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This course takes the integrative function of major organ systems as its main theme. We begin by considering how the different organ systems of the human body act in an integrative fashion and how the body copes with the challenges of maintaining homeostasis. We then focus on three specific organ systems - the cardiovascular, respiratory and renal systems. The student will learn how these systems function during health and disease, and how they interact with one another. Instruction is also provided in experimental design and measurement of cardiorespiratory variables. Lecture and case-study material is accompanied by use of the microcomputer in data capture and analysis and a problem-solving project. The course consists of 4 lectures and 1 project/laboratory session per week, and is examined by continuous assessment of course work and a 3-hour written exam.
Course Co-ordinators: Dr Derek Scott (ext. 7566 d.scott@abdn.ac.uk) and Dr Stuart Gray (ext. 8026 s.r.gray@abdn.ac.uk)
http://www.merck.com/mmhe/sec03.html
1. To describe the interrelationships between the cardiovascular, respiratory, gastrointestinal and renal systems in the mammalian body.
2. To describe the principal homeostatic mechanisms present in the mammalian body with special attention to man.
3. To introduce the importance of effective experimental design.
4. To investigate how the cardiovascular, respiratory, gastrointestinal and renal systems might malfunction, and describe how these problems might impinge upon other organ systems.
5. To describe the techniques used to measure the functions of the cardiovascular, respiratory, gastrointestinal and renal systems.
6. To provide practical instruction in non-invasive techniques to monitor human cardio-respiratory variables, in computerised data collection and the analysis of physiological data.
7. To develop transferable skills particularly in relation to information retrieval, data processing and presentation of scientific material by means of active development of teamwork, time management, communication and information technology skills.
All lecture and tutorial material is accompanied by microcomputer-based problem solving sessions and practical classes.
1. Registration & Introduction to the Course – Dr Derek Scott & Dr Stuart Gray
Introduction to the scope and content of the course. Explanation of projects, practical work, case studies and assessment.
2. Applied Integrative Physiology I – Maintaining Homeostasis in Health Disease – Dr Derek Scott
In this lecture, we shall review how individual organ systems work together to maintain normal health and how we cannot consider each organ system in isolation. We will cover how problems in one system may spread to another and how symptoms in one system can actually reveal unnoticed abnormalities elsewhere in the body. Finally, we will review how various therapies such as drugs may be targeted to solve medical problems that involve multiple organ systems and also explain why medications targeted at one organ system or tissue can produce side-effects in different parts of the body.
3. Applied Integrative Physiology II – Maintaining Homeostasis in Extreme Environments – Dr Derek Scott
During this session, we will consider how we ensure that humans can survive in extreme or artificial environments. On occasion, humans are exposed to varying levels of pressure, temperature, humidity, radiation, gravity etc. By understanding how our organ systems try to adapt to these unusual conditions, we can try and design ways of counteracting their detrimental effects. We will use the extreme example of spaceflight and microgravity to illustrate how our organ systems and cells adapt to their new environment, how successful they are at adapting, what problems arise due to these adaptations, and how we readjust when we come back to Earth's normal gravitational field. Students should become aware of how changing environmental conditions can affect physiology and why an understanding of these processes is essential for agencies such as NASA, the armed forces, sports organisations and various industries.
4 & 5. Principles of Cardiovascular Measurement– Dr Stephen Davies
These two lectures will consider the methods with which the activity of the cardiovascular system can be investigated, both experimental and clinically. Measurement of heart volumes. Measurement of blood pressure. Measurement of blood velocity and flow. Practical examples of the above.
6. Cardiovascular Pathophysiology I – Dr Derek Scott
The A-Z of cardiovascular pathophysiology. A knowledge of normal cardiac structure and function is crucial to understanding to understanding diseases that affect the heart. From your basic knowledge, you will be invited to postulate what malfunctions may arise in the cardiovascular system. We will compare this with a systematic analysis of cardiovascular pathophysiology.
7. Cardiovascular Pathophysiology II - Dr Derek Scott
Acute coronary syndromes - In the USA alone, more than 1.6 million people each year are admitted to hospital suffering from acute heart attacks. We will define what is meant by an acute cardiac event and explore the physiological mechanisms involved.
8. Cardiovascular Pathophysiology III - Dr Derek Scott
Chronic coronary conditions - Heart failure may be the final, and most severe manifestation of nearly every form of cardiac disease, and is the most common diagnosis of hospital patients aged over 65. Heart failure most commonly results from impairments of left ventricular function. We will explore the underlying mechanisms using basic physiological principles.
