Attachments

 

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Quality Handbook

 

 

AQH-B2-3a Undergraduate Programme Specification Template

August 2015

 

 

 

Faculty of Health Sciences & Wellbeing

School of Nursing & Health Sciences

 

 

BSc Physiological Sciences

 

 


 

 

2019-20

 

 

PROGRAMME SPECIFICATION

 

 

 

 

 

 

 

 

 

 

 

 

Version History

 

 

Please complete each time a new version is drafted e.g.

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Version presented for approval

Dr Judith Kuit

Created 15/04/11

2.0

Amendments following institutional approval

Dr Judith A. Kuit

26/07/11

3.0

Amendments following institutional approval

Dr Judith A. Kuit

21/09/11

 

Further amendments following institutional approval

Dr Judith A. Kuit

01/11/11

4.0

Change in modules HCS106

Dr Judith A. Kuit

09/07/12

5.0

Changes in module availability, sport and exercise module added in. HCS323 introduce. HCS217 changed to a 30 credit module HCS219

Dr Judith A. Kuit

20/11/13

6.0

Changes in Module leaders

Dr Judith A. Kuit

07/08/14

7.0

Changes to entry tariff

Dr Jane Carr-Wilkinson

20/10/15

8.0

Updating of module descriptors and changes in module leaders

Dr Jane Carr-WIlkinson

18/12/2015

9.0

Changes in module availability: HCS101 added as a core module. HCS110 and HCS107 added as further optional modules.

 

 

Dr Jane Carr-Wilkinson

15.01.2016

10.0

Further changes to entry tariff to include Biology or chemistry

Dr Jane Carr-Wilkinson

25.01.2016

11.0

Changes to module codes including HCS116, HCS226 and HCS232.

Dr Jane Carr-Wilkinson

13.09.2016

12.0

Revision for periodic review

Dr Jane Carr-Wilkinson

Aug-Sept 2016

13.0

Revised learning outcomes at stage 3/level 6 (REQ from periodic review0

Dr Jane Carr-Wilkinson & Armstrong

February 2017

14.0

Programme modification – approval of part-time route

Dr Jane Carr-Wilkinson

September 2017

15.0

HCS337 replaces HCS332

J Armstrong

Aug 2018

 

 

 

 

 

 

SECTION A: CORE INFORMATION

 

  1. Name  of programme

 

Physiological Sciences

 

  1. Award title

BSc Honours

 

  1. Programme linkage  Yes

 

BSc Honours Healthcare Science (Cardiac Physiology)

BSc Honours Healthcare Science (Audiology)

 

 

It is possible to transfer to from Physiological Sciences to the Healthcare Science programmes after Stage 1, subject to successful recruitment and selection.

 

  1. Is the programme a top-up only? No

 

  1. Does the programme have a Foundation Year (level 3) associated with it so that students enter for a four-year programme and progress directly from the Foundation Year to Stage 1 without having to re-apply?   No

 

  1. Level of award: Level 6

 

  1. Awarding body:  University of Sunderland

 

  1. Which department is it in?  School of Nursing and Health Sciences

 

  1. Programme Studies Board? BioSciences

 

  1. Programme Leader:

 

Dr Jane Carr-Wilkinson

 

 

  1. How and where can I study the programme?

 

At Sunderland:

 

Full-time on campus

X

Part-time on campus

X

As work-based learning full-time

 

 

  1. How long does the programme take?

 

Modes of delivery and duration:

 

Tick all that apply

Min number of years

Max number of years

Intake dates (months)

Any other issues

Full-time

3

9

September

 

Part-time

6

9

September

 

Sandwich

 

 

 

 

 

Off-campus

 

 

 

 

 

On-campus

 

 

September

 

Distance learning

 

 

 

 

 

Work-based learning

 

 

 

 

 

Collaborative

 

 

 

 

 

 

 

 

SECTION B – FURTHER CORE INFORMATION 

 

 

  1. Learning and teaching strategy

 

All aspects of the learning environment and the organisation of the programme support learning, which is at the heart of the University of Sunderland culture. In line with the University’s Learning and Teaching strategy, the methods employed on this programme aim to produce graduates competent in a range of subject-specific knowledge and skills appropriate to physiological and life Sciences, including a good grounding in practical skills in relation to biosciences. In addition students will gain transferrable skills that are important for graduate employment.

 

The teaching and learning strategy is primarily designed to promote the progressive acquisition of knowledge and subject specific understanding which includes the ability to think and learn independently as well as to facilitate academic success within a supportive environment. The teaching and assessments embedded within programme have been constructively aligned with the intended outcomes of student achievement. The programme combines both traditional lecture and practical laboratory-based learning with active and experiential learning.

 

The learning and teaching strategy is focussed in two areas:

 

Subject-specific

Curriculum content is informed by QAA subject benchmarks in Biomedical Science, and Healthcare Science (Physiological Sciences) Curricula. The teaching and learning methods utilised are designed to challenge students, develop important skills including investigative and problem-solving skills and encourage creativity. The range of teaching methods used are designed to reflect a variety of learning methods which include lectures, laboratory sessions, workshops/seminars, patient case studies, group work, and patient based workshops. The virtual learning environment (VLE) is widely used to facilitate learning. Assessment practices are an integral part of teaching and learning within this programme, the use of a wide variety of assessment types are incorporated which reflect the programme learning objectives. Assessments within the programme have varied submissions dates to provide regular assessment and promote constructive use of feedback.

The programme is designed to produce graduates that are skilled and able to apply a range of techniques in Physiological and Life Sciences including developing skill in analysis and interpretation of clinical data.

