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There is currently much interest in the organisation and function of the mammalian brain. The way in which neuronal pathways interact to produce given behaviours, emotions and desires, and capabilities such as sensation and awareness represents one of the hallmarks of today’s research. In addition, disorders of the central nervous systems (CNS) such as paralysis, schizophrenia and Alzheimer’s disease are of increasing concern to our society. Topics such as these are introduced in lectures, and expanded upon by seminar presentations and practicals. Basic knowledge of CNS organisation and function is a prerequisite. The course consists of one introductory and six topical lectures (2 hrs each), 2 practical classes one imaging tutorial and student seminars. AN4002 is examined by a seminar presentation (20%) and a 2-hour written exam (80%).
Course Co-ordinator: Professor Bettina Platt (ext. 7402), b.platt@abdn.ac.uk
1.Describe the general organisation of the human nervous system.
2.Describe malfunctions of the nervous system and their relation to neuroanatomy.
3.Discuss current research relevant to diagnosis and treatment of nervous system disorders.
Introduction (BP&DS)
Introduction to the course and assignment of seminar topics.
Why is anatomy important? Relation to medical and biomedical research, relevance in the 21st century. Brief overview of the general organisation of the human nervous system. Main components and functions of forebrain, midbrain, hindbrain, and spinal cord. Peripheral vs. central nervous system, afferents, efferents, autonomic nervous system (sympathetic, parasympathetic).
L1 Forebrain/Alzheimer (BP)
General arrangement of the forebrain. Cerebral hemispheres: functional & histological organisation of the neocortex. Higher cognitive function, intellect & reasoning, language & attention. Structures within the limbic system. Special consideration of the hippocampal formation, amygdala and septal areas in emotions, learning and memory, and conscious thought.
Alzheimer’s disease (AD), background and research into the putative role of Aluminium in AD.
L2&L3 Motor Systems (GR)
Motor pathways and generation of motor responses. Premotor and motor cortex; pyramidal and extrapyramidal tract; cerebellum; basal ganglia (circuits and transmitters). Reflexes & voluntary movements. Parkinson’s disease & Huntington’s disease.
L4 Spinal Cord (AR)
Structure and function of the intact spinal cord. What happens when it goes wrong?
Developmental defects (eg. spina bifida); physical and functional consequences of traumatic spinal cord injury; acute versus chronic injury.
Prospects for functional recovery, barriers to regeneration/recovery of function.
Current treatments and promising future therapies.
L5 Sensory Systems (DAS)
Brief overview of the systems that regulate vision, hearing, balance, olfaction, taste, touch, pain and temperature, followed by a more in-depth discussion of the processes underlying the sensation of sight, sound and smell. Particular emphasis on the mechanisms of ‘topographical mapping’ of retinal axons to the brain and the specific projections from odorant receptors in the olfactory epithelium to the olfactory bulb, including a synopsis of leading recent research into these topics. Aspects of malfunction will involve blindness and hearing impairment.
L6 Psychiatric Disorders (GR&LR)
Apart from the motoric and cognitive disorders condsidered in previous lectures, less is clear about anatomical anomalies related to psychiatric conditions. Here, we will specifically consider mood disorders (incl. Major depression and bipolar disorders), together with anxiety disorders (phobias, generalised anxiety, post-traumitic stress, obsessive compulsive disorder) and schizophrenia. Autism spectrum disorders (such as Aspergers and Rett syndrome) are also considered. A common theme in all these diseases is the graded dysfunction of the limbic system, prefrontal and orbito-frontal corticies, basal ganglia and thalamus. Regional anatomical and functional changes will be considered.
1.Computer-based tutorial ‘Human Brain’: This practical provides an overview of the anatomy of the human brain using an interactive software package and is intended as a ‘refresher’ of previous course material. It is also recommended for the exam preparation.
2.Human brain dissection: This ‘wet’ practical offers the unique opportunity to dissect donated human brain material. Brain structures will be identified in situ. We will also discuss ethical issues related to the use of human material for teaching and research. Please bring a lab coat.
