Seminars in Neuroscience
| Module title | Seminars in Neuroscience |
|---|---|
| Module code | NEUM002 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Bex Smith (Convenor) Dr Sam Hughes (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 0 | 11 | 0 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module will introduce students to essential methods and skills utilised in research which are important to understand for your development as a neuroscientist. You will learn about the scientific method to the contemporary research methods and computational modelling in neuroscience. You will receive teaching in different key and current neuroscience techniques and presentation skills. These skills will be taught through a series of lectures and workshops from expert researchers.
Module aims - intentions of the module
This module aims to provide you with the essential knowledge and skills needed to perform cutting-edge neuroscience research with ‘real world’ applications and to support you with your individual research project.. These skills will be assessed at the end of the module with a presentation focusing on one of the neuroscience techniques covered in the module.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand and evaluate various techniques used in neuroscience and their applications.
- 2. Gain insight and know-how of how scientists apply techniques to neuroscience research
- 3. Understand simulation models of neuroscience research and their applications to research
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Use and understand statistical methods to analyse and interpret neuroscience research data.
- 5. Synthesize, and critically evaluate, primary sources of information.
- 6. Compare and contrast neuroscience methods identifying their strengths and weaknesses
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Exemplify critical thinking in the construction and analysis of verbal/written arguments
- 8. Communicate information orally and with audio-visual aids
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 begins with several introductory lectures in weeks 1 and3 first to outline the aims and structure of the module and introduce the assessment. The subsequent lectures will cover techniques utilised in neuroscience research. Module content will be delivered in term two and be taught in two-week blocks.
Expert-led seminars in neuroscience techniques
Over a series of two-week blocks, you will develop in-depth knowledge of cutting-edge neuroscience techniques through a combination of online and in-person expert-led seminars focussing on current research using key techniques in neuroscience, this will be followed in the subsequent week by a workshop/ practical session aimed to develop essential skills to equip neuroscience researchers of the future and develop a critical appreciation of the potential and limitations of current neuroscience research and analysis techniques.
Content will vary depending on academic availability but is likely to include from the following:
- Rodent behavioural analysis: Morris water maze
- Zebrafish models: How stress hormones shape animal behaviour
- Cell models: The utility of iPSCs models in ALS
- Electrophysiology: Whole cell patch clamp recording
- Molecular Neuroscience: Omic profiling of distinct neural cells
- Neuroanatomy: Brain dissection demonstration/ histology
- Computational modelling: Ion channel-mediated hormone release in the pituitary
Data analysis and statistics
In addition, there will be several statistics/ coding workshops. These will recap statistical concepts and work through practical examples of using statistics and coding for reproducible research.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 8 | 8 x 1-hour Lectures/ Seminars |
| Scheduled Learning and Teaching | 10 | 5 x 2-hour workshops/Practical sessions |
| Scheduled Learning and Teaching | 4 | 2 x 2-hour computational workshops |
| Guided Independent Study | 78 | Reading and preparation for practical sessions, seminars, and workshops |
| Guided Independent Study | 50 | Reading and preparation for lectures and assessment |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Online multiple-choice quizzes | 5-10 MCQs per practical or workshop | 1-6 | Written Online |
| Workshop participation | Contribution to online materials (e.g. Padlet) for each workshop | 1-8 | Verbal (on request) |
| Presentation plan | 250 words plan/ concept map | 1-8 | Written Online |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Oral presentation on the promises and pitfalls of a selected neuroscience technique | 85 | 15 minutes | 1-8 | Written |
| Peer marking of Oral presentation on the promises and pitfalls of a selected neuroscience technique | 5 | 1-8 | Written | |
| Workshop participation | 10 | Contribution to online materials (e.g. Padlet) for each workshop | 1-8 | Written or verbal (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 |
|---|---|---|---|
| Recorded presentation on the promises and pitfalls of a selected neuroscience technique (90%) | Recorded presentation (15 minutes) (90%) | 1-8 | Ref/def period |
| Peer marking of Oral presentation on the promises and pitfalls of a selected neuroscience technique (5%) | N/A (addressed by Recorded presentation above) (5)%) | N/A (addressed by Recorded presentation above) | N/A (addressed by Recorded presentation above) |
| Workshop participation (10%) | Set SAQs (10%) | 1-8 | Ref/def period |
Re-assessment notes
If you miss 4 or more seminars/workshops, you must provide mitigation for your absence to obtain a deferral of the workshop participation component. In the case of deferral of the workshop contribution assessment, students will be required to answer set questions for each session missed.
Students with Individual Learning Plans referencing difficulties in group participation will be offered the option to submit a pre-recorded presentation in lieu of a live presentation. Similarly, students with Individual Learning Plans with difficulties in group participation will be offered the option to do the re-assessment in lieu of a seminar contribution score (i.e., XX). These individuals will be contacted at the start of the module and asked to choose between these two options.
Please also refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
“Current Laboratory Methods in Neuroscience Research” - Xiong & Gendelman, ISBN 9781461487937
“Critical thinking skills: effective analysis, argument and reflection” – Cottrell, ISBN 9781137550521
“Focus on neuroscience methods. Nat Neurosci 23, 1455 (2020). https://doi.org/10.1038/s41593-020-00750-z”
Croft CL, Noble W. Preparation of organotypic brain slice cultures for the study of Alzheimer's disease. F1000Res. doi: 10.12688/f1000research.14500.2.
“Wall and Melzack's Textbook of Pain E-dition" - Sternberg, ISBN 0098-7484
Sukoff-Rizzo et al (2017) Behavioral phenotyping assays for genetic mouse models of neurodevelopmental, neurodegenerative and psychiatric disorders. Annu Rev Animal Biosci 5:371-89
Chen, Z. and X. He (2021). "Application of third-generation sequencing in cancer research." Med Rev (2021) 1(2): 150-171.
Tarazona, S., A. Arzalluz-Luque and A. Conesa (2021). "Undisclosed, unmet and neglected challenges in multi-omics studies." Nat Comput Sci 1(6): 395-402.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 19/02/2023 |
| Last revision date | 18/04/2024 |
