Heather Venables, Gillian Coleman Experience and issues relating to the accreditation of ‘direct-entry’ courses Heather Venables, Gillian Coleman & Gareth Bolton October 2017
AIM for this session Overview of the validation process for new innovative programmes Specific issues to be considered when looking at a new type of programme What are the differences?
Terminology Direct entry Graduate entry Apprenticeship model Undergraduate BSc Postgraduate MSc
The Process Direct or Graduate entry pathway being developed Asked to be part of the accreditation team Work with programme leader during development Documents arrive Validation event
Role of the Lead CASE Accreditor? - work with programme team Lead accreditor “critical friend” development of programme document review highlight concerns early provide advice and support help address issues prior to internal approval & CASE review
Normal issues to consider for any accreditation Documents Clear documents Appropriate programme title(s) Shows evidence of critical review Service user views included (students, clinical staff, other users) Sustainable (funding, student numbers, staffing levels, quality) Programme Clear title and transparent pathway(s) Appropriate & realistic timeframe Relevant modules and learning outcomes (LOs) Core material included & links to national standards (e.g. QAA, NSC) - CASE requirements met? Assessments (range, appropriate for LOs, M-level, clear weighting /compensation etc) Clinical Capacity for training students (staffing levels, range of examinations) Mentor/assessor training provision Support for clinical departments Assessments (should include final competency assessment - pass/fail) & moderation
Additional considerations Capacity : University Addition to current programmes? Staffing for additional programme Basic clinical skills / simulation Capacity: Clinical No. students can be accommodated? No. placements for DE? Impact on others? (Current Pg US students) Support for clinical dept. Mentor training (Student status and support needs) On-going support (link lecturer visits) Dealing with issues (PCPS, changing placements)
Other considerations Admissions process Admissions requirements Robust process How identify core skills? (Values based recruitment: respect & dignity, team work, compassion etc) Clinical dept. involvement ?Hand-eye co-ordination assessment Admissions requirements Entry qualifications* Funding departments / students Will overseas applicants be accepted? Occupational health, DBS etc Admissions information Understand lack of registration with PSRB e.g. HCPC Extended working days Ensure good awareness of the role and career choice
Our Disclaimer Consultation with key national stakeholders suggests that HCPC sonographer registration is likely to remain elusive for the foreseeable future. In the absence of formal HCPC registration, graduates from the MSc programme will be encouraged to register with the UK Public Voluntary Register of Sonographers (hosted by the Society & College of Radiographers).
Additional considerations Curriculum Cross teaching with current course? ILOs show development of skills during programme Mandatory training (University responsibility) Student Background Student background experience. How will team deal with this? - Basic anatomy - imaging procedures - health care processes Monitoring Identifying failing students? Progression issues? Options for extending training? Options for exit awards?
Summary Does it meet CASE requirements? Consider specific issues relating to new programme development Don’t be prescriptive (unless CASE requirement) Suggest enhancements to help programme team Encourage innovation & new ideas Supportive process
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