Paper 1314/BMSBoS/21
College of Medicine and Veterinary Medicine
School of Biomedical Sciences Board of Studies
12 February 2014
Senior Honours Curriculum
Brief description of the paper
Paper describes the creation of the compulsory and elective courses for each undergraduate
degree programme.
Action requested
For discussion and approval
Resource implications
Resources will be covered by teaching budget from College.
Equality and Diversity
There are no equality and diversity implications.
Originator of the paper
Professor John Stewart
1 February 2014
Freedom of information
This paper to be included in open business.
1
Senior Honours Curriculum
Background
At the November 2013 Board of Studies the structure of the senior Honours year was
approved as follows:
Semester 1
 Core course specific to programme - 20 credit points.
 Two elective courses – 20 credit points each.
Semester 2
 Project – 40 credit points to include 12.5% for presentation and 87.5% for project
report.
 Project-related course (review essay, grant proposal etc.) – 10 credit points.
 Synoptic exam or equivalent – 10 credit points.
 Teaching on core course for part of semester.
It was agreed that proposals for the 20 credit point elective courses and any changes to
existing core/compulsory courses would be brought to the February 2014 Board of Studies for
approval.
Proposals
COMPULSORY COURSES
The compulsory courses will consist of
 Core course specific to programme - 20 credit points.
 Project – 40 credit points.
 Synoptic exam or equivalent – 10 credit points.
 Project-related course (review essay, grant proposal etc.) – 10 credit points.
For some programmes there will be no change to these courses as the current structure and
content conforms to the agreed format. Course proposal forms relating to course change and
creation are in Appendix I.
The responsibility for the compulsory courses lies with the Programme Board of Examiners
and associated teaching committees. The Board of Examiners is responsible for ratification of
marks for compulsory courses and degree classification.
Infectious Diseases
Core course
Creation of new course to change title to “Host-pathogen interactions in Infectious Disease”.
Change of delivery slot in semester 2 to Monday am. Proposal form 1 for approval.
Project
Change in assessment components to conform with agreed structure. Proposal form 2 for
information.
2
Project-related course
Creation of new course to comply with agreed structure as course did not previously exist.
Proposal form 3 for approval.
Medical Biology
Core course
Change in content as described in “Course description” and assessment type and weighting.
Proposal form 4 for information.
Project-related course
Creation of new course to comply with agreed structure as course did not previously exist.
Proposal form 5 for approval.
Synoptic exam
Creation of new course to comply with agreed structure as course did not previously exist.
Proposal form 6 for approval.
Medical Sciences
No new courses or changes required.
Neuroscience
Core course
Change in content as described in “Course description” and assessment type and weighting.
Proposal form 7 for information.
Project-related course
Creation of new course to comply with agreed structure as course did not previously exist.
Proposal form 8 for approval.
Pharmacology
Core course
Creation of new course to comply with agreed structure. Proposal form 9 for approval.
Project-related course
Creation of new course, based on previous programme content, to comply with agreed
structure. Proposal form 10 for approval.
Physiology
Core course
Change in content as described in “Course description” and assessment type and weighting.
Proposal form 11 for information.
Project-related course
Creation of new course to comply with agreed structure as course did not previously exist.
Proposal form 12 for approval.
3
Synoptic type exam
Creation of new course, based on previous programme content, to comply with agreed
structure. Proposal form 13 for approval.
Reproductive Biology
Core course
Creation of new course, based on previous programme content, to comply with agreed
structure. Proposal form 14 for approval.
ELECTIVE COURSES
Students will take 40 credit points of elective courses. These courses will be delivered and
assessed in semester 1. There will be a maximum of 25 students and a minimum of 6 students
on an elective course. If the number of students allocated to a course is outwith this range then
the course organiser will be consulted as to the possibility of taking more students or running
the course with less than six students.
The courses will be the responsibility of a Biomedical Sciences Board of Examiners that will
have the conveners of each Honours Programme Board of Examiners as its members. This
Board of Examiners will meet in January to ratify marks. There will be a teaching committee
comprising the Honours Programme Organisers and the Convener of the Biomedical Sciences
Board of Examiners.
Each Honours programme will be able to specify a list(s) of elective courses that are
appropriate for that programme. Students can be required
a. to take both elective courses from a List 1.
b. to take one elective course from a List 1 and the other from a List 2.
c. to take one elective course from a List 1 and the other from all available courses.
d. to take two elective courses from those on offer without restriction.
The Honours programmes in the School of Biological Sciences will continue to offer 10 credit
point courses. Biomedical Sciences students can incorporate these courses in their curriculum
as long as they comply with the rules of their programme. Biological Sciences students can
take Biomedical Sciences 20 credit point courses as long as they are given permission by their
programme and spaces are available (see below).
Allocation to elective courses will attempt to arrive at the “best” overall fit. The following
criteria will be used when allocating students to oversubscribed courses.
1. Preference will be given to Biomedical Sciences students.
2. Whether the elective course is on the lists of required/recommended courses for the
programme.
3. The ranking given to the elective by the student on his/her choice form.
4. Availability of places on other chosen courses and where these rank in the choice
form.
Each elective course will have course organiser identified on EUCLID. The management of
the elective course will be through a course teaching team consisting of staff who deliver the
course. The Course Teaching Team can consist of all staff involved in the course or a
selection of staff to represent the main areas covered in the course. The course organiser will
convene the meetings of the Course Teaching Team. The Course Teaching Team will also
4
fulfil the role of the course assessment group with responsibilities for producing and
overseeing assessments. The Course Organiser will be invited to the Board of Examiners
meetings. Each course will have an administrator appointed for the BMTO. Details of the
remit of the Course Teaching Team will be produced to ensure consistence of practice.
A list of the proposed courses with key data is in Appendix II
Proposal forms for each course are in Appendix III.
The Board of Studies is asked to approve the creation of these courses and general principles.
Outstanding issues
There are a number of issues relating to the creation and development of these courses that
cannot be resolved until after this Board of Studies.
1.
The courses have to be delivered in timeslots that are acceptable to staff but that also
allow maximum flexibility for students. Once the courses are approved it is proposed that
the Honours elective teaching committee meets to determine the best structure. This
process will also require the production of List 1/2 courses to enable the most appropriate
allocation of timeslots. A report will be brought to the next Board of Studies.
2.
List 1/2 need to be produced. This will be taken forward by the Honours Elective Course
Teaching Committee.
3.
The current External Examiners for the Honours programmes will be asked to take
responsibility for elective courses within their general area of expertise. Honours elective
teaching committee will make recommendations following discussions and after
considering the views of Conveners of Honours programmes Board of Examiners.
Approval will be sought at the next Board of Studies.
4.
Documentation will be produced and presented at future Boards of Study to help with the
running of elective courses and to ensure consistency of practice where possible. The
documents produced will relate to the remit of Course Organisers and the functioning of
Course Teaching Teams, Honours Elective Course Teaching Committee and the Board of
Examiners. Marking guidelines and assessment policy documents as well as guidelines
on the content and style of course documentation will also be developed.
5.
A number of new second and third year course proposals will be discussed at this Board
of Studies. Where clear changes, relating to prerequisite courses or other items, that
involve the names of courses are identified changes will be made to the documentation.
Any such changes will be reported to the next Board of Studies.
5
Appendix I
Course proposal forms for core courses
Course Proposal Form 1
Course Name*:
Host-pathogen interactions in Infectious Disease
Course Proposer*:
Dr Douglas Roy
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT)*:
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services)*:
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Microbiology and Infection (Biomedical Sciences)
Other Subject Area:
Course Organiser:
Douglas Roy
Course Secretary:
Tracy Noden
% not taught by this
institution:
Collaboration
Information:
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
Pre-requisites (course
name & code)*:
Medical Microbiology 3 - BIME09002
Biomedical Sciences 3 - BIME09008
Immunology 3 - BILG09007 OR Clinical Immunology and
Haematology 3 - MSBM09005
Co-requisites (course
name & code)*:
6
Prohibited Combinations
(course name & code)*:
Only open to students on the BSc Biomedical Sciences
(Infectious Diseases) programme
Visiting Students Prerequisites:
Course Description*:
Lectures: This course focuses on fundamental aspects of
pathogen-host interactions and covers the biological
mechanisms and processes which lead to pathogenesis and
disease following infection. There is an emphasis on the
application of modern research methods and approaches in
this field. This course comprises three main themes:

Experimental approaches
pathogenesis:
to
study
Microbial
Identification of virulence factors
Animal models
Genome wide approaches to study host-pathogen
interactions
Monitoring host response and immunity to pathogens

Pathobiology of Infection:
Survival strategies of bacterial, viral and parasite
pathogens.
Modulation of the host immune response
Mechanisms of pathogenesis
Manipulation and reprogramming of the intracellular
environment
Infection of the human host – Gastrointestinal
Infections, Respiratory infections, CNS infections,
Neonatal infection

Pathogen ecology and evolution:
Evolution of bacterial virulence
Molecular evolution of viruses and other pathogens
Tutorials: A series of tutorials will cover essay, abstract and
report writing, scientific techniques, presentation skills,
scientific calculations and statistics, and the critical analysis
of scientific papers. The tutorials will provide important
formative feedback/forward for assignments and activities in
the course as a whole.
Keywords3:
Bacteria, Virus, Parasite, Pathogenesis, Pathogen, Immune
system, host-pathogen interactions.
Default Course Mode of
Study*4:
Class and Assessment
examinations
Default Delivery Period*5: Full year
7
including
centrally
arranged
Course Type*6:
Standard
Class sessions 7
Semester 1
Lectures: Wednesday 11am-12pm
Tutorials: Wednesday 9am-10:30am
Semester 2
Lectures: Monday 11am-12pm
Tutorials: Monday 9am-10:30am
(This timetabling on Monday morning for semester 2 might be
useful given the move to full time engagement on the project
in semester 2)
Summary of Intended
Learning Outcomes*:

Explain and critically assess experimental approaches
to study Microbial pathogenesis

Explain the survival strategies of bacterial, viral or
parasitic pathogens in the host

Explain the host immune response to pathogens and
how pathogens can overcome this.

Identify the different host systems affected by
pathogens

Recognise the importance of
pathogens and virulence

Critical analysis of scientific literature through the
study of key papers.
the evolution of
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
15% ICA. Semester 1: 1500 word essay
50% ICA, Semester 2: Scientific literature Interpretation test –
a series of comprehension questions on a scientific paper.
The paper will have the title and abstract removed. The
students will also be required to write a suitable abstract and
title.
An exam consisting of short answer questions based on the
lecture and tutorial content (35%)
2 hours
Syllabus/Lecture List:
Convenor of Board of
Examiners:
Dr Simon Talbot
Details of any supporting
documentation 9
8
Comments (including
Honours Elective Course
Leader details)
9
Course Proposal Form 2
Course Name*:
Infectious Disease Project
Course Proposer*:
Dr. Douglas Roy
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT)*:
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services)*:
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
40
Credit Level*1:
10
Home Subject Area*2:
Microbiology and Infection (Biomedical Sciences)
Other Subject Area:
Course Organiser:
Dr Douglas Roy
Course Secretary:
Tracy Noden
% not taught by this
institution:
Collaboration
Information:
Total Contact Teaching
Hours*:
80
Any costs to be met by
students:
Pre-requisites (course
name & code)*:
Medical Microbiology 3 - BIME09002
Biomedical Sciences 3 - BIME09008
Immunology 3 - BILG09007 OR Clinical Immunology and
Haematology 3 - MSBM09005
Co-requisites (course
name & code)*:
Prohibited Combinations
(course name & code)*:
Only open to students on the BSc Biomedical Sciences
(Infectious Diseases) programme
10
Visiting Students Prerequisites:
Course Description*:
A laboratory, literature or data handling research project in a
topic of infectious disease. Presentation of research findings
is a feature of this project.
Keywords3:
Infectious disease, research project
Default Course Mode of
Study*4:
Class and Assessment
examinations
excluding
centrally
arranged
Default Delivery Period*5: Full year
Course Type*6:
Standard
Class sessions 7
Summary of Intended
Learning Outcomes*:

Learn and apply research techniques to a topic in
infectious disease

Experimental design and data handling skills

Critically appraise scientific literature

Plan and structure a research report

Enhance
teamwork,
presentational skills
communication
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
ICA Research project report (87.5%)
ICA Presentation of research project (12.5%)
Exam Information*8
Syllabus/Lecture List:
Convenor of Board of
Examiners:
Dr. Simon Talbot
Details of any supporting
documentation 9
Comments (including
Honours Elective Course
Leader details)
11
and
Course Proposal Form 3
Course Name*:
Review Essay for Infectious Disease
Course Proposer*:
Dr. Douglas Roy
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT)*:
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services)*:
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
SCQF Credits*:
10
Credit Level*1:
10
Home Subject Area*2:
Microbiology and Infection (Biomedical Sciences)
Other Subject Area:
Course Organiser:
Dr Douglas Roy
Course Secretary:
Tracy Noden
% not taught by this
institution:
Collaboration
Information:
Total Contact Teaching
Hours*:
20
Any costs to be met by
students:
Pre-requisites (course
name & code)*:
Medical Microbiology 3 - BIME09002
Biomedical Sciences 3 - BIME09008
Immunology 3 - BILG09007 OR Clinical Immunology and
Haematology 3 - MSBM09005
Co-requisites (course
name & code)*:
?
Prohibited Combinations
(course name & code)*:
Only open to students on the BSc Biomedical Sciences
(Infectious Diseases) programme
12
Visiting Students Prerequisites:
Course Description*:
Production of a review essay which links to the topic of the
research project.
Keywords3:
Review essay, infectious disease project
Default Course Mode of
Study*4:
Class and Assessment
examinations
excluding
centrally
arranged
Default Delivery Period*5: Full year
Course Type*6:
Standard
Class sessions 7
Summary of Intended
Learning Outcomes*:

Production of a substantial review essay which
assesses literature and data on a topic realted to the
research project

Analysis and evaluation of the scientific literature and
data, as necessary

Planning and structuring of a major review essay
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
ICA assessment of review essay (100%)
Exam Information*8
Syllabus/Lecture List:
Convenor of Board of
Examiners:
Dr. Simon Talbot
Details of any supporting
documentation 9
Comments (including
Honours Elective Course
Leader details)
13
Course Proposal Form 4
Course Name*:
Medical Biology Core
Course Proposer*:
Dr Martin Simmen
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT)*:
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services)*:
Yes
Normal Year Taken*:
Year 4
Course Level*:
Undergraduate
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Medical Biology (Biomedical Sciences)
Other Subject Area:
Course Organiser:
Dr Martin Simmen
Course Secretary:
Ms Lisa Ketchion
% not taught by this
institution:
0%
Collaboration
Information:
Total Contact Teaching
Hours*:
23 (11 hrs lecture, 10 hrs seminars, revision session 1hr,
feedback session 1hr)
Any costs to be met by
students:
None
Pre-requisites (course
name & code)*:
None
Co-requisites (course
name & code)*:
None
Prohibited Combinations
(course name & code)*:
Only open to students on the BSc Biomedical Sciences
(Medical Biology) programme
Visiting Students Prerequisites:
N/A
14
Course Description*:
The course addresses the theme of the Medical Biology Hons
BSc Programme, namely the scientific basis of human
medicine. In semester 1, through lectures from experts in the
field and student-led presentations, we will explore: diseases
and disorders important both nationally and internationally,
including their identification and the role of biological science
in advancing understanding and laying the foundation for their
rational management and treatment; implementation of drug
design and discovery; integration of new technologies,
including genomics and stem cell techniques; international
health; resources; ethical and socio-economic factors.
The course also aims to provide familiarity with statistical
techniques commonly-used in the biomedical literature, and
with the principles of designing and conducting clinical trials.
Development of communication skills will be through studentled sessions discussing and critically evaluating recent
papers.
Semester 2 teaching will focus on development of skills in
critical analysis and communications, largely in support of the
Critical Analysis and Synoptic courses running concurrently.
Teaching methods: Lectures, seminars, and student-led
presentations.
Keywords3:
Default Course Mode of
Study*4:
Class and Assessment
examinations
including
centrally
arranged
Default Delivery Period*5: Full year
Course Type*6:
Standard
Class sessions 7
Wednesday a.m.
Summary of Intended
Learning Outcomes*:
Students should be capable of:
1. Providing evidence of knowledge and understanding of
aspects of Medical Biology in depth and breadth
2. Demonstrating an ability to evaluate and integrate
information from several sources
3. Demonstrating an ability to use knowledge to critically
analyse hypotheses and arguments
4. Writing about medical science issues in an accurate, clear
and well-organised manner.
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
30% in-course assessment (essay) in semester 1
Exam Information*8
December: 90 mins examination paper based on topics
covered in Semester1, 3 short essays to be written from a
choice of 5 or more.
70% Degree examination end Semester 1
15
Syllabus/Lecture List:
Convenor of Board of
Examiners:
Dr Andrew Hall
Details of any supporting
documentation 9
Comments (including
Honours Elective Course
Leader details)
16
Course Proposal Form 5
Course Name*:
Medical Biology Synoptic Examination
Course Proposer*:
Dr Martin Simmen
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT)*:
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services)*:
Yes
Normal Year Taken*:
Year 4
Course Level*:
Undergraduate
Available to Visiting
Students?*
No
SCQF Credits*:
10
Credit Level*1:
10
Home Subject Area*2:
Medical Biology (Biomedical Sciences)
Other Subject Area:
Course Organiser:
Dr Martin Simmen
Course Secretary:
Ms Lisa Ketchion
% not taught by this
institution:
0%
Collaboration
Information:
Total Contact Teaching
Hours*:
0
Any costs to be met by
students:
None
Pre-requisites (course
name & code)*:
None
Co-requisites (course
name & code)*:
None
Prohibited Combinations
(course name & code)*:
Only open to students on the BSc Biomedical Sciences
(Medical Biology) programme
Visiting Students Prerequisites:
N/A
17
Course Description*:
The synoptic examination gives students the opportunity to
display what they have gained from the Medical Biology
Honours BSc Programme as a whole, by displaying their
ability to integrate knowledge and understanding obtained
from different elements of the Programme. Students will be
asked to write an essay that draws on different areas of their
knowledge and understanding obtained from any or all of the
Courses they have taken. The essay will be marked for style,
clarity, and fluency, and for logical structure, and evidence of
critical thinking. Credit will be given for the appropriate use of
good examples to support or explain particular points, and
extra credit will be given where examples are drawn from
diverse aspects of the Programme.
Teaching methods (delivered through the Core course in
Semester 2): Seminar/workshop on essay-writing in the
biomedical sciences; session to provide detailed feedback on
the short essays written in the MB Core December degree
exam.
Keywords3:
Default Course Mode of
Study*4:
Exam Only
Default Delivery Period*5: Full Year
Course Type*6:
Standard
Class sessions 7
Wednesday a.m.
Summary of Intended
Learning Outcomes*:
Students should be capable of:
1. Writing about biomedical science issues in an accurate,
clear and well-organised manner.
2. Providing evidence of knowledge and understanding of
aspects of Medical Biology in depth and breadth
3. Demonstrating an ability to evaluate and integrate
information from several sources
4. Demonstrating an ability to use knowledge to critically
analyse hypotheses and arguments
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
100% Degree examination end Semester 2 – synoptic essay.
2hrs closed-book exam. One essay to be written from a
choice of two or more topics.
Syllabus/Lecture List:
Convenor of Board of
Examiners:
Dr Andrew Hall
Details of any supporting
18
documentation 9
Comments (including
Honours Elective Course
Leader details)
19
Course Proposal Form 6
Course Name*:
Critical Analysis Skills in Medical Biology
Course Proposer*:
Dr Martin Simmen
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT)*:
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services)*:
Yes
Normal Year Taken*:
Year 4
Course Level*:
Undergraduate
Available to Visiting
Students?*
No
SCQF Credits*:
10
Credit Level*1:
10
Home Subject Area*2:
Medical Biology (Biomedical Sciences)
Other Subject Area:
Course Organiser:
Dr Martin Simmen
Course Secretary:
Ms Lisa Ketchion
% not taught by this
institution:
0%
Collaboration
Information:
Total Contact Teaching
Hours*:
5 (2 hrs lectures, 2 hrs seminar/tutorial,
feedback session 1hr)
Any costs to be met by
students:
None
Pre-requisites (course
name & code)*:
None
Co-requisites (course
name & code)*:
None
Prohibited Combinations
(course name & code)*:
Only open to students on the BSc Biomedical Sciences
(Medical Biology) programme
Visiting Students Prerequisites:
N/A
20
Course Description*:
Critical evaluation of published primary research articles, and
skill in clear and accurate scientific communication are two
explicitly identified learning objectives of the Medical Biology
Honours BSc Programme. These will be assessed through a
Critical Analysis Task in which students will demonstrate their
ability to interrogate research papers in depth by critically
evaluating an original published research paper (i.e. not a
review) relating to the topic of their Project. To ensure that
appropriate papers are chosen, each student is initially
required to select two potential papers and to send these to
their project supervisor, who will then decide which of these
two papers should be used (to prevent selection of an
inappropriate paper – eg because it is far too complex, or
because it is too trivial, lacks data, etc). Each student will
provide an independent report (1500 words max.) of that
published paper for assessment, according to a specified
format.
Critical evaluation of papers depends in part on being able to
understand enough of statistical techniques to make a
reasonable judgement about what conclusions may be
legitimately drawn from data. Teaching sessions on
statistics/data analysis will therefore be held to help
develop/consolidate understanding of these issues.
A tutorial session will focus on how to construct a balanced
evaluation of a specific example paper.
Teaching methods: Lectures, tutorial/seminars.
Keywords3:
Default Course Mode of
Study*4:
Class and Assessment
examinations
excluding
centrally
arranged
Default Delivery Period*5: Semester 2
Course Type*6:
Standard
Class sessions 7
Wednesday a.m.
Summary of Intended
Learning Outcomes*:
Students should be capable of:
1. Demonstrating an ability to use knowledge to critically
analyse hypotheses and arguments
2. Writing about medical science issues in an accurate, clear
and well-organised manner.
3. Demonstrating an ability to evaluate and integrate
information from several sources
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
100% in-course assessment – 1500 word critique of a
primary research paper in the area of the student’s project
(see Course Description for further details).
Exam Information*8
No exam.
21
Syllabus/Lecture List:
Convenor of Board of
Examiners:
Dr Andrew Hall
Details of any supporting
documentation 9
Comments (including
Honours Elective Course
Leader details)
22
Course Proposal Form 7
Course Name*:
General Neuroscience
Course Organiser*:
Thomas Theil
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Neuroscience (Biomedical Sciences)
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
0
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Only open to students on the BSc Biomedical Sciences
(Neuroscience) programme
Course Description*:
This course covers aspects of cognitive, systems, cellular,
molecular and clinical neuroscience with the aim of educating
students in the breadth of the subject, and providing training
and development in evidence-based critical reading and
writing skills, data acquisition and analysis. The course will
include critical reading of original research literature and
analysis of experimental results in neuroscience. We also
highlight current controversies and challenges for the 21st
Century in Neuroscience, partly by asking teachers and
experienced researchers to speak about their subject area
then leading students through specific aspects of the topic.
The aim is to encourage critical thinking and evaluation of
evidence, crucial to the development of a neuroscientist.
These skills are also of practical value in dealing with material
on the Elective Courses and students' independent research
towards their Dissertation.
Keywords*3:
NEUROGenNeuro
23
Default Course Mode of
Study*4:
Classes & Assessment incl. centrally arranged examinations
Default Delivery Period*5: Semester 1 and Semester 2
Course Type6:
Standard
Class sessions*7
Wednesday
Summary of Intended
Learning Outcomes*:
Increase
understanding
of
biological
Detailed learning outcomes will be added later.
Special Arrangements:
0
Components of
Assessment (inc. %
weightings)*:
25% ICA (paper critique)
25% ICA (data analysis)
50% written exam
Exam Information*8
One paper, 2.5 hours
Details of any supporting
documentation 9
Comments (including list
of main contributors)
This is the Core Honours Neuroscience course.
Main Contributors TBC
24
processes.
Course Proposal Form 8
Course Name*:
Neuroscience Project Management Course
Course Organiser*:
Thomas Theil
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
10
Credit Level*1:
10
Home Subject Area*2:
Neurosciences (Biomedical Sciences)
Total Contact Teaching
Hours*:
10 hours (2 hour classes per week for 5 weeks)
Any costs to be met by
students:
0
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Only open to students on the BSc Biomedical Sciences
(Neuroscience) programme
Course Description*:
Students will receive education and training in project
management. This course will be based on lectures and
small-group teamwork and shall normally include training in
literature searching, database mining, research funding,
teamworking, project planning, ethics, experimental design,
report writing, publishing research in academic journals,
press releases, public engagement and patenting
procedures.
Keywords*3:
Neuroscience, grant proposal, project management
Default Course Mode of
Study*4:
Class and Assessment
examinations
Default Delivery Period*5: Semester 2
Course Type6:
Standard
25
excluding
centrally
arranged
Class sessions*7
Wednesday
Summary of Intended
Learning Outcomes*:
Students will learn the principles of project management.
They will learn how to conceive and plan projects, how to
design experiments and how to write proposals for funding
applications. They will understand the importance of working
along milestones. Students will learn different forms of
publications (presentation at conferences, publication in peer
reviewed journals) and how to publish findings to the general
public.
Special Arrangements:
0
Components of
Assessment (inc. %
weightings)*:
100% ICA
Exam Information*8
NA
Details of any supporting
documentation 9
Descriptor for Course Handbook
Comments (including list
of main contributors)
Main Contributors TBC
26
Course Proposal Form 9
Course Name*:
Drugs, Receptors and Therapeutics
Course Organiser*:
A M Evans
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Pharmacology (Biomedical Sciences)
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
0
Pre-requisites (course
name & code):
Required:
Biomedical Sciences 2
Biomedical Sciences 3 AND Pharmacology 3
Recommended:
Physiology 3 OR Neuroscience 3
Prohibited Combinations
(course name & code):
Course Description*:
Only open to students on the BSc Biomedical Sciences
(Pharmacology) programme
An understanding of the molecular pharmacology of receptors
in relation to the action of drugs underpins many aspects of
the courses within the Honours Pharmacology Programmes.
A series of lectures will be given to provide an overview of
topics including: action of drugs at receptors, structurefunction relationships for the different classes of receptor, the
signalling processes following receptor activation and
receptor cloning and expression. This course will also
provide a coherent perspective of how drugs are developed
from a molecular target through preclinical development to
clinical trials. It will consider how academic pharmacology can
interact with drug development or can be focussed on
discovery of molecular mechanisms independent of
27
immediate therapeutic potentials. The economic drivers and
processes (project proposal, grant funding, and hypothesis
formulation) in the industrial and academic domains will be
considered. There will be opportunity to meet with
Programme tutors in small groups. The purpose of the
tutorials is to provide student access to a member of staff and
to cover general aspects related to Pharmacology. Students
will be encouraged to submit essays to tutors in order to
practice and obtain feedback on their writing skills.
Keywords*3:
Default Course Mode of
Study*4:
Pharmacology, drugs, receptors, receptor theory, cloning,
structure activity relationships, signalling, drug targets, drug
discovery, clinical trials
Class and Assessment
examinations
including
centrally
arranged
Default Delivery Period*5: Semester 1 and Semester 2
Course Type6:
Standard
Class sessions*7
Wednesday
Summary of Intended
Learning Outcomes*:
Demonstrate knowledge and understanding of;
Special Arrangements:
0
Components of
Assessment (inc. %
weightings)*:
30% ICA
Exam Information*8
 the major classes of receptors and their potential for
therapeutic targeting
 the principles of ligand-receptor interactions together with
an ability to understand simple kinetic schemes describing
receptor activation
 downstream mechanisms of intracellular signalling
 the drug discovery process and the stages involved from
target identification to commercial release of a new
therapeutic
Demonstrate an ability to:
 discuss and critically evaluate the different experimental
and quantitative methodologies that have expanded our
knowledge of pharmacology and pharmacological action
of drugs,
 interpret and evaluate information in original articles and
figures,
 draw together information from different approaches to
identify the underlying mechanisms that might contribute
the development of new therapeutics to treat disease
70% Written Exam
One paper, 2 hours.
Details of any supporting
documentation 9
28
Comments (including list
of main contributors)
This is the Core Honours Pharmacology elective
Main Contributors TBC
29
Course Proposal Form 10
Course Name*:
Pharmacology Project Milestones Dissertation
Course Organiser*:
AM Evans
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
10
Credit Level*1:
10
Home Subject Area*2:
Pharmacology (Biomedical Sciences)
Total Contact Teaching
Hours*:
NA
Any costs to be met by
students:
0
Pre-requisites (course
name & code):
Biomedical Sciences 2 and 3 (required)
Prohibited Combinations
(course name & code):
Only open to students on the BSc Biomedical Sciences
(Pharmacology) programme
Course Description*:
Dissertation = Pharmacology Project Milestones Dissertation
Keywords*3:
Project, Dissertation, Pharmacology
Default Course Mode of
Study*4:
Class and Assessment
examinations
Pharmacology 3 Or Physiology 3 or Neuroscience 3 (Highly
recommended)
excluding
centrally
arranged
Default Delivery Period*5: Semester 1-2
Course Type6:
Standard
Class sessions*7
NA
Summary of Intended
Learning Outcomes*:
1. To review the historical literature and identify the
research milestones that directly contributed to our
current understanding of the field of research
30
addressed by the objectives of the research project.
2. To write an historical perspective that addresses
controversies past and present, and thus places each
research milestone in order defined by their respective
timeline. In doing so one should develop an accurate
description of current wisdom in the field.
Special Arrangements:
0
Components of
Assessment (inc. %
weightings)*:
100% ICA
Exam Information*8
Details of any supporting
documentation 9
Descriptor for Course Handbook
Comments (including list
of main contributors)
NA
31
Course Proposal Form 11
Course Name*:
Physiology Core
Course Organiser*:
Mike Ludwig
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Physiology (Biomedical Sciences)
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
0
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Course Description*:
Only open to students on the BSc Biomedical Sciences
(Physiology) programme
The course will introduce the discipline of modern Physiology
and emphasise the multidisciplinary nature of the subject.
Students will be introduced to current concepts in human and
mammalian physiology starting from gene expression,
through protein and cell physiology, culminating in organ and
systems physiology. Modern approaches and techniques for
the study of physiology will also be discussed. Teaching will
take the form of lectures, demonstrations, and self-directed
group tasks.
Keywords*3:
Core Course
Default Course Mode of
Study*4:
Classes & Assessment incl. centrally arranged examinations
Default Delivery Period*5: Semester 1 and Semester 2
Course Type6:
Standard
32
Class sessions*7
Summary of Intended
Learning Outcomes*:
Wednesday
Key skills will be reinforced in the course, including: 1. How to
interpret and analyse scientific papers and the physiological
data in them. 2. How to statistically analyse and present data
effectively in written and oral presentations. This is
considered essential preparation for your Physiology
Honours Paper Analysis Exam. This exam will test your
analytical skills by giving you a current scientific paper in
which the students will have to, for example, handle data,
interpret experiments and develop experimental plan. During
Semester 2, an opportunity is given to practice using a past
paper, and feedback will be given. In addition, there will be an
ICA component summarising a current research topic in
physiology.
Special Arrangements:
0
Components of
Assessment (inc. %
weightings)*:
25% ICA
Exam Information*8
75% written exam
One paper, 2.5 hours
Details of any supporting
documentation 9
Comments (including list
of main contributors)
This is the Core Honours Physiology course.
Main Contributors TBC
33
Course Proposal Form 12
Course Name*:
Physiology Grant Proposal Course
Course Organiser*:
Mike Ludwig
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
10
Credit Level*1:
10
Home Subject Area*2:
Physiology (Biomedical Sciences)
Total Contact Teaching
Hours*:
NA
Any costs to be met by
students:
0
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Only open to students on the BSc Biomedical Sciences
(Physiology) programme
Course Description*:
All students in Physiology Honours will write a Grant
Proposal. This course will provide insights into the design of
experiments and how hypotheses are formulated.
Keywords*3:
Physiology, grant proposal,
Default Course Mode of
Study*4:
Student-led literature search and written grant proposal
Default Delivery Period*5: Semester 2
Course Type6:
Standard
Class sessions*7
NA
Summary of Intended
Learning Outcomes*:
This course will provide insights into the design of
experiments and how hypotheses are formulated. Students
will be given the task of designing experiments related to their
34
project in the form of a mock grant proposal. Guidance will be
given on the suitability of technical approaches, how to
achieve aims over a limited timescale.
Special Arrangements:
0
Components of
Assessment (inc. %
weightings)*:
100% ICA
Exam Information*8
NA
Details of any supporting
documentation 9
Descriptor in Course Handbook
Comments (including list
of main contributors)
Main Contributors TBC
35
Course Proposal Form 13
Course Name*:
Physiology Synoptic Exam
Course Organiser*:
Mike Ludwig
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
10
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences / Physiology
Total Contact Teaching
Hours*:
5
Any costs to be met by
students:
0
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Course Description*:
Only open to students on the BSc Biomedical Sciences
(Physiology) programme
The course will introduce the discipline of modern Physiology
and emphasise the multidisciplinary nature of the subject.
Students will be introduced to current concepts in human and
mammalian physiology starting from gene expression,
through protein and cell physiology, culminating in organ and
systems physiology. Modern approaches and techniques for
the study of physiology will also be discussed. Teaching will
take the form of lectures, demonstrations, and self-directed
group tasks.
Keywords*3:
Physiology Essay Course
Default Course Mode of
Study*4:
Classes & Assessment incl. centrally arranged examinations
Default Delivery Period*5: Semester 1 and Semester 2
Course Type6:
Standard
36
Class sessions*7
Wednesday
Summary of Intended
Learning Outcomes*:
Practise to how structure a critical and logically argued
general essay in physiology bringing evidence from across
the honours year(s).
Special Arrangements:
0
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
100% written exam
One paper
Details of any supporting
documentation 9
Comments (including list
of main contributors)
This is the Core Honours Physiology course.
Main Contributors TBC
37
Course Proposal Form 14
Course Name*:
Research Skills in Reproductive Biology
Course Organiser*:
Dr Chris Harlow (Deputy: Dr John West)
Have you confirmed that the appropriate resources are in place
(finance, teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in
place (library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
61 hours Lecturer
Any costs to be met by
students:
~£30 towards Firbush Trip
Pre-requisites (course
name & code):
Biomedical Sciences 3 Required
14 hours tutor
Reproductive Biology 3 Required
Physiology 3 Recommended
Prohibited Combinations
(course name & code):
Only open to students on the BSc Biomedical Sciences
(Reproductive Biology) programme
Course Description*:
This course aims to equip you with core research skills and
covers the experimental systems used in reproductive
biology, together with key transferable communication skills
to assist you during the honours programme
Keywords*3:
Reproductive, Research, Skills
Default Course Mode of
Study*4:
Class and Assessment
examinations
including
centrally
arranged
Default Delivery Period*5: Semester 1 & Semester 2
Course Type6:
Standard
Class sessions*7
Wednesday am (with one session on a Thursday am, which
will not be a problem as all Reproductive Biology students will
38
be taking the Elective course (Conception to Parturition) that
runs on Thursdays
Summary of Intended
Learning Outcomes*:
The course is made up of a series of lectures that will provide
up-to-date information about current experimental systems
used in research relevant to reproductive biology. In addition,
the lectures and interactive sessions in this course aim to
provide a range of transferable science communication skills
that will help you benefit maximally from the other courses on
the programme, prepare you for the exams, and for a career
in a scientific discipline. By the end of the course you will be
able to:

Describe the generic experimental techniques and
methodological tools that are broadly applicable to
many areas of modern biological and biomedical
sciences which are relevant across the reproductive
biology field of study.

Critically appraise research findings arising from
studies using these methodological tools.

Discuss the interpretation, evaluation and integration
of results across a range of these methodologies in
the field.

Read, abstract, understand, assimilate, critically
evaluate and present primary research papers
published in reproductive journals.

Prepare and present a time-limited Powerpoint
presentation, and respond confidently and
knowledgeably to audience questions.

Critically review a journal manuscript for its suitability
for publication.
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
100% exam.
Research Skills I (50% - 10 Credits) Answer 5 questions out
of 8
Research Skills II (50% - 10 Credits) Answer 1 question out
of 2
Exam Information*8
1 paper 2 hours (Semester 1)
1 paper 3 hours (Semester 2)
Details of any supporting
documentation 9
See Draft Course timetable and lecture outline
Comments (including list
of main contributors)
Research Skills I is a standard written exam with essay type
questions
Research Skills II is a paper critical evaluation
Contributors: Dr Chris Harlow (Course organiser), Prof John
Mullins, Anne Donnelly, Prof Richard Anderson, Prof Evelyn
39
Telfer, Prof Lesley Forrester, Dr Tilo Kunath, Dr Colin
Duncan, Prof Jamie Davies, Prof Nicola Gray, Dr Jeremy
Brown, Dr Matt Brook, Dr John Mason, Prof Lee Smith, Dr
Scott Webster, Dr Maurits Jansen, Dr Rolly Wiegand, Dr Ian
Simpson, Prof Rebecca Reynolds, Dr Simon Riley, Dr Norah
Spears, Dr John West.
40
Appendix II
Honours Elective Courses as of 4 February 2014
No. Elective Title
Course Organiser
Timeslot
Assessments
Main Contributors
1
An introduction to the analysis and
modelling of biological pathways
Paul Skehel
Any
100% ICA
Tom Freeman, Paul Skehel,
Mandy Jackson
2
Cancer Biology and Medicine
David Melton
M/Tu am 40% ICA, 60% exam – 90 min.
3
Cardiovascular Pharmacology and
Physiology
Gillian Gray
Th
am&pm/
F pm
100% exam – 2 hours
Dr M Bailey; Dr A Caporali; Dr
M Cudmore; Dr G Culshaw; Dr
T Fujisawa; Dr G Gray; Dr P
Hadoke; Dr J Langrish; Dr M
Miller; Dr J Taylor; Prof DJ
Webb.
4
Conception to Parturition
Simon Riley
Th/F am
50% ICA, 50% exam – 2 hours
Dr Simon Riley, Dr Ian Adams,
Prof Richard Anderson, Dr
Sharon Cameron, Dr Fiona
Denison, Dr Colin Duncan, Dr
Kirsty Dundas, Dr Andrew
Horne, Prof Stewart Irvine, Prof
Jane Norman, Prof Rebecca
Reynolds, Dr Sharron Ogle, Dr
Sue Pickering, Dr John West.
5
Development and Disease
John Mason
M/Tu pm 20% ICA, 80% exam – 2 hours
John Mason, Tom Pratt, David
Price, Norah Spears and Thomas
Theil
41
Profs Melton and Gourley, Dr
Carragher and colleagues.
No. Elective Title
Course Organiser
Timeslot
6
Developmental and Clinical
Neuroscience
Peter Brophy
M/Tu am 40% ICA, 60% exam – 2 hours
Peter Brophy, Catherina Becker,
David Hampton and Karen
Horsburgh
7
Diagnostics and therapeutics for
infectious disease
Simon Talbot
Th/F am
30% ICA, 70% exam – 90 min.
Dr Simon Talbot, Dr Till
Bachmann, Prof Peter Ghazal,
Dr Ian Laurensen Dr Kate
Templeton, Dr Paddy Gibb, Prof
Gary Entrican, Prof Ross
Fitzgerald, Prof Juergen Hass,
Prof David Taylor, Prof John
Stewart, Dr Douglas Roy
8
Endocrine Physiology and
Pharmacology
Ruth Andrew
Th/F am
100% exam – 2 hours
Ruth Andrew, Christopher J
Kenyon
9
Forensic Investigation/
Tim Squires
M/Tu pm 100% ICA
10
Genetic and Environmental Influences
on Behaviour and Mental Health
Pauline Jamieson
M/Tu pm 70% ICA, 30% exam – 2 hours
11
Global Health and Infectious Diseases
Kim Picozzi
M/Tu am 60% ICA, 40% exam – 90 min.
OR Th/F
am
42
Assessments
Main Contributors
Tim Squires and guest lecturers
Dr Pauline Jamieson, Prof
Megan Holmes, Dr Kirsty
Millar, Dr Pippa Thomson, Dr
Joyce Yau, Dr Sarah Harris, Dr
Anjie Fitch, Dr Paula Brunton,
Prof Alasdair MacLullich, Dr
Kathy Evans, Prof Andrew
McIntosh, Dr Wendy Johnson,
Dr Helen Newberry
Kim Picozzi, Ewan MacLeod,
Jenna Fyfe, Louise Hamill.
No. Elective Title
Course Organiser
Timeslot
Assessments
Main Contributors
12
Hormones and Behaviour
Mike Ludwig
M/Tu pm 100% exam - 90 min.
Mike Ludwig, Gareth Leng,
John Menzies, Al Garfield
13
Inflammation
Ian Dransfield
14
Integrative Physiology
Mike Shipston
M/Tu pm 20% ICA, 80% exam – 3 hours
Mike Shipston, Peter Flatman,
Andrew Hall, Mark Evans
15
Neural Circuits for Learning and
Memory
Emma Wood and
Matt Nolan
M/Tu am 50% ICA, 50% exam – 2 hours
Emma Wood, Matt Nolan, Ian
Duguid, Szu-Han Wang
16
Neurobiology of Cognition
Richard Morris
17
Neurodegenerative disorders, obesity
and cancer: the role of animal models
in dissecting the molecular
pathogenesis of these complex human
diseases
Guisy Penetta
18
Neuroimaging
Andrew Farrall
19
Neurotransmitters in Action
20
Receptors, Signalling and Regulation
of Cell Responsiveness
67% ICA, 33% exam – 2 hours
Richard Morris, Tomonori
Takeuchi, Oliver Hardt, Tara
Spires-Jones, Sally Till
Th/F am
30% ICA, 70% exam – 2 hours
Guisy Penetta, Andrew Gill,
Tom Gillingwater, Mandy
Jackson, Tom Wishart
Phil Larkman
Th/F pm
30% ICA, 70% exam – 2 hours
Mandy Jackson, Phil Larkman,
Richard Ribchester and David
Wyllie
Sue FleetwoodWalker
M/Tu pm 20% ICA, 80% exam – 2 hours
43
Sue Fleetwood-Walker and Rory
Mitchell
No. Elective Title
Course Organiser
Timeslot
21
Regenerative Medicine
Paul Travers
22
Reproductive Systems
Evelyn Telfer
M/Tu am 25% ICA, 75% - 3 hours
Prof Evelyn Telfer, Dr Chris
Harlow, Dr Ian Adams, Prof
Richard Anderson, Dr Simone
Meddle, Dr Douglas Gibson,
Prof Hamish Wallace, Dr Ruth
Andrew, Prof Nicola Gray, Dr
Norah Spears, Prof Jeff Pollard,
Dr Grant Stewart, Prof Richard
Sharpe, Prof Lee Smith, Dr
Laura O’Hara, Dr Simon Riley,
Dr Erin Greaves
23
Science Communication
Elizabeth Stevenson
and Janet Paterson
M/Tu pm 100% ICA
Elizabeth Stevenson, Janet
Paterson, Tom Pringle,
University of Edinburgh Press
Office
24
Sensory Physiology and Dysfunction
Carole Torsney
Th/F pm
25
Social and Ethical Aspects of
Medicine
Judith Sim
M/Tu am 70% ICA, 30% exam – 2 hours
OR
M/Tu pm
Judith Sim, Kenneth Boyd, and
Lydie Fialova
26
Synaptic Function and Plasticity in
Health and Disease
Michael Daw
M/Tu pm 100% exam – 3 hours
OR Th/F
pm
Michael Daw, Mike Cousin,
Peter Kind, Giles Hardingham
44
Assessments
30% ICA, 70% exam – 90 min.
Main Contributors
Mayank Dutia, Andrew Jarman,
Carol Torsney, Sutherland
Maciver
Appendix III
Course Proposal Forms for Honours Elective courses
Course proposal form E1
Course Name*:
An introduction to the analysis and modelling of biological pathways
Course Organiser*:
Tom Freeman and Paul Skehel
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Course Description*:
Pathway models define extent of knowledge and functional
relationships between cellular components and support systems
level appreciation of biological function.
This course is part of an experiment now in its 8 th year. Over this
time we have been developing the knowhow and tools to allow us to
draw pathway diagram of biological systems in a standardised way
such that the information presented in multiple papers can be
collated into a single diagram. During this course you will be taught
how to synthesise complex ideas and information into informative
and easy to read, computational pathway resources. In addition
you will be introduced to some of the molecular methods used to
analyse biological systems from which networks of interactions may
be generated. And also how genetically modified animals may be
generated and used to study normal physiological and pathological
processes. A number of pathway diagrams produced during the
course
of
previous
years
can
be
found
at:
45
http://www.macrophages.com/macrophage-pathways
Keywords*3:
Default Course Mode of
Study*4:
Class and Assessment excluding centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
No preference at this point.
Summary of Intended
Learning Outcomes*:
•
•
•
•
•
•
•
an understanding of methods used to identify and
characterize protein and gene interactions
an appreciation of how genetically modified animals can be
generated and used to study normal and pathological
systems
skills in finding, reading and deriving understanding from
the scientific literature
an understanding of networks and genome science
presentation of information in a diagrammatic form –
communicating clearly using pictures
skills in using new software tools
a deep understanding of the molecular machinery that
makes up cellular pathways
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Course work assessment:
Pathway diagram 50%
Oral presentation 5%
Written assessments:
Description and critique of network diagram (3000 words) 20%
Proposed experimental series suggested by network model. (3000
words) 25%
Exam Information*8
NA
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Prof. Tom Freeman
Dr. Paul Skehel.
Dr. Mandy Jackson.
46
Course proposal form E2
Course Name*:
Cancer Biology and Medicine
Course Organiser*:
Prof David Melton
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
None
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Course Description*:
This course will consider the genetic, molecular and cell biological
processes involved in susceptibility to cancer and in the initiation
and progression of the disease and show how this knowledge is
being translated into improved cancer therapies. The requirement
for multiple genetic changes in the development of a metastatic
cancer will be illustrated and the role of tumour suppressor genes
and oncogenes will be described. The role of DNA repair in
preventing genome instability will be discussed and some inherited
DNA repair deficiency/ cancer susceptibility syndromes will be
described. Alterations in cell cycle control, in proliferative cell
signalling and cell death pathways in cancer cells will all be
covered.
Conventional
surgical,
radiotherapeutic
and
chemotherapeutic cancer treatments will be considered and new
rational therapies that take into account both individual and cancer
biodiversity will be discussed and illustrated for a number of major
cancers: breast, ovarian, colorectal, lung and melanoma. Molecular
profiling of cancers, identification of novel therapeutic targets,
cancer drug development and trials of novel cancer therapies will all
be considered and the use of animal models in cancer research will
be discussed. The course will consist mostly of lectures, with some
47
teacher-led discussions and non-assessed presentations by
students working in groups. Before any student oral presentations
there will be a feedback session on an assessed exercise where
individual students will be asked to prepare and submit a 5-slide
Powerpoint presentation on an early topic from the course.
Keywords*3:
Cancer biology; cancer genetics; genome instability; cell signalling;
therapy; drug discovery; animal models.
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations.
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Monday/Tuesday am
Summary of Intended
Learning Outcomes*:
At the end of this course students should be able to:

Understand how different genetic, molecular and cell biological
processes are involved in susceptibility to cancer and in the
initiation and progression of the disease.

Understand the achievements and limitations of conventional
cancer therapies.

Understand how knowledge of cancer biology can be translated
into improved cancer therapies.

Understand the role of animal models in cancer research.

Demonstrate an ability to illustrate and present information
regarding a specialised cancer topic in a Powerpoint
presentation.

Demonstrate an ability to discuss the different pathways by
which cancer cells invade and metastasise and the challenges
that this presents for new therapeutic interventions.
Special Arrangements:
None
Components of
Assessment (inc. %
weightings)*:
In course 40% (1 essay 30%; 1 Powerpoint presentation [submitted
electronically not presented orally] 10%)
Exam Information*8
Exam 60%
1 exam at end of course. 1.5 hours. 1 essay from choice of 4.
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Course delivered by academic and clinical academic staff from the
Edinburgh Cancer Research Centre and based at the Western
General Hospital. Each session will be taken by a teacher with a
research or clinical speciality in the session topic. Profs Melton and
Gourley, Dr Carragher and colleagues.
48
Course proposal form E3
Course Name*:
Cardiovascular Pharmacology & Therapeutics
Course Organiser*:
Dr Gillian Gray
Dr Patrick Hadoke
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes, if lab staff
available to help
with practical class
Have you confirmed that the appropriate support services are in place
(library, computing services):
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
30h
Any costs to be met by
students:
N/A
Pre-requisites (course
name & code):
Required
Yes
Pharmacology 3 BIME09003
Biomedical Sciences 3 BIME08007
Recommended
Pharmacology 4 Nature of Receptors course code?
Physiology 3 BIME09004
Prohibited Combinations
(course name & code):
Course Description*:
Cardiovascular Pharmacology and Therapeutics will focus primarily
on drugs used in the treatment of cardiovascular disease, both
current drug classes and those in development. The aim is to
understand how these drugs work and where new development is
required. The course will introduce the basics of vascular biology,
including a practical class on function of the vascular endothelium;
as well as blood pressure control and the kidney, and mechanisms
of angiogenesis. The course will then cover the major
cardiovascular diseases, including the role of the endothelium in
49
protection against vascular disease, antioxidants, and the the
pathogenesis of atherosclerosis that can result in thrombosis,
myocardial infarction (MI) and stroke. The course will also address
the potential for new treatments to reduce injury associated with MI
and to treat heart failure. Non-drug related therapeutics, such as
stem cells and microRNAs will also be covered within these topics.
The course will be taught as a combination of traditional lectures
and linked tutorials based on analysis of original research papers.
Students will be expected to contribute to tutorial sessions and will
be required to make presentations to their classmates related to the
themes of the course. The teachers on this course are drawn from a
variety of backgrounds, mostly active researchers and clinicians
from the Centre for Cardiovascular Science, Little France.
Keywords*3:
Vascular disease; Cardiac disease; drug therapy
Default Course Mode of
Study*4:
Class and Assessment excluding centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Thursday (all day); Friday am
Summary of Intended
Learning Outcomes*:

Understand the role of the endothelium in regulating arterial
function.

Understand the mechanism underlying angiogenic formation of
new blood vessels.

Develop a clear understanding of cardiovascular risk factors
and the pathogenesis of cardiovascular disease (hypertension;
atherosclerosis; heart failure).

Understand the use of new therapeutic approaches to
cardiovascular disease (eg. stem cell therapy).

Interpret original experimental data and discuss the significance
of the findings.

Develop the ability to debate the scientific basis of
cardiovascular physiology, pathophysiology and therapeutics.

Demonstrate the ability give
summarising scientific results.

Develop the ability to critically review current scientific literature
relevant to cardiovascular physiology, pathophysiology and
therapeutics.

Develop the ability to frame clear hypotheses and aims and
design appropriate experimental protocols for investigating the
cardiovascular system.
Special Arrangements:
an
oral
to
presentation
Require access to the Basement lab, 1, George Square, for
practical classes.
The majority of teaching will take place in the Chancellors Building
at Little France.
50
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
Examination 100%
1 paper, 2 hours. Compulsory Section A; Section B, choice of 1
from 3.
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Require two full Thursdays to allow practicals which are a key
component of the course.
Require consecutive days (thurs/ fri) for continuity of teaching.
Contributors: Dr M Bailey; Dr A Caporali; Dr M Cudmore; Dr G
Culshaw; Dr T Fujisawa; Dr G Gray; Dr P Hadoke; Dr J Langrish; Dr
M Miller; Dr J Taylor; Prof DJ Webb.
51
Course proposal form E4
Course Name*:
Conception to Parturition
Course Organiser*:
Dr Simon Riley
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
49.5
Any costs to be met by
students:
N/A
Pre-requisites (course
name & code):
None
Prohibited Combinations
(course name & code):
None
Course Description*:
This course aims to give you an understanding from the molecular
mechanisms through the physiology and pathophysiology of
conception, contraception, assisted reproduction, pregnancy and
parturition, and reproductive cancers.
It will develop your
understanding of the experimental evidence from in vitro, in vivo,
animal models and clinical trials. This will be set in the translational
context of clinical issues in the fields of gynaecology, obstetrics,
urology and neonatology.
Keywords*3:
Reproduction, Gynaecology, Obstetrics
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Thursday/Friday am
52
Summary of Intended
Learning Outcomes*:
At completion of this course you will have gained a:

Knowledge of conception, contraception, assisted
reproduction, pregnancy and parturition, and reproductive
cancers, from their molecular mechanisms, physiology and
pathophysiology.

Critical understanding of experimental evidence from a wide
range of in vitro, in vivo, animal models and clinical trials.

Knowledge and critical understanding in the translational
context of clinical issues in the fields of gynaecology,
obstetrics, urology and neonatology.