 

A primary aim is to provide a curriculum that is research led and which draws directly upon staff with relevant research expertise (both discipline-specific and pedagogic) as well as external expertise through visiting lecturers. There has recently been significant investment in a ‘Living lab’ which provides a true interdisciplinary education environment reflecting advances in laboratory medicine, in particular the increasing use of Point of Care technology and the provision of personalised medicine. This will allow students to build on basic laboratory skills learnt at the bench by providing practical experience using real clinical instrumentation, as well as simulation of real-life scenarios, which will dramatically improve student understanding of healthcare delivery and research. This teaching approach also focusses on inter-professional learning as well as gaining an understanding of the patient perspective through involvement of practitioners and patient, carer, and public involvement (PCPI) participants.

 

Transferrable skills and employability

The prerequisite skills which characterise meaningful learning are also valued by employers. Whilst development of academic skills (analysis, critical thinking, and scientific writing) is embedded within the teaching and learning activities, a key aim of the programme is to develop student’s transferable skills including, the ability to communicate effectively, use initiative and solve problems, teamwork, time-management – prioritise work and meet deadlines,) The programme also provides opportunity for employer engagement through transfer to a Healthcare Science degree which incorporates integrated placements within the NHS, as well as via Careers days and employability-focussed seminars.

 

  1. Retention strategy

 

Student support is integrated with the programme and aims to build a culture which enables a sense of belonging and partnership. Successful completion of the programme demands student engagement and appropriate support from those involved in teaching, learning and pastoral care. Inclusivity, equality and diversity are embedded in the Institution values and act to enrich curricular, learning and teaching. A range of practices are implemented to promote student retention, and include support during the student journey (induction, on-going personal tutoring, attendance monitoring, social events), academic support (inclusive teaching and learning approach, assistive technologies to aid learning, supportive learning environment), as well as systems to support students with personal difficulties and disabilities. Furthermore, consistent and meaningful engagement with the student voice acts as a continual feedback mechanism to improve the student experience.

 

 

  1. Any other information

 

The programme team have a close partnership with NHS employers and regular stakeholder meetings between employers, PCPI participants and the programme team provide a platform for ongoing review and development.

 

SECTION C - TEACHING AND LEARNING

 

  1. What is the programme about?

 

The Physiological Sciences programme focuses on the study of body function; particularly how cell, tissue and organ function is integrated in specific systems such as the nervous, respiratory and cardiovascular systems. The application of this knowledge will be applied to understand the human body in health and disease. There is a strong emphasis placed on graduate employability, integrating employment-related skills into modules and developing practical and research skills throughout the course. Thus the programme aims to produce graduates who have significant scientific knowledge and an understanding of its application to the study of human physiology, whilst also acquiring the practical and transferrable skills applicable to a wide range of employment opportunities.

 

  1. What will I know or be able to do at each Stage of the programme?

 

 

Learning Outcomes Stage 1 – Skills   (Certificate in Higher Education)

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

S1 Analyse data from a variety of experimental techniques

S2 Demonstrate interpersonal and transferable skills (teamwork and IT skills)

S3 Communicate concepts and ideas using a variety of appropriate methods

S4 Identify, reflect on and review the personal, academic and professional targets of a scientist in a healthcare setting.

 

Learning Outcomes Stage 1 – Knowledge (Diploma in Higher Education)

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

K1 Discuss a wide range of mechanisms and processes of life, from the cellular level through to tissue and organ function

K2 Understand the structure, function and control of major systems of the human body

K3 Recognise the role and professional practice of healthcare scientists

K4 Understand the importance of health and safety in the work place

K5 Outline how the patient experience is central to both the structure and processes within the NHS

 

Learning Outcomes Stage 2 – Skills   (Certificate in Higher Education)

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

S5 Analyse and interpret data relevant to physiological sciences using appropriate techniques

S6 Evaluate and reference appropriate sources of information using standard scientific convention

S7 Recognise safety and ethical issues within a scientific investigation.

 

 

Learning Outcomes Stage 2 – Knowledge (Diploma in Higher Education)

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

K4 Demonstrate knowledge of disease mechanisms and pathological responses within the context of Physiological Sciences

K5 Differentiate the clinical specialities specific to the investigation of disease processes

K6 Explain the principles of current techniques underpinning both diagnosis and treatment of routine investigations in physiological science

 

Learning Outcomes Stage 3 – Skills   (BSc in Physiological Sciences with Honours)

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

S8 Evaluate the application of a range of established techniques that form the basis of pathological diagnosis

S9 Evaluate the relevance and significance of scientific information

S10 Apply research and analytical methodologies to an individual research project in physiological or life sciences

 

Learning Outcomes Stage 3 – Knowledge (BSc in Physiological Sciences with Honours)

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

K9 Explain the pathophysiology of clinically relevant human diseases

K10 Critique current research relevant to an area of the physiological or life sciences

K11 Theoretically underpin how emerging science and technologies will impact the future of healthcare delivery

 

 

Interim awards

  • Certificate in Higher Education
  • Diploma of Higher Education in Physiological Sciences
  • Ordinary degree in Physiological Sciences

 

 

Students awarded an Ordinary degree will have achieved the majority of the learning outcomes above. However they will have gained fewer credits at Stage 3 than students awarded an Honours degree. Their knowledge will typically be less broad and they will typically be less proficient in higher-level skills such as independent learning.

 

 

  1. What will the programme(s) consist of?

 

Each undergraduate programme consists of a number of Stages from a minimum of 1 to a maximum of 4, each of which is equivalent to a year’s full-time study. The summary below describes briefly what is contained in each Stage. Most programmes have a mixture of core (ie compulsory) modules and optional ones, often with increasing choice as you move through the programme and gain in experience.

