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Student Handbook

MPharm (Hons) Academic Year 2015-2016

Course Leader: Dr Elaine Court

School of Pharmacy and Biomedical Sciences Updated July 2015

All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

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UCLan Mission statement

WE PROMOTE ACCESS TO EXCELLENCE ENABLING YOU TO DEVELOP YOUR POTENTIAL We value and practise equality of opportunity, transparency and tolerance. We strive for excellence in all we do: locally regionally, nationally and internationally. We work in partnership with business, the community and other educators. We encourage and promote research innovation and creativity.

Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter

Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to

• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."

• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen.

Please review the UCLan Equality and Diversity Policy for further information.

http://www.uclan.ac.uk/study_here/student_charter.php

http://www.uclan.ac.uk/information/uclan/equality_diversity/index.php

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Contents page

UCLan Mission statement...................................................................................................................... 1

Student Charter ..................................................................................................................................... 1

Supporting Diversity at UCLan .............................................................................................................. 1

Contents page ....................................................................................................................................... 2

1. Introduction to the course ........................................................................................................... 5

2. Structure of the course ............................................................................................................... 5

3. Approaches to teaching and learning ...........................................................................................

4. Student support, guidance and conduct ....................................... Error! Bookmark not defined.

5. Assessment ................................................................................. Error! Bookmark not defined.

6. Course regulations .......................................................................................................................

7. Student voice ............................................................................... Error! Bookmark not defined.

8. Appendices ................................................................................. Error! Bookmark not defined.

8. 1 Approved programme specification ...........................................................................................

1. Introduction to the course .................................................................................................................. 5

1.1 Welcome to the course ................................................................................................................ 5

1.2 Rationale, aims and learning outcomes of the course .................................................................. 5

1.3 Course Team ............................................................................................................................... 7

ROOM NUMBER ............................................................................................................................... 8

1.4 Academic Advisor ........................................................................................................................ 9

1.5 Administration details ................................................................................................................... 9

1.6 Communication ............................................................................................................................ 9

1.6.1 General points .................................................................................................................. 9

1.6.2 E-mails ........................................................................................................................... 10

1.6.3 Appointments ................................................................................................................. 10

1.6.4 Feedback ....................................................................................................................... 11

1.7 External Examiner ......................................................................................................................... 11

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2. Structure of the course .................................................................................................................... 12

2.1 Overall structure ......................................................................................................................... 12

2.2 Modules available ...................................................................................................................... 13

2.2.1 Progression ......................................................................................................................... 15

2.3 Study Time ................................................................................................................................. 15

2.3.1 Weekly timetable ............................................................................................................ 15

2.3.2 Expected hours of study ................................................................................................. 15

2.3.3 Attendance Requirements .............................................................................................. 15

2.4 Data Protection .......................................................................................................................... 17

3. Approaches to teaching and learning............................................................................................... 18

3.1 Expertise of staff ........................................................................................................................ 18

3.2 Learning and teaching methods ................................................................................................. 18

3.3 Study skills ................................................................................................................................. 21

3.4 Learning resources .................................................................................................................... 21

3.4.1 Learning Information Services (LIS) ..................................................................................... 21

3.4.2 Electronic Resources ........................................................................................................... 22

3.5 Personal development planning ................................................................................................. 22

3.6 Preparing for your career ........................................................................................................... 22

4. Student support, guidance and conduct ........................................................................................... 23

4.1 Guidance Support Co-ordinators/Academic Advisors ................................................................. 23

4.2 Student Support ......................................................................................................................... 24

4.3 Students with disabilities ............................................................................................................ 24

Assessment arrangements for students with a disability .................................................................. 24

4.4 Health and Safety ...................................................................................................................... 25

4.5 Conduct ..................................................................................................................................... 25

4.5.1 Attendance at Classes ......................................................................................................... 26

4.6 Students’ Union .......................................................................................................................... 29

5. Assessment ..................................................................................................................................... 29

5.1 Assessment Strategy ................................................................................................................. 29

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5.2 Notification of assignments and examination arrangements ................................................ 30

5.3 Referencing ............................................................................................................................... 30

5.4 Confidential material .................................................................................................................. 31

5.5 Dealing with difficulties in meeting assessment deadlines .......................................................... 31

5.5.1 Extenuating circumstances .................................................................................................. 32

5.5.2 Late submissions ................................................................................................................. 32

5.6 Feedback Following Assessments ............................................................................................. 33

5.7 Cheating, plagiarism, collusion or re-presentation ...................................................................... 33

5.8 Appeals against assessment board decisions ............................................................................ 34

6. Course regulations .......................................................................................................................... 35

6.1 Course requirements.................................................................................................................. 35

6.1 Course requirements.................................................................................................................. 35

Period of Study ......................................................................................................................... 35

Viva Voce Examination ............................................................................................................. 35

Reassessment .......................................................................................................................... 35

Compensation ........................................................................................................................... 36

Progression .............................................................................................................................. 36

6.1.1 Code of Conduct for Pharmacy Students ............................................................................. 36

6.2 Classification of Awards ............................................................................................................. 40

7. Student voice ................................................................................................................................... 40

7.1 Course Representatives and School Presidents ........................................................................ 41

7.2 Student Staff Liaison Committee Meetings (SSLC) .................................................................... 41

7.3 Complaints ................................................................................................................................. 42

8. Appendices...................................................................................................................................... 43

8.1 Programme Specification ........................................................................................................... 43

8.2 Marking Criteria for MPharm course ........................................................................................... 50

Tuition Fees

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1. Introduction to the course

1.1 Welcome to the course Welcome to the School of Pharmacy and Biomedical Sciences at the University of Central Lancashire. We hope that you’ll enjoy your studies and experiences in Preston. The Student Handbook brings together information to help you to answer queries that you might have about the course. If we have missed something that you think should be included in this Handbook then please let us know.

We want this to be a positive learning experience for you. There will be some very hard work, but we hope that you’ll find it interesting and stimulating, and that you’ll have the chance to enjoy yourself along the way. We believe you can succeed, and we want you to succeed. The academic and support staff are here to help you achieve that goal. Good luck!

1.2 Rationale, aims and learning outcomes of the course Each year of the programme is made up of modules representing the three main themes of the degree; the actions and uses of drugs and medicines (AUDM), chemical and physical aspects of Pharmacy (powder to product, PTP), and Pharmacy profession and practice (patient, profession and practice, PPP).

The overarching philosophy of the UCLan MPharm (Hons) degree is to produce a graduate equipped with the necessary skills, attitudes and knowledge to enter the preregistration year leading to the eventual membership of the General Pharmaceutical Council (GPhC). The degree is designed to conform to the GPhC current interpretation of the 1985 European Directive on Pharmacy and subsequent recommendations of the EU 1994 Advisory Panel. Thus the course is accredited by the General Pharmaceutical Council.

A central element of the philosophy of the programme is that all teaching is made relevant to Pharmacy. As part of this element of the philosophy of the programme, you will be introduced to Pharmacy from Day 1 and will be required to perform a short, individual, Pharmacy project which will be provided to early in the first semester. You will also undertake a short placement in a community pharmacy in the first semester of year 1 whilst in the second semester a range of hospital practitioners will use their experiences to help you gain an understanding of a hospital pharmacy environment. Subsequent placements will take place in each of the three following years.

A second, important element of the philosophy of the programme is that, in preparation for a life of professional responsibility and continued learning, you will be encouraged to engage actively with the material contained in the programme. You will be expected to take responsibility for your own learning and to develop the skills to find out information yourselves. Thus, the approach will be more student-centred than teacher-centred, to encourage active learning rather than passive learning by rote. As such, lecture material may be delivered in a review-type format rather than being all-encompassing, with you performing directed private study to supplement the broad outline presented in lectures. Alternatively detailed information may be given with the expectation that any areas you are unclear about will be read up prior to the next class. This approach will be supported by through a programme of tutorials and workshops.

The School encourages learning using a range of teaching methods to accommodate the range of preferred learning styles of the students.

• Lectures are used to introduce you to new areas, define the scope of topics, communicate information, and explain concepts

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• Tutorials are used to develop skills and encourage learning through the application of the concepts covered in lectures

• Seminars and presentations are used to develop communication skills, literature searching, and analysis and evaluation

• Practical sessions are employed to provide demonstrations of theory and practice and to develop practical skills

• Group exercises are effective in developing a range of skills, including communication and working with others

• Problem-based learning, OSCEs and placement sessions are used to promote your active participation in determining what you need to learn

• The third-year project, undertaken by all students, is a substantial piece of work that encourages creativity, independence and self-management

• Blackboard is used on all modules to provide a framework for the organisation of module materials, and to support your learning

• To provide a degree that satisfies the accreditation criteria of the professional body, the General Pharmaceutical Council, in preparing graduates for Pharmacy practice and ensuring that they obtain the maximum benefit from subsequent pre-registration training

• To provide a supportive learning environment that enables students to progress their personal development

• To provide learning opportunities that will inculcate a curiosity in students and a desire for the acquisition of knowledge through lifelong and life-wide learning

• To produce graduates showing competence as pharmaceutical scientists, having practical, analytical and problem-solving skills in the main areas of the pharmaceutical sciences

• To produce graduates with skills in the patient-oriented aspects of the practice of Pharmacy and with the potential to develop high professional attributes

• To produce graduates with the skills and attitudes, including empathy with the patient and confidence, and above all inculcated with a concern for the patient, to allow them to take their place in a multidisciplinary healthcare team

• To provide a curriculum that reflects the changing demands of educational developments and professional requirements through regular quality enhancement reviews

The programme conforms to the Quality Assurance Agency for Higher Education (QAA) subject benchmark for Pharmacy and the requirements of the GPhC for an accredited MPharm course. Each year of the programme is made up of modules representing the three main themes of the degree; the actions and uses of drugs and medicines (AUDM), chemical and physical aspects of Pharmacy (powder to product, PTP), and Pharmacy profession and practice (patient, profession and practice, PPP).

Learning Outcomes (these are the things that you should be able to do at the end of the course)

In the category of knowledge and understanding, you should be able to:

• Describe and critically discuss the main sources of drugs, their purification, characterisation and analysis, their physicochemical properties, and their biological activity.

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• Describe the design, manufacture and performance of dosage forms, including their development and manufacture for the marketplace.

• Discuss and critically evaluate the approach to the management of ethical dilemmas by healthcare professionals within the relevant legal framework.

• Describe the evaluation and supply of medicines based on prescriptions and orders for medicines.

• Describe the quality assurance of pharmaceutical services and products, including the management of risk and minimisation of harm.

• Discuss the role of the pharmacist in health promotion, diagnosis and responding to symptoms, and prescribing of medicines.

• Discuss the role of the pharmacist in the delivery of pharmaceutical care and in medicines management.

In the category of subject specific skills, you should be able to:

• Perform pharmaceutical calculations accurately. • Perform laboratory work accurately and safely. • Prepare extemporaneously any medicine normally provided in this way, including by aseptic

technique. • Supply medicines based on prescriptions and orders for medicines, and provide appropriate

advice to patients and healthcare professionals concerning medicines and their utilisation. • Operate within, design and improve standard operating procedures. • Communicate effectively in a professional manner on pharmaceutical issues. • Undertake pharmaceutical problem-solving, including critical appraisal of information. • Apply appropriate research approaches and methods to approach scientific and practice-

based problems. • Come to conclusions about appropriate pharmaceutical care from examination of medical

histories and symptoms.

In the category of thinking skills, you should be able to:

• Judge your academic progress and personal development. • Solve problems through both quantitative and qualitative thinking. • Be aware of the different career options available to pharmacists.

In the category other skills relevant to employability and personal development, you should be able to:

• Write in correct, unambiguous English using appropriate scientific style. • Work independently, and as a useful contributor to a group/team. • Communicate in an effective and accurate manner to transmit ideas and conclusions. • Carry out independent learning, and personal management, including career planning

and development. • Use IT effectively for information retrieval, analysis, communication and presentation.

