Geriatric Medicine

Module Aims
This module aims to introduce the students to the concept of physiological ageing in comparison with younger adults, differences between physiology and pathology, major presentation of illness in older people and general approach to therapy.

The module encourages weekly discussion where students are presented with two/three clinical case-based scenarios that are reflective of everyday clinical practice and research.

Module Summary

• Physiology of ageing
• Health promotion and Public Health
• Geriatric giants
• Medicine management
• Therapies
• Social issues relating to the older adult; abuse, Deprivation of Liberty (DOLs), mental health, power of attorney, safeguarding

Learning Outcomes
On successful completion of the module, students will be able to:

1. Demonstrate a critical and systematic knowledge of the current evidence and practice in the physiology of ageing and care of the older person.
2. Combine therapeutic and social constructs to develop care for older people in complex and unpredictable situations.
3. Demonstrate a high-level understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the care of the elderly discipline into clinical practice.

Module Aims
This module aims to highlight the importance attached to the risk of falls in older people in different environments (community and institution), consequences of falls, holistic assessment of causes, the importance of the multidisciplinary team assessment, plan of prevention and management.

The module will present weekly case-based scenarios to develop knowledge and understanding of the assessment, treatment, prevention and management of falls.

Module Content

• Initial assessment and comprehensive geriatric assessment – CGA
• Pathophysiology of sarcopaenia, bone loss, identification and management
• Falls and fractures
• Osteoporosis, prevention and management
• Fall and fracture prevention and management

Learning Outcomes
On successful completion of the module, students will be able to:

1. A critical appreciation of the interplay between the physiology of ageing with falls and fractures, together with the understanding of diagnostic and management strategies.
2. Critically evaluate current research and evidence into the diagnosis and management of osteoporosis and falls.
3. Critically implement the learning and synthesise the evidence into clinical practice to improve care of the elderly who present with falls and osteoporosis.

Module Aims
This module aims to highlight the risk of confusion and cognitive impairment in older people in different settings, differentiating between different types and causes of confusion, acute and chronic cognitive dysfunction, and measures of assessment and management.

This module teaches students how to critically evaluate and selectively differentiate knowledge between alternative presentations and causes of confusion in older people, in a variety of settings. Weekly activities throughout the module aim to develop skills in diagnosis and selection of appropriate care and treatment paths.

Module Content

• Assessment and diagnosis
• Delirium and acute confusion
• Cognitive decline and dementia
• Therapeutic interventions in dementia
• Emerging approaches to the physiology and treatment of dementia
• Depression and anxiety in the older person

Learning Outcomes
On successful completion of the module, students will be able to:

1. Develop a systematic understanding and critical knowledge of the assessment, classification and management of the older person presenting with memory disorders.
2. Critically evaluate the evidence relating to the diagnosis, investigation and management of delirium, confusion and dementia.
3. An ability to synthesise and translate the critical knowledge and evidence-base for the management of older subjects presenting with confusion and memory issues in clinical practice.

Module Aims
To develop an in-depth and contemporary knowledge of common age-related neurological conditions, TIA (transient ischaemic attack), stroke and causes of syncope. To include approaches to assessment, management and prevention of stroke, myopathies and Parkinson’s disease together with the impact on function and quality of life in older age.

Module Content

• Transient Ischaemic Attack (TIA) and stroke
• Primary and Secondary stroke prevention
• Muscle disorders: myopathy, MND (motor neurone disease), temporal arteritis, PMR (polymyalgia rheumatica)
• Parkinson’s Disease
• Syncope and pre-syncope

Learning Outcomes
On successful completion of the module, students will be able to:

1. Critically applies a systematic understanding of stroke, age-related neurological disorders and syncope, presenting in the older subject.
2. An ability to critically evaluate and synthesise the evidence relating to the pathophysiology, diagnosis, investigation and management of the older patient presenting with stroke, age-related neurological disorders and syncope.
3. An ability to analyse, synthesise and relate this knowledge into the care of the older patient presenting with a variety of cerebrovascular and common neuro-muscular disorders.

