Manchester Metropolitan University

Continued Professional Development

The School of Healthcare Science provide a flexible student experience for those wishing to develop professionally and personally within the field of Healthcare Science.

Our students range from those wanting to follow a very specific career path in Biomedical Science or Clinical Physiology, to those whose requirements are more varied and generic. Most of our students are already qualified or experienced Healthcare Scientists who are seeking to develop and update their professional portfolio.

Learning environment

We are committed to both flexible learning and widening participation and have a solid reputation for strong student support. We understand the challenges our students face and have lots of experience in supporting them within higher education.

Many modules are available as online distance learning.

Available modules

A full list of available modules is below, for information or to apply please contact pprogs-scieng@mmu.ac.uk or direct@mmu.ac.uk.

Key

Classroom this course is taught in-person

E‑learning this course is wholly distance/e-learning

Blended this course is part e-learning and part classroom-based

20 this course is worth 20 credits

Biomedical Science

Analytical Techniques in Biomedical Science
Classroom 20

Students will study the analytical techniques used in modern biomedical science practice at Masters level.

The topics cover the essential analytical techniques relevant to the practice of modern biomedical science, enabling students to develop a systematic understanding and critical awareness of current techniques utilised in biomedical science.

On completion of this unit students will be able to demonstrate a comprehensive understanding of biomedical analytical techniques and their limitations.

What you will learn

1. Principles underlying separation techniques such as chromatography and electrophoresis and their use in biomedical laboratories.
2. Introduction to a range of immune techniques in biomedical science
3. Procedures for cell culture and the use of cultured cells in biomedical science
4. Principle of flow cytometry and its applications in biomedical science
5. Principle of mass spectrometry including instrumentation and its applications in biomedical science
6. Introduction to molecular techniques and recombinant DNA technology and their use in biomedical science

Assessment

Examination (50%): Two hour examination
Essay (50%): To prepare a concise, critical and structured 1000 word essay on a set topic.

General Clinical Biochemistry
Classroom 20

Students will study clinical biochemistry at Masters Level. The topics cover essential concepts relevant to the practice of modern clinical biochemistry, enabling students to develop a systematic understanding and critical awareness of current clinical biochemistry practice.

On completion of this unit students will be able to demonstrate a comprehensive understanding of general clinical biochemistry and originality in the application of knowledge to clinical problem solving.

What you will learn

By adopting a systems approach students will study the biochemical disorders of the major organs including:

  • Homeostatic Disorders including diabetes mellitus
  • Disorders of Renal Function
  • Disorders of Liver Function
  • Disorders of Cardiac Function
  • Disorders of Lung function
  • Disorders of Bone Function
  • Endocrine Disorders including study of the anatomy, physiology, pathophysiology and disorders of the pituitary gland; thyroid gland; gonads; adrenal glands, parathyroid glands and pancreas

Assessment

A two hour written unseen examination (50%)
Data Interpretation Coursework (50%) asking students to apply clinical biochemistry principles to clinical problem solving in more detail than those covered in the examination.

Specialist Clinical Biochemistry
Classroom 20

Students will study specialist clinical biochemistry at Masters Level. The topics cover essential concepts relevant to the practice of modern clinical biochemistry, enabling students to develop a systematic understanding and critical awareness of current clinical biochemistry practice.

On completion of this unit students will be able to demonstrate a comprehensive understanding of general clinical biochemistry and originality in the application of knowledge to clinical problem solving.

What you will learn

By adopting a systems approach, students will study the biochemistry of:

Nutrition

Gastrointestinal disorders and how they affect nutrition
Gastrointestinal function testing
Protein energy balance and malnutrition
Trace elements
Vitamins

Drug Investigation

Basic pharmacokinetics
Therapeutic drug monitoring
Toxicology
Laboratory investigation of the unconscious patient

Disorders of Childhood and Pregnancy

Normal pregnancy and its disorders
Monitoring at risk pregnancy
Antenatal screening for Down Syndrome and Neural Tube Defects
Biochemical disorders for example neonatal jaundice, hypoglycaemia and inborn errors of metabolism in neonates

Assesment

Two hour written unseen examination (50%)

15 minute presentation (50%) of a clinical case study focusing on a biochemical disorder while integrating a multidisciplinary approach with laboratory medicine.

Diagnostic Clinical Biochemistry
E‑learning 10

Evaluation of an area of methodology and/or consideration of making changes needs to be based on relevant evidence. Most of this evidence will come from scientific papers and reports but may also come from other reports e.g. statements about NHS priorities.

