The Centre for Sports and Exercise Medicine
(CSEM)
Intercalated BSc in Sports and Exercise Medicine
(course code B190)
Course Handbook
for Students
2010 / 2011
1
How to use the handbook
This Handbook should be used together with the Academic Regulations and the
Student Guide. This Handbook provides information specific to the Centre for Sports
and Exercise Medicine, while the Student Guide gives information common to all
students at the College. The Academic Regulations provide detailed information on
award requirements and governance.
You will receive a copy of the Student Guide at the start of the academic year. It is also
available online at < http://www.arcs.qmul.ac.uk/registry/useful_information.html > and
contains a wide range of information, including:
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Academic and student support services
The academic year
Campus facilities
Simplified academic regulations
How to? advice
Queen Mary contact information
Calendar
Graduation and alumni
Student administration, and common issues and processes
College policies
Campus and College information
Nothing in this Handbook overrides the Academic Regulations, which always take precedence.
The Academic Regulations are available online at:
http://www.arcs.qmul.ac.uk/policy_zone/index.html#academic_policies
This Handbook is available in large print format. If you would like a large print copy please
contact Dr Mark Perry, 02082238528. If you have other requirements for the Handbook, please
contact Dr Mark Perry, 02082238528.
The information in this handbook is correct as of August 2010. In the unlikely event of
substantial amendments to the material, the Department will attempt to inform you of the
changes.
The College cannot accept responsibility for the accuracy or reliability of information given in
third party publications or websites referred to in this Handbook.
2
Contents
Introduction ..................................................................................................................... 5
Who’s who? ................................................................................................................. 5
General Information ........................................................................................................ 6
Library and computer services .................................................................................... 6
Security ....................................................................................................................... 6
Change of address / telephone ................................................................................... 6
Department address .................................................................................................... 6
Location ....................................................................................................................... 7
Communication ........................................................................................................... 7
Emergencies ............................................................................................................... 7
Aims of the programme ................................................................................................... 8
Learning outcomes ......................................................................................................... 8
Course structure ............................................................................................................. 8
Course dates .................................................................................................................. 9
Exam boards ............................................................................................................... 9
Classification of Honours on completion of the degree ................................................... 9
Written Coursework Guidelines .................................................................................... 10
‘Thinking Writing’ courses ......................................................................................... 10
Presentation of coursework ....................................................................................... 10
Late submission of coursework and extenuating circumstances ............................... 11
Presentation Guidelines ............................................................................................ 11
Plagiarism ................................................................................................................. 11
Feedback to CSEM ................................................................................................... 12
Tutorial System and tutor allocations ............................................................................ 12
Anatomy Revision Guidance ......................................................................................... 13
Foot & Ankle .............................................................................................................. 13
Lower Leg ................................................................................................................. 13
Shoulder .................................................................................................................... 13
Spine ......................................................................................................................... 13
Knee .......................................................................................................................... 14
Hip & Groin ................................................................................................................ 14
Elbow & Wrist & Hand ............................................................................................... 14
BSc Anatomy Tutorials & Demonstrations Timetable ................................................ 15
Overview of Assessment .............................................................................................. 16
3
Feedback on written course submissions .................................................................. 16
SM1: Injuries and Medical Problems in Sport ............................................................... 17
Aims .......................................................................................................................... 17
Learning Outcomes ................................................................................................... 17
Provisional Lecture Outline ....................................................................................... 18
Recommended Reading ............................................................................................ 21
Assessment ............................................................................................................... 22
SM2: Exercise As A Health Tool ................................................................................... 23
Aims .......................................................................................................................... 23
Learning Outcomes ................................................................................................... 23
Lecture Outline .......................................................................................................... 23
Recommended Reading ............................................................................................ 23
Assessment ............................................................................................................... 24
SM3: Research Methods in SEM .................................................................................. 25
Aims .......................................................................................................................... 25
Learning Outcomes ................................................................................................... 25
Recommended textbooks .......................................................................................... 25
Research methods lecture schedule ......................................................................... 26
Research tutorials schedule ...................................................................................... 27
Lecture Outline .......................................................................................................... 29
Assessment ............................................................................................................... 30
Guidelines for Research Proposal Coursework ......................................................... 30
SM4: Biomechanics & Rehabilitation ............................................................................ 32
Aims .......................................................................................................................... 32
Learning Outcomes ................................................................................................... 32
Lecture Outline .......................................................................................................... 32
Assessment ............................................................................................................... 34
Recommended Reading ............................................................................................ 34
SM5: Research Project ................................................................................................. 35
Aims .......................................................................................................................... 35
Learning Outcomes ................................................................................................... 35
Project areas ............................................................................................................. 35
Supervision frequency ............................................................................................... 35
Criteria for Co-authorship/acknowledgment .................................................................. 40
Rules & Regulations ..................................................................................................... 41
4
Introduction
Welcome to the intercalated BSc in Sports and Exercise Medicine. We hope you have a
successful and enjoyable year. If you require a handbook in a different format, please let Dr
Morrissey, the course lead, know as soon as possible.
Who’s who?
Name
Post
Tel
Email
Research Interests
Sue Tracey