 


Physiological Sciences is delivered on-campus in full-time mode over three years.

 


Stage 1 (level 4)

 

Core modules for BSc Physiological Sciences

 

Code

Title

Credits

HCS111

Fundamental Skills in Biomedicine

20

HCS102

Human Physiology

20

HCS113

Molecular and Cellular Biology

20

HCS114

Microbes and Host Defences

20

HCS106

Clinical and Professional Practice

20

 

 

Optional modules for BSc Physiological Sciences

 

Code

Title

Credits

HCS107

Applied Physics and measurement

20

HCS108

Applied anatomy, physiology and pathophysiology of the neurosensory systems

20

HCS109

Introduction to cardiovascular, respiratory and sleep sciences

20

HCS110

Introduction to the practice of cardiovascular, respiratory and sleep Science

20

SSP152

Principles of sport and exercise physiology

20

 

 

The aim of this year is to provide a firm foundation to ensure that all students have reached the same level of scientific development in basic sciences. These core concepts and principles will provide the underpinning science and knowledge required for Stages 2 and 3 (levels 5 and 6). Core modules, including (HCS102, HCS111, HCS113, HCS114, HCS106) in Stage 1 (level 4) of the programme introduce students to a range of related topics in physiological sciences and life sciences, including human physiology, including a specific emphasis on the main systems of the human body, cell biology, molecular biology, immunology and microbiology. There is also an emphasis on the integration of cellular systems within the human body. Each module incorporates a large practical component, allowing the development of subject-specific practical skills, alongside transferrable skills. The inclusion of a skills module (HCS111) will provide students with both the knowledge and fundamental skills required within healthcare and life sciences. This includes introduction of basic laboratory skills and safe working practices as well as basic skills in recording and interpreting scientific data. A further module (HCS106) allows students to put their studies into a professional context This module introduces the principles and practices of working in a clinical environment, relevant professional standards and appropriate attitudes and behaviours, as well as self-management and reflective practice. Students are introduced to patients within the programme and develop experience in communicating with patients. Students also have the option to specialise in the basics of sport and exercise physiology which gives an introduction to the fundamentals of physiology with applications to acute exercise. The structure and function of each of the systems will be described as well as the physiological responses to exercise.

 


Stage 2 (level 5)

 

Core modules for BSc Physiological Sciences

 

Code

Title

Credits

HCS201

Pathophysiology and Therapeutics

20

HCS226

Research and analytical skills for biosciences

20

HCS232

Pathophysiology of common cardiovascular and respiratory disease

20

 

Optional modules for BSc Physiological Sciences

 

 

Code

Module

Credits

HCS206

Blood Science

20

HCS227

Molecular and Cellular Analysis

20

HCS228

Infection and Immunity

20

HCS229

Biosciences Literature Review

20

HCS231

Pathophysiology of hearing and balance

20

SSP252

Sport and Exercise Physiology I

20

 

 

In the second year students are introduced to the biology of disease with an organ specific approach (HCS201, HCS232). This will form the underlying basis for the specialist modules covering physiology and pathophysiology. Students will further develop their practical skills beyond the level of basic competency, using a range of techniques relevant to the diagnosis and investigation of disease. The integrative module in Pathophysiology and Therapeutics (HCS201) will provide students with a holistic understanding of the disease processes within organ systems for example the cardiovascular & respiratory system with relevance to therapeutic management of disease.

 

A research and analytical skills module (HCS226) will focus on the application of data handling in healthcare research as well as the principles and practice of scientific research. Students will also have the opportunity to work in our new state of the art Instrumentation Analysis Laboratory as well as the Point of Care Centre within the newly developed ‘Living Lab’, allowing experience of real clinical instrumentation as well as simulation of real-life scenarios which will greatly improve understanding of the science behind modern healthcare delivery. In addition to this students will have the opportunity to undertake a literature-based bioscience investigation relevant to the study of the nature, causes and development of human disease (HCS229), so beginning to developing the ability to evaluate scientific information that will support the research project undertaken in the final year.

To continually develop transferrable skills, including the introduction of analytical and problem-solving skills are introduced at this Stage, which will enable students to appreciate some of the issues related to the laboratory investigation of disease.

 

 

 

 

 

 

Stage 3

 

Core modules for BSc Physiological Sciences

 

Code

Title

Credits

HCS324

Bioscience Research Investigation

40

 

 

Optional modules for BSc Physiological Sciences

 

 

Code

Title

Credits

HCS303

Cellular Pathology

20

HCS308

Human Genetics and Genomics

20

HCS309

Medical Microbiology

20

HCS337

Applying Cardiac Physiology: Non-Invasive Cardiology

20

HCS328

Clinical Immunology

20

HCS329

Haematology and Transfusion Science

20

SSP352

Sport and Exercise Physiology 2

20

SSP361

Nutrition for Sport and Exercise

20

 

 

At stage 3 students further develop their research skills as they undertake a research project (HCS324) over an extended period of two semesters. Students will undertake a research project in a novel area of research within the field of physiology or biosciences. Dedicated research laboratories and the Point of Care Centre, as well as collaboration between students, academics, and post graduate researchers, provide a great opportunity for our students to be at the forefront of health research.

Students will further develop their skills in innovation in both basic and applied research (such as omics technologies, bioinformatics, point of care technology and personalised medicine) these subjects are embedded within the stage 3 modules for example: Cellular Pathology, and clinical immunology and other modules where appropriate.

The combination of theory based learning and the research project further extend the range of transferrable skills, analytical and problem-solving skills that are applied to clinical cases and research questions, with an emphasis on engaging in critical assessment and intellectual argument. Skills such as time management and organisational skills as well as independent learning will be put into practice in preparation for employment.