Module Aims
This module aims to develop an in-depth knowledge of the diagnosis and management of frailty and continence in older people. This will include aetiology, models of assessment, medical and surgical management of frailty, urinary incontinence and constipation in older people.

Module Content

• Definition and pathophysiology of frailty
• Management and prevention of frailty, new horizons in ageing
• Dependency and disability
• Change of bowel habit/function
• Continence and medical conditions in the elderly
• Management of incontinence

Learning Outcomes
On successful completion of the module, students will be able to:

1. An ability to critically appraise and understand the evidence relating to the pathophysiology, impact, management and prevention strategies in the care of older people presenting with frailty and continence issues.
2. An ability to critically evaluate the current evidence base for the management and prevention strategies applying to frailty and continence disorders.
3. An ability to synthesise current evidence and critically interpret this into the care of subjects presenting with frailty and continence disorders.

Module Aims
This module provides an in-depth and contemporary knowledge of ethical issues and end-of-life care in the older person. In particular it analyses issues relating to consent to treatment, quality of life and also brings to attention the complex aspects of end-of-life care.

Module Summary

• Safeguarding
• Mental Health Act and Mental Capacity Act
• Advance care planning and ethical considerations
• End-of-life interventions and ethics
• Palliative interventions and ethics
• Withholding treatment, assisted dying and the law

Learning Outcomes
On successful completion of the module, students will be able to:

1. An ability to critically understand and synthesise the evidence and legal frameworks relating to ethical dilemmas in relation to mental health and end-of-life care.
2. An ability to critically evaluate and synthesise complex ethical, mental health and end of life care of the elderly patient.
3. Develop an ability to incorporate the knowledge into complex clinical scenarios relating to ethics, mental health and end of life care in the elderly person.

Module Aims
To prepare students for an independent research-based project by developing skills in selecting, appraising, discriminating, using evidence and appropriate research/investigative methods to address relevant topics for investigation. The professional project module provides students with an opportunity to complete an important, substantial and potentially publishable study of their own choosing.

Module Content
This module will start by focussing on research methods using the Academic Forum. Students will learn about research methodologies and critical appraisal:

• Quantitative Studies
• Statistical Analysis Interpretation
• Interpreting the Evidence
• Meta-analysis and Systematic Reviews
• Qualitative Studies
• Evidence Appraisal: Interpreting, Weighing and Synthesising the Evidence
• Audit, Governance and Quality Improvement, Health Economics
• Preparing a Research Proposal: Research Committees, Consent, Ethics, Probity and Literature Review

Following the research methods, students will submit a professional project proposal for their chosen topic, this includes a proposal form and ethics application.

Students will then create a piece of work based upon a specific subject-related project relevant to the student’s practice. This project may comprise:

• Systematic literature review and appraisal of the evidence
• Audit of non-patient data/organisational audit
• Review and implementation of evidence-based practice
• Literature review and qualitative or quantitative research proposal
• Case(s)-based and quality of service review with critical appraisal
• Case report, review of literature and organisational assessment
• Secondary data analysis

Learning Outcomes

1. Demonstrate an in-depth understanding of research methodologies in quantitative and qualitative research.
2. Critically appraise different methodological approaches and tools used to answer research questions in your field of practice.
3. Develop a critical understanding of the interrogation of academic literature
4. Demonstrate an in-depth knowledge of ethical considerations in the performance of research.
5. Critically analyse and interpret research to assess its application to delivery/service development.
6. Design and undertake a professional project related to the field of practice in order to produce an extensive piece of literature which may be suitable for peer-reviewed publication.
7. Create evidence-based recommendations to add to the knowledge base of your subject area.
8. Demonstrate critical evaluation skills enabling an in-depth critique of the academic literature.
9. Demonstrate the ability to create academic work of a publishable standard.
10. Evaluate ethical considerations in research and the process of engagement with ethical committees.

