Course content
This is a part time doctorate designed to fit in with qualified practitioners' existing commitments, draw upon their existing clinical practice and provide a framework for continuing professional development.
The course structure consists of:
- Typically short teaching blocks (2-4 days) 5 times a year (which are the only times that attendance at the University of Exeter site is essential), with online teaching in between these blocks.
- Occasional facilitated tutorials based on specific assignments, convened across the UK that can also be accessed internationally via Teams or similar video communications platforms.
- Individual research supervision from a named supervisor, who is your main contact after the first two years of the programme, as you work on the major clinical research project.
- Self-study (on average a day a week) to study, complete assignments, and conduct research.
Example programme Structure
Below is a typical outline of modules providing examples of what you can expect to learn on this course based on recent academic teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, and student demand.
|
PHASE 1 (Pre-thesis) On successful completion of Phase 1, you may progress to Phase 2. |
PHASE 2 (thesis) |
|
PSYD050 Advanced Skills in Clinical Research and Critical Appraisal 90 Credits |
One 50,000 word thesis within the chosen special field pathway (240 credits) |
|
PSYD052 Service-related Research Project 60 Credits |
|
|
PSYD051 Major Research Project Proposal 60 Credits |
|
|
PSYD057 Reflective Organisational Practice and Advanced Clinical and Research Leadership 90 Credits |
Assessment
Progression through the first two years of the doctorate requires successful completion of continuously assessed tasks which are coordinated across the first four modules to ensure a reasonable workload. These are supplemented with a number of formatively assessed assignments.
Feedback is regularly sought from students on the quality of teaching and all other aspects of the programme.
Selected examples of projects completed by graduates of this programme:
- Boswell, L. (2021), Making sense of relationship and sexual adjustment in heterosexual couples living with vulvodynia: an interpretative phenomenological analysis.
- Mullan, J.P. (2020), the experiences of physiotherapy independent prescribing in primary care: implications for professional identity and practice.
- Evans, A.E. (2018), Supervisors’ and supervisees’ perspectives of mindfulness-based supervision: a grounded theory study
- Cantin, P. (2017), Quality Assurance Procedures in Non-Obstetric Diagnostic Ultrasound: A Study of the Reliability of Current Methods.
- Parrot, L. (2014), Communication participation for adult aided communicators with cerebral palsy; a discourse analytic approach.
- Harris, R. (2013), Experiencing the research role of the consultant radiographer: a grounded theory study.
