerStandards

61

Vb Mapping to the Quality Assurance Agency (QAA) PracticePlacement Standards and EFAD Placement Standards forDietitians

62-69

VI Mapping of curriculum to Professional rights of HarokopionUniversity graduates

72-73

VII Memorandum of Understanding with dietetic placements providers 74

VIII Scottish Dietetic Placement Allocation Policy 75-81

IX Approval and Monitoring of Practice Placements 82-92

X Proposed Application Form for BSc (Hons) Dietetics 93-97

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Summary

Programme title(s) BSc (Hons) Dietetics-Athens

SCQF level of award Level 10

Subsidiary exit points Completion of Level 1:Certificate ofHigher Education (SCQF level 7)Completion of Level 1 & 2: Diploma ofHigher Education (SCQF level 8)Completion of Level 1- 3: BSc Degree(SCQF level 9)**** Note that the degree in Dietetics is anHonours award only, there is not a BScDietetics exit award.

Delivered by AKMI ATHENS EDUCATIONALORGANISATION

Mode of study Full time

Duration 4 years Minimum and maximum timeperiods for completion, full and part time.

Subject Area Dietetics, Nutrition & Biological Sciences

Programme Leader Dr Stavroula Stoupi

Academic Link Person Dr Sara Smith

Expected student numbers 15-20

Start date September 2011

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1. Introduction and rationale

This document outlines a new collaborative modular programme of studies between QMU and AMCleading to the award of the Bachelor of Science Degree (with Honours) in Dietetics Athens .This is an extension of the existing collaborative relationship between AMC and QMU, the intentionis to now develop and deliver a Bsc (Hons) Dietetics programme in Athens from September 2011.The European Federation of the Associations of Dietitians (EFAD) has adopted in principle, theInternational Congress of Dietetic Associations (ICDA) definition of the role of the Dietitian asfollows:A dietitian is a person with qualifications in nutrition and dietetics recognised by national

authority(s). The dietitian applies the science of nutrition to the feeding and education of groups ofpeople and individuals in health and disease. The scope of dietetic practice is such that dietitiansmay work in a variety of settings and have a variety of work functions .

Further to this, the British Dietetic Association (BDA) description of a dietitian below expands on theinternational definition, illustrating the many aspects of dietetic practice which must be underpinnedby the curriculum for education and training and the new AMC programme in line with the existingQMU programme will continue to follow these guiding principlesRegistered dietitians are the only qualified health professionals that assess, diagnose and treat dietand nutrition problems at an individual and wider public health level. Uniquely, dietitians use themost up to date public health and scientific research on food, health and disease, which they

translate into practical guidance to enable people to make appropriate lifestyle and food choices.

As a scientific discipline Nutrition and Dietetics has been in existence for over 36 years in Greece.The Hellenic Dietetic Association (HDA) was established in 1969 and more recently, in 2006, theHellenic Association of Hospital Dietitians was established. According to Greek legislation, all theseassociations need to unite into one body in the future and this is currently ongoing (Association ofDietitians Nutritionists Greece).

Currently these associations have no right in the granting of professional rights and there is nolegislation in effect that guides the enrollment of Dietitians to a register.Their specialty is essentiallydefined by the educational institution from which the dietitian has graduated.

Currently, the local prefecture is obliged to issue license to practice dietetics (license to operate apractice) to graduates from the Greek State Universities with the relevant degrees. Graduates ofthis programme can obtain their professional rights under the directive of the EU which has beenincorporated into Greek law. The European Union directive (DIRECTIVE 2005/36/EC OF THEEUROPEAN PARLIAMENT AND OF THE COUNCIL of 7 September 2005 on the recognition ofprofessional qualifications), dictates Greek legislation to accept professional rights obtained fromlocal educational institutes which are collaborating with EU recognised universities. According to theEU directive, graduates must apply to the UK Health Professions Council (HPC), and once theyacquire their professional rights from HPC, then they can apply to the Greek Professional Body andtransfer their professional rights from Britain to Greece. The Greek legislation has created atemporary body, the Hellenic Council for the Recognition of professional qualifications (SAEP) of theMinistry of Education for the period until 2013, when all Greek organizations that will be providing

professional rights will have been formed.

As it is the intention of the AMC Dietetics programme to closely mirror the existing QMU programmewhich already follows the HPC Standards of Education and Training and the British DieteticAssociation Curriculum Guidance and it confers eligibility for registration with the HPC, it isanticipated that graduates of the BSc (Hons) in Dietetics-Athens programme will be able to apply forregistration with the HPC via the international application route.

As stated above, the philosophy of the new dietetic programme f studies at AMC will follow thephilosophy of the homonymous existing dietetics programme at QMU as it is orientated to deliver acurriculum with the same aims and the same objectives. However, additionally, the new programmehas also considered the needs of the Greek society that the prospective students of dietetics aremost likely to work within, along with any relevant Greek standards and guidelines they would beexpected to meet.

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The following documents have provided valuable reference points, indicative content and standardswhich have also influenced the new programmes content, assessment, teaching and learningstrategies.

Key documents include:

The British Dietetic Association (BDA)- Dietetic Career Framework (for entry level) 2008

(incorporates NHS knowledge and Skills Framework 2004)

The Health Professions Council (HPC) Standards of Proficiency (SOPS)Dietitians 2007

The Health Professions Council (HPC) Standards of Education and Training (SETS)

Guidance (2007) The British Dietetic Association Code of Professional Conduct (2008)

Scottish Credit and Qualifications Framework (SCQF) Level Descriptors

The Quality Assurance Agency (QAA) for Higher Education Benchmarking Statements-

Dietetics (2001)

The QAA Code of Practice; Section 9: Work-based and placement learning (2007)

The QAA Enhancement themes

QELTA Strategy

QMU UG Attributes

The Professional rights of graduates of Harokopion University, Department of Science of

Dietetics-Nutrition Official Government Gazette F.E.K. (of the H.R.)/O.G.G Presidential

Decree No 311 European Practice Placement Standards for Dietetics (2010). European Federation of

Associations of Dietitians (EFAD)

2. Market research

The health system in Greece does not guarantee the direct employment of Dietetic graduates inpublic hospitals and rehabilitation institutions and it is rather based on the private sector. Themajority of dietitians in Greece work in their own professional practices, in the private sector,hospitals and rehabilitation institutions or even by visiting patients at home. Furthermore, in publichospitals and private clinics, as freelance professionals, in the food industry, pharmaceuticalindustry, in education, media, public health, scientific research, food promotion, sportsorganizations, groups and clubs.

The academic status that applies in Greece is that studies of university education are divided intotwo levels, higher and (the) highest. The educational institutions of higher level are calledTechnological Educational Institutions (TEI) and the duration of studies is usually three years or insome cases four. The educational institutions of the highest level are called Highest EducationalInstitutions (AEI), which means Universities, with studies duration of four to six or seven years.

At present, the existing training opportunities in Greece are as follows:

At the university level (AEI)

Harokopion University Athens, Department of Dietetics & Nutritional Sciences

Note that only AEI graduates (i.e. HUA graduates) are clinical dietitians.

At the TEI level

Technological Educational Institute of Thessaloniki, Faculty of Nutrition and Dietetics

Department of Nutrition & Dietetics, Technological Educational Institute of Crete Trypitos

Siteia, Crete.

Technological Educational Institute of Larissa, Karditsa. Department of Nutrition & Dietetics

The study curriculum offered by TEI departments focuses more on Nutrition and Food Technology.At the AEI level, there is only one University where students can study Dietetics, at HarokopionUniversity Athens.

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The following table (Table 2.1) indicates number of candidates accepted every year at theseinstitutions.

Table 2.1. Number of accepted students per year per school

*Data taken from http://edu.klimaka.gr

The above data contribute to the increased demand for studies at the academic level in the field ofdietetics as a profession.

Furthermore, during the last years there is an increasing amount of students studying Dietetics at

the Institute of Vocational Training (IVT) diploma level. The IEK AKMI introduced Dietetics as a two-year curriculum similar to HND level in 2004 and the number of enrolled students has beenfollowing an upward trend.Year Students2004: 182005: 232006: 312007: 382008: 442009: 562010: 62

The two-year IVT programme of studies provides graduates with the dietitians assistant diploma.However, a considerable amount of these students are willing to expand their studies at theacademic level. The same demand has been expressed by professional dietitian assistants. Theywish to enhance their knowledge in Dietetics without taking part in national examinations for Greekstate AEI & TEI enrolments.