3. Tutorial: Brain Imaging using Magnetic Resonance Imaging (MRI)
The brain imaging session will include watching research radiographers carry out a MRI examination, viewing normal and abnormal MRI images on an NHS Picture Archiving & Communications (PACS) workstation followed by a short presentation of common brain pathologies.
Research Seminars
There is a regular programme of seminars given throughout the academic year by invited specialists from within the broad field of biomedical research.
These are usually held on Thursdays from 12noon -1pm in the IMS Building at Foresterhill (check the School or IMS websites for specific locations of seminars).
As you are studying within research-driven disciplines, we strongly feel that you should attend these whenever possible, with a view to broadening your appreciation of medical sciences. You will also be directed to attend any other relevant seminars when they arise.
Seminars
During the first introductory meeting, students can select an essay topic from a list provided (see examples below). The seminar has to be prepared as a PowerPoint presentation and submitted by Friday 26th October (see timetable) and presented during the seminar sessions. Seminar presentations should be 15 minutes (plus~10 minutes discussion). Powerpoint files for upload have to be prepared and provided for all students. The quality of this material will also be considered for the seminar mark.
Please note that the content of these seminars is examinable in the final, written examination.
All seminar topics should be presented under an anatomical point of view, with a special focus on the link between brain structures and their functions, and possible malfunctions / pathology.
Do not hesitate to contact the lecturer in charge or the course organiser if in doubt.
You may prepare some notes to help you through the presentation, but please do not read the full text.
Copying or plagiarising another persons work, either from other students or published material in books or papers and submitted as your own is considered a form of cheating. This is a serious offence and will be penalised according to the extent involved and whether it is decided there was an attempt at deliberate deception, or whether bad practice was involved. If you do use information or ideas obtained from textbooks or other published material you must give a precise reference to the source.
Preliminary selection of Seminar Topics (supervisors in brackets):
Diet: Impact on neurodegenerative disorders (BP); Music and the brain (BP); Female vs. male brain (BP); Does ‘brain training’ work? (BP); Near-death experiences: Myths and facts (BP); Obsessive-compulsive disorders (GR); ADHD (GR); Dyslexia (GR); Stuttering/Stammering (GR); Visual illusions and hallucinations (DS); Tinnitus (DS); Smell and memory (DS); Stem cell therapy in CNS disorders (DS); Phantom limb sensations (AMR); Synaesthesia (AMR).
•D. Richards / T. Clark / C. Clarke. The human brain and its disorders. Oxford University Press 2007.
•E. R. Kandel/ J. H. Schwartz / T. M. Jessel. Principles of neural sciences. Prentice Hall Intl.
•M.F. Bear / B.W. Connors / M.A. Paradiso. Neuroscience: Exploring the Brain. Lippincott Williams & Wilkins.
•A. K. Afifi / R.A. Bergmann. Functional Neuroanatomy. McGraw-Hill.
•Crossman, A.R. & Neary, D. Neuroanatomy. Churchill Livingstone, 1998.
The University has strict regulations on plagiarism. If you are unsure about what constitutes plagiarism read the University guide on plagiarism at http://www.abdn.ac.uk/writing
Copying or plagiarising another persons work, either from other students or published material in books or papers and submitted as your own for assessment is considered a form of cheating. This is considered by the University to be a serious offence and will be penalised according to the extent involved and whether it is decided there was an attempt at deliberate deception, or whether bad practice was involved. If you do use information or ideas obtained from textbooks or other published material you must give a precise reference to the source both at the appropriate point in your narrative and in a list of references at the end of your work. Direct quotations from published material should be indicated by quotation marks and referenced in the text as above.
The seminar presentation (see above) contributes 20% to the final mark. Marks will be deducted for late hand-ins out of fairness for those students who hand in on time. Students will also be asked to assess each other (anonymously), and this will be considered for the allocation of the seminar mark.
The written exam makes up 80% of the mark. The exam consists of a two hour written examination in the May/June diet.
Prof Bettina Platt
Dr Ann Rajnicek
Prof Gernot Riedel
Dr Derryck Shewan
Prof Alison Murray (AM), Imaging Dr Lianne Robinson (LR), Biomedical Sciences Dr Derek Scott (DS), Biomedical Sciences (Joint Course Co-ordinator for AN4003)
If students have difficulties with any part of the course that they cannot cope with alone they should approach the staff member who is teaching that part of the course without delay. If the staff member is unable to help, students should arrange to see the Course Co-ordinator. Such students may also find it helpful to talk to the Course Student Representative(s) or to their Adviser of Studies.