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1.3 Course Team

NAME AUDM/PPP/PTP /Biosciences team

EMAIL ADDRESS (@uclan.ac.uk) ROOM

NUMBER TELEPHONE

Pete Abel Biosciences [email protected] MB107a 01772 89 5828 Mohamed Albed Alhnan PTP [email protected] MB025 01772 89 3590 Jane Alder AUDM [email protected] MB241 01772 89 3915 Tony Ashton Biosciences [email protected] MB137 01772 89 3509 Alison Astles PPP (Year 4 tutor) [email protected] MB026 01772 89 5840 David Aziz PPP [email protected] MB025 01772 89 3919 Gordon Becket PPP [email protected] MB068 01772 89 5806 Steve Beeton Biosciences [email protected] MB140 01772 89 3592 Emma Bremner PPP [email protected] MB032 01772 89 5838 Darrell Brooks Biosciences [email protected] MB064 01772 89 3919 Cathryn Brown PPP [email protected] MB026 01772 89 5841 Louise Cogan PPP [email protected] MB026 01772 89 5824 Elaine Court AUDM (Course Leader) [email protected] MB104 01772 89 3591 Elaine Crombie PTP [email protected] MB212 01772 89 5844 Gillian Damant PPP [email protected] MB023 01772 89 5814 Janice Davies PPP [email protected] MB023 01772 89 5814 Amina Ferraz PTP (Year 1 tutor) [email protected] MB240 01772 89 5835 Dave Griffiths Biosciences [email protected] MB107a 01772 89 5830 Catherine Hartley PPP [email protected] MB023 01772 89 5810 Laura Henderson PPP [email protected] MB023 01772 89 5810 Abdullah Isreb PTP [email protected] MB027 01772 89 5803 Helen Jones PPP [email protected] MB023 01772 89 5814 Vicky Jones Biosciences [email protected] MB024 01772 89 5833 Haroon Juwale PPP (Year 2 tutor) [email protected] MB032 01772 89 5807 Marta Krysmann PTP [email protected] MB140 01772 89 3502 Clare Lawrence AUDM [email protected] MB139 01772 89 5809 Rachel Leach PPP [email protected] MB023 01772 89 5814 Bob Lee Biosciences [email protected] MB007 01772 89 3596 Anisha Mamu PPP [email protected] MB023 01772 89 5810 Laura McShane AUDM [email protected] MB027 01772 89 5816 Enoche Oga PTP [email protected] MB024 01772 89 5842 Egle Passante AUDM [email protected] MB240 01772 89 5836 Milos Petrovic AUDM [email protected] MB140 01772 89 5846 Mary Phillips-Jones AUDM [email protected] MB133 01772 89 5831 Phil Roberts AUDM [email protected] MB006 01772 89 5804 Carole Rolph AUDM [email protected] MB066 01772 89 3918 Lisa Shaw AUDM [email protected] MB241 01772 89 5829 Leroy Shervington PTP [email protected] MB061 01772 89 3519 Kamalinder Singh PTP [email protected] MB031 01772 89 5832 Chris Smith AUDM [email protected] MB139 01772 89 5845 Tim Snape PTP [email protected] MB065 01772 89 5805 Ann Urmston PPP [email protected] MB026 01772 89 5810 John Vaughan PPP [email protected] MB025 01772 89 5840 Ka Wai Wan PTP [email protected] MB138 01772 89 5822 Jennie Watson PPP [email protected] MB023 01772 89 5810 Gail Welsby (Year 3 tutor) [email protected] MB107a 01772 89 3501 Philip Welsby AUDM [email protected] MB241 01772 89 5823 Christine White PPP [email protected] MB023 01772 89 5814 Sarah Wilson PPP [email protected] MB024 01772 89 5821 Niall Woods Biosciences [email protected] MB135 01772 89 3503 Zhengyuan Zhou (Joe) PTP [email protected] MB212 01772 89 5803

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1.4 Academic Advisor During the first week of your course you will be assigned an Academic Advisor, this will be an academic member of staff who will be able to provide advice and guidance to support you during your studies. Insert the name, email address, telephone number and room number for your Academic Advisor in the box below so that it can be easily accessed when required. My Academic Advisor is

1.5 Administration details Campus Admin Services provides academic administration support for students and staff and are located at Foster Hub close to the entrance to Foster Building (FB058). The hub is open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via School blackboard sites. The hub telephone number is 01772 891990/891991. The hub email contact is [email protected]

1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. Good communication is a core principle within the School of Pharmacy and Biomedical Sciences, and it is important that this underpins relationships between students and members of staff. The School has adopted principles to guide students when communicating with staff members to achieve the most effective outcomes.

1.6.1 General points • It is important to remember that academic staff are involved in a range of

activities, including teaching across a number of different courses; attending placement visits, attending meetings inside and outside the University; and undertaking scholarly research. Consequently, although student emails and telephone messages are afforded a high level of priority, responses are unlikely to be instant, as staff are often not at their desk. Staff will normally try to respond to you within 48 hours, but please remember we have a number of part-time staff and so this may not always be possible, and there will be times when staff are away from the University.

• The School has a large and diverse student body with a range of different needs. At times, some students’ needs are particularly pressing. In such instances, staff will prioritise responding to those students, as in any other workplace.

• School staff are committed to supporting students with their studies; however there is also an emphasis upon independent learning within the Higher

mailto:[email protected]

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Education environment. Where students run into difficulty, they are strongly encouraged to seek help from their Academic Advisor in the first instance.

• Academic and Administrative staff are not permitted to give out grades via email or on the telephone, as stated in the Academic Regulations. Students can access their results via ‘MyUCLan’ and/or Blackboard.

• Administrative staff will always do their best to help students. Students are asked to communicate with courtesy at all times. The location and opening hours of the Foster hub are detailed in 1.5 above.

• Communication is a two way process and it is important that students and staff work together to constantly improve communication, so that it is mutually beneficial. This will be discussed at Staff/Student liaison meetings with feedback sought from all.

1.6.2 E-mails • Students should take care to use appropriate language in emails and are

reminded of the importance of being courteous at all times. Where inappropriate language is used, for example ‘text language’, members of staff will politely point this out to students.

• Where staff are away from University, they will routinely use their automated email response facility, which clearly states a return date. This is important for students so that they understand when staff are on leave or working away from the University.

• Staff will normally try to respond to emails from students within 2 working days (unless they are on annual leave or are part-time teaching staff), by providing an acknowledgement of the email, even if the matter cannot immediately be resolved. However, students are politely reminded that the answer to very many queries lies in module or Student handbooks and they should consult these first to try and find an answer. This helps to ensure that students who are in genuine need of assistance will receive a prompt response.

• If students do not get a response in a timely manner, they should email the member of staff again. If there is still no response and the matter remains unresolved, students should bring this to the attention of another member of staff, such as their Year Tutor or Course leader, for an ‘action request’. This colleague will then address the matter with the original member of staff.

• CC-ing in emails - Students are encouraged to send emails directly to the person from whom they want a response. Students should avoid needless copying in many staff members, as this decreases the likelihood of an efficient response and increases work for academic staff. Where other staff are cc’d into the email, it should be made clear why. eg. I am copying in my course leader so that they are also aware of this situation.

1.6.3 Appointments • Tutors will make it clear how students can make an appointment with them.

Many tutors publish drop in times on their doors or have contact details posted on their doors. If you wish to request an appointment with a member of staff, it

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is usually best to either sign up on the sheet provided on the office door or email them to request a time, clearly stating what the matter is about.

• Students will be helped to understand the different roles of staff during induction. For example, all students will have an Academic Advisor who is normally the first port of call for personal issues, and advice and guidance about progression on the course. If students need advice on module specific matters, eg resubmission of essays, they should consult module staff, not their Academic Advisor. Module leaders will publish dates of assignment workshops for all students at the beginning of the semester.

• When students have appointments with staff, it is very important that they keep them. Where they are unable to keep them, students must let the member of staff know, out of courtesy, but also to ensure staff can manage their workload.

1.6.4 Feedback • Feedback from teaching staff is central to the progression and development of

any student. This needs to be recognised and valued as a form of communication. It is extremely important for students to take their time to understand the feedback they have received. Please seek clarification from a member of staff if you do not understand any aspect of the feedback that has been provided.

1.7 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.

External Examiner’s Name : Professor Chris Cairns Position : Professor of Pharmacy Practice Home institution: Kingston University External Examiner’s Name : Claire Martin Position : Senior Lecturer in Pharmaceutics Home institution: University of Wolverhampton External Examiner’s Name : Dr Josie Foster Position : Senior Lecturer Home institution: University of Bradford

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2. Structure of the course

2.1 Overall structure The MPharm programme is a 4 year full-time course. The general features of the course, the modules you will undertake in each year is shown in Figure 1 in Section 2.2.

Years 1 and 2 of the programme introduce and develop knowledge and skills in the three different elements of the course, such that the knowledge and experience you gain in the first semester is utilised and developed, in the second semester. You will also soon realise, however, that the knowledge you gain in one area will be invaluable in aiding your understanding of a second area. Thus you may find that staff that you associate with one part of the course e.g. a practise element, will be found teaching in one of the other areas of the course and a similar arrangement occurring with the staff from other areas ‘appearing’ in practise.

In Year 3 the modules concentrate on aspects of the actions and uses of drugs, including prescribing, plus an extension of teaching in formulation science and considering the drug development process. Also in Year 3 you will undertake a module of Research Methods and Project Development that spans both semesters and which includes a period of preparation in research methods (including statistics) and problem-solving. You will then develop a research project and write a grant proposal justifying the validity of the investigation and how it will be undertaken. This will involve you working in one of the themed (AUDM, PTP or PPP) areas of your programme.

Year 4 is designed to encourage you to further develop critical thinking skills as well as gaining essential knowledge. The year is divided between scientific and professional/practice elements of Pharmacy. One element concentrates on modern drug delivery systems. A second element is focussed on patient care with a module on clinical Pharmacy and Pharmaceutical Care (Pharmacy Service Design). There is a final year module dealing with current topics in Pharmacy (Pharmacy Practice 3), including an update on law and professional issues. There is also an interdisciplinary module on cancer management and therapy that draws heavily on the Year 3 modules and the Year 4 pharmaceutical care module. Finally there is an option module where you can follow a module that you feel best prepares you for your career. Thus if you find research to be the area which most interests you then you can undertake a module of Research Project Implementation where you can undertake the project you designed in the third year of your course. Alternatively, you may decide that your preferred career route is community pharmacy and so you may choose to undertake Pharmacy as a Business. The final option of Clinical Perspectives of the Disease Process may be one that appeals to you if you are interested particularly in hospital pharmacy.

Throughout the programme and indeed in your professional development, it is important for you to remember that you cannot pigeon-hole areas of the work into “I have done that now”. You will find that you are continually re-visiting material (which you will be expected to update yourself on) and using it in a different context. You will soon realise the integrative nature of your entire programme of study.

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2.2 Modules available Figure 1: GENERAL FEATURES OF THE COURSE STRUCTURE The module codes, titles and sizes and the order in which these modules fit into the scheme of the degree programmes is illustrated below.

Year 1

Semester 1

PJ1000

Introduction to Pharmacy

20 credits

PJ1100

Foundation Mathematics and Chemistry

20 credits

PJ1200 Physiological, Cellular and Biochemical Bases of Pharmacology

20 credits

Semester 2

PJ1001

Pharmacy Practice 1

20 credits

PJ1101

Dosage Forms 1

20 credits

PJ1201 Systems Pharmacology 1

20 credits

Year 2

Semester1

PJ2000

Pharmacy Practice 2

20 credits

PJ2100

Medicinal Chemistry

20 credits

PJ2200 Systems Pharmacology 2

40 credits

PJ2001

Medicines Optimisation

20 credits

Semester2

PJ2101

Dosage Forms 2

20 credits

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Year 3

Semester1

PJ3997

Research Methods and Project Development

20 credits

PJ3200

Drug Metabolism and Pharmacokinetics

20 credits

PJ3201 Prescribing and Medicines Optimisation

20 credits

PJ3997

Research Methods and Project Development

20 credits

Semester2

PJ3101

Drug Development

20 credits

PJ3202

Microbiological and Immunological Bases of Disease

20 credits

Year 4

Semester 1

PJ4000

Pharmacy Practice 3

20 credits

PJ4001

Pharmacy Service Design

40 credits

PJ4100

Advanced Drug Delivery

20 credits

PJ4002*

Pharmacy as a Business

20 credits

PJ4201*

Clinical Perspectives of the Disease Process

20 credits

PJ4997*

Research Project Implementation

20 credits

Semester 2

PJ4200

Cancer Management and Therapy

20 credits

* indicates option modules, one module would be selected from the 3 options. PJ4002 has a maximum number of 60 places available

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Placements take place in each year of the course and you will be expected to attend for placement (between 1 – 5 days depending upon the year of the programme) anywhere within the north west (including Cumbria) as was detailed to you in the admissions process.

