MSc Occupational Medicine

For entry in the academic year beginning September 2027, the tuition fees are as follows:

• MSc (part-time distance learning)
  UK students (per annum): £6,400 in year 1 and 2, £3,200 in year 3
  International, including EU, students (per annum): £6,400 in year 1 and 2, £3,200 in year 3

The fees quoted above are fully inclusive of tuition, administration and computational costs.

Fees for entry are subject to yearly review. The University reserves the right to increase your tuition fee by up to 7% each year for courses lasting more than one year, including to reflect rising costs associated with delivering our educational and wider student experience. Postgraduate fees information .

Always contact the admissions team if you are unsure which fee applies to your qualification award and method of attendance.

Students opting for MSc 1 year full-time or 2 year part-time course of study could qualify for a PGT loan from the UK government. Please see our university pages or contact admissions.

Students studying our MSc programme over 3 years part-time may also be eligible for a postgraduate loan if there is no other suitable full time equivalent course available in the UK at the time of application. Please contact our admissions for more information.

Please note: The fees do not cover any costs for travel or accommodation related to any optional on campus events.

Several of our students are sponsored by their employers or the governments of their home countries.

Accreditation of Prior (Experiential) Learning, AP(E)L

The University permits applicants with comparable previous experience to submit an application for consideration of Accreditation Prior (Experiential) Learning (AP(E)L). AP(E)L will be allowed up to half of the total credits needed for the programme at the point of application. If you wish to submit an AP(E)L application, please contact the admissions team.
If an AP(E)L application is successful, the overall tuition fee is adjusted accordingly and a small administrative charge applied.

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

For the latest scholarship and bursary information please visit the fees and funding page.

A limited number of Equity and Merit scholarships are available to applicants from Ethiopia, Malawi, Rwanda, Tanzania, Uganda and Zimbabwe. Please visit the Equity and Merit scholarships page for full details.

This module concentrates on developing theory and practice for those who have or may want to develop a health promoting role within communities. Whilst it is helpful to have some experience of working with a community, it is not a pre-requisite, as we can all draw on personal experience of being a member of range of groups and communities.

Communities can be widely defined but common ones are geographical or place-based, faith-based, communities of professional practice, interest focussed (e.g. hobbies) or simply communities of common characteristics. Increasingly we consider communities that are in the virtual and digital environments as well as those that exist in a tangible face to face sense.

Students who have a remit to work with a community often work for community health services, NGOs or charity projects, and they find this module useful, stimulating and confidence boosting. Increasingly however community specific programming, and community engagement methodologies, are becoming relevant across the whole breadth of public sector activities.

People experiencing and developing communities within the virtual and digital world as well as in their physical and social spaces also require health promotion and supportive community development The course explores the evolution of methods online.

This is an interactive online course. Students must work through the online course material. Students are encouraged to use the  discussion boards to ask questions and check their understanding of the course material. Engaging in this way builds a community of learners in and of itself.

• Students will acquire a critical understanding of the principal methods and theoretical approaches to participatory methods in the delivery of health promotion programmes in a range of settings.
• Students will be able to apply their learning to an assignment focussed on developing, planning and evaluating participatory approaches in response to healthcare and health promotion issues in their professional roles, workplaces or other communities.

Category of outcome	Upon completion, students should be able to:
Knowledge and understanding	Have a critical understanding of the rationale underpinning working with communities, its contradictions, and the theoretical approaches to community involvement and community development. Understand the place and contribution of community health development to contemporary public health practice. Explain and critically discuss the principal methods and theoretical approaches to working with communities
Intellectual skills	Have considered the digital dimension emerging for community health development Define lay perspectives of health and ill-health, and explain and critically discuss how lay perspectives should be incorporated into population health Explain and critically discuss asset-based ways of working and the concept of co-production of health, recognising their application in practice
Practical skills	Be able to apply their learning to developing ways of involving people in the planning, process and evaluation of community-based projects. Connect and apply their learning about theories and methods of lay and community involvement within their own work-based role or alternatively their own personal communities
Transferable skills and personal qualities

• Lay perspectives on health and disease and their determinants. Understanding cultural diversity, social detriments, and their impact on health.
• Philosophy of community-orientated, participatory approaches and community development
• Salutogenesis together with the theory and practices of asset-based community development
• Models of participation - consultation to participation to delegation and empowerment
• Methods of involving the public to improve health and reduce inequalities.
• Sources of evidence for the effectiveness of participatory approaches, and issues in the evaluation of participatory approaches.
• Social capital and sustainability.
• Participatory health needs assessment, community profiling and asset-based approaches.
• Participatory and inter sectoral health promotion approaches, including community development methods.
• Advocacy and social action for health through communities.
• Innovation in working with virtual and digital communities.
• Designing, implementing and evaluating a participatory approach to address community health issues.

The learning process will be largely web-based appraising and applying information to relevant problems and scenarios from a range of web-based resources. You are also encouraged to explore topics from your own settings. Sharing your ideas and thoughts about `Working with Communities’ with your tutors and fellow course members is vital. This is a two-way process - your comments can stimulate further exploration by your fellow course members and their comments can produce further learning and understanding in yourself. This helps you to apply the knowledge you have learned and you are better able to prepare for the assignments.

Webinars will be undertaken at regular intervals through the Unit and participation in these is expected of students as is active and full engagement in discussion boards throughout the unit which supports the materials.

Formative feedback is given in a variety of ways including peer comments as well as tutor comments via the discussion board activities. This kind of feedback is not allocated marks but is an integral and very important part of the learning process.

All students will receive written feedback following the final summative assignment.

There will be regular interaction with the tutors through scheduled webinars (which will be recorded and made available) and through the online discussion boards. Students will be encouraged to use self-reflection to think about the ideas discussed, and take part in discussion board activities. Students should work through the unit in a logical sequence. The individual course unit timetables will guide what should be done and when. Participation in the discussion boards is greatly encouraged, and can help enhance your learning experience and prepare you for your assessment.

In line with guidance from the Office for Students and Quality Assurance Agency, the programme will be augmented by the Programme Director Seminar Series to deliver study skills, written English, academic writing, research skills, critical thinking and understanding arguments, careers and employability skills, revision/assessment/examination skills including time management. 

Students will be provided with personalised feedback for their final summative assignment (3,000 words or equivalent) within 20 working days.

Further opportunities for formative feedback (on non-assessed work) will also be provided during a course unit.

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For further information please watch this video from our Course Unit Leader.

If you have any questions about the content of this unit, please contact the course unit leader, Andrew Rogers, via email at andrew.d.rogers@manchester.ac.uk. If you have any other queries, please contact the PGT programme administrators via email at shs.programmes@manchester.ac.uk