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DRPS : Course Catalogue : Deanery of Clinical Sciences : Critical Care

Postgraduate Course: Student-Led Individually Created Course for Critical Care (SLICC) (CRCA11023)

Course Outline
SchoolDeanery of Clinical Sciences CollegeCollege of Medicine and Veterinary Medicine
Credit level (Normal year taken)SCQF Level 11 (Postgraduate)
Course typeOnline Distance Learning AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryThis course follows the Student-Led Individually Created Course (SLICC) framework ( for self-designed experiential learning, and provides students with an opportunity to integrate the learning gained from the Master's in Critical Care programme, and apply it to their own healthcare setting by devising, developing, and delivering a piece of work relating to their clinical practice. Using an ePortfolio encompassing defined learning outcomes, students are required to compile evidence to demonstrate their learning and to reflect regularly on their chosen experience. The learning experience culminates in a written Final Reflective Report and an oral presentation of an ePoster.

This Level 11 SLICC requires students to demonstrate the development of their advanced and specialist skills, integrated approach and understanding in terms of critical analysis, application, reflection, recognising and developing their skills and mindsets, and evaluation within a defined context of their learning experience. This course also enables demonstration of a student's ability to exercise autonomy and initiative at a professional level in practice and/or in a subject/discipline (or other approved) area.
Course description A SLICC requires students to propose, develop and manage their own learning experience within a supported learning and assessment framework that will enable them to evidence how they have achieved the learning outcomes of the course. It offers students flexibility to address their own learning requirements, and academic and professional needs.

This is a fully online course worth 20 credits, and students are expected to spend 140-200 hours in total on the course. Students who opt not to undertake a dissertation can conduct a SLICC as one of their course options for Year 3 of the Master's in Critical Care programme; planning of the SLICC should commence once students have completed their Year 2 Critical Care courses. Ideally, the chosen piece of work should link to their own contexts and/or employment. Examples include: Clinical Audit; change projects/new process and structure implementations in home department; Patient and Public Involvement (PPI)/community engagement; extra-curricular practical skills training relating to a career change or progression.

The course runs in Blocks 1 and 4 of the academic year; this longitudinal design increases the time available to students for retrospective reflection. In addition, it coincides with an assessment milestone in the 60-credit Dissertation course, which will allow students to attend and present an ePoster as part of their entire year cohort, thus providing opportunities for peer learning and continuation of the collaborative online learning community established in Years 1 and 2 of the programme.

Students will be assigned a SLICC Tutor, and will be provided with relevant materials and resources. In alignment with their future professional objectives and career aspirations, students will define their own learning outcomes in a 'Project Proposal'. Students will receive formative feedback from their SLICC Tutor on their 'Project Proposal' by the start of Year 3. The SLICC framework requires that students critically reflect regularly using a blog, and collect and curate evidence of their learning and skills development in an ePortfolio. They will submit and receive formative feedback on an 'Interim Report'. At the end of the SLICC, the summative assessment comprises two components: a self-reflective 'Final Report' (worth 50% of course mark) in which students should demonstrate how the learning outcomes for the course have been met, and an 'ePoster' (worth 50% of course mark) that students will present to their tutors and fellow Year 3 students during an online session.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements Students MUST have PASSED: at least 60 credits with an overall average of 50% or above.
Course Delivery Information
Academic year 2023/24, Not available to visiting students (SS1) Quota:  None
Course Start Flexible
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Supervised Practical/Workshop/Studio Hours 10, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 186 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) 100% Coursework
Feedback Students will receive focused, formative feedback from their SLICC tutor on two key components: the Project Proposal and Interim Report.

Students will also receive further feedback on their reflective blogs from the Course Organiser.

Students will receive summative feedback on their Final Report and ePoster presentation.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Analysis - Demonstrate how I have actively developed my critical understanding of the multidisciplinary nature of critical care, drawing out the complexities, challenges and wider implications of the specialist setting of my SLICC.
  2. Application - Draw upon and apply a range of relevant academic, professional and personal skills and approaches to effectively and critically explore my chosen critical care SLICC, and identify where I need to improve these and/or develop new ones.
  3. Recognising and developing skills - Demonstrate how I have used experiences during my SLICC to critically develop my specialist skills in the focussed area of [Student selects one from the four skills groups contained in the University┬┐s Graduate Attributes Framework:] Research and enquiry. personal and intellectual autonomy. communication. personal effectiveness. [Student may need to add specific skill of focus, for example in the focused area of personal effectiveness, in particular teamwork.]
  4. Mindsets - Recognising the complexity and/or uncertainty of the setting of my SLICC, demonstrate how I have used experiences during my SLICC to develop my mindset towards [Student selects one from the three mindsets contained in the University's Graduate Attributes Framework:] enquiry and lifelong learning. aspiration and personal development. outlook and engagement.
  5. Evaluation - Recognising the complexity and/or uncertainty of the setting of my SLICC, evaluate and critically reflect upon my knowledge, skills and practices in critical care and effective communication, and my learning and development gained throughout my SLICC.
Reading List
Learning resources are provided online, in the SLICCs Resource Pack at:

These resources include guidance to students on: reflective learning and reflective models; generating their own specific focused learning outcomes from the generic learning outcomes; collecting and curating evidence of their learning using an ePortfolio; writing reflective reports on their learning; using the PebblePad workbook and reflective blog.

There are also extensive and more detailed resources to support reflection, in the Reflection Toolkit at:
Additional Information
Graduate Attributes and Skills Undertaking a SLICC will enable each student to develop their abilities in self-critical reflection, organisation and time-management, self-assessment, evaluation of standards and competencies achieved, application of prior learning in a defined context, and provide opportunities to further develop analytical and presentation skills. The SLICC learning outcomes are derived from and embedded in the institutional 'Graduate Attributes' ( The learning outcomes are flexible to provide students with autonomy. With guidance from an assigned academic tutor, students can select the specific attributes that they consider are the most important to reflect upon, in relation to their current and future professional and personal aims and career aspirations. These may be demonstrated in terms of the following:
* exercise a high level of autonomy and initiative in professional activities
* be able to make decisions based upon evidence and findings, taking into account ethical and professional issues
* be open to new ideas, methods and ways of thinking
* be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
* use skilled communication to enhance their understanding of a topic or context and to engage effectively with others.
KeywordsSLICC,integration of knowledge,critical reflection,experiential learning; portfolio,critical care
Course organiserDr Paula Smith
Tel: (0131)242 6130
Course secretaryMrs Kimberley Jamieson
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