The practical work required in this course may present difficulties to students with special educational needs. For such students, alternative arrangements will be made. Any student with special needs should make these known to the Course Co-ordinator when registering for the class, and should then also discuss their needs with the SMS Disabilities Co-ordinator, Dr Derryck Shewan, to ensure that they have the best possible outcome.
Support Available to Students
The University is keen to help you successfully complete your studies. If at any time you feel you need assistance, there is a range of support services available to help you. These include support to assist with unexpected and/or exceptional financial difficulty, support for disabled students and academic learning support through the Student Learning Service. Further details about all these services area available at http://www.abdn.ac.uk/studenthelpguide/.
We value students’ opinions in regard to enhancing the quality of teaching and its delivery; therefore in conjunction with the Students’ Association we support the operation of a Class Representative system.
The students within each course, year, or programme elect representatives by the end of the fourth week of teaching within each half-session. In this school we operate a system of course representatives. Any student registered within a course that wishes to represent a given group of students can stand for election as a class representative. You will be informed when the elections for class representative will take place.
What will it involve?
It will involve speaking to your fellow students about the course you represent. This can include any comments that they may have. You will attend a Staff-Student Liaison Committee and you should represent the views and concerns of the students within this meeting. As a representative you will also be able to contribute to the agenda. You will then feedback to the students after this meeting with any actions that are being taken.
Training
Training for class representatives will be run by the Students Association. Training will take place in the fourth or fifth week of teaching each half-session. For more information about the Class representative system visit www.ausa.org.uk or email the VP Education & Employability vped@abdn.ac.uk. Class representatives are also eligible to undertake the STAR (Students Taking Active Roles) Award, further information about the co-curricular award is available at: www.abdn.ac.uk/careers.
Monitoring Students' Progress
The University operates a system for monitoring students' progress to identify students who may be experiencing difficulties in a particular course and who may be at risk of losing their class certificate. If the Course Co-ordinator has concerns about your attendance and/or performance, the Registry will be informed. The Registry will then write to you (by e-mail in term-time) to ask you to contact their office in the first instance. Depending on your reason for absence the Registry will either deal directly with your case or will refer you to your Adviser of Studies or a relevant support service. This system is operated to provide support for students who may be experiencing difficulties with their studies. Students are required to attend such meetings with their Adviser of Studies in accordance with General Regulation 8.
Set criteria are used to determine when a student should be reported in the monitoring system. You will be asked to meet your Adviser if any of the following criteria apply for this course:-
either (i) if you are absent for a continuous period of two weeks or 25% of the course (whichever is less) without good cause being reported;
or (ii) if you are absent from two small group teaching sessions e.g. (laboratory/tutorial classes) without good cause;
or (iii) if you fail to submit a piece of summative or a substantial piece of formative in-course assessment by the stated deadline
If you fail to respond within the prescribed timescale (as set out in the e-mail or letter) you will be deemed to have withdrawn from the course concerned and will accordingly be ineligible to take the end of course assessment or to enter for the resit. The Registry will write to you (by e-mail in term-time) to inform you of this decision. If you wish consideration to be given to reinstating you in the course you will be required to meet the Convener of the Students' Progress Committee.
Students who attend and complete the work required for a course are considered to have been awarded a ‘Class Certificate’. Being in possession of a valid Class Certificate for a course entitles a student to sit degree examinations for that course. From 2010/11 class certificates will be valid for two years and permit a total of three attempts at the required assessment within that two year period i.e. the first attempt plus up to two resits.
You will receive a University e-mail account when you register with the University Computing Centre. The University will normally use e-mail to communicate with you during term-time. These e-mails will be sent to your University e-mail account, which you can access using Eudora or SquirrelMail.