Administrator
0208223
8839
Ihse-sem@qmul.ac.uk
Sue.tracey@thpct.nhs.uk
Prof Nicola
Maffulli
Centre Lead & Professor
0208223
8839
n.maffulli@qmul
.ac.uk
soft tissue injuries, genetics in
musculoskeletal
disorders
/
sports, paediatric and adolescent
responses to training, evidence
based medicine, tendon problems
Dr Dylan
Morrissey
iBSc Course lead &
Senior Clinical Lecturer
0208223
8459
dylan.morrsisse
y@thpct.nhs.uk
The link between movement and
pathology,
inter-professional
education,
evidence
based
practise
Dr Peter
Malliaras
MSc Course lead &
Senior Clinical Lecturer
0208223
8930
Dr Steph
Hemmings
Assistant MSc Course
lead and EAAHT module
lead
0208223
8329
Steph.hemming
s@thpct.nhs.uk
Dr Richard
TwycrossLewis
Assistant Gait Laboratory
lead, and Biomechanics
and Rehab module lead
0208223
8528
r.twycrosslewis@qmul.ac.
uk
Biomechanics of gait; Bio-fluid
dynamics and arterial disease;
Bio-signal processing; Achilles
tendinopathy
Dr Mark
Perry
Assistant BSc Course
lead
and
Research
Methods module lead.
0208223
8528
mark.perry@thp
ct.nhs.uk
Tendinopathy, Adolescent Spinal
Pain, Electromyography, Motion
analysis, Muscle performance
measurement
Dr Victoria
Tzortziou
Honorary
Lecturer
and
module lead.
0208223
8839
victoriagiorgio@
yahoo.co.uk
management of musculoskeletal
conditions in the community:
systematic
reviews:
questionnaire surveys
Dr Tijana
Timotejevic
Grant writer
0208223
8839
tijana.timotijevic
@elec.qmul.ac.
uk
technology-assisted rehabilitation,
motion analysis, rehabilitation
engineering
Mrs Gayle
Maffulli
Trial Manager
0208223
8839
G.maffulli@qmu
l.ac.uk
evidence
based
medicine,
randomised
controlled
trials,
qualitative research
Prof Roger
Woledge
Emeritus Professor
0208223
8839
r.woledge@imp
erial.ac.uk
Muscle physiology, modelling of
movement, silk purses from sow’s
ears.
5
Clinical
IMPIS
p.malliaras@qm
ul.ac.uk
Recent research has included
reviews and studies investigating
pathogenesis and management
of Achilles, rotator cuff
tendinopathy, and tennis elbow
evidence
based
medicine,
qualitative
research,
sports
science
General Information
Library and computer services
Following registration, external students will be given an ID card which allows access to
all library and IT facilities at the college (internal students will already have this).
Students may use the library facilities at Queen Mary College, Whitechapel and other
libraries on campus. Photocopying may also be carried out at the library. The card also
serves as your library card, and as an access card for certain buildings. Many buildings
have security points at which you must show your card, and others require you to scan
your card to release the doors. It is vital that you keep your card safe and with you at all
times on campus. If you lose your card, or if your card is stolen, you should contact the
Registry, who will be able to help you. A fee may be charged to replace lost College
Cards.
Security
The department is locked between 21.00 and 08.00 and at weekends. A security code
is needed to enter the department (when it is unlocked) and this will be provided during
induction. Please note that it is not advisable to bring or leave valuables in the
department as breaches of security have occurred in the past. The department cannot
be responsible for the loss of personal property.
Change of address / telephone
Students should notify the course administrator as soon as possible if their contact
details change, otherwise examination details, etc., will go astray. Please keep a close
eye on your email account at all times to ensure it is able to accept incoming emails.
Department address
t: 02082238839
f: 02082238930
a: Centre for Sports and Exercise Medicine, Mile End Hospital, London E1 4DG
The department office is open Mon-Thursday 9am until 430pm. Photocopying and internet
facilities are available in the main college library only. The course web site is here <
http://www.smd.qmul.ac.uk/undergraduate/intercalated/sem/index.html > while the department
has another website < http://www.ihse.qmul.ac.uk/sportsmed/ >.
6
Location
The nearest tube stations are Stepney Green (District and Hammersmith and City lines) (10
minutes walk) and Mile End (Central, District and Hammersmith and City lines).
Come into the main entrance of Mile End Hospital on Bancroft Road. The Centre for
Sports and Exercise Medicine is located on the First Floor in the Red Zone. The door
has a security key pad, so please ring the bell for admission on your first visit.
Communication
The College will communicate with you in a variety of ways. Formal correspondence will
be sent to you by letter, and it is important that you keep the College up to date with
your personal details and address. However, it is most common for CSEM and the
College to contact you by e-mail. You are assigned a College e-mail address when you
enrol, and you are advised to check this account daily, and keep your inbox clear.
You can access your email account by logging on to a College computer, or, if you are
not on campus, at: webmail.stu.qmul.ac.uk
Emergencies
You should familiarise yourself with emergency procedures for all areas in which you
work, noting the location of emergency exits, assembly points and equipment. In case of
a fire, immediately leave the building by the nearest exit point. The gathering point from
the department is Bancroft road in front of the main hospital. Do not use the lifts. Fire
action notices are displayed in corridors and by fire escapes.
In an emergency, dial from any internal phone and clearly state the nature and location
of the problem, your name, and the number you are calling from (if known). If there is no
internal phone available, call 999 and follow the normal procedure. You should ensure
that corridors and doorways are not obstructed and that fire fighting equipment is not
removed from its station.
Security can be called by dialling 2222 from an internal phone, and CRASH teams
by 999 from any other telephone.
7
Aims of the programme
The primary aim of the taught aspects of the programme is to offer you an exciting,
innovative, clinically relevant, and evidence-based course in Sports & Exercise
Medicine. This will include giving you the knowledge and skills to assess sports injuries
and to understand relevant treatment options. It will also provide understanding of the
physiological and psychological benefits of exercise, and of its use as a health tool.
Your research project will form half of the course assessment, and the second key aim
of the course is to give you the necessary knowledge and skills to carry out a formal
research project. It is also to be hoped that the research understanding gained will help
you to critically evaluate the research literature, thus enabling best evidence clinical
practice, and to have the confidence to carry out future research.
Learning outcomes
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To gain an understanding of sports injuries, including aetiology, pathology,
assessment principles and management options.
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To understand the prevention and treatment of common medical problems that
occur in sport.
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To understand the benefits and potential adverse effects of exercise, both to the
healthy and to those with disease.
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To understand the principles of biomechanics, and relate these to specific body
areas and related pathology.
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To understand the principles of rehabilitation, including sports-specificity.
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To understand common methods of research and basic statistical principles.
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To gain the knowledge and skills to understand, design and execute a research
project.
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To gain the research understanding necessary to critically evaluate research
evidence.
Course structure
Module
Injuries and Medical Problems in Sport
(IMPIS)
Research Methods in Sports Medicine (RM)
Biomechanics and rehabilitation (B+R)
Exercise as a Health Tool (EAAHT)
Research Project (RP) – Semesters A & B:
Semester
A
A
B
B
A and B
Lead
Dr Victoria Tzortziou and Dr
Dylan Morrissey
Dr Mark Perry
Dr Richard Twycross-Lewis
Dr Steph Hemmings
Dr Dylan Morrissey
Modules will each consist of approximately 30 hours of lectures, plus your own study
(approximately an additional 90 hours). The research project will be your own work,
but under the close supervision of your project tutor. Projects will be allocated early in
semester one. There will be regular review sessions for the projects to ensure that you
progress through the research at an appropriate rate. Modules are worth one credit
each. The RP is worth four credits. Please note that outline timetables are included
for taught elements but these are subject to change at up to a week’s notice.
8
Course dates
Semester one: 20/9/2010 – 10/12/2010
Semester two: 10/1/2011 – 03/04/2011
After semester B you will have time to complete your literature review and research
project. The year finishes on approximately 10th June 2011 (TBC), with your project
presentations and vivas.
Exam boards
Internal exam board (final): 10th June 2011: Intercalated BSc exam board approximately
one week later. Science exam board: early July 2011 followed by graduation in mid
July.
Provisional results will be available after semester one and recommended marks after
the internal exam board. Your final results will be confirmed after the science exam
board (early July 2011)
Classification of Honours on completion of the degree
Class of degree
Final Mark
1st Class Honours
>= 70%
2 Class Honours, Upper Division
60 – <70%
2nd Class Honours, Lower Division
50 – <60%
3rd Class Honours
45 – <50%
Pass Degree
40 – <45%
Fail
<40%
nd
Your coursework and exam papers will also be marked according to this scheme.
9
Written Coursework Guidelines
‘Thinking Writing’ courses
Dr Perry, in conjunction with the QMUL ‘Thinking Writing’ department, will run a series
of writing seminars in semester two.
Presentation of coursework
It is essential that all submitted coursework is presented to a high standard. Work that
is not presented in a suitable format will be returned unmarked. All coursework for
modules 1, 2, and 3, as well as the write up of your research project and literature
review, should be submitted in the following generic format, and also to any guidelines
specified for the given piece of work.

