96
School of Health Sciences Division of Occupational Therapy & Arts Therapies MSc in Occupational Therapy (Pre-registration) Student Handbook 2018 – 2019
School of Health Sciences
Division of Occupational Therapy & Arts Therapies
MSc in Occupational Therapy
(Pre-registration)
Student Handbook
2018 – 2019
ii
Contents
Welcome ................................................................................................................................. 1
Information about the University ............................................................................................. 2
2.1. Campus Facilities ............................................................................................................. 2
2.2. Induction ........................................................................................................................... 3 2.3. Timetable .......................................................................................................................... 3
Introduction to the Programme ............................................................................................... 4
3.1. General information about the programme ....................................................................... 4 3.2. The Aims and Learning Outcomes of the Programme ...................................................... 5
3.3. Programme structure MSc Occupational Therapy (Pre reg.) ............................................ 9 3.4. Practice placements ....................................................................................................... 11
3.5. Learning and teaching approaches ................................................................................. 13 3.5.1. Communication Skills ............................................................................................... 17 3.5.2. Self Awareness/Self Evaluation ............................................................................... 18
3.6. Assessment strategies .................................................................................................... 20
3.7. Programme Staff ............................................................................................................. 21 3.8. Staff Roles ...................................................................................................................... 22
3.9. Programme management and student representation .................................................... 26
Student Responsibilities ....................................................................................................... 27
4.1. Registration and matriculation ........................................................................................ 27
4.2. Attendance ...................................................................................................................... 27 4.3. Sickness and absence .................................................................................................... 29
4.4. Change of personal details or circumstances ................................................................. 29
Advice and Guidance ............................................................................................................ 30
5.1. Supporting learning ......................................................................................................... 30 5.1.1. The Personal Academic Tutor (PAT)........................................................................ 30
5.1.2. Disability Adviser ...................................................................................................... 31 5.1.3. Learning Resource Centre (LRC) ............................................................................. 31 5.1.4. Professional EPortfolio ............................................................................................. 32
5.2. Supporting well being ..................................................................................................... 33 5.2.1. Counselling .............................................................................................................. 33 5.2.2. Careers advice ......................................................................................................... 33
5.2.3. Financial advice ....................................................................................................... 33
5.3. Developing academic skills ............................................................................................. 34
5.3.1. Developing critical thinking ....................................................................................... 34 5.3.2. Assignment writing ................................................................................................... 34
5.4. Student Complaints Procedure ....................................................................................... 38
Assessment .......................................................................................................................... 38
6.1. Assessment of Modules .................................................................................................. 38 6.2. Format for written work ................................................................................................... 41 6.3. Referencing guidelines ................................................................................................... 43 6.4. Marking of submitted work .............................................................................................. 44 6.5. Disabled students ........................................................................................................... 45 6.6. Submitting your assignments .......................................................................................... 45
6.7. Extension of submission date ......................................................................................... 46
iii
6.8. Feedback on assignments .............................................................................................. 48
Academic Regulations .......................................................................................................... 49
7.1. General Academic Regulations ...................................................................................... 49 7.2. Course specific regulations ............................................................................................. 49
7.3. Progression regulations for MSc in Occupational Therapy ............................................. 50 7.4. Re-assessment ............................................................................................................... 51 7.5. Provisions for conferment of awards ............................................................................... 53
7.6 Reassessment Regulations and Progression to Dissertation………………………………54
Important General Academic Regulations ............................................................................ 58
8.1. Penalties for word limits and late submission of assessment ......................................... 58 8.2. Alternative assessment methods for disabled students .................................................. 59 8.3. Academic dishonesty and plagiarism .............................................................................. 60
8.4. M-level attributes of performance ................................................................................... 61 8.5. Confidentiality & Respectful Use of Data ........................................................................ 67 8.6. Presentation of your work for External Examiners .......................................................... 67
8.7. Academic appeals procedure and regulations ................................................................ 67 8.8. Professional suitability and fitness to practice ................................................................. 71
Quality Assurance ................................................................................................................. 80
9.1. Module evaluation mechanisms ...................................................................................... 80
9.2. Student/staff representation ............................................................................................ 80 9.3. Programme committee representation ............................................................................ 81 9.4. The Annual Report .......................................................................................................... 81
9.5. External examination ...................................................................................................... 81
MSc Occupational Therapy Communication Protocol ........................................................... 82
10.1. Structure of your e-mails ................................................................................................. 82 10.2. Response times .............................................................................................................. 83
10.3. Staff communication with a student ................................................................................ 84 10.4. Staff communication with module participants ................................................................ 84
10.5. General Communication ................................................................................................. 84 10.6. Use of social media for student / personal communication ............................................. 85
Appendix 1: Postgraduate Assessment Feedback Form ............................................................... 1
Appendix 2: Postgraduate Assessment Feedback Form (Presentation Viva) ................................ 1
1
Welcome
The staff of the Division of Occupational Therapy & Arts Therapies would like to
welcome you to your studies at Queen Margaret University, Edinburgh. We are
pleased that you have decided to study occupational therapy with us. We wish you
well in your progression throughout the programme and we hope the experience
will be enjoyable and greatly rewarding.
This handbook contains some useful information regarding various topics and
issues that you ought to become familiar with in the first couple of weeks of the
programme. This handbook contains information about; the philosophy and aims
of the programme, learning and teaching approaches, roles of staff, structure and
details of the programme, QMU and practice placement attendance policy and,
learning support and personal support. It also outlines the professional and
academic regulations that govern the programme and the procedures about
assuring the quality of your experience as a student. We have aimed to provide all
of the essential information within this handbook, rather than reproducing all of the
University regulations. Nevertheless, the full range of University regulations and
governance documents are easily accessible through the QMU Quality website:
https://www.qmu.ac.uk/about-the-university/quality/quality-a-z-index/
Additionally, this handbook contains useful information about writing essays,
submitting assignments and how to reference your work. Please read all the
contents of this handbook carefully, it contains information that will help you
understand the requirements of the programme and outline your responsibilities as
an occupational therapy student. If you have any questions related to any aspect of
the programme or your experience at University, you should contact Catriona
Dillingham (Programme Leader) in the first instance: [email protected] .
We hope you enjoy the programme and we look forward to working with you as
future professional colleagues.
Catriona Dillingham
Programme Leader
2
Information about the University This handbook contains important information and ought to be read in conjunction
with the MSc in Occupational Therapy “Programme Document” which can be
located in the Combined OT Programme Area on the Blackboard Learn
environment (called the Hub).
2.1. Campus Facilities Queen Margaret University relocated to a purpose built, state of the art building in
late 2007. The campus includes student residences, a student union building,
indoor sports facilities and all weather surfaces, a variety of catering outlets, a shop
and landscaped gardens with a range of environmental features.
A variety of learning spaces are available to you. These include a range of small
tutorial rooms or larger spaces that can accommodate 30 or 60 students, as well as
a suite of lecture theatres. Each of these facilities is equipped with SMART board
technology to display power point presentations and all have the capability of
projecting live internet pages and/or utilising virtual learning environments.
Within the Learning Resources Centre (LRC) you have independent access to a
variety of study spaces which allow you to study/learn in groups or individually.
The study spaces include:
Study area reserved specifically for post graduate students;
Individual study spaces;
Open-plan, internet-café style spaces;
Small group meeting rooms in the LRC; and
Virtual learning spaces accessed through the University remote access desktop.
The LRC houses a stock of books, periodicals, journals and data-bases with further
access to electronic books and journals. Journals and books, including e-books
and e-journals are held by the LRC. Please follow the link to the LRC
http://www.qmu.ac.uk/lb/
The layout of the campus will have been explained to you during matriculation and
QMU induction. The location of the major learning and support resources of the
campus will be highlighted. All of the necessary procedures required to access the
library and IT facilities on campus (and from your home) will be explained.
3
2.2. Induction In addition to the University induction you will take part in a subject area induction.
You will be given information about using the Effective Learning Service (ELS) and
using the LRC. There will also be a programme induction where the philosophy,
aims and structure of the course will be outlined. You will also take part in sessions
on originality checking and plagiarism software TURNITIN, the Hub and using
smart boards in your first semester. See:
https://www.qmu.ac.uk/study-here/student-services/effective-learning-service-els/
https://www.qmu.ac.uk/media/3975/ip-policy.pdf
https://www.qmu.ac.uk/study-here/student-services/effective-learning-service-
els/how-to-avoid-plagiarism/
2.3. Timetable You will find your programme timetable information on the University Timetable in
the QMU website see: https://www.qmu.ac.uk/search/?keyword=timetables
Dynamic links are also provided to the timetable on the Hub. Through iCal you can
also receive timetable notifications to your mobile phone, see instructions:
https://www.qmu.ac.uk/media/3726/ical-instructions-for-webmail.pdf
There is a Combined OT programme area on the Hub that contains all programme
management information e.g. programme document, regulations etc. Also on the
Hub, you will find all of the module details and information pertaining to practice
education. You should consult the Combined OT Programme area and Module
areas every day for up-to-date programme changes and news.
4
Introduction to the Programme 3.1. General information about the programme The current Masters of Science in Occupational Therapy pre-registration
programme (MScOT, pre-reg.) commenced in 1999 as a Postgraduate Diploma in
Occupational Therapy (PgDip). At that time it was the first postgraduate (pre reg.)
diploma in occupational therapy course in the United Kingdom. The programme
was revalidated in 2002, 2005 and 2010. In 2005 the Masters route (MSc) was
introduced to the programme. The current MScOT (pre-reg.) was revalidated in
2016, preparing students for the evolving and diverse nature of occupational
therapy practice.
The programme attracts students from a variety of international backgrounds that
have completed academic undergraduate honours degrees related to social
sciences, biological sciences, health sciences and education. It seeks to attract
individuals who have experience of working with directly with people. It is a two-
year full time programme consisting of six academic modules; including four
occupational therapy modules, a research methods module and a final project-
related module and four practice placement modules.
This is a professional course that leads to the eligibility to register with the Health
and Care Professions Council (HCPC). This registration is required in order to
practice as an occupational therapist in the UK. The practice of occupational
therapy rests upon the belief that people are occupational beings and there is a
relationship between participation in occupation and a person’s health and
wellbeing. This belief has informed the profession since its inception in the early
part of the 20th Century.
Occupation is the profession’s contribution when people experience illness,
impairment, disability, social problems, transitions or loss. It is not only about
“doing” but “being”, “becoming” and “belonging”, which is central to a person’s
individual identity and person-hood. A person can engage in “doing” either
individually, in groups and communities. “Being” and “belonging” take place within a
social context and are dependent upon relationships, personal networks, contacts
and the extent to which a person is included within a community.
5
“Becoming” considers how someone may transform and thus influences what they
may do and be in the future. Occupational therapy can therefore make a restorative
and therapeutic contribution to individual and societal health alongside the
promotion of wellbeing. The purpose of occupational therapy is to promote function,
quality of life and the potential of individuals, groups and communities to transform
their lives through engagement in occupation. It is a collaborative dynamic process
that can proactively address the impact of occupational disruption, imbalance,
alienation and deprivation.
3.2. The Aims and Learning Outcomes of the Programme
The overarching programme aim is to:
Enable students to develop into confident, politically and critically aware,
reflexive, evidence-informed, occupation-focussed, person-centred,
autonomous and skilled practitioners that have the knowledge, skills and
values to work effectively and in partnership with people, groups and
communities within diverse practice contexts.
With particular reference to occupational therapy, the programme team aim to support students to:
Build the knowledge, skills, attitudes and behaviours to develop professional competencies that lead to eligibility for registration with The Health and Care Professions Council (HCPC).
Develop a critical understanding and synthesis of the: philosophy, beliefs, key theories, relevant knowledge, skills and practice of Occupational Therapy and the influence of context in shaping praxis.
To prepare students for occupational therapy practice within diverse and developing practice contexts by enabling students to develop skills in scholarship, research, leadership, compassion and reflexivity in order to advance Practice and improve the health, well-being and social contexts of individuals, groups and communities.
Advance their ability to critically research, appraise and articulate the importance of occupation in promoting the: health and well-being, recovery and occupational choices and lives of the people with whom we work in partnership.
6
Build the knowledge, skills and values required to confidently implement and evaluate occupation-focussed practice in diverse and changeable practice contexts.
Develop knowledge, skills and values which enable them to work effectively, autonomously, collaboratively and in partnership with individuals, groups, communities and other professionals.
Foster skills of autonomous learning, professional reasoning, evidence based and informed practice, reflexive practice, leadership and entrepreneurship, in preparation for continuing professional development and a commitment to lifelong learning.
Promote knowledge, skills and values which facilitate cultural safety, inclusive and anti-oppressive practice, occupational justice and social justice
Critically analyse current practice research and literature and develop personal and professional strategies for promoting service user and carer, narratives and involvement in practice.