It is your responsibility to check your e-mail on a regular (at least weekly) basis and to tidy the contents of your e-mail inbox to ensure that it does not go over quota (see http://www.abdn.ac.uk/diss/email/mailquota.hti for guidance on managing your e-mail quota). It is recommended that you use your University e-mail account to read and respond to University communications. If you already have a non-University e-mail account that you use for personal correspondence, it is possible to set up automatic forwarding of messages from your University e-mail account to your personal e-mail address (see http://www.abdn.ac.uk/local/mail.forward/) but, should you do so, it is your responsibility to ensure that this is done correctly. The University takes no responsibility for delivery of e-mails to non-University accounts.
You should note that failure to check your e-mail or failure to receive e-mail due to being over quota or due to non-delivery of an e-mail forwarded to a non-University e-mail account would not be accepted as a ground for appeal (for further information on appeals procedures, please refer to http://www.abdn.ac.uk/registry/quality/appendix5x17.hti).
Requirements for the Award of an Honours Degree
All students who are admitted to an Honours programme, in or after 2004/05, will be required to achieve 480 credit points, including at least 180 at levels 3 and 4, of which at least 90 must be at level 4. This change to the requirements for the award of an Honours Degree was made by the Senate to ensure that Honours degrees are awarded in compliance with the Scottish Credit and Qualifications Framework (SCQF). This is a common national Framework for all awards in Scotland. Further information is available at www.scqf.org.uk.
Accordingly, students failing to meet this credit requirement at the first attempt will require to make up this credit shortfall before graduating. General Regulation 21, as outlined below, sets out the procedures available to enable students to make up this credit shortfall.
In the case of a candidate who has failed to complete satisfactorily an element of Honours degree assessment at the time prescribed by Regulation 9.3, then the appropriate procedure from (a) to (e) below shall apply:
a) If, but only if, the failure is on account of illness or other good causes, the candidate shall be required to submit themselves for assessment at the next available opportunity, and shall be permitted to count the result of that assessment towards Honours classification.
b) If the failure is the result of absence or non-submission of any other cause, the candidate shall be awarded zero for the assessment concerned and shall be required to submit themselves for assessment at the next available opportunity, but shall not be permitted to count the result of that assessment towards Honours classification.
c) For courses at level 4 and above only, if the candidate has completed the assessment but been awarded a mark on the Common Assessment Scale between 6 and 8 inclusive, they shall be awarded the same amount of unnamed specific credit, not exceeding 30 credit points in total, at level 1.
d) If the candidate has completed the assessment, but the course is at level 3, or the course is at level 4 or above and the mark awarded on the Common Assessment Scale is less than 6, the candidate shall be required to submit themselves for assessment at the next available opportunity, but shall not be permitted to count the result of that assessment towards Honours classification. Alternatively, for courses at level 4 and above only, such candidates may elect to attend and submit themselves for assessment in another course of equivalent credit value, which may be at any level.
e) If any options (a), (b) or (d) above would normally apply, but medical advice indicates that it would be unreasonable to require a candidate to appear for assessment on a subsequent occasion, and if the candidate’s past record provides sufficient evidence that they would have obtained Honours, the examiners may recommend the award of an Aegrotat degree, but only after obtaining the consent of the candidate. The award of an Aegrotat degree will debar candidates from counting towards Honours degree assessment any result achieved thereafter.
Notes (i) For courses at level 4 and above, the timing and format of the assessment required under any of sub-sections (a), (b) or (d) above shall be determined by the Academic Standards Committee (Undergraduate) on the recommendation of the Head of the relevant School.
(ii) The options to achieve or be awarded credit under (b), (c) and (d) above shall be available to candidates who have accumulated less than 90 credit points at level 4 or who have failed to complete satisfactorily the assessment for a course which, on the recommendation of the Head of the relevant School, has been prescribed by the Academic Standards Committee (Undergraduate) as compulsory for the award of a degree with Honours. Such candidates will be able to qualify for a non-Honours degree only. Further guidance is also available in the Guidance Note for Students who either Fail, or who Fail to Attend or Complete, and Element of Prescribed Degree Assessment which can
be accessed at:
http://www.abdn.ac.uk/registry/quality/appendix7x6.pdf
Honours Degree Classification (Grade Spectrum)
All Honours Degrees are classified using the University’s Grade Spectrum which is available at http://www.abdn.ac.uk/registry/quality/appendix7x4.pdf. The Grade Spectrum, an extract of which is outlined below, is used to determine degree classification on the basis of the CAS mark awarded for each element of Honours Degree Assessment.
