Translational Medical Science
| Module title | Translational Medical Science |
|---|---|
| Module code | CSC3019 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff | Dr Daniela Souto Patinha (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 11 | 0 |
| Number students taking module (anticipated) | 180 |
|---|
Module description
Translational Medical Science (TMS) teaching builds on the biomedical knowledge you obtained in previous modules such as Integrated Human Physiology, Disease, Diagnostics and Therapeutics and Experimental Design and Statistics . During years 1 and 2 you explored normal physiology and function and applied your learning to mechanisms of disease. The technologies and techniques available for the diagnosis, monitoring and treatment of disease were also discussed. TMS is centred on the critical appraisal of cutting-edge research and new developments in clinical and medical technologies. The timetabled sessions include presentations and interactive discussions led by experts in the subject of each topic, in combination with structured small group learning (SSGL) centred on clinical science ‘trigger’ scenarios. In addition, there are workshops to improve your critical analysis and writing skills.
Module aims - intentions of the module
This module enables you to practise:
• Applying fundamental research to contemporary healthcare problems.
• Evaluating current healthcare practice and its associated underpinning research evidence, to synthesise potential new healthcare solutions.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Apply key medical science principles underpinning the prevention, diagnosis and treatment of disease.
- 2. Demonstrate an awareness of key human science principles associated with human health and disease.
- 3. Discuss the fundamental contemporary theoretical, cultural and ethical bases of basic and applied medical research practice within the UK and wider global community contexts.
- 4. Evaluate the key principles and challenges for healthcare planning and delivery, including the development and implementation of new health technologies.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Demonstrate an integrated and detailed knowledge and understanding of the core biomedical science principles
- 6. Apply skills of critical thinking, problem-formulation and problem-solving to medical science practice.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Manage time, workload, ambiguity, change and stress effectively.
- 8. Demonstrate professional competence in communicating with peers, academic staff and/or healthcare professionals.
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
You will explore and discuss evidence-based solutions to a variety of clinical problems by identifying, critically interpreting and refining pertinent questions and appropriate technologies which may offer effective solutions to clinical trigger scenarios. There will be an emphasis in linking basic science to the clinical management of key illnesses/diseases and the exploration of emerging research articles that may be of potential future clinical benefit.
Indicative topic areas:
Diabetes, inherited/genetic diseases, epigenetics, respiratory disease, autoimmunity, viral triggers of disease, cancer, renal and cardiovascular disease, aging, personalised medicine, neurology, obesity, stem cell therapy, gene therapy and nutrition and sports in health.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 66 | 234 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 1 | Introductory lecture |
| Scheduled Learning & Teaching | 26 | Student led small group sessions (1hr (30min+30min) intro SSGL + 10 x 1hr + 10 x 1.5hr) |
| Scheduled Learning & Teaching | 20 | Expert facilitated sessions (10 x 2hr) |
| Scheduled Learning & Teaching | 6 | Workshop sessions (2 x 2hr + 2 x 1h) |
| Scheduled Learning & Teaching | 3 | Small group sessions with literature review provider (2x1.5hr) |
| Scheduled Learning & Teaching | 10 | Introductory lectures and learning (10x1hr) |
| Guided Independent Study | 83 | Preparation for small group learning |
| Guided Independent Study | 74 | Researching and writing literature review |
| Guided Independent Study | 77 | Exam revision |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Peer evaluated group work | Across 10 sessions | 1-8 | Feedback via peers |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 55 | 45 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written Review | 40 | 4.5 pages (~2500 words) | 1-8 | Written |
| Contribution Element, consisting of: | 0 | |||
| 1) Completing short on-line quizzes | 5 | 1) about 20-30 | 1-8 | Oral or written (on request) |
| 2) Creating short resources for the SSGL sessions | 5 | 2) minimum of 10 | 1-8 | Oral or written (on request) |
| 3) Group presentation | 5 | 3) 2 presentations, one each term | 1-8 | Oral or written (on request) |
| Short Answer Examination | 45 | 3 hours | 1-6 | Written (on request) |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written Review (40%) | Written Review (4.5 pages) | 1-8 | Ref/Def period |
| Contribution Element, consisting of: | |||
| 1) Completing short on-line quizzes (5%) | 1) Completing short on-line quizzes (about 20-30) | 1-8 | Ref/Def period |
| 2) Creating short resources for the SSGL sessions (5%) | 2) Creating short resources for the SSGL sessions (min of 10) | 1-8 | Ref/Def period |
| 3) Group Presentations (5%) | 3) Individual presentation | 1-8 | Ref/Def period |
| Short Answer Examination (45%) | Short answer examination (3 hours) | 1-6 | Ref/Def period |
Re-assessment notes
Please also refer to the TQA section on general Referral/Deferral guidelines: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
The recommended texts for the course are posted on ELE. Students are also expected to read and appraise critically contemporary landmark original research articles.
Indicative learning resources - Web based and electronic resources
Resources for each two week topic will be available on ELE.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | CSC2012 Disease, Diagnostics and Therapeutics or alternative prior biomedical science learning |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 16/04/2012 |
| Last revision date | 22/02/2024 |
