Geriatric Medicine
MSc (PGCert PGDip)
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Course summary and entry requirements
Course duration
Part-time: 3 years
About the course
The MSc programme has been developed by the Kent, Surrey and Sussex (KSS) Deanery in partnership with the University of Brighton. This course is for trainees in KSS Deanery who are in the geriatric medicine training programme. Initially it will be open to south coast trainees but other KSS trainees may approach the course leaders to express an interest in the course.
The course will:
- enable participants to improve services and effect change within organisations to make a positive difference to the care of older people within the NHS
- equip participants to critically consider all aspects of elderly patients, from sociological and biological theories of ageing, to the presentation and evidence-based management of illness
- develop an informed and critically reflective view of the role of the geriatrician and the management of common conditions which affect older people
- improve services through practitioner-led inquiry, education and ethical leadership.Typical entry requirements
The entry requirements listed here are for students starting their course in 2013. Individual offers may vary
For non-native speakers of English:
IELTS 7.0 overall and 7.0 in writing.Other:
There will be interviews taking place at the Royal Sussex County Hospital on 26 July 2012. Other dates may be arranged if necessary.Degree and/or experience:
Applicants are specialty trainees with a training number for geriatric medicine within KSS. -
Course content
Course structure
There are six modules spread over two years, with a further year for the dissertation research project. The course links to the specialty training curriculum for geriatric medicine and is taught through regional training days.
Areas of study
Understanding Elderly Patients
How do we define elderly and how do elderly people differ from younger adults? This module considers these questions in a physiological as well as a social context. The concept of frailty is explored, with reference to issues such as continence, pressure care and nutrition. The effect of ageing on the biological mechanisms of homeostasis is investigated, with the aim of enhancing understanding of many acute presentations in the elderly (eg delirium, immobility) as failure of homeostasis. The module also raises questions about appropriate use of medications in the elderly in view of altered pharmacodynamics, increased heterogeneity and lack of evidence base.Common Conditions of Older People
This module aims to improve the quality of care for the elderly by providing an overview of evidence-based and real-life practice in common diseases of older people including:
- stroke
- dementia
- depression
- fractured neck of femur
- osteoporosis
- movement disorders
- epilepsy
- syncope
- cardiovascular disease
- infectious diseases and hospital-acquired infections.Critique of guidelines and in depth appraisal of actual practice for particular disease entities in particular cases serves to improve understanding of the interface between evidence, guidelines and individualised clinical judgement.
The Role of the Geriatrician
This module considers the geriatrician's multiple roles. It includes critical consideration of core concepts in geriatric medicine such as comprehensive geriatric assessment, rehabilitation, chronic disease management and discharge planning.The module aims to further develop the geriatrician's identity as generalist and specialist, using examples such as palliative medicine and falls clinics.
It explores the remit of geriatricians in areas with blurred boundaries such as interdisciplinary working within hospital and community services and safeguarding vulnerable adults. A case-based approach is used to deepen appreciation of the ethical and legal issues faced by geriatricians.
Teaching and Learning in Clinical Settings
This module includes:
- a critical consideration of personal experiences of learning and teaching
- consideration of learners' perspectives on learning and teaching
- critical evaluation of recent theoretical readings and research on learning and teaching
- workplace-based learning
- teaching and learning in formal settings
- different kinds of knowledge relevant to teaching and learning in clinical settings
- critical analysis of similarities and differences between the nature of professional judgement as a clinician and as an educator
- the role of reflection in the development of professional practice
- ways of interpreting evidence from participants' practice as educators
- an introduction to qualitative research methodologies relevant to the module and course.Leadership in Clinical Contexts
The module derives from a commitment to improved patient care. Participants explore the ways in which good leadership practice develops in an overlap between a doctor's commitment to care of the individual patient, care of all patients and to self-development. The related contexts in which leadership practice occurs and can develop is within the individual, the team, and the organisation. The module offers an introduction to fundamental conceptual frameworks for leadership (eg ethical leadership, and organisational learning), the opportunity to initiate a service evaluation project in the clinical setting, and a context in which to reflect upon their own development as leaders.Practitioner Research Methods and the dissertation complete the modules.
Syllabus
Understanding Elderly Patients
Teaching and Learning in Clinical Settings
Common Conditions of Older People
Leadership in Clinical Contexts
The Role of the Geriatrician
Practitioner Research Methods
Dissertation: Practitioner Research in Clinical Settings -
Fees and costs
The fees listed here are for full-time courses beginning in the academic year 2012-13. Further tuition fees are payable for each subsequent year of study and may be subject to small increases, in line with inflation.
The tuition fee you have to pay depends on a number of factors including the kind of course you take, and whether you study full- or part-time. If you are studying part-time you will normally be charged on a pro rata basis depending on the number of modules you take.
What's included in the fee?
When costs such as health or criminal record checks, field trips or use of specialist materials are incurred as a mandatory requirement of the course they are included in your tuition fee.
You may incur additional costs depending on the optional modules or activities you choose. The cost of optional activities is not included in your tuition fee and you will need to meet this cost in addition to your fees. Before you apply please check with the school that provides your course using the contact details on the left of this page for advice about what is included and what optional costs you could face so you can budget accordingly.
Our website www.brighton.ac.uk/money provides advice about funding and scholarships as well as further information about fees and advice on international and island fee paying status.
MSc (PGCert PGDip) Geriatric Medicine
Please contact us directly for exact tuition fees for this course. -
Location
Location
KSS Deanery, or a nearby location in London Bridge, and south coast hospitals -
Career opportunities
In the competitive market of obtaining a consultant post, a postgraduate qualification gives you and edge and is likely to enhance your career prospects. This MSc includes relevant, practical modules on leadership, education and research which prepare you for consultant life. Even if you feel you are not academically inclined, the opportunity to do service improvement projects and publish your work is invaluable. It also gives you the opportunity to stand back and think about wider issues of policy and the place of geriatrics in the NHS. So we?d recommend the MSc to all geriatric medicine trainees. This is a three-year course so if you have less than three years left until CCT, you might want to consider the implications of just completing a postgraduate certificate or diploma over one or two years.