2.2.1 Progression The majority of your course is compulsory. In year 3 there will be discussions about your progression into the final year. This will normally take place in February and it will involve providing you with more detailed information about the three option modules, thus allowing you to make an informed decision as to which option you would like to follow in the final year. This progression talk will also detail to you the limitations for each of the modules and what conditions need to be met if you were to be permitted to undertake your preferred option. It is an opportunity for you to make plans for your study over the next academic year and for you and the course team to agree on the most appropriate course of study for you.

2.3 Study Time

2.3.1 Weekly timetable See Online Timetable. Please check this regularly for rooms which are used (as they will not always be the same each week). It will also update if any changes are made so you will be kept informed of your timetable. It is advisable to check it each day.

2.3.2 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. Normally you will have face to face contact with a member of academic staff for 15-18 hours a week. This contact will be in the form of eg. lectures, practicals, tutorials, workshops etc. During the placement your expected attendance in the workplace can considerably exceed the number of hours specified as face to face contact. All modules have what is called a Module Handbook and this will provide you with details of the assessment timetable. The Module Handbooks can be accessed via ELearn (Blackboard) for each module.

2.3.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. See below for notification of illness or exceptional requests for leave of absence. Notification of illness or exceptional requests for leave of absence must be made by emailing the CAS Hub from your UCLan email address by 9.30am on the morning of your absence to notify us that you will be absent and which modules you will miss. You will be required to complete a form detailing the reason you cannot attend and the classes you will miss and email this back to the Hub. If your period of absence is longer than originally advised and you miss further classes we will need you to submit an additional form with details of the additional classes you are missing. If you do not

https://intranet.uclan.ac.uk/ou/lis/Pages/DailyWeekly-Timetables.aspx

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provide us with full details of all the classes you will be missing we will be unable to correctly update your attendance records and you will be marked as an unauthorised absence.

If your absence is expected to be longer than 7 calendar days, please notify the CAS Hub on the first morning of absence and submit details of all the classes you will miss during this period. If your absence is due to illness you will be required to submit a medical note to the CAS Hub for illness over 7 days in duration.

If you do not email to report your absence, the absence will be classed as unauthorised, unless appropriate documentary evidence (eg a medical note) is provided.

Please note that absence for reasons other than sickness must be discussed and agreed in advance with your Course Leader or Module Tutor because they would have to authorise any absence. If you do not do this your absence will be classed as unauthorised.

When you phone the CAS Hub, please ensure you have the following information ready: Student ID number; Module Numbers and sessions that you will be missing. This information will be required to correctly update your attendance records.

For any module where you have not attended sufficient classes because of illness or other cause you will not be penalised, provided there is acceptable documentary evidence to support the absence(s). However, if there are a significant number of absences then it is unlikely that you will have met the learning outcomes for a module(s). In this case the module assessment board may give an ‘I’ for the current year and you will be required to re-take the modules(s) in entirety the following year. This means that any module(s) that are necessary to re-take will not be capped at the minimum pass grade.

MPharm students must pass all modules at each level before they can progress to the next level. In this case you will probably have to return as a part time student to undertake the module(s) where, in the view of the module assessment board, the learning outcomes have not been achieved. Unauthorised absence is not acceptable and may attract academic penalties and/or other penalties.

Students who do not respond to communications concerning continuous unauthorised absence may be deemed to have withdrawn from the course. The date of withdrawal will be recorded as the last day of attendance.

Please note that in any cases of absence (authorised or otherwise) it is your responsibility to find out what material you have missed, and by negotiation with staff (and perhaps other students) to catch up with your general learning and especially the work required for assessments.

If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance.

Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only

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enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.

For students from overseas and non-EU countries it is very important that you understand your responsibilities after enrolling; these are broadly defined as follows:

1. You MUST keep UCLan informed of your contact details at all times; it is your responsibility to inform UCLan if your contact details change. If you do change your term time address and/or phone number please inform the Campus Admin Services at the Foster Hub (FB058).

2. You MUST attend your course of study regularly; under the Points Based System (PBS), UCLan is obliged to tell UK Visas and Immigration (UKVI) if students withdraw from a course, defer or suspend their studies, or if a student fails to attend their course regularly. If your studies are sponsored by a company or government agency we may have an obligation to provide them with information about your attendance and progression.

3. You MUST comply fully with the working conditions of your visa.

4. You MUST inform UCLan immediately of any change in your personal circumstances (eg. marriage/civil partnership/cohabitation/birth of a child in the UK; change in dependant circumstances; divorce; dissolution of civil partnership).

The penalties for not complying with PBS

Penalties for failing to comply with PBS will be implemented by UKVI and may be severe and long-lasting. Penalties may include your removal from the UK and/or your exclusion from the UK for a number of years.

2.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email [email protected].

When delivering the MPharm (Hons) or other courses leading to preregistration training, the School may need to share personal information relating to your academic performance, character, conduct and/or health with relevant external organisations. These may include the GPhC, placement providers, external examiners, future employers (within references), sponsors, the ISA and the UK Border Agency in the case of international students. You will be informed in the event of any such disclosure(s).

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The School will automatically inform the GPhC if any formal sanctions are imposed as the result of a Fitness to Practise hearing. You are also obliged to inform the GPhC of any such sanctions and any other factors relating to your character or health, at the time when you come to apply for preregistration training or registration as a pharmacist.

3. Approaches to teaching and learning

3.1 Expertise of staff The academic staff that will be teaching you are all highly qualified and specialists in the areas that they teach. All staff are engaged in research and/or scholarly activity which helps enrich your experiences with cutting-edge knowledge.

3.2 Learning and teaching methods All School courses require you to study 6 full modules (or an equivalent made up of standard and double modules) in each of the four years of your course. Each full module is given a rating of “20 credits” and corresponds to approximately 6 hours student work per week for an academic year or 12 hours per week over a single semester. Thus your workload averages out at around 36 hours per week. On average half of this time will involve class contact such as lectures, practicals and tutorials and half will be your own individual study time. You should note that you will need to pass all 24 modules in order to gain an MPharm degree though, under exceptional circumstances, the Assessment Board does have the discretion to compensate for poor performance (se Section 6.1).

Throughout your course individual pieces of coursework and examinations will be marked as percentages. At the end of each semester these marks will be used to generate overall module marks, which will appear on your profile and transcript. At the end of your course these module marks will be used to calculate an Average Percentage Mark or APM which will be used to determine your degree classification.

You should note that, whilst you must pass the first year in order to proceed to the second year of your course, the actual module marks do not, in fact, count towards to your overall degree classification. However, having said this, experience has shown us that students who do well in the first year have a strong foundation to go on and do well in subsequent years.

The School’s strategy in all of its courses is to promote deep and active learning and to achieve an appropriate balance between the accumulation of subject specific knowledge, the understanding of subject-specific concepts, the application of these, and the development of general skills. The overall strategy is for the development of transferable skills to be encouraged within all modules, with increased emphasis on independent and group work as you progress through your degree. Personal development planning (PDP) and Continual Professional Development (CPD) leading to employability is encouraged throughout the course. PDP is embedded within certain modules within your course and aided by the academic advisor system, together with specific sessions related to career planning. More details of PDP and CPD are provided in section 3.2 and also will be provided by your academic advisor and module tutors on the relevant modules.

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The School encourages learning using a range of teaching methods to accommodate the range of preferred learning styles of the students.

• Lectures are used to introduce you to new areas, define the scope of topics, communicate information, and explain concepts.

• Tutorials are used to develop skills or encourage learning through the application of the concepts covered in lectures.

• Seminars are used to develop communication skills, literature searching, and analysis and evaluation.

• Practical sessions are employed in all courses to provide demonstrations of theory and practice and to develop practical skills.

• Group exercises are effective in developing a range of skills, including communication and working with others.

• Problem-based learning is being used in an increasing number of modules to promote your active participation in determining what you need to learn.

• The Research Methods and Project Development module, undertaken by all students in Year 3, is a substantial piece of work that encourages independence and self-management.

• Blackboard is being used on all modules to provide a framework for the organisation of module materials, and to support your learning.

• In line with the School ethos of developing you as an independent learner, at Level 4, practical/workshops tend to be completely directed, whilst at Level 5, and particularly Level 6 and 7, exercises may be more open-ended to allow the development of independence, group working and problem solving skills.

You will have an IT induction session during your first week. The University offers IT-based electives for you to develop further these skills, and the Library Helpdesk is able to offer personal support to resolve IT-related problems.

Basic IT skills (word-processing, use of email, use of library databases and simple statistical analysis) are developed during Year 1 modules. From Year 1, semester 2 all reports are expected to be submitted in a word-processed form. You then further develop IT skills at Year 2 as described below. The School subscribes to a number of electronic journals, textbooks and on-line services, and you are encouraged to utilise these as part of your studies. Students are encouraged to use IT in a variety of ways including email communication and the accessing of important materials on the School’s web site or Blackboard folder.

By the end of Year 1 you will have developed an understanding of the key concepts relevant to your course and have developed a wide range of relevant graduate skills such as oral and written communication, problem solving, data analysis and presentation. To achieve this, factual information is delivered through lectures, supported by handouts, and the provision of lecture notes in electronic form via Blackboard.

Learning and writing skills are reinforced during the production of your coursework; these are focused on the subject matter of the relevant modules, and provide an opportunity for staff to give specific feedback on writing skills. The skills modules also focus on the development of teamwork, planning, understanding accuracy and

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variability, and the generation of scientific hypotheses. All students are able to word-process, use e-mail, and access the University network, as demonstrated by coursework. Effective time-management is encouraged through tutorial exercises and throughout your course.

Modules at Level 4, 5, 6 and 7 are still delivered by a mixture of teaching methods, but with an increased emphasis on input from you and your colleagues. Class sessions are used more widely for problem-solving and group work. A range of other skills are developed, e.g. oral skills through discussions and oral presentations. Modules use teaching aids as deemed appropriate by the module teams. These may include videos, e.g. showing an experimental technique; CAL packages; and printed material for problems, data manipulation and interpretation, case studies, etc.

Within the MPharm course, skills in carrying out practical work are fostered through laboratory classes with workbook or practical manuals, with safe working practices described. You will undertake practical classes which you will write up in laboratory reports and you will interpret other data. This approach is important in developing the skills of accurate record keeping and evidence based decision making.

At each level you are expected to spend a significant amount of time in private study. At level 1 this is typically 15-20 hours per week, and reading is mainly of set texts. By level 4 as class contact time is reduced, more private study time is expected, with reading of reviews and the primary literature, some being suggested and some found by yourself.

Communication is developed through discussions and presentations; numeracy and statistics via practical work; IT through coursework; and teamwork through class work in problem-based learning, tutorials, case studies, and problem-solving. Generally class sizes are smaller for Level 7 modules, providing the opportunity for more of a ‘seminar’ type of approach. By the final year there is an increasing expectation that you will have prepared material in advance of sessions for discussion / presentation, and that you will be making wider use of the primary literature.

The Research Methods and Project Development module at Level 6 allows you particularly to develop and demonstrate your self-organisation and planning.

The School recognises the main purposes of assessment as the diagnosis of strengths and weaknesses; encouragement to be involved in determining own performance; and testing the achievement of the learning outcomes. Assessment is continuous and comprises formative and summative methods. Formative assessment encourages the development of personal self-awareness and self-evaluation such that you can instigate corrective change to improve your work. This formative feedback is central to your development from a dependent to independent worker which is at the heart of the programme philosophy. This self-assessment begins during year 1 of the programme and will be developed using both self and peer assessment as appropriate throughout the course along with you being required to produce reflective writing of your work and progress.