This review should consider the practice context i.e. the types of disorders/cases encountered, resource considerations e.g. the need for specialized equipment and staffing levels/workload and staff expertise and the range of methodology available to investigate a particular analyte in clinical biochemistry.

On completion of this unit, students will demonstrate an understanding and critical approach in selection of appropriate methods for measurement of an analyte used for diagnostic purposes.

Learning outcomes


On successful completion of this unit students will be able to:

1. Demonstrate an independent and critical approach to diagnostic clinical biochemistry
2. Demonstrate an ability to investigate, analyse and evaluate laboratory/clinical aspects of a disease/disorder within clinical biochemistry
3. Demonstrate the ability to investigate, analyse and critically evaluate the methods applicable to laboratory clinical aspects of a specific disease/disorder
4. Demonstrate the ability to critically compare methods available for assessment of a chosen clinical biochemistry analyte
5. Consider implications of introduction of a new method/investigation/analyte into a clinical biochemistry laboratory

Learning and assessment strategy


The assessment will comprise of a 4000 word review report (100%). This report will be a critical review of methods used to measure a particular analyte of interest in diagnostic clinical biochemistry

Human Infectious Diseases
Classroom 20

This unit provides the opportunity for study of Human Infectious Diseases in depth. The topics cover essential concepts whilst critically appraising current published knowledge in each topic area. Regular use is made of journal articles to develop, through discussion, the ability to analyse and evaluate published information. On completing this unit, students will have gained confidence in evaluating new knowledge and strategies for characterising disease and will be better equipped to judge the relevance of new methods to current biomedical practice. 

Learning outcomes

On successful completion of this unit students will be able to demonstrate:

1. An appreciation of the essential concepts of Medical Microbiology
2. The ability to critically appraise current literature in Medical Microbiology.
3. The ability to analyse, evaluate and adapt Medical Microbiology methods in practice, research and development.
4. An awareness of current strategies and methods for laboratory diagnosis of microbiological disorders
5. The ability to research, evaluate and summarise information in Medical Microbiology.

Learning and assessment strategy


Unseen Exam (50%): 2 hour duration. 

Critical Review (50%): Students will produce a critical review on an assigned topic area. Oral presentation of the report to be given and supported by submission of a formal written report.

Management & Control of Infectious Diseases
Classroom 20

This unit provides the opportunity for study of Management & Control of Human Infectious Diseases in depth. The topics cover essential concepts whilst critically appraising current published knowledge in each topic area. Regular use is made of journal articles to develop, through discussion, the ability to analyse and evaluate published information. On completing this unit, students will have gained confidence in evaluating new knowledge and strategies for characterising disease and will be better equipped to judge the relevance of new methods to current biomedical practice. 

Learning outcomes

On successful completion of this unit students will be able to demonstrate:

1. An appreciation of the essential concepts of Management & Control of Infectious diseases
2. The ability to critically appraise current literature in Medical Microbiology.
3. The ability to analyse, evaluate and adapt Medical Microbiology methods in practice, research and development.
4. An awareness of current strategies and methods for laboratory testing of actimicrobial activity against human infectious diseases
5. The ability to research, evaluate and summarise information in Medical Microbiology

Learning and assessment strategy


Unseen Exam (50%): 2 hour duration. 

Presentation (50%): Students will give a presentation on an agreed case topic

Diagnostic Medical Microbiology
E‑learning 10

This unit provides the opportunity for study of Medical Microbiology Diagnostics. The unit will involve evaluation of an area of methodology and/or consideration of making changes needs to be based on relevant evidence. Most of this evidence will come from scientific papers and reports but may also come from other reports eg statements about NHS priorities. This review should consider the practice context ie the types of disorders/cases encountered, resource considerations eg the need for specialized equipment and staffing levels/workload and staff expertise and the range of methodology available to investigate a particular disease/disorder in Medical Microbiology. On completion of this unit, students will demonstrate an understanding and critical approach in selection of appropriate methods used for diagnostic purposes. 

