Doctorate in Health Studies

Doctorate of Health Studies

The programme will prepare candidates to be a leader and advocate for best practice in healthcare by acquiring advanced skills as administrators and researchers. Through this program, we seek to advance candidate’s practice through research, innovation, and leadership. By integrating the candidate’s professional expertise with research-led enquiry, the candidate will push their knowledge boundaries in their professional practice/discipline and contribute new knowledge to the field.  The programme does not lead to a warranted profession or regulated occupation.

Candidates will develop advanced proficiencies in research, methodology, analytical skills, critical reasoning. Through the systematic application of appropriate theories and the undertaking of research in healthcare the candidates 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 a unique opportunity for the practitioner, to combine their professional expertise and academic endeavour to explore practical real-world issues in their chosen field through a framework of research training.

Designed to offer flexible learning, this course is relevant to candidates across local, national, and international healthcare settings. It is delivered by a team who have held senior clinical and non-clinical roles in international practice settings and educational contexts.

Entry Requirements

Relevant MQF/EQF L7 degree or equivalent, minimum of 5 + years’ work in a healthcare in a position with supervisory responsibilities, managing teams or projects, and possessing specialized skills or knowledge relevant to their field.

Alternative Entry pathway

An MQF/EQF L6 full qualification or alternative, a minimum of 8 years of work experience in either a health care or other professional area at mid-senior level. Interview with the course coordinator or nominee.

RPL for this program will follow the CoROM RPL policy currently approved by the MFHEA. Review RPL policy here: https://corom.edu.mt/policies-and-procedures/rpl-policy/

For learners returning to study after a long gap in education, CoROM offers to help returning learners navigate the academic expectations and challenges they may encounter.

1. Mentorship Opportunities: We pair returning students with faculty members or experienced peers who can provide guidance and support throughout their academic journey.

2. Individualized Support Plans: Faculty can help create individualized plans to include personalized academic advising, additional tutoring, or accommodations for returning to study after an extended absence.

3. All students with declared disabilities or who are returning to study after a gap (>5 years) will have an initial meeting with a member of senior faculty to develop an individual support plan. In addition, students returning to study will be required to complete a study skills module within their first semester of study. 

(We have begun development of a module designed for students returning to studies (>5 year gap) to be required to complete, with content including: finding and managing literature for your work, specific online academic search databases, the uses and risks of AI, self-assessment/reflective task on skills and gaps, gaining an understanding of academic writing at a postgraduate level, developing your academic voice, and academic criticism.)

4. Peer Support Networks: Peer support networks for students with similar backgrounds and experiences provide valuable encouragement, advice, and camaraderie during the transition back to academic life.

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.

Programme Modules

This module has the primary goal of delving into a variety of concepts related to the enhancement of Global Health systems. Through the utilization of pertinent literature and logical frameworks, the module seeks to pinpoint pivotal elements and actions necessary for the cultivation and bolstering of initiatives aimed at fortifying these systems on both local and global scales. An integral part of this exploration involves a critical analysis of leadership theories, wherein you will evaluate the attributes and strategies conducive to proficiently driving and facilitating the process of strengthening these systems.

The module is designed to establish a robust foundation in performance measurement, risk management, and quality methodologies. Throughout the module’s duration, students will acquire the essential expertise required to thrive in leadership roles spanning practice, education, and research domains.

Providing a comprehensive view of both the theoretical underpinnings and practical intricacies of health quality, risk, and performance, this knowledge will be harnessed to advance the cause of safer healthcare practices. The module aspires to instil vital proficiencies necessary for direct application in real-world scenarios.

Ensuring learners develop a sturdy comprehension of policy frameworks and legal responsibilities pertinent to healthcare safety, the module nurtures adept and enlightened professionals poised to catalyze positive transformation, enhance healthcare quality, and make substantial contributions to the enhancement of global healthcare delivery.

 

The Medical Ethics in Global Health module is designed to provide graduate-level students with a comprehensive understanding of ethical issues and challenges encountered in the context of global health research. This module aims to equip students with the knowledge and skills necessary to navigate complex ethical dilemmas and make informed decisions in diverse global health settings. Through a combination of theoretical exploration, case studies, and critical analysis, students will examine ethical principles, frameworks, and debates relevant to conducting research in a global healthcare environment.