First: Marks at 18 or better in elements constituting half the total elements
and
Marks at 15 or better in elements constituting three quarters of the total elements
and
Normally marks at 12 or better in all elements
2i: Marks at 15 or better in elements constituting half the total elements
and
Marks at 12 or better in elements constituting three quarters of the total elements
and
Normally marks at 9 or better in all elements
2ii: Marks at 12 or better in elements constituting half the total elements
and
Marks at 9 or better in elements constituting three quarters of the total elements
Third:Marks at 9 or better in elements constituting three quarters of the total elements.
The Grade Spectrum defines the threshold standards against which the different classes of honours degree are awarded. The Examiners, however, have discretion (in the circumstances defined in Note 4 of the Grade Spectrum) to depart from this and may choose to award a higher degree than that indicated by the Grade Spectrum.
urnitinUK
TurnitinUK is an online service which compares student assignments with online sources including web pages, databases of reference material, and content previously submitted by other users across the UK. The software makes no decision as to whether plagiarism has occurred; it is simply a tool which highlights sections of text that have been found in other sources thereby helping academic staff decide whether plagiarism has occurred.
As of Academic Year 2011/12, TurnitinUK will be accessed directly through MyAberdeen. Advice about avoiding plagiarism, the University’s Definition of Plagiarism, a Checklist for Students, Referencing and Citing guidance, and instructions for TurnitinUK, can be found in the following area of the Student Learning Service website www.abdn.ac.uk/sls/plagiarism/.
Absence from Classes on Medical Grounds
Candidates who wish to establish that their academic performance has been adversely affected by their health are required to secure medical certificates relating to the relevant periods of ill health (see General Regulation 17.3).
The University’s policy on requiring certification for absence on medical grounds or other good cause can be accessed at:
www.abdn.ac.uk/registry/quality/appendix7x5.pdf
You are strongly advised to make yourself fully aware of your responsibilities if you are absent due to illness or other good cause. In particular, you are asked to note that self-certification of absence for periods of absence up to and including eleven weekdays is permissible. However, where absence has prevented attendance at an examination or where it may have affected your performance in an element of assessment or where you have been unable to attend a specified teaching session, you are strongly advised to provide medical certification (see section 3 of the Policy on Certification of Absence for Medical Reasons or Other Good Cause).
Attendance
Attendance at lectures, practicals and seminars is compulsory and will be monitored. Any predicted absence must be discussed in advance with relevant staff. Absence on medical grounds must be confirmed by a medical certificate, handed in to the School Offices as soon as possible. Attendance below 75% for all course elements will be considered to be insufficient.
Feedback Framework
Feedback Framework
In response to the Curriculum Reform Commission’s recommendation that the University establish a Framework for the provision of feedback, the UCTL approved an Institutional Framework for the Provision of Feedback on Assessment (Appendix 7.8). Schools are asked to ensure that students’ attention is drawn to the framework by including the following in relevant handbooks:
Feedback on assessment:
The University recognises that the provision of timely and appropriate feedback on assessment plays a key part in students learning and teaching. The guiding principles for the provision of feedback within the University are detailed in the Institutional Framework for the Provision of Feedback on Assessment available at: www.abdn.ac.uk/registry/quality/appendix7x8.pdf
Enhancing Feedback
A central ‘Enhancing Feedback’ website has been created to bring together information about feedback for both staff and students. Schools are asked to ensure that Students’ attention is drawn to the Enhancing Feedback website by including the following in relevant handbooks:
The University recognises both the importance of providing timely and appropriate feedback on assessments to students, and of enabling students to voice views on their learning experience through channels such as Student Course Evaluation Forms and Class Representatives. FAQs, guidance and resources about feedback can be found on the University’s ‘Enhancing Feedback’ website at: www.abdn.ac.uk/clt/feedback
Appeals and Complaints
The University’s appeals and complaints procedures provide students with a framework through which to formalise their concerns about aspects of their academic experience or to complain when they feel that standards of non-academic service have fallen short of that which they expected.