9. Background to ECG’s - Dr Derek Scott
A gentle introduction to the principles of measuring and recording electrocardiograms. Explanation of different types of ECG and what they can and cannot tell us about the health of a subject.
10. Cardiovascular Case Study – Dr Derek Scott
During this session, you will complete questions based upon the case study that you will have been given the week before. The questions will be completed individually, under exam conditions, and the marks for this exercise will form part of your continuous assessment.
11. Principles of Gastrointestinal Measurement I – Dr Derek Scott
Basic introduction to methods of investigating the structure and function of the various components of the gastrointestinal tract. Uses of endoscopy and imaging techniques. Use of biopsy and basic examination techniques such as palpation, auscultation, percussion etc. Common disease states which can be identified using these techniques. Laboratory/research methods for investigating GI function.
12. Principles of Gastrointestinal Measurement II – Dr Derek Scott
Introduction to liver function tests. Reasons for testing liver/biliary enzyme activities. Stool sampling (faecal occult blood tests, microbiology, chemical testing). Indications of nutritional problems. Bowel cancer screening programmes.
13 & 14. Respiratory Physiology – Dr Alison Jack
These two hours will review basic respiratory physiology covered at second year level and act as a foundation of knowledge on which subsequent material, describing respiratory pathophysiology, will build. We will commence with a revision lecture summarising the respiratory physiology previously covered: anatomy of the respiratory system, the fundamental concept of ventilation, mechanics of breathing, gas exchange and transport, lung blood flow and control of respiration. The lecture will be followed by a problem solving session where your knowledge will be applied to understand more thoroughly the impact on the respiratory system of some real life situations.
15. Neural Control of Ventilation – Dr Stuart Gray
This lecture will consider the nervous aspects of how we control respiration. We will consider how the nervous system helps to control normal respiration and how it adapts to cope with unusual respiratory situations. Topics which will be reviewed will include: generation of respiratory rhythm, patterns of breathing during disease, respiratory centres of the brain, conscious control of breathing, innervation of respiratory muscles, vagal reflexes and respiration during unusual situations (i.e. swallowing, coughing).
16. Materno-Foetal Physiology – Integration of the Respiratory and Cardiovascular Systems – Dr Stuart Gray
This lecture will consider the special changes and adaptations that occur during pregnancy and soon after birth in both mother and child. Materno-foetal physiology is one example of physiological integration - the respiratory and cardiovascular systems of the parent and foetus must develop and function together to ensure the proper development and safe delivery of the child, whilst minimising any detrimental effects that pregnancy might have on the mother. We will consider the role of the placenta and review the pulmonary and cardiovascular changes that occur in the foetus and neonate.
17. Respiratory Pathophysiology – Dr Stuart Gray
Many of us take respiration for granted, but malfunctions in any part of the respiratory system can produce severe and distressing effects which may involve or affect other physiological systems. This lecture will briefly review some of the disease states which affect the respiratory system. This will form a foundation for further lectures which students will attend in other specialist courses in their chosen degree disciplines. The disease states considered will include: asthma, chronic obstructive pulmonary disease (COPD), pneumothorax, pulmonary embolism, pulmonary hypertension, respiratory failure and acute respiratory distress syndrome.
18. Principles of Respiratory Measurement I – Dr Stuart Gray
Lung function tests and what they mean. Spirometry and flow volume curves. Lung volumes. Diffusing capacity. Blood gases. Exercise tests.
19. Principles of Respiratory Measurement II – Dr Stuart Gray
Bronchial provocation tests. The new IOC rules for asthma testing in athletes. How it works. Recent British outcomes.
20. Respiratory Case Study – Dr Stuart Gray
During this session, you will complete questions based upon the case study that you will have been given the week before. The questions will be completed individually, under exam conditions, and the marks for this exercise will form part of your continuous assessment.
21. Gastrointestinal Pathophysiology I – Dr Derek Scott
Examples of gallbladder and pancreatic disease. Gallstones and jaundice. Pancreatitis.
22. Gastrointestinal Pathophysiology II – Dr Derek Scott
Examples of hepatic disease. Liver failure. Portal hypertension. Cirrhosis.
23. Gastrointestinal Pathophysiology III – Dr Derek Scott
Inflammatory bowel disease. Definitions and symptoms. Comparisons with irritable bowel syndrome and diarrhoeal disease states. Extraintestinal manifestations. Therapeutic options. The ileo-anal pouch/reservoir.