 

In today’s interconnected world, conducting research transcends geographical boundaries, presenting unique methodological, design, and data analysis challenges. This module offers a comprehensive exploration of the intricacies and complexities associated with conducting research in a global context.

Throughout this module, students will critically examine the fundamental principles of research methodology, including ethical considerations, sampling techniques, and research design, while emphasizing their application in a global setting. They will gain insights into the multifaceted challenges of cross-cultural research, addressing issues such as cultural biases, language barriers, and varying research norms and practices.

This module equips students with advanced data analysis skills tailored to global research projects. Participants will learn to navigate diverse data sources, manage cross-cultural data, and apply appropriate statistical and qualitative analysis techniques to draw meaningful conclusions.

By the end of this module, students will be well-prepared to tackle research projects that span borders, understand the complexities of working in a global research environment, and be equipped to make informed decisions regarding research design and data analysis, contributing to the advancement of knowledge in an increasingly interconnected world by conducting research that is both rigorous and globally relevant.

 

This module serves as a continuation of the DHS 804 and offers candidates the opportunity to engage in a comprehensive and critical evaluation of published research findings. Students will deepen their comprehension of research methodologies commonly employed within the healthcare domain. A wide spectrum of research techniques, including interviews, focus groups, Randomized Control Trials, and various epidemiological approaches, will be extensively examined. Candidates will be systematically guided through the process of critically assessing these methodologies, as well as gaining a broader understanding of both qualitative and quantitative research methods, employing appropriate analytical strategies. Through this process, candidates will enhance their capacity to scrutinize published research, ultimately honing their own research capabilities.

Additionally, this module will encompass aspects such as literature retrieval for the identification of pertinent resources, ethical considerations in research, techniques for data analysis and interpretation, and the exploration of issues related to evidence-based practice when integrating research into real-world applications. The overarching objective of this module is to provide candidates with a structured framework for conducting a systematic review within the realm of healthcare, with the aim of advancing existing models, theories, instruments, methodologies, and practices. Throughout this journey, candidates will acquire the skills required to delineate a research topic, establish search parameters, conduct comprehensive searches utilizing appropriate databases and sources, and effectively summarize the findings derived from the review process.

 

This research project represents an advanced undertaking, necessitating candidates to craft a comprehensive and integrative research document that effectively synthesizes the knowledge and skills acquired throughout the program. The resultant thesis should encompass a minimum of 55,000 words and not exceed 60,000 words.

This research endeavour is expected to yield a substantial contribution to the relevant knowledge domain, attaining a level of quality suitable for publication in nationally or internationally recognized peer-reviewed journals. Furthermore, the research should be designed with the explicit purpose of disseminating its findings within the respective field, positioning the candidate at the forefront of their chosen discipline.

Students are expected to have a “minimum” of one (1) hour long “live” (e.g. video chat) contact plus on average of one hour a week of additional feedback from each of their two supervisors per month, which may be in commentary on written work or in email correspondence. 

Annual Tuition: €7,500

Enrol In Programme
  • MQF/EQF: Level 8
  • Accreditation: Malta Further & Higher Education
  • Total Learning Hours: 4500
  • Credits: 180
  • Mode of Delivery: Online
  • Qualification: Doctorate of Health Studies
  • Program Duration: 48-72 Months Part Time, 36-60 Months Full Time
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REQUIRED MODULES

RPP101, RPP105

FACULTY

cropped ELLA CORRICK

Dr. Ella Corrick

BA BM BCh (Oxf) PhD MRCGP (2020) DCH DipMSK DFSEM WP-C AFHEA

Csaba Dioszeghy

Dr Csaba Dioszeghy

MD PhD FRCEM FERC FFICM | CoROM Chief Operating Officer

Theodoros Aslanidis

Dr Theodoros Aslanidis

MD PgC-EMS PhD, Senior Lecturer

Dr Friedrich von Recklinghausen

Dr. Friedrich von Recklinghausen

PhD, Paramedic

PROGRAMME CREDITS: 180 

Kibosho-Hospital
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KCMC Ambulance
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