Course Summary

The aim of this course is to provide an intellectually challenging programme of advanced study in the application of exercise physiology in clinical settings. The course involves the detailed study of the physiological consequences of a range of chronic debilitating diseases, and highlights the predictable changes that these different diseases cause during exercise testing. You will be given a solid grounding in the theory and application of a variety of physiological tests and their application in clinical populations.

The theoretical parts of the course are underpinned by significant time spent in the laboratory learning the practical skills required. This includes graded cardiopulmonary exercise testing, cardiac ultrasound measurements, vascular ultrasound measures and muscle function analyses. A further strength is having the practical and theoretical elements of Phase IV cardiac rehabilitation embedded within the course delivery. The integration of theory and practice within the course ensures that you will be able to meet developing statutory professional requirements of practice-specific knowledge, understanding and skills.

Why choose this course?

The course focuses on the use of exercise as a method of assessing and diagnosing cardio pulmonary disorders and the resultant poor exercise tolerance. As one of the few postgraduate courses that aims to teach and develop these skills, it has the advantage of access to the extensive teaching facilities and laboratory equipment of the well established and successful BSc Sport and Exercise Science. Furthermore, through the development of the Sport Science and Personal Training degree, the University is recognised as a provider of awards mapped to the National Occupational Standards. This opens up the ability of students becoming approved Exercise specialists with the British Association of Sport and Exercise Science (BASES) with the delivery of a level 4 course within the degree.

Graduates will be well qualified to work in the health and fitness industry - further career opportunities also include health promotion and development with local authorities, and working as a researcher within the NHS. Graduates will also be well-placed to develop their research interests within higher education.

During this course you will:

• Experience a unique course with a multi-disciplinary approach to teaching
• Benefit from practical components of the course which allow application of theory
• Benefit from `world leading' staff expertise and research as rated by the Government's Research Assessment Exercise (RAE) 2008.

Areas of study you may cover on this course include:

• Research design
• Exercise testing, diagnosis and prescription
• Physical activity, nutrition and metabolic health
• Laboratory skills
• Research methods
• Advanced exercise testing and diagnosis
• Professional skills
• Placement
• Strength and conditioning

MSCESABF

Assessment

Assessment forms an integral part of the learning process and allows student progress to be monitored during the course and their achievements to be graded at the end. The assessments for levels M (a) and M (b) will be carried out using several methods including oral and poster presentations, course work essays / reviews, end of unit examinations and practical reports / case studies.

The course team believes that there should be a clear relationship between the course objectives and the assessment of a students performance. Assessment not only provides students and staff with information of performance of teaching and learning in the units but, through feedback, the student can be guided to improvements.

For students, assessment indicates:

• The ability to carry out practical work


• Successful learning and understanding


• Need for further study


• Attainment of learning outcomes

For lecturers and course team, assessment provides:

• Monitoring of progress


• Insight into individual learning problems


• Feedback on teaching, learning and assessment strategies

Particular assessment activities include

• Portfolio / case-study presentation


• Practical work / report writing


• Project work


• Work placement


• Oral and poster presentation


• Essay / Review / Report writing


• Open or closed book examination

Practical work is an essential component of the course and provides and ideal vehicle for assessing progress and ability. Laboratory reports / portfolios will be assessed for:

• Practical skills skills in performing exercise tests


• Accuracy of results


• Presentation of data, graphs and interpretation calculations of data and conclusion


• Content of relevant theory


• Critical evaluation of each area

In some cases the ability to devise methodologies will be tested. Practical exercises are designed so that they assist in the understanding of theoretical aspects of the course. This is particularly true of the Research Methods units and the Assessment and Pre / Rehabilitation Unit.

In addition assessment of projects (University and field based) will reflect the students ability to work independently and as part of a group. Oral and visual presentation of the results of such projects will test the students ability to communicate and present information in a clear and logical way.

