PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MSc in Advanced Neuroimaging
Final award (BSc, MA etc):
MSc, PG Diploma
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
January 2014 intake onwards
(e.g. from 2008 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
Institute of Neurology
(the department responsible for the administration of
the programme)
Departmental web page address:
(if applicable)
Method of study:
Full-time/Part-time/Other
Criteria for admission to the
programme:
Length of the programme:
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Face-to-Face Learning: Full-time/Part-time
Distance Learning
Blended Learning
A first or second class Honours degree from a UK university or an
equivalent qualification from a recognized overseas institution, in
which physics, computer science, radiography, clinical medicine or
related disciplines form major components. Students with other
qualifications may also be admitted if they possess relevant
experience in a field related to neuroradiology and/or medical
physics.
Face-to-Face:
1 year Full Time / 2 years Part Time
Distance Learning:
October Entry: 2 years Part Time / 1 year Full Time
January Entry: 2 years Part Time / 18-months Part Time
Up to 5 years flexible
Blended Learning
Up to 5 years flexible
7
There is no relevant subject benchmark statement at the time of
writing.
Brief outline of the structure of the
programme
and
its
assessment
methods:
The MSc programme is comprised of 180 MLevel credits:
-
(see guidance notes)
6 x 15-credit compulsory taught modules, comprising 90
credits:
1) ANIMGN07 Physical Sciences Module 1 Introductory Science and Methods or ANIMGN18
Physical Sciences Module 1 – Introductory
Science and Methods (Distance Learning)
2) ANIMGN12 Physical Sciences Module 2 –
Imaging Modalities or ANIMGN19 Physical
Sciences Module 2 – Imaging Modalities
(Distance Learning)
P1/P1D is a prerequisite for this module. For students from
other faculties or programmes of study, they must
demonstrate adequate and appropriate prior learning by
submission of a resume to the course director / module
convener.
3) ANIMGN11 Physical Sciences Module 3 –
Advanced Imaging or ANIMGN20 Physical
Sciences Module 3 – Advanced Imaging
(Distance Learning)
This module is more advanced than P2/P2D. Modules
P1/P1D and P2/P2D are intended as preparation for the
material here and are prerequisites. For students from other
faculties or programmes of study, they must demonstrate
adequate and appropriate prior learning by submission of a
resume to the course director / module convener.
4) ANIMGN08 Clinical Module 1 – Foundational
Neuroanatomy, Systems and Disease or
ANIMGN14 Clinical Module 1 – Foundational
Neuroanatomy, Systems and Disease (Distance
Learning)
5) ANIMGN09 Clinical Module 2 - Pathology and
Diagnostic Neuroimaging I or ANIMGN17 Clinical
Module 2 - Pathology and Diagnostic
Neuroimaging I (Distance Learning)
This module is quite advanced. Module C1/C1D is intended
as preparation for the material here and is a prerequisite. For
students from other faculties or programmes of study, they
must demonstrate adequate and appropriate prior learning by
submission of a resume to the course director / module
convener.
-
6) ANIMGN10 Clinical Module 3 - Pathology and
Diagnostic Neuroimaging II or ANIMGN16
Clinical Module 3 - Pathology and Diagnostic
Neuroimaging II (Distance Learning)
30 credit library project module
60 credits research project
The Post-graduate Diploma is comprised of 120 MLevel credits:
as above excluding the 60-credit research project.
The research project is assessed by means of written thesis with a
Viva to confirm the overall mark.
Three taught modules are each assessed by multiple choice exam
and three by short answer unseen exam and coursework.
Board of Examiners:
i) Name of Board of Examiners:
MSc in Advanced Neuroimaging
Professional body accreditation
(if applicable):
Not applicable
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The MSc in Advanced Neuroimaging is specifically aimed at those pursuing a professional career in neuroimaging,
either in clinical practice or in neuroscience research. The multidisciplinary approach is designed to provide
specialized training in both the basic scientific and technological principles of modern neuroimaging methods, and
in their application to the understanding of neurological function and neurological disorders. It is designed as a
higher degree course suitable for clinical graduates having some experience in neuroradiology, neurology or
neurosurgery, and for non-clinical graduates with a degree in physics, engineering, radiography or related subjects.
The programme will provide the knowledge and skills base essential for a future research career in the areas of
neuroradiology, imaging neuroscience or neuroimaging technology.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
Upon successful completion of the MSc course, students will have developed a broad knowledge of the principles
that underlie advanced neuroimaging techniques and of their application to improving our understanding of normal
brain function and clinical disorders of the central and peripheral nervous system. In particular they will:





Have a good basic knowledge of neuroanatomy.