Build upon critical research skills to enable students to develop and apply the skills of research and enquiry to practice, and produce work which contributes to advancing scholarship and practice
Upon successful completion of the programme, students will have met the following learning outcomes:
Critically evaluate philosophical and theoretical perspectives and empirical knowledge related to occupation, underpinning sciences, and Occupational Therapy and demonstrate scholarship by critically reflecting on the relationship between theory and practice. (K, I)
Demonstrate scholarship by critically debating theory driven, occupation focussed practice and debate how occupation can impact on the health and well-being, occupational choices and lives of people. (K, I)
To prepare students for occupational therapy practice within diverse and developing practice contexts by enabling students to develop skills in scholarship, research, leadership, compassion and reflexivity in order to advance Practice and improve the health, well-being and social contexts of individuals, carers and communities. (K, I, P, T)
7
Critically appraise the theoretical foundations of Occupational Therapy scholarship and practice and relate these to the key legislative and policy initiatives informing and shaping the relevant practice context (K, I, T)
Debate the impact of contextual factors such as poverty on the occupational participation and fulfilment of individuals, groups and communities (K, I)
Critically explore emerging theoretical frameworks and discourses around occupation and occupational disruption (K, I)
Critically reflect and defend the therapeutic process of assessment, goal setting, intervention strategies and evaluation in relation to occupational performance and participation, and demonstrate reasoning skills in selecting appropriate assessments, interventions and evaluations with diverse service users in a variety of service contexts. (K, P, I)
Demonstrate personal conduct in a manner congruent with professional codes of conduct, critically debate legal and ethical implications of professional actions in practice and demonstrate safe practice through achieving a pass level of competency in all components of the programme (K, P,T, I)
Demonstrate reflexivity and interpersonal skills individually and in groups, in order to and communicate appropriately with and for people with a variety of needs, from diverse contexts (K, P, T, I)
Critically evaluate current practice and governance and develop personal and professional strategies for advancing scholarship and practice (K, P,T, I )
Demonstrate competence in utilising and applying research and scholarly skills to practice. Locate, manage, analyse, critique and present diverse forms of literature through the application of relevant enquiry methods (K, P, T, I)
8
Engage in autonomous learning and demonstrate autonomous thinking with reference to the enquiry based project, critically reflect on appropriate literature and make informed choices about research methodologies in relation to the production of a proposal and research project (K, P, T, I)
Demonstrate skills required to work effectively within teams and organisations; reflection and reflexivity, communication skills, collaboration, confident engagement with digital technologies and contributing to the management of change (K, P, T, I).
Key: Knowledge and (K) Intellectual skills (I) Practical skills (P) Transferable skills (T)
9
3.3. Programme structure MSc Occupational Therapy (Pre reg.)
Level 1 Level 2 Semester 1 Weeks 1-14
OT1:
Occupational
Therapy: Theory
Values and Skills
for Practice (30M level credits)
Manual
Handling (SCQF L7)
OT3: Occupational Therapy:
Advancing Scholarship and
Professional Practice (30M level credits) OT: Practice Placement 3 14 weeks: 3 days a week Part-time (SCQF L9)
OT: Practice Placement 1 6 weeks Full-time (SCQF L7)
Semester 2 (Week 19
PP4) Weeks 20-35
OT2: Occupational Therapy:
Process and Practice (30M level credits)
OT: Practice Placement 4 8 weeks Full-time (SCQF L10)
OT4: Occupational Choices and
Narratives (15M level credits)
Research Methods (15 M level credits)
Research Project Weeks 36-49 (60M level credits)
Summer OT: Practice Placement 2 6 weeks Full-time Weeks 37- 42 (SCQF L8)
NB: Each module is the equivalent to 15 European Credit Transfer and
Accumulation System (ECTS) credits
M level = Masters level credits
10
The programme contains the module following module titles which occur in order
and days outlined below;
1st Year Semeter One
Occupational
Therapy 1
Occupational
Therapy Theory,
Values and Skills
Wednesday and Thursday, plus
additional days
Practice Placement 1 full-time Monday-Friday
1st Year Semester Two
Occupational
Therapy 2
Occupational
Therapy Process
and Practice
Tuesday, Wednesday and Thursday
Research Methods
Practice Placement 2 full-time Monday-Friday
2nd Year Semester One
Occupational
Therapy 3
Occupational
Therapy:
Advancing
Scholarship and
Professional
Practice
Monday and Tuesday
Practice Placement 3 Wednesday, Thursday and Friday
Practice Placement 4 Monday-Friday
Occupational
Therapy 4
Occupational
Choices and
Narratives
Tuesday and Wednesday
Research Project Tuesday and Wednesday
This programme is structured to facilitate your progression through integrated
University and practice placement-based modules towards final qualification, which
then leads to eligibility for registration as an occupational therapist with the Health
and Care Professions Council (HCPC).
11
The programme utilises a number of hypothetical case scenarios in each module,
representing "real individuals, carers, families, groups or communities with real
problems and occupational needs" that you may encounter as an occupational
therapist. The practice placement component provides the opportunity to work with
service users who occupational therapists are currently working with in a variety of
locations and settings.
3.4. Practice Placements
Practice placements (PP) are crucial, core elements of the curriculum and enable
you to integrate theory and practice in a meaningful, reflective and realistic manner.
You will have opportunities to apply, practice, consolidate and transfer existing
skills and, in addition, learn new skills relevant to each practice setting. You will be
exposed to diverse experiences with people of different age groups; individuals and
groups/communities from different socio-economic and cultural perspectives;
people who have recently acquired and/ or long-standing occupational needs, and
health conditions different aspects of physical and psychosocial functioning.
Each practice placement module has a set of learning outcomes informed by
occupational therapy-specific HCPC Standards of Proficiency. The learning
outcomes encourage exploration and evaluation of practice; enhance learning and
transfer of knowledge, skills and professional values. Emphasis is placed upon the
process of practice.
12
The practice placement schedule is as follows:
Practice Placement 1
(PP1)
5 days per week for 6 weeks during Semester 1 (full-
time)
Practice Placement 2
(PP2)
5 days per week for 6 weeks during summer (full-time)
Practice Placement 3
(PP3)
3 days per week for 14 weeks during Semester 1 (part-
time)
Practice Placement 4
(PP4)
5 days per week for 8 weeks during Semester 2 (full-
time)
The practice-based learning team includes:
Julie Caulfield, Professional Practice Tutor, Email: [email protected]
Pamela Knox, Placement Administrator, Email: [email protected]
Xanthe Duncan, Pre-Placement Support Officer, E-mail: [email protected]
For further information, please consult the Practice Education Area on the Hub.
13
3.5. Learning and Teaching Approaches The MSc in Occupational Therapy programme is influenced by the “Facets of
Mastersness” (QQA Scotland 2013). This provides learners with a clear post-
graduate identify and thus a sense of self-efficacy, seen as vital in positively
scaffolding the transition from undergraduate to postgraduate scholarship. The
programme is concerned with facilitating teaching and learning opportunities, to
enable learners to develop the skills and confidence in these facets. This details of
the “Facets of Mastersness”, are summarised below;
Summary of the Facets of Mastersness underpinning the MSc (Pre Reg.) OT
Facet Summarised Definition
Complexity Recognising and dealing with complexity of knowledge – including provisionality, the integration of knowledge and skills, application of knowledge in practice - conceptual complexity, and complexity of learning process. Appreciating different world views, including from those working in the field and from fellow students or clients. Being able to work on complex, real-life problems.
Abstraction Extracting knowledge or meanings from sources and then using these to construct new knowledge or meanings. Applying what has been learned to a different domain or situation. Deconstruction of the complex and reassembling it in a different more fitting way, or to make something new and better.
Depth Depth of learning: acquiring more knowledge and using knowledge differently for example, engaging in a narrow topic in depth, engaging in up-to-date research, or taking a multidisciplinary approach and examining something familiar and presenting it in a new, innovative way.
Research and
Enquiry
Developing critical research and enquiry skills and attributes. The ability to utilise a much wider span of research techniques and methods. Taking greater control over the actual research and being involved in defining and planning the work. There is a greater link between the theoretical and the practical, where research is viewed as praxis.
Autonomy Taking responsibility for own learning in terms of self-organisation, motivation, location and acquisition of knowledge. A shift in the degree of responsibility for learning, from the educator to the learner.
Unpredictability Dealing with unpredictability in operational contexts. Recognising that 'real world' problems are by their nature 'messy' and complex, and being creative with the use of knowledge and experience to solve these problems.
Professionalism Displaying appropriate professional attitudes, behaviour and values in relevant professional subject area. Learning ethical behaviours, developing academic integrity, dealing with challenges to professionalism and recognising the need to reflect on practice. Becoming part of a discipline/occupational community.
14
As an occupational therapy student you are part of a:
Community of Practice: communities of practice are groups of individuals
who share a concern or a passion for something they do, and learn how to
improve their working as they interact regularly. Collaboration with
educators, researchers and practitioners within this community will be
facilitated within the University and practice placement.
Community of Learners: a community of learners is formed within QMU of
postgraduate students and educators alike. Inter-professional learning will be
promoted within this programme with appropriate health and social care
partners and will be an integral part of practice education.
Your learning will be facilitated by:
Flexible learning: learning will be facilitated within taught academic
modules, practice education and in virtual learning environments.
Active participation of students in the learning process: as learners you
are encouraged to become active participants, focusing on your individual
learning needs and interests.
Collaborative working and communities of judgement: learners will be
challenged to make judgments and informed decisions about own learning –
“ what do you think?”, “what have you decided? “and “what is your stance?” ;
to form communities of judgement with each other, to foster reflexivity and
self-regulation.
Reflection: learners will be encouraged to engage in on-going reflection to
learn from experience about themselves, practice, and the way they relate to
themselves, study and practice, people, wider society and cultures.
Reflexivity: learners will be encouraged to engage in ongoing examination of
their own response to an immediate context and develop greater awareness
of own stances, biases, agendas, experiences, motivations and question
wider contextual influences; political, cultural, social and ethical which
influence own learning and practice.
15
Critical Thinking: learners are actively encouraged to develop the skills and
abilities to actively and skilfully conceptualise, apply, analyse, synthesise,
and/or evaluating information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to belief and
action. The complexity of occupational therapy practice requires learners to
be active not passive in this discourse, and critically examine what they see,
hear, read and sense to determine and inform them whether they accept or
reject what they experience. This;
Promotes understanding of social diversity and worldviews.
Improves research, writing, and oral communication skills.
Helps to construct and deconstruct arguments to rationally defend one's
opinions and
Fosters independent learning and strong group participation.
Problem Based Learning (PBL) The programme team has implemented learning and teaching approaches that
have their roots in adult learning and focus on a “scenario” based curriculum. The
key learning and teaching approach is termed "problem based learning" (PBL).
You can find more detailed information in the “Programme Document” concerning
the educational philosophy and learning and teaching approaches. The aims of
PBL in the curriculum are to help you:
Develop effective self-directed learning skills
Increase motivation for further learning
Structure knowledge in practice placement contexts
Develop effective professional and clinical reasoning skills
16
Encountering and working through scenario-based material will be undertaken in
the following manner:
Complex case scenarios will be used to initiate the discussion of an important
problem, question or issue
Complex case scenarios act as a simulation of professional practice or a "real
life" situation
Staff will initiate engagement with the scenarios by providing resources to
help you learn from defining and working on the scenario or problem (this
may be in single discussion, small groups, tutorials or interactive lectures)
You and other students will work collaboratively as a group, exploring
information in and out of class with access to staff who know the scenario or
problem well and will facilitate the group's learning processes
Staff will encourage you to identify your own learning needs and use
available resources appropriately
You will be encouraged to reflect on new and existing knowledge in a plenary
session and apply this to the original issue or problem
You will also be encouraged to reflect on your contributions to the class and
to evaluate your own learning processes through discussion, self and peer
evaluation exercises and Hub contributions
Staff on the programme assume that no "right or wrong" answers exist in the
management of individual scenarios, rather exploration and discussion of the
occupational therapy process and the factors that impinge on the management of
the case are more important, leading to a satisfactory resolution for all concerned.
Building professional identity and competence as an occupational therapist is very
important for successful HCPC registration and for professional practice, therefore
to maximise the learning experience for you, your fellow students and staff, the
following material is a guide to professional behaviour expected in the University
and during practice placements. Reflect on the following statements about the
expectations of your professional behaviour towards service users, practice
educators, QMU staff and your colleagues on the programme.
17
Respect for others
Actively listens and indicates so with appropriate verbal or non-verbal
behaviour
Verbal and non-verbal behaviours are not rude, arrogant or patronising
Allows others to express opinions and give information without "putting down"
anyone
Participates in discussion of differences in moral values
Differentiates value of information from values of the person
Acknowledges the contributions of others
Apologises when late for class/practice placement, provides reason for being
late, and if possible, provides advance notice of the same
Switches off mobile phone during University and practice placement contact
time
3.5.1. Communication Skills
Speaks directly to group members
Speaks and presents information clearly
Uses words that others understand
Uses open-ended questions appropriately
Identifies misunderstanding between self and others or among others
Attempts to resolve misunderstanding
Tests own assumptions about group members
Accepts and discusses emotional issues
Able to express own emotional state in appropriate situations
Non-verbal behaviour is consistent with tone and content of verbal
communications
Verbal or non-verbal behaviour indicates that statements have been
understood
Recognises and responds to group member's non-verbal communication
18
Responsibility
Accepts that learning is one’s own responsibility
Prepared to be autonomous in learning when required
Prepared to work in groups and assume different roles when required
Punctual
Completes assigned tasks
Presents relevant information
Identifies irrelevant or excessive information
Takes initiative or otherwise and helps to maintain group dynamics
Advances discussion by responding to or expanding on relevant issues
Identifies own emotional or physical state when relevant to own functioning or
group dynamics
Describes strengths and weaknesses of group members in a supportive
manner
Gives prior notice of intended absence (to the programme leader)
Negotiates alternatives if unable to complete assigned tasks
Seeks out any hand out material from staff when returning from an absence
3.5.2. Self Awareness/Self Evaluation
Acknowledges own difficulty in understanding
Acknowledges own lack of appropriate knowledge
Acknowledges own discomfort in discussing or dealing with a particular issue
Identifies own strengths
Identifies own weaknesses
Identifies means of correcting deficiencies or weaknesses
Responds to fair negative evaluative comment without becoming defensive or
blaming others
Responds to fair negative evaluative comment with reasonable proposals for
behavioural change
19
Problem based learning frequently occurs in groups. At different times you will be required to adopt one of the following roles: Leader: The leader keeps the group moving forward and helps to finalise
strategies to solve the issue at hand. The leader also helps to ensure that
everyone is involved and that each member of the group has a task to do. Leaders
are also responsible for seeking advice from programme staff as quickly as
possible to clarify issues, ask questions and invite future direction.
Scribe: The recorder or scribe keeps records of things to be done and strategies
which have been chosen to solve problems or issues, as well as document ideas
and issues the group has discussed at the meeting.
Author: Authors are responsible for writing or preparing the material to be
presented to the rest of the cohort and/or handed in for publication on the Hub.
Presenter: This may be one or more individuals responsible for formally imparting
information to the rest of the cohort.
