Introductory description

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Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

This module follows the integrated illness module and will follow the assessments for that earlier block. Again, the module will include taught content with lecture theatre-based presentations and interactive presentations as well as case-based learning sessions, all supported by TEL online content. Students will be expected to now be very familiar with the demands of CBL and becoming confident with their developing skills in enquiry based learning and discussion of their own views in communication with their peers.

In the medical sciences, students will be introduced to the anatomy and physiology of the central nervous system in health and disease, and circadian rhythm as these relate to wellbeing and mental health. Earlier study in genetics and epigenetics will be re-visited to consider relationships between environment, genome and epigenome.

In the health sciences, the states of stress, anxiety and depression will be investigated at a societal level with a focus on systems of care, the law and the balance between autonomy and best interest. The concepts of deviation and bias will be explored as they are considered both positively and negatively by society.

The cases in this module will explore contemporary examples of rehabilitation, recovery and continuing care, contrasting physical trauma with different states of mental health. Students will consider their own bias and perspectives and explore the underpinning values and ethical principles which interact in this area.

Learning outcomes

By the end of the module, students should be able to:

• 1. To illustrate familiarity with the key concepts, principles and theories, which will support a multidisciplinary approach to the understanding of wellbeing and mental health
• 2. To identify the principles of rehabilitation, how these are applied and by what services
• 3. To interrelate the factors, signs and symptoms that prompt investigations in mental health, how these are managed and by what services
• 4. To describe how ethnicity, gender and socioeconomic factors are related to mental health
• 5. To explore the link between wellbeing & environmental factors
• 6. To demonstrate a basic understanding of circadian rhythm, central nervous system and to explore the relationships between physical and mental health
• 7. To develop and use reasoning skills to engage with others to individually or collectively put forward ideas that can have a positive influence on local and global challenges in health

Indicative reading list

1. Bear et al. (2006) Neuroscience: exploring the brain. 3rd edition. Lippincott, Williams & Wilkins.
2. Goldberg S. (2010) Clinical neuroanatomy made ridiculously simple. 4th edition. MedMaster Inc.
3. Cromby et al. (2013) Psychology, mental health and distress. Palgrave Macmillan.
4. Carlson and Birkett. (2016) Physiology of behaviour. 12th edition. Pearson Education
5. Pozgar G.D. (2014) Legal and ethical issues for health professionals. 4th edition. Jones & Bartlett Learning

Subject specific skills

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Transferable skills

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