The rising issue of overweight and obesity along with the related implications in the form of chronicdiseases is well documented for Europe. Results of scientific research conducted in Greece andelsewhere demonstrate the high demand for dietitians required by the Greek market. Greece hasthe lead in calorific consumption and the most obese children across the whole of Europe (Farajianet al, 2011; Tzotzas et al, 2008).

This would therefore suggest that there are further opportunities and a market for the developmentof another degree programme in Greece and in this instance Athens.

The programme will be advertised by AMC according the QMU marketing regulations, in order topromote the value of the collaborative programme and the strong connection with QMU; Details ofthe programme are provided by the AMC and QMU website.

3. Aims and objectives

The aims and learning outcomes of the AKMI Athens Dietetics programme, essentially mirror those

of the existing QMU Dietetics programme, which are aligned to the Scottish Credit andQualifications Framework (SCQF) levels, and the Quality Assurance Agency (QAA) BenchmarkStatement for Dietetics, the European Federation of the Associations of Dietitians (EFAD) Academicand Practitioner Standards and the British Dietetic Association (BDA) Curriculum Framework for thepre-registration education and training of Dietitians.

6

Schools2011-2012Accepted students

Harokopion University Athens, Department of Dietetics& Nutritional Sciences

40

Thessalonica TEI, Faculty of Nutrition & Dietetics 80Technological Educational Institute of Crete TrypitosSiteia, Crete. Department of Nutrition & Dietetics

150

Technological Educational Institute of Larissa, Karditsa.Department of Nutrition & Dietetics

180


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Overall programme aims

Aims

To provide a programme of study that develops a sound understanding of the issues and

concepts related to Dietetics: health, well-being and disease at individual, community andpopulation levels.

To develop the ability to integrate contributory disciplines in the analysis and interpretation of

factors influencing the maintenance or improvement of health and disturbance of the bodysfunctions in relation to disease.

To develop in students the capacity for critical, analytical, reflective and independent thinking

so that they become effective problem solvers and continuing learners both as students andin their subsequent careers.

To encourage a research mindedness on the part of students so that they may better

understand and evaluate relevant research, compare merits of alternative hypotheses andbe able to undertake research themselves and in turn contributing to evidence basedpractice to support clinical intervention.

To facilitate the progressive development in students of a range of transferable skills

relevant to the world of work including methods of communication, the commitment to life-long learning and a professional and ethical approach to working

To develop experimental and practical skills related to their field of study with associated

skills in design of investigations, data collection, analysis and reporting.

To develop a student whose approach is proactive and flexible, has the ability to work within

a diverse and multi-professional domain and can recognise and respond positively tochanging needs or demographics.

To develop a student who has the ability to work as, and be recognised, as a competent

clinical dietician

Overall programme learning outcomes

On completion of the programme the student will be able to:

Integrate knowledge of Dietetics and related subjects relevant to Dietetics especially in the

context of improving and sustaining health as well as treating disease, at individual,community and population levels (KU, IS).

Demonstrate critical understanding of multidisciplinary and interdisciplinary factorsinfluencing the bodys functions, metabolism and overall health or disease (KU, PS)

Analyse, interpret and evaluate data and information both within and across disciplines (KU,

PS, IS, TS)

Demonstrate research mindedness through the ability to evaluate current research and to

undertake research themselves (IS, PS, TS).

Demonstrate the capacity for sustained independent work, problem solving and

management of their own learning (PS, TS).

Display competency in a range of transferable skills relevant to the world of work (PS, TS)

Knowledge and Understanding (KU)

Intellectual Skills (IS)

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Practical Skills (PS)

Transferable Skills (TS)

The AKMI Athens Dietetics programme will also endeavour to embrace the complimentaryprogramme aims for all QMU Undergraduate programmes, in that they will aim to foster graduateswho have, in addition to the knowledge and skills required for the specific discipline of Dietetics, willaspire to develop graduates who:

have academic, professional and personal skills for career management and personal

development; undertake and use research: understanding the nature and boundaries of knowledge

creation; applying skills of enquiry, critical analysis, synthesis and creative thinking toinvestigate problems; systematically collecting and evaluating evidence; and proposingsolutions;

conduct themselves professionally and ethically, respecting the diversity of others;

have the capacity to help build a socially just and sustainable society, striving for high

levels of social, ethical, cultural and environmental conduct;

are mindful of their role as global citizens, contributing positively to society at local,

national or international levels;

demonstrate high level skills of information literacy and communication to create and

share knowledge; promote the principles of multi-/inter-disciplinarity;

are confident, responsible, autonomous and critically reflective lifelong learners.

Level 1: Aims and learning outcomes

Aims

a) To introduce students to fundamental knowledge, principles and conceptsin human Dietetics and other disciplines which underpin the students programme of studies.

b) To begin to integrate knowledge, principles and concepts from different subjects so that

students understanding develops as an interdisciplinary continuum rather than as separatedareas.

c) To begin the process of developing core skills: study skills, technological and practical skills,and fundamental transferable skills.

d) To encourage in students a sense of personal responsibility for achieving learning objectivesand to develop an ability for effective self-management and reflection.

Learning Outcomes

On completion of Level 1 the student will be able to:

a) Demonstrate a knowledge and understanding of fundamental concepts related to Dietetics(KU)

b) Begin to demonstrate the ability to integrate knowledge, principles and concepts fromdifferent subjects

c) Demonstrate competence in basic skills in relation to: laboratory techniques, information and

educational technology, analysis and interpretation of data, written and oral communication(IS, PS, TS)

d) Work with motivation and a degree of personal responsibility, demonstrate an ability toprioritise and effectively manage learning time, negotiate learning objectives and evaluateself and group performance (PS, TS)

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Aims

a) To develop further the knowledge and understanding of nutrition and related subjects whichunderpin the study of dietetics.

b) To encourage further an integrated approach to knowledge, principles and concepts fromsubjects and other disciplines.

c) To continue the development of an investigative approach to the fields of study and aresearch orientation

d) To contribute to further development of graduate skills

Learning Outcomes


a) Demonstrate a sound knowledge and understanding of nutrition, dietetics and related

subjects at a depth which enables evaluation from a firm scientific perspective (KU)

b) To further understand and integrate the fields of study (IS)

c) Demonstrate through the processes of analysis, evaluation and problem solving, an inquiringand investigative approach (IS, TS).

d) Work more independently as individuals and also demonstrate the ability to contributeeffectively and constructively in group work (IS, TS)

e) Demonstrate an increasing level of skills in areas including: laboratory work, informationtechnology, data analysis and interpretation, written and oral communication (IS, PS, TS).


Aims

a) To develop students' ability to integrate and apply principles and concepts to theunderstanding of factors which influence the maintenance and disturbance of health at theindividual, community and population levels.

b) To develop further the students' ability to investigate, analyse, evaluate and apply scientificor other relevant information.

c) To increase ability in transferable skills including communication (individual & group) andanalysis and critical evaluation of research evidence.

d) To develop further students knowledge and understanding of health, acute and enduringconditions in relation to formulating appropriate and safe dietary intervention.

e) To further develop the students clinical and professional skills needed to plan, deliver andmonitor safe and practical patient or client focused intervention in a multiprofessional domainand in particular those of problem solving skills, reflection and awareness of limitations.

Learning Outcomes


a) Demonstrate a high level of knowledge and understanding in the aspects of nutrition, clinicaldietetics and related subjects studied (KU, IS).

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b) Demonstrate a sound understanding of factors which influence and improve health anddisease at the individual, community level and population level (KU, IS).

c) Demonstrate further development of transferable skills including the ability to extract,synthesise, and critically evaluate concepts, data and evidence with the ability tocommunicate these in appropriate and practical ways (PS, TS).

d) Demonstrate the appropriate professional skills (PS, TS).


Aims

a) To provide students with opportunities for investigation, reflection and discussion of issuesrelated to therapeutic dietetics and health.

b) To enhance students' ability to analyse and critically evaluate current theories, informationand research related to Dietetics and health.

c) To enhance the ability to synthesise material and to generate and discuss hypotheses

drawing upon a range of disciplines, particularly Dietetics and health-related subjects.

d) To provide opportunity, resources and support for each student to design and undertake aresearch based investigation.

e) To develop further students ability to recognise moral and ethical issues of investigation andtheir awareness of the need for ethical standards and professional codes of conduct.

f) To develop further students' transferable personal skills, attributes and knowledge which areof applicability in the multidisciplinary context of the relevant work environments.

