Core

  1. Modern Diabetes Care (Physicians)
  2. The Science of Diabetes (Lab/Science Based)
  3. Organizational Approaches to the Delivery of Care (Management/Professionals)

Core Modules:

“Nothing is more fatal to Health, than an over Care of it.” Benjamin Franklin

Caring for people with diabetes mellitus who may present with acute, unpredictable and possible life threatening illness is one of the more challenging roles for today’s healthcare professional.

The main aim of this module is to enable you to explore critically core knowledge, skills and attitudes related to the clinical and social aspects of modern diabetes care. By covering a range of related topics and by working with other professional groups you will learn how to adopt a team based approach to the care of your patients.

Sign up to this module and find out how to “care” enough to preserve “Health”.

“The wish is not enough; there has to be the understanding, which is the platform for achieving what you want to do” James W. Black

This core module is aimed at non-clinical staff working within research or healthcare organisations related to diabetes management. The module is for students whose main focus is on improving knowledge and understanding of the molecular mechanisms underlying diabetes and diabetes treatments. Students are less likely to be involved in day-to-day management of diabetes patients.

The module aims to increase knowledge and understanding of the epidemiology, pathophysiology, and molecular mechanisms underlying diabetes. By enabling incremental accumulation of knowledge of diabetes, it will be illustrated that research periodically results in conceptual advances in understanding of diabetes, which provides the platform upon which all treatments for people with diabetes are generated. The module will cover a broad spectrum of complications and treatment strategies, ranging from governmental policy through to the rationale for pharmaceutical interventions. Areas for advancing diabetes research will be explored, from molecular and genetic advances to population approaches and aspects of laboratory/sample management.

Sign up to this module to develop your own understanding and build your own platforms towards a better future for people with diabetes.

This is one of the core modules of the postgraduate programme, aimed at students working within healthcare management. This module can also be taken as an organisational module.

The module introduces students to the theory underpinning current organisational principles and change management and asks how innovation and risk fit within the concept of the ‘learning organization’. In the module, students will review in practical terms organisational structure, organisational culture, and the key components of designing and implementing plans for change. In addition the module will guide students towards an exploration of how a passion for excellence can help create a high performance organisation.

Clinical Modules:

“Every patient carries his or her own doctor inside” Albert Schweitzer

This module aims to provide the multidisciplinary healthcare team with knowledge and skills to allow the incorporation of a psychosocial dimension into diabetes care by providing high quality self-management education.  Diabetes is a chronic disease that can impact upon every aspect of the life of people who have diabetes and their families. Self-management of diabetes takes time, knowledge and effort. This module is designed for health care professionals working with adults/and or children who have diabetes. The content of this module reflects a multi-faceted approach to diabetes care and will incorporate strategies and approaches that have been shown to enhance self-care.  In order to support people with diabetes and their families to enhance self-efficacy, participants require teaching skills, knowledge of behavioural sciences and understanding of the psychological impact of diabetes on day to day living.

 Sign up to this module and learn how to awaken the “doctor inside” all your patients.

This module aims to provide a deeper understanding of the nutritional aspects of diabetes care. This builds on the material delivered in the Core Module (Modern Diabetes Care), and complements the Enhanced Self Care Module. This module will be of particular interest to dieticians wishing to develop experience in diabetes management and other clinicians (e.g. physicians and nurses/ nurse educators). Students will develop a good understanding of the role of the specialist dietician in diabetes service. They should understand the pathophysiology of nutrition and be able to offer comprehensive, evidence-based advice to patients with diabetes. They should also understand psychological aspects of dietary change and reflect on the wider role of society in influencing nutritional choices.

