Disease, Diagnostics and Therapeutics
| Module title | Disease, Diagnostics and Therapeutics |
|---|---|
| Module code | CSC2012 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Professor Clare Gallon (Convenor) Dr Alex Clarke (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 11 | 0 |
| Number students taking module (anticipated) | 170 |
|---|
Module description
This module examines current knowledge of key pathophysiological mechanisms that underpin human disease, alongside key techniques used in the diagnosis, monitoring and treatment of disease. Small group learning and structured supporting sessions are used to provide scientific ‘trigger’ scenarios that introduce key transferable concepts within the setting of illustrative important diseases. In this module we support and encourage you to develop personal skills such as questioning, problem-solving, explaining and communication in addition to the development of your scientific knowledge.
Module aims - intentions of the module
This module promotes an integrated understanding of core human pathophysiological concepts and healthcare technologies and laboratory tests, using illustrative diseases. The module also explores key examples of where science has been translated successfully into clinical practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Explain selected core integrated biomolecular and biomedical science principles underpinning human health and illustrative diseases.
- 2. Outline the key scientific principles underpinning the prevention, diagnosis and management of important diseases..
- 3. Identify 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...
- 4. Explain key concepts of physiological and pathophysiological processes in health and disease
- 5. With limited guidance, apply skills of critical thinking, problem-formulation and problem-solving to practice within the medical sciences.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. With limited guidance, apply skills of critical thinking, problem-formulation and problem-solving to practice within the medical sciences.
- 7. With limited guidance, manage time, workload, ambiguity, change and stress effectively
- 8. Effectively communicate and discuss scientific principles, using visual aids where appropriate.
- 9. With limited guidance, demonstrate professional competence in communicating effectively with fellow scientists.
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
The module provides learning opportunities around key medical science concepts, using important human disease triggers. Teaching involves Structured Small Group Learning and structured workshops/tutorials, to demonstrate key scientific principles using physical and electronic resources. The scientific basis of associated healthcare technologies employed in the prevention, diagnosis and management of illustrative diseases will also be explored.
Whilst the module’s precise content may vary from year to year, a list of the main topics is as follows:
Autonomic nervous system
Somatic nervous system
Muscle contraction mechanism and signalling (smooth, cardiac, skeletal)
Second messenger signalling (e.g. HIF, NF-kappa B, tyrosine kinase receptors, Hedgehog signalling, PI3K/AKT, Wnt, GPCR)
Atherosclerosis
Lab techniques (PCR, WB, IHC, ELISA, Flow Cytometry)
Inheritance of genetic disease (SNPs, Penetrance + Expressivity)
Epigenetic regulation of genes
Action potentials
Bacterial infections
Immune response (activation and propagation)
Vaccines
Anti-Inflammatory medications
Cell cycle regulation and checkpoint control
Glucose handling in the body
Recombinant protein production
Hypothalamus-Pituitary-Adrenal axis
Renin-Angiotensin-Aldosterone system
Blood pressure regulation
Haemostasis
Skin disorders
Immune tolerance and autoimmunity
Layers of the skin
Protein degradation
Cell Death
Senescence
Nociception
Central nervous system neurotransmission (monoamine and amino acid)
Nervous system disorders and clinical intervention
Gut-Brain Axis
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 53 | 247 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 32 | Expert-facilitated, structured small group learning sessions. |
| Scheduled Learning and Teaching Activities | 4 | Module induction and e-resource coursework introduction sessions. Supported by asynchronous Q&A by online discussion forum. Guidance on peer-reviewing skills, and assessment preparation for the E-resource peer review submission. |
| Scheduled Learning and Teaching Activities | 6 | Disease specific workshops. Supported by asynchronous Q&A by discussion board. |
| Scheduled Learning and Teaching Activities | 11 | Consolidate and Apply workshop sessions, supported by asynchronous Q&A and topic requests on discussion forum. |
| Guided independent study | 247 | Session preparation, directed learning using on-line resources on the module ELE, e-resource and team portfolio creation & peer review, online discussion forum contribution, revision. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Online MCQ Knowledge Tests | 160 questions | 1-2,6-7 | Online |
| E-resourse assessment | 1 group submission (max 6 PowerPoint slides each). Group peer review of two other teams e-resources | 1-9 | Written (Tutor & Peer) |
| Example SAQ | 2 questions | 1-5, 8, 9 | Online |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 45 | 55 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| SAQ Examination | 55 | 3 hour | 1-8 | Written (on request) |
| e-resource | 25 | 1 x submission (max. 6 PowerPoint slides equivalent). Peer review engagement with 2 individual e-resources (individual activity) (minimum 2 feedback comments per e-resource) submitted on time | 1-9 | Written (Tutor & Peer) |
| e-resource and concept map portfolio | 10 | 2 x group submissions (1 portfolio per term comprising a group concept map and associated e-resources for each of 5 triggers per term). Group peer marking of 2 group portfolios (minimum 2 feedback comments per portfolio) | 1-9 | Written (Peer Group) |
| e-resource peer review training exercise | 10 | Grading and feedback of 4 individual e-resources including a minimum of 2 feedback comments per assessment criterion for each e-resource (individual activity) | 6,9 | Written (Tutor) |
| 0 |
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 |
|---|---|---|---|
| SAQ Examination (55%), 3 hours | SAQ Examination 3 hours. See note below. | 1-8 | Referral/deferral period |
| e-resource 25% | Resubmission of failed e-resource with improvements in light of feedback (max 6 slides each) | 1-9 | Referral/deferral period |
| e-resource and concept map portfolio 10% | Individual assessment of 1 group portfolio | 1-9 | Referral/deferral period |
| e-resource peer review training exercise (10%) | Grading and feedback of 2 individual e-resources including a minimum of 2 feedback comments per assessment criterion for each e-resource (individual activity) | 6,9 |
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/
If you have been referred in the module because of the failure in the e-resource assessment, you will need to re-submit the e-resource element that achieved less than 40% on first submission, during the referral/deferral period.
Indicative learning resources - Basic reading
The recommended texts, e-resources and other supporting resources for the module are posted on electronic learning environment
Indicative learning resources - Web based and electronic resources
https://vle.exeter.ac.uk/course/view.php?id=9083
Indicative learning resources - Other resources
An up to date reading list of specific texts will be provided on the module web page.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | CSC1005 Integrated Human Physiology |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | Yes |
| Origin date | 24/05/2016 |
| Last revision date | 26/09/2023 |