Learning outcomes


a) Demonstrate a capacity for sustained high level, independent work, illustrated by successfuldesign and implementation of a research project and submission of a project report whichexhibits ability to interpret and critically evaluate methods and evidence (KU, IS, PS, TS).

b) Demonstrate a sound knowledge, understanding and an integrated view of the complexbiological and other inter-relationships involved in the health of individuals, communities andpopulations (KU, IS).

c) Demonstrate an ability to solve problems through the application of appropriate theories,concepts and practical scientific expertise (IS, TS).

d) Demonstrate an ability to search and access information in relevant formats and sources, torecognise limitations of current evidence and hypotheses, and to identify potential avenuesfor future investigation (IS, TS)

e) Demonstrate an ability to analyse biological and other relevant scientific data usingappropriate numerical or statistical methods. (IS, TS)

f) Demonstrate transferable personal skills, attributes and knowledge applicable to themultidisciplinary context of the relevant work environments.

4. Programme structure

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As per the existing QMU Dietetics programme, each academic year of the four year AthensDietetics programme is the equivalent of 120 credits and normally the equivalent of 60 credits persemester will be undertaken by students (see Table 4.1 proposed programme structure).

All modules are considered core modules and there are no optional modules. As per the existingQMU programme it aims in a systematic manner and progressive manner, to enable the acquisitionand assimilation of underpinning knowledge, integration and demonstration of skills required forpractice at the point of graduation. In doing so the programme structure, content and assessmenthas been developed in accordance with the relevant and key QAA benchmarking statements fordietetics, the British Dietetic Association Curriculum guidelines, the European Academic and

Practitioner Standards for Dietetics, the European Practice Placement Standards for Dietetics andthe Health Professions Council Standards of Proficiency.A mapping of the programme content tothe QAA and EFAD benchmarking statements can be found in Appendix IV and Appendix VIillustrates the mapping of the programme to the existing Professional rights of graduates ofHarokopion University, Department of Science of Dietetics-Nutrition as per the Official GovernmentGazette F.E.K. (of the H.R.)/O.G.G Presidential Decree No 311.

Within these documents, it is recognised that Dietetic practice is underpinned by the integration ofknowledge and understanding drawn from a wide range of scientific disciplines (eg genetics,biochemistry, microbiology, nutrition, physiology, pharmacology, and immunology and foodscience). This is therefore the focus of level 1 and 2 of the programme. The modules in levels 1 and2 are designed to provide a sound foundation of knowledge and understanding, to build from oneyear to the next and to reflect the SCQF outcomes for levels 7 & 8 (SHE levels 1 & 2).

At levels 3 and 4 the focus for knowledge and understanding shifts to practical application andintegration along with an increasing shifting of responsibility for learning from the academic team tothe student. As such this significantly informs the module content, teaching, learning andassessment strategies. (See learning, teaching and assessment methods for further discussion).With regards to knowledge and understanding, Levels 3 and 4 introduce the major diseases withinthe population and examine how current medical and dietary intervention influences outcome(Therapeutic Dietetics, Clinical Sciences, Placement B and C). It also further develops knowledgeand understanding regarding the nutritional needs and requirements for specific groups, preventionof disease and health and well being (Epidemiology, Applied Nutrition, Placement B and C)

It is also recognised that at the end of the programme Dietetic students must be able to incorporatethis knowledge and understanding into the acquisition and demonstration of a range of complexskills. The necessary skills eg autonomous and reflective thinking, problem solving, responsibility forown learning, knowing the limits of their own practice, evidence based and effective practice, arealso developed progressively through the programme from the point of entry (KIS 1, IPE 1 & 2,Integrating module 2, Professional Studies, Therapeutic Dietetics, Placement blocks A, B, C). Theaim being to instil a commitment to lifelong learning and to provide students with the ability todevelop flexible approaches and change their practices in line with service needs.

Several key external documents highlight the importance of students developing effectivecommunication skills with both individuals and groups at all levels as this underpins all aspects of adietitians practice. As such attention has been paid to the development of communication skills

both verbal and written either in the module content, delivery of the module or assessment of themodules at each level (see methods of learning, teaching and assessment for further discussion).

Finally, the integration of theory and practice plays a central role in the programme design, thereforethe three blocks of practice placements are integrated into the programme at levels 2, 3 and 4 (seeplacement section for further discussion).

However, although the proposed AKMI programme has close alignment to the curriculum contentand assessment of the existing QMU programme, there have been on discussion with the AthensProgramme Team, a few minor changes, which reflect differences in Healthcare systems (UKversus Greek) and that the programme is being taught at AKMI in Greece, rather than QMU inScotland. These changes have been supported by the QMU Dietetics programme team and are as

follows:

Level 1:Inter Professional Education 1(IPE 1) (20 credits) has been removed as this is a module aspreviously it has not been thought to meet the needs of Allied Health Professions working in Greece

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(previous Athens Physiotherapy validation). As this is a module that requires to be taught alongsideat least one other group of allied health professionals, this prevents the inclusion of this modulewithin the Athens Dietetics programme. This 20 credit module has therefore been replaced withtwo,10 credit modules Developmental Biology & Ageing and Integrating module 1. Both of thesemodules are existing QMU modules included within the Applied Pharmacology, Human Biology andNutrition programmes and previously included within the QMU Dietetics programme before theintroduction of IPE 1 and are still undertaken by the other existing QMU programmes.

Level 2Again IPE 2 (20 credits) at level 2 has been removed for the same reasons given above. This has

been replaced by repositioning and realigning the 10 credit level 3 module Public Health Practiceand repositioning and realigning 10 credits of what was a 20 credit level 3 Professional Studiesmodule. In realigning the Professional studies module to the aims and learning outcomes of level 2the OSCE mode assessment has been removed from this module and replaced with a menuplanning exercise. However in recognising the continued value of this mode of assessment anOSCE will be used and will replace what was a case based assignment component of theTherapeutic Dietetics module at level 3.

Level 3:Due to the changes at level 2, it has been possible to include IPE 3 (20 credits) at level 3, which isan existing QMU School of Health Sciences module and Athens Physiotherapy module. Thismodule has been previously considered that this better fitted the needs of Allied Health Professionsworking in Greece. It is anticipated that this module will be taught alongside the existing AthensPhysiotherapy students. As detailed above the case based assignment component of theTherapeutic Dietetics module will be replaced with an OSCE.

Level 4:It should be noted that no changes to the level 4 programme have been made.

In addition to the above, the following will also apply:

Level 1 and level 2 of the programme will be delivered in Greek and assessed in Greek

(which includes the Practice Placement Block A).

Students will not be able to attend level 3 and 4 modules unless they provide a valid IELTScertificate with a minimum score of 6.0 at the beginning of academic year 3. (Note IELTscertificates are only valid for2 years from the exam date)

Level 3 will be taught in and assessed in English, with the exception of the placement block

B practice weeks which will be taught in Greek and assessed in Greek (portfolio elementonly).

Level 4 will be taught and assessed in English, with the exception of the placement block C

practice weeks which will be delivered in Greek and assessed in Greek (portfolio elementonly).

Texts to support modules during the first two years of study will also include Greek texts,

given that it will be taught in the Greek medium. Relevant Greek professional, healthcare

documents and standards will also be referred to in Level 2, 3 and 4 given that the PracticePlacement blocks will take place within the Greek Healthcare setting.

The sequence of progression between levels is such that students must normally complete themodules of one level before proceeding to the next level in their programme. The Boards ofExaminers in line with QMU Regulations may allow progression of a student to the next level who isyet to complete all modules from the preceding level. Such cases are carefully considered andsubject to limits on the number of modules carried forward and still to be completed.Detailed criteria and requirements for the passing of individual modules, including mechanisms foraggregation of different assessment elements, and arrangements for re-assessment are as set outin the published QMU regulations unless otherwise indicated within this document.

