Major Review of Healthcare Programmes: Coventry University West Midlands (South) Strategic Health Authority

in partnership with
Coventry University West Midlands (South) Strategic Health Authority

JUNE 2006
Major review of healthcare programmes

The Department of Health, in partnership with the Nursing and Midwifery Council, the Health Professions Council and the Strategic Health Authorities have contracted with the Quality Assurance Agency for Higher Education (QAA) to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06. QAA helps to provide public assurance that the quality and standards of higher education are being safeguarded and enhanced by conducting academic reviews of higher education provision.
Major review
Major review is a peer review process. It starts when higher education institutions in partnership with their commissioning Strategic Health Authorities evaluate their provision in a self-evaluation document. This document is submitted to QAA for use by a team of academic and practitioner reviewers who gather evidence to enable them to report their judgements on the academic and practitioner standards and the quality of learning opportunities. Review activities include meeting academic and clinical staff and students, scrutinising students' assessed work, visiting practice learning environments, reading relevant documents, and examining learning resources. Full details of the process of major review can be found in the Handbook for major review of healthcare programmes, 2003.
Judgements
The range of judgements that reviewers may utilise when they have completed a major review are summarised below.
Academic and practitioner standards

Reviewers make one of the following judgements on standards: confidence, which may be expressed as limited confidence or no confidence. To reach this judgement, reviewers look at: learning outcomes the curriculum student assessment and student achievement. Confidence in academic and practitioner standards: a judgement that is made if reviewers are satisfied with current standards and with the prospect of those standards being maintained into the future. A judgement of limited confidence is made if standards are being achieved but the reviewers have doubts about the ability of the HEI and partner placement providers to maintain them into the future. No confidence in academic and practitioner standards: a judgement that is made if arrangements are inadequate to enable standards to be achieved or demonstrated. If a failure to achieve standards has occurred in specific programme/s and/or mode/s and/or level/s only, and there is confidence in standards at other levels, the failing programme/s mode/s level/s will be identified separately.
Quality of learning opportunities

Reviewers make one of the following judgements for each of three elements of learning opportunities: commendable approved or failing. The three elements of quality of learning opportunities are: learning and teaching student progression and learning resources and their effective utilisation.
Maintenance and enhancement of standards and quality

Reviewers also report the degree of confidence they have in the providers' ability to maintain and enhance quality and standards in the healthcare programmes under review. Commendable - the provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice Approved - the provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses. The summary report will normally include a statement containing the phrase 'approved, but...', which will set out the areas where improvement is needed Failing - the provision makes a less than adequate contribution to the achievement of the intended outcomes; significant improvement is required urgently if the provision is to become at least adequate.
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Summary of the main review outcomes Subject provision and overall aims
Clinical psychology, dietetics, occupational therapy and physiotherapy programmes at Coventry University in partnership with West Midlands (South) Strategic Health Authority (SHA), Thames Valley SHA and Shropshire and Staffordshire SHA, were reviewed in the academic year 2005-06. Judgements were made about the academic and practitioner standards achieved and the quality of the learning opportunities provided. The review covered the following programmes:
* Approved by the British Psychological Society. ** Approved by the Health Professions Council. *** Jointly awarded by the University of Warwick and Coventry University.

Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in clinical psychology, dietetics, occupational therapy and physiotherapy at Coventry University in partnership with West Midlands (South) SHA, Thames Valley SHA and Shropshire and Staffordshire SHA. Strengths The responsiveness of the clinical psychology curriculum to feedback from practice is an effective strength of the programme (paragraph 9). The clinical psychology programme deservedly received a teaching excellence award by the University for its innovative assessment methods (paragraph 15). There is a strong emphasis on reflective practice that runs through all aspects of the clinical psychology programme, as illustrated by the personal development group for trainees and their completion of a reflective journal. These elements clearly contribute to the effective development of skills in self-critical, lifelong learning (paragraph 24). The reviewers endorse the comments of external examiners who report innovative assessments, fair and transparent marking and good quality of feedback in the dietetics undergraduate programme (paragraph 32). The design of the occupational therapy undergraduate curriculum has been influenced by the work of the Occupational Therapy Disability Discrimination Act Group, which has received a Coventry University Teaching Excellence Award for this initiative (paragraph 48). page 1
Clinical psychology
Pre-registration Doctorate in Clinical Psychology * ***
Dietetics
Pre-registration BSc (Hons) Dietetics **
Occupational therapy
Pre-registration BSc (Hons) Occupational Therapy (full-time; part-time in-service; part-time in-service outreach) ** Post-qualifying MSc Occupational Therapy MSc Neurological Occupational Therapy
Physiotherapy
Pre-registration BSc (Hons) Physiotherapy ** Post-qualifying MSc Physiotherapy MSc Manipulative Physiotherapy MSc Acupuncture MSc in Neurological Physiotherapy.
Coventry University
A strength of the physiotherapy programme is the effective promotion of students' professional knowledge and skills prior to placement (paragraph 62). The caseload management clinical placement in the final year of the physiotherapy undergraduate programme is a valuable learning experience for students, helping them to understand management issues prior to finding their first post (paragraph 62). The assessment strategy on the physiotherapy undergraduate programme is excellent, with a good range of methods and guidance (paragraph 66). The profile of awards in the pre-registration programme in physiotherapy indicates students' high levels of achievement. The 2001 and 2002 cohorts both awarded a First or Upper Second class degree to 88 per cent of BSc physiotherapy students (paragraph 74). Weaknesses Service-user involvement in the design and delivery of the dietetics curriculum is under-developed and this has been identified by the programme team as an area for improvement (paragraph 30). The basic anatomy knowledge of pre-registration occupational therapy students entering placements is insufficient (paragraph 44). Some feedback to pre-registration occupational therapy students is inadequate in its formative function, and not all scripts are annotated. There was a small proportion with constructive comments but, overall, the feedback does not contribute effectively enough to the promotion of students' analytical and intellectual skills (paragraph 52). Some final-year undergraduate and postgraduate occupational therapy students have failed adequately to develop their academic writing skills through the programmes (paragraph 55).

Learning and teaching
The quality of learning and teaching is commendable. Strengths The support provided to clinical staff is a strength of the provision, which ensures that clinicians are well prepared and well supported to provide effective teaching and learning environments that enable students and clinicians to make full use of the opportunities available within the practice setting (paragraph 83). Students in all programmes demonstrate effective reflective learning. This is recognised by students and clinical and academic staff (paragraph 84).
Student progression
The quality of student progression is commendable. Strengths In clinical psychology and physiotherapy, there is a 'buddy' system praised by students and, in the latter, there is an innovative, on-line communication system for students prior to arrival, which students found a very helpful start to university life (paragraph 87). Clinical psychology trainees can access the 'Therapy Network' scheme for free counselling as well as student counselling at both Coventry University and the University of Warwick (paragraph 91). Good practice In order to clarify roles and responsibilities further, in occupational therapy a job description for students has been produced by one practice educator on placement (paragraph 89). In physiotherapy, there are at least three fully-resourced visits, which are welcomed by both clinical educators and students (paragraph 95).
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Weakness Some occupational therapy practice educators gave examples of poor communication with the University. As a result, some practice educators do not feel enabled to provide adequate support (paragraph 95).
Learning resources and their effective utilisation

The quality of learning resources and their effective utilisation is commendable. Strength Thames Valley SHA has a library charter for placement students that ensures equality of access and provision (paragraph 101).

Weaknesses Although written feedback is gathered from occupational therapy practice educators and students, there is no formal mechanism in place to evaluate and publish such feedback to a wider audience. A small number of occupational therapy practice educators confirm that they do not receive evaluative feedback about their placements (paragraph 109). The current external examiners' report format does not specifically require external examiners to comment on the quality or quantity of the feedback given to students about assessed work. As a result, staff are missing an opportunity to fully utilise external examiners' feedback as a means to improve and enhance the students' learning from assignment feedback (paragraph 110).
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Coventry University
Introduction
1 This report presents the findings of a review of the academic and practitioner standards achieved, and the quality of the learning opportunities provided, in clinical psychology, dietetics, occupational therapy and physiotherapy at Coventry University (the University) in partnership with West Midlands (South) Strategic Health Authority (WMSHA). The provision involves a partnership between the University, WMSHA, Shropshire and Staffordshire SHA (for part-time, in-service outreach occupational therapy provision) and Thames Valley SHA (TVSHA) (in respect of occupational therapy). In addition, the relationship also exists with Leicestershire, Northampton and Rutland SHA in relation to placement provision. The review was completed during the academic year 2005-06. 2 All the provision is located within the Faculty of Health and Life Sciences, established in August 2005 as a result of university-wide re-organisation. It now comprises seven departments. The portfolio of programmes under review is managed by the Departments of Clinical Psychology, Occupational Therapy and Physiotherapy and Dietetics. There are also significant partnerships with other universities. The Clinical Psychology Doctorate is a joint degree with Warwick University and also has strong links with the programme at the University of Birmingham. From 2005, physiotherapy has an outreach cohort at Leicester University and the anatomy dissection facilities at Leicester Medical School are accessed by students on master's programmes. Since 2003, occupational therapy has worked collaboratively with Staffordshire University to deliver an undergraduate in-service route and works closely with Oxford Brookes University to manage TVSHA placements. WMSHA covers the area formerly served by Coventry, Warwickshire, Worcestershire and Herefordshire Health Authorities. It serves a population of 1.55 million across mixed urban and rural communities and includes eight Primary Care Trusts (PCTs), five National Health Service (NHS) Hospital Trusts, one Mental Health and two Ambulance Trusts. page 4
A Subject provision and overall aims

