Doctorate of Health Studies MQF/EQF Level 8

This doctoral programme will prepare you to be a leader and advocate for best practice in healthcare by acquiring advanced skills to lead projects and deliver implementation strategies for effective operation in a 21st century healthcare landscape fuelled by change, complexity and innovation.

Through this program, you will seek to advance your practice through research, innovation, and leadership. By integrating your professional expertise with research-led enquiry, you will push your knowledge boundaries in your professional practice/discipline and contribute new knowledge to the field.  

You will develop advanced proficiencies in research, analytical skills and critical reasoning. Through the systematic application of appropriate theories and the undertaking of research you will:

  • contribute to and enhance the body of knowledge of healthcare research
  • contribute to the effectiveness of the environments in which the research takes place

The programme will provide you with a unique opportunity, to combine your  professional expertise and academic endeavour in the exploration of practical real-world issues in your chosen field through a framework of research training. 

Designed to offer flexible online learning, this course is relevant to healthcare practitioners anywhere in the world.

This programme – Doctorate in Healthcare Studies enables candidates to develop their knowledge as both practitioners and researchers. It prepares them to lead projects and deliver implementation strategies for effective operation in a 21st century healthcare landscape fuelled by change, complexity and innovation. Candidates will:

  • Enhance their practice through research, innovation and leadership 
  • Integrate their professional expertise with research-led enquiry
  • Reflect on their professional knowledge domain, generate new knowledge from research and contribute to the latest evidence-based practice.
  • Produce an original and significant contribution to scientific research in the relevant area of knowledge, receiving recognition by the national scientific community
  • Proven competence to participate in scientific discussions at National and/or international level, within the relevant knowledge area, as well as to communicate the results of research activity to all types of audiences
  • Represent with peers, the larger scholarly community and with society in general their areas of expertise, results of research and innovation
  • Advise within academic and professional contexts, technological, social or cultural advancement in a knowledge-based society
  • Manage the design of a research project so as to carry out critical analysis and the evaluation of loosely defined contexts, to which the acquired knowledge, relevant contributions and work methodology can be applied, in order to synthesise new and complex ideas that may lead to a deeper understanding of the relevant field of research
  •  Represent substantial scholarly and professional integrity and sustained commitment to the construction of new theories or processes at the forefront of healthcare studies 
  • Manage large scale transformation projects and deliver effective evidence-based solutions for complex advanced service transformation and implementation projects within healthcare environments
  • Appraise, categorise and formulate solutions to complex unstructured healthcare problem

Knowledge

  • Display self-directed and autonomous mastery in acquiring, planning and implementing advanced healthcare knowledge and to be able to demonstrate within the context of healthcare research a comprehensive understanding of the theory and practice of one or more healthcare fields
  • Has theoretical and practical expertise in a specialised field of knowledge which may contribute to social and ethical issues in a national and international dimension
  • Develop the necessary ability to carry out research autonomously, with social responsibility and scientific integrity
  • Expand existing healthcare knowledge which impacts and redefines professional practice
  • Define and interpret new knowledge, through original research, advanced scholarship, of a quality to satisfy review by peers
  • Identify and examine advanced tools/frameworks that will generate strategies for implementation of research in complex settings
  • Describe how to solve critical problems in research and/or innovation to extend existing healthcare knowledge.
  • Develop a Systematic understanding of epistemologies and methodologies in the field of healthcare and implementation science research
  • Identify and Integrate theoretical knowledge and practical application by performing research that produces fruitful results in healthcare and related fields.
  • Define service quality and implementation science concepts in the implementation of  transformational activities and improvements in-healthcare services.

Skills

  • Develop the necessary ability to carry out research autonomously with social responsibility and scientific integrity and demonstrate the ability to synthesise new and complex ideas that leads to a deeper understanding of the relevant field of research
  • Has theoretical and practical expertise in a specialised field of knowledge which may contribute to social and ethical issues in a national and international dimension
  • Responds to abstract problems that expand and redefine existing procedural knowledge in Health studies contexts
  • Responds to technological, social and cultural issues and addresses the needs of a knowledge-based society Is responsible for the leadership of a number of specialised projects and an authority in a specialised field of work or study
  • Demonstrates expertise in critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar environments produces original research
  • Applies  in depth knowledge and understanding, based on previous work experience and advanced study, to complex professional practice situations.
  • Demonstrates the ability to design a research project, to carry out critical analysis and to evaluate loosely defined contexts, to which the acquired knowledge, relevant contributions and work methodology can be applied.
  • Explains new and complex ideas that may lead to a deeper understanding of the relevant field of research
  • Evaluates complex and incomplete data making sound judgements to communicate conclusions clearly to a range of audiences in healthcare and other environments

Academic Entry Requirement

  • Relevant MQF/EQF L7 degree or equivalent, 5 + years’ work in a health/social care or other professional area at a mid-senior level. 

