Course details
- Entry requirements: Healthcare professional or student interested in bioethics
- Full-time: 12 months
- Part-time: 36 months
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With an increasingly mobile population across the world, healthcare professionals, more than ever, need to manage a broader range of health care problems. This course has been designed to address these challenges and will provide you with a greater understanding of the complexities of socio-cultural factors across different countries, enabling you to develop your skills in complex decision making and ethical reasoning.
As the importance of understanding and undertaking biomedical research on a global scale increases, healthcare professionals, simultaneously, need to develop modern and flexible research skills and professional behaviours in the field of clinical ethics. Major advances in medical and communication technology have increased patients’ expectations and options too, meaning future clinicians need to be equipped with a wide range of intellectual and practical skills to deal with limited healthcare resources nationally and internationally.
The Global Healthcare Ethics programme will help you to do just that.
The course encompasses a broad range of subjects, from general ethics theories to legal and societal aspects of medical practice and cultural components and representations of body, health, illness and the role of medicine. It also provides an opportunity to gain a deeper and more systematic awareness and understanding of these issues, and to explore the moral problems encountered by health care professionals around the globe.
This course is designed for healthcare professionals and students with an interest in bioethics, this MSc will provide you with the opportunity to explore and understand ethical problems of medicine in a global context.
Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
International students may be able to study this course on a part-time basis but this is dependent on visa regulations. Please visit the Government website for more information about student visas.
If you're able to study part-time, you'll study the same modules as the full-time master's degree over a longer period, usually 36 months. You can make studying work for you by arranging your personal schedule around lectures and seminars which take place during the day. After you complete all the taught modules, you will complete your final dissertation or project and will celebrate your achievements at graduation the following term.
Studying part-time means you can study alongside work or any other life commitments. You will study the same modules as the full-time master's degree over a longer period, usually 36 months. You can make studying work for you by arranging your personal schedule around lectures and seminars which take place during the day. After you complete all the taught modules, you will complete your final dissertation or project and will celebrate your achievements at graduation the following term.
Designed as a flexible programme, with a core of Applied Clinical ethics, you will also be able to choose from a range of other options. And the research methods module(s) will allow you to understand how ethics is embedded into research design and practice.
This module will provide students with the opportunity to explore and understand ethical problems and theories, to enhance their ethical reasoning skills and to develop a series of research skills and professional behaviours in the fields of clinical ethics and in ethical decision-making processes.
Major advances in medical technology, increased patients’ expectations, social media (and the access to both quality and fake medical information), limited healthcare resources nationally and internationally, and changing moral attitudes have combined to generate an increasing range of complex ethical and legal problems in the fields related to medical ethics. Professionals and individuals who care for patients with chronic and acute illnesses can face particularly pressing and difficult moral choices. This module provides an opportunity to gain a deeper and more systematic understanding of these issues, and to explore the moral problems health care professionals working in these areas may face.
Through the exploration of different ethical perspectives, the students will gain a much deeper understanding of ethical challenges in everyday healthcare practice. This module is designed to help students to comprehend different perspectives: the ethical decisions for healthcare staff; patients’ perspectives on ‘ethical care’ and patients’ moral commitments to their immediate environments (families, other chains of care); institutional levels of care and the ethics of resource allocation; duty of care towards the research subjects; as well as ethical suggestions and contributions towards improving present health care practices.
Liverpool’s School of Medicine is ideally located for access to some of the UK’s leading specialist clinical units. Students will have the advantage of being taught by ethicists together with clinical experts in hospitals such as Alder Hey Children’s Hospital, The Palliative Care Institute Liverpool, Liverpool Heart and Chest Hospital, and The Walton Centre, the UK’s only specialist hospital trust dedicated to neurological services.
Students also benefit from the expertise within the Faculty of Health and Life Sciences research institutes teaching and research links with the Liverpool School of Tropical Medicine, and surrounding medical institutions.
This module is designed for healthcare professionals (doctors, nurses, health care managers, medical students, medical and pharmaceutical researchers, radiographers, health care educators, chaplains, medical volunteers, hospice personnel and social workers).
In order to accommodate different professional and personal needs, the programme has a flexible structure. There are 3 grouped full days of face to face teaching, when the students have the opportunity to attend the lectures and workshops, to engage with ethicists and health professionals and to share their experiences and ethical dilemmas. Along the teaching semester, and generally for the duration of the whole programme, students will engage with teachers and students through an online learning format which will benefit from highly authentic approaches to learning and assessment.