As each Medical Council has their own rules/regulations with regard to Postgraduate study we recommend that you contact your local Medical Council with regard to recognition.

Upon completion of the course the University would invite you to a graduation ceremony and provide your certificate which makes no reference to the fact that the course was studied online and is therefore typically recognised the same as any other UK University qualification.

Rest assured, the overall Postgraduate Diploma carries a total of 1,200 CPD points, with the MSc an additional 600 CPD points, and all official certifications are issued directly by the University.

When you study one of our programmes you may be surprised to find that there are no lectures or seminars. Your learning will be self-directed meaning that rather than being told information you find it for yourself (with tutor guidance and support). We do this via a series of clinically rich scenarios which your tutor will post on our academic forum which you and your classmates will research, respond to and discuss.

You will be assessed through the Academic Forum, Reflective Journal and Assignments. Learning will be carried out using our online learning platform: Moodle.

You can study whenever and wherever you want - our programmes are totally flexible to fit around your other work and life commitments.

The course is specifically designed so that part of your study is the application of theory to practice in your day job.

We typically suggest that students aim to log into the Moodle platform daily. We recommend a "little and often" approach for reading, reflection and/or posting. High achieving students will typically spend 1-2 hours dedicated to their studies a day; 10 hours per week is sufficient time to spend on the platform.

Those who cannot dedicate more time than once/twice per week may struggle with the demands of this postgraduate programme.

Yes, everything is done entirely online through our learning platform, Moodle. You do not need to attend the University.

All of our courses are delivered in English, so proficiency in the English language is essential for success. If English is not your first language, we require proof of competency as part of your application. We accept the following as proof of English Language skills:

We Accept a Range of English Language Qualifications
While IELTS and TOEFL are among the most commonly used English tests, we understand that students come from diverse backgrounds — and we’re happy to work with you to accept a wide range of other recognised English language qualifications.

We accept IELTS (International English Language Testing System)
Our most commonly accepted test, IELTS is globally recognised and widely used for university admissions.

We accept TOEFL (Test of English as a Foreign Language)
Another widely accepted test, TOEFL assesses your reading, writing, listening, and speaking skills in an academic setting.

We accept English Medium of Instruction (EMI) Letters
Many of our international students provide an EMI (English Medium Instruction) letter from their previous institution. This letter should confirm that you were taught in the medium of English. It is a popular and widely accepted form of proof, especially if you have completed prior academic studies in English.

Our University partners Requirements
The University of South Wales accepts an overall score of 6.0 (minimum of 5.5 for each band) and The University of Buckingham accepts an overall score of 6.5 (minimum of 6.0 for each band).

Our Flexible Instalment Plan is designed to offer ultimate flexibility to pay for your programme. You have the choice of two payment options:

Make an Upfront Payment in Full: For those who prefer to settle their fees upfront, you can pay the full amount at the beginning of your programme.

Interest-Free Payments: Alternatively, you can choose to spread your payments out with interest-free instalments every month for the duration of your course.

These options are separate from our existing lending partners, which you can explore further on our programme pages. We believe that education should be accessible to all, and our Flexible Instalment Plan is just one of the ways we are committed to supporting you in your academic journey.

We currently offer two discounts: the Early Bird Discount and the Action Taker Discount. The Early Bird discount allows you to save up to £500 or more, available only to self-funders and is a limited-time offer that runs for the entirety of November for the March cohort or the entirety of May for the September cohort. Our Action Taker Discount allows you to save up to £150 off for PGCert and £250 off for PGDip/2-year MSc programmes. To qualify for Action Takers, you must pay the deposit within 7 days of acceptance.

For Early Bird Discounts, the discount is visible if your application and acceptance are completed within the required timeframe. For Action Taker Discounts, it will reflect once conditions are met.