2020-21 MSc Economic Evaluation for Health Technology Assessment DL Project Design Document

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1	Advice on completing the document can be found in the INSTRUCTIONS tab and can be sought from your department’s Quality Support Officer in the Academic Quality Team, ASO. (Please note particularly the advice on copying and pasting from other documents into the Google Sheet).
2	1. Admissions/ Management Information
3	Title of the programme – including any lower awards Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award. See guidance on programme titles in:
4	https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
5	Masters			Economic Evaluation for Health Technology Assessment (MSc by Distance Learning)
6	Postgraduate Diploma			Health Economics for Health Care Professionals (PGDip by Distance Learning)						Please indicate if the Postgraduate Diploma is available as an entry point, i.e.. is a programme on which a student can register, is an exit award, i.e.. is only available to students exiting the masters programme early, or both.					Both
7	Postgraduate Certificate			Health Economics for Health Care Professionals (PGCert by Distance Learning)						Please indicate if the Postgraduate Certificate is available as an entry points, i.e.. is a programme on which a student can register, is an exit award, i.e.. is only available to students exiting the masters programme early, or both.					Both
8	Level of qualification			Level 7
9	This document applies to students who commenced the programme(s) in:							2020
10	Awarding institution								Teaching institution
11	University of York								University of York
12	Department(s): Where more than one department is involved, indicate the lead department								Board of Studies
13	Lead Department		Economics and Related Studies (PG Cert, PG Dip, MSc)						Economics and Related Studies
14	Other contributing Departments:		Teaching resources may also be supplied by the York Health Economics Consortium, the Centre for Health Economics, and the Department of Economics and Related Studies						Economics and Related Studies
15	Route code (existing programmes only)							PMECOSHTA1
16	Admissions criteria
17	For PGCert: Equivalent of a UK honours degree at 2:1 or higher, or qualifications and/or experience deemed by the University to be of an equivalent standard. For PGDip: same as for the PGCert, plus the requirement that the applicant holds the PGCert in Health Economics for Health Care Professionals with (normally) an average of 56% or more in the exams for Modules 2 and 3. For the MSc: same as for the PGCert and PGDip, plus the requirement that normally the applicant holds the PGDip in Health Economics for Health Care Professionals with (normally) an average of 50 % or more in the exams for Modules 2, 3, 4, 5 and 6. It is additionally normally expected that applicants will have relevant work experience from previous or current employment.
18	Length and status of the programme(s) and mode(s) of study
19	Programme				Length (years/ months)	Status (full-time/ part-time) Please select	Start dates/months (if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
20
21									Face-to-face, campus-based			Distance learning		Other
22	Postgraduate Certificate in Health Economics for Health Care Professionals				Minimum 9 months, maximum 21 months	Part-time	September 2019		Please select Y/N		Yes	Please select Y/N	Yes	Building on the University of York's international reputation for excellence in Health Economics, the Postgraduate Diploma programme in Health Economics for Health Care Professionals is a continuing professional development, distance learning, qualification designed for employees of health care consultancies, the pharmaceutical industry, health insurance, governmental and non-governmental health care organisations. You will be qualified to at least a good first degree level in disciplines other than Economics and will have already secured a satisfactory pass on York’s PGCert in Health Economics for Health Care Professionals, where you will have acquired a thorough grounding in the basic principles of microeconomics, health economics and the economic evaluation of health technologies. You will study part time by distance learning, via a blended design using York-authored workbooks, online learning resources, online workshops, and open examinations which you take in your country of residence, or one nearby. As you progress through the three modules which comprise the Postgraduate Diploma, you will develop your understanding and analytical skills in a range of areas which were studied at Postgraduate Certificate level: applying the theoretical methodology of microeconomics and health economics to the analysis of health care technologies, systems and policies; the role of experimental and observational study designs in the analysis of health economic data sets and a range of advanced methods to apply to the economic evaluation of health technologies. As well as acquiring the ability to express clearly and communicate to others your own understanding and analysis of these concepts, you will acquire more advanced skills which allow you to make active contributions to work-based projects using health economics.