Alternative Entry pathway

  • An MQF/EQF L6 full qualification or alternative, 8-10 years’ work in either a health/social care or other professional area at mid-senior level. Interview with the course coordinator or nominee. Undertake the Graduate Record Examinations Test (GRE) with a minimum score of 150 for Verbal and a 152 for Math

 

Non-native English-speaking applicants

If English is not your first language you must have an International English Language Testing System (IELTS) score of 7 or more. Exemptions of the IELTS are available for students holding a qualification at MQF Level 6 or higher from institutions who hold courses in English e.g. a UK, US qualification. 

Aged 27 years or over at the start of the course

The programme is open to all health professionals seeking senior roles in clinical/nonclinical practice and or education, locally, nationally, or internationally. Who wish to expand their subject expertise with the knowledge needed to translate research evidence into real world practice.  e.g.

  • Advanced Paramedics 
  • Health Administrators
  • Physician Assistants
  • Nurses
  • Dietitians/Nutritionists
  • Physical or Occupational Therapists
  • Couple and Family Therapists
  • Behavioural or Mental Health Specialists
  • Healthcare Educators

Full Time; 48 Months

Part Time; 72 Months

Module Title   Strategic Leadership & Project Management
Module Description In this module candidates will begin by developing a detailed understanding of traditional and contemporary theories of leadership and management, these theories are critically examined by the candidates who will critically review their assumptions about leadership within healthcare both separately through their own thinking and collectively in group discussions. This will be achieved through exploring and analysing key leadership issues in health and social care practice, with the emphasis on challenging and debating contemporary theory and practice, focusing upon aspects of collective leadership and followership in the context of leading large-scale projects, implementing and managing change. Candidates will challenge traditional views and work to identify both barriers to change and strategies for successful project delivery and implementation in order to identify and implement quality improvements and organisational change; candidates will examine in detail and discuss project management, project implementation strategies tools and quality management methodologies such as lean and six sigma together with contemporary quality improvement tools. Throughout the module candidates will reflect upon the skills, behaviours and techniques required to lead a team within a clinical environment, including the role of clinical supervision, governance frameworks and personal and professional development

Learning Outcomes

Autonomy and Responsibility: 

Knowledge and Understanding:

Applying Knowledge and Understanding:

 

Competences

  • risks in transformation projects and develop suitable risk management strategies for successful project delivery.
  • Learn through reflection on practice and experience

Knowledge 

  • Demonstrate comprehensive understanding of existing leadership theories and concepts involving change and ability to apply these to new problems and scenarios in healthcare service delivery.
  • Demonstrate a high level of critical appraisal of differing perspectives on leadership theories and practice and how to apply these during transition and change in healthcare settings. 
  • Critique key leadership theories, appreciating their theoretical underpinnings and evaluating their practice implications.
  • Apply effective appraisal methods and techniques for project and programme selection.
  • Critically evaluate the approaches and techniques relevant to programme and project management in the public and private sector in the digital era.
  • Demonstrate the practical ability to solve project related problems as part of a team through the research of appropriate tools and techniques.

Skills

  • A systematic understanding of the diverse concepts guiding change and project management in leadership situations within healthcare settings
  • Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with leading projects and teams.
  • Demonstrate effective leadership skills as managers of projects in complex and changing healthcare organisations and systems.
  • Ability to critically analyse current project management issues within healthcare environments 
  • Examine work styles and values, formulate how to effectively utilise them within healthcare team settings
  • Deduce the risks in projects and construct suitable risk management strategies for successful project delivery.
  • Effectively perform within a team environment and recognise and utilise individuals’ contributions in group processes.