This module is designed for healthcare professionals (doctors, nurses, health care managers, medical students, medical and pharmaceutical researchers, radiographers, health care educators, chaplains, medical volunteers, hospice personnel and social workers), but students with interest in bioethics, medical sociology and medical anthropology are also encouraged to apply.
Students have the opportunity to explore topics like: International Medical Migration, Ethics and Pandemics, Principles of Global Justice in Healthcare, Pharmaceutical Cultures, International Professionalism, Medical Values across the World. The module will be taught by mixed teams of clinicians, ethicists, and global health experts. Students with experience in international placements are invited to share their experiences and thoughts.
This module has been specifically designed and developed to be part of an MA programme (Global and Applied Healthcare Ethics) and is to be included in future professional practice programmes. Launching the module in September 2020 as CPD will assist in identifying the market interest and is in response to feedback from local NHS practitioners as initial evidence of demand.
The specific aims of this module are to develop healthcare professionals’ ability to appraise and analyse the impact of global healthcare problems (staff mobility, migration, pandemics) on national healthcare provisions, regulations and to understand the ethical implications of a globalised understanding of health and healthcare.
In comparison to the other modules this module allows students to apply ethical theories to wider, global healthcare scenarios and to analyse in greater depth challenges of practicing medicine in a different culture. Current topics of critical debate will be presented by experts, who are working at the heart of these ethical challenges within the healthcare system.
In order to accommodate different professional and personal needs, the programme has a flexible, online structure. This module will be delivered in a blended learning format which uses digital skills in the virtual learning environment to explore the subject area of global healthcare ethics. Existing best practice in technology will be used to augment learning.
Teaching will be delivered using a wide range of methods including e-lectures, online seminars, blogs, podcasts and quizzes. Case study workshops will be a feature of this programme to allow free discussion in multi-disciplinary groups of clinical professionals.
The authentic assessment – in line with the principles of Curriculum 2021 – aims at creating brief reports (as part of the presentation and the first Coursework assessment) on global ethics issues. Weekly formative assessments will be developed online to allow students to measure their progress and to respond to feedback.
Contributions to teaching will be from key research areas in connection with Global Heath and where appropriate cross-Faculty to ensure research informed teaching.
Teaching will be provided by mixed teams of clinicians, ethicists, representatives of medical Institutions (e.g. GMC) and university lecturers providing an experiential, peer group and active learning environment.
The summative assessments for this module consist of three components 1. Presentation (25%, topic of choice); 2. First essay based on the presentation (25%, 1500 words); 3. Second essay, (50%, Case study report, 3000 words).
Liverpool’s School of Medicine is ideally located for access to some of the UK’s leading specialist clinical units. Students will have the advantage of being taught by ethicists together with clinical experts in hospitals such as Alder Hey Children’s Hospital, The Palliative Care Institute Liverpool, Liverpool Heart and Chest Hospital, and The Walton Centre, the UK’s only specialist hospital trust dedicated to neurological services.
Students also benefit from the expertise within the Faculty of Health and Life Sciences research institutes teaching and research links with the Liverpool School of Tropical Medicine, and surrounding medical institutions.
The module will introduce students to social science and sociological theories and concepts. Students will explore the application of these theories and approaches to health and public health. The sessions will be led by active health researchers who will discuss how they have employed theoretical thinking in their own health and health-related research. Students will have the chance to explore a public health problem of their choice and apply different sociological theories to the problem in order to develop their understanding of the issue.
Lectures will be delivered via 12 weekly seminar sessions which will involve a lecture element, in-class discussions and in-class group work. Students are expected to do self-directed learning (SDL) and will be expected to prepare for the contact sessions in advance using materials and readings which will be placed on Blackboard one week before each session. Students will need to do the reading and any activities prior to the session and the sessions will then be used to consolidate this learning.
For the assessment of this module students need to carry out a critical analysis of a public health problem from the perspective of different social science theories or concepts.
To provide an in-depth knowledge of current and historical influences on the development of health systems, including the role played by social, economic, political and ethical values.
To critcally assess and evaluate key management theories and concepts underpinning the functions and roles of management in the delivery of health services.
To foster a critical understanding of the relationship between management theory and practice and public health theory and practice.
This module is aimed at giving students the opportunity to observe in a clinical or social practice setting and to apply the ethical theoretical principles learned during the core modules of the Global Medical Ethics programme.
It is designed to enable students to use, and to extend knowledge and skills that they have acquired during their programme of study, and to explore an area of interest within clinical practice in greater depth, by seeing ‘ethics in action’.
