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BSc HSC Course Review - top four take aways were:

1. Academic Skills Integrated into modules across the course

2. Research has a greater focus throughout the course - linked to employability

3. A stronger theme of leadership and management to be reintroduced

4. To develop course pathways e.g leadership, management, public health, global health etc (just ideas for now)

See images below:

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The below are just me thinking through and out loud, so to say:

Academic, especially digital/technology skills embedded across modules would be great re employability skills relevant to the 21st century.

Course pathways are really great, considering the diverse student population we have on the course – providing opportunities on module (or course) levels for students to explore and immerse themselves in various modules aligned with their desired career paths. This will also allow every member of the team to contribute to the development of specialist modules, enriching the overall learning experience of students.

It would be great to explore innovative and experiential assessment methods tailored to different learning styles/difference. For example use of simulations, contemporary  case study scenarios and project based assessment outputs through exhibitions (etc).

In addition to the traditional/ research dissertation, would it be beneficial to consider offering an additional option for final year project. While dissertations are invaluable for preparing students for research or further studies and equipping them with essential employability skills, they may not align with every student's career aspirations. Perhaps we could explore optional final-year projects or module assessments that enable students to make a tangible impact in a health and social care workplace through placements or internships. They could present their findings in traditional or creative formats. Additionally, we could provide opportunities for students interested in entrepreneurship to develop innovative ideas within the health and social care sector, whether in the UK or internationally (especially for those who may want to develop these further after their studies in the UK or internationally).

Kindest regards,
Precious

28/2/24

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Looks like you already have loads of great ideas.

Couple of quick (and slightly random) thoughts from me.

From a SH6P06 first timer perspective I agree with suggestion that clearer separation between proposal and project could be useful going forward (e.g. as discrete assessment items for two different modules, perhaps over Yr2/Yr3 as suggested). From this year’s group I get the impression some students are not clear about the relationship between proposal and project. Bigger picture wise it might also give us room to develop research methods/skills side of course if we weren’t trying to prepare students for project at the same time (as teaching research methods I mean).

I also agree with potential value in subdividing any redesigned degree course into subject streams e.g. BSc Health studies (Public Health) or BSc Health Studies (Social Care)

Thinking about skills something I’d like to see and would be v happy to be involved with would be an intro to applied epidemiology and/or intro to quants module e.g. something like Quantitative Methods for Public Health (or whatever). It’s something that would get students using software like R, it’d be well suited to different types of learning/assessment (e.g. an intro to stats course I did at UCL used a case-based approach), it’d also open up student options for project (e.g. simple secondary data analysis).

Related to this, I think problem based/case based learning approaches are particularly good fit for something like Health Improvement (if we do consider going down Public Health stream route). I’ve done quite a bit in the past and students seem to really like it.

Not sure if any of that is very helpful, v happy to discuss more with anyone interested.

Best

Ben

28/2/24

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- I'd say it's a priority to review how we address Inclusive Leadership (central to ESJF). A renewed critical focus on leadership /management is good - and linking our ethical research teaching to employability, further study, and/or other activities students may wish to pursue around progressive social change.

- SSP supports 'off-site' trips/activities (again, fits with ESJ, eg sense of belonging/ community-building beyond traditional classroom power dynamics, etc) - maybe colleagues have ideas, e.g. orgs to visit, a health issues walk, etc, built into modules?

- Agreed re: digital health & more global health at all levels. (Aligns with the current knowledge base required in today's H&SC workforce).

- Inclusive assessment: creative approaches sound good. Note, the uni is exploring tariffs to address over-assessing.

Will share further ideas as we go.

Thanks,

Alya

29/2/24

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I support the idea of pathways, as it offers options that could capture more specific interests that would become clearer for students as they progress through the course.  Global health, public health, and leadership & management sound like distinct pathways.

For new colleagues, I am course leader for the BScPublic Health & Health Promotion top-up / level 6 only. It was a very successful course between 2015-21, but saw poor recruitment in the last 3 years and is now coming to an end. There are 3 modules aligned with the Public Health Skills & Knowledge Framework that could be available/reworked for the public health pathway.

Regarding different final work options (other than the lit.review): The PHHP course has an intervention planning for behaviour change as final project – very practice-based oriented, as well as assessments in other public health tools in use for public health practitioners.

I agree with the idea of diversification of assessments more broadly, it develops skills for those working in the sector but also in research – as even now required by the new REF. Data analysis, visit-reports, videos (for conveying a community message), data collection tools (design questionnaires and interview guides), for example and amongst others.

Another point also mentioned elsewhere, it’s a more international oriented option for assessments for students wanting to pursue health studies or work in a non-UK context.

I hope I will have more ideas to share as we get the discussion going

With best wishes

Yolanda

5/03/24

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I would support Precious' idea of a more creative use of a practice/work-based experience but wonder whether this is something that might be extended more generally throughout the course [perhaps as an option/stream]. The EE for our partner QAHE who works at Bishop Grosseteste has very kindly shared details of the approach they take which involves a placement in each year. This is a very different context and I suspect their cohorts differ in both size and character but their approach is very structured and organised. This appears to involve much closer links with placement organisations which obviously has practical resource implications.

I appreciate the curriculum is a very crowded and contested arena with all kinds of elements jockeying for prominence, but I feel this is important to consider given our student demographic. A quick and dirty trawl through potential competitors' course details suggests that there is a degree of variation in this aspect but a number of HEIs proclaim the vocational nature of their course but do not have a placement.

Ian

14/03/24

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In my view, Level 6 curriculum should strongly highlight the paradigm shift towards stronger integration of health and social care systems, particularly the evolving theories, the challenges, inter-professional /organisational working and the role of policy e.g. NHS Act 2006, HSCA 2012 and HSCA 2022, etc.