 

Hours of Total Learning for this Module

Total Contact Hours; 100

Supervised Placement and Practice Hours; 40 

Self-Study Hours; 340 

Assessment Hours; 20 

Total Learning Hours – 500

Assessment 

Summative 

  • Essay (4,000 words) A critical reflection and review on the candidates developed understanding of strategic leadership within healthcare, the challenges to leading and delivering projects within their own area of practice. 
  • Comprehensive project plan (2,000 words) for a strategic intervention / improvement within their own area of practice  

Assessment Weighting:

Essay 80%

Project plan 20%

Grades are set from the EU grading scheme:

Scale     Grade Description Grade

80 – 100% Distinction

70 – 79% Merit

55 – 69% Pass

45- 54% Compensated Pass

35%-44%                           Fail             

0 – 34%               Lower Fail

Reassessment procedure 

  • A candidate that receives a grade 45-54% with the approval of the assessment board will receive a compensated pass and can progress. 
  • A candidate scoring 35-44% will have the possibility of one assessment resit where a minimum grade of 55-69% must be scored to pass the module. The final recorded grade on a candidate transcript after resit will be 45-54% (Compensated Pass).
  • A candidate who scores less than 55% on resit will be deemed to have failed the module and exit the programme.
Module Title  Transforming Services & Delivering Quality
Module Description

This module is designed to meet the needs of professionals working in health and social care and develop a detailed understanding of the concept of Quality and the process of Quality Improvement across the HealthCare continuum.  Candidates will develop a deep and comprehensive understanding of the diverse collection of methods of improving quality, including but not limited to continuous Quality Improvement and Total Quality Management, and to the guidelines for implementing quality management and the continuous quality improvement processes. Building on module DHS801 (previous module) Candidates will conduct a comprehensive and in-depth exploration of Lean/Six Sigma and other tools that are an integral component of Process Improvement and Customer/Patient Satisfaction. The developments of delivering quality and research will be examined via the exploration of system enhancement, theoretical frameworks and tools for measuring system improvements. Candidates will be encouraged to reflect upon how innovative practice could transform service delivery to drive up the quality of the patient experience and will:

  • Examine the challenges for modern healthcare provision
  • Construct opportunities to improve quality
  • Formulate a comprehensive understanding of the concept of quality from differing perspectives
  • Experiment with innovations and service redesign in practice
  • Analysis of services transformation theory and construction of novel quality implementation strategies

Learning Outcomes

Autonomy and Responsibility: 

Knowledge and Understanding:

Applying Knowledge and Understanding:

Competences

  • Critically synthesise and analyse the complexities of service transformation and quality improvement interventions in healthcare systems 
  • Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts
  • Investigate the diverse collection of methods of improving quality, including but not limited to continuous Quality Improvement and Total Quality Management, and formulate guidelines for implementing quality management and the continuous quality improvement processes in healthcare environments
  • Examine the principles of service transformation and quality improvement in healthcare systems 
  • Critically investigate quality improvement and management, construct theories to build high performing inclusive teams that contribute to productive and efficient provision of quality services
  • Investigate the comprehensive knowledge and understanding of Quality Management theories and concepts and their appropriate use in healthcare settings. 
  • Deduce effective appraisal methods and techniques for project and programme selection.
  • Experiment with analytical modelling approaches to support quality transformation decisions.
  • Analyse the risks in Quality improvement projects and formulate suitable risk management strategies for successful project delivery.
  • Demonstrate an in-depth knowledge of frameworks, concepts, and approaches from service quality research.

Knowledge 

  • Develop a systematic acquisition and understanding of services transformation and quality improvement/management theories. 
  • Examine advanced tools and frameworks and generate strategies for implementation in complex healthcare delivery settings. 
  • A high level of critical appraisal of differing perspectives on service transformation quality improvement theories and practice and how to categorise these during transition and change in healthcare settings. 
  • Critique key quality improvement theories, appreciating their theoretical underpinnings and evaluating their practice implications.
  • Apply effective appraisal methods and techniques for quality improvement project and programme selection.
  • Analyse and solve complex quality related problems as part of a team through the research of appropriate tools and techniques
  • Critically evaluate service quality improvements in complex settings
  • Investigation and formulation of coordination of strategies within and across organizational units
  • Critically evaluate managerial decision making and managerial judgement in complex settings
  • Examine the management, governance and roles of data, information, and knowledge in strategy development and management

