1. Gill Harrison November 2015
CASE accreditors’ experience of accrediting a new graduate entry 2 year accelerated MSc in Medical Ultrasound
Gill Harrison
November 2015

2. Aims
Overview of the validation process for a new innovative direct entry programme
Consider some of the issues to be considered when looking at a new type of programme
Will focus more on the issues that are different to the usual format of accreditation, but will briefly mention some of those issues for any new accreditors

3. Introduction Worked with programme director during development
MSc direct entry programme
developed
Asked to lead the accreditation
Worked with programme director during development
Documents arrived
Introduction
368 pages…..

4. Role of the lead accreditor
- work with programme team
Lead accreditor
“critical friend”
development of programme
draft document review
highlight concerns early
provide advice and support
help address issues prior to internal approval & CASE review
this will vary depending on the programme team, but it is really helpful if you can work with the team prior to the validation event

5. Normal issues to consider for any accreditation
Documents
Clear documents
Appropriate programme title(s)
Shows evidence of critical review
Service user views included (students, clinical staff, other users)
Sustainable
(funding, student numbers, staffing levels, quality)
Programme & modules
Clear title and transparent pathway(s)
Appropriate & realistic timeframe
Relevant modules and learning outcomes (LOs)
Core material included & links to national standards (e.g. QAA, NSC)
- CASE requirements met?
Assessments (range, appropriate for LOs, M-level, clear weighting/compensation etc)
Clinical
Capacity for training students
(staffing levels, range of examinations)
Mentor/assessor training provision
Support for clinical departments
Assessments (should include final competency assessment - pass/fail) & moderation

6. Your turn
Discuss the additional issues you need to consider when reviewing a direct entry ultrasound programme
5-10 minutes
note key issues
feedback

7. Additional considerations
Capacity : University
Addition to current programmes?
Staffing for additional programme
Basic clinical skills / simulation
Capacity: Clinical
No. students can be accommodated? (? additional to current provision)
No. placements for DE?
Impact on others?
(current Pg students, O&G)
Support for clinical dept.
Mentor training
On-going support (link lecturer visits)
Dealing with issues (FtP, professionalism, changing placements)

8. Additional considerations
Academic provider & CASE need protection, by ensuring potential students are aware
Additional considerations
Admissions
Robust process
How identify core skills? (Values based recruitment: respect & dignity, team work, compassion etc)
Clinical dept. involvement
?Hand-eye co-ordination assessment
Entry qualifications
Funding departments students
Will overseas applicants be accepted
Occupational health, DBS etc
Admissions - info
Understand lack of registration with PSRB e.g. HCPC
Extended working days
Ensure good awareness of the role and career choice
VBR:
working together for patients
respect and dignity
commitment to quality care
compassion
improving lives
everyone counts

9. Additional considerations
Curriculum
Cross teaching with current course?
LOs show development during programme
Mandatory training (University responsibility)
Student Background
Student background experience. How will team deal with this? Basic anatomy - imaging procedures health care processes
Monitoring
How ID failing students?
Options for extending training?
Options for exit awards?

11. Summary Does it meet CASE requirements?
Consider specific issues relating to new programme development
Don’t be prescriptive (unless CASE requirement)
Supportive process
Encourage innovation & new ideas
Suggest enhancements to help programme team