3 Clinical psychology, dietetics, occupational therapy and physiotherapy provision is currently offered in the following programmes:
Clinical psychology
Pre-registration Doctorate in Clinical Psychology * ***
Dietetics
Pre-registration BSc (Hons) Dietetics **
Pre-registration BSc (Hons) Occupational Therapy (full-time; part-time in-service; part-time in-service outreach) ** Post-qualifying MSc Occupational Therapy MSc Neurological Occupational Therapy
Physiotherapy
Pre-registration BSc (Hons) Physiotherapy ** Post-qualifying MSc Physiotherapy MSc Manipulative Physiotherapy MSc Acupuncture MSc Neurological Physiotherapy. * Approved by the British Psychological Society (BPS). ** Approved by the Health Professions Council (HPC). *** Jointly awarded by the University of Warwick and Coventry University.
4 The stated, overall aims of the provision are to: enable students to acquire the knowledge, understanding and skills to develop and enhance fitness for practice, purpose and award facilitate the three strands of teaching and learning: uni-professional, interprofessional and common core learning focus upon teaching and learning strategies that are evidence-based and applicable to practice develop students' ability to understand the role and importance of evidencebased practice develop skills associated with lifelong learning and reflection in order to produce practitioners who are committed to continuing professional development and high standards of care ensure currency of curricula through ongoing partnership working with our stakeholders. Additionally, clinical psychology doctoral trainees should: develop the skills, value and knowledge to conduct research that enables the profession to develop its knowledge base and to monitor and improve the effectiveness of its work.
that the programme effectively meets the educational purposes and professional requirements for clinical psychology. 6 The programme has recently amended the ILOs to meet the revised BPS Criteria for the Accreditation of Postgraduate Training Programmes in Clinical Psychology (2003), following wide consultation with stakeholders, who are represented on the programme board, and with current trainees. The revised BPS accreditation criteria map closely onto the Subject benchmark statement for clinical psychology and the Ten Essential Shared Capabilities (National Institute for Mental Health in England). 7 Trainees and clinical supervisors confirm that the ILOs are effectively communicated to trainees, visiting teachers, clinical supervisors and examiners through the programme handbook and module descriptors which are available on the University's website, and also the clinical placement assessment form and the log of clinical and professional competencies. Clinical supervisors report wide involvement and consultation in the development of the ILOs, based on the competency framework in the revised BPS accreditation criteria. There has been good attendance at supervisor workshops to learn about this framework, and the assessment of the ILOs for trainees on placement.
B Academic and practitioner standards B1 Clinical psychology
Curricula
8 The reviewers consider that the curriculum design and delivery effectively combine the philosophy of scientist practitioner and reflective practitioner models. Trainees and clinical supervisors commented favourably on the coverage of reflective models and how this resulted in students being effective reflectors. In particular, the trainees appreciated the variety in teaching and especially ideasbased and critical-thinking teaching. The BPS has also commended the programme's personal development groups. 9 Trainees confirmed that they found the programme design effectively supported their development and progression. The page 5
Intended learning outcomes

5 The intended learning outcomes (ILOs) for the Doctorate in Clinical Psychology reflect the requirements of the commissioners, the University, the Subject benchmark statement for clinical psychology, and The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ), both published by QAA. The reviewers endorse the external examiners' reports and BPS Accreditation Report (2002), which confirm
Coventry University
reviewers consider that there is appropriate academic and intellectual progression through the three years of the programme. Clinical supervisors all commented that communication with programme staff was excellent. Teaching carried out over two days a week in the University and three days in placement for the first two years ensures very effective integration of theory and practice. The reviewers consider that the responsiveness of the curriculum to feedback from practice is an effective strength of the programme. 10 Trainees commented favourably on the problem-based learning recently piloted and complimented contact with appraisal tutors who carry out placement visits and review clinical academic competencies. Final-year teaching is organised with the clinical psychology doctorate at the University of Birmingham, and trainees from each programme attend specialist workshops at either University. 11 The reviewers consider that the curriculum and assessment committee works effectively with involvement from all stakeholders. There is currency in the curriculum and the programme has been responsive to developments in healthcare provision, such as the National Service Frameworks. The involvement of trainee representation on the programme board and on academic issues and curriculum issues groups is effective. 12 The large-scale research project results in the production of a final thesis, in the form of publishable papers. The reviewers consider that the research programme structure effectively ensures the development of research competence and critical appraisal skills at doctoral level. Staffing levels had provided a challenge for research supervision recently, but most students had been minimally affected. 13 User and carer involvement is under development on the programme. The establishment of a user/carer forum has ensured involvement in all aspects of the curriculum. An example is the involvement of service users in a number of teaching sessions. page 6
14 Interprofessional working is included in the programme and is very effective on clinical placement. Trainees have recently been involved in the new Inter-Professional Learning Pathway (IPLP) model. However, trainees commented that as all other students involved are undergraduates, there was a marked difference in the level of learning.
Assessment
15 There is a clear process of assessment of learning outcomes through appropriate academic and placement tasks that is in accord with the Code of practice for the assurance of academic quality and standards in higher education (Code of practice), Section 6: Assessment of students, published by QAA. There is a variety of assessment methods, including reports, video, role play, projects and research. The clinical psychology programme deservedly received a teaching excellence award from the University for its innovative assessment methods. 16 Visitors from the BPS accreditation team were also impressed with the range of assessment methods in use. Trainees confirmed that assignments were clearly relevant to the acquisition of clinical competence on their practice placements. Trainees also have options about the type of assignments they complete. 17 There are clear and detailed marking criteria in the programme handbook. The reviewers scrutinised a wide range of academic work and saw evidence of doublemarking. External examiners report robust assessment procedures, with a consistent standard of marking and feedback to students. The reviewers endorse external examiners' comments about the quality of feedback and assessments on the programme. Feedback is provided on all assessments in a timely manner. Students reported an occasion when feedback was delayed, but compensation for the delay was achieved by extending the deadline for the next assignment. 18 A university review panel recommended that the programme team should review the overall volume of assessment. The reviewers
agree that the workload appeared to be high. However, the programme is constrained by the University's regulations, and any reduction in assessments would then mean that the programme was not meeting these requirements. The programme team is reviewing the position and tries to support trainees by providing appropriatelytimetabled study leave before deadlines. 19 Assessment on practice placements is supported by placement log books providing detailed criteria of skills areas to be assessed. Trainees and placement supervisors have been involved in developing and piloting the new core competency framework for assessment on placement, which is due to be formalised for the October 2006 intake of trainees. 20 Supervisors are provided with appropriate support and training for their assessment role through placement visits from programme staff, training workshops and trainee evaluation. The University also provides an effective PGCert in Clinical Supervision to enhance supervisor skills. Workshops are well attended.
academic supervision of trainees' research theses and through the mandatory thirdyear research workshops. 24 There is a strong emphasis on reflective practice that runs through all aspects of the programme, as illustrated by the personal development group for trainees and their completion of a reflective journal. These elements clearly contribute to the effective development of skills in self-critical, lifelong learning. 25 Since 1998 there has been a steady rise in the number of applicants, demonstrating the increasing popularity of the programme. As shown in Table1a, all trainees who complete the doctoral thesis complete the programme and qualify to enter the profession. Two trainees withdrew from the programme for personal reasons, and a small number of the 2002 cohort of trainees are interrupting their studies due to maternity leave. The programme is successfully preparing trainees for work in the NHS. 26 The reviewers met former trainees who felt well prepared for their first jobs. Former trainees valued the teaching and assignment towards the end of the programme that specifically focuses on the transition to professional practice. The employability of trainees was confirmed by local employers who employ an average of two out of three trainees (Table 2a).
Student achievement
21 The reviewers examined a selection of trainee work from all years of the clinical psychology doctorate. This provided evidence of the successful achievement of ILOs, and fitness for practice, purpose and award. The reviewers found that overall performance of trainees is comparable with that on similar doctorates, and this was reflected in the views of external examiners. 22 Useful feedback is consistently given to trainees about the standards of their work and where they can make improvements, and this contributes to the achievement of ILOs. There are clear and effective arrangements for supervising and supporting trainees who are failing, or where there are concerns. 23 The clinical psychology programme team has responded appropriately to concerns expressed by an external examiner about the standard of critical appraisal skills of trainees. This is being addressed through
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Table 1a: Completion and achievement statistics for all award-bearing programmes in clinical psychology Cohort Recruited number 15 15 15 No 1 0 1 % 7 0 7 Withdrawn
Coventry University
page 8 2000 2001 2002* Number qualified No % 14 93 15 100 10 93 Cohort Employed within West Midlands region No 10 9 7 % 71 60 70 No 4 6 3 Employed outside of West Midlands region % 29 40 30 2000 2001 2002
Programme
Doctorate in Clinical Psychology
* four trainees are continuing their programme into a fourth year of study due to a break in training for maternity leave.
Table 2a: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in clinical psychology
Programme
Doctorate in Clinical Psychology
Summary of academic and practitioner standards for clinical psychology

Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programme in Clinical Psychology at Coventry University in partnership with WMSHA and TVSHA. Strengths The responsiveness of the curriculum to feedback from practice is an effective strength of the programme (paragraph 9). The clinical psychology programme deservedly received a teaching excellence award by the University for its innovative assessment methods (paragraph 15). There is a strong emphasis on reflective practice that runs through all aspects of the programme, as illustrated by the personal development group for trainees and their completion of a reflective journal. These elements clearly contribute to the effective development of skills in self-critical, lifelong learning (paragraph 24).
28 The ILOs are appropriately communicated to students in the student handbook, student placement portfolio, placement handbooks and module descriptors. A programme of pre-placement workshops effectively ensures that students and clinical educators are fully aware of the ILOs for clinical education. Clinical educators reported that clinical updates promote further understanding of the programme ILOs. The new curriculum model has generated ILOs for the interprofessional learning in the curriculum and in clinical placements.
Curricula
29 The reviewers consider that the programme curriculum ensures that students have a meaningful learning experience. The curriculum is uniquely comprised of four strands: clinical science and diet therapy, facilitating dietary changes, interpersonal and communication skills; interprofessional and common core learning. The reviewers consider that the curriculum is appropriately balanced. Visits to practice confirmed that clinical educators feel there are no major gaps in students' knowledge before any of the three placements, and that by the end of the programme they are fit for purpose in the modern NHS. Representatives from the local dietetics community (in the West Midlands cluster) had been involved in the consultation about the new curriculum, together with past and present students and confirmed with the reviewers that the programme meets current service needs effectively. 30 The HPC report following the 2005 approval event noted as good practice the extent to which students had been involved in the design of the new curriculum. An emerging component of the BSc programme is the interprofessional pathway. This has run once through a virtual learning environment case study group, set up with the aim to enhance the effective delivery of patient-focused care through interdisciplinary team-working. At the time of the review, coursework had yet to be completed and moderated, and the reviewers considered it page 9
B2 Dietetics
27 The ILOs for the BSc (Hons) Dietetics programme have been designed in conjunction with stakeholders to meet the British Dietetic Association's Pre-Registration Education and Training Guidelines (2002) and Professional Standards for Dieticians 2004, and are mapped against the QAA Subject benchmark statement, and the HPC Standards of Proficiency for Dieticians, and the FHEQ published by QAA. This ensures that students who graduate from the programme are fit for purpose and practice and are enabled to apply for registration with the HPC as dieticians. The reviewers endorse external examiners' reports which confirm that the programme effectively meets the professional requirements for dietetics.
Coventry University
too early to form a view as to its effectiveness. Service-user involvement in the design and delivery of the dietetics curriculum is under-developed and this has been identified by the programme team as an area for improvement. 31 The reviewers consider that there is appropriate academic progression throughout the curriculum and that the content is effective. Appropriate cognisance has been taken of health policy documents, such as National Service Frameworks and the Knowledge and Skills Framework. Students reported that the incorporation of clinical science subjects into the diet therapy and nutrition modules was helpful. Former students commented that they were aware that their comments about needing more integrated clinical science information in the form of case studies has been taken on board by the programme team in the design of the new curriculum.
34 Students are given at least six weeks' notice of assignment deadlines and all work is returned within six weeks, with feedback. The reviewers judged the schedule of assessments to be suitable, with appropriate notice of deadlines. The reviewers confirm from meetings with students that students receive consistent feedback on assessed work and consider this to be constructive for their learning. They can meet with their tutor if they want to discuss feedback further. The reviewers saw evidence of feedback from samples of student work, ranging from adequate to very good. 35 Students receive weekly feedback when on placement, during regular meetings with their clinical educator. There is a summative assessment halfway through the B and C placements, which is structured with documented discussion from student and educator about the student's progress, and a final assessment is carried out in week 12. The reviewers consider that the assessment procedures enable learning outcomes to be achieved effectively.
Assessment
32 The reviewers scrutinised a range of student work. These covered a variety of assessment methods, including examinations, presentations, posters and case studies. The reviewers endorse the comments of external examiners who report innovative assessments, fair and transparent marking and good quality of feedback. There are clear marking criteria for academic assessment and these are available in the programme handbook and individual module descriptors. There is evidence that the internal moderation of academic work is rigorous and appropriate in line with the Code of practice, Section 6: Assessment of students. 33 The criteria for placement assessment are clearly stated in the placement handbook. Assessment tools in practice can differ across placement providers. Students are familiarised with assessment tools at the beginning of their placement. They also have pre-placement tutorials at the University which cover assessment tools. There is a regional student training group where clinical educators are working towards establishing consistency of assessment tools.
Student achievement
36 The reviewers examined a range of student work which provided evidence that students achieve their ILOs and are fit for purpose, practice and award. Student work showed that students consistently receive useful feedback that will help them understand their strengths and where they need to improve. This contributes considerably to the achievement of the required skills and knowledge. 37 The programme attracts a large number of applicants, totalling 198 in 2004-05 for only 35 places. The majority of the students are recruited from nontraditional backgrounds and they reflect the cultural and ethnic mix of the local population. The achievement statistics clearly show a steady improvement in the profile of degrees awarded for each of the last three cohorts (Table 1b). The lowest award for the 2001 cohort was a Lower Second class degree for three students, with two students achieving a First class degree. Alongside these good results, there has
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been some poor performance on the diet therapy modules, where a lack of knowledge and critical skills was evident. The programme team has recognised this and is addressing these problems. 38 Trusts in the region are keen to employ Coventry graduates and consider them to be excellent dieticians and fit for purpose. Employment statistics indicate a high level of success in gaining employment (Table 2b). In 2005, 17 students graduated, of whom 16 have been employed in the NHS. The employability of students is enhanced by tutors providing final-year students with useful sessions to support them in obtaining their first post, including the development of interview skills and CV preparation. 39 On placement, students complete a feedback form which they use in their weekly supervision session with their clinical educator, in which they take the lead. The forms are designed to assist supervisors to identify potential early failures and respond appropriately. Students told the reviewers that they are effectively supported on clinical placements by their clinical educator in collecting evidence to meet the ILOs on the placement. Practice educators have close links with tutors and find that they can access support quickly to ensure that any issues are resolved in a timely fashion.
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Table 1b: Completion and achievement statistics for all award-bearing programmes in dietetics Degree classification
1 2i 2ii 3 P F
Coventry University
page 12 No 1 7 % No % No % No % 2 15 No 3 7 10 % 43 50 67 No 4 6 3 % 57 43 20 Local employers No % No % No % Employers elsewhere No % Unemployed Other* 5 6 9 5 71 43 60 2 3 6 29 21 40 36
Programme
Cohort
BSc Dietetics
1999 2000 2001
Table 2b: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in dietetics
Programme
Further study No %
BSc Dietetics 1999 cohort 2000 cohort 2001 cohort
* includes students who have not returned their first-destination information.
Summary of academic and practitioner standards for dietetics

Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programme in Dietetics at Coventry University in partnership with WMSHA. Strength The reviewers endorse the comments of external examiners who report innovative assessments, fair and transparent marking and good quality of feedback in the dietetics undergraduate programme (paragraph 32). Weakness Service-user involvement in the design and delivery of the dietetics curriculum is under-developed and this has been identified by the programme team as an area for improvement (paragraph 30).
stakeholder representation in programme management committees. 42 Students and practice educators are effectively informed of the ILOs through the programme handbook, the practice handbook and module guides, although practice educators and students report difficulty in interpreting ILOs for the first practice placement. The reviewers endorse student comments that the ILOs for the MSc in Occupational Therapy and the MSc in Neurological Occupational Therapy effectively underpin the development of knowledge and skills for advanced practice.
Curricula
43 The reviewers confirm that the undergraduate and postgraduate curricula reflect the core values of the profession and lead to graduates being fit for purpose, practice and award. The curricula effectively reflects the HPC standards and the Subject benchmark statement. The programme has actively addressed widening participation, and the variety of undergraduate curriculum routes include full-time, part-time, part-time in-service and part-time in-service outreach. Students reported some variation in understanding of the flexibility of the routes. 44 The pre-registration programme design effectively develops the student's skills, application and development of the evidence base for practice through a problem-based learning design. This programme design has been commented on favourably by external examiners; however, the reviewers endorse the comments of a number of clinical educators and students that the basic anatomy knowledge of pre-registration students entering placements is insufficient. 45 The reviewers consider that the mandatory modules are complemented by the availability of core option modules at levels 2 and 3, and there is appropriate academic progression throughout the programme.
B3

40 The ILOs for the BSc (Hons) Occupational Therapy programme have been mapped against the HPC standards of proficiency for occupational therapists, the College of Occupational Therapists' curriculum framework for pre-registration education, the Subject benchmark statement for occupational therapy and the FHEQ, both QAA published, to ensure that professional and regulatory requirements are met. The academic levels of the programmes conform to the expectations of the FHEQ. The reviewers endorse external examiner reports which confirm that the pre-registration programme ILOs are appropriate and effectively implemented through the curriculum. 41 Currency of the ILOs has been effectively maintained through practitioner, service user and student focus groups which contributed to programme re-approval procedures in 2005, and through
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Coventry University
46 An interesting component of the BSc programme is the interprofessional pathway. This is run through a virtual learning environment case-study group to enhance the delivery of patient-focused care through effective interdisciplinary team-working. As the first year was not yet completed, the reviewers felt it was too early to comment on the effectiveness of this aspect of the curriculum. 47 Professional practice experience is integrated into both the BSc and MSc Neurological Occupational Therapy programmes. The undergraduate curriculum includes the breadth of occupational therapy within modules and on placement. Postgraduate students confirmed that the opportunity for an eight-week placement on the MSc Neurological Occupational Therapy provided a highly-valuable opportunity to explore in-depth and develop specialist skills that would be of use to current and future practice. 48 The reviewers consider it a strength that the design of the undergraduate occupational therapy curriculum has been influenced by the work of the Occupational Therapy Disability Discrimination Act Group, which has received a Coventry University Teaching Excellence Award for this initiative.
50 There are clear marking criteria for different assessments that discriminate between grades. However, the marking criteria seen for Professional Practice M08OT in the postgraduate programme in occupational therapy was subject to wide interpretation, due to the use of comparative rather than descriptive language. The reviewers also consider the marking to be weak. 51 The assessment schedule is clear and detailed [programme document, vol1, p127]. Undergraduate students expressed concern that assignments and examinations were due at the same time. The programme was criticised by an external examiner for having a large number of assessments and this was reviewed in line with the Faculty's Assessment Parity Policy. It continues to be reviewed annually by the programme manager. 52 Reviewed work confirmed that feedback was given on assignments, but there was variation in the quality of feedback across assignments. The reviewers considered that some feedback to preregistration students is inadequate in its formative function, and noted that not all scripts are annotated. There was a small proportion with constructive comments but, overall, the feedback does not contribute effectively enough to the promotion of students' analytical and intellectual skills. Students complained of difficulty understanding some feedback because of poor handwriting. 53 There are documents to support placement assessment by practice providers with clear outlines of expected learning outcomes and evidence required to demonstrate their achievement. There is a summative assessment at the end of each placement. Most practice educators were satisfied that assessment forms were robust, clear and helpful in identifying levels of achievement. 54 The University provides foundation training in assessment for practice educators and updating to ensure continued standards. Practice educators report that further guidance is always available.
Assessment
49 Learning outcomes are clearly related and mapped to assessment tasks on campus and practice placements. Students are clear about how assessments match the learning outcomes set by the programme. The programme uses a range of assessment methods, including essays, reports, posters, presentations, group and teamwork, research and examinations. The programme was commended for its structure, creative assessment design and range of assessment methods by external examiners. It was also commended by the HPC visit for innovative case-study development. The reviewers concur with the external examiners' views about the quality and range of assessment methods and confirm that assessment is conducted in accordance with the Code of practice, Section 6: Assessment of students.
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Student achievement
55 The reviewers found that, as a result of poor preparation and feedback, some final-year undergraduate and postgraduate students have failed adequately to develop their academic writing skills through the programmes. Some students do not appear to have consistently received timely support earlier in the programmes. Some student work contained poor referencing, structure and style, and this was not always commented on in the marking. The reviewers noted that all students attend a one-hour session on academic writing skills as part of their induction to the programme, and that some students are encouraged to visit the Academic Writing Centre. 56 However, overall, the quality of student work demonstrated appropriate achievement in terms of fitness for practice, purpose and award. External examiners are very complimentary about standards and student achievement, noting how many students are awarded a First class degree. Of the full-time BSc cohorts for 2000, 2001 and 2002, 8 per cent, 18 per cent, and 14 per cent of students received First class degrees (Table 1c). In contrast, the number of failed students was very low, for these three cohorts with an average of approximately 1 per cent of students (Table 1c). 57 The statistics on first employment indicate that many Coventry graduates gain employment locally as occupational therapists (Table 2c). Practice educators confirmed that graduates are employed in local Trusts. 58 The reviewers met a number of current and former students. Students were highly appreciative of the quality and level of support they received from tutors. They also rated the organisation of the programme highly, and some students made very favourable comparisons with their experiences on non-health degree programmes at other universities. At postgraduate level, a number of students have achieved publications and presentations in the professional arena as a consequence of their studies. page 15
Coventry University
page 16 Degree classification