The nature of formative assessment varies between modules. In some there are short tests or essays, in others there is informal feedback via activities such as tutorials or discussion of experiment results during laboratory sessions.

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The summative assessment strategy in each module is designed to best test the achievement of the module outcomes. A range of assessment methods are utilised including short-note writing, essays, laboratory notebooks, practical exercises, professional exams, data interpretation, problem solving, practical reports, presentations, and examinations. Some of the above are on a group basis, and in this case there may be included an element of peer assessment. The examination formats change from Level 1, where multiple choice and shorter questions are used, to Level 2 and 3 where longer, more evaluative, questions and problem solving exercises are utilised.

3.3 Study skills Timetabled into your week are sessions to look at particular study skills. These have been developed following experience of how students need support in these areas. All students are required to attend these sessions.

In addition, following the diagnostic tests in the first few weeks of the semester, you may be contacted with regard to additional support which has been identified that would help you strengthen your position in areas that have been indicated as a weakness. If you are identified through this process then you will be required to attend the additional sessions organised for you. This is designed to allow you to reduce weaknesses in these areas and so permit you to demonstrate your full capabilities elsewhere.

In addition to this the University has an excellent study skills support facility for students called WISER. WISER is an acronym for the two ways in which you may wish to make use of this service.

Walk-In Study Enhancement through Review drop in, one to one tutorial consultations, which is available to all students during term-time. The focus is on specific and individual needs.

Wiser Interactions for Study Enhancement and Review workshops on topics of direct relevance to your study needs. The workshops are not credited and are weekly per semester.

For further details see:

WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1 LIS https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1

3.4 Learning resources

3.4.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study. The library opening times can be accessed at http://www.uclan.ac.uk/students/study/library/opening_hours.php

https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1



http://www.uclan.ac.uk/students/study/library/opening_hours.php

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3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. 3.5 Personal development planning You will engage in the PDP process in a variety of ways throughout your time at UCLan (and within the placement opportunities which you will take up). The development of PDP throughout the course may be mapped as follows:

Year 1 – PDP is primarily delivered through the practice modules (and placements) and associated focus group meetings in which students are encouraged to reflect and discuss their experiences with a view to enhance personal performance and competence.

Year 2 – PDP at this level is supported through a range of diverse assessment strategies adopted throughout the level 5 modules. Assessments are such that students are given the opportunity for self development in key areas such as oral presentations, dispensing competence, peer assessment etc.

Year 3 – The inclusion of the Research Methods and Project Development module in year 3 provides an ideal vehicle through which you will be able to demonstrate personal development and reflective practice. Throughout the project module you will be required to keep a reflective diary. You should use this wisely to truly consider your own performance and both consider improvements that need to be made (and how you will achieve them) and even a pat on the back for doing some things well.

Year 4 – The final year module, Pharmacy Service Design, is an ideal host for continued PDP (and what will eventually become CPD as you enter the profession). As part of the assessment strategy associated with this module, you will be required to submit a reflective portfolio addressing the learning outcomes of the module.

You are advised to keep a progress file (personal portfolio) containing examples of your work and the reflections you have made associated with that work. You are responsible for ensuring that any relevant information is included in the progress file. You may find that your Academic Advisor asks to see this file to aid discussions on your progress and also to help inform staff who need to write references.

3.6 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

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• You will then be ready to learn how to successfully tackle the recruitment process.

You will be able to record your journey using Pebblepad, the University’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan.

It’s your future: take charge of it!

Careers offers a range of support for you including:- • career and employability advice and guidance appointments • support to find work placements, internships, voluntary opportunities, part-time

employment and live projects • workshops, seminars, modules, certificates and events to develop your skills

Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal. In addition to the above, the School organises Career and Pre-Reg Fayres which you are invited to attend and which will enable you to contact employers, possibly organising summer placements, and later helping finding a pre-registration place. The careers service will also be present at these events to offer advice and assistance to all students.

4. Student support, guidance and conduct We realise that for most of you this can be a daunting time and it may be your first time away from home. We are sure that in the next few days you will make friends with people on your course and this friendship could last for much longer than the few years you will be at UCLan.

In the MPharm programme you will be assigned to an MPharm Buddy. This is a student from a later year on the course who you will be able to speak to about your experiences on the course, and support you during this transition to University. Details of the Buddy system are provided in induction week where you will meet your Buddy.

In addition to this you will have an Academic Advisor (detailed below) and there is also a Year Tutor for each year of the course with whom you can communicate and ask advice, as well as the Course Leader.

4.1 Guidance Support Co-ordinators/Academic Advisors You will be assigned an Academic Advisor during Induction Week. The Academic Advisor will generally be a member of Academic Staff who has a good understanding of your course (and most probably who teaches a significant amount of the material on your course).

The role of the Academic Advisor is to meet regularly with you and to provide a focal point for academic development, to provide individual feedback on progress, to identify areas needing improvement and discuss strategies for achieving this and to monitor attendance and progress through the course.

http://www.uclan.ac.uk/students/futures/index.php

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The Academic Advisor also gives guidance to students following Assessment Boards. In addition, Academic Advisors should provide personal support, taking account of current problems in the student’s life and be available for informal appointment through email or requests via availability sheets posted on staff doors to provide flexible access. Students are also supported by the Course Leaders.

The School expects undergraduate students to have a number of meetings with their Academic Advisor during Year 1, with further meetings being arranged throughout your time on the course

When appropriate, your Academic Advisor may well refer you to specialized central University support eg. WISER, and may liaise with Careers to help provide you with careers guidance.

In addition to this there are Guidance Support Co-ordinators who will be based in the Central Administration Hub. These co-ordinators will work with Academic Advisors and will:

a. respond positively to requests from tutees for assistance in understanding School or University procedures, and engage in personal advocacy to support students. Assist returning students with advice and guidance and provide knowledge of the new support available by the university hubs.

b. refer students to the University’s central support services as necessary. c. keep a record of each meeting or significant contact with tutees. d. have regular meetings with academic advisors or anyone the Head of School

deems appropriate to support the students. e. monitor student attendance through SAM, keeping a record of withdrawals and

exit interviews, alerting appropriate individuals in the schools of any student attendance issues; dealing with stage 1 and stage 2 unfit to study processes

4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first year students only).

4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected]

http://www.uclan.ac.uk/students/study/library/the_i.php



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In your School, Dr Lisa Shaw is the point of contact for students with disability. Lisa’s office is Maudland 241, email [email protected] or phone 01772 895829.

4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others.

4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students. The University regulations are quite clear as to the types of student behaviour that warrants punitive action, for example: ‘obstruction of, or improper interference with the functions, duties or activities of any student, member of staff or other employee of the University or any authorised visitor to the University’ In other words poor conduct within a lecture, tutorial, practical class, bullying and anti-social activities. In addition students on the MPharm course should be aware that the GPhC has produced a Code of Conduct for Pharmacy Students. This document can be accessed at: Pharmacy Code of Conduct. You will see from this document that the GPhC believes your conduct throughout your degree (both during the course itself and in the way you behave in your personal life) is extremely important when considering whether you have demonstrated a professional attitude and approach.

The School of Pharmacy & Biomedical Sciences has developed a general code of conduct for all our students. They are not meant to be overbearing and will


https://www.uclan.ac.uk/students/life/rules_regs.php

http://www.pharmacyregulation.org/sites/default/files/Code%20of%20conduct%20for%20phamacy%20students%20s.pdf

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hopefully provide a framework that ensures a very good experience for everyone.

4.5.1 Attendance at Classes All classes should start on time

If you are more than 5 minutes late you will not be allowed into the class. For non-lab based classes which start at 9 am, there is the possibility of a little leeway on this, but you would be expected to have informed the lecturer of your possible late arrival (eg by phoning a classmate and asking them to pass on the message, explaining the reason for your delay). However, no entry will be allowed more than15 minutes after the start time of the class. If you do miss a class, it is courteous to email your tutor to explain why you have missed the class. Lab Based Practicals You will not be allowed into practical classes if you are late. This is for Health & Safety reasons – you will have missed the H&S briefing for the session being given at the start. Finally for any non-laboratory class that starts from 10am onwards you will be expected to arrive on time.

Talking: In situations e.g. lectures, where it is inappropriate for students to be talking, it is expected that you will remain silent. Should you talk and be causing a disruption to the class, you will be warned ONCE, if you persist in talking you will be asked to leave (you will then be noted as only part attendance in that class). Any students who are disruptive to the class will have a note placed on their student record to this effect (this may therefore influence any reference provided for that student).You will also be required to discuss your behaviour with the Associate Dean of School.

Attendance monitoring: The scheme is extremely important and must be used in a professional manner. It is not acceptable to enter the details of another student who has not attended as being present. Any situations where this has happened will require both the student who has entered another’s details, and the student whose name was incorrectly marked as present, to be interviewed by the Associate Dean of School. Any such instances will be placed on the records of the students involved (this may, influence any reference provided for you where a request is made for details on your honesty or integrity).

Mobile Phones: You must ensure that your mobile phone is turned off prior to the start of the class. Should your mobile phone go off in the class, you will be asked to switch it off. Should you be found playing/texting with your mobile phone during the class your phone will be confiscated and you will be asked to leave the class, (you will then be noted as only part attendance in that class) and a note will be placed on your student record (this may, therefore, influence any reference provided for you).

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Smoking: The University considers e-cigarettes in exactly the same way as it does any tobacco product and therefore does not permit the use of e-cigarettes throughout its premises. If you are reported to be using e-cigarettes in a class then you will be contacted by central admin services booking an appointment for you with an appropriate member of staff to discuss the matter with you.

Appointment with staff: Staff will either:

i) Attach an appointment sheet onto their office door each week. These sheets will indicate times when the member of academic staff will be available for students to see them. Should you wish to speak with the member of staff, please sign up next to an available slot. Any slots not booked 24 hours previously may not be honoured, as seeing that no-one was booked in the member of staff may have arranged to do other things in that time slot.

ii) Alternatively staff may indicate that you should send an email requesting an appointment. The staff member will then email you back with a time that they will be available to see you. Normally this will be within 24 hours.

When wishing to speak with a member of staff within their office, you should knock on the office door and wait until you are asked to enter. It will often be the case that unless you have made a prior appointment, staff will not be able to see you immediately.

Health, Safety and Professional Attitudes in the Laboratories

You MUST wear a lab coat at all times. If you forget your lab coat you will NOT be allowed into the laboratory.

• Unless it is a specific requirement of the particular practical, chewing/eating/drinking is not allowed in the laboratory.

• No other items should be placed in your mouth in the laboratory eg pens, pencils rulers etc. This is not allowed as it is a Health and Safety issue.

• General rubbish must not be disposed of within the laboratory bins and must be disposed of prior to entering labs.

• Bags – must be stored in a safe place, the lecturer in charge of the practical will advise on the most appropriate place for storage. This must be adhered to.

• Headgear must not be worn in laboratories, unless for religious purposes. Hair must be tied back if long and if wearing a scarf it must be securely tucked into your lab coat.

• Labcoats – A fully fastened Howie type labcoat must always be worn. With the exception of your name written neatly on the front, no writing is allowed on labcoats.

• Students will be advised on the appropriateness of wearing gloves for procedures. If you are wearing gloves then you must ensure that you do not touch you face, hair, or any bare skin with the gloved hands.

• Gloved hands should not be used for opening doors

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• Safety Specs – Must be worn if the member of staff considers it to be appropriate. Students who wear glasses must also wear safety specs.

• Open-toed shoes, sandals and other “summer” footwear should not be worn in the laboratory.

• Hands must be washed prior to leaving the laboratory.

• It is strongly recommended that in case of contamination, any laboratory equipment should be stored in a plastic bag away from your other belongings.

Please note:

If any student(s) is deemed to be causing disruption in a class then:

1. Lecturers will seek to manage disruption in the first instance by providing a verbal warning followed by exclusion from the class if disruptive behaviour continues.

2. If a student(s) has been asked to leave a class and/or is persistently disruptive, eg refuses to adhere to a lecturers request, either in the same class or a following class(es) the lecturer will inform Campus Admin Services.

