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The purpose of this module is to provide you with an introductory grounding in audiology, including adult diagnostic assessment, rehabilitation and otology, underpinned by theoretical knowledge and understanding. You will also develop skills in integrating clinical findings, drawing conclusions and making recommendations. It will allow you to develop a critical understanding of audiological techniques. The psychological, social and emotional impacts of hearing and balance problems are also highlighted in this module, with an emphasis on patient-centered communication and shared decision-making. This module will also develop your employability skills.

The module also develops your pre-clinical practical skills in a range of audiological assessment and rehabilitation techniques with non-clinical populations using our in-house skills laboratory and audiology clinic. You must attend all on-campus practical learning and assessment sessions when taking this module. You will also be required to attend all 'preparation for placement' sessions to ensure you are ready to start clinical placement in Part 2 of the programme.

The purpose of this module is to provide you with an introductory grounding in audiology, including adult diagnostic assessment, rehabilitation and otology, underpinned by theoretical knowledge and understanding. You will also develop skills in integrating clinical findings, drawing conclusions and making recommendations. It will allow you to develop a critical understanding of audiological techniques. The psychological, social and emotional impacts of hearing and balance problems are also highlighted in this module, with an emphasis on patient-centered communication and shared decision-making. This module will also develop your employability skills.

The module also develops your pre-clinical practical skills in a range of audiological assessment and rehabilitation techniques with non-clinical populations using our in-house skills laboratory and audiology clinic. You must attend all on-campus practical learning and assessment sessions when taking this module. You will also be required to attend all 'preparation for placement' sessions to ensure you are ready to start clinical placement in Part 2 of the programme.

This module is designed to provide students from a range of multidisciplinary backgrounds, such as Podiatrists, Physiotherapists, Occupational Therapists, Prosthetists, Nurses, and Engineers with the opportunity to advance your knowledge and skill in the biomechanics of human movement and to explore contemporary issues related to assessment and therapeutic management. This will involve exploring key issues of human movement analysis in a range of settings, such as the adult services within the NHS, other healthcare organisations within and outside of the UK, charity settings, sport, and the military.

The module sits within the MSc Professional Practice in Health programme and is closely linked to complementary modules such as ‘Contemporary issues in Limb Loss’ (10ECTS), ‘Amputation and rehabilitation and prosthetic use’ (20ECTS) and ‘Long-term conditions of the lower limb’ (10ECTS), but can be undertaken as a standalone module.

The module is likely to attract professionals who are currently working in the field of rehabilitation of human movement, or those who would like to move into a career in this area. The module will provide a flexible route for working professionals and will be taught in a one-week block.

This module is designed to provide students from a range of multidisciplinary backgrounds, such as Podiatrists, Physiotherapists, Occupational Therapists, Prosthetists, Nurses, and Engineers with the opportunity to advance your knowledge and skill in the biomechanics of human movement and to explore contemporary issues related to assessment and therapeutic management. This will involve exploring key issues of human movement analysis in a range of settings, such as the adult services within the NHS, other healthcare organisations within and outside of the UK, charity settings, sport, and the military.

The module sits within the MSc Professional Practice in Health programme and is closely linked to complementary modules such as ‘Contemporary issues in Limb Loss’ (10ECTS), ‘Amputation and rehabilitation and prosthetic use’ (20ECTS) and ‘Long-term conditions of the lower limb’ (10ECTS), but can be undertaken as a standalone module.

The module is likely to attract professionals who are currently working in the field of rehabilitation of human movement, or those who would like to move into a career in this area. The module will provide a flexible route for working professionals and will be taught in a one-week block.

This module is designed to provide students from a range of multidisciplinary backgrounds, such as Podiatrists, Physiotherapists, Occupational Therapists, Prosthetists, Nurses, and Engineers with the opportunity to advance your knowledge and skill in the biomechanics of human movement and to explore contemporary issues related to assessment and therapeutic management. This will involve exploring key issues of human movement analysis in a range of settings, such as the adult services within the NHS, other healthcare organisations within and outside of the UK, charity settings, sport, and the military.

The module sits within the MSc Professional Practice in Health programme and is closely linked to complementary modules such as ‘Contemporary issues in Limb Loss’ (10ECTS), ‘Amputation and rehabilitation and prosthetic use’ (20ECTS) and ‘Long-term conditions of the lower limb’ (10ECTS), but can be undertaken as a standalone module.

The module is likely to attract professionals who are currently working in the field of rehabilitation of human movement, or those who would like to move into a career in this area. The module will provide a flexible route for working professionals and will be taught in a one-week block.

This module develops the advanced knowledge and practical skills needed to safely plan, deliver, and evaluate exercise interventions for individuals with complex clinical conditions across diverse settings, including virtual, home-based, and clinical environments. You will build competence in real-time clinical decision-making, risk management, and adapting support to individual needs, while also learning to critically appraise exercise interventions at both individual and population levels.

This module provides a comprehensive foundation in clinical exercise testing and interpretation -as well as core competencies required for registration as a Clinical Exercise Physiologist (CEP) with the Academy for Healthcare Science (AHCS). Students will develop the knowledge and practical skills to safely conduct, interpret, and report a wide range of clinical exercise assessments across diverse patient populations.

Delivered within a world-leading hospital infrastructure, the module spans pre-exercise screening, risk stratification, and nutritional assessment; cardiovascular, pulmonary, and musculoskeletal testing; and functional testing in complex clinical groups, such as those with frailty or neurological conditions. Emphasis is placed on translating test results into individualised exercise prescriptions. Paediatric and perioperative considerations are also explored.

Through lectures, case-based learning, and hands-on practical training, you will be equipped to implement appropriate testing protocols, interpret data in the context of disease pathophysiology, and apply this understanding directly to clinical practice and research.

The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem-based learning. This module focuses on the “doctor as a practitioner and professional” in the context of primary medical care and hospital based medicine and application of knowledge and understanding to real patients. In particular the module has a strong focus on practical procedures, consultation skills and taking histories. The assessment predominantly assesses this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course which is achieved by this module alongside 2 other modules – Integration of Clinical Knowledge 1, and Foundations of Medicine 1.

The emphasis of the assessments for each of these modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules.

Further details will be provided on Blackboard.

The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem-based learning. This module focuses on the “doctor as a practitioner and professional” in the context of primary medical care and hospital based medicine and application of knowledge and understanding to real patients. In particular the module has a strong focus on practical procedures, consultation skills and taking histories. The assessment predominantly assesses this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course which is achieved by this module alongside 2 other modules – Integration of Clinical Knowledge 1, and Foundations of Medicine 1.

The emphasis of the assessments for each of these modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules.

Further details will be provided on Blackboard.

The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem based learning. This module focuses on the “doctor as a practitioner and professional” in the context of primary medical care and hospital based medicine and application of knowledge and understanding to real patients. In particular the module has a strong focus on practical procedures, consultation skills, history-taking and clinical examination. The assessment covers all of these areas. The module does not stand alone and should be recognised by teachers and students as part of the whole course alongside 2 other modules – Integration of Clinical Knowledge 2 and Foundations of Medicine 2.

The emphasis of the assessments for each of these modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules. Since this module focuses on clinical skills it will also overlap with and be supported by the learning during the fourth Y2 module on the BM4 programme – Medicine, Surgery and Primary Care, which takes place in Semester 2.

Further details will be provided on Blackboard.