The word count is absolute; for example, “2000 words” means a maximum of
2000 words (no extra 10%). There is no set minimum number of words, although
it will be harder to gain good marks if crucial content is missing.

Words in text references and headings all count towards the total, but the title,
abstract, figures, tables and reference lists do not count. In the case of the
Research Project, the word count (which is again absolute) does include
abstract, figures and tables, but not references. This is to conform with British
Journal of Sports Medicine guidelines.

Do not put important material in any appendices in an attempt to “save” words,
as work in the appendices will not count towards your mark. Appendices are for
supporting materials only.

Printed on A4 paper on both sides of the page in font size 12. Double spacing
should be used throughout. Please use an appropriate font style.

All margins should be 1 inch (2.5cm).
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All pages are to be numbered.
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All pages should include your examination number.

Title page should consist of your examination number, the title of the work, word
count, date of submission, name of module, and the phrase: “submitted in part
fulfilment of the intercalated BSc in Sports & Exercise Medicine”.

Do not put your name on any work handed in, only your student number (eg
ST111).

Submit 2 paper copies and one electronic copy, emailed to the department
administrator (Sue Tracey sue.tracey@thpct.nhs.uk )

Keep an additional copy for your own reference.

Please see individual modules for specific guidelines.

Submitted to department administrator (Sue Tracey) by the deadline
Failure to follow these generic and the specific guidelines for a piece of coursework
guidelines will lead to returned work and possibly loss of marks – even possibly leading
to failure of a piece of work.
10
Late submission of coursework and extenuating circumstances
Requests for late submission should be submitted in writing to the course leader within
the 7 days prior to the deadline on the extenuating circumstances form
<http://www.elearning.qmul.ac.uk/webct/cobaltMainFrame.dowebct>. This requires a login for
CT6. Extended deadlines will only normally be granted due to illness or other
unpredictable life events. Confirmatory evidence from the student’s medical advisor or,
if appropriate, another independent professional may be requested. Extenuating
circumstances do not normally include computer problems, misreading your exam
timetable or planned holidays. Work submitted after the deadline without permission
may be considered as a first attempt fail.
Please note that although accompanying documentation can be submitted late, claims
without any evidence cannot be considered. In accordance with the Academic
Regulations all claims must be received no later than 24 hours before the relevant
examination board meeting. It is your own responsibility to submit your any claims for
extenuating circumstances, not that of your tutor.
All cases of extenuating circumstances are kept confidential until they are considered by
the course board. All proceedings of the subcommittee are strictly confidential, and will
not normally be discussed at the full Examination Board meeting.
Please also note the code of conduct:
< http://www.arcs.qmul.ac.uk/student_complaints/index.html >
Presentation Guidelines
Presentations should be done on powerpoint. Each module will provide specific
guidelines but the following provides some general guidance:

title slide; title of coursework, module, your name

introduction; summarise what you are going to cover in the presentation

main body of presentation covers the specifics asked for

summary: one slide at the end, summarising the presentation

Supported by pictures / tables / graphs etc where relevant, to clarify what you are
saying. Avoid excess animation, or an overly informal approach.

Don’t try and put too much information on each slide.
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as a rough guide, one slide is approximately ½ to 1 minute of speaking (though
this may vary considerably according to the content of the slide)
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Practise until you are fluent. Remember marks will be awarded for style, and
deducted for going over time. At the end of the allotted time you will not be
allowed to continue.
Plagiarism
Plagiarism is the failure to credit the writings or ideas of another person that you have
used in your own work. In such cases you are, deliberately or inadvertently, attempting
to pass their work off as your own. Plagiarism is a serious offence, and can carry severe
consequences, from failure of the module to deregistration from the College. You may
also commit plagiarism by failing to reference your own work that you have already
used in a previous essay, or by failing to credit the input of other students on group
11
projects.
It is your responsibility to ensure that you understand plagiarism and how to avoid it.
The recommendations below can help you in avoiding plagiarism.
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Be sure to record your sources when taking notes, and to cite these if you use
ideas or, especially, quotations from the original source. Be particularly careful if
you are cutting and pasting information between two documents, and ensure that
references are not lost in the process.
Be sensible in referencing ideas – commonly held views that are generally
accepted do not always require acknowledgment to particular sources. However,
it is best to be safe to avoid plagiarism.
Be particularly careful with quotations and paraphrasing.
Be aware that technology is now available at Queen Mary and elsewhere that
can automatically detect plagiarism.
Ensure that all works used are referenced appropriately in the text of your work
and fully credited in your bibliography.
If in doubt, ask for further guidance from your adviser or module tutor.
Feedback to CSEM
Your views are important to the CSEM and Queen Mary. There are a variety of ways in
which you can communicate your opinions to us. At a College level, there are student
representatives on committees across Queen Mary, including at Academic Board and
Faculty Board.
In CSEM, we welcome one student elected student representative to attend the first
course board per month (first Monday 11-12am). We also ask for feedback on every
teaching session at 6 weekly intervals. Personal feedback can be given to personal
tutors or the course lead on an ad hoc basis.
Tutorial System and tutor allocations
The tutorial system is designed to give you a point of contact for advice during your
study, and will be given to you on induction day. It will also be a means of giving you
feedback on your progress through the course. Please arrange to meet tutors within the
first month of the course. If your tutor is unavailable, or you have a complaint, you may
meet with the course lead Dr Dylan Morrissey. Your personal tutors are not the same as
your research supervisors – for research-related issues, please contact your Research
Supervisor.
12
Anatomy Revision Guidance
Please revise the appropriate region before each anatomy tutorial and demonstration.
The more familiar you are with the anatomy, the more clinically focused can be the
lectures, rather than having to recap the basics. You MUST bring lab coats with you
to the demonstration sessions.
Foot & Ankle

bones of the foot, rear / mid / fore foot

ankle joint, subtalar joint, sinus tarsi

movements at the ankle and subtalar joint

deltoid and lateral ankle ligament complex

muscles acting on the foot and ankle (excluding intrinsic muscles)

muscle layers of the plantar aspect of the foot (no detail required, just
of number and approximate composition)

arches of the foot

arrangement of tendons, nerves and vessels in relation to anterior ankle joint,
medial and lateral malleoli

blood supply, nerve supply and dermatomes of the foot and ankle

surface anatomy (bones, ligaments, tendons around ankle joint, sinus tarsi)
be aware
Lower Leg

tibia & fibula

superior & inferior tibfib joints

contents and arrangements of fascial compartments

blood supply, nerve supply and dermatomes

surface anatomy (muscle arrangement)
Shoulder

bones and joints;
sternoclavicular

ROM, scapulohumeral rhythm

rotator cuff (supraspinatus, infraspinatus, teres minor, subscapularis) and other
muscles (inc. trapezius, rhomboids, biceps, serratus anterior, teres major,
latissimus dorsi, pectoralis, levator scapulae, deltoid, sternocleidomastoid)

ligaments associated with rotator cuff / GHJ and ACJ
Spine

13
typical verterbra
scapulothoracic,
glenohumeral,
acromioclavicular,

variations in cervical, thoracic and lumbar vertebrae, including orientation of facet
joints and how this affects ROM in different parts of the spine

ligaments; anterior & posterior longitudinal, ligamentum flavum, intertransverse,
interspinal, supraspinal

articulation with ribs, types of ribs, sternocostal articulation

intrinsic muscles of the spine; be aware of layers and specifically know about
multifidus

other muscles; tranversus abdominis, obliques, rectus abdominis, iliopsoas,
quadratus lumborum