3. The designated member of staff within the School will discuss the issue with the

relevant teaching staff. 4. The same designated member of staff within the School will then, in the

presence of a member of administrative staff, discuss the issue with the student(s) and if deemed appropriate will issue a written warning as to their future conduct. This will remain on the students file for 12 months. A record will be kept in the School files.

5. If the student is on the MPharm course the Chair of the School Fitness to

Practice committee will be formally notified.

6. In the event of further misconduct, the student will be referred to the University with a view to excluding a student from classes, pending a formal disciplinary hearing in line with the Regulations for the Conduct of Students.


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4.6 Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what the Union does and is encompassed by their tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. It is hoped that your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then your Unions dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all their (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union.

5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

5.1 Assessment Strategy The School recognises the main purposes of assessment as the diagnosis of strengths and weaknesses; encouragement to be involved in determining your own performance; and testing the achievement of the learning outcomes. Assessment is continuous and comprises formative and summative methods. Formative assessment encourages the development of personal self-awareness and self-evaluation such that

http://www.uclansu.co.uk/societies

http://www.uclansu.co.uk/teamuclan

http://www.uclansu.co.uk/teamuclan

http://www.uclansu.co.uk/opportunities

http://www.uclansu.co.uk/advice


http://www.uclansu.co.uk/

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corrective change can be instigated by the individual. This formative feedback is central to the development of the student from a dependent to independent worker which is at the heart of the programme philosophy. The nature of formative assessment varies between modules. In some there are short tests or essays, in others there is informal feedback via activities such as tutorials or discussion of experiment results during laboratory sessions or feedback on e.g. your communication skills when counselling a ‘patient’ or whether you determined the important elements to determine the validity of a prescription.

The summative assessment strategy in each module is designed to best test the achievement of the module learning outcomes. A range of assessment methods are utilised including short-note writing, essays, laboratory notebooks, practical exercises, data interpretation, problem solving, practical reports, presentations and examinations. Some of the above are on a group basis, and in this case there is an element of peer assessment. The examination formats in general change from Year 1, where multiple choice questions (MCQs) and shorter questions are used, to Year 2 and beyond where longer, more evaluative, questions and problem solving exercises are utilised. The use of more complex MCQs will continue, however, throughout your course enabling you to both test your knowledge in particular areas and to become familiar with that type of question (as the format is used in the pre-registration examination).

Throughout your course sited in particular modules will be professional examinations e.g. dispensing examinations, and these have to be passed (typically with a pass mark of 70 %; each module will provide the definitive mark) if you are to pass the module. Specific details of assessments within modules is provided both within module booklets, and within the module descriptor available on the Blackboard site for each module.

Thus all assessments are extremely important and you should devote sufficient time to each one and plan your work accordingly.

5.2 Notification of assignments and examination arrangements Full details relating to the assessment of your course, (including policies on deadlines, penalties for late submission, plagiarism and feedback) can be found in the University Assessment Handbook

Precise details of the timing and nature of individual assignments will be made available within individual Module Booklets, provided at the beginning of each semester. At the discretion of the Module Tutor this information may be supplemented with additional detail (including the assessment criteria – if not available in module booklet) which will be given out during taught classes when the individual assignments are set, and well in advance of the submission date.

The marking criteria that are used to assess your work can be found in the appendices.

5.3 Referencing It is normal School policy to use the Harvard style of referencing. Below are a few examples, you will be given a lot more guidance in your modules.

Citing authors in the text:

https://www5.uclan.ac.uk/ou/sass/resource-centre/External%20Library/Assessment%20Handbook%20201415.pdf

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Single author: S. aureus is a common commensal of humans (Smith, 2010)

Two authors: S. aureus is a common commensal of humans (Smith and Jones, 2010)

Three or more authors: S. aureus is a common commensal of humans (Smith et al., 2010)

Citations for a reference list:

Chambers, H.F. (1997) Methicillin resistance in staphylococci: molecular and biochemical basis and clinical implications. Clin. Microbiol. Rev. 10, 781-791.

5.4 Confidential material Throughout your time on the course, you will be meeting patients and carers and you will be required to access confidential information. You are reminded of your ethical and legal responsibility to ensure you do not share confidential material with other people. This includes ensuring the anonymity of individuals and organisations within your assignments.

5.5 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to Campus Admin Services at the Foster Hub (FB058), telephone 01772 891990/891991, or e-mail [email protected] who can provide general assistance. You will, however, need to follow the instructions detailed below:

Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to Campus Admin Services at the Foster Hub. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).


http://www.uclan.ac.uk/aqasu/academic_regulations.php

https://www.uclan.ac.uk/students/study/examinations_and_awards/files/Extension_Request_Application_Form.docx

https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php



https://www5.uclan.ac.uk/ou/sass/resource-centre/External%20Library/Assessment%20Handbook%20201314.pdf

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5.5.1 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester.

All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year.

Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).

5.5.2 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:




https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php

https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php



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• If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment.

• Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.

• Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for that element of assessment.

5.6 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other. Within your module booklet you will be informed of the expected date by which you will receive individual feedback on your work. If any changes to this are required you will be informed, and along with an explanation a new proposed date for feedback will be provided.

5.7 Cheating, plagiarism, collusion or re-presentation You are required to complete a declaration indicating that individual work submitted for an assessment is your own. Where it is group work the inclusion of each member of the group on this declaration indicates that all group members are indicating that the work is done by themselves and does not involve plagiarism. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .

• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.






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• Re-presentation is an attempt to gain credit twice for the same piece of work.

You will be given more guidance within certain modules during Year 1 and Year 2 and within the study skills sessions provided to all first year MPharm students. To help staff detect plagiarism we use Turnitin software. You will be required to upload your word-processed work, eg. essay, case study etc to Turnitin, which is available on each module via Blackboard. This will produce a report sheet that determines the level of plagiarism (hopefully very low). Staff will look at this report to help decide if plagiarism has taken place. The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

• the penalty will be 0% for the element of assessment, and an overall fail for the module.

• the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.

• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance.

5.8 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:

1. that an Assessment Board has given insufficient weight to extenuating circumstances;

2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board;





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3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: [email protected] for support and guidance. The dates for the publication of the results and details of reassessment weeks are available at Key Dates for your Diary.

6. Course regulations

6.1 Course requirements

6.1 Course requirements For PJ1100, PJ2000, PJ2101, PJ3201, PJ3202, PJ4000 and PJ4001 the professional exams included in each of these modules must be passed if the module as a whole is to be passed.

Period of Study The full-time course must be completed within two academic years of the intended completion date following first registration (i.e. 6 years maximum) as stipulated by the GPhC only in exceptional circumstances can 7 years be considered.

Viva Voce Examination The Assessment Board reserves the right to call any 4th year student for oral examination (viva voce) to help it decide on difficult or borderline cases, or as an alternative or additional assessment where extenuating circumstances have been established. The School will make every possible attempt to contact students, however, it is your responsibility to ascertain whether you are required to attend an oral examination. You should ensure that we have your email address and telephone number. Normally oral examinations will be held within the first two weeks of the end of the second semester and students should bear this in mind when making holiday arrangements.

Reassessment The decision to offer reassessment lies with the Assessment Board and is not an automatic right. The Assessment Board will consider whether work and/or attendance/engagement has been satisfactory in making a decision.

If you are given the opportunity to resit exams or resubmit coursework, then you need to ensure you make yourself available for these re-assessments. Re-assessment weeks are detailed on the academic calendar see Key Dates for your Diary. Note that practical, project or group work that requires supervision generally



https://www.uclan.ac.uk/students/study/key_dates.php



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cannot be reassessed in this manner. In such cases, the reassessment may require repeating the module during the following academic year (which will have a substantial impact on your academic progression) or an alternative form of assessment may be used. You must make yourself available for any resit attempts - being on holiday is not an extenuating circumstance.

The maximum number of reassessments allowed across the MPharm (Hons) is 11.

A module may only be reassessed once following initial failure.

Compensation Compensation is described in the Academic Regulations as the process by which a student who fails to satisfy some element of assessment is nevertheless recommended for progression/award on the grounds that the failure is marginal or is offset by good performance in other components of his/her study programme.

For PJ1100, PJ2000, PJ2101, PJ3201, PJ3202, PJ4000 and PJ4001 the professional exams included in each of these modules MUST be passed if the module as a whole is to be passed. A minor failure in other components of the module may enable it to be considered for compensation PROVIDED that the professional examination was passed on the FIRST attempt.

Therefore if you have failed one of your modules, the Assessment Board may agree to compensate the module (the maximum compensation which will be considered by the Board is one 20 credit module in Stage 1, one 20 credit module in Stage 2 and one 20 credit module in Stage 3.). However, this process will only be considered if the mark in the failed module at level 4, 5 and 6 is 35% or greater and your average mark for the year is 40% or greater. For level 7 modules compensation will only be considered if the mark in the failed module is 45% or greater and your average mark for the year is 50% or greater. (Additionally where the module is PJ1100, PJ2000, PJ2101, PJ3201,PJ3202, PJ4000 or PJ4001 compensation will not be considered unless you passed the associated professional examination within the module on the first attempt.) Where an Assessment Board applies compensation to a module the mark or grade shall not be altered.

Progression Progression from one year to the next on the MPharm course is dependent on you passing all of your modules in a given year. There will be no opportunity to ‘trail a fail’ i.e. carry a failed module over to the following year.

In addition to the above requirements, as a student undertaking this course, you are bound by the Code of Conduct as specified by GPhC and subject to the UCLan procedure for the consideration of The Regulations for the Conduct of Students.

6.1.1 Code of Conduct for Pharmacy Students As a student on the MPharm (Hons) at UCLan you are expected to approach your studies in a professional manner and to behave responsibly at all times.



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The General Pharmaceutical Council (GPhC) has published a Code of Conduct for Pharmacy Students, see: Code of Conduct for Pharmacy Students

This sets out the standards of behaviour that the School expects all students to adhere to during their studies. It is not intended to be over-bearing and, hopefully, it will provide a helpful framework for professional practice, and will ensure a positive experience for everyone.

The Code of Conduct applies to you as a pharmacy student from the first day of your course to the day you graduate, and relates to your behaviour both on and off the University premises. Wherever you are, you are representing the profession of pharmacy and UCLan.

The Code of Conduct is based on seven principles, as follows:

1. Make the care of patients your first concern

2. Exercise your professional judgement in the interests of patients and the public

3. Show respect for others

4. Encourage patients to participate in decisions about their care

5. Develop your professional knowledge and competence

6. Be honest and trustworthy

7. Take responsibility for your working practices

The same seven principles apply to all pharmacists in Great Britain who are registered with the GPhC and who are bound to abide by the Code of Ethics for Pharmacists and Pharmacy Technicians. The Code of Conduct explains how the principles apply to you as a student and each one is explained by a number of examples. It is important that you take the time to familiarise yourself with the Code of Conduct in full.

If any concerns arise about your suitability for professional pharmacy training, the School may refer to the Code of Conduct. The Code may also be referred to as part of any investigation under the University’s Fitness to Practise procedure (see below).

If you are unsure about how the Code of Conduct applies to you as a pharmacy student at UCLan or how it relates to other University procedures, please contact your Academic Advisor.

6.1.2. FITNESS TO PRACTISE

Pharmacy is one of the registered healthcare professions, and your MPharm (Hons) course at UCLan is preparing you to enter this profession.

http://www.pharmacyregulation.org/education/pharmacist/student-code-conduct


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The School of Pharmacy and Biomedical Sciences is responsible for ensuring that you are fit to practise as a student on the MPharm (Hons) and that, upon graduation, you are fit to enter preregistration pharmacy training.

6.1.2.1 Declaration of Good Character and Good Health

The School will, therefore, require information from you about your fitness to practise as a student. This will include information about: a. your character, including any criminal convictions or cautions and any fitness to practise proceedings instigated by another regulatory body; and b. your physical and mental health.

At the time of your enrolment, you will be required to undergo an enhanced Criminal Records Bureau (CRB) check. Additionally, you will be asked to complete the Fitness to Practise Form, giving information about your good character and health at the time of your application and every year during the period of your studies in the School.