24. Principles of Renal Measurement I – Dr Derek Scott
Measurement of renal clearance and transport. Evaluation of ability of the kidneys to handle solutes and water. Use of inulin and p-aminohippurate to assess glomerular filtration rate or renal plasma flow. Microscopic techniques (e.g. micropuncture/microperfusion) used to measure single nephron rates of filtration, absorption and secretion.
25. Principles of Renal Measurement II – Dr Derek Scott
Modern imaging techniques used to view renal blood flow, filtration and excretion. Radionuclide scanning to assess renal perfusion and computerised tomography (CT) to look for structural abnormalities of urinary tract. Ultrasonography to measure kidney size, obstructions and malformations. Biochemical testing of blood and urine for signs of renal malfunction (e.g. pH, osmolality, blood in urine, pCO2, HCO3-).
26. Renal Pathophysiology I – Dr Michael Scholz
Brief consideration of what parts of the renal system may malfunction during disease. Hypertension and the kidney. Determinants of normal blood pressure and the role of the kidney. Pathogenesis of essential hypertension. Pathology of hypertension. Physiological targets in the management of hypertension. Secondary hypertension.
27. Renal Pathophysiology II – Dr Michael Scholz
Chronic renal failure. Links with diabetic nephropathy. Common causes of chronic renal failure. Presentation and natural history of chronic renal failure. The progressive nature of chronic renal failure. Main consequences of renal failure and their pathogenesis. Possible physiological targets for treatment of chronic renal failure.
28. Renal Pathophysiology III – Dr Michael Scholz
Urinary tract obstructions and stones. Principal causes of haematuria. Pathophysiology and complications of urinary tract obstructions. Investigation and principles of treatment of urinary tract obstruction. Description of common types of urinary tract stones and outline of their forms of presentation and management.
29. Renal/Gastrointestinal Case Study – Dr Derek Scott
During this session, you will complete questions based upon the case study that you will have been given the week before. The questions will be completed individually, under exam conditions, and the marks for this exercise will form part of your continuous assessment.
30. Final Review of the Course, Exam Information & Course Evaluation
An overview of how all of the organ systems we have focused on all link together, and how they can profoundly affect one another. What are the take home messages of this course? Information regarding the examination. Completion of course evaluation forms.
Laboratory Work
The laboratory work on this course falls into two categories: a research project and two separate practical demonstrations
The research project is a student led, team-based research project that incorporates a wide range of enterprise skills. The essence of the project is to allow students to develop a research plan that might be used by an operational research laboratory, and thus to develop their understanding of the discipline by formulating and testing hypotheses. Students must design accurate protocols for experiments that would be performed and decide how they would obtain and analyse any experimental findings. Reports will be presented in the form of a short scientific abstract. In addition, each group of students will present an account of their work to the rest of the class in the form of a poster presentation. The written reports and the poster presentation will each form an important component of the continuous assessment. Full details of the human physiology research projects are given in a separate learning pack, together with a comprehensive booklet outlining experimental techniques in the measurement and collection of cardiovascular and respiratory data.
During the course, there will be two practical demonstrations lasting all day: one focusing on measurement of the ECG, and a second on respiratory function. The morning will involve a demonstration and explanation of the experimental apparatus and data interpretation. In the afternoon, students will be given the chance to perform the measurements on themselves, and will then have to answer a short set of questions based upon the day’s work. These answers are then submitted for marking, and form part of the continuous assessment mark (8%).
Please read the student notes concerned with behaviour and safety in the laboratories.
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 School Disabilities Co-ordinator, to ensure that they have the best possible outcome.
Tutorial Work
Tutorial work will take the form of three case studies, which will be handed out throughout the course. There will be one based on a clinical problem involving each of the major organ systems covered in the course – cardiovascular, respiratory and gastrointestinal/renal. Students will be issued with the case details the week before the actual exercise so that they have a chance to find out more about the topic. On the day of the case study, they will have 45-50 minutes to answer 10 questions based upon the case study. At the end of this period, each student’s answers will be submitted to the lecturer for marking. The marks for these case studies will form part of your continuous assessment (10%).
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.
General Reading List
Core textbook for 3rd year General Physiology
Medical Physiology, Updated Edition
By Walter F. Boron, & Emile L. Boulpaep
ISBN 1416023283 • Hardback • 1344 Pages
Saunders • Published December 2004
Cardiovascular Physiology textbooks
• Levick, J. R., 2003. An introduction to cardiovascular physiology (4th Ed.) London: Arnold.