Timekeeper: The timekeeper is responsible for keeping the schedule to enable
the group to meet deadlines.
To facilitate the process of monitoring and improving your own professional
development, you will be asked to fill in a structured reflection form throughout the
programme.
20
3.6. Assessment strategies A wide range of assessment methods relevant to postgraduate education are
adopted, designed to ensure the rigour of academic thinking and the development
of professional and transferable skills. These assessment strategies support
academic, personal and professional development. The integration of case studies
and practice education experience is at the heart of the assessment strategy.
Methods of assessment include:
Essays
Reports
Viva voce examinations
Reflection
Eportfolio
Evaluation of a critical incident
Complex case scenarios
Presentations
Oral conference presentation
Self/Peer appraisal
eLearning Modules
Hub discussions and postings
Group projects
The assessment pattern for each module reflects the aims, learning outcomes and
the learning approaches for that module and allows the strengths of the individual
student to be expressed in different ways. All assessments, formative and
summative, are formulated to ensure there is alignment between the assessment
(and assessment criteria), the aims and learning outcomes of the module and the
learning and teaching experiences. The design of the assessments are also
intended to be learning tools, supportive, motivating and interesting for each
student.
The use of formative assessment is an important component of the assessment.
This is consistent with the programme philosophy of promoting autonomous
learning whilst supporting learners to engage in their studies through early and
regular feedback. Formative assessment will involve tutor, peer and self-
assessment. For further information on the assessment process specific to this
programme along with methods of assessment for each module, please see the
Assessment section in this handbook.
21
3.7. Programme Staff Elaine Ballantyne Senior Lecturer in Occupational Therapy Level 2 Co-ordinator
OT4, Research Project Module Coordinator [email protected]
Julie Caulfield Professional Practice Tutor
Lecturer in Occupational Therapy [email protected] Dr Gail Carin-Levy Senior Lecturer in Occupational Therapy
Programme Leader BSc (Hons) in Occupational Therapy [email protected]
Catriona Dillingham Programme Leader MSc in Occupational
Therapy (pre reg.) Admissions Tutor
OT2, OT3 Module Coordinator Lecturer in Occupational Therapy
[email protected] Dr Michelle Elliot Lecturer in Occupational Therapy
BSc (Hons) in Occupational Therapy Admissions Tutor [email protected]
Dr Maria Giatsi-Clausen Senior Lecturer in Occupational Therapy
[email protected] Shona Henderson Lecturer in Occupational Therapy Level 1 Co-ordinator
OT1 Module Coordinator [email protected]
Professor Brendan McCormack Head of Division, Occupational Therapy & Arts
Therapies Head of the Division of Nursing
[email protected] Dr Duncan Pentland Lecturer in Occupational Therapy
[email protected] Sheila Williams Liaison Librarian [email protected] QMU Telephone Contact 0131 474 0000
Direct dial, state name of member of staff when prompted
22
3.8. Staff Roles The programme staff team fulfil specific roles on the programme, including:
Programme Leader, Module Coordinator, Professional Practice Tutor and Personal
Academic Tutor. See below for details of each role.
Programme Leader:
The role of the Programme Leader includes:
o Participating in the recruitment, selection and admission of students in conjunction with the admissions tutor, programme team and other staff as required.
o Promoting a supportive attitude towards students and dealing with
matters of student welfare referred by personal academic tutors, module co-ordinators or students including extenuating circumstances, professional behaviour and fitness to practice issues.
o Negotiating through the Divisional management structure to ensure the
necessary team members and resources are available in order to meet the requirements of the programme.
o Delegating staff to be responsible for different components of, and
tasks associated with the programme through the allocation of roles and responsibilities.
o Informing and advising staff and students on all aspects of the
programme.
o Maintaining regular and effective contact with all level and module co-ordinators.
o Preparing the assessment schedule for the Programme Committee,
organising the preparation of assessments, collation of marks from module assessments and presentation of evidence to the Board of Examiners.
o Liaising with the External Examiners, concerning assessment and
programme development issues.
o Responding formally to External Examiner reports and feedback.
23
o Convening and chairing the Programme Committee, the Sub Committee of the Examination Board, Programme Planning and administration meetings
o Liaising with students to prepare the Student Staff Consultative
Committee agenda and attending this meeting.
o Initiating overall programme planning, development and evaluation.
o Preparing, compiling and submitting the annual programme monitoring report to the School of Health Sciences
o Identifying budgetary/resource requirements and informing the Head of
Division.
Module Co-ordinator: The role of Module Co-ordinator includes:
o Being responsible for a specific module.
o Negotiating with the programme leader/ level co-ordinator well in advance of the commencement of the module to ensure the necessary resources are available.
o Making arrangements as required to meet the learning, teaching and
assessment strategies of the module.
o Marking and collating marks from module assessments for presentation to the programme leader at the appropriate time.
o Seeking student evaluations regarding the efficacy of the module and
incorporating feedback into subsequent modules as appropriate
o Being responsible for reporting the health of a module to the programme leader.
24
Professional Practice Tutor:
Engaging with local, regional, national and where appropriate, international
networks to promote and facilitate the continuing sustainability of practice
education within the occupational therapy curricula and across the wider
profile of allied health profession programmes offered by the School of Health
Sciences.
Collaborating with placement providers to comply with practice education
guidance and standards provided by academic, regulatory and professional
bodies.
Planning and implementing a range of mechanisms for the distribution and
cascading of placement learning documentation and information to
professional practice co-ordinators, practice educators and students.
Planning a comprehensive, balanced placement profile for each pre-
registration occupational therapy student ensuring that as far as is possible,
satisfactory notice is given to the professional practice co-ordinators’ network,
practice educators and students.
Preparing students for their roles and responsibilities during practice
education.
Co-ordinating the University contact mechanisms for students and practice
educators during practice placements.
Working with students, practice educators and placement providers to
evaluate potential / actual challenging situations arising during placement
learning and determine appropriate action plans.
Reviewing each student's progress and placement grade as assessed and
recommended by practice educators.
Contributing towards the development and delivery of education and training
opportunities for existing and new practice educators.
25
Gathering feedback from all practice education stakeholders and
incorporating the information into the evaluation process.
Personal Academic Tutor:
Arranging student meetings when appropriate or as requested by the
students at least once per semester.
Acting as facilitator and mentor.
Encouraging students to optimise learning outcomes.
Providing advice and assistance with any difficulties which may arise in
connection with a student's studies.
Keeping a brief record of matters discussed and action agreed at specific
meetings with individual students on particular issues.
Directing students to other sources of help within the University. (The
University Wellbeing Service is available for all students and provides a
confidential service).
Also see:
PAT Student Leaflet: https://www.qmu.ac.uk/media/4005/pat-student-
leaflet.pdf
Wellbeing Service: https://www.qmu.ac.uk/study-here/student-
services/wellbeing-service/
26
3.9. Programme management and student representation
The MScOT programme is based within the School of Health Sciences. The day-
to-day administrative arrangement for the programme is the responsibility of the
Programme Leader, Catriona Dillingham.
There are two important committees which relate to the administration of the
programme of studies:
The Student Staff Consultative Committee (SSCC); and
The Programme Committee
These committees have student representation and we strongly encourage every
student to consider volunteering for the position of Student Representative. Ask
your Personal Academic Tutor (PAT) for more information on the role if you are
interested. (For further information on the PAT, see Section 5.1.1 on Supporting
Learning)
The SSCC is normally chaired by one of the student representatives and meets
once per semester. This forum provides an opportunity for constructive discussion
between students and staff on issues relating to the programme generally, to the
demands of the programme on students and of possible developments or
suggestions. Information from this forum is a vital component in supporting positive
developments in the future.
The Programme Committee is the major decision-making body and is the forum for
policy concerning conduct, review and development of the course and students on
it. This Committee is chaired by the programme leader. Its membership includes
all of the full-time academic staff that teach or assess on the course and student
representation from each year of the programme.
27
Student Responsibilities
4.1. Registration and matriculation
All students must matriculate at the times indicated by Registry – before the
beginning of the academic session. Registration and matriculation information is
accessible via the QMU website.
Matriculation: https://www.qmu.ac.uk/current-students/current-students-general-
information/matriculation-and-enrolment/
Induction: https://www.qmu.ac.uk/current-students/current-students-general-
information/induction-for-new-students/induction-schedules-and-matriculation/
4.2. Attendance
Students on a professional programme of study are expected to adopt and display
one hundred percent attendance and punctuality in the University and practice
placement. Queen Margaret University operates an attendance monitoring
procedure, known as Electronic Attendance Registration (ERA), please see:
Frequently Asked Questions About ERA:
http://archive.qmu.ac.uk/quality/documents/qmu%20attendance%20registration%2
0staff%20faqs%20post-review%20010716%20(2).pdf
QMU Attendance Policy:
http://archive.qmu.ac.uk/quality/documents/student%20attendance%20policy%20-
%20010916%20(confirmed).docx.pdf
All of the programme modules have been carefully designed to balance contact
time with personal study time and it is expected that students are present for all
designated contact hours in University and practice placements. Absences from
the University must be reported to the Programme Leader immediately by
telephone or e-mail. You should also inform the Module Co-ordinator out of
courtesy of your absence, so that any adjustments can be made to the session.
Similarly, practice educators and the professional practice tutor also expect
students to report absences from placement immediately. You must be punctual
for all academic and practice learning experiences.
28
Staff will speak with you if your attendance is perceived to be poor. Continuing
problems with attendance will be noted and reported to the programme leader,
since lack of knowledge or experience in any area of occupational therapy may
endanger service users on practice placements. Your lack of attendance may
ultimately prevent you from progressing to a new part of the programme and/or to
the next practice placement. Poor attendance may also be noted in any reference
compiled for you by academic staff and may impede your registration with the
Health and Care Professions Council (HCPC). You should consult the section on
“Professional and Academic Regulations” in this handbook for further details
regarding this important matter.
All requests for leave of absence for personal reasons must be negotiated with the
programme leader and practice educators, where appropriate. Legitimate reasons
for absence include driving tests, health-related appointments, and extraordinary
personal circumstances. However, some requests for holidays during semester
time or requests for early departure prior to vacations cannot be sanctioned by staff
and will be noted in your academic record.
An Absence Form can be found in the Combined OT Programme Area on the Hub.
You should download and fill in the details and e-mail the form to the School Office
as soon as possible. The form can also be found through this link:
An Absence form must be submitted for illness that extends your absence longer
than six days or which will adversely affect the submission of assignments/taking of
examinations. A medical certificate must also be included with the form. The
medical certificate must be passed to the School Office. The absence form is
located and recorded via the student portal, see:
https://www.qmu.ac.uk/media/3713/student-portal-instruction-guide.pdf
The absence policy is available from: https://www.qmu.ac.uk/media/3978/student-
absence-policy-reviewed-july-2017.pdf
Ultimately, the Programme Leader and other staff are charged with the
responsibility of ensuring that students demonstrate competency in
professional knowledge, skills and attitudes that are fitting for a vocation
concerned with service to people.
29
4.3. Sickness and absence
If you are unable to attend a session at the University, inform the Programme
Leader by e-mail or phone and notify the School Office with a completed absence
form. If you think that illness or personal circumstances are impacting upon your
academic progress – you may want to discuss this with your Personal Academic
Tutor. You should also review the extenuating circumstances form and guidance,
available under “E”, in the Quality Assurance A -Z:
https://www.qmu.ac.uk/about-the-university/quality/quality-a-z-index/
https://www.qmu.ac.uk/media/3972/extenuating-circumstances-guidelines.pdf
Please also read Section 6.7 Extension of Submission Date which provides advice
and important information about how to apply for an extension to an assignment
submission date in the event of illness or other extenuating circumstances.
4.4. Change of personal details or circumstances
You must ensure that your contact details are up to date at all times. Personal
details can be reviewed and updated via the QMU student portal. Accessible at:
https://u.qmu.ac.uk/live/sits.urd/run/siw_lgn
If you want to defer your studies or change module/course – please contact the
Programme Leader as soon as possible.
You are advised to inform the programme leader if there are any changes in your
health or other circumstances so appropriate adjustments and supports can be put
in place. For more information see Monitoring student’s fitness to practice.
30
Advice and Guidance
Advice, guidance and support during your programme of study are available from a
number of different sources. You will find a good deal of useful information about
policies, regulations, services and advice on the QMU website for current students.
See:
Student Services: https://www.qmu.ac.uk/study-here/student-services/
Policies and Regulations: https://www.qmu.ac.uk/about-the-
university/quality/committees-regulations-policies-and-procedures/regulations-
policies-and-procedures/
5.1. Supporting Learning
5.1.1. The Personal Academic Tutor (PAT)
One of the people who will advise and support you in your academic studies is your
Personal Academic Tutor (PAT), who will be a member of the teaching team. You
will be assigned a PAT at the start of the academic year and you should have a
meeting with your PAT at least once a semester.
The PAT system is specifically designed to:
Ensure each learner is assigned a specific member of staff who will help with
choices, dilemmas and problems
Ensure that a student’s difficulties are identified and discussed promptly
before they adversely affect academic performance
Encourage each student to maximise their learning potential through the
discussion of personal profiles or personal development portfolios
Record learner achievements, goals and aspirations in line with the personal
development portfolio system
Refer learners, when necessary, to other people who could provide
appropriate assistance
Supply information about a learner, as required (e.g. for an examination
board or employment)
Assist with monitoring academic progress towards achievement of the award
31
Academic tutors are responsible for responding to requests for arranging meetings.
The University guideline is two per academic year. It is the student’s responsibility
to seek a meeting with the appropriate tutor when required. If you and/or your
academic tutor think more specialised personal support is necessary for your
progression through the programme, you should contact the University Wellbeing
Services by e-mail: [email protected]. In the final semester of study, students
and academic tutors draft a student’s personal reference for potential employers.
The contents of your reference will comment on various aspects of your
personality, academic and practice placement achievements and attendance
record.