anatomy and function of intervertebral discs

neuroanatomy; dermatomes, myotomes, reflexes (especially lumbar and cervical
nerve roots)
Knee
tibiofemoral,patellofemoral, superior tibiofibula joints, collateral and cruciate ligaments;
attachments and function, menisci; medial and lateral, quadriceps mechanism, screwhome mechanism at end range extension, muscles; quadricpes, hamstrings, adductors,
ITB, popliteus, sartorius, gracilis, bursae, infrapatella fat pad
Hip & Groin
joints (and ROM): SIJ & hip & pubic symphysis, bony landmarks / surface anatomy: SIJ,
posterior superior iliac spine, anterior superior iliac spine, iliac crest, pubic rami, pubic
symphysis, greater trochanter, ischial tuberosity, muscles: gluteal, piriformis, rectus
abdominis, medial, lateral, anterior and posterior thigh muscles, bursae: ischiogluteal,
greater trochanteric, inguinal canal and conjoint tendon
Elbow & Wrist & Hand
joints and ROM: elbow (humeroradial, humeroulnar, proximal radioulnar), distal
radioulnar, wrist (radiocarpal), midcarpal, carpometacarpal, metacarpophalangeal,
interphalangeal.
ligaments: elbow (ulnar collateral, radial collateral, annular), wrist and hand (be aware
of; ulnar collateral, radial collateral, palmar radiocarpal, dorsal radiocarpal, palmar
ulnocarpal, palmar and collateral ligaments of metacarpophalangeal and
interphalangeal joints)
bony landmarks / surface anatomy: medial and lateral epicondyles, olecranon, ulna and
radial styloids, carpal bones, anatomical snuff box
muscles: elbow extensors (triceps), elbow flexors (biceps, brachialis, brachioradialis,
extensor carpi radialis longus, pronator teres), supinators (supinator, biceps, abductor
pollicis longus, extensor pollicis longus, brachioradialis), pronators (pronator quadratus,
pronator teres, flexor carpi radialis), wrist extensors (extensor digitorum, extensor carpi
radialis longus and brevis, extensor indicis, abductor pollicis longus), wrist flexors (flexor
digitorum superficialis, flexor digitorum profundus, flexor carpi ulnaris, flexor pollicis
longus, flexor carpi radialis, abductor pollicis longus), wrist radial deviators (ECRL, APL,
EPL, FCR, FPL), wrist ulnar deviators (ECU, FCU, ED, EDM), hand (palmar and dorsal
interossei, lumbricales, other intrinsic muscles, palmar aponeurosis), carpal tunnel
14
BSc Anatomy Tutorials & Demonstrations Timetable
Tutorials are held in the CSEM department.
Demonstrations are held in the Anatomy Department (Ground Floor) of the Francis
Bancroft Building, Mile End Campus. http://www.qmul.ac.uk/about/campus/mileend/#map
Region
Date
Time
Tutor
Upper limb
23/9/10
12-2pm
Peter Maliaras
Lower Limb
29/09/10
11.30-1.30pm
Dylan Morrissey
Spine
06/10/10
12-2pm
Claire Small
15
Overview of Assessment
Note that for IMPIS, EAAHT, RM and B+R the relative weighting described in the table
below makes up 90% of the marks. A further 10% is allocated for greater than 75%
attendance and punctuality. For more information on attendance and punctuality see
page 41. This amendment to previous arrangements is subject to approval by the
‘Programme and Module approval board’.
Module
Coursework
Value
Date (TBC)
Clinical case scenario
40%
Given out: 2/11/10
IMPIS
Hand in:
22/11/10 by 4pm
Project write-up
30%
Hand in:
01/04/11 by 4pm
EAAHT
Critique of a paper
50%
Given out: 19/10/10
Hand in:
13/12/10 by 4pm
Research proposal*
50%
Hand in:
13/12/10 by 4pm
Written
Exam
MCQ
Value
Date (TBC)
30%
6/12/10
09.00 – 10.15
30%
10.30 – 12.00
4 (out of 6)
20 min
essays
70%
07/04/11
11.00 - 1300
MCQ
50%
21/3/11
13.00 – 14.00
Essay Paper
(3 out of 5)
50%
14.30 – 16.30
SAQ
3 (out of 5)
In 90 minutes
RM
B+R
Research
(RP)
Exam
board
Literature review*
30%
Hand in:
21/4/11 by 4pm
Research project*
40%
Presentation*
20%
Hand in:
24/5/11 by 4pm
09/6/11
Viva
14th June 2011
10%
10/6/11
These dates may change depending on circumstances around the time of the exam – you will be informed in good time of any
changes.
Feedback on written course submissions
Project supervisors will provide guidance on drafts of coursework marked with an
asterix above prior to submission. Any drafts must be provided at least 2 weeks
prior to the submission date. Your supervisor will review one draft only and make
comments on the main features. To make the most of this system it is important that
you don’t send in any rough/first drafts. The only feedback we can give on those is
structural, conceptual and basic, as opposed to the final touches on a well considered,
proof-read piece of work. You are unlikely to produce a masterpiece on your first
attempt. Please allow your tutors one week to turn the feedback round.
16
SM1: Injuries and Medical Problems in Sport
Module Leaders: Dr Victoria Tzortziou Brown and Dr Dylan Morrissey
Aims
This module covers the principles of sports and exercise medicine. It aims to provide
you with an understanding of the evolving role of the sports physician. Through a series
of interactive lectures and practical sessions, you will learn about the common injuries
and medical problems encountered by doctors working within this speciality. You will
develop your musculoskeletal examination skills, giving you the ability to diagnose a
wide range of conditions. You will also learn how athletes’ physiology is affected by
exercising in different environments.
Learning Outcomes

Understand the role of the sports physician within the medical and sporting team.

Be aware of the intrinsic and extrinsic risk factors that lead to injury and how they
may vary between sports.

Know the important aspects of a sports medicine history and be able to carry out
a detailed examination of the musculoskeletal system.

Understand how history taking and examination may be supplemented by
appropriate investigations.

Learn how to develop a management plan based on the assessment of the
athlete.

Know how to integrate your understanding of common medical conditions into
the unique world of the athlete.

Understand the particular medical problems encountered by athletes.

Know how different environments impact on an athlete’s ability to train and
compete.

