• For Entry: January | May | September
  • Duration: 12, 24 or 36 months
  • School: Medicine
  • Study Mode: Part Time

A blended learning course in collaboration with national healthcare organisations. Applications are welcome from healthcare professionals working in countries where partnerships have been established.

TEF Gold - Teaching Excellence Framework

The burden of long term non-communicable disease (NCD) is a challenge facing all health care organizations at an International level. The effect of this challenge is not just on increasing health care costs and an intolerable workload for health care professionals but a recognition that the current health care system needs to change fundamentally in order to cope with future demands. The Diabetes Care and Education programme has been created by the University of Dundee to aid healthcare organisations who wish to equip their workforce with the clinical knowledge, leadership and educational skills required to meet this challenge and develop a multi-disciplinary approach to creating transformational change appropriate to the healthcare system in their country.

Dundee has an international reputation for diabetes research, education and informatics developments. With the global growing prevalence of diabetes there is an increasing need for healthcare professionals to upskill in diabetes care and understand how to organise healthcare for the efficient management of chronic diseases.

The course has been designed to allow students to remain in their jobs while studying and for their studies to be able to have an immediate impact in their work environment.

The programme aims to:

  • provide a comprehensive programme of diabetes education for health care professionals
  • develop competence in the diagnosis, treatment, and decision-making in the care of persons with diabetes
  • establish students with a basic grounding in educational/ behaviour change theory with application to patient and professional education
  • develop leadership and evaluation skills in the organisation and delivery of care in both primary care and hospitals to empower service delivery improvement
  • establish a stimulating environment for research, teaching and learning about diabetes
  • encourage a culture for training of health care professionals by the development of a network of experienced clinical teachers.
  • Allow health care professionals to enhance their knowledge and skills while remaining in work
  • bring immediate benefits into the workplace through the application of their learning in their work-place based projects
  • be culturally sensitive
  • encourage a culture of multidisciplinary working in the workplace.

The course is aimed at working-professionals who wish to facilitate evidence-based change in clinical care and management within their healthcare system and recognise that this requires not just clinical knowledge but also skills in leadership, inter-professional education, organisational management, reflective professional practice and quality improvement.

Teaching Excellence Framework (TEF)

The University of Dundee has been given a Gold award – the highest possible rating – in the 2017 Teaching Excellence Framework (TEF).

Read more about the Teaching Excellence Framework

TEF Gold - Teaching Excellence Framework

How you will be taught

The teaching approach is one of blended learning with face to face teaching (lectures, group work, case discussions, workshops, simulation exercises, quizzes) blended with online activities, case based studies and workplace assessment. Much of the later work can be completed flexibly in the student's own free time, and has been designed around the needs of students who are also working full time.

Each module has the following structure:

  • Week 1 : introduction to the module and activities to prepare for face to face teaching through the virtual learning environment (VLE).
  • Week 2 : face to face teaching- interactive teaching through workshops, small group activities, case discussions etc.
  • Week 3: finalise work-place based project proposal with module leads
  • Weeks 4 – 9: Students undertake projects; recording progress and observations in a personal reflective journal. Interaction with module leads and course activities through the VLE.
  • Weeks 9 – 11: Writing up first drafts of Project Report (Assignment 1) and Reflective Essay (Assignment 2) and receiving tutor feedback.
  • Week 12: Assessment deadline for the submission for final Project Report (Assignment 1) and Reflective Essay (Assignment 2).

Students are expected to undertake approximately 12 hours of work per week, either as self-directed study or undertaking specific activities associated with the course.

There are 3 semesters per year. In each semester the student completes one module from a choice of 5 or 6 modules that will be offered each semester. In the partnership with the Dasman Diabetes Institute and Ministry of Health in Kuwait the face to face teaching is hosted at the Dasman Diabetes Institute.

How you will be assessed

All 20 credit modules are assessed on Coursework. To complete each module and to progress to the next, students are required to:

  • Attend the face-to-face teaching.
  • Complete the workplace-based assignment which requires participants to apply educational principles to their own situation and reflect on the result.