Learning outcomes

On successful completion of this unit students will be able to:

1. Demonstrate an independent and critical approach to diagnostic medical microbiology
2. Demonstrate an ability to investigate, analyse and evaluate laboratory/clinical aspects of a disease/disorder within medical microbiology using specific selected criteria
3. Demonstrate the ability to investigate, analyse and critically evaluate the methods applicable to laboratory clinical aspects of a specific disease/disorder
4. Demonstrate the ability to critically compare methods available for assessment of a chosen pathological sample or disorder
5. Consider implications of introduction of a new method/investigation/analyte into a diagnostic medical microbiology laboratory

Learning and assessment strategy

The assessment will comprise a 4000 word case report (50%). This report will be a critical review of methods used to measure a particular analyte of interest in diagnostic medical microbiology.

Pathological Basis of Disease and Systematic Investigation of Pathological Specimens
Classroom 20

This module will provide the trainee with the knowledge and understanding of the pathological basis of disease and the use of histopathology and cytopathology to detect and diagnose disease as part of the clinical investigation of patients. They will gain experience of interpreting results from patient investigations.

This module is also part of histopathology specialist training. The module may be delivered as a combined module or as separate modules with appropriate clinical context.

Learning outcomes

On successful completion of this module the trainee will be:

1. Able to explain the mechanisms and microscopic appearances of tissue pathology and regenerative processes with an emphasis on inflammatory and immune responses.
2. Able to critically discuss the partnership between histopathology and cytopathology laboratories and other clinical specialisms as part of the diagnosis and review of individual cases.
3. Able to evaluate a wide range of invasive and non-invasive surgical procedures, and their relationship to the collection of histopathology and cytopathology specimens. 
4. Able to evaluate the sensitivity and specificity of appropriate investigations for named clinical conditions and their monitoring and treatment.
5. Able to discuss the limitations of a variety of investigative techniques in the diagnostic process. 
6. Able to interpret the outcomes of a variety of investigative techniques in named clinical conditions. 
7. Able to evaluate the importance of laboratory and clinical evaluation of new equipment and methods for histopathology and cytopathology.

Learning and assessment strategy


Report (50%): The report will be about 1500 words (excluding references) and be a review about a chosen topic within the remits of the unit.

3 hour Examination (50%): There will be a choice of answering 3 from 6 questions

Histopathology
Classroom 30

This module will provide the trainee with the knowledge and understanding of the cellular structure and function of the major organs and cell pathological aberrations in a range of clinical disorders and malignant diseases. They will understand how to apply cellular and biochemical techniques to the diagnosis of a range of common clinical disorders. They will gain experience of interpreting results of selected situations, including autopsy, from patient investigations.

Learning outcomes

On successful completion of this module the students will be able to: 

1. Present an analysis of the structure and function of the major organ groups in the human body and their interaction with each other. 
2. Critically appraise the pathophysiology and clinical presentation of common disorders of major organs and cancers.
3. Summarise the differences between systemic and local disease within major organ systems and be able to discuss the processes of tumour growth.
4. Critically evaluate the application of histopathology techniques to a range of named disorders of major organs. 
5.Assess the ethical and legislative processes associated with the investigation of major organ disease and cancer and be able to critically analyse and evaluate the importance of new technologies 
6. Critically appraise the role of the cellular pathology report as part of the decision making process in guiding diagnosis, management and clinical outcomes in major organ disease and cancer.

Learning and assessment strategy


Report (50%): The report will be about 1500 words (excluding references) and be a review about a chosen topic within the remits of the unit.

3 hour examination (50%): A 3 hour timed examination with the choice of answering 3 from 6 questions

Major Organ Cellular Pathology Including: Cancer, Gynaecological Cytopathology and Non-gynaecological Cytopathology
Classroom 30

This unit will provide the trainee with the knowledge and understanding of the cellular structure and function of the major organs and the cellular pathological findings in a range of clinical disorders, including cancer. They will understand a range of techniques to evaluate these clinical disorders and gain experience of interpreting results from patient investigations.

Learning outcomes

On successful completion of the unit students will be able to: 
1. Present an analysis of the structure and function of the major organ groups in the human body and their interaction with each other. 
2. Critically appraise the pathophysiology and clinical presentation of common disorders of major organs and cancers.
3. Discuss the processes of tumour growth, angiogenesis, apoptosis and metastasis.
4. Critically analyse and evaluate the importance of new technologies, automation and ancillary techniques in cervical cancer screening and the investigation of other gynaecological cancers.
5.Assess the ethical and legislative processes associated with the investigation of major organ disease and cancer 
6. Critically appraise the role of the cellular pathology report as part of the decision making process in guiding diagnosis, management and clinical outcomes in major organ disease and cancer.