This module aims to develop an advanced level of understanding about the clinical management of diabetes and its complications, by focusing on problems usually managed in secondary, rather than primary, care. The module will address: the management of patients with diabetes during routine or emergency care; difficult glycaemic control and insulin management; subspecialty areas (such as diabetes in pregnancy and diabetic renal disease); and cardiovascular risk. Students will develop their ability to recommend best practice in clinical skills and prescribing by critically reflecting upon acute diabetes complications (e.g. DKA/ HONK/ severe hypoglycaemia), insulin and diabetes drug therapy (managing and titrating insulin therapy and the use of ‘third line’ therapies), cardiovascular risk management, and diabetes during pregnancy. Participants will have critically explored the causes of diabetes (including rare causes such as MODY), the pathophysiology of acute and chronic diabetes complications, and mechanisms of action for diabetes medications

Effective long-term management of diabetes requires more than blood glucose control. Appreciating the significantly increased cardiovascular risk that is present is crucial in improving morbidity and mortality of diabetic patients. This module aims to enable clinicians to understand the clinical evidence and principles of cardiovascular risk management in diabetes and to assimilate this into their clinical practice. Students will critically evaluate and appraise the evidence base for cardiovascular risk in diabetes and assimilate basic mechanisms of action (including published clinical guidance) in managing individual patients who may not conform to the norm. Participants will develop an appreciation of issues surrounding concordance with lifelong treatments for conditions that are largely asymptomatic and will be encouraged to develop original and creative responses to issues around patient education and the doctor-patient relationship. By the end of this module, students should demonstrate their ability to integrate knowledge of pathophysiology with the prevention and management of the CV complications of diabetes.

This Module will enable participants to have systematic understanding of the impact of safe communication strategies on enhancing clinical practice and reducing errors. Participants will be able to

·         Critically evaluate the evidence related to communication errors in clinical practice

·         Critically analyze the evidence related to professional roles and responsibilities in communication with patients and carers

·         Analyze the use of communication safety tools with both patients and colleagues in health care practice

·         Debate the different approaches to evaluating the impact of communication skills training on the health care organization

Educational Modules:

A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers

This module aims to familiarize students with basic themes in medical education and to develop understanding of the building blocks of knowledge. Students will develop the basic knowledge and skills needed for teaching as a health care professional, by exploring theoretical and practical guidance relating to good practice in teaching, assessment and curriculum development, through work-based activities relevant to participants’ current or future students and trainees.

Sign up to this module and learn how to become “progressively unnecessary”.

“He attacked everything in life with a mix of extraordinary genius and naive incompetence, and it was often difficult to tell which was which”. Douglas Adams

Facilitation is the activity of making tasks easier for others. This module aims to develop understanding of the theory of facilitation and explores ways of applying theory to practice through “facilitation-in-action” in the health care setting. Students will develop practical facilitation skills in a safe environment, by exploring group dynamics and trying out ways of managing these dynamics in order to be part of an effective organization.

Sign up to this module and find out how to make sure everyone recognizes your “extraordinary genius”

 

Leadership: the art of getting someone else to do something you want done because he wants to do it. ~Dwight D. Eisenhower

This module will explore definitions of Leadership and critically analyze current Leadership models and good practice. The module aims to facilitate the development of effective leadership strategies and approaches within clinical care settings through practical learning activities. Students will develop and implement an Action Plan to explore and enhance leadership within their organization and identify areas of good practice for potential development. During the module, students will develop awareness of the impact of people’s behavior on organizational effectiveness, and the importance of trust in building relationships and developing influencing skills. The role of effective leadership in influencing change and managing conflict will also be explored. Students will learn how to develop a strategic vision and to communicate this to others.

Sign up to this module and find out that you can make change happen by ensuring others “want to do it”.

This Module will enable participants to have systematic understanding of the use of simulation in inter-professional clinical skills education and practice.  Participants will be able to

·         Evaluate evidence for inter-professional clinical skills education to identify specific challenges to its effectiveness

·         Critically explore strategies to promote skills acquisition in an inter-professional context

·         Debate the different approaches to evaluating the impact of inter-professional clinical skills education

“Every patient carries his or her own doctor inside” Albert Schweitzer

This module aims to provide the multidisciplinary healthcare team with knowledge and skills to allow the incorporation of a psychosocial dimension into diabetes care by providing high quality self-management education.  Diabetes is a chronic disease that can impact upon every aspect of the life of people who have diabetes and their families. Self-management of diabetes takes time, knowledge and effort. This module is designed for health care professionals working with adults/and or children who have diabetes. The content of this module reflects a multi-faceted approach to diabetes care and will incorporate strategies and approaches that have been shown to enhance self-care.  In order to support people with diabetes and their families to enhance self-efficacy, participants require teaching skills, knowledge of behavioral sciences and understanding of the psychological impact of diabetes on day to day living.

