Aims

The aim of this module is to take understudied sensory systems and place them at the centre of human and animal experience by examining them from a range of perspectives across the lifespan. The module will cover the relevance of olfaction and gustation to survival and the lived experience by covering biological, evolutionary, social, psychological and clinical research and perspectives on olfaction and gustation in humans and non-human animals. We will also consider the impact of sensory deficits on these factors and will explore some of the pioneering approaches being developed to better support those with altered taste and smell.

Outline Of Syllabus

This module will comprehensively cover the sense of smell and taste, including biological, evolutionary, social, psychological and clinical factors related to the senses. Students will be given an overview of the chemical, biological, and neuroanatomical basis of olfaction and gustation. Following this introduction the course will be split into 2 main content areas:


-Evolutionary importance of smell and taste:
•       Comparative approaches
•       Survival
•       Disgust
•       Reproduction
•       Communication/Pheromones
•       Artificial fragrances

-The clinical importance of smell and taste
•       The multisensory experience of food
•       Assessment of sensory function/dysfunction
•       Altered eating: approaches and interventions
•       Somatosensation: texture, temperature, weight, mouth feel
•       Food, the senses and mental health and well-being
•       Case studies: Cancer, COVID-19, Neurological conditions

Methods for assessing the chemical senses will be woven throughout these two core content areas, and students will be expected to learn how to administer these in practical sessions.

Teaching Rationale And Relationship

Lecture materials (SO and PiP): These will provide the information necessary for knowledge outcomes 1-4, and will be augmented by assigned reading set for students.

Structured research and reading activities: These activities will allow the students the opportunity to build on the 4 knowledge outcomes through deeper discussions/debates of specific topics, all of which will help students to design their research proposals. Additionally, these will allow students to develop the skills listed above.

Practical workshops:
Students will gain practical skills related to olfactory and gustatory methodologies and assessment methods (skill 4). Time will also be devoted to the practical aspects of designing research proposals and generating hypotheses (skill 1) which is of direct benefit to the module assessment. All of the skills developed here are directly related to the design of a research proposal, and thus will guide the students through completing this assessment.


Skills practice: Students will be given the opportunity to evaluate the work of their peers and receive feedback on their own work (skills 2 and 4, students are allocated guided independent study time to prepare for this).

Assessment Rationale And Relationship

The research proposal will be used to assess the students’ knowledge and theoretical understanding of the course material, their academic writing skills, and their ability to critically evaluate the literature. It also allows them to demonstrate their ability to synthesise information from the literature and generate novel hypotheses, and combine this with their knowledge of olfactory and gustatory research methods – all of which will be necessary for designing a research proposal.

The formative peer assessment of their research proposal idea will allow the students to practice their evaluative skills and will also present them with the opportunity to gain useful feedback on their own proposals. Students will record a 1 minute “pitch” of their proposal idea. Students will then be asked to review 4 peer videos and give written constructive feedback (minimum of 150 words).

The practical workshops will allow students to develop skills in administering tests of sensory perception. Students will select two sensory assessment methods completed in these workshops which they will use to complete a structured reflective log which will be a graded component of the course, and understanding of these methods will enable students to consider and evaluate methods for the completion of the research proposal.

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.

The form of assessment will not vary from the original

If the module is failed, Stage 3 students may only be offered a resit if an honours degree is not awarded on the first occasion. Failed assessments will be the same format during the August resit period.