Scientific communication skills including oral and poster
presentations
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
Examination (50%)
ICA – Oral presentation of poster (50%)
1 paper, 2 hours duration, sat in December Diet
Details of any supporting
documentation 9
See Draft Course timetable and lecture outline
Comments (including list of
main contributors)
Dr Simon Riley (Course Organiser)
Dr Ian Adams, Prof Richard Anderson, Dr Sharon Cameron, Dr
Fiona Denison, Dr Colin Duncan, Dr Kirsty Dundas, Dr Andrew
Horne, Prof Stewart Irvine, Prof Jane Norman, Prof Rebecca
Reynolds, Dr Sharron Ogle, Dr Sue Pickering, Dr John West.
53
Course proposal form E5
Course Name*:
Development and Disease
Course Organiser*:
John Mason
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40 hours (2 x 2hr classes per week for 10 weeks)
Any costs to be met by
students:
None
Pre-requisites (course
name & code):
None.
Prohibited Combinations
(course name & code):
None.
Course Description*:
Students on this course will learn about the ways that organisms
develop from early embryos into mature adults and how this can go
wrong, causing developmental disease. Detailed content of this
course will vary from year to year. Students will learn how to
critically evaluate and present research papers to their peers.
Specific topics will be chosen that cover recent research described
in the primary scientific literature. Examples of potential topics
include: cancer (e.g. medulloblastoma, colon cancer), premature
ovarian failure, neurodevelopmental disorders, heparanopathies
and aniridia. Introductory lectures will explain the background to
each topic and give students the information they need to
understand the research papers. Typically, students would then
read 2-3 papers related to the topic, which would be discussed in a
seminar format, likely involving student presentations. Students will
be expected to read around the topics, reading original research
papers and reviews. Emphasis will be placed on understanding
themes that underpin and link the various topics. These may include
the advantages and disadvantages of various experimental
approaches, the strengths and weaknesses of different animal
models, and how specific types of effectors (e.g. signalling
54
molecules and transcription factors) underlie multiple developmental
mechanisms and disease states.
Keywords*3:
Embryo, embryonic development, developmental disorder
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Monday / Tuesday pm preferred
both am slots would clash with MBD3 which creates problems for
several of us.
Summary of Intended
Learning Outcomes*:
Students will learn and understand details of current research into
developmental mechanisms and how disruption of such
mechanisms can lead to developmental disorders. Students will
learn to critically evaluate primary scientific literature and how to
formulate specific hypotheses and test them experimentally.
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
In course assessment: students will present a poster outlining a
research plan based on a research paper discussed during the
course. (20%)
Exam (80%). Two essay-type questions, one requiring students to
demonstrate understanding of important themes underlying the
papers discussed and one requiring them to propose an
experimental approach to a specific question.
Exam Information*8
1 2-hour paper in the December exam block
Details of any supporting
documentation 9
Comments (including list of
main contributors)
John Mason, Norah Spears, David Price, Tom Pratt and Thomas
Theil
55
Course proposal form E6
Course Name*:
Developmental and Clinical Neuroscience
Course Proposer*:
Peter Brophy
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT)*:
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services)*:
Yes
Normal Year Taken*:
4
Course Level*:
UG
Available to Visiting
Students?*
NO
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
45 hours
Any costs to be met by
students:
No
Pre-requisites (course
name & code)*:
Recommended: mechanisms of brain development BIME 09005
[NS3?]
Co-requisites (course name
& code)*:
Prohibited Combinations
(course name & code)*:
?
Course Description*:
Knowledge of neural development and the consequences of injury
and degenerative disease is important to investigate potential repair
strategies in PNS and CNS. This course highlights research taking
place in Developmental and Clinical Neuroscience: 'Mechanisms to
Man'. A selection of diseases and techniques that are of key
importance to neuroscientists will be covered.
Topics to be discussed will include diseases affecting the nervous
system such as Motorneurone diseases, Multiple Sclerosis,
Alzheimer’s disease. For each topic there will be a selection of
lectures and interactive sessions to discuss the role of models of
disease in elucidating the mechanisms underlying the
pathophysiology. This information can then be translated to the
clinic to provide novel drug treatment strategies and improved
patient care.
56
Keywords3:
Neuroscience, Neurodegenerative diseases, animal models, stem
cells, nervous system
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type*6:
Standard
Class sessions 7
Mon/Tues am
Summary of Intended
Learning Outcomes*:





Critically compare the various models and cells with an
ability to discuss strengths and weaknesses of them
State, illustrate and compare multiple models of neural
development
State, illustrate and compare multiple neurodegenerative
diseases and their various models
Evaluate and criticise the literature around the topics
Review their own knowledge generated throughout this
course and present their findings in a cohesive manner
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
ICA (up to 40%) and exam
Group presentation
2 hour exam
Syllabus/Lecture List:
Details of any supporting
documentation 9
Comments (including
Honours Elective Course
Leader details)
Peter Brophy (Catherina Becker, Karen Horsburgh and David
Hampton)
57
Course proposal form E7
Course Name*:
Diagnostics and therapeutics for infectious disease
Course Organiser*:
Dr. Simon Talbot
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
30
Any costs to be met by
students:
Pre-requisites (course
name & code):
Medical Microbiology 3 - BIME09002
Biomedical Sciences 3 - BIME09008
Immunology 3 - BILG09007 OR Clinical Immunology and
Haematology 3 - MSBM09005
Prohibited Combinations
(course name & code):
Course Description*:
Lectures: This course will focus on applied and translational
aspects of infectious disease research. The course emphasises
modern research trends for the in diagnostics and therapeutics
which are being developed to improve the detection, prevention and
treatment of infectious disease. This course will cover 4 main
themes
Pathogen diagnostics

Challenges of pathogen detection and surveillance

Principles of pathogen diagnostics

Molecular diagnostics for infectious disease

Case study – infection diagnostics in the clinic

The role of the host response and biomarkers as a
diagnostic tool for infection and disease
58
Drugs targeting pathogens

Principles, challenges and opportunities
therapeutics for infectious disease

Case studies covering:

Viral disease

Bacteria and the antibiotic crisis

Parasitic and fungal disease
of
drug
Vaccines

Principles of vaccinology

Challenges and opportunities

Case studies covering:

Viral, bacterial and parasitic disease
Immunotherapy for infectious disease

Principles of immune modulation and biologics for the
treatment of infectious disease

Manipulating T-cells and dendritic cells

Antibody technologies

Manipulating the immune response for bacterial disease

Manipulating the immune response for viral disease
A series of in-class sessions will be held to provide formative
feedback for the summative assessments of the course.
Keywords*3:
Pathogen diagnostics, pathogen therapeutics, antibiotic, antiviral,
vaccine, immunotherapy, virus, bacteria, parasites
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Summary of Intended
Learning Outcomes*:
Thursday/Friday am
At the end of this course students should be able to:

Explain and identify the importance of applied and
translational aspects of infectious disease research,
especially in relation to healthcare systems

Explain the main techniques for pathogen diagnostics –
ranging from established approaches to modern molecular
based systems

Explain the principles and importance of drug therapeutics
for infectious disease

Identify the principles and importance of vaccinology for
infectious disease

Explain the principles of immunotherapy and how this is
59
applied as a therapeutic for infectious disease

Demonstrate the ability to illustrate and present information
regarding a particular infectious disease in poster format