The process has been designed to make the appeals and complaints process as accessible and simple as possible and to provide a robust, fair mechanism through which to ensure that all appeals and complaints are considered in the appropriate way at the appropriate level.
A major feature of the process is the emphasis it places on early or informal resolution. All students should note that there is an expectation that they will take responsibility for seeking resolution of their academic or non-academic concerns by raising and discussing them at the earliest possible stage with the relevant individuals in an academic School or administrative Service.
Further details of the processes for making an appeal or complaint, including where to find further help and support in the process, is given at:
www.abdn.ac.uk/registry/appeals
Transcripts at Graduation
It is anticipated that students who commenced their studies in, or after, 2009/10, will receive a more detailed transcript of their studies on graduation. The increased details will include a record of all examination results attained. For students graduating in 2012/13 transcripts will show details of all CAS marks awarded, including marks which are fails. Where a resit has been required as a result of medical circumstances or other good cause (MC/GC) this will not be shown, but all other circumstances (i.e. No Paper ‘NP’) will be included.
My Aberdeen (the University of Aberdeen’s Virtual Learning Environment)
MyAberdeen replaces WebCT as students’ virtual learning environment. This is where you will find learning materials and resources associated with the courses you are studying.
MyAberdeen also provides direct access to TurnitinUK, the online originality checking service, through which you may be asked to submit completed assignments.
You can log in to MyAberdeen by going to www.abdn.ac.uk/myaberdeen and entering your University username and password (which you use to access the University network).
Further information on MyAberdeen including Quick Guides and video tutorials, along with information about TurnitinUK, can be found at: www.abdn.ac.uk/students/myaberdeen.php.
Information about academic writing and how to avoid plagiarism can be found at www.abdn.ac.uk/sls/plagiarism.
Aberdeen Graduate Attributes
Graduate Attributes are a wide-ranging set of qualities which students will develop during their time at Aberdeen in preparation for employment, further study and citizenship.
There are four main areas of the Graduate Attributes:
• Academic excellence
• Critical thinking and communication
• Learning and personal development
• Active citizenship
Students have many opportunities to develop and achieve these attributes. These include learning experiences on credit-bearing courses and co-curricular activities such as work placements, study abroad and volunteering. In accordance with the University’s commitment to Equality and Diversity, students can request support with any aspect of the Graduate Attributes framework.
The ACHIEVE website offers resources that enable students to assess and reflect upon their present skills and development needs. The website also contains resources to help students to improve their skills and links to a range of university services such as the Careers Service and the Student Learning Service. Students can access ACHIEVE from their MyAberdeen site in the ‘My Organisations’ section. More information about Aberdeen Graduate Attributes and ACHIEVE can be found at www.abdn.ac.uk/graduateattributes.
The Co-curriculum
The co-curriculum enhances a student’s employability and provides opportunities to develop and achieve Aberdeen Graduate Attributes. Co-curricular activities complement a student’s degree programme and include: work placements, study abroad, enterprise and entrepreneurship activities, the BP Student Tutoring Scheme, career mentoring and the STAR (Students Taking Active Roles) Award initiative. Below are examples of credit-bearing co-curricular activities. It is anticipated that these types of activity will be included on an enhanced transcript for students graduating in, or after, 2012/13
ERASMUS is an exchange programme funded by the European Commission which enables students to study or work in another European country as part of their degree programme. Eligible students will receive a grant to help with extra costs while abroad and a number of our partner institutions teach through English. For more information, visit www.abdn.ac.uk/erasmus/. The University also has opportunities for students to study in a non-European country as part of their degree through the International Exchange Programme. International partners include universities and colleges in North America, Hong Kong and Japan (www.abdn.ac.uk/undergraduate/international-exchange.php). The University aims to ensure full academic recognition for study periods abroad, therefore the credits gained from study abroad will count towards the Aberdeen degree programme for students participating in both ERASMUS and the International Exchange Programme.
Work placements can also form an integral part of a degree programme and attract academic credit. Placements are available locally, nationally and internationally, lasting from a few weeks to a full year and are generally paid. Visit the Careers Service website for further placement information and to find available work placements.