1 2i 2ii 3 P F
Table 1c: Completion and achievement statistics for all award-bearing programmes in occupational therapy
Programme
Cohort
BSc Occupational Therapy
2000 2001 2002 1 0 3 10 0 19 5 9 5 50 90 31 0 1 2 0 10 12 1 0 0 10 0 0 3 0 6 30 0 37
No 8 20 16
% 8 18 14
No 44 43 45
% 42 38 39
No % 39 37 30 26 42 36
No 1 0 4
% 1 0 3
No % 11 10 19 17 7 6
No 2 1 1
% 2 1 1
BSc Occupational Therapy (part-time, in-service)
2000 2001 2002
Table 2c: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in occupational therapy Local employers No % No % No 44 51 47 34 23 43 33 20 37 25 39 25 24 35 21 Employers elsewhere No % Unemployed Other* % 43 45 41
Programme
Further study No %
BSc Occupational Therapy 2000 cohort 2001 cohort 2002 cohort
* 'Other' includes students who have not returned their first-destination information.
Summary of academic and practitioner standards for occupational therapy

Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Occupational Therapy at Coventry University in partnership with WMSHA and Shropshire and Staffordshire SHA. Strength The design of the undergraduate curriculum has been influenced by the work of the Occupational Therapy Disability Discrimination Act Group, which has received a Coventry University Teaching Excellence Award for this initiative (paragraph 48). Weaknesses The basic anatomy knowledge of pre-registration students entering placements is insufficient (paragraph 44). Some feedback to pre-registration students is inadequate in its formative function, and not all scripts are annotated. There was a small proportion with constructive comments but, overall, the feedback does not contribute effectively enough to the promotion of students' analytical and intellectual skills (paragraph 52). Some final-year undergraduate and postgraduate students have failed adequately to develop their academic writing skills through the programmes (paragraph 55).
the MSc in Manipulative Therapy and the MSc in Acupuncture effectively underpin the development of knowledge and skills for advanced practice and are geared appropriately to the academic level expected by the FHEQ. 60 The recent consultation with service users in the 2005 User Stakeholder Conference has served to improve the responsiveness of the provision to service needs. The reviewers endorse external examiner reports which confirm that the ILOs appropriately underpin the curriculum and clinical practice elements of the pre-registration programme. 61 The programme learning outcomes are effectively disseminated to students through programme handbooks, year handbooks, clinical handbooks and module guides, and through the WebCT e-learning platform. Successful achievement of ILOs by students will enable them to be fit for purpose and practice and eligible for registration with the HPC as physiotherapists.
Curricula
62 The undergraduate curricula are effectively designed and delivered and result in graduates who are fit for practice, purpose and award. The curriculum takes appropriate account of the HPC standards and the Subject benchmark statement. The currency of the pre-registration programme is maintained through consultation at annual clinical educator days and through input from lecturer-practitioner staff and clinicians in the department. The curriculum also takes appropriate account of NHS policy. Clinical educator staff met during the review all commented that the students were well prepared and equipped for placement. A strength of the pre-registration programme is that students are prepared for each placement in a thorough and effective manner. There is appropriate academic progression throughout the undergraduate programme from levels 1 to 3. Clinical educators also unanimously found the clinical educator days useful in terms of understanding changes to the curriculum. One recent example was when the new
B4 Physiotherapy
59 The ILOs for the BSc (Hons) Physiotherapy appropriately reflect the HPC standards of Proficiency for Physiotherapy (2004), the curriculum framework of the Chartered Society of Physiotherapy (2001) and the Subject benchmark statement for physiotherapy, and are mapped against the FHEQ, both published by QAA. The ILOs for
page 17
Coventry University
interprofessional learning pathway had been discussed. The reviewers share the view of students and clinical educators that the caseload management clinical placement in the final year of the undergraduate programme is a valuable learning experience for students, helping them to understand management issues prior to finding their first post; this is a strength of the programme. 63 User and carer involvement is well developed in all programmes. The establishment of a user/stakeholder conference has ensured involvement in all aspects of the curriculum. An interesting component of the BSc programme is the interprofessional pathway. This has started to run through a virtual learning environment case-study group format. The deadline for the related coursework (a reflective essay) was just after the reviewers' visit. Hence the reviewers felt it was too early to comment on the effectiveness of this method of enhancing the delivery of patient-focused care through effective interdisciplinary team-working. 64 The reviewers were impressed with the range of high quality, postgraduate programmes available. Postgraduate programmes have been developed in partnership with subject specialist staff, senior clinicians, managers and appropriate special interest groups. Students report the programmes to be informative, enjoyable and useful to their clinical practice. The reviewers concur with recent external examiner reports of MScs in Acupuncture and Neurological Physiotherapy that commented favourably on the content and currency of the curricula.
66 In the pre-registration programme, there is an oral examination of clinical reasoning skills on placement, which students were positive about as a way to enhance their skills. The reviewers endorse the external examiners' comments that the assessment strategy on the undergraduate programme is excellent, with a good range of methods and guidance. 67 Work seen by the reviewers showed that the marking criteria were clear and appropriately descriptive in programme module outlines. There were appropriate and defined differences between criteria. External examiners are cited as giving positive comments about guidelines and marking criteria. 68 Documents state that all work should be marked and returned within four weeks and at least two weeks before any examinations. External examiners praised the detail of written feedback and its balanced and constructive content. It was considered to provide excellent developmental feedback for students. 69 Particular strengths of the pre-registration programme identified by one external examiner were clear guidelines about assessment, good feedback and internal moderation of marking. Another considered double-marking to be a strength. The reviewers endorse these external examiners' comments. 70 Students are assessed on placement by a performance appraisal and clinical reasoning assessment. Assessment criteria on placement were considered to be well designed by some practitioners. However, another placement provider stated that the criteria were wordy and difficult to discriminate between very good and excellent. 71 Programme staff report that consistency in practice assessments is achieved through clinical educator forms and discussion of performance levels halfway through placement. Staff believe that the criteria are well understood by clinical educators as they were involved in developing them with staff over a period of
Assessment
65 The reviewers scrutinised a range of student work and saw evidence of various assessment methods. These include reflective writing, presentations, essays, clinical reports, projects and examinations. The reviewers endorsed comments from external examiners that assessments were well matched to the ILOs and confirm that they meet the precepts of the Code of practice. page 18
18 months. The reviewers confirm programme staff reports about consistency of marking. 72 New educators are encouraged to sit in with established educators in a 'buddy' system. There is also an induction for new educators. Students were clear about how they were graded on placement but not sure about how the actual percentage mark was achieved. Students were positive about feedback which they considered helpful for them to improve.
The University has responded to the national lack of junior posts for physiotherapy graduates by providing additional support through portfolio preparation, presentation skills for interviews and the promotion of alternative forms of employment for physiotherapy graduates. The trend over the last three years has seen an increase from 21 to 59 per cent of graduates finding work outside of mainstream physiotherapy (Table 2d).
Student achievement
73 The reviewers saw a range of student work that demonstrated the achievement of ILOs. External examiners considered that BSc students demonstrated a high level of knowledge, competency and skills in all aspects of their work in all modules. These results have taken several years to achieve, with careful action taken by the programme team, particularly on feedback from the external examiners. 74 The profile of awards in the pre-registration programme indicates students' high levels of achievement. In the 2001 and 2002 cohorts in the BSc Physiotherapy programme, a high proportion (88 per cent) of students were awarded a First or Upper Second class degree (Table 1d). In addition, in 2002, only one student out of 119 failed to be awarded a degree. 75 Student achievement on the master's programmes is comparable to that at other universities. The programmes are well established and the quality of the provision has been progressively improved over time. The MSc Manipulative Physiotherapy has an excellent reputation and the majority of past students are working in extended specialist roles. The overall performance of students is very good. 76 Clinical educators consider there is good liaison with the University and effective support arrangements for student placements. Regular feedback to students is considered important, so students have a chance to turn their performance around. page 19
Table 1d: Completion and achievement statistics for all award-bearing programmes in physiotherapy Degree classification
1 2i 2ii 3 P F
Coventry University
page 20 No 22 38 42 1 1 4 1 3 1 24 31 35 54 70 64 59 57 53 14 10 11 15 8 9 2 1 2 1 % No % No % No % No % No % Local employers No % No 19 44 70 21 36 59 % No % 30 21 14 33 17 12 42 58 33 46 47 28 Employers elsewhere No % Unemployed Other*
Programme
Cohort
BSc Physiotherapy
2000 2001 2002
Table 2d: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in physiotherapy
Programme
Further study No %
BSc Physiotherapy 2000 cohort 2001 cohort 2002 cohort
* 'Other' includes students who did not return their first-destination information It also includes students who are still awaiting interviews (2002 cohort), pursuing another career or who are taking a gap year.
Summary of academic and practitioner standards for physiotherapy

Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Physiotherapy at Coventry University in partnership with WMSHA. Strengths A strength of the programme is the effective promotion of students' professional knowledge and skills prior to placement (paragraph 62). The caseload management clinical placement in the final year of the undergraduate programme is a valuable learning experience for students, helping them to understand management issues prior to finding their first post (paragraph 62). The assessment strategy on the undergraduate programme is excellent, with a good range of methods and guidance (paragraph 66). The profile of awards in the pre-registration programme indicates students' high levels of achievement. The 2001 and 2002 cohorts both awarded a First or Upper Second class degree to 88 per cent of BSc physiotherapy students (paragraph 74).
78 Examination of the timetables and module guides indicated that a wide range of teaching methods are incorporated into the programmes, enabling students to utilise their individual learning preferences. As well as a mixture of lectures, seminar, tutorials and practical classes, programmes incorporated problem-based learning, and case studies, which effectively prepare students for clinical placements. A number of common core modules are used to develop positive interprofessional relationships, and the recent developments of the interprofessional learning pathway indicate a strong staff and institutional commitment to develop effective teamworking skills. In meetings with students, the reviewers were provided with clear and strong evidence that staff are supportive, accessible, highly motivated and committed to maximising the effectiveness of student learning through a variety of approaches. 79 WebCT provides an effective additional resource that complements teaching within the University and enables students to maintain links to university staff and to other students during periods of placement learning. WebCT provides all programme information, including handbooks and module guides, as well as providing information on practice placements. This enables students to be fully informed of the requirements and the opportunities offered so that they are able to function effectively as independent learners. 80 Clinicians are involved in teaching students within university-based modules. This is a strong feature in clinical psychology, where all modules involve practitioner input; it also occurs in other postgraduate programmes, where modules are designed to use specific skills of advanced clinicians, for example, in the Injection Therapy module. It is also a feature of the undergraduate programmes, for example, in the Diet Therapy 1 and 2 modules. These contributions are appreciated by students for the clinical credence and relevance they bring to the material covered. Clinicians involved in teaching report a close involvement with the programme and close relationships with page 21
C Quality of learning opportunities

77 The reviewers examined a selection of student work and external examiners' reports from all programmes and considered student evaluations of teaching quality as well as discussing teaching and learning with staff and students. There was clear evidence of a consistently high quality and standard of teaching and learning at both undergraduate and postgraduate levels.
Coventry University
the academic staff. Both students and clinical educators feel that students are well prepared for learning in the practice setting and it was clear that the Code of practice, Section 9: Placement learning, has been fully taken account of. The reviewers endorse this practice, viewing it as effective teaching and learning as well as evidence of good partnership-working across academic and clinical organisations. 81 Teaching and learning in the clinical setting are individually managed through initial discussions between practice educators/clinical supervisors and students, that enable individual needs and preferences to be appropriately taken into account. Regular reviews of progress on placements enable programmes to be adapted to meet the achievements and emerging needs of students as they occur, for example, arrangements are made for students needing experience of paediatric dietetics to spend part of their clinical placement at Birmingham Children's Hospital. 82 The reviewers felt that the regular clinical educator/practice educator/clinical supervisor study days offer participants an extensive range of topics and discussion that enable clinicians to adopt highly effective teaching and learning strategies for students on practice-based learning placements. A cross-faculty master's module on teaching and learning is available and a Postgraduate Certificate in Clinical Supervision is run by the clinical psychology staff, both of which are interprofessional. Clinical educators are supported to undertake programmes such as the Chartered Society of Physiotherapy scheme for Accreditation of Clinical Educators in physiotherapy. There is evidence that clinicians apply the learning from participation in these activities to develop teaching strategies suited to their particular clinical environment. Academic staff are in regular contact with clinical educators through planned visits. 83 In physiotherapy, academic staff visit students on practice placements three times in each five-week placement. Additional visits or detailed telephone conversations page 22
are available to address specific difficulties. The support provided to clinical staff ensures that clinicians are well prepared and well supported to provide effective teaching and learning environments that enable students and clinicians to make full use of the opportunities available within the practice setting. 84 Within all programmes, the relationship between teaching and learning and assessment is clearly acknowledged in both academic and practice-based modules. Some assessments in physiotherapy take place during practical classes, and students are able to identify a close relationship between their learning and the requirements of the programme. In the practice setting, the Clinical Reasoning assessment in physiotherapy is acknowledged by students and clinicians as both driving and enhancing a deeper level of learning. The reviewers found clear evidence that students in all programmes demonstrate effective reflective learning. This is recognised by students and clinical and academic staff, and represents a strength of the provision in all programmes. The quality of learning and teaching is commendable. Strengths The support provided to clinical staff is a strength of the provision, which ensures that clinicians are well prepared and well supported to provide effective teaching and learning environments that enable students and clinicians to make full use of the opportunities available within the practice setting (paragraph 83). Students in all programmes demonstrate effective reflective learning. This is recognised by students and clinical and academic staff (paragraph 84).
Student progression
85 The University has a comprehensive admissions procedure supported by prospectuses, available in a variety of forms, upon request, which detail specific entry requirements. Applications are buoyant,
although some students felt that the prospectus did not sufficiently reflect the University's high standard of facilities. There are rigorous selection procedures following the University's Code of Equality and Diversity and Accreditation of Prior Learning. In all programmes, these include interviews involving academic staff, lecturerpractitioner and clinical staff. In clinical psychology, feedback is given to unsuccessful applicants. 86 The University is working diligently, and with some success, to widen access. Recruitment to the BSc (Hons) Dietetics programme has been particularly successful in matching the ethnic mix of the local general population. In other undergraduate programmes, local active links such as the Phoenix Partnership have resulted in increased take-up by students from nontraditional routes and a steady increase in males undertaking occupational therapy. There are opportunities in occupational therapy for an in-service route and outreach provision to enable students to be recruited from a non-traditional route. In occupational therapy, flexible timetabling has been used to widen participation; some students reported that after the first year there were problems with lack of flexibility. Caring responsibilities are taken into account when placements are allocated and there was evidence that placements are being flexible within the limits of the service to accommodate students with caring responsibilities. All programmes offer students the opportunity to interrupt and resume their studies. 87 There is a thorough and effective week-long, campus-based induction, including a library induction. In clinical psychology and physiotherapy, there is a 'buddy' system praised by students and, in the latter, there is an innovative, on-line communication system for students prior to arrival, called the Real Guide to Physiotherapy, which students found a very helpful start to university life. New occupational therapy students receive a newsletter, including advice from existing first-year students. All students on placement have a practice-based induction
detailed by the University, which is usually supplemented locally and well supported by documentation. The quality of the local induction can vary. In the pre-registration occupational therapy programme, the pre-placement induction pack contains a learning styles questionnaire in order to assess individual needs. 88 There is an overall strategy for campus and practice-based support. There is evidence that the arrangements in place for disabled and dyslexic students have worked successfully both on campus and placement. Special residential accommodation is provided in central Coventry, to meet the needs of students with disabilities. The library has implemented a strategy to ensure the service meets the needs of users with disabilities. An assessment of needs is made by the University's student disability team. If the student agrees to disclosure of their disability, the Faculty is contacted and specific support arrangements put in place to provide assistance. Efforts are made so that students with dyslexia are not disadvantaged while awaiting benefits. There is evidence of physiotherapy clinical educators receiving training and assistance to meet the needs of individual students with disability. While there is specific training available for occupational therapy practice educators to support students with disabilities, the majority feel that their professional and personal experience enable them to meet these needs without accessing this additional training. 89 There are other mechanisms, clearly detailed in the prospectus and programme handbooks, in place to support and advise students. Support services include help with financial problems, childcare, counselling and pastoral support; these are located in new purpose-built accommodation. The University has a chaplaincy service, which has links to all major religions. Roles and responsibilities are also to be found in the programme and placement handbooks. In order to clarify roles and responsibilities further, in occupational therapy a job description for students has been produced by a practice educator in the George Eliot Hospital.
page 23
Coventry University
90 The University has effective arrangements for a personal tutor system for all students. Students meet their personal tutor during induction week, and thereafter the student must initiate contact. The system is outlined in the programme handbooks and WebCT. Students were aware of a mechanism to change personal tutors should this be necessary. When on placement, physiotherapy students are often given the link tutor's home telephone number to facilitate contact. Dietetics students felt that the supervising dietician acted as mentor and assessor, and that a separate mentor might be useful. Students and trainees on all programmes spoke warmly of the accessibility and support received from academic staff, although the clinical psychologists felt the ratio of staff to students was a challenge. 91 Each clinical psychology trainee is allocated an appraisal tutor and has access to a personal tutor. The appraisal tutor works with the trainee to monitor progress and identify problems in all aspects of the programme, and meets the trainees at least twice a year. The personal tutor gives independent advice and support and deals with pastoral matters. This is described in the programme handbook. Clinical psychology trainees can access the 'Therapy Network' scheme for free counselling as well as student counselling at both Coventry University and the University of Warwick. This is a valuable additional support mechanism which is provided free of charge to trainees. 92 There is an effective mechanism to identify students who have difficulties meeting requirements both on campus and on placement, and appropriate support is offered. There is a variety of styles of teaching and assessment, which enable the needs of all students to be met. The Faculty's professional suitability policy is used appropriately to ensure that students are of good health and character and should meet the requirements of the professional body on completion; these include consideration of criminal records by the Faculty's Criminal Record Panel prior to admission and during the programme. page 24
93 In occupational therapy, it is the declared policy that students are made aware of their placement four to six weeks prior to commencement. The reviewers shared the concerns of some occupational therapy students that they received only one to two weeks' notice, which caused them some difficulty. Although the University makes every effort to achieve the time scales, problems occur regularly due to the national shortage of placements. 94 Students and trainees are generally effectively prepared for practice. Information about practice learning is available from the placement programme handbooks and WebCT. Occupational therapy and physiotherapy students are aware of the requirements for practice placements through preparation for practice sessions in the University prior to undertaking placements. In physiotherapy, there is a week-long period of observational practice at the end of the first year; students reported this to be well timed and very useful. Clinical psychology trainees have a four-week induction block at the commencement of the first session to prepare students for their first clinical placement. 95 Effective supervision is ensured by the visits of the visiting tutors, appraisal tutors and enhanced by student feedback. The number of visits varies between programmes. In physiotherapy, there are at least three fully-resourced visits, which are welcomed by both clinical educators and students. In clinical psychology, dietetics and physiotherapy, the placement staff praised the support and the accessibility of the visiting tutor and appraisal tutor. Some occupational therapy practice educators gave examples of poor communication with the University. As a result, some practice educators do not feel enabled to provide appropriate support. They receive only one visit during the placement, in line with national standards, and this is perceived to be student-orientated. 96 Table 3 shows student progression rates. The SHAs receive regular reports on student progression from the University.
Students from non-traditional backgrounds/routes are given effective and appropriate help to enable them to progress at the same rate as other students. Occupational therapy students on the full-time programme have a higher withdrawal rate than the part-time students (6-12.6 per cent). Dietetics has a withdrawal rate of 6.25 -10.7 per cent) and during 2003 there were unusually high rates of transferring out, including temporary withdrawals and those who took a year out while awaiting a repeat placement or following academic failure. Withdrawal rates for physiotherapy are low, between 2 and 5 per cent, and progression in clinical psychology is excellent, with only one withdrawal. 97 The University is doing its best to maximise students' potential in the current job market; this includes advice on curriculum vitae writing and alternative opportunities. All disciplines are concerned that they may now experience difficulties similar to those experienced recently by physiotherapy graduates. Students are well regarded as employable and comparable with those from other universities by employers, and graduates feel prepared for practice.
page 25
Table 3: Recruitment and attrition statistics for pre-registration and post-registration programmes Cohort Recruited number 15 15 15 Transfer in No 2 2 8 3 13 15 28 18 9 9 27 17 6 9 11 6 8 2 3 3 4 2 9 1 6 15 5 17 11 19 11 4 3 1 2 1 8 8 28 9 2 1 8 4 % No % No % Transfer out*** Discontinuation number** No 1 0 1 % 7 0 7 Withdrawn
Coventry University
page 26 2000 2001 2002* Withdrawal No 2 2 3 2 19 10 18 2 3 3 1 7 3 2 5 5 11 17 10 11 6 13 8 8 11 6 % Number qualified No % 14 93 15 100 10 93 7 4 5 11
Programme
Clinical Psychology
Award title
Recruited
BSc BSc BSc BSc
Dietetics Dietetics Dietetics Dietetics
2001 2002 2003 2004
24 26 28 32
150
BSc Occupational Therapy 2002 BSc Occupational Therapy 2003 BSc Occupational Therapy 2004
162
158
19
18
BSC Occupational Therapy P/T In-service 2001 entry BSc Occupational Therapy P/T In-service 2002 entry BSc Occupational Therapy P/T In-service 2003 entry BSc Occupational Therapy P/T In-service 2004 entry
27
21
BSc Physiotherapy 2003
130
BSc Physiotherapy 2004
137
* 4 trainees are continuing their programme into a fourth year of study due to a break in training for maternity leave. **'Transfer out' includes students who have temporarily withdrawn and those students who are taking a year out due to academic failure. ***'Discontinued' are students who have a complete academic Fail.
The quality of student progression is commendable. Strengths In clinical psychology and physiotherapy, there is a 'buddy' system praised by students and, in the latter, an innovative, on-line communication system for students prior to arrival, which students found a very helpful start to university life (paragraph 87). Clinical psychology trainees can access the 'Therapy Network' scheme for free counselling as well as student counselling at both Coventry University and the University of Warwick (91). Good practice In order to clarify roles and responsibilities further, in occupational therapy a job description for students has been produced by one practice educator on placement (paragraph 89). In physiotherapy, there are at least three fully-resourced visits, which are welcomed by both clinical educators and students (paragraph 95). Weakness Some occupational therapy practice educators gave examples of poor communication with the University. As a result, some practice educators do not feel enabled to provide adequate support (paragraph 95).
interactive patient simulator (SIM man). These facilities provide a shared resource across programmes. There is a dedicated trainee room with 24-hour access for clinical psychology trainees. The rolling capital expenditure budget and devolved consumable budget ensure adequate resources for these facilities. 99 Students have good access to WebCT and make use of it, especially when off campus. It has been particularly effective in the new interprofessional learning pathway which involves interaction through WebCT of all first-year dietetics, occupational therapy and physiotherapy students. The library facilities on the campus offer 24-hour access and information technology (IT) facilities. Students rated the facilities and helpfulness of the staff highly; mature students, in particular, found the 24-hour access to IT very helpful. 100 A resource shop is located on campus where students and staff can use facilities and support for photocopying and poster production, and can purchase materials; students found this useful and convenient. There is a Centre for Academic Writing and a Maths Support Centre on campus which offer an appropriate and wide range of support to students. The overseas master's students find this particularly useful. 101 Practice placements are within West Midlands, Shropshire and Staffordshire, Thames Valley, Leicester, Northampton and Rutland. They provide a broad range of learning opportunities and cover a wide geographical area, and they also include non-NHS provision. While on placement, students have appropriate access to IT facilities and NHS libraries. This access to libraries varies, as not all libraries offer borrowing rights and some NHS departments additionally have their own small library provision. Thames Valley SHA has a library charter for placement students which ensures equality of access and provision. Accommodation for students and trainees on placement is variable, but students generally have an allocated workspace. In some instances, students/trainees are sharing workspace, page 27