Demonstrate an ability to critically analyse the scientific
literature through the study of key papers.
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
30% ICA – incorporating an oral presentation and poster
presentation related to a course topic
70% Exam
Single exam, 90 minutes in length, consisting of one essay from a
choice of two worth 70% of overall course mark.
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Contributors:
Dr Simon Talbot, Dr Till Bachmann, Prof Peter Ghazal, Dr Ian
Laurensen Dr Kate Templeton, Dr Paddy Gibb, Prof Gary Entrican,
Prof Ross Fitzgerald, Prof Juergen Hass, Prof David Taylor, Prof
John Stewart, Dr Douglas Roy,
60
Course proposal form E8
Course Name*:
Endocrine Physiology and Pharmacology
Course Organiser*:
Ruth Andrew and Christopher J Kenyon
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
No - a tutor (~18h)
will be required as
in previous years.
Have you confirmed that the appropriate support services are in place
(library, computing services):
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
33h plus student-led discussion sessions
Any costs to be met by
students:
None over and above standard fees
Pre-requisites (course
name & code):
One or more of the following:
Yes
Pharmacology 3 BIME09003 or
Physiology 3 BIME09004 or
Clinical Biochemistry and Endocrinology 3 MSBM09001
Prohibited Combinations
(course name & code):
We foresee potential overlaps with the content of the following:
Genetic and Environmental Influences on Behaviour and Mental
Health
Fertilization to Parturition Course
Reproductive Systems Course
Course Description*:
Endocrinology is the study of hormones and how they impact of
target organs distinct and far from their site of origin. This course
will cover physiology and pharmacology of adrenal and gonadal
steroids hormones. We will discuss both the conventional and
evolving actions elicited by these hormones and the nature of
disease states where their action is aberrant, including
cardiovascular disease (hypertension obesity), reproductive
disorders, breast and prostate cancer, and ageing. Targets for
therapeutic intervention (existing and future) will be evaluated.
Teaching methods will include seminars, workshops, discussion
61
and presentation of scientific papers, group literature exercises.
Keywords*3:
Endocrinology, hormones, steroid
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Thursday/Friday am
Summary of Intended
Learning Outcomes*:
Students will demonstrate an integrated knowledge of:
1) the nature of steroid hormones and the general principles of
nuclear hormone receptor action.
2) the physiological actions of steroid hormones and diseases
where their actions are disturbed.
3) pharmacological approaches to manipulate steroid hormone
action.
Students will be able:
4) to critically assess scientific papers.
5) to clearly summarise and discuss scientific experiments.
Special Arrangements:
Course to be conducted at Little France Campus
Components of
Assessment (inc. %
weightings)*:
100% written exam
Exam Information*8
1 paper, 2h requiring 2 questions answered.
Details of any supporting
documentation 9
Provided through Course link in Learn.
Comments (including list of
main contributors)
Contributions
from
non-clinical
and
endocrinologists and external speakers.
62
clinical
academic
Course proposal form E9
Course Name*:
Forensic Investigation
Course Organiser*:
Tim Squires
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
36 (including online contact)
Any costs to be met by
students:
No
Pre-requisites (course name No
& code):
Prohibited Combinations
(course name & code):
Course Description*:
An introduction to forensic medicine and science and the application
of techniques and methods from the biomedical sciences to the
investigation of crime and death.
Keywords*3:
Forensic, Science, Medicine, Law
Default Course Mode of
Study*4:
Class and Assessment excluding centrally arranged examinations
63
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Monday/Tuesday pm
Summary of Intended
Learning Outcomes*:
• Understand the basic scientific, medical, ethical and legal
•
•
•
•
•
•
•
principles that are relevant to law enforcement and the forensic
disciplines.
Demonstrate an ability to apply various aspects of the biomedical
sciences to key forensic concepts.
Understand the essential techniques and methods used by
forensic practitioners (medics, scientists, lawyers and law
enforcement agencies) and be able to discuss their validity,
effectiveness and applicability within a professional setting.
Discuss the literature relating to forensic practice and theory, and
interpret research findings effectively.
Understand the multidisciplinary approach to forensic
investigation and critically analyse its role in a range of forensic
issues.
Understand some of the causes and effects of human behaviour
and be able to relate these to issues affecting society as a whole.
Demonstrate an awareness of the value of a multi-disciplinary and
integrated team approach in law enforcement and forensic
investigation and utilise this awareness in the development of
personal and interpersonal skills.
Increased awareness of how forensic science and medicine relate
to the wider context of society and how forensic practice can
contribute towards improving that society.
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
ICA1-3 (25% each) written paper based on the scientific explanation
of a key concept used by a forensic scientist and/or pathologist.
ICA4 (25%) group presentation
No written examination
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Tim Squires plus guest lecturers TBC.
64
Course proposal form E10
Course Name*:
Genetic and Environmental Influences on Behaviour and Mental
Health
Course Organiser*:
Pauline Jamieson
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40-44
Any costs to be met by
students:
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Course Description*:
The course aims to give students an understanding of how genetic
and environmental factors may influence behaviour and cognition
with an emphasis on the impact of stress and aging on mental
health. There will be a special focus on how reprogramming of the
stress response as a result of prenatal factors during pregnancy, life
experiences and ageing impacts susceptibility to psychiatric
disorders. Psychiatric disorders attributable to chronic stress that
will be discussed include generalised anxiety, depression, posttraumatic stress disorder, impairment of cognitive ability, addiction
and schizophrenia.
Keywords*3:
Genetics, environment, stress, behaviour, mental health
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
65
Class sessions*7
Summary of Intended
Learning Outcomes*:
Monday/Tuesday pm
At the end of this course students should:
•
understand how genetic analysis is applied to identify risk
factors for complex genetic disorders
•
understand how genetic variance and inheritance can
influence individual risk for psychiatric illness.
•
be able to describe the components of the stress response
and understand how they interact to produce a co-ordinated
response to a wide variety of stressors.
•
understand how stress exposure at different life stages can
impact upon mental health and risk for developing psychiatric illness
•
be able to describe the genetic and environmental factors
that impact upon cognitive decline with aging
•
be able to critically read and analyse data presented within
original research manuscripts and discuss the significance of the
findings
•
demonstrate an ability to present scientific issues to an
audience and openly debate them
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
In-course assessment: Students will give oral presentations in small
groups; e.g. critiques of scientific papers and strategies for
addressing research questions. They will be required to submit
individual overviews of these presentations for assessment (30%).
Degree examination (70%).
Exam Information*8
One paper: 2 hour closed book written examination comprising of a
choice of essay and/or short answer questions.
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Teaching Staff (20-22 sessions)
Dr Pauline Jamieson (course and exam organisation, 3 classes)
Prof Megan Holmes (exercise for in-course assessment, 3 classes)
Dr Kirsty Millar (formative feedback, 1 class)
Dr Pippa Thomson (2 classes)
Dr Joyce Yau (2 classes)
Dr Sarah Harris (2 classes)
Dr Anjie Fitch (2 classes)
Dr Paula Brunton (1 class)
Prof Alasdair MacLullich (1 class)
Dr Kathy Evans (1 class)
Prof Andrew McIntosh (1 class)
Dr Wendy Johnson (1 class)
Dr Helen Newberry (1 class TBC)
Each class will consist of a presentation from the lecturer followed
by a student-led exercise as designed by the lecturer e.g. paper
presentations, debates, delivery and discussion of formative
feedback.
66
Course proposal form E11
Course Name*:
Global Health and Infectious Diseases
Course Organiser*:
Dr Kim Picozzi
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
Pre-requisites (course
name & code):
Medical Microbiology 3 - BIME09002
Biomedical Sciences 3 - BIME09008
Prohibited Combinations
(course name & code):
Course Description*:
This course is designed to consolidate many of the themes of
global health and infectious diseases that students will have
been exposed to in their earlier years at the University of
Edinburgh.
Lectures:
This course will split broadly into five themes:
1. What is global health?
2. Epidemiology and surveillance of infectious disease.
3. Infectious disease in the developing world
4. The ages of man (and management of infectious disease)?
5. Global health challenges
The lectures are organised to provide a clear transition from the
origin and establishment of infectious diseases to their management
67
and control.
Utilisation of Learn:
The course will also provide asynchronous support for student via
the virtual learning environment – Learn.
Students will be
encouraged to discuss the lectures and their content on the
discussion boards provided.
Direct contact with course staff will be provided via Learn, formative
feed-back, feed-forward and any assignment queries will be
provided here. This allows full transparency for all students with
regards the information provided.
Additional reading and relevant information, as well as up-to-date
discussion relating to local, national and international events of
interest will also be presented within this resource. It is hoped that
at the end of this course, students will be aware of the current
events and developments within the sphere of global health and
infectious diseases. Ongoing engagement with this information
streams will be encouraged beyond the duration of this course.
Keywords*3:
Global Health, Infectious disease
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Summary of Intended
Learning Outcomes*:
Monday/Tuesday or Thursday/Friday am
At the end of this course it is expected that students will:
 Identify the global challenge of infectious disease
 Explain the historical problems of neglected infectious
diseases and the profound effects that the collapse of
geographical space and increasing population growth have
had on infectious disease epidemiology.
 Demonstrate a critical understanding of the principles and
role of surveillance in identifying infectious disease priorities
for a population and monitoring control strategies
 The ability to critically review and consolidate knowledge in
this subject area. This will be promoted through in course
discussions, both face-to-face and online.
 The confidence to make judgments where data/information
is limited or comes from a range of sources.
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
This course will contain a high component of in-course assessment
– 60% with a single written exam worth 40% at the end of term.
This high ICA emphasis will address concerns raised more widely
regarding the receipt of relevant and timely feedback to inform the
student on academic assessment and development. Formative
feedback events will also be designed within the course
composition, and information reiterated within the support resources
of Learn.
68
It is proposed that there be two pieces of ICA of equal weighting
(30% each), these will aim to be both innovative in their design,
while still examining the intended learning outcomes of this course.
Exam Information*8
Single exam, 90 minutes in length, consisting of one essay from a
choice of two worth 40% of overall course mark.
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Contributors:
The core teaching staff will come from Division of Pathway Medicine
consisting of Dr Kim Picozzi, Dr Ewan MacLeod, Dr Jenna Fyfe and
Dr Louise Hamill.
Other contributors from within the School of Biomedical Sciences
will also be encouraged to participate, drawing on the vast expertise
that is available. Involvement will also be invited from external
experts.
Minimum class size of 10 students is recommended.
69
Course proposal form E12
Course Name*:
Hormones & Behaviour
Course Organiser*:
Prof Mike Ludwig
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
Max 40
Any costs to be met by
students:
no
Pre-requisites (course
name & code):
no
Prohibited Combinations
(course name & code):
no
Course Description*:
This course focuses on the regulation of reproduction and energy
balance. The brain and the periphery interact in complex
neurohormonal networks to control several core, motivated
behaviours like eating, drinking, social and sexual behaviour. These
behaviours are essential to life, share overlapping control systems
and common underlying neurophysiological principles. In addition
understanding these systems in health, we will address how these
systems are altered in, for example, obesity. The course will be
integrative in nature, highlighting commonalities in system control of
diverse behaviours.
Keywords*3:
Brain, behaviour, hormones, obesity, reproduction
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
70
Class sessions*7
Summary of Intended
Learning Outcomes*:
Monday/Tuesday pm
1. To understand how the hypothalamus controls essential
physiological behaviours via neuropeptide release in the brain and
periphery and via sensitivity to peripherally-released signals.
2. To understand the central neuronal circuitry involved in these
conserved and inter-dependent physiological behaviours.
3. To understand contemporary approaches to investigating these
systems and the scientific controversies surrounding the
interpretation of relevant studies.
4. To develop generic skills - critical analysis of scientific literature,
the ability to perform independent library-based research, and the
ability to present controversies in a clear and balanced fashion.
Special Arrangements:
no
Components of
Assessment (inc. %
weightings)*:
Final exam 100%
Exam Information*8
Closed-book 90 min exam
Details of any supporting
documentation 9
n/a
Comments (including list of
main contributors)
Mike Ludwig, Gareth Leng, John Menzies, Al Garfield
Selected postdocs and external speakers
71
Course proposal form E13
Course Name*:
Inflammation
Course Organiser*:
Professors Ian Dransfield and Adriano Rossi
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
50 hours
Any costs to be met by
students:
Pre-requisites (course
name & code):
It is RECOMMENDED that students have passed Clinical
Immunology & Haematology 3A (MSBM09005) OR Immunology 3
(BILG09007) OR Clinical Immunology & Haematology 3B
(MSBM09004)
Prohibited Combinations
(course name & code):
Course Description*:
Keywords*3:
Details of the cellular and molecular basis of inflammatory
responses and the development of inflammatory diseases.
Developing an integrated view of inflammatory responses in terms
of cell biology, physiology and pathology, with teaching sessions
moderated by both biomedical and clinical scientists. Examination
of the mechanisms underlying control of inflammation at a
molecular and cellular level will provide a background for
discussions of the pathophysiological consequences of
inflammatory diseases in specific organs, including the lung,
gastrointestinal tract, and the cardiovascular system.
Inflammation, Innate Immunity, Inflammatory cells, Cytokines,
Tissue Repair, Resolution
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
72
Course Type6:
Standard
Class sessions*7
Thurs/Fri pm
Summary of Intended
Learning Outcomes*:
To provide a thorough background to the basic principles of
inflammatory processes.
This 20 point elective course for the BSc in Biomedical Sciences will
provide students with the opportunity to acquire relevant research
skills and associated generic/transferable skills, including
presentation skills and literature research in preparation for
graduate careers in the life sciences.
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
30% ICA, 70% Exam
2 hour exam
Details of any supporting
documentation 9
Comments (including list of
main contributors)
73
Course proposal form E14
Course Name*:
Integrative Physiology
Course Organiser*:
Mike Shipston
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
SCQF Credits*:
No
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40hrs
Any costs to be met by
students:
Pre-requisites (course
name & code):
None
Prohibited Combinations
(course name & code):
Course Description*:
None
20
Biomedical Sciences 3 and normally one from Physiology 3 or
Pharmacology 3
What has dietary salt got to do with hypertension? How can an ion
channel coded by a single gene have distinct properties and
physiological roles? Why is controlling cell volume so important for
normal physiology? How may oxygen and thus energy (ATP) supply
be regulated at the cellular and whole body level?
Questions such as these will be addressed in a course that
examines how fundamental cellular and transport processes are
regulated and co-ordinated to control whole organism physiology.
Key concepts will be illustrated with examples drawn from the
following topics:
1: Ion transporter control and the regulation of blood pressure
2: Regulation of potassium channels: molecules to maladies
3: Calcium signaling and metabolic control: from cell to system
4: Cell volume control: a key regulator of cell life and death
The roles of pumps, ion channels and cotransporters will be
examined, and we will consider how the diversity and activity of
these regulatory elements are affected by posttranscriptional and
posttranslational modifications.
The elective is designed to convey the stimulating atmosphere of
cutting edge science with an emphasis on experimental approaches
and evidence - from single molecules, through their interactions and
functional roles in intact organisms, to the insight this provides into
diseases and their treatment. Participants will develop skills in
74
Keywords*3:
critical evaluation and précis of scientific studies and experimental
design, and will make scientific presentations to a critical audience.
During the module you will:
become acquainted with key topics through a series of seminars,
readings and practical problems.
become familiar with the major experimental methods through a
series of seminars and demonstrations.
critically review, summarise and present original research.
Physiology, Pharmacology, ion channel, transporter, integration,
membrane biology, signalling, post-translational modifications, cell
regulation, physiological homeostasis.
Default Course Mode of
Study*4:
Default Delivery Period*5:
Class and assessment including centrally arranged examinations
Course Type6:
Standard
Class sessions*7
Monday/Tuesday pm
Summary of Intended
Learning Outcomes*:
Understand the experimental approaches and tools available to
study integrative physiology: from single molecules to whole
organisms
Appreciate how historical and evolutionary perspectives inform
development of physiological knowledge
Define the cell as the functional unit of Integrative Physiology
Discuss how membranes and regulation of ion transport processes
are key gateways to controlling physiological homeostasis
Understand the mechanisms that create physiological diversity
None
Special Arrangements:
Semester 1
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
In course assessment: Scientific synopsis (20%)
Degree examination: (80%)
Details of any supporting
documentation 9
