Summative assessment totalling 100% of the assessment includes:
• Self-identified authentic case study (1000 words)
• Analysis of the legal, applied and social elements of the nominated subject area (2500 words)
(learning outcomes 1-7)

Students are required to show an informed and at the same time critical understanding of aspects of the English law relating to capacity, disability and consent including:

• Medical treatment and consent
• Equalities Act 2010, Mental Capacity Act 2005 and Care Act 2015
• Refusal and non-consensual treatment
• Disability and the law relating to adults and children
• Capacity and best interests

1. Demonstrate a systematic understanding of legislative models of decision making within a healthcare setting and family law context.
Knowledge & Understanding

2. Demonstrate the independent learning ability required to advance their knowledge and understanding of health based decision making and the family, and to develop new skills to a high level for continuing professional development.
Learning

3. Demonstrate a critical awareness and evaluation of legislation, current social-legal research, advanced scholarship, contemporary problems and/or new insights, much of which is at, or informed by, the forefront of the discipline.
Analysis

4. Evaluate complex issues both systematically and creatively, make sound judgements in matters of capacity and consent to treatment by the individual and the family, and employ appropriate decision-making in complex and unpredictable situations.
Problem solving

5. Communicate their conclusions clearly to specialist and non-specialist audiences.
Communication

6. Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
Application

7. Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
Reflection

The module uses a blended learning approach to delivery and independent study. Content will be delivered using a combination of concentrated face-to-face sessions combined with technology enhanced learning which will involve the use of the Blackboard virtual learning environment (VLE). There will be a selection of learning activities which may include use of: online materials and guided reading, podcasts, use of video and recording clips, online discussion boards, blogs and wikis. Students will also have the opportunity to interact using social media.
The early stage of the module will use a range of activities to ensure that students understand the technology used and will also facilitate online socialisation through appropriate guidance and induction exercises. The module will split the content into appropriate subject learning units and a range of content will be organised in the VLE using a common structure of content folders. Students will engage with the content asynchronously at a time and place which suits their learning and external commitments. Students will be supported with clear guidance as to how to use the material and its relevance to the intensive face-to-face sessions.

There will also be the opportunity for students to consult with tutors on a face to face basis, via email, via telephone or through other electronic means such as online discussion, blog comments or other social media.

Where appropriate assessment will take place via submission to the VLE.

Access to appropriate texts and material via module Blackboard site.
Library.

• Jonathan Herring, Medical Law And Ethics (OUP 2014)
• R Harper, Medical Treatment And The Law: Issues Of Consent (Jordan Publishing 2014)
• Margaret Brazier, Mary Lobjoit (ed) Protecting the Vulnerable: Autonomy and Consent in Health Care (Routledge 2014)