Be aware of some of the latest areas of research within sports and exercise
medicine.
N.B. There will be a large practical element to this module. Please bring shorts & T-shirt (bra
top for the girls) to all lectures and be ready to examine and be examined!
17
Provisional Lecture Outline
(usually Mondays 9-11.30 and some afternoon sessions)
SEMESTER:
1
TIME:
Monday
MODULE LEADER:
Dr Victoria Tzortziou Brown
Date/
Title
Lecturer
Week
1
Induction
20.09.10
2
Principles 1
-
9.00 -10.15
Dr Tzortziou Brown
27.09.10
Principles 2
-
10.30-11.30
Dr Tzortziou Brown
3
Principles 3
-
9.00-10.15
Dr Radford
04.10.10
Principles 4
-
10.30-11.30
Dr Radford
4
Foot and ankle
-
9.00-10.15
Professor Maffulli
11.10.10
Acute knee
- 10.30-11.30
Professor Maffulli
Hip-thigh-groin
- 14.00-15.30
Dr Iqbal
5
Shoulder
-
9.00-10.15
Dr Radford
18.10.10
Chronic Knee
-
12.0013.30
Dr Morrissey
6
Head injury
-
9.00-10.30
Dr Hughes
25.10.10
Spine
- 14.00-15.30
Mr Sivaraman
7
Unwell athlete
-
9.00-10.15
Dr Hughes
01.11.10
Lower leg
-
14.00-15.30
Dr Ahmad
8
Musculoskeletal
-
16.00-18.00
Dr Ahmad &
08.11.10
Injuries in children
9
Current Concepts -
15.11.10
Team Medicine
18
Stuart Campbell
-
9.00-10.15
Dr Radford
10.30-11.45
Dr Radford
10
Exercise in different - 9.00-11.00
15.11.10
Environments 1 and 2
11
Dr Hughes
Elbow-Wrist-Hand
- 14.00-15.30
Dr Crisp
Cardiology
-
Dr Hughes
9.00-10.30
29.11.10
12
Exams
06.12.10
19
1. PRINCIPLES 1: EPIDEMIOLOGY & AETIOLOGY – Dr Victoria Tzortziou Brown
Epidemiology; common injuries, acute vs chronic, comparison between sports.
Aetiology; risk factors and prevention.
Practical: Brief biomechanical assessment
2. PRINCIPLES 2: PATHOLOGY – Dr Victoria Tzortziou Brown
Structures that may be injured (bone, joint, muscle, tendon, ligament, other).
Types of injury; muscle and ligament (grading of tears), tendon (tendinopathy, rupture), joint
(degeneration, dislocation, mechanical block), bone (stress fracture, bone bruising), other (disc
prolapse, bursitis etc).
3. PRINCIPLES 3: ASSESSMENT – Dr Dominic Radford
Sports medicine history.
Examination; look, move, feel, special tests.
Imaging; X-ray, bone scan, USS, CT, MRI.
4. PRINCIPLES 4: MANAGEMENT – Dr Dominic Radford
Acute; PRICER, HARM.
Conservative; physio, rehab, injection, US, etc.
Surgical.
5. FOOT & ANKLE – Professor Nicola Maffulli
Common conditions; inversion injury, sinus tarsi syndrome, achilles tendinopathy.
Practical: Examination of foot and ankle.
6. LOWER LEG – Dr Ahmad
Common conditions; compartment syndrome, MTSS, stress fracture.
Practical: Examination of lower leg.
7. KNEE: ACUTE – Mr John King
Common conditions; ACL, MCL, menisci.
Practical: Examination of knee joint.
8. KNEE: CHRONIC – Dr Dylan Morrissey
A symptom and clinical examination based approach to diagnosing common conditions;
including ACLD, mensical lesions etc with a number of applied concepts.
Practical: Examination of knee joint.
9. SPINE –
Common conditions; disc prolapse, spondylolysis / spondylolysthesis, facet joint.
Practical: Examination of spine.
10. SHOULDER – Dr Dominic Radford
Common conditions; impingement, rotator cuff tear, adhesive capsulitis.
Practical: Examination of shoulder joint.
11. HIP, THIGH & GROIN – Dr Ian Beasley
20
Common conditions; hamstring tear, adductor tear, sportsman’s hernia, trochanteric bursitis,
pubic symphisitis.
Practical: Examination of hip and groin.
12. ELBOW, WRIST & HAND –
Common conditions; lateral epicondylitis, carpal tunnel.
Practical: Examination of elbow, wrist and hand.
13. CURRENT CONCEPTS – Dr Dominic Radford
Tendinopathies and eccentric rehabilitation.
Core stability, the integration of the whole body in rehabilitation.
14. MUSCULOSKELETAL INJURIES IN CHILDREN – Dr Beasley
Physiological differences from adults.
Common injuries; traction apophysitis, avulsion fractures, osteochondritis.
Child protection issues.
15. TEAM MEDICINE – Dr Dominic Radford
Being a team doctor; athlete-centred care, GP, screening and prevention, MSK.
Travelling; immunisation, jet lag, acclimatisation.
Drug testing; methods of doping, testing procedure.
16. THE ATHLETE WHO IS UNWELL –
Viral illness. Over training syndrome. Chronic illness.
17. CARDIOLOGY – Dr Hughes
Athlete’s heart. Sudden death.
18. EXERCISE IN DIFFERENT ENVIRONMENTS I – Dr Hughes
Heat & humidity. Cold & water.
19. EXERCISE IN DIFFERENT ENVIRONMENTS II – Dr Hughes
Diving. Altitude; training, competing.
20. HEAD INJURY – Dr Hughes
Mechanisms. Psychometric testing and return to sport. Post concussion syndrome.
Recommended Reading
Clinical Sports Medicine – Peter Brukner & Kumar Khan, Revised 2nd Ed
Color Atlas / Text of Human Anatomy Vol 1: Locomotor System – Werne Platzer,
Theime Medical Publishers, Inc
Medical Problems in Athletes - Ed Karl B Fields & Peter A Fricker
British Journal of Sports Medicine
American Journal of Sports Medicine
Gray’s anatomy 39th edition
21
Assessment
Guidelines for Clinical Case Scenario Coursework: 40%
You will be given the details of an athlete’s presenting complaint. From this discuss the
following areas under the headings given. (max 2000 words plus a list of references at the end.)
1. Summary of the history 5 Marks
Write a brief summary of your understanding of the presenting complaint emphasizing
the main points that will lead you to a diagnosis.
2. Differential diagnosis 25 Marks
Produce a ranked list of at least two differential diagnoses (starting with the most likely).
Explain (with references) which points from the history led you to the possible
diagnoses and ranking. Discuss any points from the history that would make your
diagnoses less likely.
3. Additional history 20 Marks
List any further questions you would like to ask as part of the history and why. Justify
these with references (using journals and text books).
4. Examination 20 Marks
Discuss (with references) how you would carry out an appropriate examination to help
confirm or reject your differential diagnoses. For each test carried out, state how it
would help to confirm or reject a diagnosis. This should be written under the following
sub headings;
Look / Move / Feel / Special tests
5. Investigations 15 Marks
Discuss (with references) which investigations you would carry out in order to help
confirm or reject your differential diagnoses.
6. Management plan 15 Marks
Discuss (with references) the best management for your top differential diagnosis.
Divide it into initial and long term management / rehabilitation and use all relevant
therapeutic modalities.
N.B. Should one or more of your differential diagnoses be incorrect, parts 3-5 will be marked
according to the list of diagnoses you produced. Each section will be given a % score and
these will be converted to an overall percentage.
22
SM2: Exercise As A Health Tool
Module Leader: Dr Steph Hemmings
Aims
As future doctors you will be seeing an increasing number of patients with chronic health
problems; such as heart disease, diabetes, obesity, depression and back pain. The
pharmacological agents to treat these conditions are well established, but have recent
decreases in activity levels contributed to their increased prevalence? Can exercise be used to
reverse this trend? This module will provide you with a unique opportunity to learn about the
latest evidence linking exercise and health. You will learn how specific exercise prescriptions
can be used to treat cardiovascular, respiratory, musculoskeletal and psychological conditions.
The information taught in this module has the potential to impact on future disease trends. The
module will be taught through a series of lectures given by national experts. This will be
supplemented by a visit to a gym to see exercise prescriptions being carried out in practice and
practical experience.
Learning Outcomes

Understand how the body responds to exercise and link this with the potential
health benefits of exercise.

Understand the links between exercise, obesity and chronic health problems.

Know how exercise impacts on the disease processes within all body systems.

Understand how this can be used to design exercise prescriptions and how these
prescriptions may be modified to suit various groups within the population.

Be aware of the cautions and contraindications to exercise and its potential
adverse effects.

Know how exercise impacts on psychological well-being.

Be able to implement and evaluate a basic PA programme for a group of patients
Lecture Outline
To be advised.
Recommended Reading
ACSM Exercise Test & Prescription 5th Edition – Lippincott Williams & Wilkins
Exercise Physiology 5e – McArdle – Lippincott Williams & Wilkins
ABC of sports and exercise medicine- BMJ publications
23
Assessment
Guidelines for Exercise Programme Coursework
STAGE 1: TAKE THE HISTORY
 identify chronic medical and musculoskeletal conditions amenable to exercise and
relevant psychological / psychiatric conditions
 other related issues / lifestyle (e.g. smoking status, diet etc)
 current level of activity & attitudes to exercise & ethnic origin & PMH, DH, SH
 type of exercise programme they might be interested in
STAGE II: INTERPRET THE INFORMATION FROM THE CASE HISTORY
 list the relevant issues that are potentially amenable to exercise therapy and describe
how exercise may be beneficial (referenced)
 list any potential contraindications or cautions to exercise therapy
 do they need any investigations prior to commencing the programme? (if your patient
does require this, assume they have been done and are normal and progress to
designing their programme)
 consider whether the patient has any barriers to the uptake and maintenance of an
exercise programme and how might these be overcome
STAGE III: DESIGN THE EXERCISE PROGRAMME
 Outline the exercise programme, make sure it covers all the conditions identified in stage
II that are potentially amenable to exercise therapy. Include the following:
 information on the type of programme, how often, how it might progress (you are not
expected to provide details about specific exercises e.g. number reps biceps curls! –
focus on different modalities of exercise that may be relevant and approximately how
much time per week)
 use references to support your choice of programme
 consider how any benefits are going to be measured and how the patient is going to be
supported through the programme and overcome their barriers to uptake and
maintenance of an exercise programme
STAGE IV: PRESENTATION

You will have 8 minutes to present, followed by 2 minutes of questions. The questions
will be on or related to the area of your presentation. Your presentation should include
the following:
 summary of case history (5 points)
 list of identified health issues that are amenable to exercise (10 points)
 any contraindications and cautions, relevant investigations before proceeding (10 points)
 patient barriers to uptake and maintenance of exercise programme (10 points)
 evidenced based exercise programme, taking into account any patient barriers (30
points)
 outcome measures and timing of these (5 points)
 summary of the above in 1 slide (5 points)
sub-total: 80 points
Additional marks will be awarded as follows:
style and timing of presentation (10 points); response to questions (15 points)
Total: 100 points Please hand in a copy of your presentation on the day.
24
SM3: Research Methods in SEM
Module Leader: Dr Mark Perry
Aims
As an emerging speciality, the importance of research in relation to sports and exercise
medicine is paramount. This module will give you an understanding of research, both in
terms of its applications and its limitations. Through a series of lectures and interactive
workshops you will learn how the different types of research relate to sports and
exercise medicine, along with their advantages and disadvantages. Your preparation for
each lecture will involve reading set texts and papers, which will give you the
opportunity to become familiar with some research in this field. Discussion of what you
have read will provide the basis for learning about how statistical data may be analysed
and presented. You will also learn about the practicalities of carrying out research,
including how to produce a research proposal. By the end of this module you will have
the skills to critique a research paper and understand its relevance to the practise of
sports and exercise medicine.
Learning Outcomes

Understand the importance of the research process, from identifying a
knowledge gap, through to the dissemination and application of the results within
sports and exercise medicine.