Learning and assessment strategy

Report (50%)

Examination (50%)

Clinical Haematology
Classroom 10

This unit looks at the normal roles of red cells, white cells and platelets in haematological processes and the changes in these roles in disease.

Learning outcomes

On successful completion of this unit students will be able to:

1. Describe the essential concepts of haematology from population to molecular level
2. Critically appraise current literature in haematology
3. Analyse, evaluate and adapt haematological methods practice, development and research
4. Show an awareness of current strategies and methods for laboratory diagnosis and treatment of haematological disorders
5. Research, evaluate and summarise information in haematology.

Learning and assessment strategy


Poster (50%): Investigation and Diagnosis of a selected Haematological disorder (Maximum 1000 words)

1.5 hr hour exam (50%): covering theoretical aspects of Haematological diseases and the principles & strategies of laboratory investigation.

Transfusion 1
Classroom 10

This unit looks at blood groups and disease, blood group biochemistry, transfusion science methods used in the laboratory and legislation affecting the management of transfusion laboratories.

Learning outcomes

On successful completion of this unit students will be able to:

1. Describe essential concepts of transfusion science.
2. Critically appraise current literature in transfusion science.
3. Analyse, evaluate and adapt transfusion science methods in practice, research and development.
4. Research, evaluate and summarise information in transfusion science.
5. Show awareness of legislation that governs the management of blood transfusion laboratories

Learning and assessment strategy

Preparation of a 3000 word report on a current issue in transfusion using current literature and journal articles. Ten minute PowerPoint presentation and discussion of the issue with peers. (50%)

1.5 hour exam covering theoretical aspects of Haematological (including Serological) diseases and the principles& strategies of laboratory investigation (50%).

 

Haemostasis
Classroom 10

This unit looks at inherited and acquired bleeding and thrombotic disorders, their diagnosis and management.

Learning outcomes

On successful completion of this unit students will be able to:

1. Describe the essential concepts of haemostasis from population to molecular level
2. Critically appraise current literature in haemostasis
3. Analyse, evaluate and adapt haemostatic methods practice, development and research
4. Show an awareness of current strategies and methods for laboratory diagnosis and treatment of haemostatic disorders
5. Research, evaluate and summarise information in haemostasis.

Learning and assessment strategy


PowerPoint Presentation - Investigation and Diagnosis of a selected Haemostatic disorder- including a typical Case Study (50%).

1.5 hour exam - covering theoretical aspects of Haemostatic diseases and the principles & strategies of laboratory investigation (50%).

Haematological Malignancies
Classroom 10

This unit looks at the pathophysiology, clinical presentation and management of patients with haematological malignancies focusing on 'up to date' treatments and diagnostic strategies.

Learning outcomes

On successful completion of this unit students will be able to:

1. Describe the essential concepts of haematological malignancies from population to molecular level
2. Critically appraise current literature in haematological malignancies
3. Analyse, evaluate and adapt haematological methods practice, development and research in malignancies
4. Show an awareness of current strategies and methods for laboratory diagnosis and treatment of malignant disorders
5. Research, evaluate and summarise information in Haematological malignancies.

Learning and assessment strategy


3000 word essay (50%) - 'Up to-date' Investigation, Diagnosis and Management of a selected Haematological malignancy

1.5 hour exam (50%) - covering theoretical aspects of Haematological malignancies and the principles & strategies of laboratory investigation.

Transfusion Science 2
Classroom 10

This unit looks at the immunological aspects of blood and other cell transfusions, the possible adverse reactions that can occur during & after transfusion and the steps taken to prevent these reactions.

Learning outcomes

On successful completion of this unit students will be able to:

1. Describe essential concepts of transfusion science.
2. Critically appraise current literature in transfusion science.
3. Analyse, evaluate and adapt transfusion science methods in practice, research and development.
4. Research, evaluate and summarise information in transfusion science.
5. Show an awareness of current strategies and methods for laboratory diagnosis and treatment of transfusion related and immune disorders.

Learning and assessment strategy


Prepare and present a poster (50%) - relating to 'Transfusion Guidelines' surrounding a situation where blood component transfusions are necessary e.g. Major trauma, massive bleed, Haemolytic crisis.

1.5 hour exam (50%) - covering theoretical aspects of Serological diseases and the principles & strategies of laboratory investigation.