All assessed work will be marked on the 16-point grade system used throughout the University of Bedfordshire. The pass grade for all units will be a grade 5. In addition this award will operate a Unit Hurdle. To pass any unit students are required to achieve a grade 4 or above in any individual component of the unit that carries and assessment weighting of 25% or above regardless of the overall average grade for the unit.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. Demonstrate a depth of knowledge across clinical exercise physiology and be critically aware of and deal with complexity, gaps and contradictions in the current knowledge base with confidence.

2. Autonomously synthesise information and ideas and create responses to problems that expand or redefine existing knowledge or develop new approaches.

3. To have ability and understanding in manipulating, interpreting and presenting data as well as interpretation of complex physiological and research data sets.

4. Critically appraise the physiological and metabolic responses to different types and intensities of exercise and interpret those responses in a range of diseases.

5. Appreciate the multifactorial nature of clinical exercise physiology in particular in the interaction between exercise (both acute and chronic) and disease states and pharmacological interventions.

6. Demonstrate theoretical and practical skills in the design, implementation and interpretation of cardiopulmonary exercise testing.

7. Critically analyse theoretical and practical skills in the design, implementations and review of rehabilitation programes.

8. Develop understanding of research methodology and identify and critically appraise the limitations of the methods used in research by conducting a piece of self-directed research and effectively communicating the outcomes in a manner which contributes to the body of knowledge.

9. Develop and understanding of the nature of professionalism in clinical exercise physiology and how professional standards and subject specific knowledge are combined.

External Benchmarking

Although there are no specific benchmarks for the postgraduate courses in clinical exercise physiology, the undergraduate benchmarks statement leisure and tourism and aspects of the post graduate benchmarks in medicine have been used as guidance. Also used as guidance have been the QAA M level descriptors and the QAA the Masters Degree Characteristics consultancy document from September 2009.

Educational Aims

The overall aim of the course is to provide an intellectually challenging multidisciplinary programme of advanced study in application of exercise physiology in clinical settings. This will enable students to acquire theoretical and conceptual frameworks and skills to Masters level which prepare them for careers in associated professions or further academic study in their chosen speciality. Specifically the award involves the detailed study of the physiological consequences of a range of chronic debilitating diseases and highlites the predictable changes that these different disease cause during exercise testing.

Rehabilitation practice is also a factor of the course with an overview of phase IV cardiac rehabilitation informing the curriculum. The integration of theory and practice within a Masters degree ensures that students meet the developing statutory professional requirements. The standards relate to practice-specific knowledge, understanding and skills.

Student support

In addition to the general support supplied by the University in relation to e.g. childcare, disability advice, international student support, financial support etc, specific support for the course can be further dicvided.

Course Support:

All students have a formal one week induction program on starting the course. Covered in this are: welcome to the Faculty, tours of the laboratories and facilities, introductory sessions to introduce students to staff. Academic advise, tutors and other support systems; student reps and their roles in the Faculty; what to do if students have a problem or complaint and the Induction process, courses and enrolment explained. Other talks and sessions include: Learning Resources, including tours, Student Services, Study Skills and plagiarism, introduction to Laboratories and Practice areas and several training sessions on basic laboratory skills; the Student Union; BREO (VLE) and use of the internet in teaching in the Faculty and talks from the Universitys Career Services. There is a also a skills audit incorporated into week one to assess if any additional learning needs have to be addressed and subsequently supported. Thereafter, student support is available at the level of the Unit, the Course and the Faculty. Furthermore the induction process is maintained into the first few weeks of teaching. Such that in the research methods unit there is further help and tutoring in seminar time to ensure students are able to access research databases through the library website.

All units will have specialized tutorial sessions when the student can further explore subjects or issues related to assessment or the content of the Unit(s).

If students have a general academic or administrative issue they can see one of the two Academic Advisors in one of the sessions that can be booked in the Faculty Office. If students have an issue related to the Sport and Exercise Rehabilitation Course, then they can arrange to see the Course manager through the Faculty Office.