23	Postgraduate Diploma in Health Economics for Health Care Professionals				Minimum 9 months, maximum 21 months	Part-time	September 2019		Please select Y/N		Yes	Please select Y/N	Yes	Compulsory Module 1 workshop
24	MSc in Economic Evaluation for Health Technology Assessment				Minimum 9 months, maximum 21 months	Part-time	September 2019		Please select Y/N		Yes	Please select Y/N	Yes	Compulsory Module 1 workshop
25	Language(s) of study
26	English
27	Language(s) of assessment
28	English
29	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
30	2.a. Is the programme recognised or accredited by a PSRB
31	Please Select Y/N:		No	if No move to section 3 if Yes complete the following questions
32	2.b. Name of PSRB
33	No
34	2.c. Please provide details of any approval/ accreditation event needed, including: timescales, the nature of the event, central support / information required:
35
36	2.d. Are there any conditions on the approval/ accreditation of the programme(s)/ graduates (for example accreditation only for the full award and not any interim award)
37
38	3. Additional Professional or Vocational Standards
39	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
40	Please Select Y/N:		No	if Yes, provide details
41	(max 500 words)
42	4. Programme leadership and programme team
43	4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
44	Nigel Rice
45	4.b. Who has been involved in producing the PLOs, programme map and enhancement plan? (please include confirmation of the extent to which colleagues from the programme team /BoS have been involved; whether student views have been incorporated, and also any external input such as external examiners, employer liaison board)
46	Nigel Rice
47	5. Purpose and learning outcomes of the programme
48	5.a. Statement of purpose for applicants to the Masters programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
49	The aim of the MSc is to advance your knowledge and understanding of basic and more advanced issues in the economic evaluation of HTA through high quality training in relevant economic evaluation theory, concepts, methods and practice. The content of the MSc reflects recent methods developments in the field. Experts in specialist areas within Economic Evaluation for HTA were selected to develop and produce the learning materials. The University of York continues to make key contributions to methods development and applied research in the field internationally. Through the MSc you will have the opportunity to advance your knowledge in economic evaluation for HTA, building on the knowledge gained in the PG Certificate and PG Diploma programmes in Health Economics for Health Care Professionals. You will have the opportunity to further enhance your understanding about recent innovations at the forefront of methods developments in economic evaluation. Additionally, you will have the opportunity to develop skills in undertaking economic evaluations and you will be able to interpret, critically appraise and summarise economic evaluation studies and decision analytic modelling for HTA to inform decision makers on cost-effectiveness. These skills will enhance your competence and confidence in economic evaluation for HTA, to potentially take the lead in presenting economic arguments, dealing with complex issues and make informed judgements to identify challenges and present ways forward, including planning and implementing new research in economic evaluation for HTA.
50	5.a.i Statement of purpose for applicants registering for the Postgraduate Diploma programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective diploma student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
51	Building on the University of York's international reputation for excellence in Health Economics, the Postgraduate Diploma programme in Health Economics for Health Care Professionals is a continuing professional development, distance learning, qualification designed for employees of health care consultancies, the pharmaceutical industry, health insurance, governmental and non-governmental health care organisations. You will be qualified to at least a good first degree level in disciplines other than Economics and will have already secured a satisfactory pass on York’s PGCert in Health Economics for Health Care Professionals, where you will have acquired a thorough grounding in the basic principles of microeconomics, health economics and the economic evaluation of health technologies. You will study part time by distance learning, via a blended design using York-authored workbooks, online learning resources, optional intensive York-based workshops, and closed and open examinations which you take in your country of residence, or one nearby. As you progress through the three modules which comprise the Postgraduate Diploma, you will develop your understanding and analytical skills in a range of areas which were studied at Postgraduate Certificate level: applying the theoretical methodology of microeconomics and health economics to the analysis of health care technologies, systems and policies; the role of experimental and observational study designs in the analysis of health economic data sets and a range of advanced methods to apply to the economic evaluation of health technologies. As well as acquiring the ability to express clearly and communicate to others your own understanding and analysis of these concepts, you will acquire more advanced skills which allow you to make active contributions to work-based projects using health economics.
52	5.a.ii Statement of purpose for applicants registering for the Postgraduate Certificate programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective certificate student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
53	Mounting pressure on health care budgets worldwide has focused attention on how best to organise health care systems and the spending within them. Building on the University of York's reputation for excellence in Health Economics, the Postgraduate Certificate programme in Health Economics for Health Care Professionals is a continuing professional development, distance learning, qualification designed for employees of health care consultancies, the pharmaceutical industry, health insurance, governmental and non-governmental health care organisations. Normally you will be qualified to at least a good first degree level in disciplines other than Economics and will wish to integrate new knowledge and skills concerning the basic principles of microeconomics, health economics and the economic evaluation of health technologies with your existing professional knowledge. You will not have time to attend a full time programme of study, but will instead study part time by distance learning, via a blended design using York-authored workbooks, online learning resources, compulsory and optional intensive workshops, and closed examinations which take place in your country of residence, or one nearby. As you progress through the three modules which comprise the Postgraduate Certificate, you will develop your understanding and skills in a variety of important areas: the methods of reasoning used by health economists; why health care is 'special', in particular as it relates to the way health care markets allocate resources and influence societal well-being; how health economists assess the value of a new health technology, in particular as it relates to valuing health states and costs. You will gain the ability to express clearly, and communicate to others, your own understanding and analysis of health economic concepts alongside the disciplines in which you are already trained. With an excellent record, the University of York's PGCert in Health Economics for Health Care Professionals provides the foundation for you to progress your professional career using health economics.