You must also inform the Head of School (or nominee) as soon as possible, if you become subject to any criminal conviction or caution or if you become aware of any other factors relating to your character or health that might affect your fitness to practise.

A criminal conviction will not automatically debar you from the course, however, disclosure is mandatory as pharmacy is one of the registered healthcare professions and is exempt under the Rehabilitation of Offenders Act. The School will make an informed and considered judgement on each individual declaration, in accordance with University procedures and taking account of guidance published by relevant bodies such as the GPhC and the CRB.

If a declaration raises questions about your suitability for professional pharmacy training, the matter may be referred for consideration under the University’s Fitness to Practise procedure.

6.1.2.2 Procedure for the Consideration of Fitness to Practise

The University’s Fitness to Practise procedure applies to all students on professional courses at UCLan, including the MPharm (Hons). It forms part of the University’s Regulations for the Conduct of Students and can be viewed in full at:


The Fitness to Practise procedure is intended to ensure that there is a fair and effective process for addressing any concerns that may arise during the course of your studies, about your fitness and suitability to be a student on the MPharm (Hons). Such concerns may relate to your behaviour, including any criminal activity, or to your physical or mental health, in particular, where there are implications for the safety of others or for your ability to meet the competency standards of the course.


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Concerns about your fitness and suitability for preregistration pharmacy training may arise from any source e.g. you, University staff or students, placement staff or other healthcare professionals or authorities, and will be considered by the Head of School (or nominee) in the first instance.

The School will consider any cause for concern with reference to the GPhC’s Code of Conduct for Pharmacy Students, see: Blackboard folder MPharm.

If you are worried about any matter that may or has become subject to the Fitness to Practise procedure or if you have any questions about the procedure, you should contact your Academic Advisor or Student Services in the first instance. If you become subject to the Fitness to Practise procedure, the Students’ Union Advice Centre (e-mail [email protected]) can advise and support you throughout the process.

The University’s Fitness to Practise procedure complies with the GPhC’s Guidance on Student Fitness to Practise Procedures in Schools of Pharmacy, see


Please note that the GPhC will not participate in individual student Fitness to Practise cases. If, however, a formal sanction is imposed as the outcome of a Fitness to Practise hearing, the Head of School will be obliged to notify the GPhC (see below). You should, therefore, be aware that your fitness to practise may affect your ability to register and practise as a pharmacist.

6.1.2.3 Disclosure of Information

The University’s on-line enrolment form gives details of the uses and disclosures of the personal information you provide. The following details are of particular relevance to you as a student on the MPharm (Hons).

When delivering the MPharm (Hons) or other courses leading to preregistration training, the School may need to share personal information relating to your academic performance, character, conduct and/or health with relevant external organisations. These may include the GPhC, placement providers, external examiners, future employers (within references), sponsors, the ISA and the UK Border Agency in the case of international students. You will be informed in the event of any such disclosure(s).

The School will automatically inform the GPhC if any formal sanctions are imposed as the result of a Fitness to Practise hearing. You are also obliged to inform the GPhC of any such sanctions and any other factors relating to your character or health, at the time when you come to apply for preregistration training or registration as a pharmacist.




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The GPhC will make the final decision in terms of whether you are eligible to preregistration pharmacy training. You need to be aware that any concerns about your fitness to practise may impair your eligibility to register and to practise as a pharmacist.

In addition to the above there are a number of policies and regulations that are specific to the MPharm programme and these are detailed in this section. Students are expected to be familiar with these regulations and also the Student Guide to Regulations in the University Student Handbook that was issued to you on Enrolment and which is also available in the Blackboard as your course page.

6.2 Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. At the end of each academic year we review all our modules. During this process we take into account student views, which are discussed at Staff Student Liaison Committee meetings. Following the discussions at Module Review, we may decide, for example, to alter the number and/or type of module coursework assessments. Alternatively we may choose to leave the module as it is for the next academic year. Should you have any difficulties with your course, then please first see the lecturer involved to try and rectify the situation. If you do not find that this has resolved the issue then please see the module leader. Usually this will sort out any difficulties, however, if you are still unsatisfied you can meet with the year tutor for that year. Following this the Course Leader should be consulted. In this way problems should be able to be resolved quickly by the people best placed to do so, yet allowing you a further voice should you need it. The Students’ Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means.


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The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them.

7.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected]. School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: [email protected]

7.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting • Update on actions completed since the last meeting





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• Feedback about the previous year – discussion of external examiner’s report; outcomes of National /UCLan student surveys.

• Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and the

course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal Development

Planning, Academic Advisor arrangements; • Other aspects of University life relevant to student experience e.g. learning

resources, IT, library; • Any other issues raised by students or staff.

During induction your course leader will ask you to volunteer to be a representative. Representatives are elected each year. Should you wish to carry out this useful function for further years you will be asked to volunteer and, depending on the number of candidates, you may participate in a voting system to elect the two representatives for that year. Should you choose not to volunteer for a subsequent year you would just not put yourself forward for election. Representatives will be notified by Campus Admin Services of the date and times of SSLC meetings. There will be an agenda and minutes will be taken. Once the minutes have been agreed by the Chair of the SSLC they will be emailed to the representatives. They will also be posted on the MPharm Blackboard site along with an Action List which will be updated as appropriate.

7.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure

http://www5.uclan.ac.uk/ou/sass/resource-centre/External%20Library/Complaints%20Procedure.doc

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8. Appendices

8.1 Programme Specification This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution

University of Central Lancashire

3. University Department/Centre

School of Pharmacy and Biomedical Sciences

4. External Accreditation

General Pharmaceutical Council

5. Title of Final Award

MPharm (Hons)

6. Modes of Attendance offered

Full-time only

7. UCAS Code

B230

8. Relevant Subject Benchmarking Group(s)

Pharmacy

9. Other external influences

10. Date of production/revision of this form

April 2013 Revised August 2013 Revised July 2015

11. Aims of the Programme To provide a degree that satisfies the accreditation criteria of the professional body, the General Pharmaceutical Council, in preparing graduates for pharmacy practice and ensuring that they obtain the maximum benefit from subsequent pre-registration training. To provide a supportive learning environment that enables students to progress their personal development. To provide learning opportunities that will inculcate a curiosity in students and a desire for the acquisition of knowledge through lifelong and life-wide learning. To produce graduates showing competence as pharmaceutical scientists, having practical, analytical and problem-solving skills in the main areas of pharmaceutical sciences. To produce graduates with skills in the patient-oriented aspects of the practice of pharmacy and with the potential to develop high professional attributes. To produce graduates with the skills and attitudes, including empathy with the patient and confidence, and above all inculcated with a concern for the patient, to allow them to take their place in a multidisciplinary healthcare team. To provide a curriculum that reflects the changing demands of educational developments and professional requirements through regular quality enhancement reviews. 12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding Students/graduates will be able to:

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A1. Describe and critically discuss the main sources of drugs, their purification, characterisation and analysis, their physicochemical properties, and their biological activity.

A2. Describe the design, manufacture and performance of dosage forms, including their development and manufacture for the marketplace.

A3. Discuss and critically evaluate the approach to the management of ethical dilemmas by healthcare professionals within the relevant legal framework.

A4. Describe the evaluation and supply of medicines based on prescriptions and orders for medicines. A5. Describe the quality assurance of pharmaceutical services and products, including the management of risk and minimisation of harm. A6. Discuss the role of the pharmacist in health promotion, diagnosis and responding to

symptoms, and prescribing of medicines. A7. Discuss the role of the pharmacist in the delivery of pharmaceutical care and in medicines

management. Teaching and Learning Methods Knowledge and understanding are achieved by review-type lectures, practical classes, tutorials and computer-aided learning. Guided reading, with student output including essays, oral and tutorial presentations (Directed Private Study), including formative assessment further supports the face-to-face teaching. Assessment methods Knowledge and understanding are assessed by written examinations, and from essays and presentations. B. Subject-specific skills Students/graduates will be able to: B1. Perform pharmaceutical calculations accurately. B2. Perform laboratory work accurately and safely. B3. Prepare extemporaneously any medicine normally provided in this way, including by

aseptic technique. B4. Supply medicines based on prescriptions and orders for medicines, and provide

appropriate advice to patients and healthcare professionals concerning medicines and their utilisation.

B5. Operate within, design and improve standard operating procedures. B6. Communicate effectively in a professional manner on pharmaceutical issues. B7. Undertake pharmaceutical problem-solving, including critical appraisal of information. B8. Apply appropriate research approaches and methods to approach scientific and practice-

based problems. B9. Come to conclusions about appropriate pharmaceutical care from examination of medical

histories and symptoms. Teaching and Learning Methods Data interpretation exercises and pharmaceutical calculations. Laboratory practical work, using workbooks or laboratory manuals and the production of appropriate written and/or oral material based on the work. Safe working practices including the ability to operate within standard operating procedures are included in all laboratory investigations. Communication skills are taught from the outset of the programme and are continued in subsequent modules. Information retrieval, interpretation and research skills are acquired and developed throughout the course through project work, either on an individual basis, or as small team projects. Assessment methods Assessment of competence in numeracy is through an examination that must be passed. Additionally, competence in calculations, and an understanding of number, is essential for the open/closed book pharmacy calculation test and through the assessment of competence in dispensing practice that is conducted under examination conditions (with the external examiner, having the requirement to attend at intervals). The examination in dispensing practice, and that concerned with Law and Ethics, will be assessed, carrying, as required by the GPhC, a higher pass mark than other examinations in the programme. Communication skills are assessed from set essays that result in feedback from teaching staff, and from oral presentations that are assessed for both content and

45

delivery. Project work is assessed by the production of written reports, but also through leaflet production, poster presentations and defence thereof and viva voce examinations. C. Thinking Skills Students/graduates will be able to: C1. Judge their academic progress and personal development. C2. Solve problems through both quantitative and qualitative thinking. C3. Be aware of the different career options available to pharmacists. Teaching and Learning Methods The requirement for the production of CPD records, the generation of portfolios detailing aspects of their work, reflections and self-assessment of work are utilised to encourage the students to develop their ability to judge the quality of their work and learn from the feedback provided to them. Case studies are used to encourage students to think logically about evidence-based medicines use. Problem solving will form a significant part of the course and the thinking skills gained in early modules will be utilised at a higher level as more complex situations are introduced as the course progresses. Experience in clinical placements will encourage students to consider the most suitable career pathway after graduation. Assessment methods Thinking skills will be assessed in formal examinations by interpretation-type questions and during analysis of laboratory results via workbooks and reports. Such skills will also be required when making judgements as to the validity of material read and its relevance into a wide-range of course material. D. Other skills relevant to employability and personal development Students/graduates will be able to D1. Write in correct, unambiguous English using appropriate scientific style. D2. Work independently, and as a useful contributor to a group/team. D3. Communicate in an effective and accurate manner to transmit ideas and conclusions. D4. Carry out independent learning, and personal management, including career planning and development. D5. Use IT effectively for information retrieval, analysis, communication and presentation. Teaching and Learning Methods Coursework is generally required to be word processed; workshops developing skills in the use of appropriate IT sources, including the World Wide Web, the use of databases and suitable IT analytical packages; workshops on the library and literature searching; presentations; practical work incorporating numeracy and statistics; teamwork through tutorials, case studies, practicals and problem solving activities. Students are given guidance on the development of skills via the Academic Advisor system. Assessment methods Assessment will be by a combination of examinations, essays, data handling and interpretation, log-books, reports, poster and oral presentations, including peer assessment and reflection.

46

13. Programme Structures

14. Awards and Credits

Level Module Code

Module Title Credit rating

Level 7 PJ4000 Pharmacy Practice 3 20 MPharm (Hons) Requires 480 credits including a minimum of 360 credits at level 5 or above, 200 credits at level 6 or above and 120 credits at level 7.