The Course also employs a Personal Tutor system whereby student s are assigned a specific tutor to oversee their progress on the course who will be the first port of call should any problems arise. Should they not be able to give student guidance they will direct the student to another appropriate source of help. Specialist advice and assistance may come from the and the Professional and Academic Development (PAD).

The Course will have its own student representative(s) to take up any specific or general student issues that are not resolved through any of the above support mechanisms (see Course handbook for further details of student representatives).

Academic / Programme Support:

In terms of academic issues to do with the programme, and specifically day to day issues the students personal tutor will be the first point of contact. The tutor will provide advice on the following important areas:

• Whether students are on the right programme


• Whether students are taking the right units


• whether a students results are correct


• Whether students are entitled to APEL or APL


• Whether students have the necessary handbooks, and an induction schedule


• Whether a student has a missing grade because of a fault in the University system or as a result of a student related problem (i.e. failure to submit an assignment)

This type of advice will be available throughout the year, and the Field Chair, alongside the Academic Advice Team in the Faculty Office would be the help as soon as any of the above becomes a problem.

However, if students have issues to do with a particular unit of the course, then the coordinator of that unit is likely to be the first point of contact, rather than the personal tutor. However the Field Chair may need to be involved if the unit coordinator cannot answer a student query.

Students entering from a foreign country or whos first language is not English may make use of the English language support available through the University.

Team working

Throughout the course you will be required to work on collaborative projects / tasks with other students and allied health professionals in the preparation of course materials, assessment items and practical scenarios. Developing team based communication skills is critical to working the applied setting on graduation / on work placements. Role-play and group projects / tasks will assist in achieving these key communication skills.

Career Management Skills

The core philosophy of the course revolves round using a scientist practitioner model to equip students with both research and practical skills. Throughout the course students will be actively participating in relevant practical sessions designed to increase their skills.

Since the course has a real world focus, these taught practical elements will need reinforcing through additional opportunities such as voluntary clinics, supervised practice sessions where time will be spent working alongside University sports teams and members of the public. This may also entail providing supervised short duration work placements during the course. Shadowing of more experienced staff will enhance learning opportunities.

Career/Further study opportunities

Career:

Health promotion specialist

Clinical Exercise Physiologist

Clinical technician

Further study:

The skills you will gain during your laboratory time as well as during your research for coursework and dissertation will be valuable should you wish to pursue an academic career such as working as a research assistant or registering for a Doctorate. Research (e.g. a researcher within a clinical setting, research assistant or PhD student within a University department).

Entry

Admission for this award are in accordance with standard University policy (Section 3.1.3 University of Bedfordshire Regulations) which states that the minimum level of attainment for entry to postgraduate programmes is defined by the benchmark entry qualifications listed below:

• An Honours degree; or


• A postgraduate qualification; or


• A qualification recognised as equivalent to the above

For this award there are two entry routes:

Standard Entry:

Graduates with a first degree normally 2:1 (at least 2:2 classification) in a relevant biology, sport, exercise or health science based subject (e.g. nursing, physiotherapy, Medicine, Osteopathy).

Standard:

Graduates with a first degree normally 2:1 (at least 2:2 classification) in a relevant biology, sport, exercise or health science based subject (e.g. nursing, physiotherapy, Medicine, Osteopathy).

Additional:

AP(E)L

Credit may be given for prior (academic / professional) learning against some of the units. A portfolio of evidence and attainment of equivalent learning outcomes is required. Procedures for considering APL applications are determined by the Academic Board and issued by the Registry.

English Requirements:

• Students from the European Union and International Students:

As a general guide, to apply for a place on the course students need to have met the above requirements and, due to the technical nature of much of the assessment and teaching language applicants must have the required English qualification as outlined below:

- IELTS 6.5 overall

- Minimum of 6.0 in each component

- TOEFL internet-based test (IBT) 91+ overall with a minimum of 18 in each component

• If paper test:

- TOEFL 620 [paper] with 5.0 in test of written English

- It is important that the academic version of the test is taken and that the qualifications have been acquired within the last year

- Cambridge CPE C

- Cambridge CAE C

- Bedfordshire test (TELAS) grade 2

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The teaching and learning strategies outlined below are designed expose students to the full range of teaching methods normally expected at Masters level and aim to provide students with the skills outlined in the QAA National Qualifications Framework for Masters Degrees.