98 The Faculty of Health and Life Sciences is located in five buildings on a city centre campus. There are specialist facilities available for clinical psychology, dietetics, occupational therapy and physiotherapy which are appropriate and adequate. Dietetics and occupational therapy students share the use of a purpose-built kitchen, which includes a work-station adapted for people with disabilities. In addition, resources such as moving and handling laboratories and clinical skills laboratories are well equipped, the latter containing an
Coventry University
but this is a reflection of the situation for all staff rather than an unwillingness to allocate space for students or trainees. There is, however, a variation between Trusts in the amount of recognition and support given to the practice/clinical educator role. This is manifested in some Trusts by an unwillingness to release staff to attend meetings at the University and to take their teaching role into account. 102 Partnerships are in place with other higher education institutions to enrich placement experience. Liaison with the University of Birmingham allows Coventry clinical psychology students to access thirdyear elective placements, and the level of communication and support between Coventry and the elective placement supervisors is good. The Thames Valley placements for occupational therapy and physiotherapy are managed through meetings between placement teams from Coventry University and Oxford Brookes University, which considerably benefits the provision. 103 Clinical psychology students have access to the full range of resources at both Coventry University and the University Warwick, as this is a joint degree. The libraries at Coventry and Warwick are complementary, offering a comprehensive range of information. Students reported that they found this very helpful and that the resources are excellent. 104 There is a wide range of practice and academic staff, and effective use is made of lecturer-practitioner posts, part-time lecturers and specialist visiting lecturers, which is appreciated by the students. The qualifications and experience of academic staff are appropriate to support the curricula. However, the reviewers expressed their concerns to the University and WMSHA regarding the discontinuity of staffing in clinical psychology due to staff leaving, and were reassured that steps were in place to address this issue. 105 A devolved staff development budget enables staff to attend conferences and short programmes and a Faculty Staff
Development Budget funds staff taking additional qualifications. Academic staff are required and facilitated to undertake the University's accredited Postgraduate Certificate in Teaching and Learning. All new clinical practice educators are provided with clinical educator/practice educator/clinical supervisor training. In addition, occupational therapists within TVSHA receive practice educator training developed jointly by Coventry and Oxford Brookes Universities with shared or reciprocal delivery. Clinical psychology supervisors commented favourably on the opportunity offered to access third-year specialist workshops. The quality of learning resources and their effective utilisation is commendable. Strength TVSHA has a library charter for placement students that ensures equality of access and provision (paragraph 101).
D Maintenance and enhancement of standards and quality

