Master of Primary Care

Philosophy and aims

Introduction

This multi-professional course brings together health professionals from a variety of disciplines that contribute to primary care. The purpose of this course is to encourage these individuals to develop the mindset required to view health issues from a wide perspective, both national and international, but with a depth of knowledge and understanding, backed up by intellectual strength, that will enable a rigorous defence and argument of pertinent issues to be presented. The degree is intended to equip graduates with the intellectual and practical skills to combine population and individual approaches to their work, incorporating evidence, experience and values. 

The multi-disciplinary nature of this programme helps to reduce demarcation problems within the health care environment. It strengthens links between academic disciplines, policy strategists and those working at the forefront of delivery. This in turn will not only encourage a seamless interface both between and among professional groups but also in the planning and delivery of future decisions. Graduates will develop the capacity for independent thought and the networks to ensure future communication of ideas and information. In essence graduates will emerge with the capacity to take lead roles in primary care development, be that in Scotland, the UK or abroad.

The MPC is offered full-time over 12 months, or part time over no longer than five years, although completion within 36 months is preferred. The programme has three compulsory (core) courses, each worth 20 credits and three optional (elective) courses, each worth 20 credits. A research project (60 credits) takes place over a maximum of 12 months from receipt of a favourable ethics application.

Overarching aims of the MPC

• To equip health professionals and others with the intellectual and practical skills to apply a population approach to their work, whether that involves public health, general practice, primary care, nursing, health service management or other professions.
• To provide a grounding in the principles and values of primary care.
• To enable graduates to rigorously engage in and contribute to the current debates around the future of primary care.

Learning outcomes

The compulsory and core courses of the MPC will develop students’ knowledge and awareness, enable them to define and understand a problem, decide on a definitive course of action and evaluate the results of that decision. This should equip them with the knowledge and ability to critique, measure and apply solutions on a multi-factorial and multi-professional basis, around for instance social exclusion and inequalities in health. The overall outcome of the degree is therefore to help students identify and implement strategies to enhance quality in primary care.

Knowledge and understanding

By the end of the programme graduates should be able to:

• Critically discuss and apply a population perspective to health and social issues.
• Synthesize and critique the definitions and measurements of health.
• Analyse and challenge the various determinants of health and assess how they impact on an individual, local and wider environment.
• Examine critically and in depth, drawing on policy and empirical evidence and illustrating from experience, how the multi-factorial aspects of health can be measured and possible solutions considered.
• Synthesize, critique and analyse how policies and decisions taken at government, health board, community health partnerships, practice and consultation levels impact on outcomes.
• Critically discuss and evaluate the different systems of care in the uk, the developed and underdeveloped world.
• Consider the definitions and applications of enablement, empowerment, accountability, rationing and health education, critically evaluating their impact at a local level.
• Contrast, compare and critically evaluate the use of partnership and team-working in a multi-disciplinary, multi-agency health care environment.

Skills and other attributes

• Subject-specific/practical skills The depth of these will vary depending on the choices taken but will include:
  • Critique current policy and strategies, developing a framework in which to deliver governance in primary care.
  • Design an appropriate educational event, deliver a session, reflect and critically evaluate the experience.
  • Work effectively in groups to deal with complex issues, making informed judgements and applying creative solutions. 
  • Write a scientific report informed by critical analysis and synthesis of issues, thereby identifying and defining new problems and issues.
  • Design a research protocol using an appropriate methodology.
  • Devise qualitative and quantitative questionnaires, evaluating the differences between them
  • Conduct a piece of research utilising quantitative or qualitative approaches, as appropriate.
• Intellectual skills
  • Review, evaluate and critically appraise new policy initiatives in the context of local and national priorities.
  • Undertake an appropriate research project, discussing and addressing ethical issues, evaluating different methodologies and interpreting results.
  • Search, review, evaluate and critically appraise and interpret relevant scientific literature and policy documents.
  • Identify and critically evaluate issues of inequalities within a health care context, suggesting possible innovative solutions.
  • Critically review the nature of evidence in the context of the working environment and on a local, national and international perspective.
• Transferable/key skills: again these will vary depending upon the various courses undertaken.
  • Use library facilities effectively and efficiently.
  • Use and understand electronic search and information tools.
  • Demonstrate effective use of common computer packages, for instance Microsoft Office, SPSS, Reference Manager and Internet.
  • Demonstrate effective writing skills, critical thinking and coherent discursive skills.
  • Orally and critically defend to staff and peers an overview of an original research proposal.
  • Work collaboratively, delivering a coherent and evidenced based presentation to staff and peers.
  • Draw up a workable time frame for completion of work, prioritising tasks and meeting deadlines, hence developing skills in time management.