 

 

  1. How will I be taught?

Scheduled teaching activities

lectures, interactive laboratory and simulation practicals, computing sessions  and seminars and workshops, including verbal presentations and posters, group work, case-based learning, directed learning, research project supervision

 

Independent study

Virtual learning environment

Placement

 

 

The strategy behind the teaching and learning approach used on the programme is to utilise a broad range of methods that reflect the different types of learning experiences for which incorporate both skill development and knowledge acquisition. A strength of the programme is our close link between teaching and research, most of our teaching staff are research active many lecturers teach in specific areas related to their expertise.

 

The programme throughout integrates traditional lecture- and laboratory-based learning with active, experiential and enquiry-based learning, which is designed to encourage a progressive acquisition of knowledge and skills by moving from study methods that have a greater degree of support gradually towards more independence and self-direction at stage 3.

 

Seminal lectures

Key subject knowledge will be delivered in lectures throughout the programme. These sessions incorporate various methods to convey key ideas and concepts (such as verbal and visual presentation of information, multimedia and external speakers) in combination with interactive learning activities such as quizzes, brainstorming activities, and use of patient based case studies). Lectures and seminars are delivered in both large and small groups to enhance interaction and engagement. The active learning approach will progress from the early stage (Level 4), where activities test the acquisition of knowledge and understanding, to the final stage (Level 6) where activities are designed to promote analytical and critical thinking (in line with summative assessments).

 

Laboratory and practical classes

Laboratory and practical classes are an essential part of the learning experience, and are designed to promote development of a wide range of discipline-specific techniques and transferrable skills, as well as to demonstrate and reinforce material taught in lectures.

The laboratory facilities are of a high standard and there is excellent technical support to deliver practicals across the curriculum. The latest teaching and learning facilities, including a brand problem based learning facility and IT suites, simulation areas linked to seminar rooms to facilitate use of state of the art simulation technology (eg ‘sim man’ which will enable interactive learning of human physiology and pharmacology). In addition to this there are well equipped physiology laboratories which are extensively used by students. They are equipped with the specialist equipment and instrumentation to teach cardiac physiology, respiratory physiology and audiology.  The Faculty hosts a clinical skills facility which simulates a clinical setting, this is used extensively by those students aiming to be healthcare professionals. Skills are developed sequentially during the programme, from developing competence in basic practical skills and an awareness of safe working practices in Stage 1 (level 4), discipline-specific techniques and analytical skills in stage 2 (level 5), towards the opportunity to develop skills of scientific inquiry and investigation at Stage 3 (level 6), alongside development of transferrable skills such as self-dependence and management of resources which are of significant value beyond the programme.

 

E-learning

Links are provided to enable access to web-based tutorials, webinars and videos, which are central to the learning experience. The programme team already makes extensive use of the University Virtual Learning Environment (VLE), SunSpace to deliver assessments and provide feedback. For example, significant use of turn-it-in and grade mark is used to provide feedback to students. This is a very useful strategy to promote information literacy as the students can see the originality reports generated and are therefore discouraged from academic misconduct, copying and pasting blocks of text or paraphrasing sentences.

 

 

  1. How will I be assessed and given feedback?

 

Examples of assessment are provided below:

 

Written examinations

Multiple choice questions

Short/long answer questions

Problem-solving

Case study & data interpretation

Coursework

Laboratory report

Portfolio

Health & safety review

Information leaflet

Essay (descriptive and reflective)

Case study

Oral presentation

Poster

Research proposal

Dissertation

Science communication exercise

Research report

Evaluative analysis

Professional portfolio

 

Practical assessments

Laboratory work

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching (Appendix)

 

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

YES

 

This programme uses the Subject Specific Assessment Criteria

YES

 

 

The University assessment regulations can be found here.

 

The assessment strategy has been developed in line with University policy, but also aims to build on good practice developed in the department to date. Assessments are designed to become more demanding as the programme progresses in line with the development of skills in the interpretation and evaluation of scientific information.

 

Written examinations

Stage 1 (Level 4) written unseen examinations including multiple choice questions (MCQ) essays are incorporated into most modules, with an emphasis on knowledge retention and understanding. At Stage 2 (Level 5), short answer/essay and problem solving questions demonstrating understanding and application and at Stage 3 (Level 6) long essay questions focussed on interpretation and evaluation of scientific information. The weighting of examination to coursework varies as appropriate to the individual module.

 

Coursework

Coursework elements include Laboratory reports which are utilised throughout the programme to build on the ability to analyse and interpret data and place experimental results within a broader scientific meaning. This is highlighted in the final year where the research project assessment is a report in the style of a research paper suitable for submission to Bioscience Horizons (an online journal which publishes undergraduate and taught masters bioscience research).

 

The first two years of the course will be assessed by a range of coursework including laboratory reports, portfolios, mini-projects, reflective logs and oral presentations. There will be some elements of group assessment in stage one to encourage teamwork, but this will not contribute to the final degree classification. Students will be encouraged to develop the skills of self-assessment and reflection which will inform their personal development planning.

 

At stage 2 (level 5) there is an introduction to problem solving questions and case studies as well as a scientific research proposal and an optional literature-based dissertation (all of which have a greater emphasis on application and analysis). In Stage 3 (level 6), assessment methods are designed to encourage critical evaluation of relevant scientific information as well as data interpretation and furthering skills in reflective writing.

 

 

Practical and portfolio assessments

 

Basic laboratory competencies are assessed at Stage 1 (level 4), forming a platform for the acquisition of discipline-specific practical skills during the programme. Assessments involving the production of a portfolio (such as to review practical skills, professional standards, or health and safety issues) provide a structured opportunity for self-assessment and reflection and facilitate personal development planning.

