Postgraduate Course: Independent Project in Pain Management (PAMA11051)
Course Outline
| School | Edinburgh Medical School |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Not available to visiting students |
| SCQF Credits | 60 |
ECTS Credits | 30 |
| Summary | This course enables you to develop a research project proposal while building key skills in critical thinking, independent inquiry, and research design. It involves an in-depth, self-directed study in Pain Management, allowing you to explore topics aligned with your professional interests and future career goals. |
| Course description |
This 30-week, 60-credit distance learning course offers you the opportunity to undertake an independent, self-directed research project in Pain Management, tailored to your professional interests and career aspirations. Through in-depth study, you will develop a comprehensive research project proposal while strengthening key skills in critical thinking, independent inquiry, and research design.
Learners have the flexibility to choose a topic aligned with areas such as clinical practice, scientific research, education or patient management, and will create a personalised learning contract to guide their work.
The course requires a commitment of approximately 20 hours per week of independent study, supported by a dedicated Project Supervisor who provides ongoing academic guidance. There are regular milestones and assessments, along with ongoing feedback and opportunities for peer support.
The course culminates in the submission of a proposal and an e-poster presentation.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Prior to enrolling on this course, students must have successfully completed 120 credits from the Clinical Management of Pain programme. |
Course Delivery Information
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| Academic year 2026/27, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
| Course Start Date |
21/09/2026 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
600
(
Seminar/Tutorial Hours 10,
Dissertation/Project Supervision Hours 20,
Online Activities 20,
Feedback/Feedforward Hours 20,
Formative Assessment Hours 40,
Summative Assessment Hours 150,
Programme Level Learning and Teaching Hours 12,
Directed Learning and Independent Learning Hours
328 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment and Feedback in this course is covered by the University of Edinburgh Assessment and Feedback Principles and Priorities. These can be found at this link https://edwebcontent.ed.ac.uk/sites/default/files/atoms/files/assessmentfeedbackprinciplespriorities.pdf .
The key principles that underpin assessment activities are evidence-based practice and the application of theory to clinical practice.
Assessment will consist of the following:
Assignment 1: Learning Contract (20%)
Assignment 2: Research Proposal (60%)
Assignment 3: e-Poster Presentation(20%)
If you fail to make a reasonable attempt at any of the assessments in the course, you risk a failing grade for the course, which may have repercussions in your ability to achieve a final award in the programme.
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| Feedback |
Assessment and Feedback in this course is covered by the University of Edinburgh Assessment and Feedback Principles and Priorities. These can be found at this link https://edwebcontent.ed.ac.uk/sites/default/files/atoms/files/assessmentfeedbackprinciplespriorities.pdf
Throughout your studies, you will receive regular feedback on your work. This helps to maximise the effectiveness of learning and teaching and enhances your performance. Feedback can be any comment from another person that may result in improving your learning and understanding. It is important to remember that feedback is not always in written form on a marked piece of work. Whilst feedback can take this form, most of the feedback you will receive during your university career may not associated with a mark.
Feedback is provided on all items of in-course assessment, both summative and formative. Formative feedback may take the form of group feedback where only salient points for the whole group are provided.
When marked work is returned to you, it is your responsibility to read and think about the feedback given and not just look at the mark. The feedback gives you an indication of what you did well, what you misunderstood and what you did not address correctly. If you have any questions, please contact the named Course Organiser. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Identified an appropriate learning plan for the subject area
- Developed a learning contract proposal which is structured appropriately to meet the learning plan
- Negotiated the terms of the contract based on your learning needs and the requirements of the course
- Completed the learning contract and submitted evidence of having achieved the learning goals consistent with the stated objectives or competencies
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Reading List
A list of Learning Resources will be provided to ensure access to appropriate and relevant resources to enable full participation in this course.
Details about the Learning Resource Lists can be found at https://www.ed.ac.uk/information-services/research-teaching-staff/resource-lists/information-for-students
Below is a selection of some of the resources that you will be expected to engage with during the course. This is an indicative list and may be amended in light of more recent and relevant resources becoming available.
Below is a selection of some of the resources that you will be expected to engage with during the course. This is an indicative list and may be amended in light of more recent and relevant resources becoming available.
Biggam, J. (2015) Succeeding with your master's dissertation a step-by-step handbook / John Biggam. Third edition. Maidenhead, Berkshire, England, Open University Press, McGraw-Hill Education.
Anon (n.d.) Research to Publication BMJ Resource. https://rtop.bmj.com/.
Cyril. editor. Mauffrey & M.M. editor. Scarlat (eds.) (2018c) Medical Writing and Research Methodology for the Orthopaedic Surgeon edited by Cyril Mauffrey, Marius M. Scarlat. 1st ed. 2018. Cham, Springer International Publishing. doi:10.1007/978-3-319-69350-7.
C. White (ed.) (2018d) How to formulate effective research questions.
J.R. Lucker (ed.) (2018b) Developing research questions: skills for success.
Axelrod, B.N. (2012) Dissertation solutions a concise guide to planning, implementing, and surviving the dissertation process / Bradley N. Axelrod and James Windell. Lanham, Md, Rowman & Littlefield Pub., Inc.
Academic Support Librarians (n.d.) LibGuide: Literature Searching Resources. University of Edinburgh.
Institute for Academic Development (IAD) (n.d.) Literature review. https://www.ed.ac.uk/institute-academic-development/study-hub/learning-resources/literature-review.
Greenhalgh, T. (2019) How to read a paper the basics of evidence-based medicine and healthcare / Trisha Greenhalgh. Sixth edition. Newark, John Wiley & Sons, Incorporated.
Yudkin, B. (2006) Critical reading: making sense of research papers in life sciences and medicine / Ben Yudkin. London;, Routledge.
Rennie, D. editor., Meade, M. editor., Guyatt, G. editor. & Cook, D. editor. (2015) Users guides to the medical literature: a manual for evidence-based clinical practice . Philadelphia, McGraw Hill Education Medical.
Johnson, A.P. (Andrew P. (2016) Academic writing: process and product / Andrew P. Johnson. Lanham, Maryland, Rowman & Littlefield.
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Additional Information
| Graduate Attributes and Skills |
During this course, students will have to develop the ability to work independently. Students' knowledge and understanding of the topic will improve, but students will also learn generic approaches and skills such as critical analysis and complex reasoning. Students will be expected to develop skills in literature searching, information synthesis, and drawing reasoned conclusions from resources and information provided. During assignment completion, skills such as presentation, academic writing, critical analysis and accurate referencing should be developed. As the course is presented by online learning, it aims to contribute to students' IT, writing and communication skills, which can be applied to both clinical and academic environments. |
| Special Arrangements |
None |
| Keywords | Not entered |
Contacts
| Course organiser | Miss Lindsay Rutherford
Tel: (0131) 242 9409
Email: Lindsay.Rutherford@ed.ac.uk |
Course secretary | Ms Ewelina Skala
Tel: (0131 5)37 1000
Email: eskala2@exseed.ed.ac.uk |
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