Advanced Biological Aspects of Disease
Classroom 30

This unit includes immunology, cancer biology, reproductive health, infectious diseases and medical genetics. It gives the student the opportunity to expand their knowledge of the pathology and aetiology of these areas by investigating the philosophical concepts of biological systems in states of dysfunction. It encourages the student to appreciate the inter-relations of the pathological sciences and how, for example, a genetic predisposition can increase an individual's risk of susceptibility to a specific cancer or immune disorder. This unit provides also the opportunity to make a systematic, comprehensive study of a disorder.

Learning outcomes

On successful completion of this unit students will be able to: 

1. Explain the complex nature of selected disorders;
2. Critically appraise current diagnostic, severity staging and treatment strategies;
3. Discuss the interrelationship between aspects of biomedical science in the disease process;
4. Provide a synthesis and explanation of the mechanisms responsible for disease and disorders in the human body;
5. Investigate, analyse and evaluate laboratory/clinical aspects of a disease/disorder with an independent and critical approach to health care science.

Learning and assessment strategy

Case Study (50%): The assessment will comprise a 4000 word case study written on Diagnosis and Management of a selected disease; this assessment includes a 15 minutes presentation on the highlights of the case study.

Exam (50%): The examination will be a 2 hour unseen paper on theoretical aspects of Diseases including diagnostic, treatment, principles & the mechanisms responsible for diseases.

MSc Research Project B
60

This unit allows all part-time Masters students to complete an independent piece of research which is allied to their specialism, named award, employment aspirations and specific academic interests.

Learning outcomes

On successful completion of this unit students will be able to demonstrate:

1. The ability to identify and understand a well-defined current problem in their field
2. The development of appropriate independent practical and analytical skills using proven methods and techniques
3. The ability to survey and critically assess relevant literature
4. The ability to plan and perform a programme of experimental/research work using proven methods
5. The ability to interpret results through comparison and contrasting with other published works
6. The ability to present and discuss a poster which summarises their project

Learning and assessment strategy

Dissertation (80%): Detailed project guidelines will be available on the University MLE. The recommended length of the project dissertation is 10, 000 words. 

Poster presentation (20%): The poster will be presented with an oral summary and discussion of results in a conference style event.

Generic CPD for healthcare science

Disorder Case Study
E‑learning 10

In time, health care scientists accumulate knowledge about a large range of disorders. Often, especially in the early days of experience, the acquisition of this knowledge is fragmented. This unit component provides the opportunity to make a systematic, comprehensive study of a disorder. In addition to advancing your knowledge about the individual disorder, you will come to realise what a disorder study is. This change in attitude to disorder study will remain with you. You will be able to call on the generic aspect of the experience to guide your disorder studies in the future.

Learning outcomes

On successful completion of this unit students will be able to demonstrate:

1. an independent and critical approach to health care science
2. the ability to investigate, analyse and evaluate laboratory/clinical aspects of a disease/ disorder within the named route
3. an appreciation of the range of aspects contributing to the description of a disorder
4. recognition of the key stages in investigation which differentiate a disorder from others
5. appreciation of how a disease can be staged for severity the ability to integrate the chosen specialism into a coherent case study report.

Learning and assessment

The assessment will comprise of a 4000 word case study report (100%).

This course is distance learning.

Research Methods and Ethics in Biomedical Science
Blended 30

This unit develops students' skills in research and prepares for the project, using a range of research methods.

Utilising a web-based, blended learning approach, study of the unit will involve a range of statistical analysis relevant to Biomedical Science and will demonstrate the role of an evidence-based framework for the systematic review and dissemination of scientific research and information.

Learning outcomes

The unit also enables the students to design experimental research which is ethically acceptable and become aware of moral issues highlighted by developments in science. Case studies will be explored using web-based material and a framework for ethical decision making will be developed.

Learning and assessment

This course is a combination of classroom-based and distance learning.

Recent Advances in Biomedical Research
E‑learning 10

This is a supervised independent study unit which enable students to focus on a particular area of topical aspect of Biomedical Research.

Learning outcomes

On successful completion of this unit students will be able to:

1. Review a selected biomedical topic in great depth 
2. Develop skills in written dissemination of scientific information 

Learning and assessment

The assessment comprises of a 4,000 word written report (100%) on a set topic.

This course is distance learning.

Epigenetics for Healthcare Professionals

Epigenetics is the study of how chemical signals can turn genes on and off, with consequences for our health. With major roles in aging, development, environmental exposures, diet and disease, an understanding of epigenetics is increasingly important in the healthcare industry.