Using critical thinking, reflection, ethical arguments for clinical decision-making, students will work on a specific clinical issue (ethical dilemma, regulation, new ethically uncharted territory, global healthcare issues etc.) and undertake a self-managed process of systematic ethical inquiry.
Examples of observership/placement settings in the UK include; healthcare organisations, health charities, primary care etc. The module prepares students to undertake a work-based project which is an integrative activity of the MSc Global Medical Ethics programme. This must be agreed in advance with the University of Liverpool. Students who wish to undertake a project within their own setting either in the UK or overseas country will be given the option of identifying a negotiated workplace learning opportunity in their own context.
The module will be assessed by a 15-minute recorded presentation (50%) (to choose from: poster, PowerPoint), and a reflective essay (1500 words) based on their clinical experience (50%).
This module is designed for healthcare professionals (doctors, nurses, health care managers, medical students, medical and pharmaceutical researchers, radiographers, health care educators, chaplains, medical volunteers, hospice personnel and social workers).
The overall goal of this module is to enhance students’ knowledge and understanding in the field of clinical ethics. It offers students an enhanced set of ethical skills and capacities that will facilitate their everyday practice and professionalism.
In order to accommodate different professional and personal needs, the programme has a flexible structure. There are 3 grouped full days of face to face teaching, when the students have the opportunity to attend the lectures and workshops, to engage with ethicists and health professionals and to share their experiences and ethical dilemmas.
This module will provide students with the opportunity to explore and understand the latest developments in clinical ethics and to acquire a set of skills that will enable them to make ethically sound decisions in their everyday practice. Clinical ethics is considered to be the most important part of medical ethics today. It has its roots in clinical practice, in medical and healthcare education, and in the wider social perceptions on what is morally acceptable in medicine. Clinical ethics is the most vibrant field of applied ethics because its theories are rapidly tested in clinical reality by patients, professionals and ethics committees in making ‘good decisions’ in difficult circumstances.
Students will explore the latest developments in this field and are invited to contribute to teaching with their own professional experience, moral feelings and ideas. They will learn how to investigate and elucidate specific ethical problems in various clinical settings (e.g. neonatal, oncology, mental heath, palliative care). Experienced clinicians and ethicists will guide their way to what has been called "Hippocrates’ labyrinth". Students will learn how critical reasoning can uncover the constitutive assumptions of clinical cases, the various perspectives of people involved, and thus lead to a better understanding of what is at stake. They will also appraise and analyse ethical decision-making in different life-stages (from reproductive choices to the end of life).
In comparison to the first module this module allows students to apply theories to a greater depth and to contextualise both in their own practice, and the practice of their peers across a range of clinical scenarios. Current topics of critical debate will be presented by experts, who are working at the heart of these ethical challenges within the healthcare system of todays society.
Students are invited to contribute to teaching with their own professional experience, moral feelings and ideas. Students will learn how critical reasoning can uncover the constitutive assumptions of clinical cases, the various perspectives of people involved, and thus lead to a better understanding of what is at stake. They will also appraise and analyse ethical decision-making in different life-stages (from reproductive choices to the end of life).
The summative assessment for this module has two parts: a critical appraisal and critical reflection of a choice of topics (in total 3000 words), and a 3000 word case study report, mirroring a real-life report exercise.
Liverpool’s School of Medicine is ideally located for access to some of the UK’s leading specialist clinical units. Students will have the advantage of being taught by ethicists together with clinical experts in hospitals such as Alder Hey Children’s Hospital, The Palliative Care Institute Liverpool, Liverpool Heart and Chest Hospital, and The Walton Centre, the UK’s only specialist hospital trust dedicated to neurological services.
Students also benefit from the expertise within the Faculty of Health and Life Sciences research institutes teaching and research links with the Liverpool School of Tropical Medicine, and surrounding medical institutions.
This module will enable students to further develop and apply their understanding of research. The module will enhance students ability to appraise the design, development, process and analysis of research within health and social science, to critically apply and develop high quality research proposals in a considered and structurally sound approach commensurate with Masters / Level 7 study.
The module is aimed at those who have either completed MDSC701 (Introduction to Research Methods) or have a solid grounding in the basics of research. The module will introduce and explore use and support of Clinical Trials centres and Research Design Support services in the development of advanced study design (e.g. clinical trials, complex interventions). The module will also critique the theory and application of qualitative and quantitative study design and data analysis. The module will equip students with the necessary knowledge and skills to complete a large-scale dissertation project that would be required for a Master’s award, and provide a grounding in advanced research skills, such as those required to successfully submit for research funding.
