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Modules 2014-15



Note that there are four pathways to this programme:

MSc in Paediatrics and Child Health: Advanced Paediatrics (AP)

MSc in Paediatrics and Child Health: Community Child Health (CCH)

MSc in Paediatrics and Child Health: Gastroenterology (PG)

MSc in Paediatrics and Child Health: Global Child Health (GCH)

Core modules for all four pathways are: CHLDGP99 Research Project, CHLDGX01  Evidence-based Child Health and CHLDGS10 Research Methodology and Statistics

In addition to these modules, students on the Advanced Paediatrics pathway are required to do either of (but can choose to do both) CHLDGX06 Specialist Paediatrics I (Acute) or CHLDGX08 Specialist Paediatrics II (Chronic).

Students on the Community Child Health pathway are required to do CHLDGP11 Epidemiology for Child Health.

Students on the Gastroenterology pathway are required to do CHLDGX10 Principles and Practice in Paediatric Gastroenterology and CHLDGX11 Investigations and Management in Paediatric Gastroenterology.

Students on the Global Child Health pathway are required to do: Essentials of Child Health and Concepts and Controversies in Global Health or Health Systems in a Global Context.

Core and optional module details for these pathways are available below.

Core Modules

Concepts and Controversies in Global Health (GCH)


Module Lead: Professor Therese Hesketh

Core for Global Child Health - 15 Credits

Dates

29 September - 28 October 2014 on Mondays (full day) and Tuesday mornings

Aims

This module will set out some of the central concepts and debates in global health in this era of rapid globalisation. You will be introduced to concepts of global health and sources of information, as well as develop a conceptual framework to illustrate the multiple determinants of health which result in inequalities in health within and between countries. A special emphasis will be placed on the broad, wider upstream determinants of health like gender, culture, health systems, the environment, socioeconomic position and employment.

Method of assessment

Formative Essay (1000 words)

Group debate (individually marked) 100% on 27 and 28 October 2014

Epidemiology for Child Health (CCH)


Module Lead: Dr Pat Tookey

Core for Community Child Health pathway - 15 Credits

Dates

20 - 24 October 2014 Assessment date TBA

Aims

To introduce students to the basic concepts and methods of epidemiology and data analysis, particularly in relation to child health. To help students think about population child health, to read papers and interpret study findings critically, and to draw inferences from data.

To provide students with the tools to develop their own research interests.

Outline

The basics of epidemiological research design, analysis and interpretation are introduced. Topics covered include: defining cases and populations; types of study (observational and experimental); summarising data; basic methods for data analysis; measures of disease frequency, association and impact (calculation and interpretation); error, bias and confounding (controlling and measuring); interpretation of findings (e.g. association and causation, reliability and validity, generalisability).

Method of assessment

MCQ and short question test 2 hours date TBA

Essentials of International Child Health (GCH)


Module Lead: Professor Anthony Costello (UCL Institute for Global Health) and Dr Zelee Hill (UCL Institute for Global Health)

Core for Global Child Health - 15 Credits

Dates

16 March - 1 April 2015 on Mondays, Tuesdays and Fridays (full days)

Aims

This module will introduce you to concepts and issues in international mother and child health and disability. You will engage in examining the basic concepts of disability, rehabilitation and advocacy and the main causes of mother and child mortality, morbidity and disability. Other key topics include child rights, nutrition, safer motherhood and immunisation.

Method of assessment

Essay (2000 words) 100%

Evidence-based Child Health ALL


Module Lead: Professor Ruth Gilbert

Core all pathways - 15 credits

Dates

6 - 7 November 2014. Assessment 9 January 2015

Aims

Understanding how the structured question is used to guide the search for information;

Understanding of the context in which evidence is used to make decisions;

Awareness of issues in applying evidence to paediatric populations;

Knowledge, understanding and practical experience of how to search published literature for evidence to use in decision-making;

Knowledge, understanding and practical experience of critically appraising the published literature;

Understanding of steps involved in performing a systematic review;

Understanding of how to use evidence about probabilities (or risk) in decision-making;

Knowledge of how to approach the evaluation of the validity and generalisability of a research article.

Outline

This module ensures that students understand that evidence-based medicine (EBM) is important in making the appropriate decisions for individuals and populations, and as a tool for decision-making. It will provide students with the skills to practise EBM and to use the methods in their life-long learning. We will show you how to turn a problem into a structured question that can be addressed by searching for and assesing the research literature.