Skills

  • Demonstrate self-direction and clarity in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level
  • Demonstrate an in-depth understanding of the position of the improvement cycle within QMS and use methods to identify and implement areas for improvement
  • Describe the evolution of the health care systems and Quality Management/Improvement Programs up to the present and reflect on its future.
  • Examine the current state-of-the-art Quality Management/Improvement Program principles and techniques for health care in general.  This includes the principles of Continuous Quality Improvement, Total Quality Management, and proactive versus reactive Quality Management programs
  • Understand the use of data and statistics for effective Quality Management/Improvement Programs. This includes the development and use of various Quality Improvement tools for process improvement and improving customer satisfaction.
  • Understand Six Sigma and Lean Strategies.
  • Understand basic elements of provider credentialing, risk management and liability issues as they relate to the Quality Management/Improvement Programs.
  • Understand the effect of Patient Safety issues on Quality Management/Improvement systems.
  • Understand the recent trends in Quality Management / Improvement and Continuous Quality and Continuity of Care issues in Assisted Living, Skilled Nursing, and Long-Term Care.

 

Hours of Total Learning for this Module

Total Contact Hours; 100

Supervised Placement and Practice Hours; 40 

Self-Study Hours; 340 

Assessment Hours; 20 

Total Learning Hours – 500

Assessment 

Formative

Tutor feedback from workshops, tutorials and online discussions

Summative

Analytical essay (6,000 words)

100% assessment weighting

Grades are set from the EU grading scheme:

Scale     Grade Description Grade

80 – 100% Distinction

70 – 79% Merit

55 – 69% Pass

45- 54% Compensated Pass

35%-44%                           Fail             

0 – 34%               Lower Fail

Reassessment procedure 

  • A candidate that receives a grade 45-54% with the approval of the assessment board will receive a compensated pass and can progress. 
  • A candidate scoring 35-44% will have the possibility of one assessment resit where a minimum grade of 55-69% must be scored to pass the module. The final recorded grade on a candidate transcript after resit will be 45-54% (Compensated Pass).
  • A candidate who scores less than 55% on resit will be deemed to have failed the module and exit the programme.
Module Title 
Implementation Science
Module Description

Candidates will critically appraise theories, models and the practice of implementation science in health and social care. Critically examining diagnostic, behaviour change and sociological models of implementation, with strategies to increase utilisation of the scientific evidence base in health and social care that flow from these theoretical positions. Candidates will develop the skills to evaluate theories of implementation and will be able to demonstrate insight into how innovation and behaviour change can be planned and delivered in modern health services. Candidates will identify and critically appraise evidence about implementation science from different sources and consider how these can be integrated into a plan for action. This module will enable candidates to develop a detailed, theory-informed strategy for achieving evidence-based change in an area of health care practice. Candidates on completion will be able to:

  • Evaluate the evidence base in an effective intervention
  • Choose a strategy that produces the greatest impact
  • Design an appropriate and effectual study
  • Track essential outcomes
  • Account for the barriers to uptake in communities, social service agencies, and health care facilities

Learning Outcomes

Autonomy and Responsibility: 

Knowledge and Understanding:

Applying Knowledge and Understanding:

Competences

  • Investigate and formulate extensive knowledge, skills, practices, and thinking to complete and report a substantial research, quality improvement, audit, or guideline development project
  • Formulate comprehensive dissemination and implementation interventions in healthcare settings
  • Analyse the barriers to uptake in communities, social service agencies, and health care facilities
  • Appraise gaps in Dissemination & Implementation measurement and critically evaluate how to fill them.
  • Incorporate methods of economic evaluation (e.g., implementation costs, cost-effectiveness) in Dissemination & Implementation (D&I) study design.
  • Identify and articulate the trade-offs between a variety of different study designs for D&I research.

Formulate procedures to frame and analyse the context of Dissemination & Implementation as a complex system with interacting parts.

Knowledge 

  • A systematic acquisition and understanding of the theories of Implementation Science and implementation knowledge production in a selected healthcare topic (including identifying a suitable problem statement and questions, relevant academic and professional literature, and appropriate methods)
  • Examination of advanced tools & frameworks to generate strategies for implementation and dissemination in complex settings, to solve critical problems. 
  • Solve critical problems in implementation and/or dissemination and to extend existing implementation science knowledge.
  • Examine the concepts of delivering service quality and implementation science in healthcare to construct and implement transformational activities and improvements in-services, organisational processes and structures
  • Critically appraise, analyse and synthesise implementation science research in healthcare practice and education.