• Berne, R.M. & Levy, M.N., 2001. Cardiovascular physiology (8th Ed.) London: Mosby.
• Noble, A. et al., 2005. The cardiovascular system – Systems of the body series. Edinburgh: Churchill-Livingstone.
Respiratory Physiology textbooks
• Davies, A. & Moores, C., 2003. The respiratory system – Systems of the body series. Edinburgh: Churchill-Livingstone.
• Widdicombe, J., 1993. – Respiratory Physiology - Physiological Principles in Medicine Series. London: Arnold.
• West, J., 2004. Respiratory Physiology. London: Lippincott Williams & Wilkins.
Renal Physiology textbooks
• Field, M.J, Pollock, C.A. & Harris, D.C., 2001. The renal system – Systems of the body series. Edinburgh: Churchill-Livingstone.
• Koeppen, B.M. & Stanton, B.A., 2001. Renal physiology. London: Mosby.
There are a range of new titles available from the library focusing on cardiovascular, renal and respiratory physiology. Material for the gastrointestinal lectures will be provided by Dr Scott. Whilst most of these are held in the Medical School library at Foresterhill, they can be delivered to QML for your convenience.
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.
Students are expected to attend all lectures, laboratory classes, and tutorials, and to complete all class exercises by stated deadlines. The minimum performance acceptable is attendance at 75% of the lectures, seminars, practical classes, and presentation of all set course work, written and oral.
Assessment is derived from course work (33%) and a written examination (67%). The continuous assessment (CA) component is based on a research project which is presented to the class as an abstract and a poster display (15%). Of this mark, the examiner awards 50% on the poster and 40% on the abstract, the final 10% is derived from peer assessment on the poster. The second continuous assessment component is case study work in weeks 16, 18 and 21 (10%). The final continuous assessment component is derived from two practical demonstrations, where students will answer question based on their laboratory work (8%).
Written Examination: 67% of the total assessment is based on one three hour written paper. The student has to answer four questions of equal weighting selected from a list of six.
Common assessment scale (CAS) grade: The overall performance of the student is expressed as a grade awarded on the common spine marking scale.
The degree examination is held in January, with the re-sit examination in August.
Dr Stephen Davies
Dr Stuart Gray
Dr Michael Scholz
Dr Alison Jack (AJ), Biomedical Sciences (a.jack@abdn.ac.uk) Dr Derek Scott (DAS), Biomedical Sciences (Course Coordinator) (d.scott@abdn.ac.uk)
If students have difficulties with any part of the course that they cannot cope with alone they should notify someone immediately. If the problem relates to the subject matter you may be best advised to contact the member of staff who is teaching that part of the course. Students with registered disabilities should contact either the IMS based School Office (Miss Lyndsay McEwan l.mcewan@abdn.ac.uk) or the Old Aberdeen office associated with the teaching laboratories (Mrs S.Jones s.jones@abdn.ac.uk) to ensure that the appropriate facilities have been made available. Otherwise, you are strongly encouraged to contact any of the following as you see appropriate:
Course student representatives.
Course co-ordinators (DAS/SG).
Convenor of the Biomedical Sciences Staff/Student Liaison Committee (Dr Gordon McEwan).
Adviser of studies.
Disabilities Co-ordinator (Dr Derryck Shewan).
Staff are based at Foresterhill (IMS & Health Sciences Building) and we strongly encourage the use of email or telephone the SMS office. You may be wasting your time to travel to Foresterhill only to find staff unavailable.
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.
The University operates a system for monitoring students' progress to identify students who may be experiencing difficulties in a particular course. 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 the Senate Office in the first instance. Depending on your reason for absence the Senate Office 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).
TurnitinUK
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).
Feedback Framework
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:
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.
MyAberdeen (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 3
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. This is particularly marked as students move into level 3 and beyond. To help with this transition into level 3, a number of activities will be planned to address any new challenges faced by students at level 3. The level 3 co-ordinator - Dr Steve Tucker (s.j.tucker@abdn.ac.uk; 01224 554052) will organise such events and should be a first point of contact for any level 3 SMS students facing any kind of difficulty. Regular activities and workshops will be designed around key issues faced by new level 3 students e.g. new exam format, time management, but guidance and support will also be provided on request for individuals or groups with any other problem relating to 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 3 SMS students will have access to a WebCT site that will offer information, feedback, guidance and discussion forums designed to enable all students to achieve the most from level 3.
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]