Method of assessment 

Write, present and peer review a Critically Appraised Topic (CAT) 9 January 2015.

Health Systems in a Global Context (GCH)


Module Lead: Mike Rowson (UCL Institute for Global Health) Jolene Skordis-Worrall (UCL Institute for Global Health)

Core all pathways - 15 credits

Dates

3 October - 12 December 2014 on Fridays 09.30 - 12.30 

Aims

This module will introduce students to the fundamental elements of health systems in different parts of the world. Covering the financing and organisation of health systems, and key issues related to the demand of and supply of health care, students will be asked to critically engage with policy responses to important health system problems, as well as the overall performance of health systems. Policy programes addressed will include: equity in the financing and provision of health care; quality of care and responsiveness to heatlh system users; as well as issues related to the use of human resources, pharmaceuticals and technology in health systems. Lectures in this module are shared between MSc Paediatrics and Child Health: Global Child Health and MSc Global Health and Development students, but students will have separate, weekly tutorials focussed on aspects of health systems relevant to their degree pathway.

Method of assessment 

Exam (2 hours)  100% on 12 December 2014

Investigations and Management in Paediatric Gastroenterology (PG)


Module Lead: Dr Neil Shah & Dr Nikhil Thapar

Core for Gastroenterology pathway - 15 Credits

Dates

9 October, 3 December 2014

21 January, 19 March and 25 June 2015. 

Aims

The intended learning outcomes are:

  • To gain specialist knowledge in important Paediatric Gastroenterology investigations and treatments
  • By recognizing disease patterns, to learn how to investigate and treat abnormal findings to improve outcome
  • To understand the principles of Gastrointestinal investigations including wireless capsule endoscopy, gastroscopy and colonoscopy, intestinal manometry, electro-gastrograms, pH/impedance studies, breath tests and to be able to interpret Radiology and Histology findings
  • To demonstrate an increased confidence and skill in communicating with patients, families and colleagues
  • To show an understanding of healthcare systems

Outline

The three main areas covered by this Module will be:

  • Inflammatory Bowel Disorders
  • Intestinal Failure
  • Motility problems including structural abnormalities, intestinal pseudobstruction and reflux.


These will be taught by lectures, workshops and practical demonstrations, with reinforcement via e-learning.

Method of assessment

Reflective Portfolio demonstrating learning in paediatric gastroenterology and personal development using reflective thinking.

Principles and Practice in Paediatric Gastroenterology (PG)


Module Leads: Dr Neil Shah & Dr Nikhil Thapar

Core for Gastroenterology pathway - 15 Credits

Dates

30th September, 3rd November, 20th November 2014

25th March, 14th May 2015.

Aims

This highly specialised module, run by the Academy for Paediatric Gastroenterology, has been created by leading doctors in Gastroenterology, who have been delivering lectures and courses at Great Ormond Street Hospital for over twenty years. This module will draw on the best available current evidence, expert opinion and experience in the principles and practice of diseases in the Gastrointestinal tract and its associated organs. Students will be required to attend 5 teaching days at UCL Institute of Child Health which will cover amongst other things, Constipation, Coeliac Disease and Food Allergy.

Method of assessment

A combination of e-learning, private reading and attend tutorials, assessed at module end by presenting a reflective portfolio (up to 3600 words.)

Research Methodology and Statistics ALL


Module Lead: Dr Angie Wade

Core all pathways - 15 Credits

Dates:

10 - 14 November 2014 plus SPSS on 20 or 21 November 2014

Exam 11 December 2014

Aims

Students will become familiar with and competent in:

Summarising data: Means, medians and measures of spread

Displaying data: Why and how.

The normal distribution and normal tables

Making inferences: significance testing and confidence intervals. Paired and unpaired t-tests.

Non-parametric analyses

Serial measurements, one-way ANOVA

Analysis of categoric data

Assessing reliability and validity

SPSS

Outline

We will introduce students to the basic concepts of study design, data presentation and analysis as utilised within Child Health. And provide them with the tools to effectively read and interpret published paediatric research and to undertake their own research studies. Designing research studies: includes collecting data, allocation/randomisation procedures, blinding, confounding and protocol writing.