The existing range of exit qualifications is continued for the new award, each depending on thenumber and level of module credits achieved. In accordance with the Scottish Credit andQualifications Framework, a series of exit awards can be gained. Precise details of credit and levelrequirements are laid down in QMU regulations, but in brief:

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Completion of Level 1 : Certificate of Higher Education (SCQF Level 7)

Completion of Levels 1 & 2 : Diploma of Higher Education (SCQF Level 8)

Completion of Levels 1 - 3 : BSc Degree in Nutrition Studies (SCQF Level 9)

Completion of Levels 1 - 4 : BSc Honours Degree in Dietetics (SCQF Level 10)

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Table 4.1: Proposed programme structure

Level 1

Semester1

Biochemistry(20 credits)

Microbiology(10 credits) Human

Physiology(20 credits)

Cell Biology &Genetics(10 credits)

DevelopmentalBiology &ageing(10 credits)

Introduction toHealth Psychology(10 credits)

Semester2

Key Investigativeskills 1(10 credits)

Introductionto Food &Nutrition(10 credits)

Integratingmodule 1(10 credits)

Health & Welfare(Sociology)(10 credits)

Level 2

Semester1

Systems Biology(20 credits)

MolecularBiology(10 credits)

Nutrition(20 credits)

Food Science(10 credits) HumanPhysiology &Pharmacology(20 credits)

Key InvestigativeSkills 2(10 credits)

Semester2

Immunology(10 credits)

Public HealthPractice(10 credits)

Professionalstudies 1(10 credits)

End of Level 2: 4 week placement Block (A) 0 academic credit (competency based learning pass/fail)

Level 3

Semester1

Applied Nutrition(20 credits)

ClinicalSciences 1(20 credits)

ClinicalSciences 2(20 credits)

TherapeuticDietetics(20 credits)

Epidemiology& Health(10 credits) IPE 3 (20 credits)

* Jointly taughtalongsidephysiotherapists

Semester2

ProfessionalStudies 2(10 credits)

End of Level 3 12 week Placement Block (B)* (competency based learning pass/fail) Consolidation of practice & summative assessmentoccur in Semester 1 of Level 4

Level 4

Semester1

ResearchProcess(10 credits)

Honours Project (40 credits) Research &Communication(10 credits)

Placement B module-consolidation & academicassessment (30 credits)

Semester2

Placement C (competency based learning pass/fail) * includes consolidation of learning & summative assessment onreturn to University (30 credits)

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5. Learning, teaching and assessment methods

Learning and teaching methods

As per the existing QMU programme, the learning and teaching strategies utilised by the AKMIprogramme aim to employ effective methods, while encouraging flexibility and innovation in meetingstudent requirements. Thus the student learning experience encompasses a variety of forms oflearning/ teaching selected to be appropriate to the particular subject and level of the programme.

In recognising that this is an Honours Degree programme, the programme team will encourage andbe expected to develop in students, critical and creative thinking along with the ability forindependent work. Developing these attributes, which are at the core of SCQF Level 10, will enablegraduates from the programme to continue to develop intellectually, taking responsibility for theirown life-long learning appropriate to their career paths, which is a core feature of all professionalbenchmarking documents. To this end, student centred learning is an essential feature of theprogramme and will be introduced progressively through the levels, becoming predominant in laterlevels of the courses.

Such student-centred learning activities will vary in format and extent, taking into account theparticular topic and the developmental stage of the student or cohort. At early stages they are likely

to be undertaken within a framework designed largely by staff but progressively students and staffwill negotiate learning targets and contracts. At later levels students are given greater freedom andresponsibility to structure their own learning commitments through choices provided by moduleassessment options.

Formal lectures will have a role throughout the programme, especially in providing a framework forexpected knowledge and concepts, as a more structured, staff-led delivery can make an importantcontribution to the achievement of learning objectives, particularly at earlier levels (1 & 2) than is thecase at level 3 & 4. However these will be used alongside and integrated with participatory forms oflearning/ teaching such as laboratory practicals, computer-based workshops, tutorials, problembased solving exercises, group work, directed and independent study, and group or individualpresentations with an increasing emphasis on these modes of delivery in the latter stages of the

programmes. This recognises that student participation is essential for them to be more activelyengaged in the learning process and to encourage deeper learning.

Part time/visiting lecturers, who have the appropriate experience will contribute to the delivery of themodules, and will be appointed at the relevant stages of the programme eg in time for level 3. As aresult, the core teaching team delivering the programme, along with visiting practitioners (forrespective modules) and the external clinical supervisors/coordinators will reflect the necessarybreadth of clinical dietetic expertise.

The Programme Leader in liaison with the individual who co-ordinates the module will manage theproposed allocations of the part time/visiting lectures, ensuring that the latter, are contributingcorrectly to the content and delivery of the module, with regards the learning outcomes

As students of health science, a key part of the curriculum is enquiry and research. Researchawareness and ability are also important attributes of an Honours graduate, particularly in science-based degrees and for evidence-based practice. This theme begins in Level 1 where inputs onprinciples of investigation and data handling which help to develop basic understanding of theresearch process and begin to integrate formally concepts for example in microbiology with datahandling derived from real experiments (integration of the modules microbiology, human physiologywith key investigative skills 1). At all levels, references and research publications appropriate to thestage of learning are used to support students in lectures, tutorials, workshops and problem basedexercises. These approaches encourage a research mindedness in students and the ability tocritically evaluate research findings.

Various modules progressively develop laboratory and/or professional skills; practice in research/professional communication and give further valuable experience in investigative techniques,problem solving, experimental design and analysis/ interpretation of data. These in turn support theLevel 4 research project which involves experimental design, practical investigation and selection ofmethods of data collection/ analysis. The independent work required, the analysis and interpretation

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of data and comparison of project findings with published work are combined with the rigour ofwriting a project report. Thus the project represents the culmination of a students individualresearch awareness and ability as an undergraduate.

The programme is also mindful of developing a professional graduate as well as a scientific one. InLevel 1 (KIS module) students are introduced to the concepts that underpin ContinuousProfessional Development (CPD) and begin to develop a Personal Development Plan (PDP) Thisapproach lays the foundation for Level 2 where the PDP is integrated into the Placement block Aportfolio that students are required to complete and reflect on prior to Placement and subsequentlymaintain whilst on Placement A. it is subsequently continued at Levels 3 & 4 with preparation for

subsequent Placement blocks B & C involving continued maintenance and reflection and whilst onPlacements B & C students continue to extend the process of reflective practice.

Students will have the opportunity to develop both their personal and professional identities throughthe Key Investigative Skills module I (at Level 1) and the Professional Studies 1 module (at Level 2),accordingly.

The learning and teaching strategies also include appropriate provision and employment of learningresources such as independent learning packs, library-based materials and web-based facilities(journals, databases etc). To support and encourage studies in general and student centred learningin particular, induction training in effective library usage and IT skills is provided at Level 1 withinKIS 1. During the programme students will be encouraged and expected to access the Universityslibrary resources and formal sessions on searching and database use will be integral to the modulecontent in KIS1.

Details of learning/ teaching activities for each module are set out in module descriptors (seeappendix I) and module student handbooks will be developed to provide students with all relevantinformation on aims and objectives, content and materials and assessment procedures. All key textsand in particular those relating to research methods and process in the Level 4 research moduleswill be done in due course and additions will be made where relevant.

Specific learning strategies of note used within Dietetics Programme include:

Problem Based Learning (PBL)PBL within the Dietetics programme aims to develop in students logical, systematic thinking alongwith the ability to draw reasoned conclusions and sustainable judgements. PBL opportunities areutilised wherever possible; however in order to emphasise the importance of this process/skill and tofacilitate the promotion of an integrative approach to the application of theory into practice inpreparation for Placement B & C, formal timetabled PBL classes will occur in both Level 3 & 4. Andthe delivery will simultaneously involve both Dietetic and Clinical Sciences tutors, to encourageintegration between these disciplines at these levels.

ReflectionIt is widely recognised that practising dietitians have the capacity for self reflection in order toadvance professional practice. Reflection will therefore used as a learning and assessment

technique (diagnostic, formative and summative) both within the academic and practice setting.Examples include: Self appraisal via completion of personal action/learning plans (KIS 1, Preplacement reports), reflective essays/summaries, reflective diaries, practice simulation debriefing,Inter professional education, reflective discussions, summaries within Placement blocks B and C.SimulationIn the context of the Dietetics programme simulation is a method whereby an artificial orhypothetical experience is created to engage students in activities that reflect real-life conditions butwithout the risk-taking consequences of an actual situation. It is a method that will be employedprimarily within the academic setting and used for the development of practical skills. Examplesinclude the teaching of anthropometric skills extracting relevant information from simulated medicalnotes within placement block A and several activities within therapeutic and professional studies

which are built around simulated patients/scenarios (eg using simulated medical notes,documenting in case records, taking patient histories, role playing giving advice to individuals andgroups, preparation for and the undertaking of the Objective Structured Clinical Examination(OSCE)).