 

Marking guidelines are used for all assessments, which undergo internal and external review, and are used to ensure consistency of marking. Assessments are marked according to the University of Sunderland generic assessment criteria, and all modules undergo standard moderation procedures to ensure fair assessment. Formative feedback is given throughout the programme, either informally through interactive learning activities, or formally in selected modules. Summative assessment feedback is provided in accordance with university guidelines, promoting constructive feed-forward throughout the programme. Past examination papers are provided for revision purposes, and sessions are scheduled to discuss exam technique using past questions as examples.

 

The VLE is used extensively to deliver assessments and provide feedback, with significant use of Turnitin and Grademark.

 

 

  1. Teaching, learning and assessment matrix – see Appendix

 

 

  1. How does research influence the programme? 

 

The Faculty considers research to be central to its activities and ethos. Many of the staff in the teaching team are research active, and engaged in research projects at the cutting edge of the discipline. A large majority of permanent staff hold a PhD qualification and most members of the team currently supervise PhD students in their areas of research.  A significant proportion of the teaching staff on the programme was submitted to the last research exercise framework (REF) which measures research quality nationally.

The programme is strengthened by both academic research and clinical experience of the teaching staff, and the programme is underpinned by a research active curriculum (where appropriate teaching is supported by examples grounded in the basic and translational research of academic staff or visiting lecturers). Students learn about the work lecturers do as researchers, and in doing so, develop their own research skills.

 

This is further developed most during the final year project at Stage 3 where students undertake new research in collaboration with staff in their research field. Additionally, many of the Stage 2 and 3 modules draw on staff research interests, providing students with a learning and teaching experience that is guided by expertise and enthusiasm. Staff research interests are diverse, and include developing personalised treatments for cancer, improving the outcomes and availability of organs for transplantation, understanding the role of proteins called “chemokines” in inflammation, antibiotic resistance, how cells communicate in cancer, the role of stem cells in cancer and food biotechnology. Within the sport team areas of research include, monitoring physical activity and sedentary behaviour in elderly populations as well as the effect of exercise on Type 1 diabetes. Staff are also engaged in public engagement, applying their expertise to projects in local industry or by collaboration with NHS departments. Recent projects that have facilitated student research engagement include:

 

  • Working with the microbiology department in City Hospitals Sunderland to use mass spectrometry as a way of detecting antibiotic resistance in bacteria. The Faculty have just invested £220,000 in a new MALDI-TOF mass spectrometer for use in teaching and research.

 

  • Research in collaboration with transplant surgeons at the Newcastle Freeman hospital to expand the number of available donor organs (eg. feasibility of using kidneys that have had tumours removed as a source of new donor organs).

 

  • Projects investigating at the role of stem cell genes in the progression and relapse of childhood cancers, and using stem cell models to a) improve our understanding of childhood cancer development and relapse. b) to study the effects of how specific chemotherapy drugs treatments can induce neurotoxicity.

 

  • Projects investigating the role of proteins (chemokines) that can drive the inflammatory response in a wide range of processes from cancer to transplantation, and how drug treatments can be developed to reduce harmful inflammatory events.

 

  • Projects in collaboration with regional, national and international Universities and research institutes, investigating aberrant cell signalling pathways in the development and progression of cancer. The research is focused on both early detection of cancer (prognostic biomarkers) and how to determine the best course of treatment - so called “personalised medicine”. 

 

 

SECTION D EMPLOYABILITY

 

  1. How will the programme prepare me for employment?

 

The programme places a strong emphasis on graduate employability and the requirements of the Employability Curriculum Framework are embedded into the Physiological Sciences programme across all Stages which allows the opportunity to develop key skills which you can use in the future.

 

The skills which this programme is designed to develop are listed below

 

Academic study skills: Group work, time management, reading, referencing, revision analysis, and scientific writing

Practical skills: laboratory competency, patient interaction, experimental skills and techniques

Transferrable skills: analytical, problem-solving and analytical skills, teamwork, verbal and written communication, self-management & organisation, critical thinking, personal development planning and reflection

 

The methods employed on this programme aim to produce graduates competent in a range of subject-specific knowledge and skills, as well as transferrable skills appropriate to physiological and life sciences. Graduates will be equipped with specialist knowledge about how major diseases can be diagnosed and treated, as well as the ability to research, evaluate and synthesise information from a variety of sources. The emphasis on practical skills throughout the programme means graduates have a range of experience with the theory and practise of discipline specific methodology including experience in the practice of physiological science and its role within the NHS, including functional testing relevant to cardiovascular and respiratory physiology departments. Learning promotes the opportunity to develop a range of transferrable skills such as organisation and teamwork. The approach to the acquisition of transferrable skills is co-ordinated via scheduled activities throughout each module. Furthermore, personal development planning (PDP) is embedded within specific the modules (HCS111, HCS106, HCS226, HCS324) taught throughout the programme so that graduates develop to their full potential as reflective practitioners. PDP is also achieved through the personal tutoring system whereby new students are allocated a Personal Tutor who is able to provide advice and support throughout the programme.

 

The programme provides opportunity for employer engagement through transfer to a degree with integrated clinical placement, Healthcare Science: Cardiac Physiology and Healthcare Science: Audiology as well as via Careers days and employability-focussed seminars.

 

There are also opportunities for on-campus students outside the programme of study. These include the opportunity to attend regional seminar series or conferences for national discipline-specific learning societies, or internal research seminars (given by University research students or external speakers). It is also possible to apply (in collaboration with a prospective supervisor) for a vacation research scholarship funded by a number of national societies, providing the opportunity to engage with an individual research project between Stages 2 and 3 of the programme.