5.1.2. Disability Adviser If you have any specific requirements for individualised learning support throughout
the programme you should discuss this with Julie MacRitchie, Disability Adviser:
[email protected]. The Disability Adviser is dedicated to the provision
of guidance, information and support for students with disabilities. Individual
learning plans are developed where the student’s learning needs are given careful
consideration.
5.1.3. Learning Resource Centre (LRC)
As a new student, you will be offered a phased induction to the Learning Resource
Centre (LRC). These interactive sessions will be facilitated by the subject area
liaison librarian and will introduce you to a range of resources including:
Introduction to the LRC
How to set up the remote access desk top
LRC catalogues and e-resources
Searching electronic databases and e-books
A further session will be planned to coincide with preparation for your first
assignment and will offer guidance on avoiding plagiarism, referencing systems
such as Ref Works and The QMU Guide to British Standard Harvard 2010 System
of Referencing.To access the QMU library webpage go to:
http://www.qmu.ac.uk/lb/default.htm
32
To access guidance on plagiarism go to: https://www.qmu.ac.uk/study-
here/student-services/effective-learning-service-els/how-to-avoid-plagiarism/
To access the British Standard Harvard 2010 Guide go to:
https://libguides.qmu.ac.uk/ld.php?content_id=26019494
So that your learning can be supported further, you will have access to an online
learning tool used throughout the institution, which has been specifically designed
for your programme. This learning resource is titled Blackboard, more informally
known as the Hub. You will be introduced to this virtual learning environment at the
beginning of the programme through an experiential workshop facilitated by QMU
staff. You are required to visit this resource every day. As well as containing
material that supports the entire programme content and your learning, it also
contains a discussion board so that you can share your thoughts and experiences
of learning with your “community of learners.”
Staff will post a question at regular intervals on the Hub and you will be required to
respond with your thoughts and reflections. This dialogue will assist in the
development of your thinking and provide you with practice in terms of committing
your thoughts to an audience (your cohort). You can access the Hub from any
desktop screen on any computer in the QMU campus, and remotely from the
community. Further ongoing support relating to e-technologies, sourcing literature
and general academic activities will be provided by members of staff from the LRC.
5.1.4. Professional EPortfolio Students will maintain an electronic portfolio during their time in the programme.
This portfolio will contain details of each student’s academic record, personal
objectives, practice placement experiences and a summary of each year. Formal
instruction in the use of the e-portfolio will be given at various points throughout the
programme. Completion of the e-portfolio is not formally assessed; however it
displays a commitment to continuing professional development.
33
5.2. Supporting Wellbeing
University study may trigger a range of additional issues that require you to seek
guidance and advice. In order to help you navigate your way around the various
support services available, you will be introduced to the comprehensive student
support services provided at QMU. These include financial advice, career
guidance, counselling service, health advice and the effective learning service.
Support can be accessed and offered via a number of channels including: Student
Services; the Academic Disabled Student Coordinator; PAT; Student Programme
Representatives; Student’s Union; the Programme Leader; Module Coordinators or
other members of the programme team. Further information is available at:
http://www.qmu.ac.uk/student-services/default.htm
http://www.qmu.ac.uk/student-services/docs/Student_Services_Booklet_online16-
17.pdf
5.2.1. Counselling
The student counsellor is based on Level 1 in the Student Services area. The
service is confidential and can be helpful if you need someone to listen, or feel you
need support to sort out personal problems. Further information is available at:
https://www.qmu.ac.uk/study-here/student-services/counselling-service/ or by
emailing: [email protected].
5.2.2. Careers Advice
The University also offers career advice and internships see:
https://www.qmu.ac.uk/campus-life/careers-and-employability/careers-support-
whilst-a-student/
5.2.3. Funding Advice Service
There is a student financial adviser available to students. Appointments can be
made via: https://www.qmu.ac.uk/study-here/student-services/funding-advice-
service/
34
5.3. Developing Academic Skills
The Effective Learning Service (ELS) runs short courses on developing your
academic skills. The programme of sessions and workshops can be seen here:
Students can also make individual appointments with the ELS staff if required:
http://www.qmu.ac.uk/ELS/
5.3.1. Developing Critical Thinking The aims of this programme reflect Masters level thinking in terms of academic
engagement and work required in your assignments. You will notice the frequent
usage of the term “critically analyse / critically discuss” in relation to essay
questions (rather than “describe”, which is used at undergraduate level). The
following material will provide more insight into the term “critical” and what it infers
for this programme. It would be useful to consult the web sites below. This
material can also be located on the Hub.
http://www.criticalreading.com/critical_reading.htm
http://archive.qmu.ac.uk/els/docs/critical%20thinking.pdf
5.3.2. Assignment Writing
Throughout the programme many different types of assignments will be
encountered. Essay writing will occupy a prominent place as it encourages you to
interpret a question, organise material and convey understanding within the
discipline of a word limit. Also see “Writing at Masters Level”:
http://www.doceo.org.uk/academic/m_writing.htm
An academic essay has two main purposes:
1. It is a learning/teaching device.
2. It is used for the purpose of assessment.
35
In the process of writing an essay, you should be able to:
Analyse and interpret a question and structure a response
Read widely and be able to select and focus on relevant information
Use the LRC and retrieve information from textbooks, journals and published,
peer- reviewed research
Develop the ability to evaluate the chosen material
Organise material into a coherent argument
Develop skills of critical analysis and informed discussion on a topic
Construct references and document that evidence accurately according to the
Harvard classification system
While it is acknowledged that a large part of an occupational therapist's work is of a
practical problem solving nature there are many benefits of dealing with information
in this way. It encourages an incisive and logical mind and promotes attitudes
associated with vigorous investigation, research and scholarship. You will develop
knowledge and understanding of a subject through active engagement in the
exploration of material necessary to write your essays.
As an assessment format it offers an opportunity for guiding the learner towards
Masters level thinking. To assist in the process, staff will provide comments on all
of the work that you submit as part of the programme. Staff feedback will reflect
the following attributes:
36
1. Addressing the task of the assignment
2. Engaging with the topic
3. Understanding of content
4. Level of analysis
5. Synthesis of material
6. Evaluation of material
7. Structure of the essay
8. Presentation and written communication
9. Use of reference material
10. Accuracy of referencing protocol according to the Harvard 2010 system
The information above and numerical grades for each attribute can be found on the
“Postgraduate Assessment Feedback Form”. One form will be completed by at
least one member of staff for each essay that you submit.
The programme team suggests following the guidelines below for assignment
writing
1. Plan the assignment as a flow chart that indicates the development of the
argument, the main point and the “laterals.”
2. Develop an introductory paragraph that tells the reader what the essay will
do, what it will show and what the central arguments will be.
3. Define terms and “deconstruct” the meaning of the title.
4. Use subheadings and section in the assignment for clarity.
5. Ensure that the argument is cumulative and developmental. There should be
a logical progression from one stage to the next (the acid test is if the
sections/paragraphs could have appeared in a different order without loss of
meaning. If so, there are likely to be problems.). Perhaps you might include
a sentence or two at the end of each section to tell the reader how the section
has contributed to the developing argument, what it has shown or where the
argument needs to go next.
37
6. Make the developing argument apparent to the reader – explain to the reader
what it is and what stage you are at with it.
7. Make sure that you explore and analyse issues, rather than simply accept
single features/ explanations. For example, you can construct the
assignment in a way which considers arguments, balances authors’ views
and arguments / counter arguments, argues the pros and cons of issues,
shows the multifaceted nature of issues (e.g. strengths and weaknesses,
differences of emphasis/ interpretation, underpinning value systems etc.).
Try to consider both sides of an argument where relevant.
8. Ensure that every section is relevant to and advances the key argument. Try
asking yourself the questions: So what? What does this show? What is its
significance? How does it contribute to the developing argument?
9. Avoid simple reportage and description, unless absolutely necessary. Aim to
analyse and evaluate of ideas, theories, research etc.
10. Avoid using authors simply as “epistemic authorities.” In other words,
finding literature merely to support your own points. Avoid adopting too
accepting a stance on the literature used. Critique of literature, authors and
ideas are encouraged and expected (e.g. are they helpful, clear, simplistic,
reductionist, insightful etc.?).
11. Make sure you have a conclusion that is actually conclusive, rather than
simply a point where you have reached your word limit, and that is based on
the arguments and evidence considered within your assignment.
12. Ensure that you have utilised referenced material widely and that you have
accurately followed the referencing protocols according to the QMU Harvard
2010 system.
You will also be given access to past students’ papers who have been on the
programme. This will provide some insight into different types of response to
questions that you will encounter throughout the programme.
38
5.4. Student Complaints Procedure
Introduction and Context
The University has implemented a new Complaints Handling Procedure which can
be found here:
http://archive.qmu.ac.uk/quality/documents/qmu%20complaints%20procedure.pdf
The procedure has three stages: frontline resolution, investigation and external
review. If a student has a complaint, they should discuss this with someone in the
area which the student wishes to complain about (for example, for a complaint
relating to speech and hearing sciences, this should be discussed with the
Programme Leader or Module Coordinator for the module concerned). The
complaint will be considered under frontline resolution (unless complex) and a
response will usually be given within 5 working days. If the complaint is
complicated, it is the student’s choice to take it to investigation stage immediately
or it may be referred to the investigation stage by the person the student
determined to discuss the complaint with at frontline resolution. Should the
complaint be considered under the investigation stage, a response will normally be
received within 20 working days.
Any queries about the complaints procedure or any complaints written on the
Complaints Form may be emailed to [email protected]
Assessment
6.1. Assessment of Modules
All modules in this programme are assessed by coursework and practice
placement reports. You will be given tasks, criteria, and details of the feedback
process and deadline dates well in advance, but it is your responsibility to submit
on time. To pass, you must achieve 50% overall.
The following table indicates the method of assessment for each module.
Formative assessment enables you to receive early feedback on your progress
however any grade awarded will not contribute to the overall award.
39
Schedule of Academic Assessment
MSc in Occupational Therapy Year 1
Semester
Module Title Assessment Weighting
One Occupational Therapy I Occupational Therapy Theory Values and Skills
Summative Essay format based on a case study format ( student directed from Practice Placement 1, (4000 words) Formative
300 word written proposed plan for module assignment.
Self, and staff evaluation of professional behaviour
MCQ examinations in e-learning modules
Peer, and staff feedforward feedback in relation to professional skills
Student discussion/professional reasoning postings to Hub module discussion area
Group presentations- oral defence of conceptualisation of case scenarios
100%
Two Occupational Therapy II Occupational Therapy Process and Practice
Summative
Essay based on a complex case scenario. (4000 words)
Individual oral presentation defending proposed assessment strategy for a specific service based on a scenario. Viva voce format. Two hours preparation. Five minute oral presentation. Five minutes question time.
Formative
Self, and staff evaluation of professional behaviour
MCQ examinations in e-learning modules
Group discussions defending professional reasoning underpinning choices around assessment and intervention
Oral presentation of a complex case scenario to an occupational therapy team meeting. Viva Voce format
Critical appraisal of exemplars of previous student vivas with student consent
70% 30%
Research Methods Summative 2500 word written coursework
100%
40
MSc in Occupational Therapy Year 2 Semester
Module Title Nature of assessment Weighting
One Occupational Therapy III Occupational Therapy Advancing Scholarship and Professional Practice
Summative Essay based on a complex case scenario from practice(student directed) format 4000 words Verbal presentation of a complex case to multi-professional team meeting( student directed) Viva Voce format 5 minutes presentation,5 minutes discussing some additional information Formative Discussion/professional reasoning postings on the HUB module Self & Peer Evaluation Forms Group project
70% 30%
Two Occupational Therapy IV Occupational Choices and Narratives
Summative Critical appraisal of service user or carer narrative informing occupational therapy 2500 words Formative Presentation and student led seminar. Presentation based upon the focus of the critical appraisal essay, followed by questions and discussion emerging from the presentation. 10minute presentation 5minute discussion Discussion/professional reasoning postings on the HUB module Self & Peer Evaluation Forms
70%
30%
Three Research Project Summative Enquiry based research project following the format in the Research Project Handbook 12,500 words Formative Ten minute presentation of proposal for project Discussion postings on HUB
100%
41
6.2. Format for written work Information in this section refers to the normal requirements for the presentation of
all modular assessments. Please note that there may be specific requirements for
some types of assignments, e.g. portfolios and reports. If in doubt, please seek
clarification from the module coordinator.
The general regulations require that:
All assignments are word processed or typed
Use only one side of the paper
Font should be no less than "12", Arial or Times New Roman
Lines should be spaced no less than 1.5
Margins - these should be wide. The standard margins of a word processing
system are
usually adequate
Except for the 'Contents' page, all pages should be numbered consecutively
throughout the work
Papers should usually include in the following order:
Title page or front sheet: This is an opportunity to highlight the topic of your
assignment. If the work is to be anonymously marked include your matriculation
number but not your name. You may put your name and matriculation number if the
assignment is not to be anonymously marked.
Acknowledgements: This gives you the opportunity to thank people who have
assisted you with your work.
Short abstract or summary: This may be included at the beginning but is not
required in short pieces of work. It is normally written very succinctly in the third
person. Examples of abstracts may be found at the beginning of articles in most
journals.
42
Content page: This is not required in short pieces of work, however, you may
include one if you prefer. For longer pieces of work it is usual to include a contents
page which indicates the headings and sub-headings of the sections of the text and
the page numbers where these are to be found. It is also usual to include a
separate list of Tables or Figures and Appendices.
The main text: This may include headings.
Reference list: A reference list MUST be included in your work. This MUST
include all works cited in the text and should normally follow the referencing system
recommended in this handbook.
Bibliography: A bibliography is NOT normally required (see referencing
guidelines).
Appendices: An appendix should include information which complements the main
part of the work and provides more detail. However, the main text should stand and
be complete without requiring the reader to read the appendix. Appendices should
be numbered consecutively.
Important notes:
Academic advice: Please remember that you can discuss your work, either its
presentation or content, with your Personal Academic Tutor.