106 Departmental boards of study, programme assessment boards and programme consultative committees take collective responsibility for the maintenance and enhancement of standards and quality. Students are represented on the programme consultative committee and on the boards of study; they contribute fully to programme enhancement and feel they are making a positive contribution. University quality monitoring processes at programme level are conducted in accordance with the Code of practice, Section 7: Programme approval, monitoring and review, published by QAA. An annual report is completed at subject level as part of the annual quality monitoring process, and this considers information from external examiners' reports, student feedback, statistical data and module reports. The report provides an action plan for addressing issues which are raised through these mechanisms.
page 28
107 External examiners deem the standard of all the provision to be good and confirm that their feedback is acted upon. Students recognise the opportunities there are to give feedback using the departmental boards, as well as module and programme evaluation questionnaires. Students are informed of the results of their feedback through their representatives and electronically on WebCT, and value the evidence they receive of the action taken. 108 Despite the geographical distance between the Faculty and its partners, there is a robust relationship between all parties. Contract monitoring meetings take place regularly and these are complemented by meetings with clinical placement facilitators and practitioners. There are county forums across three counties for physiotherapy and occupational therapy, and these groups work effectively to enhance and maintain the provision of practice placements across the Thames Valley area. 109 Clinical psychology, dietetics and physiotherapy programmes have established methods of gathering qualitative and quantitative feedback from students and educators about their experiences of practice placements. This feedback is evaluated and disseminated by way of individual written feedback to the practice educators and supervisors and as part of regular subject-specific newsletters. Although written feedback is gathered from occupational therapy practice educators and students, there is no formal mechanism in place to evaluate and disseminate such feedback to a wider audience. A small number of occupational therapy practice educators confirm that they do not receive evaluative feedback about their placements. 110 The reviewers noted that the current external examiner's report format does not specifically require external examiners to comment on the quality or quantity of the feedback given to students about assessed work. As a result, staff are missing an opportunity to fully utilise external examiners' feedback as a means to improve and enhance the students' learning from assignment feedback.
111 The self-evaluation document was clearly written and evaluative. The reviewers concurred that the strengths of the provision were not sufficiently emphasised. The section concerned with the maintenance and enhancement of standards and quality lacked a comprehensive account of the stakeholder partnership arrangements. Weaknesses Although written feedback is gathered from occupational therapy practice educators and students, there is no formal mechanism in place to evaluate and publish such feedback to a wider audience. A small number of occupational therapy practice educators confirm that they do not receive evaluative feedback about their placements (paragraph 109). The current external examiners' report format does not specifically require external examiners to comment on the quality or quantity of the feedback given to students about assessed work. As a result, staff are missing an opportunity to fully utilise external examiners' feedback as a means to improve and enhance the students' learning from assignment feedback (paragraph 110).
page 29
page 30
June 2006
West Midlands (South) SHA & Shropshire and Staffordshire SHA - now part of West Midlands SHA
Coventry University
We have discussed and agreed the following action plan:
Title of organisation (Lead SHA/WDC): West Midlands (South) SHA & Shropshire and Staffordshire SHA - (now part of South Central SHA)
Name: Stephen Field
Position: Head of Workforce and Regional Postgraduate Dean, NHS West Midlands Workforce Deanery
Title of organisation (HEI): Coventry University
Name: Linda M Merriman
Position: Dean, Faculty of Health and Life Sciences
Component Target completion date/s Constraints preventing delivering the action required Impact of not delivering the action required
Strengths/Weaknesses
Actions to be taken
Lead responsibility (organisation/s and person/s) Name and title of organisation
Evidence of quality enhancement
Strengths May 2007 Competing demands on staff resources. Strength will not be built upon. Deputy Director of Clinical Psychology Doctorate. Minutes of Curriculum and Assessment Committee and Annual Quality Report.
The responsiveness of the clinical psychology curriculum to feedback from practice is an effective strength of the programme (paragraph 9).
1. The course team will widen the representation of practice staff at the curriculum and assessment review meeting and widen the opportunity for discussion, consultation and feedback. October 2006 Strength will not be built upon. Course Administrator of Clinical Psychology Doctorate.
2. The course team will further widen communication with practice staff by routinely sending out the module descriptors and programme specification in a separate document with the Programme Handbook. October 2007 Competing priorities for Clinical Tutor team. Placement assessment will not be updated in line with the assessment of competency procedure.
Supervisor/Trainee Placement Assessment Forms.
The clinical psychology programme deservedly received a teaching excellence award by the University for its innovative assessment methods (paragraph 15).
Placement supervisors have given feedback on the assessment of competency and this will be fed back into the assessment of clinical placement process, which is currently under review. May 2007 Workload priorities for appraisal tutors.
Clinical Tutor team of Clinical Psychology Doctorate.
Annual Quality Report.
Trainees will be asked to reflect more on their development of core competencies both at appraisal and at mid-placement visit.
The development of reflective practice will be limited.
Programme Director, Clinical Psychology Doctorate and Clinical Tutor team.
Updated proformas.
page 31
There is a strong emphasis on reflective practice that runs through all aspects of the clinical psychology programme, as illustrated by the personal development group for trainees and their completion of a personal journal. These elements clearly contribute to the effective development of skills in self-critical, lifelong learning (paragraph 24).
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Target completion date/s Constraints preventing delivering the action required Impact of not delivering the action required New assessments not developed, the learning outcomes will not be assessed appropriately and graduates will no longer be fit for practice. Course Leader, Faculty Quality Assurance Committee. Student feedback. External Examiner Reports. Competing demands on staff time. Lead responsibility (organisation/s and person/s) Name and title of organisation Evidence of quality enhancement September 2008 as part of the curriculum review and change to 20 credit modules. June 2007 Lack of funding for the project. Support needs of disabled students not fully met in practice placement settings. Department's Disability and Diversity Group (formerly known as the DDA Group) with Practice partners. Student evaluation. Annual Report of the Disability and Diversity Group. Board of Studies. Completion of course review in September 2008. Difficulties associated with change to 20 credits modules with maintainence of shared core module elements. Students will be less well prepared for placements, potentially lowering the quality of care to patients, decreasing student performance and increasing the teaching workload of clinical educators. Students will be less well prepared for their first post, and less well able to prioritise and manage a caseload. Therefore they will be less effective in their first year of paid employment. Physiotherapy Board of Studies and Physiotherapy Quality Sub-committee and Faculty Quality Assurance Committee monitoring. External Examiner comment and inclusion of these elements in the Programme Specification of the new BSc Physiotherapy degree in May 2008. September 2008 Challenges associated with the move to 20 credit modules whilst maintaining shared core elements. Physiotherapy Board of Studies and Physiotherapy Quality Sub-committee and Faculty Quality Assurance Committee monitoring. External Examiner comment and inclusion of these elements in the Programme Specification of the new BSc Physiotherapy degree in May 2008.
Component
Actions to be taken
Reviewers endorse the comments of external examiners who report innovative assessments, fair and transparent marking and good quality of feedback in the dietetics undergraduate programme (paragraph 32)
The course team will develop further innovative assessments through their involvement in the Teaching and Learning Committee, attendance at the ELATE Conference and in-house conferences.
The design of the occupational therapy undergraduate curriculum has been influenced by the work of the Occupational Therapy Disability Discrimination Act Group, which has received a University of Coventry Teaching Excellence Award for this initiative (paragraph 48).
Work to continue with a focus on practice based learning. Disseminate best practice through practice networks and professional and educational conferences.
A strength of the physiotherapy programme is the effective promotion of students professional knowledge and skills prior to placement (paragraph 62).
Effective promotion of knowledge and skills will be maintained or enhanced during the major curriculum review of the BSc Physiotherapy degree which will take place over the next 18 months.
The caseload management placement in the final year of the physiotherapy undergraduate programme is a valuable learning experience for students, helping them to understand management issues prior to finding their first post (paragraph 62).
During the process of major curriculum review which will take place over the next eighteen months, the integrity of the clinical placement management module will be maintained within the new course design.
Component Constraints preventing delivering the action required Impact of not delivering the action required Less effective and beneficial assessment system. Physiotherapy Board of Studies and Physiotherapy Quality Sub-committee and Faculty Quality Assurance Committee monitoring. Challenges associated with the move to 20 credit modules whilst maintaining shared core elements.
Actions to be taken
Target completion date/s
The assessment strategy on the physiotherapy undergraduate programme is excellent, with a good range of methods and guidance (paragraph 66). July 2007 Fall in quality of performance and reduction in first and upper second degrees. Reluctance of employers to take new graduates. Challenges associated with the move to 20 credit modules whilst maintaining shared core elements. Physiotherapy Board of Studies and Physiotherapy Quality Sub-committee and Faculty Quality Assurance Committee monitoring.
During the process of major curriculum review the assessment strategy will continue to ensure that a range of methods and appropriate guidance is maintained.
September 2008
External Examiner comment and inclusion of these elements in the Programme Specification of the new BSc Physiotherapy degree in May 2008. External Examiner comment and inclusion of these elements in the Programme Specification of the new BSc Physiotherapy degree in May 2008.
The profile of awards in the pre-registration programme in physiotherapy indicates students high levels of achievement. The 2001 and 2002 cohorts both awarded a First or Upper Second class degree to 88 per cent of BSc physiotherapy students (paragraph 74).
Faculty annual quality monitoring will ensure that standards are maintained and further enhanced.
Weaknesses Start from September 2007, complete September 2008. Resources to fund Service User involvement. Course does not reflect Service User perspective. Boards of Study. Admissions Tutor. Course Leader. Faculty Quality Assurance Committee. External Examiner Reports. Course Approval Documents.
Service user involvement in the design and delivery of the dietetics curriculum is lacking and this has been identified by the programme team as an area for development (paragraph 30)
Service Users will be asked to contribute to the formulation of interview questions for the selection of dietetic students. Services users will be involved in the delivery of the dietetics programme by leading key sessions and contributing to other sessions. The revision of the course to accommodate 20 credit modules will include a user workshop to review the content of the programme.
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page 34
Target completion date/s Constraints preventing delivering the action required Impact of not delivering the action required Some students may not make the most of learning opportunities offered by practice partners. Associate Head OT. Student evaluation. Practice co-ordinators feedback. Course Consultative Committee. Board of Studies. Funding for wider range of resources. Lead responsibility (organisation/s and person/s) Name and title of organisation Evidence of quality enhancement April 2007 April 2007 Practice Placement Team with practice partners. April 2007 Practice partners with support from the Practice Placement Team. November 2006 January 2007 Enhanced feedback will not be available. Differing feedback mechanism will not be available to complement the nature of the work undertaken by the students. Principal Lecturer (Quality). Annual quality monitoring. Student evaluations. Course Consultative Committee. Board of Studies.
Component
Actions to be taken
The basic anatomy knowledge of preregistration occupational therapy students entering placements is insufficient (paragraph 44).
1. Expand the range of support resources available to students throughout each level of the programme, eg extend provision of CD roms for use at levels 2 and 3, and use of new workbooks
2. Focus students to develop this aspect of learning into the section on Preparation for Practice and draw on it in the Preparation workshops and in practice.
3. Practice Placement Induction packs to explicitly address the requirements for students in their preparation for the learning experience.
Some feedback to preregistration occupational therapy students is inadequate in its formative function, and not all scripts are annotated. There was a small proportion with constructive comments but, overall, the feedback does not contribute effectively enough to the promotion of students analytical and intellectual skills (paragraph 52).
Develop guidelines on giving feedback. Staff development workshop - allocated time to explore mechanism for feedback. Follow-up workshop to track progress.
Component Constraints preventing delivering the action required Impact of not delivering the action required Lack of improvement in academic writing skills. Associate Head OT. Annual quality monitoring. Student evaluations. Course Consultative Committee. Board of Studies.
Actions to be taken
Staff development workshop to explore techniques to support students. January 2007 October 2006
Some final-year undergraduate and postgraduate occupational therapy students have failed adequately to develop their academic writing skills through the programmes (paragraph 55).
Encourage students to access support at departmental level and use the Centre for Academic Writing (CAW) from the start of their academic programme. October 2006
Induction in all years to include academic writing and progress in writing to include CAW. For 2006/2007 reporting cycle. See MESQ.
External examiners report proforma to be amended to include comment on the feedback provided. October 2007 Lack of resources and competing priorities.
See MESQ.
See MESQ.
Strengths This may impact on the development of clinical supervisors in clinical psychology who will, in turn, be less prepared to deliver up to date learning. The Programme Director and the Clinical Tutor team of the Clinical Psychology Doctorate. Minutes of Placement Subcommittee of Strategic Training Committee.
The support provided to clinical staff is a strength of the provision, which ensures that clinicians are well prepared and well supported to provide effective teaching and learning environments that enable students and clinicians to make full use of the opportunities available within the practice setting (paragraph 83).
Clinical Psychology: The course team will extend its range of training workshops for clinicians and will be developing a process for implementing a new system of accreditation for clinical supervisors.
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page 36
Target completion date/s Constraints preventing delivering the action required Reduction in resource to support placement learning. Less support to clinicians. Clinicians less willing to take students, therefore reduction in placement numbers. Reduction in quality of placement experience and in patient care. Physiotherapy Board of Study and Physiotherapy Quality Sub-committee. Faculty Quality Assurance Committee. Feedback considered and recorded in the minutes of Visiting Tutor meetings held at the beginning of each of the seven clinical placements. Impact of not delivering the action required Lead responsibility (organisation/s and person/s) Name and title of organisation Evidence of quality enhancement July 2007 December 2006 The timing of the consultation process may hinder the development of this. The reflective practice assessment will not be developed. Deputy Director of Clinical Psychology Doctorate. Minutes of Curriculum and Assessment Committee. July 2008 Constraints created by change in structure and maintenance of shared core elements. Diminished student capability for reflection, with associated less effective personal learning styles. Student would be less good at monitoring the impact of their own behaviour. Physiotherapy Board of Studies and Physiotherapy Quality Sub-committee. Faculty Quality Assurance Committee monitoring. External Examiner comment and inclusion of these elements in the Programme Specification of the new BSc Physiotherapy degree in May 2008. October 2007 and each October following. Budget pressure preventing expenditure. The Buddy system in clinical psychology may not be so effective. The Course Administrator of the Clinical Psychology Doctorate. Annual Quality Report.
Component
Actions to be taken
Physiotherapy: The maintenance of current levels of support will be sustained during the process of new course design, and the efficacy of partnership working in the clinical environment assured by a new partnership audit tool, to be launched in February 2007.
Students demonstrate effective reflective learning. This is recognised by students and clinical and academic staff (paragraph 84).
The marking criteria and guidelines for the clinical psychology reflective practice report will be updated to develop the educative impact of the report.
Physiotherapy: During the process of course re-design (which is to take place over the next eighteen months) the reflective element will be maintained in specified course content modes of delivery and assessment.
Student progression
Strengths
In clinical psychology and physiotherapy, there is a buddy system praised by students and, in the latter, there is an innovative, on-line communication system for students prior to arrival, which students found a very helpful start to university life (paragraph 87).
Clinical Psychology: The Clinical Psychology Buddy System will be made more effective by the incorporation of a lunch at the beginning of each academic year so that buddies can meet each other.
Component Constraints preventing delivering the action required Impact of not delivering the action required
Actions to be taken
Physiotherapy: The 'Real Guide' for prospective physiotherapy students will continue and remains 'Live' because current students act as the buddies on-line. A social event during induction week allows for face-to-face contact between the buddies and the new students and we will then promote this to continue throughout the first year. December 2006 The Therapy Network covers qualified and unqualified staff working in psychology departments from across the region. Since no one organisation claims ownership of the activity, funding has been problematic and is currently under threat. The Therapy Register will be less effective and without sufficient funding may not be able to be sustained (1, 2 & 3). The Programme Director, Clinical Psychology Doctorate (1, 2 & 3). Annual Quality Report, Annual Report of the Therapy Network for the Regional Committee of Clinical Psychologists; the Annual Contract Report (1, 2 & 3).
Clinical psychology trainees can access the Therapy Network scheme for free counselling as well as student counselling at both Coventry University and the University of Warwick (paragraph 91).
1. The Therapy Network Register will be made available electronically to all trainees.
2. The Therapy Network will be reviewed to make it more accessible and effective. December 2006 December 2006
3. A discussion document will be prepared for Clinical Psychology managers to encourage volunteers for the Register
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Target completion date/s Constraints preventing delivering the action required Impact of not delivering the action required Lead responsibility (organisation/s and person/s) Name and title of organisation Evidence of quality enhancement April 2007 Local trust policies or practices. Associate Head OT. Practice Placement Team. Practice co-ordinators evaluation. Annual Report for Practice Experience. Board of Studies. July 2008 Educators and students would be less well supported with less immediate input for weak and failing students and less support for clinical educators who are new to their job. Reduction in staff resource. Physiotherapy Board of Study and Physiotherapy Quality Sub-committee. Faculty Quality Assurance Committee. Feedback considered and recorded in the minutes of Visiting Tutor meetings held at the beginning of each clinical placement. Summer 2007 Staffing resources. Head of Department. Practice Placement team. Practice co-ordinators evaluation. Annual Report for Practice Placement. Board of Studies. Inequity of library access and service to students of the university. HEI. West Midlands Libraries. West Midlands SHA.
Component
Actions to be taken
Good practice
In order to clarify roles and responsibilities further, in occupational therapy a job description for students has been produced by one placement educator on placement (paragraph 89).
To disseminate idea to practice partners and other healthcare programmes in order to develop equity of student experience. Map against Knowledge and Skills Framework.
In physiotherapy, there are at least three fullyresourced visits, which are welcomed by both clinical educators and students (paragraph 95).
In the process of re-design of the physiotherapy curriculum (which is to take place over the next eighteen months) the resourcing of three placement visits will be maintained (within the curriculum) and be a component of the Faculty Business Plan.
Weakness
Some occupational therapy placement educators gave examples of poor communication with the University. As a result, some placement educators do not feel enabled to provide adequate support (paragraph 95).
Explore with practice co-ordinators the nature of the poor communication and identify support needed to improve communication networks.
Strength
Thames Valley Strategic Health Authority has a library charter for placement students that ensures equality of access and provision (paragraph 101).
Review the principles of the library charter to establish if the charter/or elements of the charter can be implemented in all libraries that are used by Coventry students.
Component Constraints preventing delivering the action required Impact of not delivering the action required
Actions to be taken
Weaknesses December 2006 Funding and staffing resources. Head of OT Department. Practice Placement team. Evaluation of the project. Annual Report for Practice Placement. Board of Studies.
Although written feedback is gathered from occupational therapy practice educators and students, there is no formal mechanism in place to evaluate and publish such feedback to a wider audience. Occupational therapy practice educators confirm that they do not receive evaluative feedback about their placements (paragraph 109). Autumn 2006 - to be included as an addendum to the External Examiners' Handbook which will be circulated before Christmas ready for the 2006/07 external examining reporting cycle. No guaranteed specific comments on the nature of feedback to students. University Registrar and Secretary.
Introduce a formal system of evaluation reporting to include an annual summary of professional practice.
The current external examiners report format does not specifically require external examiners to comment on the quality or quantity of the feedback given to students about assessed work. As a result, staff are missing an opportunity to fully utilise external examiners feedback as a means to improve and enhance the students learning from assignment feedback (paragraph 110).
External Examiner report proforma to be amended to include comment on the feedback provided.
Explicit comments on the quality and quantity of feedback to studens which will be used to inform and enhance learning.
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The Quality Assurance Agency for Higher Education Southgate House Southgate Street Gloucester GL1 1UB RG292 10/06 Tel 01452 557000 Fax 01452 557070 Email comms@qaa.ac.uk www.qaa.ac.uk