 

For information about other opportunities available to our students who study on campus, click here.

 

  1. Particular features of the qualification

 

 

  1. Professional statutory or regulatory body (PSRB) accreditation.  Choose one of the following.

 

PSRB accreditation is not relevant to this programme 

X

PSRB accreditation is currently being sought for this programme

 

This programme currently has PSRB accreditation

 

 

 

 

SECTION E PROGRAMME STRUCTURE AND REGULATIONS

 

See Programme Regulations Form, for questions 39 and 40 in Appendix

 

SECTION F ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

 

The University’s standard admissions requirements can be found in the university regulations. Programme-specific requirements which are in addition to those regulations are given below. 

 

Our typical offer is 112 UCAS points from a minimum of two A Levels or equivalent (e.g. 1 x AVCE double award) including biology or chemistry. Please note we do not accept General Studies AS or A Level. Read more on the new UCAS Tariff point system for 2017.

We accept a maximum of 20 points from Level 3 Key Skills qualifications. We also require three passes at GCSE grade C or above, which must include Mathematics and English Language, or a minimum of Level 2 Key Skills in Communication, Application of Number and Information Technology.

Within stage 1 students can transfer to Healthcare Science: Cardiac Physiology or Audiology routes subject to passing recruitment and selection process for these programmes.

Access Courses: We would require successful completion of an Access to Higher Education course that is accredited by the Quality Assurance Agency. We would also require a minimum of grade C in GCSE in Mathematics and English Language or the equivalent as part of your course.

If English is your second language we require a minimum of IELTS 6.0 (or equivalent).

 

 

Can students enter with advanced standing?

Yes

 

 

If yes, to which Stages?

Stage 1

X

Stage 2

X

Stage 3

X

Stage 4

 

 

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the Faculty which offers the programme you are interested in. Eligibility for APL is decided on a case by case basis by the Admissions Tutor.

 

 

  1. What kind of support and help will there be?

 

The university has several initiatives for providing help and support for students across the academic programme. The majority of our support processes are individually tailored to specific faculties and programmes so that personalised help can be offered wherever possible.

 

a)       the Personal Tutoring System

 

The personal tutor is a source of personal and academic support where the student finds themselves in academic difficulty, and a source of ‘referrals on’ where s/he encounters personal difficulties. Students are assigned to a personal tutor who will remain with them for the duration of their programme. All personal tutors are equipped to provide specific and personal guidance about pastoral issues and will readily support students who might be finding a particular element of the programme challenging or unmanageable. Depending on the nature of issues with which students present, the personal tutor can become a channel for communication between academic and clinical or industrial placement provisions and can liaise directly with the relevant programme or module leaders, and can escalate concerns as required.

The personal tutor system is supported by the central University of Sunderland Support Services and it may be that following discussion, more specialist help needs to be provided for students, for example student counselling, to which students can be referred confidentially. Students will be advised that they can contact their personal tutor for one-to-one support if they wish to discuss issues in confidence, a service provided as and when required across the programme. Otherwise, personal tutor meetings should occur three times during the course of the year.

 

b)      In the university:

The University provides a range of professional support services including health and well-being, counselling, disability support, and a Chaplaincy. Click on the links for further information.

 

c)       in a partner college:

Please see the relevant college prospectus or website for details of student support if you are planning to study in one of our partner colleges.

 

 

  1. What resources will I have access to?

 

On campus

x

In a partner college

 

By distance learning

 

 

 

On campus

 

General Teaching and Learning Space

X

IT

X

Library

X

VLE

X

Laboratory

X

Studio

 

Performance space

 

Other specialist

 

Technical resources 

X

 

 

The programme has excellent teaching resources including our new multi-million pound development in the Sciences Complex which includes:

  • The latest teaching and learning facilities, including a problem-learning facility and IT suites, simulation areas linked to seminar rooms to facilitate use of state of the art simulation technology (eg. ‘sim man’ which will enable interactive learning of human physiology and pharmacology).
  • Multi-disciplinary science laboratories, including facilities for proteomics/metabolomics
  • mass spec, NMR, protein and DNA separation techniques (ultra HPLC)  -industry standard analytics
  • Imaging suite including facilities for light, confocal and electron microscopy
  • Social learning spaces including
    • Student learning lounge
    • Open access computers with PC help area (with access to relevant software)
  • Exhibition space to promote science to industry and health professionals
  • The Point of Care Centre provides a true interdisciplinary education environment reflecting advances in laboratory medicine. The centre includes the technology to monitor many physiological and biochemical variables, including devices such as a biphasic defibrillator, ECG monitors, audiometry equipment, as well as hand-held and bench-top biochemical analysers.

 

Further information about the University’s facilities can be found here.

 

Please see the relevant college prospectus or website for details of college learning resources if you are planning to study in one of our partner colleges.

 

 

  1. Are there any additional costs on top of the fees?

 

No, but all students buy some study materials such as books and provide their own basic study materials.

X

Yes (optional) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are additional costs for optional activities associated with the programme (see below)

 

Yes (essential) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are essential additional costs associated with the programme (see below)

 

 

 

  1. How are student views represented?

 

All taught programmes in the University have student representatives for each Stage (year-group) of each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules. Various Faculty committees, particularly Faculty Student Success Committee, Academic Development Committee and Quality Management Sub-Committee also have student representation. This allows students to be involved in higher-level plans for teaching and learning. There is a parallel structure at university level on which students are represented by sabbatical officers who are the elected leaders of the Students’ Union. The University’s student representation and feedback policy can be found here.