Confidentiality and anonymity: This must be preserved at all times whenever
circumstances involving real people and places are under discussion. Names,
addresses and identifiable details of persons, institutions and geographical
locations should all be altered to make them unrecognisable. A note indicating that
you have done this should be included at the beginning of your work. Failing to do
this will result in a meeting with the Programme Leader and may result in failing the
assignment and a referral to the Fitness to Practice Panel.
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Grammar and spelling: It is important that your final piece of work does not
include errors of spelling and grammar. If you know that you have problems in
these areas, why not use spell check on the word processing system and/or ask a
friend to check for you? This is not cheating; it is recommended practice to seek
help editing your work.
Plagiarism: This can be defined as one author using another's words, work, ideas
and intellectual property without acknowledgement as though they are their own.
This is a serious academic misdemeanour which may attract severe penalties. For
specific information on assessment regulations associated with this issue see
Section 7, Academic Regulations.
You will also find the following links on plagiarism helpful:
https://www.qmu.ac.uk/study-here/student-services/effective-learning-service-
els/how-to-avoid-plagiarism/
Professional language: As you progress through the course your professional,
academic and technical vocabulary will expand. It is important that you use and
practice these new words, concepts and ideas in your written work. Slang and
overly familiar jargon, while useful in daily conversation, have no place in
professional academic writing.
Word limit: There are severe penalties for exceeding the word limit in
assignments. Please refer to Section 7, Academic Regulations for further
information.
Non-submission of assignments: A fail grade (H) is given when students fail to
submit an assignment without an indication that extenuating circumstances exist
within 7 days of the coursework submission deadline. The Board of Examiners
may not offer students the opportunity to submit an assignment at a later time.
6.3. Referencing guidelines
The preferred system for this programme is the British Standard Harvard
Referencing Guide 2010 and must be used for all modules. The QMU Guide to the
British Standard Harvard Referencing Guide is available at:
https://libguides.qmu.ac.uk/ld.php?content_id=26019494
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The purpose of referencing a piece of work is two-fold:
To acknowledge the sources which you have used and thus demonstrate
respect for the intellectual property of others.
To guide the reader to material which you have used and which readers may
wish to follow up.
6.4. Marking of submitted work
All assignments are marked by the module team, with marks being moderated by
another member of the programme team. In addition, a sample of marked scripts
from each programme, are sent to the External Examiner for moderation. The role
of the External Examiner is to advise the programme team and ensure equity with a
view to helping us “quality control” the student experience. Keep in mind that,
although your programme tutor will return marks to you at the end of each course,
the grades are not formally confirmed until they have been approved by the
programme’s Board of Examiners.
Anonymous marking
In 2000, the Academic Council of QMU adopted anonymous marking as policy with
immediate effect throughout the University. This move had the full support of the
Students’ Union, and applied to all appropriate work.
The purpose of anonymous marking is to protect you from any potential
discrimination or bias. It acts as an instrument to achieve a greater degree of
objectivity in the assessment process. The introduction of anonymous marking
also reflects the University's commitment to equal opportunities. Please note that
due to the nature of some assessments, anonymous marking is not possible or
appropriate (e.g. oral/visual presentations).
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When assignments are to be anonymously marked you must follow these
instructions:
Your name must not appear anywhere in your assignments
Your assignments must include your matriculation number on the top right
hand corner of every page
Attach the anonymous front coversheet (printed from the Hub) to your
assignments when submitting paper copies
Ensure that details, including the name of your programme, the module code
and your matriculation number are accurate
6.5. Disabled students
If you have a disability that could affect your performance you must alert your
disabled student co-ordinator to your particular circumstances before you submit
your work. Where possible your needs will be addressed in such a way as to
ensure that it remains possible for you to submit your work and have it marked
anonymously.
If you have any concerns about this, do speak to your Personal Academic Tutor,
Programme Leader or disability adviser as soon as possible.
6.6. Submitting your assignments
One electronic and one paper copy of each assignment are required EXCEPT
when notified by the module co-ordinator. Please note that you will be given
instructions about how to submit your work electronically in advance of the course
work submission deadline.
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All pages should be numbered in sequence and securely fixed together with a
staple in the top left hand corner of each copy
Each copy should be dated at the time of submission and this will appear on
the coversheet available from the Hub
A hard copy should be placed in the appropriate submission box in the
School Office
Sign against your matriculation number in the book near the submission box
to indicate that you have submitted your assignment
Your electronic copy will be submitted to the Hub via ”Dropbox‟ administered
by the School Office
Please note, due to QMU’s quality assurance procedures, all assignments must be
submitted to the School Office reception (hard copies) and the Hub assignment
Dropbox. Module co-ordinators will not accept your work in person.
6.7. Extension of submission date Extensions can only be granted in exceptional circumstances. If you find that you
are unable to meet the submission date for an assignment due to illness or other
extenuating circumstances you should:
Notify the module coordinator in advance of the submission date with
evidence of the reasons why you are unable to submit on time
Submit documentary evidence (e.g. GP certificate; letter from student
counsellor etc.) to support your request for an extension no later than 7 days
after the coursework submission deadline
Complete an extenuating circumstances form which you will find in Combined
OT Programme Area
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Please note:
Your extension request must be made and given approval prior to the course work
submission deadline. Requests cannot be considered after the submission
deadline.
If you think you might need an extension make a request as soon as possible.
Please try to anticipate any difficulties and have discussion at an early stage.
In the case of illness, you must provide written evidence from an appropriate
practitioner (GP for example). Such documentation should be electronically
submitted to the School Office.
In other circumstances, you should discuss your case with the module tutor,
coordinator, Programme Leader or your PAT. However, you will still be required to
provide written evidence in support of your request.
The authority to grant an extension lies with the Programme Leader who will
confirm in writing any extension which is granted;
Copies of the completed form will be held by the Programme Leader, you, and the
School Office. See the full guidance on Extenuating Circumstances and the
Extenuating Circumstances Form under “E” of the Quality Assurance A-Z at:
https://www.qmu.ac.uk/about-the-university/quality/quality-a-z-index/
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6.8. Feedback on Assignments
The programme team use a written feedback sheet on which they will outline the
criteria to be met by you in your assignment. This provides you with an evaluation
of your performance together with advice on how your work could be improved. In
order to understand your mark and grade please see Section 8.4 M-level Attributes
of Performance in this handbook.
A typed copy of the feedback sheet, with the marked copy of the assignment is
normally returned within 20 working days from the submission deadline. This
includes a PROVISIONAL grade for the assignment. When your marked
assignment is ready for collection, this information will be posted on the Hub. You
will be given a typed feedback sheet for all summative assessments. Final marks
and grades can only be confirmed following the return of moderated scripts from
the External Examiner, the meeting of the relevant Board of Examiners and formal
ratification by Senate.
You will receive a transcript of all marks in due course. Your transcript will be e-
mailed to your QMU e-mail account after Senate has ratified the Board of
Examiners decisions. They also become available through the Student Portal via
the University’s web site.
Failed assignments
Once the External Examiner and the Board of Examiners have confirmed a fail
grade, you will be informed of the date for re-submission through your QMU e-mail
account. You are encouraged to make contact with the module co-ordinator and/or
your PAT for support in preparing resubmissions.
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Academic Regulations
7.1. General Academic Regulations Students are expected to comply with QMU’s General and Academic Regulations:
https://www.qmu.ac.uk/media/3743/assessment-regulations-2017-final-version.pdf
7.2. Course specific regulations In addition the following regulations are specific to the programme. Students are expected to comply with the programme specific regulations:
Students embarking on a professional course are expected to adopt responsible attitudes for punctual attendance at all classes. Requests for leave of absence for good reason must be made to the Programme Leader.
All students will have their attendance monitored. The expected level of attendance is 100% to achieve the learning outcomes of an accelerated programme. If a student’s attendance falls below 80% they will be invited to attend a meeting with their Personal Academic Tutor. Students who have recurring absences may be prevented from going on practice placement or continuing on the course and may be referred to the Fitness to Practice process.
One thousand hours of supervised practice education must be completed successfully in a range of different settings. The pass mark for all practice placement modules is Grade D on the practice placement assessment form which equates to 45% at undergraduate level.
Only one attempt at retrieval is permissible for each practice placement module. When the first attempt and retrieval process for the module have been exhausted, the student is deemed to have failed the requirements of the programme and must therefore be withdrawn from the named award.
A student will be denied a retrieval attempt at a practice placement if the failure originally occurred on the grounds of professional unsuitability.
The hours of failed practice education will not count towards the minimum requirement of 1,000 hours.
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If a student has health or other personal extenuating issues which prevent them from completing all of the placement requirements prior to the start of the following academic year it may, in consultation with the external examiner, be possible to commence the year and to complete the outstanding practice placement in the next available practice placement slot.
Students are required to abide by the ethics of the profession as set out by the Health & Care Professions Council, and the College of Occupational Therapists.
There is no aegrotat award.
At least one External Examiner will be appointed who is currently registered as an Occupational Therapist by the Health and Care Professions Council.
7.3. Progression regulations for MSc in Occupational Therapy
These regulations apply when considering the progression of students from Level
One to Level Two in the programme or when the recommendation for an award is
under consideration. The Board of Examiners, on which at least one External
Examiner is a member on the HCPC Occupational Therapy Register, is
responsible for determining whether each student shall:
Be eligible for an award
Be allowed to continue on the programme, possibly with provision for re-assessment in certain modules or for the repeat of certain modules
Be required to withdraw from the programme
To be eligible for the award, the student must have completed the programme and
satisfied the Board of Examiners in all aspects of assessment and in accordance
with the Regulations.
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An award will be conferred upon satisfaction of the following conditions:
The candidate was a registered student of QMU at the time of his or her assessment and has fulfilled all financial obligations to the University
The candidate has completed the programme as approved by the University as leading to the award being recommended, and
The award has been recommended by the Board of Examiners convened, constituted and acting under regulations approved by the Senate
To pass a module, a student must obtain at least 50% overall, and at least 40% in
each component of assessment as specified in the module descriptor.
Normally a student must successfully complete one level of the programme before
progressing to the next higher level of the programme.1000 hours of supervised
practice education must be completed successfully in a range of different settings.
The pass mark for all practice placement modules is Grade D on the Practice
Placement Assessment Form which equates to 45% at undergraduate level.
Full regulations can be found on the QMU Quality Web Site:
https://www.qmu.ac.uk/media/4038/assessment-regulations-2017-final.pdf
7.4. Re-assessment
University regulations for re-assessment apply:
https://www.qmu.ac.uk/media/4038/assessment-regulations-2017-final.pdf
The Board of Examiners is responsible for determining whether each student shall:
a) be eligible for an award b) be allowed to continue on the programme, possibly with provision for re-assessment in certain modules or for the repeat of certain modules or levels of the programme c) be required to withdraw from the programme
To be eligible for the award, the student must have completed the programme and
satisfied the Board of Examiners in all aspects of assessment and in accordance
with the Regulations.
52
An award will be conferred upon satisfaction of the following conditions:
a) the candidate was a registered student of the University at the time of his or her
assessment and has fulfilled all financial obligations to the University
b) the candidate has completed the programme as approved by the University as
leading to the award being recommended, and
c) the award has been recommended by the Board of Examiners convened,
constituted and acting under regulations approved by the Senate.
• Normally a candidate who has failed to satisfy the assessors in the first
attempt in 50% of the SCQF level 11 modules (across the course) shall
be required to withdraw from the programme.
• Students will not be able to carry failed academic course work to the next level of
the programme.
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7.5. Provisions for conferment of awards
A student who fails to achieve the minimum requirements for a Master’s
Degree but has successfully completed two M level modules (60 credits) shall
be awarded a Postgraduate Certificate in Health Sciences. This subsidiary
exit point does not lead to registration with the Health and Care Professions
Council.
A student who has successfully completed four M level modules (120 credits)
but failed the practice placement modules of the course shall be awarded a
Post Graduate Diploma in Health Sciences. This subsidiary exit point does
not lead to registration with the Health and Care Professions Council
A student who has successfully completed four M Level modules (120
credits) and all practice placement modules (1000 hours) of the course shall
be awarded a Post Graduate Diploma in Occupational Therapy (pre-
registration) and be eligible to apply for registration with the Health and Care
Professions Council.
A student who has successfully completed all academic modules and practice
placement modules shall be awarded the MSc in Occupational Therapy (pre-
registration) and be eligible to apply for registration with the Health and Care
Professions Council.
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7.6 Reassessment Regulations and Progression to Dissertation
The QMU Postgraduate Taught Framework (November 2011) stipulates:
10.5 If a student fails a module, he or she may be offered a reassessment for that
module. If the student fails the reassessment they may retake the module and be
assessed no more than two further times.
10.6 Students who do not obtain a minimum pass mark on the dissertation may, at
the discretion of the Board of Examiners, be allowed to resubmit the work or to be
reassessed on it within a time limit set by the Board, on one occasion only.
10.7.1 A student will normally be required to withdraw from a postgraduate award if
he or she accumulates four or more failures, whether or not these have been later
redeemed through reassessment, on standard taught modules (15 credits). A
failure is defined as an unsuccessful attempt at the assessment for a module. For
example, this could be failures in four separate modules at the first attempt, or
failure at first and second attempts in one module and failures at the first attempt in
two other modules.
10.10.2 Students may submit a synopsis of the proposed dissertation/project early,
the timing of which to be discussed with the supervisor/dissertation co-ordinator.
This will allow some preparatory work for a proposal or full outline to commence.
10.10.3 Supervised work on the project will formally commence when the student
has passed 50% (in credit value) of the taught modules. Students may not submit
their project until all pre-requisites defined by the programme have been met.
Normally it will be required that all taught modules have been passed by the
internal examiners.
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Impact:
The taught component of this programme is 120 M Level credits.
To progress to supervised dissertation students require to have successfully
completed 60 M Level credits of the taught component of the programme (50% in
credit value).
See table below for information on academic credits attached to taught modules
on this programme.
