Aims

To understand the structure and function of the mammalian nervous system; the role of the nervous system in everyday life; and the experimental methods used to study it.

This advanced module aims to develop the student's understanding of the mammalian nervous system, how it is organized and how it functions. The module builds on the introductory material covered at Stage 1 to provide the student with an overview of the principles of brain organization and developmental, before focusing on sensory systems (touch, vision and hearing), motor control and some cognitive brain functions such as learning and memory, sleep and emotional states. The importance of experimental evidence, how it is acquired and interpreted, is emphasised throughout the module. The lectures are supported by seminars, practical classes and group learning sessions.

Outline Of Syllabus

The module consists of the following topics 1) the organisation and development of the nervous system; 2) scientific methods for neuroscience research; 3) somatosensation; 4) vision; 5) hearing; 6) motor system; 7) learning & memory; sleep.

Teaching Rationale And Relationship

Lecture materials convey information, scientific concepts and experimental evidence in a concise form (K1-K6, S2 & S4). These give an overview of a topic providing students with an appropriate framework for their own further independent study using the references provided in the Module Study Guide (K1-K6, S1, S2 and S4). Some lectures are provided in person while others are provided as online videos followed up and supported by in person sessions ("flipped content")/

Practical 1, Brain Anatomy, enables the student to appreciate key features of the organisation and structure of the real human brain in contrast to two dimensional schematic diagrams shown in text books (K1).

Practical 2 (Vision) and Practical 3 (Hearing) enable students to appreciate key aspect of visual and auditory perception through direct experience of visual and auditory stimuli (K3-K4) and use of psychophysical techniques (K2). Students also gain skills in using scientific software (S5).

Seminar 1. Analysis of a scientific paper. This 2-hr seminar aids in the development of critical skills (S2 and S3) and problem solving. It provides an opportunity for informal discussion.

Seminar 2. Teaches a key concept in sensory processing using a problem solving exercise (K3 & K4)

Seminars 3-10. Support lectures and online lecture materials in vision, hearing and motor systems by providing an opportunity for discussion, problem solving and Q&A (K3 & K4).

Seminar 11. Supports lectures in learning, memory and sleep and includes video presentations videos of patients with deficits in different brain areas and systems (K5 & K6).

The formative MCQ exam provides a test of acquired knowledge by the end of the module and the ability to synthesise information (K1-K6). It has a strong formative element and reinforces learning by providing immediate feedback on the student’s answers.

Assessment Rationale And Relationship

The examination essays will test the students’ understanding of the material learned in the module, examine their ability to integrate and explore the relationships between the various themes within the module, and test their ability to develop scientific arguments (K1- K6, S).

The practical assessments judge the students’ ability to conduct experiments, analyse and interpret experimental data in a scientific manner, and draw appropriate conclusions (S5).

The study group task judges students’ ability to work as a team and helps them to develop and present their scientific knowledge and understanding using a variety of media.

The MCQ with feedback serves as a formative end of module test of knowledge and provides a springboard for revision.

FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Winter vacation. Coursework with submission dates after the Winter vacation will either be submitted at an earlier date or at the same time remotely. The assessment format will not normally vary from the original to ensure learning outcomes are met. Any changes to the original format must meet module learning outcomes and be approved by the school.