ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMANAOAPAQARASATAUAVAWAXAYAZBA
1
1. Admissions/ Management Information
2
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:
3
Masters Master of Public Health
4
Postgraduate Diploma Postgraduate Diploma in Public HealthPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
5
Postgraduate Certificate Postgraduate Certificate in Public HealthPlease indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
6
Level of qualificationLevel 7
7
This document applies to students who commenced the programme(s) in:2019
8
Awarding institutionTeaching institution
9
Unviersity of York University of York
10
Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
11
Lead Department Department of Health SciencesHealth Sciences
12
Other contributing Departments: Not applicable
13
Route code
(existing programmes only)
14
Admissions criteria
15
Students are generally required to have achieved a 2.1 or equivalent in their first degree. IELTS: 6.5, with a minimum of 6.5 in writing, no less than 6.0 in all other components,
PTE: 61, with a minimum of 61 in writing, no less than 55 in all other components,
CAE and CPA: (from January 2015) 176, with a minimum of 176 in writing, and no less than 169 in all other components,
TOEFL: 87, with a minimum of 23 in writing and no less than 21 in all other components,
Trinity: Level 3, with 'Merit' in each component
16
Length and status of the programme(s) and mode(s) of study
17
ProgrammeLength (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
18
19
Face-to-face, campus-basedDistance learningOther
20
Master of Public Health1Full-timeSeptemberPlease select Y/NYesPlease select Y/NNo
21
Master of Public Health2Part-timeSeptemberPlease select Y/NYesPlease select Y/NNo
22
Language(s) of study
23
English
24
Language(s) of assessment
25
English
26
2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
27
2.a. Is the programme recognised or accredited by a PSRB
28
Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
29
3. Additional Professional or Vocational Standards
30
Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
31
Please Select Y/N: Noif Yes, provide details
32
4. Programme leadership and programme team
33
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.
34
Amanda Mason-Jones
35
5. Purpose and learning outcomes of the programme
36
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.
37
The Master of Public Health (MPH) programme is focused on whole system approaches to disease prevention, health and wellbeing. Based in a department with an international reputation for public health research, you will develop the knowledge and skills essential for public health practice. The programme is relevant to health professionals and those working in related sectors, and caters for practice in settings globally. Core training includes the fundamentals of public health, epidemiology, research methods, and statistics. You will also have the opportunity to choose modules that suit your previous training and future career plans. As a graduate of the programme you will be prepared to work in a public health capacity in the National Health Service, local authorities, international government ministries of health, the World Health Organization and other non-governmental organisations. The programme also provides a solid foundation if you wish to take the membership examination of the Faculty of Public Health.
38
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.
39
PLOOn successful completion of the programme, graduates will be able to:
40
1critically evaluate public health theory, policy and practice, and examine the key challenges faced by public health practitioners, in the UK and globally
41
2assess the design and delivery of public health programmes with the aim of enhancing their impact, efficiency and effectiveness
42
3interpret and critically appraise public health research evidence
43
4 decide on the most appropriate methodological approach to address public health research questions, and apply methodological approaches with confidence
44
5independently formulate, plan undertake, and report on a research project in a public-health related field, with due regard for ethical standards
45
6communicate public health theory, policy, practice and research clearly and concisely to expert audiences
46
7critically examine public health leadership, management and networks to enhance public health practice.
47
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:
48
i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
49
The PLOs address public health and epidemiological theory, research and statistics and the design of programmes that can change public health outcomes and create impact. The skills and knowledge incorporated into the programme are ambitious and challenging as they will introduce students to new concepts such as epidemiology and philosophical ideas that can be challenging to put into practice. By the end of the programme it is expected that the skills developed will result in independent public health researchers and practitioners.
50
ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
51
The programme is designed to incorporate teaching and supervision from University of York researchers who are leaders in their field including in epidemiology, global public health, mental health, trials and statistics. Students will benefit from global and local connections to public health organisations and individuals which can help in their future career.
52
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
53
Entry is encouraged from a wide range of students including biomedical scientists, mathematicians, social scientists, those from humanities-based studies, health practitioners and those who are working in public health or related fields. No prior learning is expected and students will be guided sequentially through the programme. Students will gain solid foundations in epidemiology, research and health statistics and public health principles. This will enable the development of knowledge around mathematical and statistical skills, writing skills, academic writing conventions and referencing guidelines including academic integrity. Staff are available on a one to one and small group basis for any students who require extra support in their transition into the programme.
54
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 doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
55
Core modules such as epidemiology, introduction to health statistics, health research, infection and disease and public health foundations and practice will form the basic foundational modules of the programme providing both fundamental knowledge and skills. All modules include formative assessments and regular checks on student understanding and learning to ensure progression through the modules. Optional modules then build on these basic skills and knowledge to focus on skills and areas suited to the student's interests and future plans more individually. This then leads to the dissertation module where the students are allocated two academic supervisors who will guide them by undertaking a public health project to become an independent researcher through the production of a piece of work that may include applying for ethical approval, secondary analysis of a dataset, secondary analysis of qualitative data, a systematic or scoping literature review, for example.