 Sign up to this module and learn how to awaken the “doctor inside” all your patients.

“Failing is good as long as it doesn’t become a habit” Michael Eisner

This module aims to develop and enhance understanding of the applications of simulation in the development of clinical skills practice. Students will explore and apply educational  theories  to  their own  use of  simulation  in  facilitating  clinical  skills  practice. Participants will develop an individual Action Plan to enhance their clinical skills education and practice. This module supports the development of a systematic understanding of simulation in clinical skills education and practice through a critical evaluation of the use of different educational theories in the development of simulation events.

Sign up to this module and find out how not to make failure “a habit.”

Organizational Modules:

“We do not learn from experience…we learn from reflecting on experience.” John Dewey

This module is designed to develop practitioner’s effective reflection upon the care they offer to patients and to adapt their practice where necessary. The module aims to support and facilitate the development of primary care practitioners’ self-awareness and awareness of other health care professionals working within the Primary Care Team. Students will critically evaluate theories of reflection and explore its application in professional practice settings. Participants will be encouraged to critically analyze their own beliefs and values about primary care and to reflect critically upon their own role in relation to professional practice and the advancement of primary care.

Sign up to this module to learn how to “reflect on experience”.

This module aims to develop a systematic understanding of patient safety in the context of diabetes care. Students will analyze evidence of the impact of human factors upon patient care in order to enhance and develop safe communication strategies for team working in clinical practice and to reduce the potential for errors. Participants will identify quality improvement methods for diabetes care within their own organization and develop an Action Plan to enhance patient safety in clinical practice.

“He attacked everything in life with a mix of extraordinary genius and naive incompetence, and it was often difficult to tell which was which”. Douglas Adams

Facilitation is the activity of making tasks easier for others. This module aims to develop understanding of the theory of facilitation and explores ways of applying theory to practice through “facilitation-in-action” in the health care setting. Students will develop practical facilitation skills in a safe environment, by exploring group dynamics and trying out ways of managing these dynamics in order to be part of an effective organization.

Sign up to this module and find out how to make sure everyone recognizes your “extraordinary genius”

Leadership: the art of getting someone else to do something you want done because he wants to do it. ~Dwight D. Eisenhower

This module will explore definitions of Leadership and critically analyse current Leadership models and good practice. The module aims to facilitate the development of effective leadership strategies and approaches within clinical care settings through practical learning activities. Students will develop and implement an Action Plan to explore and enhance leadership within their organization and identify areas of good practice for potential development. During the module, students will develop awareness of the impact of people’s behavior on organizational effectiveness, and the importance of trust in building relationships and developing influencing skills. The role of effective leadership in influencing change and managing conflict will also be explored. Students will learn how to develop a strategic vision and to communicate this to others.

Sign up to this module and find out that you can make change happen by ensuring others “want to do it”.

” Partnership is the way. Dictatorial win-lose is so old-school.” Alanis Morissette

This module aims to facilitate the development and enhancement of knowledge and skills relating to Strategic Partnering and its potential applications within an organizational setting. Students will critically analyze current models of Strategic Partnering and develop an Action Plan which identifies potential partners and approaches to Strategic Partnering within their own organizational context.

Sign up to this module and learn how not to be “so old-school”

Research Modules:

This module aims to develop understanding of the basic themes within clinical and educational research and to offer theoretical and practical guidance on principles of good research, including: literature review; research methodology; and research development. Students will develop the basic knowledge and skills required for undertaking and supervising research as a health care professional. Participants will identify develop and apply appropriate research methods through an individual research project. By the end of this module, students should have developed the ability to identify different research approaches and identify strategies most appropriate for their own setting. Students will formulate guiding principles to underpin their research and construct clear research aims and methods which are informed by literature, evidence and previous experience.

The MSc Dissertation module is a 60 credit module, spanning 9 months, which requires you to design and undertake a small-scale research project, and write a 12,000-15,000 word dissertation based on the experience. Successful completion of the MSc Dissertation module leads to the award of Master of Science (MSc) in Diabetes Care, Education and Management. Your research project should be based on the project outline you submitted before the start of this module, although it may evolve as a result of discussion with your supervisor and your experience of the research.