Skills

  • Appraise the relevance of coherence in implementation research design for practice and education with due consideration of ethics
  • Critically appraise different implementation and dissemination methods and approaches and determine how to choose methods
  • Critique different methods of rigour and validity in implementation research design for health and social care practice and education.
  • Contribute to production of professional and academic knowledge and improvement of practice in implementation and dissemination

 

Hours of Total Learning for this Module

Total Contact Hours; 100

Supervised Placement and Practice Hours; 40 

Self-Study Hours; 340 

Assessment Hours; 20 

Total Learning Hours – 500

Assessment 

Essay 6,000 words  addressing key theoretical concepts, the approach, results, and learnings from the module demonstrating a professional understanding of the theory and concepts of implementation science and the effective application and delivery of interventions in healthcare settings.

100% assessment weighting

Grades are set from the EU grading scheme:

Scale     Grade Description Grade

80 – 100% Distinction

70 – 79% Merit

55 – 69% Pass

45- 54% Compensated Pass

35%-44%                           Fail             

0 – 34%               Lower Fail

Reassessment procedure 

  • A candidate that receives a grade 45-54% with the approval of the assessment board will receive a compensated pass and can progress. 
  • A candidate scoring 35-44% will have the possibility of one assessment resit where a minimum grade of 55-69% must be scored to pass the module. The final recorded grade on a candidate transcript after resit will be 45-54% (Compensated Pass).
  • A candidate who scores less than 55% on resit will be deemed to have failed the module and exit the programme.
Module Title  Research Methods: Qualitative & Quantitative
Module Description

This module has been designed to enable candidates to undertake an in-depth critical analysis of research methods currently used in a variety of settings. The module provides a detailed overview of quantitative and qualitative research methods focusing on:

  • Developing a detailed understanding of the theories of science, methodological views and paradigms 
  • Understanding the process of research and knowledge production in a wide variety of settings as well as Healthcare 
  • Formulation of suitable problem statements and research questions, from relevant academic and professional literature, and appropriate methods.
  • Critical appraisal of the philosophical, ontological and epistemological basis of research in healthcare and education.
  • Appraisal and consideration of alternative research methodologies and analytical techniques for different research questions and proposals
  • The principles of study design and mixed research methodologies will be discussed and critiqued in detail.  Candidates will develop an understanding of methods commonly used in healthcare research. A variety of research methods such as interviews, focus groups, Randomised Control Trials (RCTs) and other epidemiological methods will be presented, and the pros and cons explored. Candidates will also be taken through the process of critically appraising qualitative and quantitative research methods using appropriate techniques. Candidates will need to demonstrate that they can apply the theoretical issues of the module to practical situations such as critical evaluation of the research of others and the formation of their own research skills. The candidate through directed learning will be supported through seminar and workshop activities in preparation for the assessment of the module.

Learning Outcomes

Autonomy and Responsibility: 

Knowledge and Understanding:

Applying Knowledge and Understanding:

Competences

  • Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts
  • Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social processes
  • Learn to critique the broader implications of applying knowledge to particular healthcare contexts
  • Demonstrate substantial scholarly and professional integrity and sustained commitment to the construction of new theories or processes at the forefront of healthcare 
  • Construct and deliver effective research projects in complex healthcare environments.
  • Examine complex situations, formulate and communicate professional issues to stakeholders
  • Critically review, consolidate and extend knowledge, skills, practices, and thinking to complete and report a substantial research, quality improvement, audit, or guideline development project

Knowledge 

  • A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning
  • Creation and interpretation of new knowledge, through original research, advanced scholarship, of a quality to satisfy review by peers
  • Examine advanced tools/frameworks and generate strategies for research in complex healthcare settings
  • Solve critical problems in research and/or innovation and to extend existing healthcare knowledge.
  • Develop a comprehensive understanding of epistemologies and methodologies in the field of healthcare research
  • Integrate theoretical knowledge and practical application by performing research that produces fruitful results in healthcare and related fields.