Students are required to base their projects and activities within their own organisations so that they can utilise their new knowledge and build on opportunities created by the programme to shift the balance of care. The project (or an agreed part of the project) undertaken for Assignment 1 must be completed within 6 weeks from the end of the face-to-face teaching days.

Assignment 1: Workplace Project Report (2000 words - excluding reference list and appendices)
A critical examination of the student’s own workplace-based project, which is undertaken in response to the specific module aims and study topics (or a series of activities relating to the module).

Assignment 2: Reflective Essay (1500 words - excluding reference list and appendices) 
A reflective analysis of the student’s own learning and development throughout the module, describing the impact that the module study activities and workplace-based project experiences have had upon their own thinking and professional practice.

Marks are awarded equally between Assignment 1: the description of the workplace-based assignment and Assignment 2: the reflective analysis of the project.

The Dissertation Module (60 credits) which must be passed to graduate with the MSc is assessed through a 12,000-15,000 word thesis.

What you will study

The course has a modular structure allowing students to choose the topics most suited to their own professional development needs while ensuring they develop knowledge of clinical, educational, leadership and organisational theories relevant to the multi-disciplinary team approach to the management of chronic diseases. Students can choose to exit at Certificate, Diploma or MSc level.

 

Postgraduate Certificate (PG Cert) Diabetes Care, Education & Management
The PG Cert requires the achievement of 60 credits through 3 modules: 1 Core module + 1 Educational module + 1 other module

Postgraduate Diploma (PG Dip) Diabetes Care, Education & Management 
The PG Dip requires the achievement of 120 credits through 6 modules: 1 Core module + 1 Educational module + 1 Organisational module + 1 Research module + 2 other modules

Postgraduate Masters (MSc) Diabetes Care, Education & Management 
The MSc requires the achievement of 180 credits. To obtain the MSc students must successfully complete the PG Dip (120 credits) + the Taught MSc Dissertation Module (60 credits).

 

Modules can be chosen from the following selection. Many modules appear in more than one category to increase the flexibility of students to create a programme specific to their needs.

Core Modules

  • Modern Diabetes Care
  • Science of Diabetes
  • Organisational Approaches to the Delivery of Care

Clinical Modules

  • Advanced Diabetes Nutrition
  • Advanced Diabetes Practice
  • Diabetes in the Young
  • Management of CV Risk in Diabetes
  • Safety in Clinical Communication
  • Self-Management of Diabetes: person centred, enabling approaches to clinical practice

Education Modules

  • Clinical skills and Simulation for Education and Practice
  • Developing Safe Team Working Using Simulation
  • Facilitation
  • Leadership
  • Reflective Professional Practice
  • Self-Management of Diabetes: person centred, enabling approaches to clinical practice
  • Training the Trainers

Organisational modules

  • Facilitation
  • Leadership
  • Organisational Approaches to the Delivery of Care
  • Patient Safety & Quality Improvement in Diabetes
  • Reflective Professional Practice
  • Strategic Partnering

Research

  • Research Methods
  • MSc Dissertation

We would envisage this course/qualification being of interest to healthcare organisations who wish their healthcare professionals (e.g. doctors, nurses, pharmacists, nurse educators, managers etc) to enhance their skills across a range of disciplines required for the management and care of diabetes and other chronic diseases.

This qualification is NOT equivalent to accreditation onto the diabetes medical specialist register e.g. allowing the individual to operate as a diabetes consultant.

A collaboration must have been established between the University of Dundee and a national healthcare organisation within the applicant's country.
Applicants should have:
Attended a university, or other institution approved by the Faculty Board.
Obtained a first degree in a healthcare discipline or other equivalent qualification acceptable to the Programme Director

IELTS of (or equivalent), if your first language is not English. An overall score of 6.5 is required to be considered for this programme.

For further information please contact diabetescare@dundee.ac.uk

If you are interested in finding out if the MSc Diabetes Care, Education & Management is available in your country please contact the University of Dundee by sending an email to diabetescare@dundee.ac.uk