54	5.b.i. Programme Learning Outcomes - Masters Please provide six to eight statements of what a graduate of the Masters programme will be able to do. If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
55	PLO	On successful completion of the programme, graduates will be able to:
56	1	Identify and apply core and advanced economic evaluation concepts to decision problems encountered in the workplace, in particular as they relate to health technology assessment.
57	2	Advance knowledge of economic evaluation for HTA to fill a disciplinary knowledge gap thus developing greater credibility to lead and advise on related project planning, management and report writing.
58	3	Use core and advanced mathematical and computer-based techniques, to contribute to work-based projects involving economic evaluation for HTA.
59	4	Access, structure and synthesise information, further developing research skills to assess the effectiveness and cost-effectiveness of health technologies.
60	5	Demonstrate competence and confidence in identifying economic evaluation for HTA literature, critically appraising and summarising it for use to inform decision makers.
61	6	Persuasively communicate in inter-disciplinary settings the results of economic evaluation for HTA.
62	7
63	8
64	5.b.ii. Programme Learning Outcomes - Postgraduate Diploma Please provide four to six statements outlining what a graduate of the Postgraduate Diploma programme will be able to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
65	PLO	On successful completion of the programme, graduates will be able to:
66	1	Identify the more advanced dimensions of health economics as they relate to health technology assessment and health policy, with a view to integrating and applying this knowledge to current and/or future professional practice.
67	2	Combine more advanced knowledge of health economics with existing qualifications, skills and professional or related knowledge so that future professional practice informs the health economics dimensions to project planning, management and report writing for interdisciplinary teams.
68	3	Use more advanced mathematical and computer-based techniques to contribute to future work-based projects which require a moderate to substantial health economics input. To communicate the results of these analyses persuasively in writing and presentations.
69	4	Conduct advanced information syntheses and literature surveys.
70	5
71	6
72	5.b.iii. Programme Learning Outcomes - Postgraduate Certificate Please provide four to six statements outlining what a graduate of the Postgraduate Certificate programme will be able to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
73	PLO	On successful completion of the programme, graduates will be able to:
74	1	Identify the primary economic and health economic dimensions to projects and problems encountered in their places of work and integrate these with their existing qualifications, skills and professional knowledge;
75	2	Combine these dimensions with their experience and training from existing professional qualifications and/or related knowledge, to provide appropriate economic and health economics advice to project leaders and managers, both economists and non-economists, in the work place;
76	3	Use appropriate mathematical, graphical and data analysis techniques (both computer-based and non computer-based) to model the economic dimensions to work-based problems;
77	4	Access and synthesise information from academic and professional research in health economics and health technology assessment, using training provided as part of the programme induction, with a view to informing learning outcomes 2 and 3.
78	5
79	6
80	5.c. Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
81	i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
82	Our Postgraduate Certificate students are already highly qualified in their own disciplines (often to Masters and PhD level). But with economics playing an increasingly important role in the decision-making machinery of health care systems, employers increasingly require staff to hold accredited qualifications in health economics. The programmes are designed to meet this demand: students face the challenge of progressing through the three modules that comprise the PGCert, and the six that comprise the PGDip (.e.g 3 modules at PG Cert level and 3 modules at PG Dip level), while continuing in their careers, so as to build a solid, postgraduate-level foundation in health economics which permits them to take the MSc in Economic Evaluation for Health Technology Assessment (by distance learning) if they wish. Skills and knowledge are developed incrementally, and tested with rigorous assessment methods and a 'hurdle' which means that only the best students are permitted to progress to the Postgraduate Diploma and on to the MSc.
83	ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
84	There are a limited number of Postgraduate qualifications available for the study of Health Economics by distance learning. University of York has an international reputation for research excellence in health economics and economic evaluation for health technology assessment. The programme is designed to offer students from all over the world high quality training in a flexible way that allows students to study with us whilst maintaining their careers. We are distinctive in our system of global assessment centres and closed summative assessments, which give us a rock-solid reputation for rigour and fairness in assessment and award.