Understand the principles and main technical aspects of neuroimaging instrumentation and data
acquisition, basic image processing (and identify its need) and image analysis techniques.
Have a good working knowledge of modern methods for scientific and clinical investigation of the human
nervous system using neuroimaging.
Be aware of the major recent developments in research in the area of neuroimaging.
Be able to embark upon a successful career in their chosen field of imaging neuroscience research or
neuroradiology.
A: Knowledge and understanding
Knowledge and understanding of:
Teaching/learning methods and strategies:
the principles and range of techniques
used in neuroimaging and their
contribution to the investigation of normal
brain function and clinical disorders of the
central and peripheral nervous system.
The course has five main themes divide
into six modules:
Theme I: Introductory Science and
Methods
Theme II: Imaging Modalities
Theme III: Advanced Imaging
Theme IV: Foundational Neuroanatomy,
Systems & Disease
Theme V: Pathology & Diagnostic
Imaging I & II
The main teaching method consists of lectures delivered
by experts in various fields of neuroimaging (engineers,
neurologists, neuroradiologists and physicists). Lectures
are supported by audio-visual aids and supplementary
materials e.g. hand-outs, reading-lists and references to
original papers and/or reviews. Most topics will be
covered by lectures under two or more themes. As a
general teaching strategy we are moving towards
facilitating learning by e.g. making the lectures more
interactive. Methods for encouraging more student
participation include (1) experimenting with different
questioning techniques (2) the class working in buzzgroups (and reporting back to plenary) and (3) e-mailing
students a question/vignette so they can prepare in
advance of a lecture.
In addition, introductory lectures are given by our PhD
students taking part in our postgraduate ‘Peer-tutoring’
training scheme.
Each student will be assigned an individual Personal
Tutor (a member of the MSc Committee) who will
monitor the student’s academic achievement and attend
to their pastoral care.
There are a number of workshops where students gain
both knowledge and some understanding of practical
skills related to a range of aspects of Neuroimaging
research (both clinical and basic science). The monthly
seminar series organised by the UCL Centre for
Neuroimaging Techniques, which attracts eminent
speakers, will form part of the teaching programme.
Students gain further understanding of neuroimaging
and its applications in the independent learning situation
of their library and research projects.
Assessment:
The knowledge and understanding of neuroimaging and
related sub-disciplines is assessed by: (1) three written
papers (2) three MCQ papers (3) a library project and (4)
the main research project. Students also complete an
electronic Lab Book which they submit as coursework to
assess their workshops on three modules.
B: Skills and other attributes
Intellectual (thinking) skills:
Critical evaluation of current
developments
Teaching/learning methods and strategies:
In all components students are encouraged to apply a
critical examination of evidence, firstly of the
experiments which support scientific findings and,
secondly, the application of scientific evidence to the
Formulation and testing of hypotheses
understanding of clinical conditions and their treatment.
using appropriate experimental design, in
A specific module on critical appraisal skills is run to
line with statutory and other regulation
develop this particular aspect of thinking skills. This
module consists of a number of small group seminars.
Planning, execution and writing-up of an
After a taught component, the students participate in
extended piece of original research
practical workshops where journal papers are critically
appraised by the group. The module also covers
Interpreting data and evaluating
presentation skills and the skills of giving constructive
information from a variety of sources
feedback, culminating with each student critically
appraising a paper as a presentation to their peer-group
Effectively using the appropriate scientific
and the course tutors, all of whom are involved in
literature
assessing and giving feedback on each presentation.
Communicating ideas and findings
Students developed self direction, originality and critical
thinking via consultation with their supervisors in the
early stages of the library project and throughout the
research project.
Assessment:
Thinking skills are assessed in the marking of the mock
exam, the main exam, the library project and the
research project dissertation and when presentations
assessed.
Intellectual skills (Ethics):
Teaching/learning methods and strategies: Students
participate in one seminar (interactive workshop) on
ethics of neuroimaging research.
Assessment: Students’ understanding of ethical
matters are assessed indirectly when their research
projects are assessed, since these usually raise a
number of ethical issues, such as patient confidentiality
or obtaining of informed consent, which students would
be expected to address critically.
C: Skills and other attributes
Practical skills: (1) Neuroimaging
techniques: image visualisation and
analysis
There are a number of workshops where
students gain both knowledge and some
understanding of practical skills.
Teaching/learning methods and strategies:
These are interactive workshops, with hands-on
experience.
Assessment:
Workshop conveners advise students during the
workshop and present example solutionas to tasks set.