Comments (including list of
main contributors)
To be developed
Single paper, duration 3hrs, with essay and/or problem based
questions
Main contributors:
Mark Evans, Peter Flatman, Andrew Hall, Mike Shipston
75
Course proposal form E15
Course Name*:
Neural circuits for learning and memory
Course Organiser*:
Emma Wood, Matt Nolan
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
66
Any costs to be met by
students:
None
Pre-requisites (course
name & code):
None
Prohibited Combinations
(course name & code):
None
Course Description*:
The course address circuit-based approaches to investigate neural
mechanisms used for learning and memory. The course will focus
on brain systems used for spatial and episodic memory. Other
memory systems such as those used for motor learning will also be
considered.
Classic
anatomical,
electrophysiological
and
behavioural approaches will be explored alongside modern circuitbased techniques including optogenetics, chemical genetics and
other genetically encoded sensors and circuit manipulations.
Keywords*3:
Neuron, optogenetics,
hippocampus
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
76
brain,
learning,
memory,
cognition,
Class sessions*7
Monday/Tuesday am. Note: MN has MSc teaching on Monday
afternoons and EW is not available on Fridays.
Summary of Intended
Learning Outcomes*:
Understand how specific circuits contribute to learning and memory
Understand experimental approaches
mechanisms of brain function.
to
investigating
circuit
Interpret original experimental data and discuss the significance of
the findings.
Demonstrate an ability to openly debate scientific issues.
To work as a team to develop and present a project to address an
important scientific question.
To apply understanding of circuit mechanisms and approaches to
novel problems.
Special Arrangements:
None.
Components of
Assessment (inc. %
weightings)*:
In course team presentation: 50 %.
Exam Information*8
Seen essay exam: 50 %.
One paper. One question. Duration two hours.
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Additional contributors: Ian Duguid, Szu-Han Wang.
77
Course proposal form E16
Course Name*:
Neurobiology of Cognition
Course Organiser*:
Professor Richard Morris
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
No
Pre-requisites (course
name & code):
All students must have completed Neuroscience 3 (or its equivalent
in another University during a year abroad).
Prohibited Combinations
(course name & code):
Course Description*:
Progress in contemporary neuroscience is beginning to give us a
handle on the network, cellular and molecular mechanisms that
underlie ‘cognition’. This course is intended to complement the
Learning and Memory course of Neuroscience 4, and will cover
related but different material.
It will consist of a mixture of lectures and seminars, led by RM with
occasional contributions from colleagues, including Chancellor’s
Fellows, senior postdoctoral staff and guest-lecturers.
Research using both humans and animals will be covered. Key
ideas to be covered include, in Section 1: identifying cognition as a
fundamental aspect of brain function; the importance of innovative
new techniques for novel analyses of neural circuits and neural
plasticity; Section 2: the concepts of attention, working-memory and
executive function – with a digression into mirror neurons; Section
3: scientific hypotheses such as the idea that activity-dependent
synaptic plasticity (such as LTP and LTD) may play a role in
memory, the synaptic tagging and capture hypothesis of memory
persistence, systems consolidation and schemas, and the
78
possibility of active processes of forgetting; Section 4: social
cognition and its disorders, notably neurodevelopmental disorders,
and the need for ‘effective’ new animal models of neurological
diseases such as Alzheimer’s. Thus, the course will cover both
normal cognitive function, and how cognition can suffer and might
be ameliorated in genetic abnormalities of a neurodevelopmental or
neurodegenerative nature.
Keywords*3:
Brain, cognition, attention, decision-making, working-memory, longterm memory, synaptic plasticity, forgetting, social cognition,
neurodevelopmental disorders, schizophrenia, neurodegenerative
disorders.
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Summary of Intended
Learning Outcomes*:
The students completing this course will:
* develop an understanding of what ‘cognition’ is and how it enables
us to understand the world around us and to react appropriately.
* develop an appreciation of how new techniques in neuroscience
developed in the last 10-15 years are transforming the subject.
* acquire mastery of two or more areas within the domain of
cognition as well as a working knowledge of the scope of the
subject.
* develop skills for reading advanced scientific papers, distilling the
essence of this work, and presenting it to their student colleagues.
* research a particular topic in depth and write a detailed essay with
diagrams about it.
* attend and sit an examination covering the range of material of the
course.
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
In-course assessment – 67%
Exam Information*8
In-course assessment – 67%
End of course examination – 33%
Two student presentations and one essay
End of course examination – 33%
Examination covering entire course (short-answers) and one
detailed question (from a range of questions) on selected topics that
students may have considered in detail (not to overlap with their incourse essay).
79
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Richard Morris, Tomonori Takeuchi, Oliver Hardt, Tara SpiresJones, Sally Till
80
Course proposal form E17
Course Name*:
Course Organiser*:
Neurodegenerative disorders, obesity and cancer: the role of animal
models in dissecting the molecular pathogenesis of these complex
human diseases.
Dr. Giusy Pennetta
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
4 hours per week, 10 weeks
Any costs to be met by
students:
none
Pre-requisites (course
name & code):
none
Prohibited Combinations
(course name & code):
none
Course Description*:
In modern societies, the increase in life expectancy is accompanied
by an increased risk of aging-associated diseases such as obesity,
cancer and neurodegenerative disorders. These diseases pose
enormous challenges in terms of life quality and economic burden
so that it has become an urgent need for societies to address these
health concerns. In an attempt to prevent or effectively treat these
disorders, research interest in defining the molecular mechanisms
underlying these diseases has been particularly intense. We will
consider how studies on a variety of animal models have
contributed to our growing understanding of the molecular basis of
these diseases. In presenting the cellular processes that are
disrupted in neurodegenerative disorders, obesity and cancer,
particular emphasis will be given to molecular commonalities
existing between these diseases, which, at a first glance, seem to
have very little in common. We will also critically evaluate the
advantages and pitfalls of every model system and the importance
of using a variety of different models to gain a thorough
81
understanding of the molecular mechanism underlying the
pathogenesis of a given disease. This course will also highlight how
the generation of disease models has made possible highthroughput genetic screens and large-scale proteomic and
transcriptomic profiling both in health and disease states. Finally,
we will discuss how computational analysis and experimental
validation of these large data sets can lead to the identification of a
large number of new disease-related genes and, possibly, to the
development of innovative diagnostic and therapeutic approaches.
Keywords*3:
Animal models, neurodegeneration, obesity, cancer, genetics
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Summary of Intended
Learning Outcomes*:
Thursday/Friday am
Have an understanding of different ways to generate animal models
of human diseases
Be aware of the advantages and disadvantages of different models
Have knowledge of how larger animals can be used to model
cancer, diabetes and neurodegeneration
Have an understanding of the complex patho-mechanism
underlying prion diseases
Be aware of how prion-like mechanisms may be responsible for the
pathogenesis of other more common neurodegenerative diseases
such as Alzheimer’s and Parkinson’s diseases
Be aware of how modelling neurodegenerative diseases has
implicated microRNAs and mitochondria dynamics in nerve cell
dysfunction and degeneration
Have knowledge of how models of neurodegeneration, cancer and
diabetes have revealed a role for altered mitochondrial function and
RNA metabolism in the disease process
Have an appreciation of how neurodegeneration, cancer and
diabetes can share similar disrupted cellular mechanisms
Be aware of the contribution of large scale screens in the search for
new disease related genes and potential biomarkers of disease
progression
Be able to discuss how modelling complex human diseases
provides a better understanding of disease pathogenesis
Be able to critically evaluate the contribution of animal models to the
elucidation of the pathogenesis of complex human diseases
Be able to formulate an experimental plan to model a human
disease and study the importance of a cellular pathway in disease
pathogenesis
Special Arrangements:
82
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
30% in-course assessment. 70% degree examination
One paper, 2 hours in duration
Details of any supporting
documentation 9
Comments (including list of
main contributors)
The course includes introductory lectures on the major cellular
processes disrupted in cancer, neurodegenerative disorders and
obesity. Particular emphasis will be given to mitochondria dynamics
and RNA metabolism as emerging evidence indicate that these
processes are common themes in the pathogenesis of these
apparently divergent diseases. Among the neurodegenerative
disorders, the role of animal models in prion diseases and in the
motor neuron disease spinal muscular atrophy will be presented
and critically evaluated. We will consider how a combination of
computational analysis together with large-scale genetic and
proteomic approaches on experimental models can streamline the
identification of new genes and cellular processes involved in the
pathogenesis of these diseases.
The course will have an ICA component. Students will be asked to
outline an experimental approach to elucidate the role of a gene in a
specific human disease. As a starting point, preliminary information
on the gene and a few specific articles will be provided to the
students. Each student will be required to give a 20 min
presentation on this experimental outline in front of a committee of
two lecturers.
Staff members involved in the teaching are: Dr. Andrew Gill, Prof.
Tom Gillingwater, Dr. Mandy Jackson, Dr. Giusy Pennetta and Dr.
Tom Wishart.
83
Course proposal form E18
Course Name*:
Neuroimaging
Course Organiser*:
Andrew Farrall
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
The elective course will be delivered almost entirely online via the
University’s LEARN platform, and include only a few face-tof-face
sessions. The volume of course work, including online lectures,
discussions, activities, compulsory readings, and self assessments
will be appropriate for a 20 credit course.
Any costs to be met by
students:
None
Pre-requisites (course
name & code):
None
Prohibited Combinations
(course name & code):
None
Course Description*:
Neuroimaging is burgeoning due to neurological, neurosurgical and
neuropsychological
advances,
which
require
increasingly
sophisticated imaging techniques. As well, the technology which
allows the neural axis to be imaged is rapidly advancing, as are
post-processing and image analysis techniques. The scope of
neuroimaging applications range from laboratory-type research,
through translational medicine, clinical application, physics and
engineering, mathematics and statistics, as well as informatics and
computing sciences. This course will introduce students to cutting
edge neuroimaging basic sciences, techniques, applications in
research and clinical situations, neuroanatomy, safety issues and
practical applications.
Keywords*3:
Neuroimaging, Radiology, X-rays, Computed Tomography, CT,
Magnetic Resonance Imaging, MRI, Functional Magnetic
Resonance
Imaging,
fMRI,
Neurology,
Neurosurgery,
84
Neuropsychology
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations.
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Monday/Tuesday pm
Summary of Intended
Learning Outcomes*:
Describe neuroimaging techniques (e.g. CT, MRI, PET, SPECT),
including the basic underlying physics principles, benefits and
drawbacks of each technique, and applications clinically and in
research.
Discuss selected neuro research topics / diseases (e.g.
neurosurgery, stroke, neuropsychology, ageing, dementia) with a
focus on how neuroimaging is used to investigate and study these
topics.
List safety issues and the practicalities of scanning subjects /
patients for each neuroimaging technique.
Relate the safety issues and practicalities to scanning in the
research and clinical environments, as well as to specific topics /
diseases under investigation.
Identify and locate important neuroanatomy on neuroimaging.
Relate abnormalities on neuroimaging to anatomy to effects on
function.
Demonstrate effective literature review, synopsis, dissemination of
knowledge of neuroimaging, through independent work and group
activity.
Special Arrangements:
Classes will be delivered online via the University of Edinburgh
LEARN platform.
Components of
Assessment (inc. %
weightings)*:
In course MCQs – 10%
In course assignment – 40%
End of elective assessment – 50%
Exam Information*8
Two part assessment consisting of timed MCQs worth 1/3 of the
final assessment mark and two timed essay questions worth 2/3 of
the final assessment mark.
Details of any supporting
documentation 9
Neuroimaging has already run a 10 credit elective course for the
programme, using materials derived from its 180 credit, 3 year part
time MSc programme. We propose elaborating on the 10 credit
elective materials by drawing on more materials from the existing
MSc. See www.neuroimage.ed.ac.uk for details of the content
which will support the 20 credit elective.
Comments (including list of
main contributors)
Much of the core materials already exist within the Neuroimaging for
research MSc programme, and appropriate materials amounting to
20 credits worth, will be drawn upon and modified for delivery at the
BSc Honours level.
85
Course proposal form E19
Course Name*:
Neurotransmitters In Action
Course Organiser*:
M Jackson, P Larkman, RR Ribchester and DJ Wyllie
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
0
Pre-requisites (course
name & code):
Required:
Biomedical Sciences 2
Biomedical Sciences 3 OR enrolment on BSc (Hons) Medical
Sciences
Recommended:
Pharmacology 3 Or Physiology 3 OR Neuroscience 3
Prohibited Combinations
(course name & code):
Course Description*:
Knowledge of the cellular and molecular mechanisms that underlie
excitatory and inhibitory synaptic transmission is fundamental to our
understanding of the function of the nervous system in health and
disease. Through the evaluation of complementary experimental
and quantitative approaches this course addresses the
physiological, pharmacological and molecular biological
mechanisms that relate to pre- and post-synaptic actions of
neurotransmitters. Ligand-gated and metabotropic receptor function
will be analysed in terms of receptor structure/function relationships;
the dependent intracellular signalling pathways; the modulation of
ion channels involved in regulating neuronal excitability; and the
mechanisms by which neurotransmitters modulate either their own
release or that of other neurotransmitters.
86
Keywords*3:
Synapses; synaptic transmission; neurotransmitters; receptors;
signalling;
second
messengers;
gene
expression;
neurodegenerative disease; neurological illness; psychiatric illness.
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Mon/Tue or Thur/Fri (preferred)
Summary of Intended
Learning Outcomes*:
Demonstrate knowledge and understanding of;
Special Arrangements:
0
Components of
Assessment (inc. %
weightings)*:
30% ICA
Exam Information*8
 neurotransmitter actions on ligand-gated and metabotropic
receptors,
 downstream mechanisms of intracellular signalling and
postsynaptic responses,
 mechanisms controlling of neurotransmitter release from
presynaptic neurones,
 the involvement of neurotransmitters, receptors, transporters
and
dependent
intracellular
signalling
in
selected
neurodegenerative diseases, neurological dysfunctions, and
psychiatric illnesses.
Demonstrate an ability to:
 discuss and critically evaluate the different experimental and
quantitative methodologies that have expanded our knowledge
of neurotransmitter action,
 interpret and evaluate information in original articles and
figures,
 draw together information from different approaches to identify
the underlying mechanisms that might contribute to selected
neurodegenerative diseases, neurological dysfunctions, or
psychiatric illnesses.
70% Written Exam
One paper, 2 hours.
Details of any supporting
documentation 9
Comments (including list of
main contributors)
M Jackson, P Larkman, RR Ribchester and DJ Wyllie
87
Course proposal form E20
Course Name*:
Receptors, signalling and regulation of cell responsiveness
Course Organiser*:
Sue Fleetwood-Walker
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
Total Hours: 200
(Lecture Hours 28, Seminar/Tutorial Hours 16,
Workshop/Debate/Demonstration Hours 4, Summative Assessment
Hours 4, Revision Session Hours 4, Programme Level Learning and
Teaching Hours 2, Directed Learning and Independent Learning
Hours 142)
Any costs to be met by
students:
Nil
Pre-requisites (course
name & code):
It is RECOMMENDED, but not essential that students have passed
Biomedical Sciences 3 (BIME09008)
Prohibited Combinations
(course name & code):
Nil
Course Description*:
Receptor-mediated signal transduction is a key process through
which extracellular molecules such as neurotransmitters, hormones,
growth factors exert controlling influences on receptive cells. A wide
variety of ligands, receptor types and intracellular signals allows
pleiotropic control of physiological, metabolic and neural activity.
The integration of positive and negative influences underpins
normal systems function but intracellular signals can crucially also
drive alterations in cellular responsiveness to allow for adaptive
physiological responses in the nervous system and peripheral
tissues. Dysfunction in these processes can underlie pathology, so
targeting the molecules and molecular interactions involved is the
core theme of many pharmacological therapeutic strategies.
The content will focus on the properties and influences of G proteincoupled receptors but will include other receptor types where
88
relevant. We will investigate structure and function, signal
transduction
and
downstream
pathways,
protein:protein
interactions, endocytosis and recycling and newly discovered areas
of signalling. We will then focus on related mechanisms such as
phosphorylation, protein docking and trafficking, effects on
transcription and translation and how these bring about plasticity of
responsiveness in normal and pathological conditions in both
neurons and examples of peripheral cell types. We will further
evaluate whether specific molecular interactions in these processes
could represent targets for novel pharmacological agents to treat
unmet therapeutic needs.
The course will consist of a mixture of lectures and seminars, with
focused workshop/debate and tutorial sessions. The in-course
assessment will involve a short Powerpoint presentation of a
relevant research paper (10% of total mark) and a succinct written
analysis of a recent “Trends-type” review article (10% of total mark).
Keywords*3:
Receptors, Signal transduction, Plasticity
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations.
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Mon pm/Tues pm (preferred)
Summary of Intended
Learning Outcomes*:
At the end of this course students should be able to:

understand key concepts in receptor biology, signal
transduction and processes by which receptor-mediated
intracellular signals can modify cell responsiveness, both in
the nervous system and in peripheral tissues.

understand how established or potential new drugs
interacting with these targets might provide therapeutic
benefit

interpret original experimental data and discuss the
significance of the findings.

demonstrate the ability to openly debate scientific issues.

demonstrate the ability to illustrate and present relevant
information in a Powerpoint presentation.
The course handbook will provide further details.
Special Arrangements:
-
Components of
Assessment (inc. %
weightings)*:
Written exam 80%
Exam Information*8
Details of any supporting
documentation 9
Course work 20% (Essay 10% plus Presentation 10%)
1 paper, 2 hours duration, Main Exam Diet S1 (December).
-
89
Comments (including list of
main contributors)
Sue Fleetwood-Walker and Rory Mitchell
90
Course proposal form E21
Course Name*:
Regenerative Medicine
Course Organiser*:
Paul Travers
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
33
Any costs to be met by
students:
No
Pre-requisites (course
name & code):
none
Prohibited Combinations
(course name & code):
None
Course Description*:
Regenerative Medicine seeks to harness both the intrinsic
developmental programs by which the tissues and organs of the
body are laid down, as well as the capacity of the body to repair and
regenerate it’s own tissues, to provide solutions to the problems of
degenerative diseases. These solutions may concern direct tissue
replacement, indirect mechanisms to ameliorate disease or
enhance intrinsic tissue repair, or the development of
pharmaceutical therapies.
The purpose of the course is to provide a basic grounding in the
principles and practice of regenerative medicine, largely for an
audience who will be the clinical and laboratory scientists involved
in production and delivery of these therapeutics.
The course will
introduce the concepts of regenerative medicine, the nature of stem
cells of different types, their current use in medicine and the
prospects for their future use in medicine, veterinary medicine and
the healthcare and pharmaceutical industries. It will cover the
production of lines of multipotent and pluripotent stem cells, the
conditions necessary to induce their differentiation into specific
lineages and cell types, and the applications of these clinically and
91
commercially.
In terms of the clinical applications, aspects of
inherited or acquired diseases will be covered, that are, or in the
future could be, treated by stem cell therapies. For commercial
applications, the use of stem cell derived artificial organs in
screening other therapeutics will be addressed.
The course will
describe practical aspects of cell culture and molecular assays
relevant to the field of stem cell biology, and will cover aspects of
quality control and quality assurance necessary for the adequate
delivery of stem cell based therapies within current legislative
frameworks.
Keywords*3:
Stem cell, tissue repair, degenerative disease
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Monday/Tuesday am
Summary of Intended
Learning Outcomes*:













At the end of the course the students will understand
the basic concepts of regenerative medicine and the
contribution stem cells make to normal homeostasis.
The nature of stem cells and the concept of potency
The definition and derivation of embryonic stem cells, and
the regulatory and ethical issues that concern the derivation
of such cells.
The derivation of induced pluripotent stem cells, the
potential uses and problems associated with their use.
The mechanisms of liver homeostasis and the derivation of
hepatocytes from stem cells
The development of neurons from progenitors and the
application of stem cells to degenerative neural diseases
The development of the haematopoietic system from
multipotent progenitors and the clinical use of stem cells in
haematopoietic stem cell transplants
The ethical and regulatory framework surrounding the
derivation and use of stem cells for clinical and
pharmaceutical purposes
Students will also have achieved
Attainment of advanced skills in reading and understanding
the primary literature
Development of scientific problem solving skills
Development of oral presentation skills
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Students will be assessed by a combination of in-course
assessment, which will account for 50% of the final mark, and a
final exam, which will account for 50% of the final mark. The incourse assessment will consist of:
1. A presentation on a topic in Regenerative Medicine to last no
more than 10 minutes, followed by up to 5 minutes of
92
questioning on the presentation.
2. A short essay or précis of a topic in Regenerative Medicine. The
maximum length of this essay should be 1500 words, with a
buffer zone of 200 words. References and Figure legends
will NOT be counted within the word limit.
Exam Information*8
The final examination of 2 hours duration will require the student to
answer two essay questions, one from each of two sections.
Details of any supporting
documentation 9
Comments (including list of
main contributors)
93
Course proposal form E22
Course Name*:
Reproductive Systems
Course Organiser*:
Prof Evelyn Telfer
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
49.5 lecturer
Any costs to be met by
students:
None
Pre-requisites (course
name & code):
None required, but one of Physiology 3, Pharmacology 3 or Clinical
Biochemistry 3 recommended
Prohibited Combinations
(course name & code):
None
Course Description*:
This course aims to provide an overview of male and female
gametes and gonads, incorporating the latest research in ovarian
and testis biology, and examines in detail the various mechanisms
controlling gonadal function and the wider reproductive system,
together with an overview of pathology and male reproductive
cancers
Keywords*3:
Reproduction, Gonadal Development, Control Mechanisms
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Monday/Tuesday am
18 Tutor
94
Summary of Intended
Learning Outcomes*:
The lectures in this course provide a detailed background into the
fundamental processes that underpin the varied events occurring in
reproductive tissues, together with an in depth insight into gonadal
development and function. By the end of the course you will be able
to:




Describe the cellular, molecular and biochemical basis of
the fundamental control mechanisms in male and female
reproductive systems.
Explain, compare and contrast the similarities and
differences between reproductive control mechanisms in
males and females.
Critically evaluate the importance of particular molecular
and biochemical processes and how dysfunction in these
may lead to disease, infertility or reproductive failure.
Critically review literature in male and female gonadal
development

Understand outstanding research questions in the field and
to consider experimental approaches to tackle them

Make connections between basic research and clinical
applications in this field
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
Examination (75%)
ICA – Group Wiki (25%)
1 paper, 3 hours duration, sat in December Diet
Details of any supporting
documentation 9
See Draft Course timetable and lecture outline
Comments (including list of
main contributors)
Prof Evelyn Telfer (Course Organiser), Dr Chris Harlow, Dr Ian
Adams, Prof Richard Anderson, Dr Simone Meddle, Dr Douglas
Gibson, Prof Hamish Wallace, Dr Ruth Andrew, Prof Nicola Gray,
Dr Norah Spears, Prof Jeff Pollard, Dr Grant Stewart, Prof Richard
Sharpe, Prof Lee Smith, Dr Laura O’Hara, Dr Simon Riley, Dr Erin
Greaves
95
Course proposal form E23
Course Name*:
Science Communication
Course Organiser*:
Janet Paterson, Elizabeth Stevenson
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40 hours
Any costs to be met by
students:
No
Pre-requisites (course
name & code):
No
Prohibited Combinations
(course name & code):
Course Description*:
Course description:
It is becoming increasingly important to engage non-specialist
audiences with scientific research in order to maximise the impact
and benefits of the research for a diverse range of stakeholders e.g.
businesses, public services, the school education system, policy
makers and also to engage the media effectively. This course
introduces students to key principles for engaging with nonspecialist audiences and explores a range of methodologies to
enable this engagement. The focus for the student will be the
exemplification of an area of School of Biomedical Sciences
research.
The course combines theory and practical experience and is
delivered by a range of practitioners including the course
organisers. The course explores the development of science
communication as a practice, introduces the student to key
principles, explores the relationship between science and the
media, and the importance of evaluation of engagement practice.
The student is supported in the development of key skills through
practice experience.
In addition to in-course practical experience, students will complete
96
a one-day, ‘Science Communication Task’, in which they are placed
with a science communication practitioner within the university to
gain experience by assisting with a public event or task, e.g. a
school workshop, shadowing in the press office, or science writing.
Keywords*3:
Science communication, informal science education, print media,
Default Course Mode of
Study*4:
Class and assessment excluding centrally arranged examinations.
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
NOT Monday/ Tuesday a.m.
Preferred: Monday/ Tuesday p.m.
Summary of Intended
Learning Outcomes*:
Key learning outcomes:
 To gain an appreciation and understanding of the broad
scope of science communication through practical
experience and engagement with the literature.
 To develop skills in engaging non-specialist audiences with
science.
 To build confidence and the ability in researching, designing
and presenting an engaging scientific presentation and
resource for a non-specialist audience.
 To gain practical experience in science communication.
 To develop an understanding of the relationship between
science and the media.
 To develop an understanding of the evaluation process and
its role in enhancing quality in public engagement
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Presentation 40 %, Essay 30%, Sci-comm resource 30%
Exam Information*8
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Course Organisers (Janet Paterson, Elizabeth Stevenson)
Tom Pringle (freelance science communicator)
University of Edinburgh Press Office
97
Course proposal form E24
Course Name*:
Sensory Physiology and Dysfunction
Course Organiser*:
Carole Torsney,
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40 hours
Any costs to be met by
students:
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Course Description*:
This is a senior honours course which explores the development,
function and pathophysiology of sensory systems. From the
molecular basis of sensory transduction to systems level sensory
integration, this course encompasses the wide range of sensory
mechanisms that are essential in order to perceive and interact with
our environment. To critically appreciate in detail the complexity of
sensory systems we will focus on three main research themes;
mechanosensation and hearing (Prof Andrew Jarman; AJ), pain (Dr
Carole Torsney; CT) and vestibular function (Professor Mayank
Dutia; MD).
In the ‘mechanosensation’ theme, AJ will introduce molecular
mechanisms of mechanosensory transduction in hearing and
proprioception in different model systems and explore current
research approaches to investigate these mechanisms. We shall
then concentrate on hearing by looking at the physiology of inner
ear hair cells and their dysfunction in deafness, and then how basic
research on the control of hair cell development might inform
98
regenerative medicine strategies for therapeutic intervention to
reverse deafness.
In the ‘pain’ theme CT will a) introduce the transduction apparatus
and neural pathways that mediate pain; b) explore the plasticity that
can occur within pain pathways that leads to debilitating chronic
pain conditions and how these manifest in the clinic; c) discuss the
challenges in translating basic pain research to the clinic and d)
outline how this system develops and the consequences for
somatosensation in the newborn.
In the ‘vestibular’ theme MD will discuss the organisation and
function of hair cell mechanoreceptors in the vestibular system of
the inner ear; their role in signalling head orientation and
movement; the organisation of the brainstem networks that mediate
vestibular reflexes, and the mechanisms of neuronal and synaptic
plasticity which bring about recovery of function after damage to the
inner ear (vestibular compensation).
Keywords*3:
Transduction, sensory integration, plasticity, pain, somatosensation,
vestibular, senses, hearing
Default Course Mode of
Study*4:
Class and Assessment excluding centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Thursday/Friday pm
Summary of Intended
Learning Outcomes*:
At the end of this course students should be able to:
-
Understand molecular mechanisms of mechanosensation in
hearing and proprioception.
-
Understand how pain information is processed within the
somatosensory nervous system and how this processing is
disrupted in chronic pain conditions
-
Understand how somatosensation develops in the newborn.
-
Understand the mechanisms of vestibular function and the
adaptive plasticity that promotes recovery from inner ear
damage.
-
Appreciate the challenges of translating basic research to
the clinic
-
Demonstrate the ability to examine in detail, critically
appraise and orally present a selected research paper
related to one of the main themes of the course
Special Arrangements:
99
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
In course assessment - Oral presentation 30%
Degree examination - 70%
One paper, timing – December, Length - 90min
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Andrew Jarman, Carole Torsney, Mayank Dutia, Sutherland
Maciver
Potential Guest lecturers:
Emmanuel Busch – Chancellors Fellow, CIP
Marie Fallon – WGH
Lesley Colvin - WGH
100
Course proposal form E25
Course Name*:
Social and Ethical Aspects of Medicine
Course Organiser*:
Judith Sim, Kenneth Boyd, Lydie Fialova
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place (library,
computing services):
Yes
Normal Year Taken*:
4th year, Senior Honours
Course Level*:
Undergraduate (level 10)
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40
Any costs to be met by
students:
Course books (2)
Pre-requisites (course name &
code):
Prohibited Combinations
(course name & code):
Course Description*:
This course provides aims to develop students’ understanding of
the social aspects and ethical dimensions of medicine. We shall
examine how issues of life and death are shaped by contemporary
medicine and biotechnology, and their implications for individual
patients, their families and society at large. We will also study
ethical principles significant for relationships between patients and
healthcare professionals in the context of an increasingly diverse
society. Specific areas of interest include reproductive medicine,
care for patients with chronic illness, end of life care, genetics and
biotechnology, medical research, and issues of social justice and
global health.
Keywords*3:
Medicine, ethics, social science
101
Default Course Mode of
Study*4:
Class and Assessment including centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Monday/Tuesday am/pm (?)
Summary of Intended
Learning Outcomes*:
By the end of the course students should have developed a critical
understanding of the following and ability to apply them in a variety
of contexts related to health and medicine:
Social influences on how health and illness are experienced and
medical care provided
Theoretical concepts of social science and philosophy relevant for
understanding the role of medicine in contemporary society
Principles of medical ethics and forms of moral reasoning
Special Arrangements:
Components of Assessment 3. An interview with health professional or health service user as the
(inc. % weightings)*:
basis of a reflective report (1300 words) on social and ethical
dimensions of healthcare experience – 30% (October)
4. Research paper (1300 words) on a chosen topic answering a
question: ‘Is it ethical to ... Why or why not?’ This will demand a
coherent and consistent analysis of an ethical dilemma in the light
of various theoretical frameworks and will entail independent
identification of relevant material – 30% (November)
5. Participation including class presentation – 10%
6. Final exam – 30% (December)
Exam Information*8
One two hour exam. Students are required to answer two from a
choice of six questions. Answers will entail some synthesis of
material introduced during different parts of the course.
Details of any supporting
documentation 9
Comments (including list of
main contributors)
The course will be delivered by Judith Sim, Kenneth Boyd, and
Lydie Fialova with occasional input from external speakers
102
Course proposal form E26
Course Name*:
Synaptic Function and Plasticity in Health and Disease
Course Organiser*:
Michael Daw
Have you confirmed that the appropriate resources are in place (finance,
teaching staff, IT):
Yes
Have you confirmed that the appropriate support services are in place
(library, computing services):
Yes
Normal Year Taken*:
4th year, Senor Honours
Course Level*:
UG
Available to Visiting
Students?*
No
SCQF Credits*:
20
Credit Level*1:
10
Home Subject Area*2:
Biomedical Sciences
Total Contact Teaching
Hours*:
40 hours
Any costs to be met by
students:
Pre-requisites (course
name & code):
Prohibited Combinations
(course name & code):
Course Description*:
Synapses are essential for brain function by allowing
communication between neurons. The efficacy of this
communication is adjusted by a complex series of processes
collectively termed synaptic plasticity. Plasticity is both critically
involved in normal brain development and underlies learning and
memory throughout life. Alterations in normal synaptic function and
plasticity have been implicated in a wide variety of neurological
conditions.
This course will start with introductory lectures focussing on preand postsynaptic function and the molecular mechanisms involved
in plasticity at both excitatory and inhibitory synapses. This will be
followed by more detailed lectures including explanation of the
latest experimental techniques being used to elucidate these
mechanisms. These lectures will alternate with student
presentations of recent research papers in the subject area. Finally
we will use specific examples to explain how synaptic dysfunction
can lead to neurological conditions, such as autism and
schizophrenia, and study the experimental approaches and model
systems currently being used to design clinical treatments.
103
Keywords*3:
Synapse, brain, presynaptic, postsynaptic, disease, plasticity
Default Course Mode of
Study*4:
Class and Assessment excluding centrally arranged examinations
Default Delivery Period*5:
Semester 1
Course Type6:
Standard
Class sessions*7
Mon/tues pm or Thurs/Fri pm. (both am slots difficult).
Summary of Intended
Learning Outcomes*:
Understand processes involved
recycling, endo- and exocytosis.
in
neurotransmitter
vesicle
Understand the molecular mechanisms of regulation of synaptic
efficacy.
Knowledge of the role of inhibitory synapses
Understand the experimental techniques used to study synapses
Ability to interpret, evaluate and present experimental findings
Understand how synaptic dysfunction leads to disease
Special Arrangements:
Components of
Assessment (inc. %
weightings)*:
Exam Information*8
Exam 100%
1 paper at end of course. (3hrs)
Details of any supporting
documentation 9
Comments (including list of
main contributors)
Michael Daw, Mike Cousin, Peter Kind, Giles Hardingham
104