Skills

  • Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with implementation science and research in Health studies 
  • Create new skills, techniques, tools, practices and/or materials
  • Respond to abstract problems that expand and redefine existing procedural knowledge
  • Apply in depth knowledge and understanding, based on previous work experience and advanced study, to complex professional practice situations and redefine existing knowledge
  • Lead and develop large scale research projects in healthcare organisations
  • Act in a self-directed and autonomous manner in planning and implementing projects
  • Responds to technological, social and cultural issues and addresses the needs of a knowledge-based society 
  • Demonstrates expertise in critical evaluation and analysis with incomplete or limited information to solve problems in new or unfamiliar environments produces original research
  • Communicate effectively and interact with a range of groups and individuals through interpersonal skills
  • Make sound judgements with incomplete data and communicate conclusions clearly to a range of audiences
Hours of Total Learning for this Module

Total Contact Hours; 100

Supervised Placement and Practice Hours; 40 

Self-Study Hours; 340 

Assessment Hours; 20 

Total Learning Hours – 500

Assessment 

Summative  

Written examination 3.5 hours 

Assessment Weighting:

  Written examination : 100%

Grades are set from the EU grading scheme:

Scale     Grade Description Grade

80 – 100% Distinction

70 – 79% Merit

55 – 69% Pass

45- 54% Compensated Pass

35%-44%                           Fail             

0 – 34%               Lower Fail

Reassessment procedure 

  • A candidate that receives a grade 45-54% with the approval of the assessment board will receive a compensated pass and can progress. 
  • A candidate scoring 35-44% will have the possibility of one assessment resit where a minimum grade of 55-69% must be scored to pass the module. The final recorded grade on a candidate transcript after resit will be 45-54% (Compensated Pass).
  • A candidate who scores less than 55% on resit will be deemed to have failed the module and exit the programme.
Module Title  Literature Review & Research proposal
Module Description This module will build on the Research methods module and enable candidates to undertake in-depth critical appraisal of published research evidence. Building on Module DHS804 candidates will develop a deeper understanding of methods commonly used in healthcare research. A variety of research methods such as interviews, focus groups, Randomised Control Trials (RCTs) and other epidemiological methods will be explored in detail and candidates will be taken through the process of critically appraising these methods as well as qualitative and quantitative research methods in general using appropriate techniques. Candidates will critique published research to develop the formation of their own research skills. This module will also address literature searching in order to identify appropriate literature; ethical principles surrounding research; methods of analysing and interpreting data; and will explore evidence-based practice issues surrounding the application of research into practice. The module is designed to guide candidates through the process of carrying out a systematic review in any health-related field, with a view to advancing existing models, theories, instruments, methods, and practice. The candidate will also develop the skills to define a topic, search parameters, conduct a search using appropriate databases and sources, and summarising findings from the review..

Learning Outcomes

Autonomy and Responsibility: 

Knowledge and Understanding:

Applying Knowledge and Understanding:

Competences

  • Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts
  • Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social processes
  • Learn to critique the broader implications of applying knowledge to particular healthcare contexts
  • Demonstrate substantial scholarly and professional integrity and sustained commitment to the construction of new theories or processes at the forefront of healthcare 
  • Lead large scale transformation projects and deliver effective evidence-based solutions for complex advanced and chronic care needs.
  • Appraise, categorise and formulate solutions to complex unstructured healthcare problems
  • Critical appraisal of published research evidence

Knowledge 

  • Develop a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning
  • Creation and interpretation of new knowledge, through original research, advanced scholarship, of a quality to satisfy review by peers
  • Examination of advanced tools/frameworks and generate strategies for research in complex settings
  • Solve critical problems in research and/or innovation and to extend existing healthcare knowledge.
  • Develop a comprehensive understanding of epistemologies and methodologies in the field of healthcare and implementation science research
  • Integrate theoretical knowledge and practical application by performing research that produces fruitful results in healthcare and related fields.
  • Demonstrate comprehensive understanding of existing research methods and concepts and ability to apply these to new problems and scenarios in healthcare.
  • Demonstrate a high level of critical appraisal of differing perspectives on healthcare theories and practice and how to apply/implement these during transition and change in healthcare settings. 
  • Critique key theories in the literature, appreciating their theoretical underpinnings and evaluating their practice implications.
  • Critically evaluate the approaches and techniques relevant to healthcare research interventions and their implementation in public health scenarios. 
  • Demonstrate the practical ability to conduct literature searching in order to identify appropriate literature; ethical principles surrounding research; methods of analysing and interpreting data