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Assessment methods

As per the existing QMU programme, the AKMI programme will incorporate a variety of assessmentmethods. These will include summative examinations ranging from MCQ tests or short answerformats to questions requiring discursive answers to assess knowledge and understanding ofsubject matter across the syllabus at a certain point in a programme. They will be used within theprogramme when considered appropriate, and proportionately more at earlier levels. Generallythere is one assessment per 10 credit module unless there is a requirement for both theoretical andpractical learning outcomes to be assessed.

Assessment methods other than examinations will also be used and will include essays, laboratoryreports, activity logs, individual and group projects, research protocols, problem solving exercises,open-book exams, seminar and poster presentations, group assessment and peer review. It isanticipated that these will assess a range of different qualities and types of work confirming thedevelopment of the key knowledge and skill-mix in students..Students will be given written details of their assessment schedule at the start of each academicyear. To maximise learning from returned assignments students will be given written feedback ontheir work normally within 20 working days of submission. In addition, assessment performance ingeneral, including examinations, will be discussed periodically with the personal academic tutor andforms the basis of the PDP in early levels.

Procedures will be in place for students with any special requirements for assessment including theuse of a computer to write examinations, scribe or extended examination time as required. Anystudent can apply for extension to assignment deadlines for valid reasons (such as certificatedillness).

Specific assessment methods of note used within the Dietetics programme include:

Objective Structured Clinical Examination (OSCE)As it is widely recognised that paper-based examinations are relatively poor in assessing skills,attitude and clinical reasoning, a skills-based practical examination will be included within theprogramme. This will be as a summative assessment with the Level three Therapeutic Dietetics

module, positioned prior to the progression to the first substantive placement block (B).

Competency based assessmentThis is an evidence based form of assessment, where by students gather evidence within theirportfolios (for placement blocks A, B, C) to demonstrate their competency in applying the relevantknowledge and skills in accordance with professional benchmarks/standards and which arereflective of the ability to successfully complete work activities within a range ofsituations/environments. It firmly places the responsibility for managing learning and assessmentwith students and embeds the professional requirement of maintaining a portfolio.

An overview of the assessment programme summarising the elements of assessment used inmodules is given in the table below (Table 5.2). All elements of the indicative content are rigorously

assessed at the appropriate points in the programme to ensure students have achieved thenecessary level of knowledge and skill.

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Table 5.2: Summary of assessment methodsSemester Credits Semester 1

AssessmentSemester 2Assessment

Level 1

Biochemistry 1 & 2 20 Lab/ Webct (formative) Lab Report (Mid S2 30%)

Written Exam (end S2, 70%)Cell Biology & Genetics 1 10 MCQ exam (100%)

Developmental Biology &Ageing

1 10 Exam (100%)

Human Physiology 1 & 2 20 Short answer & MCQ exam (50%) Exam (50%)

Intro to Food & Nutrition 2 10 MCQ (Formative)Diet pack (100%)

Integrating module 1 2 10 Group Presentation (50%) &group report (50%)

Key Investigative Skills 1 2 10 IT competence (formative)Written Exam short answers

(100%)

Microbiology 1 10 Short answer & MCQ exam (100%)

Introduction to HealthPsychology 1 10 MCQ exam (100%)

Health & Welfare(sociology)

2 10 Essay (100%)

Level 2

Human Physiology &Pharmacology

1 & 2 20 Exam-MCQ(50%)

Exam short answers(50%)

Systems Biology 1 & 2 20 MCQ (formative) Lab Report (Mid S2 30%)Examination (end S2, 70%)

Key Investigative Skills 2 1 10 Project report (100%)

Immunology 2 10 Exam(100%)

Molecular Biology 1 10 Essay (100%)

Nutrition 1 & 2 20 MCQ(formative)

Exam(100%)

Public Health Practice 2 10 Essay (100%)

Food science 1 10 Exam(100%)

Professional Studies 1 2 10 Practical cooking exam (60%) &written summary (40%)

Placement Block A 2 0 Portfolio-Pass/Fail (100%)

Level 3

Clinical Sciences 1 1 & 2 20 Examination (50%) Examination(50%) ^

Clinical Sciences 2 1 & 2 20 Examination (50%) Examination

(50%) ^Applied Nutrition 1 & 2 20 Formative case presentations Examination

(100%)

Professional Studies 2 2 10 Essay (100%)

Therapeutic Dietetics 1 & 2 20 OSCE beginning of Semester 2 (40%)

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Examination end of semester (60%)

Epidemiology & Health 2 10 Report (data analysis) (100%)Interprofessional Education 1&2 20 Group presentation (60%)

Individual reflective report (40%)

Level 4

Honours Project 2 40 Honours project (80%),supervisors mark (20%)

Research Process 2 10 Research proposal (100%)

Research & ProfessionalCommunication

2 10 Abstract (20%) Press release(10%) Power point presentation

(70%)

Placement Block B 1 30 Portfolio assessment-Pass/Faildemonstrating competency in learningoutcomes and integrated case study

(100%)

Placement Block C 2 30 Portfolio assessment-Pass/Faildemonstrating competency in

learning outcomes and examination(100%)

Integrative assessment task for Clinical Sciences 1 and Clinical Sciences 2 modules, Examination (50%) summative atend of semester 1.^ Integrative assessment task for Clinical Sciences 1 and Clinical Sciences 2 modules, Examination(50%) summative at end of semester 2.

6. Placements

The management and delivery of placements will be carried out in accordance with QMU processeswhich are in line with the UK QAA Code of practice for the assurance of academic quality andstandards in higher education, Section 9: Work-based and placement learning (2007) and theBritish Dietetic Association Curriculum Framework guidance (2008). In addition the AKMI Dieteticsprogramme will endeavour to meet the EFAD Practice Placement Standards for Dietetics (2005).Appendix V(b) demonstrates in more detail how the QAA and EFAD standards are/or will be met bythe AMC Dietetic programme

There are three periods of practical placement Block A, B and C (a four week placement early in theprogramme followed by two separate 12 week placements) in the programme.

These blocks are integrated with periods of academic education so that the students are able toapply knowledge and skills; to allow students to adequately reflect on and learn from each block andin order that progression through the academic and practical components of the programme can bedemonstrated.

Aims and learning outcomes for the specific placement blocks are agreed and mirror those used bythe existing QMU programme (These can be found in Appendix IV).

Students undertake a total of 1050 hours of practical training and experience throughout across thethree placement blocks broken down as follows:

Placement Block A: 4 weeks (150 hours)Placement Block B: 12 weeks (450 hours)Placement Block C: 12 weeks (450 hours)

Students must work the statutory hoursofa full time dietitian in a private or national Greek hospitalas part of their clinical placement and it is expected that they will be given statutory and publicholidays or time off in lieu. Significant time lost through sickness will have to be made up.

As per the existing QMU programme (which conforms to the BDA Curriculum guidance of 2008),two of the placement blocks (B & C) are of sufficient length to enable continuity of learning anddemonstrate consistency of performance and case load management in an acute/clinical setting.One of the placement blocks(C) is undertaken close to the point of graduation.

The first placement block (Placement A) will occur early in the academic programme at the end ofthe second semester of level 2. It is deliberately placed between level 2 and 3 to introduce studentsto the role of the Dietitian in practice and raise awareness of the key knowledge and skills required.The placement will be split 50:50 between campus and the healthcare setting as per the existing

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QMU programme. This is not a pass or fail placement, but it is expected that the hours and learningoutcomes will be met.

The Placement block A, practice weeks will be undertaken in both acute and community settings.Such as a hospital, continuing care hospital, nursing home with some opportunity for the student towork in an institutional food production unit. It would ideally be in a hospital, either acute orcontinuing care, to be able to appreciate the process of meal selection, service and delivery ofmeals, but some of the other specific aims could be met in a more general catering unit.