Students get immediate feedback on their learning and
understanding and must subsequently submit an
electronic Lab Book as a record of their learning. This is
assessed by the workshop convener.
(2) Applications of Neuroimaging:
(3) Literature searching:
(4) Managing references:
(5) Poster-making:
(6) Data-analysis and statistics:
Teaching/learning methods and strategies: Students
undertake a main research project. The project is
intended as an exercise in scientific investigation that is
written up and presented as a dissertation. The
students have experience of all major components of
research i.e.: searching the literature; formulating an
hypothesis; principles of research design; developing
good working relationships and integrating with multidisciplinary teams; laboratory, measurement and/or
interviewing techniques; data collection, coding and
analysis; statistical techniques, discussion and
interpretation of results and the writing of a dissertation.
Specific practical skills vary but could include the
specification of an appropriate choice of imaging
modality and image acquisition parameters, necessary
pre-processing steps and/or the use of image analysis
tools.
Assessment: Research skills assessed when main
research project is marked. Also assessed during the
student’s performance in their viva.
Teaching/learning methods and strategies: Literature
searching, systematic reviews, meta-analysis and the
principles of evidence-based medicine are taught in
research training seminars. Aspects of literature
searching and handling data-bases also covered during
induction session by Institute library staff. Practical
experience gained when students carry out their library
project and research project.
Assessment: Assessed when library projects and main
research projects marked and at the viva.
Teaching/learning methods and strategies:
Reference Manager software taught by Institute library
staff.
Assessment: Assessed indirectly when library project
and research project marked.
Teaching/learning methods and strategies: Training
session (interactive workshop) in using Adobe Illustrator
software. Students are encouraged to make and present
a poster at the annual Queen Square Student
Symposium.
Assessment: Not formally assessed as part of the MSc
course.
Teaching/learning methods and strategies: Our
Institute statistician runs a number of statistics
workshops, covering a range of topics, which are timetabled into the MSc lecture programme. Also, the
students are encouraged to consult the statistician
individually at the design stage of their research
projects.
Assessment: assessed indirectly as an important
component of the dissertation (should be addressed by
student in the Results, Study Design, Data-analysis and
Discussion sections).
(7) How to handle your viva:
Teaching/learning methods and strategies:
Seminar/interactive workshop. Discussion of what to
expect - including sharing experiences/suggestions from
students in previous years.
Assessment: Performance at the viva.
D: Skills and other attributes
(1) Presentation skills:
(2) Time-management skills:
(3) Writing Skills:
(4) Applying for jobs:
(5) Asking and refining the research
question:
Teaching/learning methods and strategies:
The students are taught presentation skills (in research
training seminars) and have opportunities to present and
receive critical feedback on two occassions: (1) critical
appraisal of a paper and (2) research project
presentations.
Assessment: Two presentations, each time to an
audience of peers and tutors, are assessed and scores
plus comments/suggestions are fed-back to the
students. Each presentation session is followed by a
group reflection/ debriefing session to encourage selfassessment and deep learning. Presentations are
assessed by both peers and tutors. Marks are combined
and contribute to the overall mark for the Library Project
module.
Teaching/learning methods and strategies:
Two half-session workshops several weeks apart.
Brainstorming in group, sharing of tips and experiences,
then a follow-up session to see what worked.
Assessment: Attendance at lectures, feedback from
tutors and the meeting of deadlines for submission of
library project and research project.
Teaching/learning methods and strategies:
The students are taught writing skills in a number of
research training seminars where different aspects of
writing are covered : (1) writing essays (2) preparing
time-limited examination answers (3) writing up a
dissertation (4) the Structure and logic of scientific
writing (5) how to write a paper.
Assessment: Writing skills assessed when library
project, mock exam, main MSc exam and research
project dissertation are assessed.
Teaching/learning methods and strategies: Two
seminars/interactive workshops held: (1) discussion of
two job specifications (real-life examples of recently
advertised posts in neuroimaging), decoding the
language of job adverts, how to write a personal
statement; (2) preparing for tough interview questions working through examples in a group.
Assessment: Not really assessed – although we do
keep records of students’ first destination e.g.
employment after the course.
Teaching/learning methods and strategies: Taught
during the weekly research training seminars in various
contexts e.g. searching the literature, systematic
reviews, meta-analysis and evidence-based medicine.
Assessment: Assessed when library project and
research project marked.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Prof Tarek Yousry
Name(s):
Dr Adam Liston
Date of Production:
June 2014
Date of Review:
October 2014
Date approved by Head of
Department:
October 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2014
November 2014