PJ4001 Pharmacy Service Design 40 PJ4002 Pharmacy as a Business 20 PJ4100 Advanced Drug Delivery 20

PJ4200 Cancer Management and Therapy

20

PJ4201 Clinical Perspectives of the Disease Process

20

PJ4997 Research Project Implementation

20

Level 6 PJ3100 Biopharmaceutics 20 BSc (Hons) Pharmaceutical

Sciences Requires 360 credits, including a minimum of 220 at Level 5 or above, and including 100 at Level 6. BSc Pharmaceutical Sciences Requires 320 credits including a minimum of 180 at Level 5 or above, and including 60 at Level 6.

PJ3101 Drug Development 20

PJ3200 Drug Metabolism and Pharmacokinetics

20

PJ3201 Prescribing and medicines optimisation

20

PJ3202

Microbiological and Immunological Bases of Disease

20

PJ3997 Research Methods and Project Development

20

Level 5 PJ2000 Pharmacy Practice 2 20 HE Diploma Pharmaceutical Sciences Requires 240 credits including a minimum of 100 at Level 5.

PJ2001 Medicines Optimisation 20 PJ2100 Medicinal Chemistry 20 PJ2101 Dosage Forms 2 20 PJ2200 Systems Pharmacology 2 40

Level 4 PJ1000 Introduction to Pharmacy 20 HE Certificate Pharmaceutical Sciences Requires 120 credits at Level 4.

PJ1001 Pharmacy Practice 1 20

PJ1100 Foundation Mathematics and Chemistry

20

PJ1101 Dosage Forms 1 20

PJ1200

Physiological, Cellular and Biochemical Bases of Pharmacology

20

PJ1201 Systems Pharmacology 1 20 15. Personal Development Planning Students are introduced to career planning through sessions in induction week, including a talk from a careers advisor or employer and meetings with their Academic Advisor. Reflection and self-assessment on their achievements and goal setting is supported by linking selected coursework to the reflection process. Students are asked to reflect (and record their reflections) on these pieces of work both before submission and after obtaining the mark and feedback. Students are advised to keep a progress file containing the reflections and examples of work. In the 4th Year, any references are based on the information the student has provided plus module results. Work on career development, CV writing etc is incorporated in group sessions scheduled in induction/reading weeks. 16. Admissions criteria

47

All candidates must normally have GCSE English and Mathematics at Grade C or above. Additionally, candidates should normally have A level grades totalling at least 320 points, including a minimum of 100 points from Chemistry (Grade B), together with at least one other science subject (e.g. Biology, Mathematics, or Physics), along with one further rigorous subject (e.g. the sciences listed above, English, or a modern language). All potential entrants will be invited for interview. Students applying for undergraduate programmes must have a minimum level of proficiency equal to IELTS 6.5 or equivalent 17. Key sources of information about the programme • Outside the University – QAA website (www.qaa.ac.uk/), including the Pharmacy benchmark

statement; UCAS handbooks and web site (www.ucas.ac.uk/). • University sources – University/School of Pharmacy and Biomedical Sciences web sites

(www.uclan.ac.uk/pharmacy); University prospectus.

48

18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Leve

l

Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills

A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 B7 B8 B9

LEVE

L 7

PJ4000 Pharmacy Practice 3 COMP X X X X X X X X X X

PJ4001 Pharmacy Service Design COMP X X X X X X X X X X

PJ4002 Pharmacy as a Business OPT X X

PJ4100 Advanced Drug Delivery COMP X X

PJ4200 Cancer Management and Therapy COMP X X X X X X X X X X X X X

PJ4201 Clinical Perspectives of the Disease Process OPT X X X X X

PJ4997 Research Project Implementation OPT X X X X X X

LEVE

L 6

PJ3100 Biopharmaceutics COMP X X X X

PJ3101 Drug Development COMP X X X X

PJ3200 Drug Metabolism and Pharmacokinetics COMP X X X X X X

PJ3201 Prescribing and medicines optimisation COMP X X X X X

PJ3202 Microbiological and Immunological Bases of Disease COMP X X X X X X X

PJ3997 Research Methods and Project Development COMP X X

LEVE

L 5

PJ2000 Pharmacy Practice 2 COMP X X X X X X X X X X

PJ2001 Medicines Optimisation COMP X X X X X X X X

PJ2100 Medicinal Chemistry COMP X X X

PJ2101 Dosage Forms 2 COMP X X X X X

PJ2200 Systems Pharmacology 2 COMP X X X X X X X X

LEVE

L 4

PJ1000 Introduction to Pharmacy COMP X X X

PJ1001 Pharmacy Practice 1 COMP X X X X X X X X X X X

PJ1100 Foundation Mathematics and Chemistry COMP X X

PJ1101 Dosage Forms 1 COMP X X X X

PJ1200 Physiological, Cellular and Biochemical Bases of Pharmacology COMP

X X

PJ1201 Systems Pharmacology 1 COMP X X X X

49

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Le

vel Module

Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Thinking Skills

Other skills relevant to employability and personal

development

C1 C2 C3 D1 D2 D3 D4 D5

LEVE

L 7

PJ4000 Pharmacy Practice 3 COMP X X X X X X X X

PJ4001 Pharmacy Service Design COMP X X X X X X X X

PJ4002 Pharmacy as a Business OPT X X X X X X X

PJ4100 Advanced Drug Delivery COMP X X X X X X

PJ4200 Cancer Management and Therapy COMP X X X X X X X

PJ4201 Clinical Perspectives of the Disease Process OPT X X X X X X X

PJ4997 Research Project Implementation OPT X X X X X X X

LEVE

L 6

PJ3100 Biopharmaceutics COMP X X X X X X

PJ3101 Drug Development COMP X X X X X X

PJ3200 Drug Metabolism and Pharmacokinetics COMP X X X X X

PJ3201 Prescribing and medicines optimisation COMP X X X X X X X X

PJ3202 Microbiological and Immunological Bases of Disease COMP X X X X X X

PJ3997 Research Methods and Project Development COMP X X X X X X X

LEVE

L 5


PJ2001 Medicines Management COMP X X X X X X X X

PJ2100 Medicinal Chemistry COMP X X X X

PJ2101 Dosage Forms 2 COMP X X X X X X

PJ2200 Systems Pharmacology 2 COMP X X X X X X

LEVE

L 4

PJ1000 Introduction to Pharmacy COMP X X X X X X X


PJ1100 Foundation Mathematics and Chemistry COMP X X X X

PJ1101 Dosage Forms 1 COMP X X X X X X

PJ1200 Physiological, Cellular and Biochemical Bases of Pharmacology COMP X X X

PJ1201 Systems Pharmacology 1 COMP X X X X X

50

8.2 Marking Criteria for MPharm course Year 1

First Upper second Lower second Third Fail

Knowledge Makes excellent use of taught material.

Good range of additional material used.

Accurate factual content of all material presented.

Very Good use of taught material. Some additional material used.

The majority of the factual content is accurate.

Good use of taught material.

Limited use of additional material.

Adequate use of taught material. No additional material used

Lack of basic knowledge necessary for understanding of the topic.

Comprehension Clear understanding of subject. Good development of own ideas.

Demonstrates a very good understanding of the subject. Some development of own ideas

Demonstrates a good understanding of the subject.

Demonstrates an adequate understanding of the subject

Does not appear to understand the subject

Application Successful application of theory to practice in all relevant areas

Competent in all practical work

Can successfully apply theory to practice in the majority of relevant areas

Competent in the majority of practical work

Can successfully apply theory to practice in most of relevant areas

Competent in most practical work

Can successfully apply theory to practice in some of the relevant areas

Competent in some areas of practical work

Unable to apply theory to practice.

Does not demonstrate competence in practical work

Analysis Excellent analysis of evidence or results with clear independently derived conclusions

Very Good analysis of evidence or results with some, independently derived conclusions

Good analysis of evidence or results with some logical conclusions

Adequate analysis of evidence or results.

No analysis of evidence or results and no independently derived conclusions

Evaluation

Demonstrates a very good level of independent thinking and excellent evaluative skills

Demonstrates a good level of both independent thinking and evaluation.

Demonstrates some level of independent thinking.

Limited evaluation.

Demonstrates a poor/limited level of independent thinking and evaluation

No evidence of independent thinking or evaluation.

51


Presentation

(in written communication)

Excellent

Competently written, very well presented and easy to read. No errors in spelling or sentence structure.

Very Good.

Well written overall. One or two spelling and/or sentence structure errors. Clearly presented and good structure. Easy to read

Good.

Correct structure and presentation with a few spelling and/or sentence structure errors. Readable.

Acceptable.

Adequate level of presentation but with a significant number of errors of spelling and/or sentence structure. Not always easy to read.

Poor presentation. Very poor spelling and sentence structure. Very difficult to read.

Oral communication

(formal presentation)

Voice clear, nicely paced, narrative is well structured and information is presented in a good format. Very good visual aids

Voice is clear for the majority of the presentation and not rushed. Generally well structured and presented with good visual aids

Voice for most of the presentation is clear. Variable pacing.

Narrative lacking some structure. Generally

visual aids are good

Voice and delivery are acceptable. Rushed and unclear in some parts. Limited structure to narrative. Adequate visual aids

Voice unclear and presentation is rushed. Narrative and visual aids poorly structured.

Numeracy Competent in all those areas relevant to the topic

Competent in the majority of the areas relevant to the topic

Competent in most of the areas relevant to the topic

Competent in limited areas relevant to the topic

Not competent in all areas relevant to the topic

Group work Excellent communication skills. Management and performance of tasks is well organised. Works well as a member of the team

Very good communication skills. Management and performance of tasks is generally well organised. Generally works well as a member of the team

Good communication skills. Management and performance of tasks is occasionally disorganised and does not always engage with the team.

Adequate communication skills. Takes some responsibility of tasks within the team but is not always engaged or organised.

Poor communication skills. Disorganised. Does not work well with the group

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Year 2


Knowledge Accurate factual content for taught material; significant additional material presented

Accurate factual content of most of taught material presented; some additional material presented in coursework

Accurate factual content of most of taught material presented

Adequate recall of most of taught material presented

Lack of basic knowledge necessary for an understanding of the topic

Comprehension Clear understanding of all subject / topic / concept / theory material. Clear development of own ideas

Very Good understanding of most of subject / topic / concept / theory. Some development of ideas

Good understanding of a fair range of subject / topic / concept / theory. Some limitations apparent

Adequate understanding of some of subject / topic / concept / theory

Limited evidence of understanding of subject / topic / concept / theory

Application Successful application of theory / knowledge to new situations. Demonstrable competence in practical work

General application of theory / knowledge.

Demonstrable competence in practical work

Limited application of theory / knowledge.


Adequate application of theory/knowledge


Insufficient application of theory/knowledge evident

Competence in practical work was not demonstrated

Analysis Excellent analysis of evidence or results, with clear, independently derived conclusions

Very good analysis, clear and orderly, with logical conclusions

Good analysis, clear and orderly, with some logical conclusions

Adequate analysis with limited conclusions

Descriptive, with many inaccuracies.

Evaluation

Evidence for independent thinking and / or logical argument, with value judgment and considerable evaluation judgment and considerable evaluation

Evidence for independent thinking and / or logical argument, with some value judgment

Some independent thinking; personal view indicated in broad terms. Limited evaluation

Limited view rather than independent position presented

No independent evaluation. Paraphrasing of others statements

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Presentation


Excellent: no errors of spelling. Appropriate choice of words. Good sentence / paragraph construction; very clearly presented. Correct scientific conventions used, excellent bibliography

Very good: one or two errors of spelling. Good structure / construction, neatly presented. Readable style. Acceptable bibliography

Good: some errors in spelling and/or sentence construction. Correct structure, limited bibliography

Acceptable: quite a few errors in spelling and /or sentence construction. Correct structure, limited bibliography

Poor spelling and/or sentence construction. Poor structure; untidy presentation. Inappropriate bibliography

Oral communication

(formal presentation

Voice clear, well-paced. Outline and content of presentation very clear. Narrative well structured. Visual aids well produced

Voice and delivery good. Content of presentation well set-out. Narrative generally well structured. Good use of visual aids

Voice and delivery good. Narrative lacking some structure. Visual aids generally acceptable

Voice and delivery acceptable. Poor choice of structure for the narrative. Adequate use of visual aids.