The second placement block (Placement B) commences at the end of Semester 2 of level 3. Its aim

is to build on the previous practice placement experience and to allow students to begin todemonstrate their ability to apply the knowledge and skills learnt within level 3. This placement blockinvolves a period of consolidation, reflection and summative assessment on return to AMC inSemester 1 of Level 4.

The Placement block B will offer experience in a range of settings which could include acutehospital wards and outpatients, practitioners offices or health centres (Greek equivalent asappropriate), health clubs, patients homes and nursing/residential homes. The programme couldalso include non-health settings such as schools, established community groups and should offersome public health/health promotion experience.

The final placement block (Placement C) commences at the beginning of Semester 2 of level 4close to the point of graduation. This placement again continues to build and develop practice withmore complex groups/individuals and allows students to demonstrate competency in relation to theStandards of Proficiency. It is again followed by consolidation, reflection and a summativeassessment on return to QMU in Semester 1 of Level 4.

The Placement block C will offer experience in a range of settings which could include acutehospital wards and outpatients, GP surgeries/health centres, patients homes andnursing/residential homes. The programme should include non-health settings such as schools,established community groups and offer public health/health promotion experiences.

The BSc (Hons) Dietetics Athens programme therefore also conforms to EU guidelines (EFAD,

2010), that where practical components are proposed they should occur within a minimum of twodifferent settings eg

a) Where individuals or groups are healthy and well, eg schools, workplaceb) Where individuals or groups are unwell, eg clinics, hospitals

AMC collaborates with large private general hospitals, rehabilitation centres, dietetic clinics as wellas private dietetic offices for the implementation of the placements (See appendix VI for furtherdetails). AMC has an adequate network of partners in the private health sector both in Athens andThessaloniki, since it has been providing health education programs for the last 7 years both atdiploma but also at the undergraduate level. In addition to current partnerships already in effect(such as with the Filoktitis Recovery & Rehabilitation centre), further negotiations are under way

with potential partners (Private practitioners, health clubs, retirement/residential homes, cateringdepartments and a further private hospital that includes three separate clinics, including a GeneralHospital, a Maternity/Gynecological Clinic, and a Childrens Hospital) in order for AMC to be in aposition to fully meet the requirements of the programme (children, adults and older people, healthypopulation, as well as clinical cases).

AMC will follow the dietetic placement allocation policy which is established by QMU. This policyexplains to students how placements are applied for and allocated. This policy and additionalrelevant information (eg overview of placement system, regulations, information on practiceproviders, placement sites, aims, objectives relevant paperwork, allocation process, studenttestimonials, mentoring) is available via the e-learning platform moodle and the registry.

Formal pre placement tutorials will occur prior to each placement block and portfolios and/orportfolio information will be issued to students prior to each of these blocks. These sessions addressthe nature of the placement block and the learning outcomes to be achieved, the assessmentprocedures (including regulations and action taken in the case of failure), the timings and duration ofthe placement experience and associated records to be maintained (reports, portfolios),

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expectations of professional conduct, the need for confidentiality, communication and lines ofresponsibility.

Practice placement portfolios do exist for each of the placement blocks and these will be issued atthe time of the pre placement tutorials along with guidance on the purpose, structure and content.

A pre placement report for each of the placement blocks (completed jointly by the student and theirPAT) will be sent to the relevant Practice Provider prior to each placement block. The role of thePAT will extend into the Practice Placement setting with students being made aware that thisindividual is available to be contacted at any time during the placement. PATs also formally follow

up students whilst on placement (Blocks B & C) initially by telephone call to the Practice Providerand then by visit if requested by either the Practice Provider or student or deemed appropriate bythe Programme Leader. The Programme Leader provides support for non-registered staff whereappropriate.

Students will be appointed a Lead and/or Supervisory Dietitian in the practice setting. In addition theuse of Mentors within the practice setting will be encouraged to provide students with additional onsite support (Similar to University PAT role)

Overall responsibility for the supervision and assessment of students on placement is undertaken byan experienced dietitian with training in supervision and assessment (this will be provided by AMC).They are normally responsible for ensuring the student receives a half way assessment (for B andC) and a final assessment at the end of each of the placement blocks (A, B, C). This dietitian is alsoresponsible for the final assessment of the student, which includes completing a joint report at theend of each placement block and returning this to AMC.

As part of Interprofessional Health Principles, other appropriately qualified health and social careprofessionals may contribute to the assessment of and provide evidence for the achievement ofparticular placement outcomes.All placements are approved and the quality actively monitored by AMC according to QMUsguidelines (see appendix VIII). The criteria against which placements will be approved andmonitored has been adapted from QMUs existing policy to fit AMCs purposes. Health and safety

and policies for equality and diversity will be addressed as part of these processes (See appendixVIII for further information). Annual risk assessment reporting will also be completed for all HealthBoards.

As part of this process students complete an evaluation form for each placement and these arereviewed as part of the ongoing approval and monitoring process.

AMC in accordance to QMU regulations will require students to wear Uniforms/Lab coats (asnecessary where required) in the clinical placements of the programme.

7. Admission criteria

A summary of the admission criteria is given below.

Typical entry:

Admissions to the course are carried out by a selection committee consisting of the Director of theCollege, the Programme Leader and selected course tutors. Final decisions are made by theselection committee.

Candidates must be at least 18 years of age in the year of entry. This is the age of graduation fromsecondary education. All Applicants should have a Lyceum certificate. Admissions staff will focus onPhysics, Chemistry, Biology and Essay Writing grades as more relevant to the course. They alsohave to provide two references by two Lyceum tutors concerning their performance and diligence inthe above modules.

Recognition of Prior Learning (RPL)

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All other candidates who do not come from secondary education, like professionals withoutundergraduate studies or other special cases, will be evaluated by the Director of the College, theCourse Leader, the members of the Course Committee, and final approval will be given by QMU.We explicitly state that other qualifications and including the IVT diploma qualification will bemapped against the SCQF framework and curriculum content of the Dietetics programme and assuch will be dealt with on a case by case basis with credit being given if relevant.

All applicants should submit the proposed BSc (Hons) Dietetics - Athens application form (seeAppendix X) completed to the Admissions Office of AKMI Metropolitan College in order to be sent tothe QMU Records.

Equal Opportunities

AMC is committed to the provision of a policy of equal opportunity in student selection. Allapplicants regardless of race, ethnic origins, religion, gender, sexual orientation, maritalstatus or age, can expect equal treatment.

Queen Margaret University is firmly committed to the Widening Access to Higher Education, andTeachability agendas, and the QMU Dietetics Subject Area welcomes applications from disabledindividuals. The Athens programme will be in line with this philosophy and aims to improve the supportin more cases of disabled than today in the next few years.

English language requirements.

On admission to the programme Applicants must be able to communicate in English to thestandard equivalent of level 5.0 of the International English Language Testing System (IELTS)

The first two years of the programme will be taught and assessed in Greek and that the 3 rd

and 4th year of the programme will be taught and assessed in English. Students competencein English should be of IELTS (score 6) or equivalent, in order to progress into the 3 rd year.Students will not be able to attend level 3 and 4 modules unless they provide a valid IELTScertificate with a minimum score of 6.0 at the beginning of academic year 3. (Note IELTscertificates are only valid for 2 years from the exam date)

Students are obliged to attend the preparative English Language classes and since IELTS score 6or equivalent certificate is a QMU prerequisite:

The HPC Standards of Proficiency for Dietitians (2007) for entry to the profession (HPC, SOP 1b.3)state that at the point of entry to the register applicants must be able to communicate in English tothe standard equivalent to level 7 of the International English Language Testing System, with noelement below 6.5.

Criminal Conviction Checks

Applicants with serious criminal convictions, notable those convicted of violence, sexual or drug

offences, may be excluded from programmes as they may be unable to undertake certain clinicaleducation placements or find employment on completion of the programme. Exclusion should nothowever be automatic. Most ex-offenders are essentially law-abiding citizens and will not re-offend.In reaching a decision about an applicant, therefore, programme teams are asked to take intoaccount the age, nature and relevancy of the conviction, the applicants attitude to it and his or herachievements since the conviction. Dependent on the case students may be admitted to theprogramme, but would be informed that, subsequent progression to practice placements andsuccessful registration with the HPC via the International route cannot be guaranteed.Students willbe responsible for and required to declare any criminal convictions during their period of registration.All applicants will be obliged to complete and sign the criminal convictions sector in theapplication form.