Further information about the co-curriculum is available at: www.abdn.ac.uk/careers
Transition into level 4 and beyond
As students progress through their degree programme, they will notice a change in the style and approach of teaching and the expectations upon them as learners. Expectations again change as students progress into Honours year, where they are expected to become more independent and self-directed in their learning. To help with this transition, a variety of activities will be planned to address any new challenges faced by students at level 4. The level 4 retention co-ordinator - Dr Steve Tucker (s.j.tucker@abdn.ac.uk; 01224 437491) will organise such events and is a point of contact for any level 4 SMS students facing any kind of difficulty. Regular activities and workshops will be designed around key issues faced by Honours students much in the same way as it was at level 3. In addition, Dr Tucker will hold regular, advertised drop-in surgeries for students to raise any issues face to face and all level 4 SMS students will have access to a MyAberdeen site that will offer information, feedback, guidance and discussion forums designed to ease students through to the completion of their degree.
School of Medical Sciences - Guide to Citing and Referencing
This guide should be used to assist you when completing any work for disciplines in the School of Medical Sciences. All work should include citations at appropriate places in the text, with a complete reference list at the end of the assignment. If diagrams/ graphs/ tables are copied or adapted from other publications/ websites, the sources must also be cited in the legend for that item, and included in your reference list.
Good citing and referencing not only improves the quality of your work, but it gives credit to the authors of original work, and makes it less likely that you can be accused of plagiarism. Further guidance on writing and plagiarism may be found at http://www.abdn.ac.uk/writing/ . When you submit work for marking, you are declaring that YOU are the author, that you have not copied it or plagiarised any material from other sources, AND that all sources of information have been acknowledged in your text. Students may be penalised by the University if found guilty of plagiarism.
Students are warned to be careful if using websites as sources of information. These may be inaccurate and are often not peer-reviewed. You are strongly encouraged to use advanced textbooks, peer-reviewed papers or reviews as the sources of your information in your work. Students are also advised to avoid quoting chunks of text in their work. Just because you put quotation marks around some text does not mean that you have not plagiarised it. Try and explain ideas and concepts in your own words.
The referencing style used here is Harvard, similar to that recommended by the University Library (see their factsheet for further information on referencing). Students must use this style of citing and referencing for all work. Other styles are not acceptable. Marks may be deducted if students do not cite or reference properly (see specific marking schemes for details).
Citing references within the text
You must provide citations in the text at the appropriate places by putting the author’s surname and year of publication in round brackets immediately after the relevant text (author, date method).
Author, date method
Jones et al. (1999) has argued that….
Studies have produced conflicting results…..(Bloggs, 2000; MacDuff et al., 1993)
Smith stated (1990)…..and then later work confirmed this (2003)…..
Bloggs (2001) investigated…..
One author (Bloggs, 2000)
Two authors (Smith & Jones, 1982)
Three or more authors (Chesterfield et al., 1995)
If the same author(s) wrote two or more papers in the same year Thwaites et al. stated (1990a)…..and then provided further evidence (1990b)…..
N.B. “et al.” should be in italics, as should all other Latin words/phrases in your text (e.g. in vitro). There is also a full stop after “et al.”, since it is an abbreviation of “et alia” (“and others”).
Listing your references at the end of your work
Your list of references must place the surnames of the first authors in alphabetical order. List all authors of a piece of work unless there are a large number.
Format of references at the end of your work
Book - whole Rang, H.P., Dale, M.M., Ritter, J.M. & Flower, R.J. (2007) Pharmacology. 6th Ed. Edinburgh: Churchill Livingstone.
Book – article or chapter within Johnson, D. & Smart, J.S. (1983) Advanced techniques in measuring athletic performance. In: S. Roberts, ed., Sports Science in the Laboratory. London: Macmillan, pp. 3-28.
Journal – article within Furchgott, R.F., Zawadzki, J.V. (1980) The obligatory role of endothelial cells in the relaxation of arterial smooth muscle by acetylcholine. Nature. 288(5789), 373-6.
Website Department for Education and Employment (2000). Student loans: guidance on terms and conditions from April 2000. [online]. Available from: http://www.dfee.gov.uk/loan2000/index.html [Accessed 23rd March 2006]