Module Code
Module Title Academic M Credits
OM178 OT 1: Theory, skills and values for practice
30
OM179 OT2: Process and practice
30
PM080 Research methods for allied health professionals
15
OM180 OT3: Evaluating scholarship and practice
30
OM181
OT4: Occupational choices and narratives in context
15
Total 120
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University-wide processes for exam boards and resits over the summer:
All assessed coursework marks are provisional, These will be ratified by the
Board of Examiners at the June Exam Board.
The ratified marks will be released to students two weeks after the June
Exam Board.
Following the date of released marks a student will have six weeks to
resubmit a second attempt at a failed module.
Resit papers and marks will be presented to the Board of Examiners for
ratification at the August Board.
The ratified marks will be released to students two weeks after the August
Exam Board.
Support from the programme team for resits over the summer:
Resit surgeries are organised at the end of June. Appointments can be face
to face or via Skype. Students will be offered a 30 minute individual
appointment with a member of staff to discuss plan for resubmission.
Dissertation taught contact sessions:
Students attend the taught module dissertation classes.
Students discuss ideas for the dissertation at the taught contact session with
the Dissertation Module Co-ordinator (as per regulation 10.10.2).
Formal dissertation supervision:
A student who has successfully completed 60 M level credits (taught
component) may commence the formal supervised dissertation.
Students will formally commence dissertation supervision from Week 36.
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Submitting the dissertation:
A student may submit his or her completed dissertation for assessment,
when he or she has successfully completed all taught modules (120 M
credits) on the programme (see table above).
Exiting with a PgDip Occupational Therapy (pre-registration):
A student has the option to exit with a PgDip Occupational Therapy pre-
registration, following the August Board, provided that he or she has
successfully completed all M level taught modules (120 credits); 1000 hours
of practice education; and the non-credited School of Health Sciences
manual handling module. This meets the UK and World professional bodies’
requirements for 90 weeks of full-time study. A PgDip Occupational Therapy
(pre-registration) confers eligibility to register with the Health and Care
Professions Council as an occupational therapist.
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Important General Academic Regulations
8.1. Penalties for word limits and late submission of assessment
The following regulations relating to assessment are presented in QMU’s
Assessment Regulations: https://www.qmu.ac.uk/media/4038/assessment-
regulations-2017-final.pdf
21.1 A piece of written work which exceeds the specified word limit by 10% or more
will receive a maximum mark of 50% for postgraduate programmes.
21.2 In each piece of written work where a word limit is identified, students are
required to include and clearly state the total number of words used. The number
of words counted should include all the text, references and quotations used in the
text, but should exclude abstracts, supplements to the text, diagrams, appendices,
reference lists and bibliographies.
21.3 Any student who submits work to be assessed after the assessment
submission date and time, without the prior agreement of the Programme Leader,
or without good or agreed cause, will have marks deducted according to the
following criteria:
If submitted, in a first diet, after the deadline (but up to and including 6 days
after the deadline) a maximum mark of 50% can be achieved for
postgraduate programmes
If submitted, in a first diet, 7 days or more (including on the 7th day after the
submission deadline) a mark of 0% will be awarded
If coursework is submitted after the deadline for a re-assessment a mark of
0% will be awarded
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8.2. Alternative assessment methods for disabled students
The following regulations relating to alternate assessment methods are presented
in QMU’s Assessment Regulations:
https://www.qmu.ac.uk/media/4038/assessment-regulations-2017-final.pdf
20.1.1 If, through disability, a student is unable to be assessed by the prescribed
method for the module, reasonable adjustments (as agreed by the Academic
Disabled Student Coordinator or Programme Leader) will be detailed within an
Individual Learning Plan.
20.1.2 Arrangements for the assessment of disabled students will be made prior to,
or at the point of assessment. Further allowance or compensation for disability will
not be made in the marking of assessed work.
In determining alternative assessment methods Programme Leaders will take into
account the need to assess the student on equal terms with other students. The
Board of Examiners will ratify any such decisions. Alternatives may include the
following:
Extension of the normal registration period for completing an award
Extra time for completion of assessments
Alternative or modified assessments
Use of scribes in assessments
Use of viva voce assessment
Use of appropriate and approved technological aids
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8.3. Academic Dishonesty and Plagiarism
This institution’s degrees and other academic awards are given in recognition of
the candidates proposed achievement. Plagiarism is therefore, together with other
forms of academic dishonesty such as impersonation, falsification of data,
computer and calculation fraud, examination room cheating and bribery,
considered an act of academic fraud and is an offence against University discipline.
Fraudulent practices such as copying, cheating, collusion, plagiarism (i.e. the
presentation by an individual of another person’s ideas or work (in any medium,
published or unpublished) as though they were his or her own) are serious
academic offences and will incur appropriate penalties. You are urged to seek
advice from the programme leader or other tutors if in any doubt about the
foregoing practices. All students are expected to seek clear guidance on the form
and manner in which assessments are to be completed.
If a student is found to have cheated or attempted to gain an unfair advantage, the
Board of Examiners has authority to deem the student to have failed part or all of
the assessment and to determine whether or not the student shall be permitted to
be re-assessed.
QMU has a policy to use the Turnitin UK plagiarism detection system, or other
equivalent systems, to help students avoid plagiarism and improve their
scholarship skills. This service is available to all matriculated students at QMU.
Tutors at QMU may also submit student work to Turnitin UK or another equivalent
system. Please see: https://www.qmu.ac.uk/study-here/student-services/effective-
learning-service-els/how-to-avoid-plagiarism/
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8.4. M-level attributes of performance
Grade marking criteria for taught postgraduate modules - the following grade bands
will apply. The student will provide evidence of the following to achieve recognition
of the respective grade banding.
Grade A* 80%+
Outstanding performance, exceptionally able – pass
Mastery of the specialist area that demonstrates exceptional insight and
breadth of knowledge.
Exceptional comprehension of scholarly techniques and / or the research-
base.
Presents extensive evidence of outstanding scholarship with exceptional
critical analysis and consistent deep knowledge of the specialist and related
areas.
Demonstrates outstanding awareness of and sensitivity to the limitations of
evidence
Outstanding ability to challenge and develop existing theory and/or
professional practice within the specialist area.
Demonstrates outstanding originality, creativity or innovation in the
application of knowledge and / or practice
Demonstrates exceptional synthesis in development and inter-relationship
between concepts, theories, policies and practice.
Displays outstanding potential to undertake research or be a leading
practitioner within a specialist area.
Demonstrates exceptional ability in synthesising knowledge from different
disciplines.
Outstanding ability to communicate knowledge (written, verbal, practical,
visual)
Meets the learning outcomes of the module or assessment.
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Grade A 70- 79.9%
Excellent performance [distinction mark is 70%] - pass
Mastery of the specialist area that demonstrates excellent insight and
breadth of knowledge.
Excellent comprehension of scholarly techniques and / or the research-
base.
Presents extensive evidence of excellent scholarship including critical
analysis and deep knowledge of the specialist and related areas.
Demonstrates excellent awareness of and sensitivity to the limitations of
evidence
Excellent ability to challenge existing theory and/or professional practice
within the specialist area with some insight into potential developments.
Demonstrates excellent creativity or innovation in the application of
knowledge and / or practice with potential originality
Demonstrates excellent synthesis in development and inter-relationship
between concepts, theories, policies and practice.
Displays excellent potential to undertake research or be a leading
practitioner within a specialist area.
Demonstrates excellent ability in synthesising knowledge from different
disciplines.
Excellent ability to communicate knowledge (written, verbal, practical,
visual)
Meets the learning outcomes of the module or assessment.
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Grade B 60- 69.9%
Very Good performance [merit mark is 60-69.9%] - pass
Very good insight and breadth of knowledge in specialist area.
Very good comprehension of scholarly techniques and / or the research-
base.
Presents evidence of very good scholarship including critical analysis and
some depth of knowledge of the specialist and related areas.
Demonstrates very good awareness of and some sensitivity to the
limitations of evidence
Very good ability to challenge existing theory and/or professional practice
within the specialist area with some insight into potential developments.
Demonstrates some creativity or innovation in the application of knowledge
and / or practice.
Demonstrates very good synthesis in development and inter-relationship
between concepts, theories, policies and practice.
Displays some potential to undertake research or lead practice within a
specialist area.
Demonstrates very good ability in synthesising knowledge from different
disciplines.
Very good ability to communicate knowledge (written, verbal, practical)
Meets the learning outcomes of the module or assessment.
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Grade C 50- 59.9%
Satisfactory performance - pass
Satisfactory insight and knowledge in specialist area.
Some comprehension of scholarly techniques and / or the research-base.
Presents some evidence of scholarship including critical analysis but
lacking depth or critique in some areas.
Demonstrates some awareness of and some sensitivity to the limitations of
evidence but these may not always be clearly articulated or understood
Presents existing theory or comments on practice within the specialist area
but with unsubstantiated claims or limited insight into alternative
perspectives.
Superficial understanding in the application of knowledge.
Limited synthesis in development and inter-relationship between concepts,
theories, policies and practice.
Some ability to synthesise knowledge from different disciplines.
Satisfactory ability to communicate knowledge (written, verbal, practical)
Meets the learning outcomes of the module or assessment.
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Grade D 40-49.9%
Unsatisfactory performance - fail
Unsatisfactory insight and knowledge in specialist area.
Insufficient evidence of scholarly techniques and / or knowledge of the
research-base.
Lacks critical analysis or depth of argument in some areas.
Limited awareness of the evidence with muddled understanding
Presents some theory or comments on practice but highly descriptive and
uncritical with unsubstantiated claims.
Limited ability to apply knowledge.
Limited synthesis of concepts, theories, policies and practice.
Limited ability to synthesise knowledge from different disciplines.
Limited ability to communicate knowledge (written, verbal, practical)
Does not meet all the learning outcomes of the module or assessment.
Grade E 30-39.9%
Unsatisfactory performance - fail
Unsatisfactory insight and knowledge in specialist area.
Lack of evidence of scholarly techniques and / or knowledge of the
research-base.
Lack of critical analysis or depth of argument.
Lack of awareness of the evidence and muddled understanding
Presents little theory or limited comments on practice with highly descriptive
and unsubstantiated claims.
Lack of ability to apply knowledge.
Lack of synthesis of concepts, theories, policies and practice.
Lack of ability to synthesise knowledge from different disciplines.
Lack of ability to communicate knowledge (written, verbal, practical)
Does not meet all the learning outcomes of the module or assessment.
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Grade F 20-29.9%
Unsatisfactory performance - fail
Unsatisfactory insight or knowledge in specialist area.
No evidence of scholarly techniques with minimal knowledge of the
evidence or the research-base.
Lack of analysis, depth of argument or attempts to apply knowledge.
Presents minimal relevant theory or relevant comments on practice.
Lack of attempt to synthesis concepts, theories, policies and practice.
Very poor ability to communicate knowledge (written, verbal, practical)
Does not meet the learning outcomes of the module or assessment.
Grade G <20%
Unsatisfactory performance and non-submission - fail
No insight or knowledge in specialist area.
No evidence of scholarly techniques or knowledge of the research-base.
No analysis or depth of argument.
No awareness or understanding of the evidence.
Presents no relevant theory or relevant comments on practice.
No attempt to apply knowledge.
No attempt to synthesis concepts, theories, policies and practice.
No evidence of ability to synthesise knowledge from different disciplines.
Extremely poor ability to communicate knowledge (written, verbal, practical)
Does not meet the learning outcomes of the module or assessment.
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8.5. Confidentiality & Respectful Use of Data
At all times you must observe strict confidentiality when making reference (verbal
or written) to any practice placement information (geographical locations,
hospital, community resource titles or groups of people or individual people)
in your assignment material. This is echoed the Health and Care Professions
Council Guidance on Conduct and Ethics for Students: http://www.hpc-
uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf
This observance is essential whether attending university or practice placement.
Whilst on placement, you will be required to sign an agreement form whereby you
adhere to rules governing the use of service user information. This in turn means
that whilst at University it should never be possible to identify the source of any
information. Locations, client details and case descriptions must not be specific in
any way to actual individuals and all information used to inform case studies, for
example, must therefore be primarily fictitious. This ensures protection for clients
under the Data Protection Act 2018. Contravening this Act is a very serious
offence.
8.6. Presentation of your work for External Examiners
When you receive your marked assignments back from the Programme Leader,
retain your work in a safe place. At the end of each academic year you are
required to submit all of your assessed work to the Programme Leader who in turn
presents it for scrutiny by the External Examiner. Students failing to submit all their
work cannot be presented to the Exam Board and this may delay progression to
the next level of the programme.
8.7. Academic Appeals Procedure and Regulations
The following procedures and regulations relating to assessment are presented in QMU’s Academic Appeals Regulations: https://www.qmu.ac.uk/media/3961/academic-appeals.pdf
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Right to Academic Appeal
An 'appeal' is a request for a review of a decision of a Board of Examiners that has
been charged with deciding student progression, assessment and awards. The
appeal may be in respect of any decision that affects the student’s grade or
progress.
Nature of the appeal
Those hearing the appeal will not attempt to re-examine the student, nor to
appraise the professional judgement of the examiners, but will consider whether or
not the decision of the Board of Examiners was fair, and whether or not all relevant
factors were taken into account.
Time limit
The appeal must be submitted in writing to the Academic Registrar within twenty-
one days of the publication of the decision of the Board of Examiners, or receipt of
the academic transcript. An extension to this time limit will be permitted only in
exceptional circumstances. For example, when, for reasons outside his or her
control, a student did not receive timely notification of his/her result.
Grounds for an appeal
The grounds for appeal are as follows:
Additional information is available that was not, and could not, reasonably
have been made available to the Board at the time it made its original
decision and which had it been available could have led the Board to making
a different decision;
There was a material irregularity in the procedures of the Board of
Examiners or in the conduct of the assessment.
69
A student may NOT appeal on grounds which:
Could have been considered by the Board of Examiners had notice been
given prior to the meeting
The student has no valid reason for having failed to give such notice
References (above) to information available to the Board of Examiners include
recommendations on student cases made by the Extenuating Circumstances (EC)
Panel. Appeals on the grounds of extenuating circumstances will not be accepted
where there is evidence that the circumstances that form the basis of the
submission could have been submitted to the EC Panel by the published deadline,
and the student has no grounds for not submitting by that deadline.