The syllabus for this module is aligned to the Curriculum 2021 Hallmarks and demonstrates active learning and authentic assessment, designed to create students with greater confidence in advanced approaches to research, and enable students to critique and develop research in their own area of practice
The module will have a flexible approach, and will be delivered; online, on-campus, or a combination of the two across the semester. Delivery will be supported by lectures, audiovisual presentations, quizzes and case-based interactive discussion boards and tutorials.
There is two part summative assessment within this module:
1. Presentation – Study Protocol Critique: Students will present and critique an outline study protocol. (15 Minute Presentation).
2. Study Protocol: Students will develop a robust project protocol amenable for a Masters level project. (20000 words).
The assessments can be tailored to focus on the students area of interest and area of speciality.
This module will enable students to develop and then apply their understanding of the research process. Students will develop the ability to assess and appraise the design, development, data collection and analysis of research within health and social science, and critically apply this knowledge in the to design of high quality research proposals appropriate for Masters / Level 7 study.
This 30-credit module is aimed at those who have little experience of research and are looking to prepare for a Masters level research project. Students will engage critically with the ‘the research journey’; from conception of an idea and formation of a Research Question, the theoretical underpinning of approaches to research, study design and approvals, data collection and analysis, and study reporting. The module will then examine the role of Clinical Trial Centres and Research Design Support services in the development of advanced study design (e.g. clinical trials, complex interventions), and subsequently examine in greater depth theory and application of advanced levels of qualitative and quantitative study design and data analysis.
This module will have a flexible delivery to allow for maximum student engagement across programmes. It will be delivered online, on-campus, or a combination of the two across the semester. Students will need to opt into one of the delivery patterns prior to starting the module. It is supported by interactive lectures/audio-visual presentations, quizzes and case-based tutorials and interactive discussion boards.
The module content will be taught by a range of experts from across the Health and Life Science Faculty presenting students with experts within their field of interest and across specialities thereby giving students a breadth of exposure to research at The University of Liverpool.
There are four summative assessments within this module, structured to cumulatively build the students critical skills:
1. Critique of a Research Article (2,000 words)
2. Data Analysis Activity: Qualitative and Quantitative Analysis Exercise (1,000 words)
3. Presentation – Study Protocol Critique: Students will present and critique an outline study protocol. (15 Minute Presentation).
4. Study Protocol: Students will develop a robust project protocol amenable for a Masters level project. (2,000 words).
The assessments can be tailored to focus on the students area of interest and area of speciality.
The assessments can be tailored to focus on the students area of interest.
For the MSc programme, the final step is the dissertation in form of a research project (MDSC406, 60 credits), where the final authentic assessment will be a preliminary report based on a project plan, written work in a form of a journal article, and a poster presentation (designed to be presented at a specialist conference).
This module is designed for the research project element of Master’s level programmes of study within the Faculty of Health and Life Sciences. It is designed for students undertaking clinical projects and those that are appropriate to scientists and healthcare professionals within the subject area of their Master’s programme. These might include new graduates in the fields of health and science, doctors, nurses, allied health professionals, health care managers, medical students, medical and pharmaceutical researchers, and other related non-medical personnel.
Students have the opportunity to explore a wide range of scientific and applied medical topics previously covered during the core modules and to plan and execute a research project and then to learn how to communicate it to a scientific audience in the form of a scientific poster and a journal article. This module will allow students to understand the process of dissemination of research findings, which will be supported by a supervisor.
In order to accommodate different professional and personal needs, the module has a flexible, online or on-campus structure dependent on the research project. This will be an independent piece of work carried out by the student with support from a named supervisor. Support will also be provided by peer support sessions and assessment support sessions prior to submission, and group lectures and seminars will form the basis of the taught element at the beginning of the module.
Students will further develop their digital skills in the virtual learning environment to explore their research area.
Students will produce a piece of written work that is based on the research project or a systematically structured literature review. The assessment of this module is i) a project plan before starting the project: 1000 words: 10%, to be submitted prior to the project commencing, ii) a written journal paper, 5000 words (60%), iii) an Individual poster, equivalent to 2500 words, 20%, and iv) an individual oral presentation, c. 15 mins, 10%.
Contributions to teaching and supervision will be from key clinical and research areas and where appropriate cross-Faculty to ensure research informed teaching. Students will benefit from the wide range of research expertise within the Faculty of Health and Life Sciences research institutes, teaching and research links with the Liverpool School of Tropical Medicine and other institutions. The University is ideally located for access to some of the UK’s leading specialist clinical units with clinical experts in hospitals such as Alder Hey Children’s Hospital, The Palliative Care Institute Liverpool, Liverpool Heart and Chest Hospital, and The Walton Centre, the UK’s only specialist hospital trust dedicated to neurological services.
