Programme Specification for the 2025/6 academic year
PGDip Primary Care (Part-Time)
1. Programme Details
| Programme name | PGDip Primary Care (Part-Time) | Programme code | PDP2HCSHCS01 |
|---|---|---|---|
| Study mode(s) | Distance Learning |
Academic year | 2025/6 |
| Campus(es) | St Luke's (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
Primary Care is recognised by the World Health Organisation as the most effective method of reducing healthcare and other social inequalities. However, primary care is poorly understood, underfunded, and sometimes overlooked, despite policy often emphasising its importance. Lack of understanding concerning the evidence and core principles of primary care is often the cause of this. This course aims to address these issues whilst producing graduates with a career enhancing, internationally recognised qualification. The programme enhances career prospects by offering all participants the chance to develop a special interest in an area of Primary Care (education, research, leadership, public health), by utilising pre-existing modules offered at Exeter.
As care moves into more community-oriented settings, it is important that clinicians and health professionals from a wide range of areas have a basic understanding of the principles of primary care. These principles bring coherence to the many clinical conditions that present in generalist medicine. The University of Exeter has internationally recognised expertise in this area, having developed national and international curricula and novel teaching methods to deliver principle-based generalist medicine. The Postgraduate Diploma in Primary Care uses new ways of delivering healthcare education to give primary healthcare practitioners, managers and policymakers the chance to develop expert, up-to-date knowledge, using cutting-edge technology. Developed by the University of Exeter’s Exeter Collaboration for Academic Primary Care (APEx), in collaboration with the Royal College of General Practitioners and the NHS, the course aims to bring primary care professionals together from a wide variety of backgrounds to address shared problems. By focusing on the principles of primary care, rather than clinical knowledge (now widely available online), this programme aims to give you a thorough knowledge of the evidence behind primary care and enhance your ability to communicate the key principles of primary care through a thorough grounding in its fundamental principles and evidence base.
As the evidence for the effectiveness of primary care becomes more widely known, demand for expert knowledge will likely increase. Through participation in a meaningful change project (undertaken as part of this programme), graduates will have the opportunity to become meaningful change agents, with the ability to shape and strengthen primary care from local to global levels.
Finally, primary care is poorly understood – both by policy-makers, managers and clinicians. All modules on this course have been designed so that participants from all branches of the discipline in all parts of the world can participate. In our experience, professions develop when colleagues from different parts of that profession learn together. Our admissions criteria reflect this inclusive approach. We ask for a 2;2 Degree or above (or equivalent professional experience) - see admissions criteria for more information.
3. Educational Aims of the Programme
1. To provide all students with a thorough knowledge of the evidence and key principles of modern primary care.
2. To provide all students with the ability to apply the evidence and principles in clinical and policy practice.
3. Using knowledge of evidence and principles of primary care, to provide all participants with the necessary skills to engage successfully in changing and strengthening primary care wherever they are and at whatever level they operate at.
4. To develop an area of expertise (education, research, leadership)
The course philosophy is the application of underlying principles, evidence and theories to real life practice. Through consistent focus on this, you will leave with transferable critical, analytic, communicative interprofessional and change capabilities that take you well beyond undergraduate study.
We will deliver this by using a curriculum and resources that have been developed in Exeter and are used nationally and internationally such as digital textbooks, digital video textbooks and smart-glass technology. These resources are supplemented by an internationally renowned faculty, many of whom are engaged in the research behind much of the teaching material. Interactive, pre-course learning will be applied to real life clinical scenarios supported by specialist masterclasses and project work.
4. Programme Structure
The Postgraduate Diploma (PGDip) in Primary Care is offered over two years, consisting of 120 credits of taught modules.