 

Undergraduate programmes only: Final-year students are also invited to complete a National Student Survey (NSS) which asks a standard set of questions across the whole country. The results of this are discussed at Programme Studies Boards and at Faculty Student Success Committee to identify good practice which can be shared and problems which need to be addressed. We rely heavily on student input to interpret the results of the NSS and ensure that we make the most appropriate changes.

 

Programmes offered in partner colleges: If you are studying in one of our partner colleges the college will have its own mechanisms for obtaining student feedback. Some of these may be the same as that on-campus at the University but others may be different. You should ask your college for further information.

 

 

SECTION G QUALITY MANAGEMENT 

 

  1. National subject benchmarks

 

The Quality Assurance Agency for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. These can be found here.

 

Are there any benchmark statements for this programme?

YES

 

 

The subject benchmark(s) for this programme are: Subject Benchmark Statement: Biomedical Sciences

 

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.

 

 

  1. How are the quality and standards of the programme assured?

 

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole.  The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression from one Stage to another, and a good fit (alignment)  between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress between Stages of the programme and degree classification, is kept under review. The programme review report is sent to the Faculty Quality Management Sub-Committee which in turn reports issues to the University’s Quality Management Sub-Committee (QMSC) and Academic Development Committee (ADC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle. Their review reports for Sunderland can be found here.

 

Further information about our quality processes can be found here.

 

 

 

 

 

 

 


APPENDICES

 

 

 

APPENDIX 1: Programme Regulations

 

 

APPENDIX 2: Matrix of modes of teaching, learning and assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Programme  RegulationsAppendix 1

 

Name of programme: Physiological Sciences

Title of final award: BSc with Honours

Interim awards[1]: Certificate in Higher Education in Physiological Sciences; Diploma in Higher Education in Physiological Sciences; Ordinary Degree in Physiological Sciences

 

Accreditation: N/A

 

Stage 1

 

Core modules for all titles

 

Code

Title

Credits

HCS111

Fundamental Skills in Biomedicine

20

HCS102

Human Physiology

20

HCS113

Molecular and Cellular Biology

20

HCS114

Microbes and Host Defences

20

HCS106

Clinical and Professional Practice

20

 

Option Modules for BSc Physiological Sciences

 

Code

Title

Credits

HCS107

Applied Physics and measurement

20

HCS108

Applied anatomy, physiology and pathophysiology of the neurosensory systems

20

HCS109

Introduction to cardiovascular, respiratory and sleep sciences

20

HCS110

Introduction to the practice of cardiovascular, respiratory and sleep Science

20

SSP152

Introduction to the physiology of sport and exercise

20

 

 

Elective Modules: None

 

Progression Regulations

None

 

Stage 2

 

Core modules for BSc Physiological Sciences

 

Code

Title

Credits

HCS201

Pathophysiology and Therapeutics

20

HCS226

Research and analytical skills for biosciences

20

HCS232

Pathophysiology of common cardiovascular and respiratory conditions

20

 

 

 

 

Option Modules for BSc Physiological Sciences

 

 

 

Code

Module

Credits

HCS206

Blood Science

20

HCS227

Molecular and Cellular Analysis

20

HCS228

Infection and Immunity

20

HCS229

Biosciences Literature Review

20

HCS231

Pathophysiology of Hearing and Balance

20

SSP212

Physiology of sport and exercise I

20

 

 

 

Elective modules

There are no elective modules for any BSc Physiological Sciences.

 

Progression Regulations

None

 

 

Stage 3

 

Core modules for BSc Physiological Sciences

 

Code

Title

Credits

HCS324

Bioscience Research Investigation

40

 

Option modules for BSc Physiological Sciences

 

 

Code

Title

Credits

HCS303

Cellular Pathology

20

HCS308

Human Genetics and Genomics

20

HCS309

Medical Microbiology

20

HCS337

Applying Cardiac Physiology: Non-Invasive Cardiology

20

HCS328

Clinical Immunology

20

HCS329

Haematology and Transfusion Science

20

SSP352

Sport and Exercise Physiology 2

20

SSP361

Nutrition for Sport and exercise

20

 

 

Elective modules

There are no elective modules at stage 3.

 

Progression Regulations

 

None.

 


Appendix 2

Teaching, Learning and Assessment Matrix : Stage 1: Physiological Sciences

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K1

LO K2

LO K3

LO K4

LO S1

LO S2

LO S3

L0 S4

Fundamental Skills in Biomedicine

HCS111

Core

L, LP, W, DS, IS, GW, RE

P, Ex

 

 

TD

 

TD

TDA

TDA

 

Human Physiology

HCS102

Core

L, LP, W, DS, IS, GW

Ex, Pr

TDA

TD

 

 

TD

TDA

TD

 

Molecular and Cellular Biology

HCS113

Core

L, LP, W, DS, IS, GW

Ex, LR

TDA

 

 

 

TDA

TDA

TD

 

Microbes and Host Defences

HCS114

Core

L, LP, W, DS, IS, GW

Ex, IL

TDA

TDA

TD

 

TD

TDA

TD

 

Clinical and Professional Practice

HCS106

Core

L, W, DS, IS

HSR, P

 

TDA

TDA

TDA

 

 

TDA

TDA

Applied physics and measurement

HCS107

Option

L, LP, W, IS

Ex, LP, PR

TD

TD

TDA

 

TDA

TDA

TDA

 

Applied anatomy, physiology and pathophysiology of the neurosensory systems

HCS108

Option

L, W, DS,  S, LP

LR, Po, Ex

TDA

TDA

 

 

TDA

TDA

TDA

 

Introduction to cardiovascular respiratory and sleep science

HCS109

Option

L, Sem, DS, RE,

Ex, Po

TDA

TDA

 

 

TDA

TDA

TDA

 

Introduction to the Practice of Cardiovascular, Respiratory and Sleep Science

HCS110

Option

L, LP, PI, DS, IS, GW

Ex, ER, ED, LR

TDA

TDA

TD

 

TD

TDA

TDA

TDA

Introduction to the physiology of sport and exercise

SSP152

Option

L, Sem, DS

 

TDA

TDA

 

 

TDA

TDA

 

 

 

Modes of T&L: DS = Directed Study, GW = Group Work, IT = Individual Tutorial, IS = Independent Study, L = Lecture, LP = Laboratory practical, PBL = Problem Based Learning, PI = Patient involvement session, RE = Research Engagement, Sem = Seminar, W = Workshop.