Voice unclear. Narrative unstructured Visual aids poor



Competent in most of the areas relevant to the topic

Competent in some of the areas relevant to the topic

Not competent in most or all areas relevant to the topic

Group work Good communication and listening skills. Clear delineation of roles. Well organised management and performance of tasks;

Good communication with and listening to others in group. Some delineation of roles. Responsibility for management and performance of tasks

Good communication and listening skills. Some responsibility for performance of tasks, some role in management of tasks

Adequate communication and listening skills. Some responsibility for performance of tasks, minimal role in management of tasks

Lack of communication with others in group. No significant attempt at working as a group

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Year 3


Knowledge Excellent use of taught material, clearly extended by the use of additional material. Major issues clearly addressed, very good evidence of wide reading around the subject.

Very good use of taught material, good use of additional material. Most of the major issues clearly addressed, good evidence of reading around the subject.

Good use of taught material, some use of additional material. Some of the major issues addressed, limited evidence of reading around the subject.

Reliance on use of taught material, no use of additional material. Some of the major issues addressed, no evidence of reading around the subject.

Poor in virtually all areas, little or no knowledge of the subject area demonstrated.

Comprehension Excellent understanding of the subject. Very good development of own ideas, logical arguments clearly presented and structured.

Very good understanding of the subject. Good development of own ideas, logical arguments clearly presented and structured

Good understanding of most aspects of the subject. Some development of own ideas, logical arguments mostly clearly presented and structured

Evidence of understanding some aspects of the subject. Little evidence of development of own ideas, few logical arguments.

Little understanding of the topic.

Application Excellent application of theory to practice in all relevant areas Competent in all areas of practical work

Very good application of theory to practice in the majority of relevant areas Competent in the majority of practical work

Good application of theory to practice in most of relevant areas Competent in most practical work.

Can apply theory to practice in some of the relevant areas Competent in limited areas of practical work.

Unable to apply theory to practice. Does not demonstrate competence in practical work

Analysis Excellent analysis of evidence or results with clear, independently derived conclusions. Ability to place material in a wider context clearly demonstrated.

Very good analysis of evidence or results with some independently-derived conclusions. Evidence of ability to place material in a wider context demonstrated.

Good analysis of evidence or results with some independently derived conclusions. Some evidence of ability to place material in a wider context demonstrated.

Some analysis of evidence or results. Clear gaps in linking evidence to outcomes.

No attempts made to analyse evidence or results, any suggested conclusions may contain serious inaccuracies.

55


Evaluation

Very high level of independent thinking demonstrated Excellent evaluation of the evidence.

High level of independent thinking. Good evaluation of the available evidence.

Good level of independent thinking. Adequate evaluation of the evidence.

Little evidence of independent thinking. Poor evaluation of the material.

No evidence of independent evaluation presented.

Presentation


Material is presented to a very high standard, all sources of information properly acknowledged and cited. No errors in spelling or sentence construction.

Material is presented to a high standard, most sources of information properly acknowledged and cited. One or two errors in spelling and/or sentence construction.

Material is presented to a good standard, most sources of information properly acknowledged and cited. A few errors in spelling and/or sentence construction.

Poor standard of presentation, few references cited. Errors in main body of the text and in the reference list. May contain significant errors in spelling and/or sentence construction.

Very poor presentation overall. Many errors. Information sources incorrectly/not cited or from an inappropriate source.

Oral communication


Voice clear, volume good, nicely paced, narrative is well structured and information is presented in a good format. Excellent visual aids, Good interaction with the audience. Excellent time keeping.

Voice is clear for the majority of the presentation and not rushed. Generally well structured and presented with good visual aids. Some interaction with the audience. Good time keeping.

Voice for most of the presentation is clear. Delivery/volume and tone may be variable. Narrative poorly structured at times. Poor interaction with the audience. Some or little use of visual aids. Adequate time keeping.

Voice and delivery are poor at times. The presentation may be hurried and unclear in some parts or overly long. Poor structure to narrative. Little or no use of visual aids.

Very poor presentation overall. Little evidence of planning, material is irrelevant. Poor time keeping, little or no interaction with the audience.



Competent in some of the areas relevant to the topic

Competent in limited areas relevant to the topic

Not competent in most or all areas relevant to the topic

Group work Excellent communication skills. Management and performance of tasks is well organised. Works well as a member of the team. Able to motivate and direct the team as appropriate.

Very good communication skills. Management and performance of tasks is generally well organised. Generally works well as a member of the team. Able to take a leading role when required.

Good communication skills. Management and performance of tasks is occasionally disorganised and does not always engage with the team.

Adequate communication skills. Takes some responsibility of tasks within the team but is not always engaged or organised. Poorly organised or absent for meetings.

Poor communication skills. Disorganised. Does not work well with the group

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Year 4

First Upper second Lower second Fail

Knowledge and Comprehension

Excellent breadth and depth of relevant knowledge and excellent use and integration of high quality sources.

Evidence of substantial independent acquisition of knowledge and concepts.

Excellent understanding of subject / topic / concept / theory

Substantial breadth and depth of relevant knowledge and use of high quality sources.

Evidence of significant independent acquisition of knowledge and concepts.

Very good understanding of subject / topic / concept / theory

Adequate breadth and depth of relevant knowledge and use of relevant sources.

Some evidence of independent acquisition of knowledge.

Good understanding of subject / topic / concept / theory

Lacks breadth and depth of relevant knowledge and use of relevant sources.

Very little or no evidence of independent acquisition of knowledge.

Limited understanding of subject / topic / concept / theory

Application Originality in the application of knowledge, together with the successful application of established techniques of research and enquiry to create and interpret knowledge in the discipline.

Successful application of established techniques of research and enquiry to create and interpret knowledge in the discipline.

Adequate application of theory / knowledge but all correct and appropriate.

Limited application of theory / knowledge, with some applications incorrect or inappropriate.

Analysis and Evaluation

Excellent integration of complex argument, questioning, reflection and concepts. Clear and valid arguments supported by evidence. Showing independent thought and ability to place a personal value judgement on a range of statements / reports.

Substantial analysis and evaluation of evidence, concepts and theories, with sound attempt at integration. Balanced complex argument, adequately supported by evidence. Evidence for independent thinking, questioning and reflective approach with some personal value judgement.

Attempts critical analysis, but tends to be descriptive. Some development of own argument, mainly supported by evidence, with some evidence of a questioning and reflective approach.

Descriptive, with little evidence of analysis/argument/questioning/reflection. Argument poorly sustained with limited use of supporting evidence; little questioning or reflection.

57

First Upper second Lower second Third

Presentation


Excellent: no errors of spelling or grammar. Appropriate choice of words. Good sentence / paragraph construction; very clearly presented. Correct scientific conventions used.

Very good: one or two errors of spelling. Good structure / construction, neatly presented. Readable style. Acceptable bibliography.

Acceptable: some errors in spelling and/or sentence construction. Correct structure, style difficult to follow in places.

Acceptable bibliography.

Poor: unacceptable number of errors in spelling and/or sentence construction. Poor structure, difficult to follow. Limited/no bibliography

Oral communication


Voice clear, well-paced. Outline and content of presentation very clear. Narrative well structured. Visual aids well produced

Voice and delivery good. Content of presentation well set-out. Narrative generally well structured. Good use of visual aids

Voice and delivery acceptable. Content of presentation well set-out. Narrative generally well structured. Good use of visual aids

Voice and delivery unclear and / or too fast / slow. Narrative poorly structured. Poor use of visual aids

Numeracy Competent application of appropriate methods at all relevant times.

Competent application and choice of methods with minor errors.

Generally competent application and choice of methods but with errors.

Incorrect application or inappropriate methods chosen.

Group work Good communication and listening skills. Well organised management and performance of tasks.

Good communication and listening skills. Took responsibility for management and performance of agreed tasks. Completed tasks to deadline.

Adequate communication and listening skills. Accepted agreed tasks. Completed tasks to deadline.

Poor communication with others in group. Poor organisation. Failed to complete tasks to deadline.

58

Tuition fees:

Your tuition fees include:

• Scheduled course tuition, academic, technical and administrative support, use of course equipment and facilities.

• Course related induction activities. • Placement year academic support (where the course includes a placement year). • Course assessment and awards. • Access to the university’s library and online resources, including on-campus wifi, networked

and remote access to the university’s virtual learning environment, • Use of the university’s estate and resources for scheduled activities and learning support • Dissertation, project and/or thesis printing and binding where the submission of printed and

bound documents is a requirement for assessment of the module. • Use of the university’s technical equipment and materials identified by the course teaching

team as essential for the completion of the course. • The extra items listed against your course in Table One below.

Table One

Course

Additional items included in the tuition fees for your course

MPharm Catch Up Compendium

Study Science

Lab Coat

Safety Glasses

Placement

Dissertation Printing (2 copies)

Poster Printing (estimate 1 per year)

MSc Cancer Biology & Therapy Lab Coat

Safety Glasses


MSc Industrial Pharmaceutics

Lab Coat

Safety Glasses


Placements (one in semester 1 and one in semester 2)

59

Research Degree Stationery identified by School

The items listed in Table Two are payable in addition to your tuition fees.

Table Two

Course

Items not included in the tuition fees for your course.

Estimated costs

Research degree Bench Fees: Bench Fees are payable for years 1-3 inclusive in addition to the Tuition Fee - these are agreed with the supervisor, confirmed in the offer letter and charged yearly.

Total

£500 to £8,500 per year

£1,500 to £25,500

Living costs:

Living costs are not included in your tuition fees. You will need to budget for these separately. Below is an indication of some typical living costs, but everyone is different and you are strongly advised to plan your own budget.

Typical items Estimated weekly costs lower range

Estimated weekly costs higher range

Accommodation:

University Halls of Residence based on a 42 week contract.

Private Halls of Residence

(Living at home may reduce your accommodation costs)

£79.03

£70

(£0)

£107.83

£110

Food £20 £30

Internet connection

(free wifi on campus, in university halls of residence and in some private accommodation)

£0 £12

Toiletries/Laundry £5 £15

Gas/electricity/water £0 £20

60

(included within university halls of residence costs and some private accommodation – check your contract)

Printing, copying, stationery. £2.50 £10

Travel expenses

(varies by method & distance travelled e.g. on foot, bicycle, bus, train or car. If using bus or train check travel card / season ticket rates for savings).

University halls of residence and a good selection of private accommodation are situated on campus or a short walk from campus.

£0 £40

Mobile phone or landline £2.50 £10

Books £5 £10

Leisure £5 £25

Total per week £110 £282

Total for 42 weeks

(typical halls of residence contract)

£4,620 £11,844

Total for 52 weeks £5,720 £14,664

You will also need to budget for ‘one off’ or irregular costs

Typical items Notes

Bedding From £20

Clothes Costs vary depending on your needs

TV licence £145.50 per year

Insurances Costs vary depending on your needs.

Computer/laptop/telephone You will have access to University computers or laptops for your studies or you may have your own you wish to bring. If you are acquiring one to come to university the cost varies depending on model and whether it is new or refurbished.

Furniture, crockery etc. Furnished accommodation may include all your needs. Check your accommodation to see what is included.

61

Additional costs.

The costs below are incurred by some but not all students and are not included within the Tuition Fees.

Optional items – all courses Estimated costs

Travel to course related work placements, work experience, voluntary work, or site visits (for example costs of petrol, business level motor insurance cover, taxis, train fares, bus fares etc.).

Variable depending on the distance travelled and the method of transport chosen.

Library fines & charges

Avoid these by returning on time or renewing books!

On time £0.00

0-8 days overdue £0.10-0.50 per day

9+ days overdue £0.50-£1.00 per day

40+ days replacement cost and administrative charges/account suspension

Costs of obtaining medical or other evidence to support applications for extenuating circumstance applications relating to assessments.

For example a medical certificate may cost from £10.

Fees for arranging and invigilating course examination(s) off campus are payable by the student (Note this only applies where permitted by course regulations and approved by course leaders)

£300

Printing of electronic books, journals etc. You are strongly recommended to access these electronically.

Estimated £0.10 per copy sheet

Printing of reports, course materials and other course documents, which have been supplied or are available electronically or in hard copy in the library.

Estimated £0.10 per copy sheet

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