85	iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
86	Our students come from many backgrounds and our modules have been designed to offer all a firm foundation in microeconomics, health care evaluation and economic evaluation for health technology assessment. This is achieved by a combination of a residential workshops, tutor support using online learning, bespoke York-authored narrated slides (MSc) and York-authored workbooks (PG Cert and PG Dip) backed up with classic textbooks in health economics and economic evaluation, together with two pieces of formative assessment per module and the University of York's 'e-journals' service. The first residential workshop is mandatory, thereby ensuring that all students start on a level playing field. As well as covering the basic concepts of scarcity and choice that characterise Economics, introduction to Faculty and fellow students, Library resources and support and the services of the Maths Skills Centre are also covered in the first workshop. For each module of the programme a module leader (who may also be a tutor) and a tutor will have day-to-day responsibility for the delivery of the module and assisting you in your studies. You will be allocated a tutor to accompany each module of your study. In addition there is a module manager and this will be one of the Programme Leaders, who will act as an advisor to the module leader. This support structure is in place to assist you in studying with us.
87	iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics document http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
88	The programmes lead students, via the PG Cert and PG Dip to the MSc in Economic Evaluation for Health Technology Assessment, which is a 'Professional Masters' qualification. The statements of purpose outlined above make clear how the students progress to this final level of study. Students progress through the qualifications via both formative and summative assessed work, assisted with online tutoring and discussions, to develop a systematic understanding, knowledge and critical awareness of the role played by health economics in health care decision making. Each student is allocated a tutor to support their learning. The teaching materials are written by researchers working at the forefront of the discipline, and the methods of examination (upon which progression is achieved) become increasingly more complex and analytical as students proceed through the programmes. By the end of their studies, students will have achieved understanding to evaluate current research and scholarship that is equivalent to the level of qualification, and to critique and evaluate and in some cases implement methodologies. Holders of these qualifications will have been judged to be capable of performing at a level appropriate to the descriptors as detailed on page 28 of the "Frameworks" document, in particular, to be able to be able to deal with complex issues in health care and economics, demonstrate originality in thinking from an economic perspective, and deal with situations of risk and uncertainty. Students who are weak on quantitative skills are supported by their tutor and may also use the services of the University of York's Maths Skills Centre. They have further opportunity for bespoke learning at the two-day workshops that run during each module, attendance at the first of which is mandatory.
89	v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc.).
90	The programmes are based around a core set of York-authored narrated slides, workbooks and textbooks, supplemented by residential workshops. Students are supported in their studies using the University's virtual learning environment, "Blackboard". Full details may be found on our 'Learning Support' pages: https://www.york.ac.uk/economics/postgrad/distance_learning/learningsupport/ Regarding PLO 3, we use MS Excel to teach the methods required for statistics and health technology assessment, ranging from illustrating sampling distributions, carrying out simple and multiple regression, and probabilistic decision modelling. Students are supported in their use of Excel using both online and residential workshop-based help.
91	vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
92	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
93	The programmes are Continuing Professional Development programmes and are designed to complement the existing qualifications and experience of the students. Students are typically in current employment. The PLOs aim to equip them with the necessary skills in health economics and health technology assessment to progress their careers within their current organisations and to change career direction, targeting jobs which combine health economics and HTA with the disciplines in which they are already qualified.
94	vii) Consultation with Careers The programme proposal should be discussed with Careers (tom.banham@york.ac.uk, ext. 2686) Please provide details of Careers' comments and your response.
95	Careers was consulted when the programmes were designed. It was acknowledged that their CPD nature meant that employability concerns were less relevant than for other Postgraduate programmes.
96	viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
97	The workbooks are co-authored by researchers who are at the leading edge of their research fields. Modules are authored as follows Module 1 (Basic Economic Concepts) Tony Culyer, Alan Williams, Module 2 (Health Economics: Concepts and Analysis) Andrew Jones; Module 3 (Introduction to Health Care Evaluation) Mike Drummond and Trevor Sheldon; Module 4 (Economics of Health Care Systems) Peter West, Module 5 (Statistics for Health Economics) Paul Contoyannis and Nigel Rice; Module 6 (Further Topics in Economic Evaluation) Karl Claxton, Mark Sculpher, Andrea Manca; Module 7 (Assessing the Impact of Medical Technologies on Health) Tom Johnston, Eve Roman, David Torgerson, Module 8 (Outcome Measurement and Valuation) Andrew Lloyd, Bernard van den Berg; and finally Module 9 (Decision Analysis for Health Technology Assessment) Mark Sculpher. Full details may be found from our 'Programme Details' pages ( https://www.york.ac.uk/economics/postgrad/distance_learning/progdetails/ ).
98	5.d. Progression For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one. Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
99	On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to: If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
100	NA