Method of assessment

2 hr computer based exam (best single answer, short open ended and SPSS based questions) (11 December 2014)

Specialist Paediatrics I (Acute) (AP)


Module Lead: Dr Paul Winyard

Core AP pathway - 15 Credits

Dates

12 - 16 January 2015

Aims

Students will learn to:

  • understand research and practice in a range of acute paediatric topics.
  • frame questions and to critically appraise the relevant literature.
  • reflect upon the impact of research findings on clinical practice.

Outline

This module takes students beyond standard clinical training by focussing on a deeper understanding of important acute conditions in several different specialties. It is taught by world experts, mostly from ICH or GOS. Topics covered in earlier years have included simulation; respiratory, cardiac and neurological emergencies; acute oncology, gastroenterology and rheumatology; renal conditions needing rapid treatment; and acute psychiatric crises.

Comments from previous students:

  • Overall a good module with good content
  • A very interesting module - Thank you
  • Overall the module was very interesting and applicable to everyday practice.... went beyond the normal hospital level of teaching. The variety of specialities was good.
  • Having an acute week works. The highlight of the week were lectures given by....
  • This was the best module I have attended until now. Thank you very much

Method of assessment

3,000 word essay

Specialist Paediatrics II (Chronic) (AP)


Module Lead: Dr Paul Winyard

Core AP pathway - 15 Credits

Dates

13 - 17 April 2015

Aims

  • To understand research and practice in a range of chronic paediatric topics.
  • To frame questions and to critically appraise the relevant literature.
  • To reflect upon the impact of research findings on clinical practice

Outline

This module takes students beyond standard clinical training by focussing on a deeper understanding of important chronic conditions in several specialities. It is taught by world experts, mostly from ICH or GOS. Topics covered in earlier years have included Oncology - late effects in oncology; difficult epilepsy; chronic headache; inherited cardiovascular disease and ECG abnormalities; safeguarding; dermatology; hypertension; aspects of palliative care; metabolic syndrome; sleep disorders; somatisation in children and adolescents; and the neuro-disability spectrum.

Comments from previous students:

  • High quality speakers, interesting topics and great selection of topics to cover a few things I hadn't thought about or had the chance to revise and improve on in a while.
  • Very interesting lectures in general by people clearly experts in their field. Good selection of topics with wide relevance to general paediatrics, thus increasing my knowledge base (much of what was taught can never be found in textbooks/ journals)
  • Interesting;  Broad scope of subjects; Challeges current management
  • Wide variety of subject areas that are commonly seen in practice, great expertise in areas covered, well organised
  • The hospital I was working was a small one, and during my training I did not receive enough teaching on chronic conditions. Finally I realised through this module that caring for children with chronic diseases is much more difficult. Thank you very much for the excellent organisation of this module and for the high quality of the presentations done by brilliant doctors.

Method of assessment

Poster presentation

Research Project ALL


Module Leads: Dr Paul Winyard and Dr Helen Bedford

Core ALL pathways - 60 Credits

Dates

Usually during final year of study but much of the preparatory work should be done as you go along, such as R&D registration, ethics approval, honorary contracts etc.

Aims

Students should:

  • get to grips with a real research question
  • critically assess the background literature
  • design a research study (with help from primary and secondary supervisors)
  • collect and analyse the data
  • write it up in their dissertation, abstracts and original articles

Outline

The research project dissertation is a substantive piece of work over about 10,000 words. This provides an opportunity to put all of your module-based learning from the course into action by undertaking worthwhile primary research (or in rare circumstances to conduct a systematic review). We encourage high quality projects that can be published in high impact journals, and around 15-20% of our students go on to a higher degree such as an MD or PhD.

Method of assessment

Submission of dissertation 10,000 words and viva 0.5-1 hr

Optional Modules are subject to availability

Immunisation and communicable diseases


Module Lead: Dr Helen Bedford

15 Credits

Dates

9 - 13  March 2015

Aims

Outline


To provide students with a grounding in the principles of immunisation and communicable diseases and the setting up and evaluation of immunisation services. This will prepare students for a potential role as a local immunisation coordinator.

The first two days comprises a course Fundamentals of Immunisation run jointly with and including national and international experts from the Health Protection Agency. Module topics include the role of surveillance in designing and monitoring immunisation programmes, current issues in vaccine preventable diseases, maximising immunisation uptake, future vaccines, TB and BCG, the epidemiology and management of HIV.