Health Screening

All students admitted to the programme will undergo a formal Health Screen underpinned by anofficial medical certificate signed by a physician clarifying that they do not suffer from an infectious

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disease. Students are also advised that any changes in health that occur during the programmebetween these time points should be notified to the Programme Leader.

NB Students will be made aware on admission that where necessary and relevant any suchinformation regarding health or criminal records may be disclosed to relevant third parties egPractice Providers.

8. Regulations

Normal QMU regulations and appeals processes as detailed in Appendix III will apply. In additionthe following programme specific regulations will apply:

8.1 Programme specific academic regulations:

8.1.1 International English Language Testing System (IELTS): A valid IELTS certificate withminimum score of 6 submitted at the enrolment week of level 3 is a prerequisite in order the studentto progress on this level and level 4 of studies. Bsc (Hons) Dietetics [Athens] students will not beable to attend level 3 and level 4 modules unless they provide a valid* IELTS certificate withminimum score 6 at the beginning of the academic year 3. * It should be noted that an IELTScertificate is only valid for 2 years from the exam date.

8.1.2 Whilst students may be allowed to progress from level 1 to 2 and 2 to 3 carrying core modulesas per QMU regulations, students will not normally be allowed to proceed to placement Block Bwithout having passed all core modules.

8.1.3 Students are not allowed to progress from Placement Block B to C without having achieved allof the learning outcomes for Placement B.

8.1.4 Students are not permitted to undertake the summative assessment of the B or C placementmodule without having passed the relevant placement itself.

8.1.5 Students are required to normally attend at least 80% of the teaching hours for each

academic module. Otherwise, students will not be allowed to sit for the examination of therespective module.

8.1.6Students who are registered for the BSc(Hons) in Dietetics and whose first language is notEnglish and/or Greek, are not permitted the allocation of extra time in examinations.

8.1.7 All students whose first language is not English and/or Greek will normally be permitted to uselanguage-only dictionaries in examinations. Electronic dictionaries are not permitted (please refer toExam Regulations section).

8.2 Programme specific placement regulations:

8.2.1 Extended training after failure to achieve a satisfactory standard in PlacementBlock B and Placement C:In order to pass Placement B and Placement C, the student must have satisfied the dietitian incharge of training that they have demonstrated competence in each learning outcome.In the event of failure to achieve a satisfactory standard at the end of Placement B or Placement Cthe student and the AKMI University tutor must each be informed of the reasons for the failure. Thefinal assessment should be undertaken at the end of the placement and before the student leavesthe placement in order that adequate feedback can be given. A student cannot fail the placementbefore s/he completes the full 12 weeks.

Failure of Placement Block B:

If a student fails to demonstrate competence in more than 6 learning outcomes they must

repeat the whole 12 weeks.

If a student fails to demonstrate competence in up to 6 learning outcomes they should repeat

a minimum of 2 and a maximum of 6 weeks of the placement, depending on the number of

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learning outcomes failed. The actual length of extended training required is to be decided inconsultation with the Practice Provider, the AKMI University tutor and External Examinerwhere relevant.

The extended placement must be undertaken in a centre approved for either Placement B or

Placement C.

If a student fails to demonstrate competence in all learning outcomes at the end of the

extended training, they must repeat the whole placement.

Failure of Placement Block C:

If the student fails to demonstrate competence in more than 4 learning outcomes they must

repeat the whole 12 weeks.

If the student fails to demonstrate competence in up to 4 learning outcomes they must

undertake a minimum of 4 weeks and a maximum of 6 weeks extended training to bedecided in consultation with the Practice Provider, AKMI University tutor and ExternalExaminer where relevant.

The extended placement must be undertaken in a centre approved for either Placement B or

Placement C. Failure of the extended training will result in the student having to repeat thewhole placement.

NB Any designated placement block may normally only be repeated once.

8.2.2 Extended training after failure to complete Placement Block B or Placement Block C due toabsence:

Students must normally attend 100% of the allocated hours for each placement block requirement(A, B and C). However where this is not the case absences will be dealt with as follows:

Placement Block A (refers to both campus and practice weeks):Loss of up to 2 placement days: No action needs to be taken if the Clinical Educator and Universityconsider that there is no detrimental effect on the students progress, ie they have met all of thelearning outcomes for that placement. If this is not the case the lost time must be made up.

Loss of more than 2 placement days: Students should normally make up any additional daysbeyond the 2 day threshold (ie they should normally complete a minimum of 18 days). No actionneeds to be taken beyond this if the Clinical Educator and University consider there is nodetrimental effect to the students progress ie they have or will meet all of the learning outcomes. Ifthis is not the case then the rest of the lost time should be made up.

Placement Block B or C:If the student misses some of Placement Block B or C due to absence, e.g. sickness, the followingaction is normally taken:-

Loss of 5 placement days no action needs to be taken if the Practice Provider considers that

there is no detrimental effect on the students progress, i.e. they have demonstratedcompetence in all the learning outcomes for that placement. If this is not the case the lost

time must be made up. Loss of more than 5 the student must complete a minimum of 11 weeks, placement days lost

time must be made up to 11 weeks. No action needs to be taken beyond this if the PracticeProvider considers that there is no detrimental effect on the students progress, i.e. theyhave demonstrated competence in all the learning outcomes. If this is not the case the restof the lost time should be made up.

If a student requires a prolonged period of absence from their placement, the period of practicaltraining required will be determined in consultation with the Practice Provider and University Tutor.

9. Student support

Personal Academic Tutor (PAT)

AMC will operate a system for student support in academic and pastoral matters. Each student will beassigned a member of staff from the Subject Area as a personal academic tutor within the first month ofmatriculating in level 1. These tutors will support the student through the length of their studies unless aparticular request to change PAT is instigated by the student. Students are invited to meet their PAT at

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least once a semester to discuss progress. This is particularly important in the first year of anyprogramme. The PATs can advise their students about their studies and help out with problems.Students can contact their PAT at any time when they need support but are also expected to respondto any request made if contacted by their PAT. It should be noted that within the Dietetic Programmethe PAT system also extends out to the Practice Setting, with the PAT being the first point of contact forany personal problems experienced by students on placement.

Student Staff Consultative Committee (SSCC)Student Staff meetings will be organised by the Programme Leader and Administration of AMC at timemutually convenient to staff and students. These will enable issues from module, placement delivery

and other general University-wide issues to be discussed. These meetings will be held once perSemester. Student representatives are encouraged to Chair and take minutes of these meetings wherepractical ways of resolving problems are openly discussed. They are also encouraged to makesuggestions on how to improve their individual.

Programme Committee (PC)Student representatives and academic staff from the Dietetics programme will meet formally at the PCto address issues of mutual interest, discuss and propose programme changes; discuss programmereports and other documentation.

These SSCC and PC committees will be serviced by the AMC Registry of the Programme who willcirculate documentation for meetings and record minutes of meetings to members.

AMC will strongly encourage students to become student representatives pursuant to AKMI guidelines it is a valuable experience and, in addition to them influencing programme issues, it contributes totheir CV and employment references later. Students will have access to the QMU Class RepresentativeHandbook in order to be able to fully engage in this additional role.

Central Support servicesThe many support services for students, including the counselling service, financial advisors, academiclearning centre and others are all detailed in the student handbooks.

10.Resources

Learning Resource Centre (LRC)Electronic services are available to students via the library web pages off- campus, via Remote Access.AMC support the academic procedure via the electronic learning platform Moodle. This facility alsoallows access to their desktop to provide the program access they would have on campus.

Educational Resources

Since 2004-05, AKMI Metropolitan College (Athens campus) has been housed in its campus inMaroussi.

Teaching facilities

The space is distributed as follows in the Maroussi campus:

1 library and adjoining reading room and internet access area 2 specialised clinical practice laboratories for SLT studies 1 computer engineering laboratory (for Computer Engineering students) 2 computer laboratories offices for staff and administrators registries for each different programme 1 board room for staff meetings 1 auditorium (capacity 200 students) 8 teaching rooms with overhead projectors that seat between 25 & 30 students each 1 students coffee lounge

The auditorium is supplied with a multimedia projector and further advanced audiovisual facilities. Eachteaching room is equipped with one multimedia projector and one PC, while mobile multimedia andoverhead projectors are availiable to tutors upon request. In addition, all PCs have access to internet.

