Module MSE-1017:
Key Skills in Medical Science

Module Facts

Run by School of Medical Sciences

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Mrs Bethan Davies Jones

Overall aims and purpose

At Bangor, we place a high value on students acquiring transferable skills. This module is designed to develop and exercise these skills. Not only will these skills help you throughout your time at the university, they will be useful to you in a wide range of careers

Course content

A series of lectures and workshops will be delivered by module staff and invited speakers on areas relevant to core skills. These will include writing styles for science, literature searching, referencing and avoiding plagiarism, basic statistics, presenting scientific data, accessing and using specialist packages, bioinformatics, making the most of MS Office, career path planning and professionalism.

Assessment Criteria

excellent

Category A (70%-100%):

An excellent student will demonstrate a wider understanding of the implications of the question beyond the obvious, a good grasp of latest developments in the subject area (including its limitations) and a developed critical ability. Communication will be fluent and articulate, with an ability to engage the audience.

References/sources will be highly appropriate, scientific, well evaluated and extensively researched.

Evidence of in-depth critical thinking and wider reading are important for grades of A+ and above.

C- to C+

Category C (50%-59%):

A student achieving C level grades will demonstrate a reasonable understanding of the information requested and some knowledge of the subject matter though with some lapses in detail and accuracy of ideas. A reasonable attempt to communicate ideas will be made, with some evidence of consideration of the intended audience. References/sources will be appropriate though may be limited.

threshold

Category D (40%-49%):

A threshold student will demonstrate a basic ability to answer questions with relevant information, with some organisation of thoughts and understanding of the subject matter. Communication may have some misunderstandings evident but will show a basic understanding of the principles. References will be used but may be limited or may rely on less appropriate sources.

good

Category B (60%-69%):

A good student will produce a well-structured cogent argument demonstrating a good understanding of the information requested and knowledge of the subject matter. Communication will be coherent and matched to the intended audience. References/sources will be appropriate, scientific and evaluated well.

Learning outcomes

  1. Demonstrate the ability to effectively research the relevant literature, to understand the structure of scientific publications and to reference materials correctly.

  2. Apply figures, tables and graphical techniques to describe scientific concepts/results.

  3. Develop personal development skills relating to time management, prioritisation of work, organisation and managing deadlines.

  4. Demonstrate an ability to write a scientific essay, including accurate referencing

  5. Critique and provide feedback on your/other's work

  6. Demonstrate your ability to work with others.

Assessment Methods

Type Name Description Weight
ESSAY Formative Essay

The aim of the formative essay is to provide you with the opportunity to revise and improve your essay writing skills. This corresponds with the following sessions: library resources and literature searching, using sources and Turnitin, and building arguments.

0
LOGBOOK OR PORTFOLIO Reflective Portfolio

Reflective learning is a way of allowing students to step back from their learning experience to help them develop critical thinking skills and improve on future performance by analysing their experience. This type of learning, which helps move the student from surface to deep learning.

For this assessment, you will be asked to reflect on at least 10 different episodes/events during your first year at the School of Medical Sciences (5 per semester). These may be lectures, practicals, seminars, outside reading, acting on feedback or extracurricular volunteering opportunities. Each reflection should be a minimum of 250 words (max. 500 words) and should follow the Gibbs' reflective cycle.

30
ESSAY Bioinformatics Essay

Explain briefly the significance of a protein in health and disease. This assessment will be associated with the bioinformatics sessions in semester 2.

35
COURSEWORK Revision Poster

Students will be divided into groups to collaborate on a Poster on a given scientific subject studied in MSE-1007 Foundation molecules and Cells or MSE-1021 Physiology (& Anatomy). These will serve as a repository for course information and knowledge.

35

Teaching and Learning Strategy

Hours
Private study

Directed and self-directed reading around topics and the completion of assignments.

170
Lecture

10 sessions per semester.

Lectures may convey substantial elements of the subject content, provide core themes and explanations of concepts, as well as set the scene for and inspire students' independent learning. Lectures encourage and enable students to develop skills in listening and selective note-taking, to appreciate how information is structured and presented, and to understand the means by which scientific information is obtained. The traditional format may be enhanced through the use of computer-based or other learning aids and interactive student participation in groups or by communication networks.

30

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

Medicine benchmarks

Plan and execute research, present coherent scientific arguments, evaluate the data collected, draw valid conclusions and communicate to expert and lay audiences. (benchmark: 5.3)

Synthesise information from a variety of sources to aid knowledge and understanding of medical sciences. (benchmark: 6.1.b)

Analyse, evaluate and interpret the research evidence underpinning medical sciences. (benchmark: 5.2)

Reflect on and critically evaluate own academic, professional and "practical" development. (benchmark: 5.4)

Knowledge of professional skills and practical procedures. (benchmark: 4.2. p)

Will have gained transferable employability skills in presentation, numeracy, statistics, problem-solving. (benchmark: 5.1)

Will be equipped with inter-personal skills including team building, conflict management, and display behaviour and attitudes required in a professional working life. (benchmarks: 6.1.i, 6.2.2)

Biomedical Science benchmarks

On successful completion of the course, students will be able to engage with essential facts, major concepts, principles and theories associated with molecular biology and medical genetics, and the basis of the analytical techniques used to diagnose and monitor human conditions. (benchmark: 6.4)

Graduates will be able to apply their knowledge to a professional, evidence-based approach to research into the pathogenesis and origins of disease processes and the diagnosis and monitoring of disorders. (benchmark: 6.2)

Biomedical science graduates are aware of the current laboratory methods to investigate and diagnose human diseases in clinical and research environments. This includes an appreciation of research and the development of new technologies. (benchmark: 6.3)

Biomedical sciences graduates should recognise and apply subject-specific theories, paradigms, concepts or principles to reach evidence-based decisions. (benchmark: 4.2)

To plan and execute hypothesis-driven research or development work, present coherent scientific arguments, evaluate the evidence (including the knowledge of statistical tests) and draw valid conclusions and communicate to expert and lay audiences. (benchmark: 4.3)

To be able to receive and respond to a variety of sources of information (textual, numerical, verbal, graphical), carry out sample selection, produce record scientific records & analyse data within a statistical context (an understanding of statistical significance and statistical power), and to communicate the outcomes to a variety of audiences using a range of formats, media and approaches including the avoidance of plagiarism. (benchmark: 4.4; 4.5)

Resources