Skills

  • Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with research in Health studies 
  • Create new skills, techniques, tools, practices and/or materials
  • Respond to abstract problems that expand and redefine existing procedural knowledge
  • Apply in depth knowledge and understanding, based on previous work experience and advanced study, to complex professional practice situations and redefine existing knowledge
  • Act in a self-directed and autonomous manner in planning and implementing projects
  • Communicate effectively and interact with a range of groups and individuals through interpersonal skills
  • Make sound judgements with incomplete data and communicate conclusions clearly to a range of audiences
  • Take responsibility for the continuous development of their knowledge and skills
  • Contribute to production of professional and academic knowledge and improvement of practice 
Hours of Total Learning for this Module

Total Contact Hours; 100

Supervised Placement and Practice Hours; 40 

Self-Study Hours; 340 

Assessment Hours; 20 

Total Learning Hours – 500

Assessment 

Summative 

A research project proposal (4,000) words  

A literature review of 6,000 words 

Assessment Weighting: 

Research project proposal 50% 

Literature Review 50% 

Grades are set from the EU grading scheme:

Scale     Grade Description Grade

80 – 100% Distinction

70 – 79% Merit

55 – 69% Pass

45- 54% Compensated Pass

35%-44%                           Fail             

0 – 34%               Lower Fail

Reassessment procedure 

  • A candidate that receives a grade 45-54% with the approval of the assessment board will receive a compensated pass and can progress. 
  • A candidate scoring 35-44% will have the possibility of one assessment resit where a minimum grade of 55-69% must be scored to pass the module. The final recorded grade on a candidate transcript after resit will be 45-54% (Compensated Pass).
  • A candidate who scores less than 55% on resit will be deemed to have failed the module and exit the programme.
Module Title  Doctoral Dissertation
Module Description This is an advanced piece of research, which requires candidates to produce a comprehensive integrative research product incorporating the developed knowledge and skills from the programme into a final thesis of (55,000 words min – 60,000 max). The research must make a significant contribution to the knowledge domain, be of publishable quality (National or international refereed publication) and aimed at dissemination through the field. The research should also position the candidate at the leading edge in their chosen field.

Learning Outcomes

Autonomy and Responsibility: 

Knowledge and Understanding:

Applying Knowledge and Understanding:

Competences

  • Make an original and significant contribution to scientific research in the relevant area of knowledge, having received recognition by the national scientific community
  • Proven competence to participate in scientific discussions at National and/or international level, within the relevant knowledge area, as well as to communicate the results of research activity to all types of audiences
  • Communicate with peers, the larger scholarly community and with society in general about their areas of expertise results of research and innovation. 
  • Manage within academic and professional contexts, technological, social or cultural advancement in a knowledge-based society.
  • Demonstrate the ability to design a research project so as to carry out critical analysis and to evaluate loosely defined contexts, to which the acquired knowledge, relevant contributions and work methodology can be applied, in order to synthesise new and complex ideas that may lead to a deeper understanding of the relevant field of research
  •  Demonstrate substantial scholarly and professional integrity and sustained commitment to the construction of new theories or processes at the forefront of healthcare 
  • Lead and manage large scale transformation projects and deliver effective evidence-based solutions for complex advanced service transformation and implementation projects
  • Appraise, categorise and formulate solutions to complex unstructured healthcare problems
  • Systematic understanding of a field of study and mastery of the skills and methods of research associated with that field
  • Manage, conceive, design, implement and adapt a substantial process of research with scholarly integrity
  • Extend the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication
  • Competence to participate in scientific discussions at international level, within the relevant knowledge area, as well as to communicate the results of research activity to all types of audiences
  • are capable of critical analysis, evaluation and synthesis of new and complex ideas;
  • Represent to their peers, the larger scholarly community and with society in general about their areas of expertise;
  • Promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge-based society.
  • Demonstrate substantial scholarly and professional integrity and sustained commitment to the construction of new theories or processes at the forefront of healthcare 