Since the course is primarily designed for graduate entry or equivalent, students are expected to have already developed an ability for independent study. Nevertheless the philosophy and thus the structure and assessment strategies of the research methods units ensure a very solid grounding in the approaches, techniques and methods that would be required for a successful completion of the dissertation.

In the taught part of the course, lectures would not normally exceed 50% of class contact time. In line with the expectation of greater independent learning at masters level the remainder of the time will consist of seminars, practical sessions, laboratory sessions, oral presentations, case studies and poster presentations.

Laboratory based sessions will be formally timetabled to ensure appropriate supervision. These sessions are specifically designed to create a learning environment where both group and individual learning will take place involving observation, demonstration, participation, problem-solving and reporting. Other practical sessions may be field based and the student will be able to complete them at their own convenience. Guidelines of field work will be issued.

The modules will make extensive use of the Universitys Virtual Learning Environment (BREO). Materials to support the modules (e.g. outline, lecture OHTs, seminar / lab activities and formative assessments) may be accessed by students through the Blackboard internet site.

Professional, Statutory and Regulatory Body Accreditation

N/A

Students with disabilities

During the application process disabled students will be able to discuss their needs with individual members of the academic staff, as well as staff from the Disability Advice Team. In relation to related courses in the Division, it has normally been the case that disability has not provided an obstacle to students participating Hence no major issues are envisaged concerning disability and the course. The only possible concern is in relation to field visits. However there is no proposed residential aspect to these visits they will be on a day visit basis only.

Skills Development

Communication

To help with the development of this you will:

• Be encouraged to discuss an explore key ideas from lectures and readings and to communicate your understanding of these in a number of formats including written reflections on the literature, oral discussion, poster presentations on set topics, group work and a range of assessed written assignments

Information Literacy

To help with the development of this you will:

• Continue to develop your use of information drawn form a range of source materials in books and journals and the various search technologies that provide access to information. These in clued academic sources from the library and other sources in the public domain such as the internet

Research and Evaluation

To help with the development of this you will:

• Be set learning and assignment tasks that will require them to further develop their ability and skill at searching for, identifying and evaluating relevant material on psychology of injury and rehabilitation

Creativity and Critical Thinking

To help with the development of this the unit will:

• Through it weekly seminar set readings, learning tasks and assignments seek to provide a supportive learning context in which you will practice and reflexively develop your ability to critically examine, assess, compare and contrast as range of psychological, physiological and biomechanical debates and perspectives. An essential component of this is the development of your informed and grounded understanding of the complimentary issues informing current and established sport and exercise rehabilitation practices

Improving learning and performance

Throughout the course you will be given instruction and direction on how to become a more critical and reflexive thinker. Seminar tasks will be used to encourage engagement in your M-level skill repertoire development. Through these tasks and appropriate feedback (formal and informal) you will be able to:

• Assess accurately your own skill development needs for meeting the demands of the task


• Plan how to meet your own skill-development needs, by setting realistic targets and negotiating effective ways of meeting these and


• Monitor progress, interpreting and evaluating information from a variety of sources and critically reflect on and review your performance

Progress files

Whilst it is an expectation at undergraduate level that all students possess a progress file in specific taught units based on career development, it is not as prescriptive at M-Level. During this course the teaching team proposed to guide students to actively develop their reflective skills through informal reflective practice components that will be embedded into each unit. This may take the form of a reflective diary focused on professional benchmark components or individual goals. The plan is that M-level students will:

• Maintain copies of their transcripts of results


• Have an active CV that is continually updated as they progress through taught units and gain relevant experience in paid or voluntary work and other activity within or outside the University


• Maintain a copy of plans for personal development and their reflection on how successful they have been in keeping to them or whether they were, in fact, the right plans


• Keep copies of (at least some) feedback sheets from their assessment tasks

At the end of the period of study, such a student progress file will contain the information that they will need to draw upon, for example, in making job applications, having successful interviews or becoming a better and more successful practitioner. This will be because it has made students consider the wider relevance of the knowledge they have learned and the skills they have acquired on the course.