A student’s disagreement with the academic judgement of a Board of Examiners
does not provide a valid ground for appeal. Any student considering an appeal is
encouraged to contact the Students’ Union for advice and assistance.
Stage 1 – Academic Appeal
A student wishing to appeal against a decision of the Board of Examiners should
submit the appeal in writing to the Academic Registrar within the time limit stated in
paragraph 3 of these procedures. The student’s written statement should provide
the following information in support of his/her appeal:
Name and matriculation number
Up-to-date contact address for correspondence, including email address
Title and year of programme
Examination or result being appealed
Grounds for appeal
Supporting evidence
Remedy being sought
70
The University Secretary will acknowledge receipt of the Academic Appeal within 3
working days of receipt of the appeal, and pass the appeal to the relevant Dean of
School who shall attempt to resolve the case. The Dean of School will normally
respond to the student by first class post within 21 days of receipt of the appeal,
either giving a decision or specifying a date for the decision. This timescale may
be extended where the Dean of School is absent from the University through leave
or illness.
The Dean will produce a report that documents fully the issues raised by the
appellant, the facts established by the investigation, and the manner in which the
facts were used to inform the judgement. The Dean of School will provide a copy of
the response to the University Secretary.
The University Secretary, in consultation with the Dean of School, will determine the most suitable of those identified above to deal with the matter, and the procedure to be followed thereafter.
71
8.8. Professional suitability and fitness to practice This programme is directed by regulations and policies drawn from a variety of
professional and regulatory bodies and the University itself.
Professional and Regulatory bodies outline the following:
a) Professional unsuitability
b) Code of Ethics and Professional Conduct
c) Health and Care Professions Council (HCPC) Standards of Proficiency:
Occupational Therapist
d) Fitness to Practise (RCOT, QMU)
Procedures for Dealing with Professional Unsuitability and Fitness to
Practise
The following relating to professional unsuitability and fitness to practise are
presented in QMU’s Fitness to Practise Policy:
https://www.qmu.ac.uk/media/3973/fitness-to-practise-policy.pdf
Principles
The University has an obligation to ensure that students and graduates from its
pre-registration healthcare programmes are fit to practise. Fitness to practise has
been interpreted to mean that a person has the skills, knowledge, character and
health to undertake their professional role safely and effectively.
Procedures for considering Fitness to Practise
The Panel will consider cases relating to fitness to practise where a student or applicant’s fitness to practise may be affected due to factors, including, but not limited to:
72
A criminal conviction that is outwith the provisions of the Rehabilitation of Offenders Act
Allegations of unprofessional or unethical conduct including conduct outwith the University
A declared disability
A health condition with the potential to affect fitness to practise
Fitness to Practise Panel
Fitness to Practise Panel may be convened to consider issues of health or
character concerning an applicant to, or a student studying on, a healthcare
programme leading to professional registration. The University has an obligation to
ensure that students and graduates from its pre-registration healthcare
programmes are fit to practise. Fitness to practise has been interpreted to mean
that a person has the skills, knowledge, character and health to undertake their
professional role safely and effectively.
This means the University needs to consider whether students:
have a declared long-term health condition or disability which could
prevent them from practising safely without supervision
have any criminal convictions or cautions which could make them
unsuitable for registration
have demonstrated that they can maintain the standards of conduct
expected of a health and care professional
73
Students studying to become a professional in a regulated profession have certain
responsibilities and they are expected to meet high standards of conduct and ethics
throughout their studies. Students studying on the music therapy pre-registration
programmes at Queen Margaret University are informed that their conduct outside
the practice environment, including their private lives, may have an impact on their
fitness to practise. This is set out in the requirements of the regulatory body, the
Health and Care Professions Council. Such requirements are designed to ensure
that their behaviour justifies the trust that patients/service users and the public
place in their profession.
If the University becomes aware of an issue regarding a student’s behaviour it may
initiate Fitness to Practise proceedings. Where there are serious concerns a
Fitness to Practise (FtP) Panel may be convened by the University. The Fitness to
Practise (FtP) Panel has the delegated authority to impose a range of sanctions
including requiring a student to suspend study or withdraw from the programme
(QMU, 2012).
Fitness to practice policy:. https://www.qmu.ac.uk/media/3973/fitness-to-
practise-policy.pdf
Monitoring students’ fitness to practise on the MSc Occupational Therapy (Pre-reg.)
Fitness to practise is monitored through the following procedures: On Application
a) Applicants sign a health declaration
b) Each applicant must join the Protection of Vulnerable Groups Scheme
74
During the programme
a) Students are required to declare whether or not they have a conviction or caution as part of the annual matriculation process.
b) Students are required to work within the framework of the Health and Care Professions Councils Guidance on Conduct and Ethics for Students and the University policies. See:
https://www.hcpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf
c) Students are required to complete an annual self-declaration of fitness to practise form.
d) Records of absence will be kept for each student noting the duration and the reasons for absence. Students must inform both the Practice Educator and Programme Leader of any absences from placement. A supporting medical certificate must be obtained to cover absences of five working days or more from placement.
Disability and health issues Students should keep their Personal Academic Tutor, the Programme Leader and Practice Educator informed of any changes to their health and disability status. The University will seek to put in place measures to support students with health problems so far as is practical. It is essential that students discuss any concerns they might have with staff as early as possible. When a student goes to the University Disability Adviser to have an Individual Learning Plan agreed, they must consent to their information being passed on to the Programme Team. Disabled students are actively encouraged to meet with the Professional Practice Tutor to discuss their Individual Learning Plan including any necessary support or adjustments which may be necessary to enable them to meet the learning outcomes of each Practice Placement. Normally, requests for a meeting are initiated through the annual self-declaration of health and disability procedure via the HUB. To protect service users’ safety, students must inform their practice educators and the University immediately if they contract a communicable disease.
75
Any concern raised by practice educators or personal academic tutors related to fitness to practice - which may manifest as adverse reactions to service users/situations and may be related to health problems, will be investigated by the Programme Leader with the Head of Division. If the University Student Counsellor becomes aware that a student’s medical condition may pose a risk to patient safety, the Programme Leader will be informed. Students may develop short-term health conditions that affect their Fitness to Practice. If the student is unable to commence or complete academic studies or a practice placement due to a short term health condition (e.g. bone fracture) the placement will deferred and the student will undertake a placement once she/he is in sound health, as a first attempt. The Programme Leader will discuss a revised programme of study to allow students to catch up on work and it may be necessary to defer studies. Mental health conditions may be short or long term. The University has a responsibility to support the student to ensure the best chance of recovery. A decision may be taken to postpone the practice placement and academic studies, until the student’s condition has stabilised. If it is judged by the programme team that the student may not be safe to commence placement, or if a practice educator raises such a concern during placement, a referral will be made to the Fitness to Practice Panel. In the interests of a student’s and/or service users’ safety, the University may act to suspend a student temporarily pending the outcome of Fitness to Practice proceedings in order to remove the student from placement or prevent him or her from starting a placement. A student, who appears to have developed a health related problem during the programme that could affect fitness to practice, may be required to provide an independent medical report and /or occupational health assessment regarding his/her fitness to Practice.
76
Professional unsuitability Professional unsuitability refers to observable behaviours and/or attitudes inferred from behaviour which makes students unfit to enter, continue with or qualify from a professional programme of study: If certain behaviours and/or attitudes are exhibited during practice placement or in University by students then concerns may arise about their suitability for the profession. These may include:
Actions that are likely to constitute an unacceptable risk to the student and
others;
Actions that are harmful to service users, staff or members of the public or fellow
students;
Use of abusive language, obscene comments, verbal harassment, and
comments or remarks that discriminate on the basis of sex, race or any other
irrelevant distinction;
Conduct that could bring into disrepute the reputation of the occupational
therapy profession and is prejudicial to the best interests of service users;
Breach of confidentiality, misuse of confidential material relating to a service
user;
Boundary violations with service users;
Incapacity for work due to the influence of alcohol or use or possession of illegal
drugs;
Theft, deliberate misuse of or damage to equipment or materials;
Being persistently unpunctual for placement;
Inadequate standards of record keeping;
Persistent absenteeism without good cause;
Attitudes such as disloyalty, dishonesty, insensitivity, intolerance, irresponsibility,
lack of commitment, lack of initiative, poor motivation, unreliability
77
If a concern arises about a student’s behaviour and or attitudes during practice
placement or University, the guiding principles outlined below are applied:
1. The practice educator should contact the student’s personal academic tutor
(PAT) immediately. Normally a meeting will be arranged and discussions will
take place with both the Practice Educator and student. A summary of the
meeting will be recorded appropriately by the PAT. Copies of the PAT’s will be
forwarded to the programme leader, practice Educator and the student. A
copy of the report will also be retained in the student’s University file.
2. The student’s practice educator should identify and document areas causing
concern and requiring improvement from the student within the supervision
record. The student should be referred to the relevant sections of the Health
and Care Professions Council Guidance on Conduct and Ethics for Students
(HCPC, 2016)
https://www.hcpc-
uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.p
df
and the Royal College of Occupational Therapists Code of Ethics and
Professional Conduct (COT, 2015)
https://www.rcot.co.uk/sites/default/files/CODE-OF-ETHICS-2015_0.pdf
3. In order that students are given reasonable opportunity for improvement the
improvement period should be determined, taking into account:
the time by which the student can reasonably effect an improvement;
the practice educator’s need to make a suitable assessment of the
improvement;
the likelihood of any reoccurrence;
any other factors relevant to the individual situation.
4. Any improvement must be sustained otherwise further action will be taken.
78
Formal stage
This stage is for those behaviours and/ or actions that have not been resolved
through the system described previously.
1. The issues that have arisen and consequent actions taken are referred to the
Programme Leader.
2. The Programme Leader will discuss the current situation with the student and
the practice educator and review the evidence available in collaboration with
the Head of Division.
3. If the allegation cannot be resolved locally by the Programme Leader and
Head of Division the matter will be referred to the Dean of School who will
arrange an interview with the student. At this point in the interests of service
user safety the University may take action to suspend the student temporarily
in order to remove them from the placement
4. The Dean of School will then consult with the Academic Registrar on whether
or not the matter should be dealt with summarily or referred to a Fitness to
Practise Panel
5. In cases where the conduct giving rise to concern is linked to a mental health
condition the student’s case will normally be referred to the Fitness to
Practise Panel as health matter
79
6. The Fitness to Practise Panel has delegated authority to reach the following
decisions listed below:
The student continues on the programme;
The student continues on the programme but is cautioned, meaning that if
any further fitness to practise issues arise in the following twelve months,
the student will be dealt with for both matters;
The student continues on the programme subject to fulfilment of certain
conditions as specified by the Panel;
The student is required to suspend study to allow time for medical
investigations (for cases where unacceptable behaviour is linked to a
mental health condition);
The student is required to suspend study for a period of up to twelve
months;
The student is advised to transfer to an alternative programme;
The student is asked to exit with an alternative award which does not
permit the student to register with a regulatory body;
The student is required to withdraw.
7. If students are accused or involved in gross misconduct they will be referred
to the Academic Registrar who will investigate the complaint or incident. They
may be suspended from studies under the Universities Disciplinary
procedures.
80
Quality Assurance
The programme team endeavour to assure quality within the student's educational
experience in a number of ways:
9.1. Module Evaluation Mechanisms
At the end of each module, every student is asked to complete a module evaluation
form, which gathers information about experiences of the module. It is most
important that you complete this evaluation and make comments on points to which
you wish to draw to our attention. The results from the evaluations are analysed
and circulated to each module coordinator and the Programme Leader keeps a
copy of all responses. The results of the analysis are also available for the
External Examiner to scrutinise at the end of the academic year. This information
informs changes to be made in the module for the next cohort of students through
annual programme monitoring mechanisms.
9.2. Student/staff representation
At the beginning of each academic year, the Programme Leader will invite your
cohort to choose two representatives. Their responsibility is to gather and convey
feedback and/or concerns about any element of the programme and to attend
meetings of the Postgraduate Student/Staff Committee that meets twice per year.
This Committee will be chaired by one of the student representatives according to
University policy. A member of the School staff takes and produces minutes of the
meeting for dissemination to the membership of the committee.
81
9.3. Programme Committee Representation
This is the major decision making committee for the programme and is the forum
for policy concerning conduct, review and development of the programme and the
students on it. Two students per year are required to represent the student body
(normally the same representatives on the Student/Staff Committee). Meetings are
scheduled immediately after the Student/Staff Committee and occur twice per year.
9.4. The Annual Report
This is an important document that reviews the health of the programme. An action
plan is reviewed from the previous year and new objectives to be considered for
the coming year are set. The Programme Leader will post the annual report on the
Hub.
9.5. External Examination
An External Examiner has been appointed to inspect your work annually in order to
maintain national standards in Occupational Therapy. The examiner for the
programme between 2015 to 2020 is Dr Claire Taylor from Bournemouth
University. Dr Taylor reviews and examines your work over a two-day period in
June (in Edinburgh) prior to the QMU Exam Board where decisions regarding
progression, awards and graduation are made.
82
MSc Occupational Therapy Communication Protocol
This section sets out guidelines for communication between student and staff.
Communication with academic staff via email
As part of your professional development, it is important you engage with
colleagues in a professional manner. E-mail is the most effective way of contacting
staff when not in class. Tutors receive many e-mails in any one day. In order that
we can understand and respond to your communication appropriately please
adhere to the guidance below. You should only use (under normal circumstances)
your QMU e-mail account for communication with staff.