Knowledge 

  • Display self-directed and autonomous mastery in acquiring, planning and implementing advanced healthcare knowledge and to be able to demonstrate within the context of healthcare research a comprehensive understanding of the theory and practice of one or more healthcare fields
  • Develop the necessary ability to carry out research autonomously, with social responsibility and scientific integrity
  • Expand existing healthcare knowledge which impacts and redefines professional practice
  • Define and interpret new knowledge, through original research, advanced scholarship, of a quality to satisfy review by peers
  • Identify and examine advanced tools/frameworks that will generate strategies for implementation of research in complex settings
  • Describe how to solve critical problems in research and/or innovation  to extend existing healthcare knowledge.
  •  Develop a Systematic understanding of epistemologies and methodologies in the field of healthcare and implementation science research
  • Identify and Integrate theoretical knowledge and practical application by performing research that produces fruitful results in healthcare and related fields.
  •  Define service quality and implementation science concepts  in the implementation of  transformational activities and improvements in-healthcare services
  • Develop a systematic acquisition and understanding of a substantial body of knowledge at the forefront of healthcare 
  • Acquire advanced, cutting-edge knowledge and to be able to demonstrate, within the context of internationally recognised scientific research, a deep, comprehensive and proven understanding of the theoretical and practical features which define one or more research fields, as well as expertise in the relevant work methodology
  • Define and solve critical problems in research and/or innovation and to extend existing healthcare knowledge.
  • Integrate theoretical knowledge and practical application by performing research that produces fruitful results in healthcare and related fields.
  • Communicate complex health & healthcare knowledge effectively in English both orally and in writing to professional and academic audiences, using appropriate communication standards

Skills

  • Develop the necessary ability to carry out research autonomously with social responsibility and scientific integrity and demonstrate the ability to synthesise new and complex ideas that leads to a deeper understanding of the relevant field of research
  • Respond to abstract problems that expand and redefine existing procedural knowledge in Health studies contexts
  • Responds to technological, social and cultural issues and addresses the needs of a knowledge-based society 
  • Is responsible for the leadership of a number of specialised projects and an authority in a specialised field of work or study
  • Demonstrates expertise in critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar environments produces original research
  • Applies  in depth knowledge and understanding, based on previous work experience and advanced study, to complex professional practice situations.
  •  Demonstrate the ability to design a research project, to carry out critical analysis and to evaluate loosely defined contexts, to which the acquired knowledge, relevant contributions and work methodology can be applied, in order to synthesise new and complex ideas that may lead to a deeper understanding of the relevant field of research
  • Evaluate complex and incomplete data making sound judgements to communicate conclusions clearly to a range of audiences in healthcare and other 
  • Demonstrate, within a specific scientific field, the ability to contribute to cultural, social or technological breakthroughs, as well as to foster innovation at different levels of the knowledge society.
  • Respond to abstract problems that expand and redefine existing procedural knowledge
  • Apply in depth knowledge and understanding, based on previous work experience and advanced study, to complex professional practice situations and redefine existing knowledge
  • Evaluate incomplete data and communicate conclusions clearly to a range of audience
  • Conduct research in a systematic, rigorous, critically reflective manner using appropriate primary and secondary data collection methods and quantitative and qualitative analysis techniques effectively
  • Describe solutions and plans of action in a format that is appropriate to the intended audience
Hours of Total Learning for this Module

Total Contact Hours;400

Supervised Placement and Practice Hours; 50 

Self-Study Hours; 1530

Assessment Hours; 20 

Total Learning Hours – 2000

Assessment 

Summative 

Summative 

(i) A year three interim progress report (ii) examination of the final written dissertation (55-60,000 words) (iii) oral examination by Viva of the research work. 

(i) Year 3 Progress Report chaired by a convener independent of the supervisory process and the candidate’s supervisor(s). Candidates’ performance will be rated. The report will methodically review the progress and provide commentary where necessary. This stage is particularly important as it determines the adequacy of both the candidates work and supervision. It is at this stage where problems are identified and measures to rectify them are implemented.

(ii) Written examination will be conducted by 1 x internal and 1 x external examiner.

(iii) Viva presentation will be conducted by a panel made up of the candidate supervisor, 2 x internal and 1 x external examiner.

Grades are set from the EU grading scheme:

Scale     Grade Description Grade

80 – 100% Distinction

70 – 79% Merit

55 – 69% Pass

45- 54% Compensated Pass

35%-44%                           Fail             

0 – 34%               Lower Fail

Reassessment procedure 

  • A candidate that receives a grade 45-54% with the approval of the assessment board will receive a compensated pass and can progress. 
  • A candidate scoring 35-44% will have the possibility of one assessment resit where a minimum grade of 55-69% must be scored to pass the module. The final recorded grade on a candidate transcript after resit will be 45-54% (Compensated Pass).
  • A candidate who scores less than 55% on resit will be deemed to have failed the module and exit the programme.

Tuition fees

Domestic & International fees

Euro 15,900

Payment plans are available, to discuss please contact info@corom.edu.mt