Modes of Assessment: ED = Descriptive Essay, EE = Evaluative Essay, ER = Reflective Essay Ex = Examination, IL = Information leaflet, LR = Laboratory Report, P = Portfolio, Po= Oral presentation, HSR = Health & Safety Review.

T = Taught, D = Developed, A = Assessed

 

Stage 2: BSc Physiological Sciences

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K4

LO K5

LO K6

LO S5

LO S6

LO S7

Pathophysiology and Therapeutics

HCS201

Core

L, LP, W, DS, IS, GW, CBL

Ex, LR

TDA

 

TD

TDA

TDA

TD

Pathophysiology of common CV and respiratory disease

HCS232

Core

L, Sem, DS, IS

C, IL, Ex

TDA

TDA

TDA

TDA

TD

 

Research and Analytical Skills for Biosciences

HCS226

Core

L, LP, W, DS, IS, RE

Ex, RP

 

 

TD

TDA

TDA

TDA

Blood Science

HCS206

Option

L, LP, W, DS, IS, GW, CBL

Ex, C

TDA

TDA

TDA

TDA

TD

 

Molecular and Cellular Analysis

HCS227

Option

L, LP, W, DS, IS, GW

Ex, SC

TD

TDA

TDA

TDA

 

 

Infection and Immunity

HCS228

Option

L, LP, W, DS, IS, GW, CBL

Ex, LR

TDA

TDA

TD

TDA

 

 

Biosciences Literature Review

HCS229

Option

L, DS, IS, IT, RE

D

TDA

 

 

TDA

TDA

 

Pathophysiology of Hearing and Balance

HCS231

Option

L, LP, Sem, DS, IS

 

LR,C, Ex

TDA

TDA

TDA

TDA

TDA

TDA

Physiology of Sport and exercise I

SSP212

Option

L, LP, Sem, DS, IS

LR, Ex

TDA

 

TDA

TDA

TDA

TDA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Modes of Teaching and Learning: CBL = Case-Based Learning, DS = Directed Study, GW = Group Work, IT = Individual Tutorial, IS = Independent Study, L = Lecture, LP = Laboratory practical, RE = Research Engagement, Sem = seminar, W = Workshop, PPr=Professional Practice.

 

Modes of Assessment: C = case study, D = Dissertation, Ex = Examination, LR = Laboratory Report, IL = Information leaflet, P = Portfolio, Pr = Presentation, PP = Professional Portfolio, RP = Research Proposal, RR = Research Report, SC= Science Communication exercise

 

T = Taught, D = Developed, A = Assessed

 

Stage 3: BSc Physiological Sciences

 

 

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K9

LO K10

LO K11

LO S8

LO S9

LO S10

Cellular Pathology

HCS303

Option

L, LP, W, DS, IS, GW, CBL

Ex, C

TDA

 

TD

TDA

TDA

 

Human Genetics and Genomics

HCS308

Option

L, LP, W, DS, IS, GW, CBL

Ex, EA

TD

 

TDA

TDA

TDA

 

Medical Microbiology

HCS309

Option

L, LP, W, DS, IS, GW

Ex, EA, Co

TD

 

TDA

TDA

TDA

 

Applying Cardiac Physiology: Non-Invasive Cardiology

HCS337

Option

L, PI, , GW, DS, IS, RE

Ex, ED, Pr

TDA

 

TDA

TDA

TD

 

Bioscience Research Investigation

HCS324

Core

L, LP, IT, DS, IS, RE

Pr, Po, RR

 

TDA

D

 

TDA

TDA

Clinical Immunology

HCS328

Option

L, LP, W, DS, IS, GW, CBL

Ex, LR

TDA

 

TD

D

TDA

 

Haematology and Transfusion Science

HCS329

Option

L, LP, W, DS, IS, GW, CBL

Ex, C

TDA

 

TD

TDA

TDA

 

Sport and Exercise Physiology 2

SSP352

Option

L, LP, IS, GW, DS, IS

Ex, LR,

 

TDA

 

 

 

TDA

 

Nutrition for Sport and Exercise

SSP361

Option

L, , LP, GW, DS, IS

 

Ex, Pr, R

TDA

 

TD

 

TDA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Modes of Teaching and Learning: CBL = Case-Based Learning, DS = Directed Study, GW = Group Work, IT = Individual Tutorial, IS = Independent Study, L = Lecture, LP = Laboratory practical, PBL- Problem based learning, RE = Research Engagement, W = Workshop

 

Modes of Assessment: C = case study, Co = competency test, D = Dissertation, ED, Descriptive essay, Ex = Examination, EA = Evaluative analysis, LR = Laboratory Report, Po = Poster, Pr = Presentation, R= Report, RR = Research Report,

T = Taught, D = Developed, A = Assessment


 


[1] Same as main award unless agreed otherwise at validation – eg to meet PSRB requirements