Method of assessment

3,000 word essay and oral presentation

International Child Mental Health


Module Lead: Dr Bettina Hohnen (UCL Institute of Child Health)

15 Credits

Dates

Wednesday afternoons 13:30-16:00 for 10 weeks

22nd April - 24th June 2015

Aims

Understanding mental health from the perspective of culture and ethnicity is important for the effective delivery of services to many black and minority ethnic communities in the UK and also to the planning and delivery of services in other countries. This module will consider from a sociological and anthropological perspective different constructions of 'mental health' in different communities and their implications for services. Comparative epidemiological data will be explored where relevant and the module will also consider how to make appropriate use of such data in planning services.

Method of assessment

Poster presentation

Leadership and Professional Development


Module Leads: Dr Paul Winyard and Francina Cunnington

15 Credits

Dates

18 - 21 May 2015

Aims

  • provide students with the knowledge and skills to reflect upon their own professional development within the NHS, to manage teamwork and professional relationships with their colleagues, and to communicate effectively with patients and families.
  • describe and explain the usefulness of service improvement methodology in the NHS.
  • apply the tools and techniques of service improvement in day-to-day work
  • demonstrate an increased confidence and skill in communicating with patients, families and colleagues.
  • facilitate the process of change, identifying areas of resistance and knowing how to manage them.
  • compare and develop roles as leader, team manager, mentor and colleague.
  • show an understanding of healthcare systems
  • demonstrate professional behaviour
  • create a Reflective Portfolio to support learning and personal development using reflective thinking.

 Outline

Method of assessment

Two formative short reflective notes with peer and tutor feedback and one assessed longer reflection

Molecular and Genetic Basis of Paediatrics


Module Lead: Dr Hannah Mitchison

15 Credits

Dates

24 - 28 November 2014

Exam: 4 December 2014

Aims

Students will learn to:

  • develop a working knowledge of DNA structure and function, disease inheritance patterns and methodologies for screening and identifying genetic defects
  • increase understanding of recent advances in molecular medicine and genetics and their impact upon everyday clinical practice.
  • appreciate how molecular and genetic technologies can lead to new treatment options.

Outline

Method of assessment

MCQ Exam: 4 December 2014 and essay

Nutrition, growth and physical activity


Module Lead: Dr Helen Bedford

15 Credits

Dates

1 - 5 June 2015

Aims

Outline

The module includes: Growth and growth monitoring; Epidemiology of childhood obesity, consequences of childhood obesity (psychosocial issues and medical complications) interventions to prevent and manage obesity, management of eating disorders, evaluation of healthy lifestyle programmes; public health policies focusing on healthy lifestyles. Epidemiology of breastfeeding; interventions to increase prevalence and duration of breastfeeding; association between obesity and physical activity, measurement of physical activity in young children.

Method of assessment

3,000 word project write up

Respiration


Module Lead: 

15 Credits

Dates

6 days: from 6 - 8 and 11 - 13 October 2014

Aims

The module reviews the normal development and functioning of the respiratory system and considers how disorders of respiration occur and the rational basis for treatment for these disorders. It aims to provide a sound understanding of the physiology and pathophysiology of the respiratory system.

Students will understand modern ideas on lung and airway functioning. They will also understand the control of respiration, at rest and during exercise and know the key factors involved in major respiratory diseases. Furthermore, they will understand the principles involved in maintaining adequate lung and airway functions when these are threatened by disease.

Delivery will be lectures/seminars and interactive e-learning content on Moodle.

Outline

Topics most frequently covered in this module include:

  • Assessment of lung function
  • Respiratory failure
  • Acid-base balance
  • Chemoreception
  • Central respiratory neurones
  • Breathing during sleep
  • Control of breathing during exercise
  • Neural control of the airways
  • Behavioural control of breathing
  • Pathogenesis of pulmonary diseases
  • Breathing during and after anaesthesia
  • Mechanical ventilation
  • Asthma and COPD - the size of the problem - diagnosis and differential diagnosis - pathophysiology and clinical features
  • Respiratory problems in the newborn

Method of assessment

2 hour written exam.