Gain essential new knowledge and skills from this innovative new course, which tailors teaching to clinical relevance for working healthcare professionals. Using blended learning through face-to-face lectures, computer sessions and bespoke laboratory sessions (designed to individual interests) this course will deliver theoretical and practical experience in this field.

Teaching and learning

Teaching sessions will cover an introduction to epigenetics, its role in disease and techniques. Practical sessions will involve design of an experiment to analyse epigenetic marks at a gene of individual interest and analysis of DNA methylation marks at that specific gene. On completion of course, individual experiments and learning outcomes will be incorporated into personalised report.

What you will learn

On successful completion of this unit students will be able to:

1. Demonstrate a systematic understanding of epigenetic processes
2. Demonstrate a systematic understanding of the role of epigenetics in disease
3. Demonstrate originality in the application of knowledge to interpret epigenetic data
4. Demonstrate the ability to develop and perform experimental epigenetic analyses 
5. Demonstrate the ability to evaluate critically epigenetic research and results

Health

Training for Trainers in Healthcare Science

The unit will be offered through a series of 6 whole day workshops. These workshops will include both tutor and participant led sessions and will primarily be activity based. In addition you will be required to engage in independent learning, including directed reading, tasks, private and/or group study, library research and carrying out assessment tasks.

What you will learn

On successful completion of this unit you will have attained or demonstrated:

1. An integrative approach to the theory and practice of teaching and training
2. An ability to critically reflect on their own previous/current levels of experience, practice and skills, and potential for development
3. Knowledge of the principles of learning, teaching, assessment and evaluation
4. The development of their own communication and interpersonal skills
5. An awareness of their professional role and the essential value systems which underpin it.

Introduction to Blood Cell Morphology Course
Classroom

The course is ideal for biomedical scientists with little or no morphology experience, recent graduates, biochemists in blood science laboratories, staff from other disciplines - no previous morphology experience is require

The course will cover an introduction to blood cell types and basic abnormalities. The course will consist of lectures, virtual microscope and microscope laboratory sessions.

IBMS CPD points applied for. Lunch is provided.

Fees and funding

Students may be funded by an employer, a sponsor, or by the CPD SLA from Health Education North West.

Application Methods

Please select your application route

NHS Cash Allocation Applications

If your studies will be funded by NHS Cash Allocation please complete this application form. You will need your manager’s approval and full invoice details. Your manager will need to send the completed application form to direct@mmu.ac.uk from an NHS email account

Sponsored Applicants

If a sponsor has agreed to fund your studies, please follow the process below to apply.

  1. Programme or Modular?

    With Manchester Met, you can choose to take units either modularly or as part of a programme of study.

    Modular study allows you to take one-off units and collect academic credits that you may, where allowable, count towards a future academic award, either at Manchester Met or another university.

    Programme-based study means you pursue a particular award and study units applicable to that award. You can read about Manchester Met's programmes of study in our prospectus.

  2. Application Form

    Once you have decided whether to apply for a programme or modular study, complete and return an Manchester Met Application Form. You do not need to state at this stage who will fund the course, but you may wish to confirm with your sponsor that they still intend to fund you.

    On receipt, your application will be passed to the academic course leader for consideration. Manchester Met will notify you of the outcome as soon as possible.

  3. Enrolment

    If your application has been successful, you will receive an invitation to enrol. At this stage you will need to present confirmation of your funding. This should take the form of a funding letter from your sponsor, printed on company headed letter paper. The confirmation should include your details, the course(s) for which your sponsor will fund you, the dates of the courses and the full fee amount that will be sponsored. The letter should be signed by an authorised signatory.

Self-funding Applicants

If you plan to fund your own studies, please follow the instructions below:

  1. Programme or Modular?

    With Manchester Met, you can choose to take units either modularly or as part of a programme of study.

    Modular study allows you to take one-off units and collect academic credits that you may, where allowable, count towards a future academic award, either at Manchester Met or another university.

    Programme-based study means you pursue a particular award and study units applicable to that award. You can read about Manchester Met's programmes of study in our prospectus.

  2. Application Form

    Once you have decided whether to apply for a programme or modular study, complete and return a Manchester Met Application Form

    On receipt, your application will be passed to the academic course leader for consideration. Manchester Met will notify you of the outcome as soon as possible.

  3. Enrolment

    If your application has been successful, you will receive an invitation to enrol. At this stage you will be able to choose how you will pay your fees - a number of payment options are available.
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