PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
Prenatal Genetics and Fetal Medicine
Final award (BSc, MA etc):
MSc
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2009 entry
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Population Health Sciences
Parent Department:
Institute for Women’s Health
(the department responsible for the administration of
the programme)
Departmental web page address:
(if applicable)
http://www.instituteforwomenshealth.ucl.ac.uk/instituteforwomensheal
th/education/masters
Method of study:
Full time, modular/flexible
Full-time/Part-time/Other
Criteria for admission to the
programme:
Medical degree, relevant science degree equivalent to a 2/1 or 1st
Length of the programme:
One year full time or 2-5 years modular/flexible
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
Level 7
N/A
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Eight taught modules (15 credits each) and research project (60
credits). Module assessment by coursework, problem booklets,
examinations. Research project assessed by 10,000 word
dissertation and viva (60 credits).
Board of Examiners:
Name of Board of Examiners:
Institute for Women’s Health Board of Examiners
Professional body accreditation
(if applicable):
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme will: provide medical and science based students with a comprehensive knowledge and
understanding of the field of prenatal genetics and fetal medicine, specifically in the areas of basic genetics,
medical genetics, genetic mechanisms, organogenesis and fetal development, prenatal diagnosis and screening,
preimplantation genetic diagnosis and developing technology, gametogenesis, preimplantation development and
IVF, and fetal medicine.
It will provide a suitable environment for a clinical or laboratory based research project where a specific area of
novel research can be explored and presented in the forms of a dissertation.
It will enable students to gain transferable skills including information technology, analysis of scientific papers,
essay writing, seminar and poster presentation, research techniques, peer review, and laboratory skills. It will
develop peer assessment and communication through discussion-based tutorials, group activities, and formative
assessments.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of: the
theoretical basis of basic genetics,
medical genetics, genetic mechanisms,
organogenesis and fetal development,
prenatal diagnosis, preimplantation
genetic diagnosis, gametogenesis,
preimplantation development and IVF and
fetal medicine.
understanding of the practical aspects of
prenatal diagnosis, including cytogenetics
and prenatal diagnosis monogenic
disorders
practical experience of PCR and FISH
how to review literature and patient
cases, and to write essays, paper
reviews, case reports, and grant
proposals on various topics.
completion of a 3 month research project
and dissertation
Teaching/learning methods and strategies:
1. lectures and tutorials given on a weekly basis
2. lectures and practical demonstrations in
laboratories carrying out these techniques.
3. observation days in the fetal medicine and IVF
units
4. practical sessions where the students undertake
these procedures
5. writing essays, patient case studies, paper
reviews, and grant proposals which will form
part of the assessment.
6. teaching laboratory methods and writing a
dissertation during their research project
Assessment:
Students are assessed by a number of methods. On a
weekly basis there is a tutorial for each module.
Students have a list of questions that they prepare and
discuss at the tutorials, which are peer assessed. A
variety of individual and group activity formative
assessments are used including journal club, ethical
discussion, and grant application and paper presentation
formats, Summative assessment varies - some
modules are assessed by ‘unseen’ examinations; others
are assessed by online multiple choice exam, essay,
patient case report, grant application write up, or critical
paper review. The project laboratory/audit work and
dissertation are assessed. Written comments are
completed for all assessments and given to the
students.
B: Skills and other attributes
Intellectual (thinking) skills:
During the taught modules, the students
are encouraged to question our current
knowledge and think about the taught
component as a whole. Any ethical
implications are also acknowledged.
Teaching/learning methods and strategies:
Intellectual thinking is encouraged throughout the
programme.
The course work and dissertation aims to
teach students to critically review
scientific publications, question their
validity and design experiments.
During their research project, students
will learn to problem solve, develop ideas,
design experiments
Assessment:
This is assessed throughout the programme as stated
previously.
C: Skills and other attributes
Practical skills (able to):
IT skills – all students are required to be
IT literate so that they can search the
literature, use the web and email.
Teaching/learning methods and strategies:
During the first week of term, IT tutorials are given on
word, powerpoint, the web, email. Students can ask for
additional help at any time through the MSc.
Writing skills through their summative
assessments
A tutorial is given on academic writing.
Oral presentation skills – developed both
through the formative assessment
activities set out above and other seminar
presentations the student make during
the MSc (e.g. an icebreaker presentation
on any subject of their choice (but not
science or medicine) and two
presentations on their projects).
A tutorial is given on presentation skills; through regular
seminar presentations and group activities.
Team-work – a number of the formative
assessments are group activities where
students learn to work together.
A tutorial is given on working in small groups; through
regular formative assessment and group activities.
Students observe methods used in fetal
medicine, IVF and laboratory aspects of
prenatal diagnosis.
Students observe FISH and PCR and
have practicals in FISH and PCR.
Practical demonstrations and sessions are taught
throughout the MSc; observation at fetal medicine and
IVF units.
Through their research projects they will
learn laboratory techniques.
Assessment:
At least the first written summative assessment may be
read by a course tutor before submission. Edits and
comments are made. Written comments are completed
for all assessments and given to the students. It is
hoped that the written work improves through the
academic year.
Turn it in software is used for all course work and the
results are analysed with the students present to teach
them how to use information they obtain from published
sources. Individual seminar presentations and group
activities are formative exercises only and do not count
to the final mark, but repetition of these activities and ongoing feedback on them ensure improvements in oral
presentation and team-work skills.
Practical sessions are not assessed, but the practical
project work is assessed through the dissertation.
D: Skills and other attributes
Transferable skills (able to):
The programme will encourage students
to
Teaching/learning methods and strategies:
Write essays, paper reviews, case
reports, grant proposals, and
dissertations
through essays, paper reviews, case reports, grant
proposals, and dissertations
use computer resources and information
technology
orally present literature reviews and their
own work
throughout the course they will need to use the web, etc.
and all work needs to be submitted by email and word
processed.
through seminar presentations, journal club, and grant
proposal presentations
through tutorials, discussions, and group activities
listen and contribute throughout the
course
through feedback and discussion in seminars, tutorials,
group activities, and on Moodle forums
peer review each other’s work and
comments
through tutorials, discussions, and group activities
question experimental designs and
published papers
through practical sessions
gain a basic knowledge of FISH and PCR
Assessment:
Written work is assessed and student feedback given
Oral presentations are peer reviewed for further
discussion
There is continuous discussion on published work
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Dr Joyce Harper
Name(s):
Date of Production:
27/08/2009
Date of Review:
05/08/2014
Date approved by Head of
Department:
August 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
August 2014
February 2015