It is Regulated Qualifications Framework (RQF) level 7 (as confirmed against the FHEQ). Programmes are divided into units of study called modules which are assigned a number of 'credits'. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
https://www.exeter.ac.uk/study/studyinformation/23-24-modules/
The following tables describe the programme and constituent modules. All of these modules are suitable for both clinicians and managers / policymakers. Constituent modules may be updated, deleted or replaced as a consequence of the annual review of this programme. Details of the modules currently offered may be obtained from the Faculty website:
https://www.exeter.ac.uk/study/studyinformation/
In addition to the credit-bearing modules of this programme, all students on Postgraduate Taught Programmes must complete the 0-credit Master’s Level Learning module (click here) as part of their Induction.
Stage 1
Students completing the PGDip programme will complete HPDM127, HPDM185 and two optional modules in your first year.
In your second year you will select HPDM061 and HPDM095 and two optional modules from any of the following groups:
- Clinical Educationâ?¯– modules marked with a
- Leadershipâ?¯– modules marked with b
- Health Research Methodsâ?¯– modules marked with c
- Public Healthâ?¯– modules marked with d
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HPDM061 | Researching Clinical Education | 15 | No |
| HPDM095 | Introduction to Literature Reviews | 15 | No |
| HPDM127 | Principles of Primary Care | 15 | Yes |
| HPDM185 | Applied Principles of Primary Care | 15 | No |
Optional Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HPDM055 | Qualitative Methods and Process Evaluations c | 15 | No |
| HPDM057 | Health Economics c | 15 | No |
| HPDM092 | Fundamentals of Research Design c | 15 | No |
| HPDM093 | Systematic Reviews for Policy and Practice c | 15 | No |
| HPDM103 | Teaching Practitioner a | 15 | No |
| HPDM104 | Assessing Learning a | 15 | No |
| HPDM105 | Education Essentials a | 15 | No |
| HPDM118Z | Structuring and Solving Public Health Problems d | 15 | No |
| HPDM136 | Evidence to Decision: Health Technology Assessment, Health Policy and Resource Allocation d | 15 | No |
| HPDM142 | Principles of Supervision, Mentoring and Coaching b | 15 | No |
| HPDM154Z | Future Health: Beyond Data b | 15 | No |
| HPDM155Z | Future Health: Reimagining Systems b | 15 | No |
| HPDM198 | Improving Care in Developing Nations b | 15 | No |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Understand and apply to clinical situations advanced clinical reasoning and communication strategies. | Online interactive preparation and learning (the flipped classroom), face-to-face masterclasses, small group video case analysis, real-time analysis of consultations using smart-glass technology. |
|
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
3. Understand the evidence that underpins primary care as the most effective discipline of care. | Online interactive preparation and learning (the flipped classroom), face-to-face masterclasses, small group work developing change strategies. |
|
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
5. Demonstrate ability to clearly communicate complex ideas relevant to primary care in both clinical and managerial contexts. |
|
|
7. Programme Regulations
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
Student Handbook: A student handbook is available online on the Exeter Learning Environment.
Academic tutoring: It is University policy that all Faculties should have in place a system of academic tutors to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.
The University of Exeter Medical School provides support for postgraduate students. If you have a general query please contact PGT support via info.stlukes@exeter.ac.uk or call in to the Info Point in South Cloisters on the St Luke’s campus.
Student/Staff Liaison Committee: The SSLC enables students & staff to jointly participate in the management and review of the teaching and learning provision. SSLCs are set up for postgraduate programmes where this is requested by students and can meet on-line, if necessary.
Library Resources: There are three libraries at the University: the Health Library at RILD (Royal Devon and Exeter Hospital site); at the Medical School on the St Luke’s campus and the main library on the Streatham campus. Computing and printing equipment are available at these libraries. You will need your student card to access these. There is also an online library through the University website.
Student Feedback: Your feedback is important to us and you will be provided the opportunity to feedback through the Accelerate system. The link for this is found within each module on ELE.
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Health and Life Sciences
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
Not applicable to this programme.
18. Final Award
PGDip Primary Care (Part-Time)
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | 120 |
ECTS credits | 60 |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | 05/02/2025 |
Date of last revision |
|---|