Major Review of Healthcare Programmes: Coventry University West Midlands (South) Strategic Health Authority

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in partnership with

Coventry University West Midlands (South) Strategic Health Authority

Major review of healthcare programmes

Major review of healthcare programmes

Academic and practitioner standards

Quality of learning opportunities

Maintenance and enhancement of standards and quality

Major review of healthcare programmes

Academic and practitioner standards

Quality of learning opportunities

Major review of healthcare programmes

Learning resources and their effective utilisation

Maintenance and enhancement of standards and quality

A Subject provision and overall aims

Major review of healthcare programmes

B Academic and practitioner standards B1 Clinical psychology

Intended learning outcomes

Major review of healthcare programmes

Doctorate in Clinical Psychology

Doctorate in Clinical Psychology

Major review of healthcare programmes

Summary of academic and practitioner standards for clinical psychology

Major review of healthcare programmes

page 12 No 1 7 % No % No % No % 2 15 No 3 7 10 % 43 50 67 No 4 6 3 % 57 43 20 Local employers No % No % No % Employers elsewhere No % Unemployed Other* 5 6 9 5 71 43 60 2 3 6 29 21 40 36

1999 2000 2001

BSc Dietetics 1999 cohort 2000 cohort 2001 cohort

* includes students who have not returned their first-destination information.

Major review of healthcare programmes

Summary of academic and practitioner standards for dietetics

Intended learning outcomes

Major review of healthcare programmes

page 16 Degree classification

BSc Occupational Therapy

2000 2001 2002 1 0 3 10 0 19 5 9 5 50 90 31 0 1 2 0 10 12 1 0 0 10 0 0 3 0 6 30 0 37

BSc Occupational Therapy (part-time, in-service)

2000 2001 2002

BSc Occupational Therapy 2000 cohort 2001 cohort 2002 cohort

Major review of healthcare programmes

Summary of academic and practitioner standards for occupational therapy

Major review of healthcare programmes

page 20 No 22 38 42 1 1 4 1 3 1 24 31 35 54 70 64 59 57 53 14 10 11 15 8 9 2 1 2 1 % No % No % No % No % No % Local employers No % No 19 44 70 21 36 59 % No % 30 21 14 33 17 12 42 58 33 46 47 28 Employers elsewhere No % Unemployed Other*

2000 2001 2002

BSc Physiotherapy 2000 cohort 2001 cohort 2002 cohort

Major review of healthcare programmes

Summary of academic and practitioner standards for physiotherapy

C Quality of learning opportunities

Major review of healthcare programmes

Major review of healthcare programmes

page 26 2000 2001 2002* Withdrawal No 2 2 3 2 19 10 18 2 3 3 1 7 3 2 5 5 11 17 10 11 6 13 8 8 11 6 % Number qualified No % 14 93 15 100 10 93 7 4 5 11

BSc BSc BSc BSc

Dietetics Dietetics Dietetics Dietetics

2001 2002 2003 2004

BSc Physiotherapy 2003

BSc Physiotherapy 2004

Major review of healthcare programmes

Learning resources and their effective utilisation

D Maintenance and enhancement of standards and quality

Major review of healthcare programmes

Major review of healthcare programmes

We have discussed and agreed the following action plan:

Name: Stephen Field

Title of organisation (HEI): Coventry University