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The computer labs are equipped with state-of-the-art computers (35 PCs in total) with the followingcharacteristics:

Hardware information:

Pentium 4 3.4 GHz2GB RAMHDD 160GB SATA IIDVD RW 16x

VGA NVIDIA 6600 256MBTFT monitor 17

Software informationAll computers are equipped with all necessary software applications (e.g. application developmentpackages, database development packages, CASE Tools, multimedia development applicationsetc.) and a high-speed internet connection.

Library resources

AMC houses one library and study room, which are located on campus. The library is stocked witha large variety of books, journals, magazines, and reference reading material in relation to theprogrammes offered by the College. Students may borrow books from the library for studypurposes.

The stock of the library is currently designed principally to meet the specific needs of the coursescurrently offered. Thus it cannot properly be compared to a full library in an established Britishtertiary education institution. There are considerable short-comings in the areas of general literatureand there is limited provision of academic journals and periodicals. However, serious attempts arebeing made towards the enrichment of the library stock, so that students can have substantiallearning support from library material on campus.

The current stock of the Athens campus Library is:

Approximatenumber of titles

Periodicalsand

Journals

CDROMs

4,880 90 50

Note: Copies of the majority of the titles are also available. The CD ROMs refer to studentsdissertations.

The AMC library is open from Mondays to Fridays, from 9a.m. till 9p.m and every Saturday from10a.m to 2p.m.

Study Room facilities: The main body of the library includes 6 study areas each of which canaccommodate a maximum of 6 students. In addition, there is an Internet access area.

Specialist Resources

A number of specialist resources such as professional tests, audio/visual equipment, and relevanteducational material are available to teaching staff and students in order to support the needs of theprogrammes.

Specialised computer software: SPSS 17.0 (for statistical analyses) e-Diet and Nutritionist Pro Diet Analysis/Diet Analysis Plus (the later to be provided at the

end of level 2)

Specialist Rooms/ Laboratory Facilities

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AMC has 2 microbiology laboratories, one food laboratory, and a confectionery preparatorylaboratory in the campus in the centre of Athens. All laboratories are equipped with laptops andprojectors.

List of Equipment

(A) General laboratory equipmentWhite coats, disposable gloves, face masksDigital Macropipettes (and disposable tips) (Eppendorf - 5 and 10mL)Manual fixed volume macropipettes (1 and 5mL)

Digital Micropipettes (and disposable tips) (Gilson 1-100L, 1-200 L, 200-1000 L)Plastic disposable transfer pipettesGlass and plastic beakers (range of sizes)Glass and plastic funnels (range of sizes)Narrow and wide mouth glass Erlenemeyer flasks and clear glass shake flasksGlass volumetric flasksGlass and disposable test tubesSterile, disposable centrifuge tubesDisposable sample containersDisposable plastic sample bagsClear and amber glass graduated media bottles with screw capsFlint and amber glass bottles with glass droppersGraduated glass, plastic and polypropylene cylinders (range of sizes)Digital and precision top loading balances and balance scales with draftshield (min 0.1g)Slow speed magnetic stirrer and Magnetic stirrer hotplatesVortex mixerBench-top centrifuges (including max speed 12-14.000g)Floor centrifuge (max speed 20-22.000 rpm 8x50, 6x95, 4x160mL)Digital bench autoclaveThermostatically controlled water bath (and thermometer)pH meter (with pH standards)Microscopes (light 1200x, phase-contrast 2500x, fluorescence)Spectrophotometers (polystyrene and UV transparent cuvettes)

Laminar flow hoodsFridge and freezer (-20C)

(B) Biology/microbiology laboratory equipmentRespirometerSpirometerAnalytical equipment laboratory including a gas chromatography machine and an atomic absorptionspectrometerColumns for chromatography (gel filtration, ion exchange, affinity)Polyacrylamide gel electrophoresis system (including tank, combs, plates, spacers, casting device)Horizontal gel electrophoresis apparatus and DNA visualization system (U.V. transilluminator forethidium bromide)

Power supplyGenes in a bottle kit (Bio Rad)Biosafety Cabinets/Tissue Culture HoodsGlass microscope slidesCulture media prep / isolation of pure cultureDisposable swabs and Inoculating loopBunsen burnersClear glass Burets with stop cock and dust capMicroplate reader with printer and 96-well format plate readerDisposable cell culture plates

(C) Food science laboratory equipment

Body composition analysersDigital healthcare scalesCalipers for body fat measurementDietetics softwareFood pyramids and samples of servings for both solids and liquids

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Cooking facilities (including oven, microwave, extractor fans and wash up area)Basic cooking utensils (including stainless steel saucepan, frying pan etc.)Kitchen utensils (including plates, bowls, cutlery, scissors, wooden utensils for stirring etc.)Moisture analyser scalesMixers, Liquidisers and mashing toolsMeasuring cups (range of sizes)Oven thermometer (in protective jacket)RefractometerCutting boards

11.Staff

Academic Staffing Complement

The Athens programme will be delivered by 3 Clinical Dietitians, 2 biologists/biochemists, 1 medicaldoctor, 1 health psychologist, and 1 mathematitian. Each tutor will be available to see students atpre-determined office hours for at least 2hrs per week. . Key people have been

appointed as an interim measure and as years progress more tutors will be involved.

All subject areas will be taught by staff with relevant subject and specialist knowledge and expertise.Relevant aspects of teaching are carried out by dietitians and other healthcare professionals whoare active in practice, relevant to the area being taught (see Teaching Staff CVs document)

The Educational Organisation AKMI owns two lifelong learning educational institutions, KEK AKMI &EEO GROUP which materialize programmes by E.U. for the adult education. In the frameworks ofthese programmes materialization, the organizations tutors have attended programmes deliveredby the Greek Ministry of Education and E.U. whose aim was to educate and familiarize them withthe latest pedagogic methods of adult education.

AMC staff is in constant communication with QMU colleagues in order to deliver the programme inthe best possible way and in accordance to QMU educational philosophy. Staff will be up-to-datewith QMU educational procedures and the relevant required actions (including any necessary formsor pro-formas) that staff and/or students need to take in order to ensure that these procedures areindeed being followed.

The Dietetics Subject Area staffing complement in disciplines other than Dietetics, Nutrition orBiological Sciences is supported from within the Physiotherapy and Psychology programmes fordisciplines such as Psychology and Sociology.

Learning and Teaching

The AMC Programme Team have a commitment to incorporate up to date learning and teachingmethods and recognising that this is essential to ensure the SCQF graduate attributes aredeveloped and supported in a diverse student cohort. The teaching staff of Athens programme inaccordance of QMU academic strategy is experienced; and will follow QMU practises.

The QMU Centre for Academic Practice will provide support and schedule seminars at relevantpoints to ensure the Programme Team are familiar with the relevant learning, teaching andassessment methods, in addition to providing familiarisation with the role and remit of the variousProgramme Committees.

The AMC programme Team is also cognisant of the benefits of developments in e-technology thatcan widen accessibility in the curriculum and which is a key strategy of QMU (QELTA). Embracing

the virtual learning environments as a tool for facilitating learning also assists in supporting studentson practice placement to enhance learning through their reflective discussions and this will beachieved through via AMCs e- learning platform Moodle.

Specific Student Support

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The AMC dietetic programme will follow existing QMU guidelines in order to increase accessibility tothe courses, facilities and learning materials within the subject area and this will be considered fromthe application phase and beyond for AMC students. Before entry, applicants will be invited tocontact staff to discuss any needs which may require support; this includes students with disabilityto ascertain mobility requirements to all AMC facilities. Staff will also be proactive in approachingstudents at induction and whose performance on discussion with staff indicates possibleundiagnosed conditions. This procedure is followed by QMU and has had very positive results,therefore AMC will be aligned with this.

AMC according to QMU policy moderates the academic process of specific students needs in orderto ascertain whether additional time in examinations, permission to record lectures, provision ofwritten notes on Moodle which also facilitates the employment of specific software for students withlearning needs or other specific support is required (eg CD copies of course material).

QMU requires that all lecture/tutorial materials will be available on Moodle at least one week beforethe sessions concerned. This is considered to be of tremendous benefit to all students, as well asenhancing the learning environment for those with specific support needs and AMC will continuethis policy.

12.Programme management

The Programme Leader (Dr Stavroula Stoupi) has operational responsibility for the quality of theprogramme in Athens, who must have communication

akmi dietetic validation document_110713.doc

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