56
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 classroooms, response 'clickers' in lectures, simulations, etc).
57
Digital literacy is encouraged in a variety of ways. Students have a programme specific virtual learning environment which outlines the whole programme, linking to useful departmental documents and is used to share news stories, articles and employment opportunties. Students are encouraged to post and discuss current public health issues together online and develop critical appraisal skills through discussions with staff and each other. They learn to use statistical programmes that are available online, are encouraged to develop skills using microsoft word, excel and powerpoint. Library staff provide guidance on literature searching, databases and the library online facilities. Endnote training is available to students which is particularly helpful during dissertation writing. Simulations include responding to public health outbreaks and a variety of active student learning activities. All of these skills are designed to promote students' employability and are directly transferrable to a variety of workplaces in public health.
58
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 employablity objectives should be informed by the University's Employability Strategy:
59
Students' employability is enhanced by ensuring that teaching and module content is informed by the most up-to-date research and current issues in public health. The programme aligns to the national UK and European and global standards for public health training and as such students are prepared for a range of careers including health research, further research training, advanced clinical practice for example in medicine or nursing, working in non governmental and governmental organisations.
60
vii) Consultation with Careers
The progamme proposal should be discussed with Careers (tom.banham@york.ac.uk, ext. 2686)
Please provide details of Careers' comments and your response.
61
We have had prevous consultation with the careers service. They have previously provided guidance for our students in a timetabled classroom session. However as students' needs, backgrounds and aspirations are wide and the roles available in public health are diverse we currently provide advice on an individual basis.
62
viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
63
The department has a range of foci and research centres that include public health and society, mental health and addiction, trials and statistics, health policy and practice, cardiovascular health and epidemiology and cancer statistics. Staff from all research centres teach on the programme and provide individual supervison to the students. Many staff projects are put forward for students to collaborate on. The learning and teaching on the programme is fully informed by research in the department and modules are updated and changed each year to reflect these activities.
64
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.
65
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.
66
Students exiting the programme with a postgraduate certificate will have successfully completed 60 credits from any of the compulsory modules. At this point they will have made progress towards PLOs 1,2 and 3.
67
On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
68
Students exiting the programme with a postgraduate diploma will have successfully completed 70 credits from the compulsory modules and 50 credits from the optional modules. At this point they will have made progress towards PLOs 1,2,3,4,6 and 7.
69
6. Reference points and programme regulations
70
6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
71
The guidance documentation and examples provided on the York Pedagogy and the University of York's 'Taught Postgraduate Modular Scheme: Framework for Programme Design' have been used as reference points
72
6.b. University award regulations
73
The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
74
7. Programme Structure
75
7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
76
Full time structure Students are required to take 70 credits of compulsory modules combined with 50 credits of options. However, they can only select either option 14 or 15. Module choices are discussed with students at their first supervision meeting for autumn term. Module choices for sping and summer terms can be made later on in the programme which a student has started to think about their dissertation and what methods they may choose.
77
CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
78
CodeTitle12345678910123456789101234567891012345678910111213
79
10HEA00091MIntroduction to health statisticsSEAEA
80
10HEA00013MEpidemiologySEAEA
81
20HEA00065MPublic health foundations and practiceSEAEA
82
20HEA00066MInfection and DiseaseSEAEA
83
Various-TOTAL 50 creditsOPTIONS (SEE BELOW)SEAEA
84
10HEA00092MHealth research in practice assessment is in wk 11 SpT SE
85
60HEA00041MDissertationSEAEA
86
10Option 1, 2,9 option 1 is assessed in wk 10 AuTSEAEA
87
10Option 3,5,7,10 option 5 is assessed in wk 12 SpT SEA
88
20Option 4SAEAEA
89
10Option 6, 11, 12,13SEA
90
20Option 14,15SEA
91
Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
92
Part time students are encouraged to take optional modules to fit in with their workload and current work commitments where there might be limited opportunities for attendance (eg. only one day released). This is negotiated on an individual basis. Part-time students are encouraged to take sufficient optional modules to avoid unmanageable workload in year 2. There also optional modules which are available on line as well.
93
CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
94
CodeTitle12345678910123456789101234567891012345678910111213
95
10HEA00091MIntroduction to health statisticsSESEA
96
10HEA00013MEpidemiologySEA
97
Various-TOTAL over two years 50 creditsOPTIONS (SEE BELOW)SSEEA
98
10HEA00092MHealth research in practice assessment is in wk 11 SpT SEEA
99
10Option 1, 2,9 option 1 is assessed in wk 10 AuTSEAEA
100
10Option 3,5,7,10 option 5 is assessed in wk 12 SpT SEA