Safeguarding and Children in Society


Module Leads: Dr Helen Bedford and Dr Deborah Hodes (Camden PCT)

15 Credits

Dates

26 - 30 January 2015

Aims

Outline

The module includes inequalities in children’s health and interventions to reduce them; recognition of vulnerable children in society; the role of child health professionals as advocates for children, child poverty and social exclusion, ethics, children’s rights; health needs and use of health services among hard to reach groups such as the homeless, asylum seekers, and refugees. Looked after children, adoption and fostering issues. Recognition and management of intentional injury. Working with other agencies involved in child protection; ways of working with other agencies. Interventions for prevention of child abuse.

Epidemiology of sudden infant death syndrome and interventions for prevention.

Method of assessment

3000 word essay

Teaching & Learning in Medical Education


15 Credits

Dates

Choose one of the following:

  • 13th October to 12th December 2014: Face to Face day on 14th October 2014

or

  • 27th April to 19th June 2015: Face to Face day 28th April 2015

One full day will be face-to-face, the remainder will be delivered by distance learning via Moodle. 

Aims

This module aims to enable participants to recognise and develop the attributes of a good medical teacher; gain great knowledge of teaching and learning processes; plan effective teaching; develop practical skills and techniques to become more effective educators and; maximise teaching opportunities in the clinic or on the ward.

Outline

Using a combination of interactive distance learning and face-to-face lectures this module will provide participants with an up to date knowledge of teaching and learning practice in medical education. Participants will be introduced to the theoretical underpinnings of teaching and learning (drawing on medical education research and the wider educational community) in addition to covering basic teaching skills in medical education, skills for teaching in clinical settings and teaching large groups. Participants will be required to participate in one online virtual seminar, prepare and deliver one teaching session, and submit one written assignment reflecting on their understanding of teaching practice.

Module Learning Outcomes

Participants will develop skills that enable them to:

  • Plan and organise a teaching session in any setting
  • Use methods that help students become active participants
  • Formulate objectives appropriate to own teaching setting
  • Formulate questions that promote thinking
  • Apply these principles to timetabled and opportunistic clinical teaching
  • Teach clinical skills in a structured way that enhances learning
  • Adopt teaching practices that encourage clinical reasoning
  • Describe techniques for promoting interaction in both large and small groups
  • Select appropriate support materials for both large and small group teaching
  • Evaluate their own teaching behaviour
  • Reflect on and use feedback on their teaching skills to develop future practice

Mode of Delivery

This module will be delivered primarily through a VLE (Moodle 2). This approach combines educational methods that encourage self-directed learning, reflection on personal experience, critical thinking and access to extensive online resources. This will enable students to engage in collaborative learning and to be in regular contact with module tutors for a high level of academic support.

During this module participants will work through course materials and readings, undertake directed learning activities and participate in a two week asynchronous virtual seminar. This will build the foundations for their assessed teaching session and reflective assignment.

One full teaching day (7 hours) comprising three and hours of lectures followed by four hours of small group work will take place. Participants will build on their work in the VLE to plan and deliver a teaching session. This teaching session will be observed and assessed by module tutors.

Assessment

1 x 3,000 word reflective assignment enabling students to reflect on their own teaching practice and demonstrate how theory informs practice. 

The Healthy Child Programme 0-18 years


Module lead: Dr Helen Bedford

15 Credits

Dates

9  - 13 Feb 2015

Aims

Outline

This module focuses on the elements of the Department of Health's 'Healthy Child Programme', the early interventions and prevention public health programme that lies at the heart of universal services for children 0-18 years and their families.

It includes the principles and practice of screening programme, health promotion, parenting and parenting support, the policy context relating to school aged children and young people, healthy schools, epidemiology of common causes morbidity and mortality in school aged children and adolescents: and communication skills with children and young people.

Method of assessment

3000 word essay


Optional modules offered by the UCL Institute for Global Health

  • Child Development: inclusive approaches in global contexts
  • Children in Difficult Circumstances
  • Collecting and Using Data - essentials of quantitative survey research
  • Conflict, Humanitarianism and Health
  • Disability and Development
  • Economic Evaluation in Health Care (online course)
  • Health Management: Planning and Programme Design
  • Key Principles of Health Economics
  • Nutrition and Public Health
  • Perinatal Epidemiology and Newborn Care
  • Research in Action: Qualitative Approach
  • Research Methods and Evidence for Global Health

Optional modules offered by other departments

  • Ethnicity, Migration and Health
  • Regression Modelling
  • Sexual Health: Designing Sexual and Reproductive Health Programmes
  • Social Determinants of Global Health

Page last modified on 10 apr 14 10:49