Know how to carry out a literature search.

Know the different types of quantitative and qualitative research and how to
select the appropriate method to use.

Have a basic understanding of statistical analysis.

Be able to critique a paper.

Understand how to obtain ethical approval for research.

Understand how to produce a research proposal.
Recommended textbooks
Statistics using SPSS – An integrative Approach. Weinberg SL, Abramowitz SK.
Second Edition, Cambridge University Press,
Medical Statistics -A textbook for the health sciences. Campbell MJ, Machin D, Walters
SJ. Wiley.
Medical Statistics. Kirkwood B, Strene J. 2nd edition. Wiley-Blackwell
25
Research methods lecture schedule
(2.5 hours per lecture). Normally Tuesdays 9-11.30 unless stated* Dates are provisional
and subject to change.
Your Research methods lectures will take you up to the level necessary to adequately
tackle your course assignments, to carry out your research project and literature review,
and to be able to critique other research.
It is essential that you do the recommended pre-lecture reading. Failure to do so will not
allow you to get nearly as much out of the course.
Date
Title of Lecture
21.09.10
Introduction
paradigms
to
Lecturer
research
methods
and
research
MP
Essentials of quantitative research design.
28.09.10
Validity
MP
reliability
30.09.10*
05.10.10
Presenting your results and writing for publication. How
to present your original research and lit reviews
NM
MP
The Research process
Ethics - Understanding the issues and applying for
GM
ethical clearance
12.10.10
Writing a research proposal
MP
14.10.10*
Searching the literature and reporting search strategies
SH
19.10.10
Trials
GM
21.10.10*
Qualitative Research
CS
26.10.10
Cohort and case control studies
MP
05.11.10*
Questionnaire design.
VT
16.11.10
Understanding and analysing your data1
MP
23.11.10
Understanding and analysing your data2
MP
25/11/10*
Project proposals
All staff
26
In addition to the lectures, you will also attend Research Tutorial sessions. These will
build on the lecture content that week. Attendance is mandatory. Immediately following
the Research Tutorials will be Journal Club, where each of you will take turns in
presenting a piece of Sports medicine research of your choice. As well as developing
your critiquing skills, this will also improve your general SEM knowledge. Attendance is
again compulsory.
Research tutorials schedule
(1 hour per tutorial). Wednesday 10-11am unless stated.
Date/
Title
Lecturer
Formulating research questions
Mark Perry
How to critique
Mark Perry
Mini lit reviews
Mark Perry
Project Allocation
Dylan Morrissey
Designing trials
Mark Perry
Designing cohort and case control studies
Mark Perry
Designing a questionaire
Mark Perry
Week
1
22.09.10
2
29.09.10
3
06.10.10
4
13.10.10
5
20.10.10
6
27.10.10
7
03.11.10
27
8
Semi-structured interview technique
Mark Perry
10.11.10
9
17.11.10
Sampling
exercises
and
10
Q & A session
population
distribution Mark Perry
Mark Perry
24.11.10
28
Lecture Outline
1.
INTRODUCTION TO MODULE– Mark Perry
understand the theoretical basis for common research paradigms and how they may be applied
to sports medicine.
explain what is meant by qualitative and quantitative research.
2.
ESSENTIALS OF QUANTITATIVE RESEARCH DESIGN – Mark Perry
Understand the concept of internal validity and its importance in designing a research project
and critiquing other literature. Understand external validity and measurement validity
Understand reliability and common statistical methods to evaluate it
3.
PRESENTING YOUR RESULTS AND WRITING FOR PUBLICATION. HOW TO
PRESENT YOUR ORIGINAL RESEARCH AND LIT REVIEWS – Nicola Maffulli
be able to present present scientific work in the correct format.
4.
THE RESEARCH PROCESS – Mark Perry
list the commonly used research methods in sports medicine
understand the steps involved in research and how the outcomes may be disseminated
discuss the basis of literature evaluation using sports medicine examples.
5.
ETHICS – Gayle Maffulli
understand the issues and applying for ethical clearance.
5b.
WRITING A RESEARCH PROPOSAL – Mark Perry
The essentials of writing a research proposal
6.
SEARCHING THE LITERATURE AND REPORTING SEARCH STRATEGIES - Steph
Hemmings
How to search appropriate databases
How to report what you have done
7.
TRIALS – Gail Maffulli
understand the defining features of trials.
8.
COHORT AND CASE CONTROL STUDIES – Mark Perry
understand the defining features of cohort and case control studies.
9.
QUESIONNAIRE DESIGN – Victoria Tzortziou
understand the structure of questionnaires,
design a simple questionnaire that could be used in sports medicine,
know the factors which enhance or detract from questionnaire design.
10.
QUALITATIVE RESEARCH METHODS – Clive Seale
understand how to analyse data from interviews and focus groups.
11/12. UNDERSTANDING AND ANALYSING STATISTICAL DATA 1 & 2 – Mark Perry
understand the concepts of statistical significance and clinical importance
in relation to sports medicine.
understand the principles of sample size calculations.
29
interpret confidence intervals and p values.
13.
PROJECT PRPOSALS – All research staff to attend
Presentation of your project proposals.
Need to done on powerpoint and be 5 mins long.
Assessment
COURSEWORK: 100%
Guidelines for Critique of a Paper Coursework
You will be given a sports medicine paper to review. Write up your critique under the
following headings. There are some suggested points to consider, but you will probably
wish to discuss other points as well. (max. 2000 words)
1. Topic (10 points)
relevant, justified?
2. Aims (5 points)
clear, achievable?
3. Methodology (35 points)
detailed, appropriate, sample size, internal validity, statistical methods?
4. Results (25 points)
main findings, clearly presented, significant, important?
do the numbers add up? (you do not need to re-analyse the data)
5. Discussion / Conclusions (15 points)
appropriate, relevant, aims fulfilled?
discussion of flaws?
6. Summary (10 points)
overall impression?
Total: 100 points
Guidelines for Research Proposal Coursework
The research proposal should be set out as below. Please note that the mark awarded
only contributes towards this module, it does NOT affect the mark awarded for your final
project. (max. 2000 words)
1. Title (2 points)
Clear and concise statement of the proposed project, include a brief mention of the
main methodology.
2. Summary (8 points)
Concise, emphasise the important aspects of the study, including its rationale, aims,
methodology and relevance.
30
3. Background (20 points)
Discuss the rationale behind the study. Summarise the relevant literature that has been
reviewed and how this has led to the development of the study and the chosen
methodology. State why the research is important and how it will relate to the
development of understanding within that area of sports medicine.
4. Objectives (10 points)
A list of clear aims, directly related to and achievable by the proposed study.
5. Methodology (34 points)
Detailed description of the methodology, including the following (where relevant):

type of study, population being studied, how this will be accessed

exclusion / inclusion criteria

how sample size determined

method of data collection, duration of study, with outline of the approximate
timeframe for achieving each component.

how the data will be collated and analysed.
6. Outcomes (16 points)

