MSc Skin Ageing and Aesthetic Medicine / Course details

This course unit introduces students to the principles that guide reflective practice, to develop their own reflective skills by maintaining a portfolio and encourage enquiry based learning. Students will be required to maintain a portfolio throughout each of the first two years collecting evidence related to the other six modules that contribute to the Diploma in Skin Ageing and Aesthetic Medicine.

The unit aims to equip students with an in-depth understanding of reflection as a tool to aid learning, enhance professional skills and improve their own practice.

By the end of this Unit students should be able to:

• Apply the theory of portfolio recording to develop a comprehensive record of the students learning and development through the course

• Critically examine their own learning, areas for improvement and development for their personal development plan

• Critically explore a range of strategies to record their learning throughout the course

• Recognise and encourage the autonomous and reflective learning is an integral part of professional development

• Consolidate the connection between theory and practice

• Develop a model for lifelong learning and continuing professional development

• Develop skills in writing and formulating clear and relevant evidence of learning from a range of different contexts

• Write coherent and well-justified portfolio reflections to identify and address areas for improvement in learning for all course units 1-8

The unit will be taught over the entire first year in parallel with units 1-3.  Though the unit is primarily delivered on-line, in addition students will present examples of portfolio work in face to face tutorials.   The unit will be taught using a resource based approach in which students will engage critically with on-line materials developed for the purpose, including online discussions with students and staff.  Directed study components will comprise additional exercises and specified reading.

By the end of this Unit students should be able to:

•Apply the theory of portfolio recording to develop a comprehensive record of the students learning and development through the course

•Critically examine your own learning, areas for improvement and development for their personal development plan

•Critically explore a range of strategies to record their learning throughout the course

By the end of this Unit students should be able to:

•Recognise and encourage the autonomous and reflective learning as an integral part of professional development

•Consolidate the connection between theory and practice;

•Develop a model for lifelong learning and continuing professional development.

By the end of this Unit students should be able to:

•Develop skills in writing and formulating clear and relevant evidence of learning from a range of different contexts

•Write coherent and well-justified portfolio reflections to identify and address areas for improvement in learning for all course units 1-8

By the end of this Unit students should be able to:

•Critically reflect on their own academic performance and utilise a range of strategies to improve these and overcome any particular difficulties.

•Further develop and enhance skills in effective communication to a range of audiences in a variety of settings.

•Demonstrate skills in working collegiately and effectively with others as a member of a team

•Effectively utilise information technology / health informatics

•Utilise skills in systematic and creative approaches to problem-solving and decision-making in relation to complex issues

Students will be provided with personalised feedback for their summative assignments, within 15 working days of the submission deadline.

Formative assessment and feedback to students is a key feature of the on-line learning materials for this unit, and will be given on an informal basis. Students will be required to engage in a wide range of interactive exercises to enhance their learning and test their developing knowledge and skills.