10.1. Structure of your e-mails
Please ensure you provide:
Your surname in upper case
Clearly state specific information in the Subject Line
e.g. “THOMPSON: Personal Circumstances impacting on study”
The body of the e-mail should clearly:
Contextualise who you are
State the reason for the email
Keep the e-mail in a neutral tone
Indicate if the issue is time sensitive
Keep the e-mail short & concise
Use bold key words to allow the reader to scan your e-mail
Include your matriculation number after your signature
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Effective communication
Subject : THOMPSON: Personal Circumstances impacting on study
Dear Catriona,
I am Gail Thompson from the 1st Year Group 1. I am e-mailing to alert you that there
has been a fire in my tenement. I am requesting absence from University while I
sort things out. I will fill in the required forms and update you on when I will be able to
return as soon as I have been able to assess the damage. This email has been
copied to my academic tutor and tutors for classes I will be missing.
Please let me know if there are issues I haven’t considered,
Thank-you for your consideration,
Gail Thompson
12003691
10.2. Response times
There may be a seven day turnaround response time at busy periods in the
academic year. Tutors have a broad range of commitments and are often engaged
in other University related business.
Staff will alert students to periods when they will not be responding to emails
through the use of the ‘Out of Office’ automatic reply option.
Following the guidelines above will result in a timely response. Failure to follow the
guidelines may unfortunately result in no response at all.
84
10.3. Staff communication with a student
This will be via Outlook email. The protocol for meeting with staff is as follows:
1. Unless otherwise advised, the place to meet staff will be the internet area on
Level 3 (this is the area by the vending machines outside the large lecture
theatre 3148).
2. When the student arrives at the meeting area she/he should email the
member of staff to let them know they have arrived.
3. Staff will endeavour to be prompt but may be unavoidably delayed. If the
member of staff is so late that the student feels she/he can wait no longer, an
email should be sent proposing another time.
10.4. Staff communication with module participants
Module-specific communication will be via the Hub. Please check the Combined
OT Programme Hub area as well as the module Hub area for urgent notices.
Urgent notices (such as staff absence or change of class time or room) will be
communicated in either of these areas.
10.5. General Communication
The Combined OT Programme Hub Area contains an area for general notices all
students. This area is for staff postings only.
Students may have a specific Student Forum within certain modules – this can be
used to communicate with each other. Student representatives may wish to use
the forum to gather views for committee meetings or the end of year report.
85
10.6. Use of social media for student / personal communication
Social networking sites such as Facebook, Google+ or Twitter are used by many of
you and you may choose to use these for communication between yourselves on
matters related to the programme. Please be aware that professional conduct
extends to the use of online platforms - you are expected to behave online with the
same degree of respect for fellow students, lecturers, practice educators and
service users. Please be careful when uploading information about yourself or
others onto these sites. Potential employers can and will access these sites to find
out about people they have interviewed or want to employ. Something that seems
funny or harmless in the moment may cause problems in later life. Please think
carefully about how you use these and also keep yourself safe.
Key Points
Unless advised otherwise, the place to meet staff will be the internet café on Level 3 (this is the area by the vending machines outside the large lecture theatre).
E-mail staff to let them know when you have arrived for a meeting.
Check the relevant module area on the Hub on a daily basis.
Queen Margaret University e-mail accounts should be used in all circumstances.
Keep your email inbox within its size limits by deleting messages you do not need. You risk missing important communications from the programme team if you do not organise your emails.
E-mail communication should reflect professional standards.
Use of social media should be done with caution.
86
If you post information or photographs on a social networking site that are thought
to be inappropriate, QMU can investigate this. It is possible that in this situation,
students will be referred to the University’s Fitness to Practise Panel. We therefore
urge you to think very carefully about your postings and to consider dignity,
confidentiality and respect for others at all times.
Using social media
The University acknowledges that social media (e.g. Facebook, Twitter, Linked-in,
Blogging, YouTube) is a significant part of peoples’ lives and is a positive way to
keep in touch and share information. However, there have been occurrences
where social networking has been used for less positive reasons or for a
substantial length of time during practice placement, hence the need for guidance
to support responsible usage.
Health and social care professionals could be putting their registration at risk if
posting inappropriate comments about service users and colleagues or posting any
material that could be considered explicit. The Health and Care Professions
Council (HCPC) has produced a statement on the use of social media and this can
be found here: https://www.hcpc-
uk.org/assets/documents/10005190Guidanceonsocialmedia-
draftforconsultation.pdf
Similarly the Royal College of Occupational Therapists (RCOT) provide guidance
on social media: https://www.rcot.co.uk/sites/default/files/Introduction-to-social-
media-2015-July%20%281%29.pdf
HCPC’s Guidance on Conduct and Ethics for Students, highlights “You must make
sure that your behaviour does not damage public confidence in your profession”
(HCPC 2010, p12). This means that conduct on-line and conduct in the real world
is judged in the same way and should be to a similar high standard. You should be
very careful about the information you post on-line.
https://www.hcpc-
uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf
87
Please remember that:
The law around defamation and harassment and confidentiality applies wherever you may be
Anything posted on-line to a social networking site is in the pubic domain, even with the strictest privacy settings
The more your personal life is exposed through social networking sites, the more likely it is this could have a negative impact
What may be considered as “letting off steam” about your studies could potentially be seen by another as unprofessional behaviour
The following points are offered as guidance:
Do make use of appropriate etiquette when posting materials to social networking sites. Act responsibly at all times upholding the reputation of the profession and Queen Margaret University
Think through the kinds of information you want to share and with whom, and adjust your privacy settings for protection
Do observe bullying, harassment and dignity polices when posting on-line (including e-mail and text messaging) with colleagues and peers
Don not post information to social networking sites that may lead to the identification of a service user
Do not make disparaging remarks about the University, employees, colleagues and peers on a social networking site; even when anonymised these are likely to be inappropriate
The University does not discourage students from using such services. However
you should be aware the University will take seriously any occasions where these
services are used inappropriately. If occasions arise of what might be read to be
on-line harassment, or materials deemed to contravene professional conduct these
will be dealt with in the same way as other such instances. Please also refer to
Section 15 of the Practice Education Handbook concerning the use of social media.
1
Appendix 1: Postgraduate Assessment Feedback Form Queen Margaret University
MSc in Occupational Therapy (pre reg) Level Semester Matriculation Number Module Title Mark
(Subject to moderation)
Assignment Criteria
Unsatisfactory Performance
Non-submission (G)
< 20%
Unsatisfactory Performance
(F) 20% - 29.9%
Unsatisfactory Performance (E)
30% - 39.9%
Unsatisfactory Performance (D)
40% - 49.9%
Satisfactory Performance (C)
50%-59.9%
Very Good Performance (B)
60-69.9%
Excellent Performance (A)
70-79.9%
Outstanding Performance (A*) 80% and above
Content
Addressing the task/question
Non submission No evidence of addressing the question.
Lack of evidence in addressing the question.
Limited evidence of addressing the question.
Some evidence of addressing the question.
Very good evidence of having addressed the question.
Excellent evidence of having addressed the question.
Original or creative way of addressing the question.
Engagement with the topic/subject
Does not engage with the topic.
Does not apply the topic to personal societal or professional practice.
Lack of evidence in applying the topic to personal, societal or professional practice.
Superficial evidence of applying the topic to personal, societal or professional practice.
Begins to demonstrate application to personal, societal or professional practice.
Very good demonstration of application to personal, societal or professional practice.
Excellent application to personal, societal or professional practice.
Relevant and innovative application to personal, societal or professional practice.
Understanding No evidence of understanding.
Does not demonstrate understanding of the subject.
Lack of evidence in demonstrating understanding and insight into the subject area.
Limited evidence of understanding of the subject.
Understanding is superficial.
Demonstrates very good understanding of the topic.
Consistent understanding demonstrated.
Demonstrates consistent depth and breadth of understanding of the topic, demonstrating clarity of focus.
Analysis No Analysis. Shows no evidence of the essential requirements of academic argument.
Lacks evidence of demonstrating the essential requirements of academic argument.
There is little attempt to analyse material and discussion is highly descriptive and uncritical.
Discussion and analysis is attempted, although is limited in scope and originality.
Rigour and coherence in the structure of the work is present but evidence of analysis and discussion is variable.
Displays rigour in discussion and analysis.
Exceptional degree of rigour, originality of analysis and discussion is present.
Synthesis No synthesis. No attempt to incorporate or combine different theoretical ideas.
Lacks in attempt to synthesise different theoretical ideas.
Limited attempt to incorporate or combine different theoretical ideas
Some attempt to incorporate or combine different theoretical ideas.
Very good attempt to incorporate or combine different theoretical ideas.
Excellent ability to incorporate or combine different theoretical ideas.
Exceptional ability to incorporate or combine different theoretical ideas.
Evaluation No evaluation undertaken.
No awareness of the need for self-reflection and evaluation.
Self reflection and evaluation is missing from the material.
Superficial attempts are made at self-reflection and evaluation, although highly description.
Awareness of the need to be reflective and evaluative is evident, although this is not well developed.
Very good attempts are made at self reflection and evaluation but these are not consistent throughout the material.
Evidence of self-reflection and evaluation is apparent.
Offers original observations and self-reflective statements which challenge assumptions and recognises value judgements.
2
Essay Presentation
Structure No structure. Confusing structure.
Structure is inadequate.
Structure is limited.
Some attempt has been made to structure work.
Clear overall structure imposed, but not always appropriate.
Clear and appropriate structure.
Outstanding coherent structure.
Written communication
Inadequate presentation.
Language, grammar and spelling are very unsatisfactory. No consideration is given to presentation.
Language, grammar and spelling are unsatisfactory. Little consideration given to presentation.
Language, grammar and spelling are weak. Limited consideration given to presentation.
Meaning apparent, although language is not always fluent. Some thought given to presentation.
Material on the whole is presented in a fluent way. Presentation is appropriate
Thoughts expressed clearly. Language is fluent. Material is well presented.
Fluent articulate writing style. Outstanding presentation.
Use of reference material
No references or background reading. There is no evidence of referencing within the text of others’ intellectual property.
Minimal or no background reading is demonstrated. Referencing within the text of others’ intellectual property is minimal.
Little background reading is demonstrated. Referencing within the text of others’ intellectual property is inadequate.
There is some evidence that key texts have been consulted. Referencing within the text of others’ intellectual property is not thorough.
Evidence of reading beyond key texts is presented, although these could be more fully developed. Referencing within the text of others’ intellectual property is not comprehensive
Evidence of appropriate reading is presented. Referencing within the text of others’ intellectual property is comprehensive.
Evidence of wide reading from a range of sources is demonstrated. Referencing within the text of others’ intellectual property is generally thorough.
Evidence of extensive relevant reading from a wide range of sources is presented. Referencing within the text of others’ intellectual property is thorough.
Referencing Protocol
No inclusion of cited references within the text or reference list according to QMU referencing guidelines.
Constantly incomplete inclusion of cited references within the text or reference list according to QMU referencing guidelines.
References cited within the text are partially omitted or incorrectly formatted in the reference list according to QMU referencing guidelines.
References cited within the text are frequently omitted or incorrectly formatted in the reference list according to QMU referencing guidelines.
On several occasions references cited within the text are not included or formatted correctly in the reference list to QMU reference guidelines.
Occasionally references cited within the text are not included or formatted correctly in the reference list according to QMU referencing guidelines.
All references cited within the text are correctly included and formatted in the reference list according to QMU referencing guidelines with some minor errors.
All references cited within the text are correctly included and formatted in the reference list according to QMU referencing guidelines with no errors.
The above assessment criteria do not carry equal weighting. Comments/advice given on the back of this sheet
3
Comments
Three things done well in this paper
Three areas to improve within this work
Three issues to take forward for further development to improve future course work
First Marker Date Second Marker Date
1
Appendix 2: Postgraduate Assessment Feedback Form (Presentation Viva )
Level Semester Matriculation Number Module Title Mark
(Subject to moderation)
Fail/Unsatisfactory D <50%
Satisfactory Performance C 50% - 59.9%
Very Good Performance B 60% - 69.9%
Excellent Performance A 70% - 79.9%
Outstanding Performance A * 80% and above
Delivery Comments
Pacing & Duration Satisfactory but challenges
with pace & timing Very good but minor challenges with pace & timing
Excellent pace & timing throughout
Outstanding pace and timing of performance
Volume & inflection Satisfactory but challenges
with audibility & tone Very good but minor challenges with audibility & tone
Excellent audibility & tone throughout
Outstanding audibility and variation in tone
Non-verbal communication
Satisfactory but challenges with eye contact/using notes
Very good but minor challenges with eye contact/using notes
Excellent eye contact and notes infrequently used
Outstanding no notes used
Confidence Satisfactory but challenges
with confidence/anxiety Very good but challenges with confidence/anxiety
Excellent confident performance
Outstanding confident performance
Content
Vocabulary Satisfactory but challenges
with appropriate and/or use of language
Very good but minor challenges with appropriate and/or use of language
Excellent use of language throughout
Outstanding performance and command of language
Structure of content Satisfactory but challenges
with logical order and/or flow of material
Very good but minor challenges with logical order and/or flow of material
Excellent logical order and flow of material throughout
Outstanding performance in logical order and flow of material
Identification of main Issues
Satisfactory but challenges with identification of several issues
Very good but minor challenges with identification of some issues
Excellent identification of issues throughout
Outstanding performance in identifying all issues
Analysis of main issues
Satisfactory but challenges with analysis of several issues
Very good but minor challenges with analysis of issues
Excellent analysis of issues throughout
Outstanding performance in analysing all issues
Evaluation of Main Issues
Satisfactory but challenges with evaluating and/or conclusion of issues
Very good but minor challenges with evaluating and/or conclusion of issues
Excellent evaluation and conclusion of issues throughout
Outstanding performance in evaluating issues and arriving at conclusions
Summary Satisfactory but challenges
with compilation and/or timing of a summary
Very good but minor challenges with compilation and/or timing of a summary
Excellent compilation of a thorough summary
Outstanding performance in compiling a comprehensive summary
2
Three things done well in this presentation Three areas to improve within this work Three issues to take forward for further development to improve future course work
Date
Marker Marker
1
Notes
![[Weis Margaret] Margaret Weis Tracy Hickman](https://static.documents.pub/doc/80x56/577ccf101a28ab9e788ec9e0/weis-margaret-margaret-weis-tracy-hickman.jpg)