The blended learning delivery involves a mixture of on campus lectures, tutorial and workshops and online available resources. The student activities will accommodate the students’ working patterns and the international make-up of the cohorts.
Teaching activity involves a mixture of scheduled directed student hours, unscheduled directed student hours and self-directed learning. The majority of modules (MDSC400, MDSC401, MDSC404) are organised in blocks (usually three per module, about 20 hours in total per 30-credit module) of teaching that will take place on campus. Depending on students’ needs, one-to-one tutorials are organised weekly, in addition to the online discussion boards.
The unscheduled directed learning activity is related to the reading of key papers/guidelines which support the lectures. Students are expected to spend about 120 hours per 30-credit module on self-directed, independent learning. This should include reading around the subjects covered in the online lectures, contributions to the discussion boards, planning of their essays and research topics, and the enhancement of their skills in critical reading, critical thinking, online communication and evidence based clinical reasoning/decision making.
To ensure that assessment supports the programme aims and the developing of skills at Level 7, a range of assessment methods are used with the purpose of enhancing the students’ learning experience, ensuring authenticity and increasing inclusivity.
To meet the educational aims of the programme, the assessment strategy uses a range of assessment methods to cover the learning objectives. All assessment tasks involve elements of critical commentary, appraisal, clinical reasoning, reflection and/or critical evaluation of the relevant clinical-based decision making.
The assessment methods include:
The majority of assessment tasks are centred on clinical scenarios focusing on the ethical assessment and decision-making. These link the assignments to the ethical theories that underpins the everyday clinical practice and decision making. Other assessment tasks are related to the review of practice in the students’ own workplace, based within the context of national guidelines and protocols, to challenge their current ethical understanding and knowledge of professional practice.
A key component of the Assessment for Learning approach is student engagement with the discussion board, allowing students to explore concepts, and clarify understanding and application of the theory in their own practice. Engagement with other students enables learning between students and the understanding of a wider range of challenges and strategies.
Personalised feedback, covering content and academic skills, is provided on every assessment, including assessments for learning. Students requiring extra support can discuss their learning needs with the module leader who can then direct them to additional resources.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
Studying with us means you can tailor your degree to suit you. Here's what is available on this course.
This course has a flexible structure and has a blended approach to delivery with teaching being delivered on campus and online. Teaching is provided by the School of Medicine by a mixed team of clinicians, ethicists, representatives of medical institutions (e.g. GMC) and university lecturers providing an experiential, peer group and active learning environment.
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Global healthcare ethics is recognised as a priority by WHO. The programme will help you with progression, will enhance professionalism, and will facilitate additional roles in ethics committees, professional organisations, and international healthcare organisations.
This master’s degree offers the opportunity to work in ethics and policy-related jobs, nationally and internationally. For example:
Your tuition fees, funding your studies, and other costs to consider.
UK fees (applies to Channel Islands, Isle of Man and Republic of Ireland) | |
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Full-time place, per year | £10,400 |
Part-time place, per year | £3,467 |
International fees | |
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Full-time place, per year | £21,550 |
Part-time place, per year | £7,183 |
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support.
If you're a UK national, or have settled status in the UK, you may be eligible to apply for a Postgraduate Loan worth up to £12,167 to help with course fees and living costs. Learn more about tuition fees, funding and Postgraduate Loans.
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Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries to help cover tuition fees and help with living expenses while at university.
The qualifications and exam results you'll need to apply for this course.
Candidates must satisfy the general admissions requirements of the University of Liverpool.
All students will be required to submit a reference, a 2 page A4 CV, and a personal statement outlining ambitions for learning.
My qualifications are from: United Kingdom.
Your qualification | Requirements |
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Postgraduate entry requirements |
To join this programme, you will normally need to be a healthcare professional or a student interested in bioethics. |
International qualifications |
If you hold a bachelor’s degree or equivalent, but don’t meet our entry requirements, a Pre-Master’s can help you gain a place. This specialist preparation course for postgraduate study is offered on campus at the University of Liverpool International College, in partnership with Kaplan International Pathways. Although there’s no direct Pre-Master’s route to this MSc, completing a Pre-Master’s pathway can guarantee you a place on many other postgraduate courses at The University of Liverpool. |
You'll need to demonstrate competence in the use of English language. International applicants who do not meet the minimum required standard of English language can complete one of our Pre-Sessional English courses to achieve the required level.
English language qualification | Requirements |
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Last updated 19 April 2023 / / Programme terms and conditions /