Organised sessions on career development will be integrated into the course timetable once students have settled in and become accustomed to the workload etc. These will include professional CV development, production of professional communication materials (CDs, flyers etc). These items will be formative in nature to ensure engagement and dovetailed with the proposed unit teaching structure. These sessions will involve utilization of other professional groups in the University e.g. Media department, CETL (Centre for Excellence in Teaching and Learning) workshops / opportunities.

Professional standards

In line with the subject specific benchmark statements being adopted for this course the benchmarks specified in the documentation (medicine, physiotherapy, podiatry etc) have been defined in terms of the intellectual attributes, the knowledge and understanding, the clinical, interpersonal and practical skills and the professional competencies which will allow the graduates to function effectively as practitioners and develop as professionals.

Additional professional standards which are expected of students on the course include:

• An integrated understanding of ethical, moral, and legal issues in relation to physiotherapy practice


• An ability to work as a member of a health care team


• Understanding and accepting their professional, ethical and legal responsibilities


• Respect patients' dignity and privacy


• Treat every patient / client politely and considerately


• Make the care of their patients / clients their first concern


• Listen to patients / clients and respect their views


• Keep their professional knowledge and skills up to date


• Recognise the limits of their professional competence


• Be honest and trustworthy


• Work with colleagues in the ways that best serve patients' / clients interests


• In all these matters graduates must never discriminate unfairly against their patients or colleagues and they must always be prepared to justify their actions to them


• Adhere to the University guidelines regarding plagiarism


• Take responsibility for understanding the term plagiarism through study sessions and leaflets and the Student Handbook and avoid it by developing your referencing skills remembering that all assignment submissions must be their own work


• Be aware of relevant ethical standards and to behave in an ethical way


• Provide constructive feedback to the unit leader regarding the content and delivery of the unit

Strategy for developing and embedding the professional standards

The representation of the University and Faculty is specifically addressed during Induction with a presentation by teaching staff in a session entitled Professionalism. This is a session that is currently delivered to undergraduate and postgraduates alike on Induction to the Department.

At all times the teaching staff seek to embed and demonstrating the professional standards underpinning their teaching / practice in all taught units. This is a result of the extensive experience of the teaching team that draws upon their commercial / professional experience which informs their teaching.

The course has been designed to impart appropriate professional and personal attitudes and behaviour, including critical evaluation, curiosity and lifelong learning skills as well as the ethical and legal framework of injury / medical practice. The student should acquire and demonstrate attitudes necessary for the achievement of high standards of medical-based practice, both in relation to the provision of care of individuals and populations and to his or her own personal development. These attitudes will be assessed formally and informally during the course (often via practical components and placement feedback).

Good study habits are enforced by monitoring attendance. Attendance data is collected by the faculty and is used to identify students who have failed to attend two consecutive sessions on any one unit. An intervention by letter or email message is used to let the student know that they have been missed and to request an explanation.

The language of competences which are meaningful to employers and are requirements for candidates for employment are explained to students and used as assessment criteria on a number of assessments. Students are given several opportunities to self assess and to develop strategies to improve these skills.

Students underperforming in will be highlighted at the STAR board and requested see their personal tutor to determine any underlying cause, or to see where additional help can be sourced if required. To ensure that student work, particularly written reports does not contain plagiarized material, the online Turnitin plagiarism detection tool is used in many assessments and is demonstrated to students to help them understand the issue. Relevant ethical and legal issues are explored in a number of units and students are required to consider the ethical aspects of their own project proposal in the final year.

This overall experience allows students to develop a professional identity and set the standards of professionalism which will prove the benchmark for all future work.