1. Heather Venables, Gillian Coleman
Experience and issues relating to the accreditation of ‘direct-entry’ courses
Heather Venables, Gillian Coleman
& Gareth Bolton
October 2017

2. 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?

3. Terminology Direct entry Graduate entry Apprenticeship model
Undergraduate BSc
Postgraduate MSc

4. 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

5. 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

6. 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

7. 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)

8. 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

9. 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).

10. 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?

11. 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

13. Questions……