Proposed outcome measures

How the data will be processed and analysed
7. Ethics (1 point)
Statement saying that ethical consent has been applied for / granted by …. (name of
appropriate body).
8. Collaborators (1 point)
Mention of those helping / advising with study (e.g. project supervisor).
9. Limitations (6 points)
Discuss any potential limitations or problems with the study and how these might be
dealt with.
10. References (2 points)
Fully referenced in Vancouver style.
Total: 100 points
31
SM4: Biomechanics & Rehabilitation
Module Leader: Dr Richard Twycross-Lewis
Aims
In semester 1 you study injuries in relation to specific body regions (Injuries and Medical
Problems in Sport module). Since many injuries and their treatment have a
biomechanical basis, this module aims to give you an understanding of how the
musculoskeletal system functions as a unit, and how an abnormality in one area can
lead to dysfunction in another. Another aim is to explore how different sports have
specific injuries associated with them because of the biomechanics of the particular
sports. Finally, this module will introduce you to the biomechanical and sports-specific
principles of rehabilitation.
At the beginning of the module you will learn the theoretical basis underpinning
biomechanical assessment and the general principles of rehabilitation. You will then
learn how to assess and describe movement. Finally you will be expected to be able to
use your theoretical knowledge to design assessment and rehabilitation programmes,
using specific sports and injuries as examples.
Learning Outcomes
1. Understand the principles of biomechanics and relate these to specific body
areas and pathology.
2. Understand how the musculoskeletal system functions as a unit.
3. Have a simple scheme for clinically assessing lower limb biomechanics.
4. Know how quantitative tools can be used to measure biomechanical parameters.
5. Recognise how different sports, techniques and equipment influence an athlete’s
biomechanics and risk of injury.
6. Understand the principles of rehabilitation, including the concept of sportsspecific rehab.
Lecture Outline
PRINCIPLES OF BIOMECHANICS
-
kinematics
-
kinetics
BIOMECHANICS OF SOFT TISSUES
-
bone, articular cartilage, tendons, ligaments, peripheral nerves, skeletal muscle
PRINCIPLES OF REHABILITATION
-
stages of rehabilitation
-
muscle conditioning, specific adaptation to imposed demand, sports-specificity
-
flexibility
-
basic neurophysiology
LOWER LIMB BIOMECHANICS
-
hip, knee, ankle, foot
UPPER LIMB BIOMECHANICS
32
-
shoulder and elbow
SPINE AND PELVIC BIOMECHANICS
-
lumbar and cervical spine
-
pelvis
MOVEMENT ANALYSIS
-
Tools used in biomechanical analysis
-
Description of movement
GAIT ANALYSIS AND SPECIFIC PODIATRIC CONDITIONS
-
gait cycle in walking and running
-
conditions of the fore, mid and rear foot
-
relation of these conditions to abnormal biomechanics
-
use of orthotics to correct abnormal biomechanics
REHABILITATION – LOWER LIMB
-
hip, knee, ankle
-
sport specific examples
-
pathology and injury specific
REHABILITATION – UPPER LIMB
-
shoulder, elbow
-
sport specific examples
-
pathology and injury specific
REHABILITATION - SPINE
-
lumbar spine, cervical spine
-
sport specific examples
-
pathology and injury specific
33
The following is the proposed timetable. It is expected that the course will run on a Thursday
afternoon. The time, day and lecturer may change according to availability. You will be given
advanced warning of these changes
Week Topic
Lecturer
1
Principles of biomechanics
DM
2
Biomechanics of soft tissues
RTL
3
Principles of rehabilitation
DM
4
Biomechanics – Lower limb
RTL
5
Biomechanics – Upper limb
DM
6
Biomechanics – Spine and Pelvis
CS / AD
7
Movement analysis – practical
DM / RTL
8
Gait analysis and specific podiatric Justin Coulter
conditions
9
Rehabilitation – Lower limb
CS/ AD
10
Rehabilitation – Upper limb
CS / AD
11
Rehabilitation - Spine
CS/ AD
12
Examination
DM
Assessment
Written examination: 100%
MCQ paper: 50% one hour
Long question paper: 50%, two hours; answer 3 out of 5 questions;
Recommended Reading
The following are general texts which will help give an overview of biomechanics and
rehabilitation. You can expect to be given a reading list by individual tutors which relates
to a specific topic in more detail. Each lecturer will issue some required reading
material, and preparatory work approximately 2 weeks prior to their session
Clinical Sports Medicine latest Ed, Peter Brukner & Karim Khan
Joint Structure and Function: A Comprehensive Analysis by Pamela K. Levangie
(Editor), Cynthia C. Norkin (Editor) FA Davis
Nordin CC and Frankel VH Basic biomechanics of the musculoskeletal system. LWW
latest ed
34
SM5: Research Project
Project Co-ordinator: Dr Dylan Morrissey
Aims
This module will give you experience of the entire research process, in an area of sports
and exercise medicine. Your project (and literature review) will contribute towards half of
your intercalated BSc and you will therefore spend a significant amount of the year
preparing it. It is expected that you will produce a piece of high quality research that will
be potentially publishable. Though you will be given a project idea, you will be
responsible for developing your own research question from this area. Part of the
process of refining your project proposal will include producing a review of the relevant
literature. Your project will be guided by both your project supervisors and through
group tutorials. These tutorials are designed to give you guidance and feedback on
specific areas of the research process, as well as ensuring that your research
progresses at the appropriate rate. A large emphasis will be placed on presenting your
research in a professional manner, which will include writing it up according to the
guidelines of the British Journal of Sports Medicine, as well as giving an oral
presentation.
In addition to the review of literature necessary for your research project, you will also
write up a separate in-depth systematic review of literature, which may be on any area
of sports medicine, provided it has not been recently reviewed. It is, however, preferable
for you to review an area related to your project, as this will allow one to build upon the
other.
Learning Outcomes

Know how to select an appropriate topic, develop a research question and
construct a thorough review of the literature pertaining to that question

Be able to carry out the proposed project to obtain a set of raw data.

Have basic statistical skills to analyse the raw data.

Be able to write up the project and literature review in journal format.
Project areas
The research will focus on certain key areas, with a mixture of group and individual
projects being available. Allocation will be by a preferential selection process – with the
course team making the final decision. You will be allocated an individual project
supervisor who will give you specific project advice.
Supervision frequency
All students will have at least one internal supervisor in addition to external supervisors.
It is expected that students will meet with at least one of their supervisors at least once
per month. It is up to students to arrange these meetings and to keep the supervisors
informed of their progress. Supervisors are not expected to chase students!
Guidelines For Write Up & Assessment Of Research
Please note that you must hand in a draft of your work to your supervisor TWO WEEKS
prior to the deadlines for each piece of coursework in order to get feedback.
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COURSEWORK: 100% - worth 4 course units (i.e. half your BSc)
Literature Review (30%): Exploring the literature underlying an area of Sports and Exercise
Medicine of the student’s interest. Written according to British Journal of Sports Medicine
guidelines. (max. 3000 words)
Research Project (40%): Write up of the research in the form of a paper, according to British
Journal of Sports Medicine guidelines. (max. 3000 words)
Presentation of Research (20%): 10-minute presentation summarising the project
Viva (10%): 10 minutes covering your research project and literature review
LITERATURE REVIEW (as per British Journal of Sports Medicine guidelines)
Word Count: max. 3000
Remember that this does not have to be in the area of your research project, and may be in a
different area of Sports and Exercise Medicine if desired. What is important is that the area has
not been reviewed within the past five years, so that there are at least 5-10 good quality studies
that have been published since then to review. Please refer to this excellent free guide to
systematic reviews provided by The Centre for Reviews and Dissemination at the University of
York: http://www.york.ac.uk/inst/crd/pdf/Systematic_Reviews.pdf
The following is also essential reading: http://www.bmj.com/cgi/reprint/330/7499/1053
Section
Instructions
Mark
Title
Clearly states topic of review
4
Abstract
Structured abstract (develop structure appropriate to your review).
10
Must not exceed 250 words.
Introduction
Relevance and justification of the review topic chosen. Remember that
you are trying to justify a review of the literature, not another research
study in the area.
8
Search and
evaluation
strategy
Sufficient detail to be able to reproduce.
6
Discussion
Describe why any studies were excluded. Describe the quality of the
retained studies.Main body of the review. Use subheadings as needed
to aid clarity. Include evidence of your own critique of the cited articles.
50
Conclusion
Summary of the discussion. Highlight the important conclusions drawn
from your own understanding.
10
References
Vancouver style must be used with citations numbered consecutively in
the order in which they appear in the text, tables, and figures. List all
authors when there are three or fewer; if there are more than three, list
the first three, followed by et al.
2
General
Clearly written, logical flow of ideas.
10
Includes databases searched and key terms used, including terms like
AND, OR and NOT. Include criteria for acceptance or rejection.
Show evidence of your own understanding and interpretation of the
articles.
Total: 100 marks
Please note you may choose to do a systematic review if your supervisor supports this action.
You must get Dr Morrissey’s approval.
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Research Project (as per British Journal of Sports Medicine guidelines)
Word Count = max of 3000 including abstract, figures and tables but not references.
Section
Instructions
Marks
Title
Concise description of study.
4
Abstract
Structured: must not exceed 250 words and should be subdivided into four sections:
10
1: Background (optional) 2: Objectives 3: Methods 4: Results 5: Conclusions
Sections should not be combined. Statistical values should be given (confidence intervals
preferred). The abstract should be followed by up to five key terms for indexing purposes.
Intro
Initially needs to set the scene by giving a short background to the area.
10
The most important aspect is to justify the research area in terms of:

The clinical or scientific importance of the area

Its novelty – ie, it hasn’t been researched more than once before, or if it has, there
are certain ways in which your proposed approach is preferable. This will require a
brief literature review to draw out what is known, and how well that is known in
terms of the validity of methods and study designs. This will reveal what remains to
be known, which will inform your aims.
The introduction is also the place to (briefly) justify why the specified measurement tools
were chosen. For example, why was ultrasound used instead of MRI, or why were semistructured interviews used instead of questionnaires?
Clear statement of aims. All aims must have been justified in the introduction.
Method
This section should be sufficiently detailed to permit the reader to replicate the study.
18
Should include ethical, consenting and sample size considerations.
Brief outline of statistical tests used/how the data will be analysed.
Results
Clear, enhance with graphs/tables where appropriate.
18
Avoid replication of data in text & graphs/tables.
Discussion
/
Conclusio
n
Draws appropriate conclusions from data. Comparison with previous related research
16
Clear distinction between deduction and speculation.
Show appreciation of limits of study and direction of future research.
References
Modified Vancouver style must be used with citations numbered consecutively in the order
in which they appear in the text, tables, and figures. Use square brackets, not superscript
numerals. List all authors when there are three or fewer; if there are more than three, list the
first three, followed by et al. Should not exceed 40. please look closely at recent articles in
BJSM to see exactly how the references are written. NOT included in word count.
2
General
Clear writing style, logical progression of ideas and information.
12
Sticks to word count.
TOTAL MARKS CAPPED AT 50% IF YOU DO NOT FOLLOW THESE GUIDELINES!
Raw Data
Hand in ONE copy with your project. This should include sufficient information for the
marker to be able to repeat your calculations and see your statistical working. Ensure that
all abbreviations are explained.
NOT included in word count.
Total: 100 marks
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10
BSc research: presentations & vivas
Instructions to Candidates
The presentation and viva days are a culmination of your hard work over the last few
months. It is a formal occasion and you should be proud of your work - dress smartly
(though suits are not required).
Presentations

All candidates should attend for the whole presentation session.

You should arrive in good time.

Please bring with you a copy of your presentation (just in case there are any
problems with the emailed version). This copy should be on CD or floppy disc or
USB stick.

You should also bring 3 print-outs of your presentation (with your name and
candidate number on the front).

You will have 7 minutes to present your research, followed by 3 minutes of
questions. You will be given a 30 second warning prior to your 7 minutes and
you should ensure that you finish presenting within this time. You will not be
allowed to continue beyond 7 minutes.

The presentations may be recorded for moderation purposes.
Guidelines for the presentation
o Contributes 20% towards your overall research module mark. The presentation is
on your research project, not your literature review.
o Format: The exact style and order of your presentation is up to you, but as a
minimum you should include information on the following:
o Title slide, including name & candidate number, module, title of research
o Background
o Methodology
o Results
o Conclusions & discussion, including limitations of the study and areas for future
development
o Summary slide to finish
o Questions: These may be on anything related directly to your project or to the
general topic under research.
Tips
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
Practise until you are fluent, marks will be awarded for style, but deducted if you
do not finish in time.

Don’t try to put too much information on each slide.

Focus on the key points. You do not have to cover all the aims and associated
results from your written project, nor does your description of the methodology
need to be in the detail required in the write-up.

Support your presentation with illustrations where appropriate. However do not
include any humorous slides or “jokes”.

Try and ‘tell the story’ of your research. Remember the examiners are less
familiar with the details of your project than you are; make sure you include
sufficient conceptual information for the project to make sense to an ‘outsider’.
This does not mean irrelevant practical details – it means making sure the broad
rationale and design of the study are clear.
Vivas

Vivas will last at least 10 minutes and will be conducted by 2 examiners.

Please ensure you arrive at least 10 minutes prior to the start of your viva.

The vivas may be recorded for moderation purposes.
Guidelines for the viva

Contributes 10% towards your overall research module mark.

The main purpose of the viva is to check your understanding of your research
project and literature review.

It will cover the background and concepts related to your research as well the
actual methodology, results and conclusions.
Tips

Be able to succinctly summarise your project and literature review.

Try and imagine what questions you may be asked and work out your replies.
Getting colleagues (medical and non-medical) to read your work and then ask
you questions is a good way of practising this.

Think forward from what you have done.

Make sure you fully understand the rationale of the study, the nature of the
measurements made, the statistical analysis techniques used and the
implications of results.
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Criteria for Co-authorship/acknowledgment
One of the aims of this course is to produce original research work or case studies
worthy of publication. Publication normally refers to acceptance of a paper in a peerreviewed journal, but can also be in the form of a poster or an oral presentation at a
conference. The only time this does not apply is in your degree presentation.
There is a certain etiquette involved in producing work for publication, and although
some of the rules are common-sense, some may need to be pointed out. They are
mainly concerned with ensuring that credit for the work is fairly distributed and that the
quality of the work is optimised. Here are the main guidelines you should follow when
preparing and submitting work to a conference or a journal:
The authors listed in the presentation, poster or paper should include all those who had
a significant role in at least 3 of the following:
Origin and development of research idea (this may be enough on its own);
Writing ethics;
Data collection and/or analysis;
Drafting/editing of or intellectual input into written work;
Supervision .
Provision of research subjects and/or materials
The authors listed will almost certainly include your external research supervisor and
your internal CSEM supervisors. If in doubt, discuss with Dr Morrissey, the course lead.
You should also acknowledge any other help which may not have been quite sufficient
to warrant authorship. Examples could include:
Technical support;
Writing assistance;
General support from non-supervising CSEM staff (if any is sought)
This will include a statistician, any research assistants, or any staff who may have
assisted you with small parts of the study.
To avoid disputes over attribution of academic credit, it is helpful to decide early on in
the planning of a research project who will be credited as authors, as contributors, and
who will be acknowledged. (Guidelines on Good Publication Practise,
www.publicationethics.org.uk/guidelines )
Of utmost importance is the need to show your work to your main external and internal
supervisors before submitting or presenting. Official guidelines (Guidelines on Good
Publication practice, www.publicationethics.org.uk/guidelines ) state that all authors
must take public responsibility for the content of their paper, hence using their name on
your paper without their consent and knowledge is potentially damaging to their
reputation. Moreover, they may wish to actively contribute to the writing of the work.
40
Rules & Regulations
Staff here are committed to ensuring you gain as much from this course as your
potential allows. However we cannot ensure this unless you attend regularly.
Attendance at all lectures, tutorials, practicals and seminars is therefore mandatory.
Attendance will be checked through register-taking. This applies to all classes, including
journal club. Further, it is very disruptive for the lecturer and the other students when an
individual arrives late. Repeated lateness is also indicative of an unprofessional attitude.
The lecture room door will be locked soon after the scheduled starting time. Anyone
arriving after that time may enter at a time determined by the lecturer, but that session
will still be marked as absent for that student. Students are advised to aim to be at the
lecture room at least 10 minutes early, and should always allow for potential travel
problems.
Academic regulations concerning all aspects of academic endeavour such as
examinations, enrolling, exam boards, plagiarism and so on are available at
http://www.arcs.qmul.ac.uk/policy_zone/academic_regulations_2008_09_final.pdf.
41