Introductory description

The module cannot provide exhaustive coverage of these medical specialties: these will be used to exemplify the importance of evidence and ethics in medicine. However, to provide the appropriate context, there will be accounts of the nature of the disorders of these systems and how they are dealt with.
The module will be introduced by lectures on the concepts of evidence-based medicine and medical ethics. What do we mean by "evidence-based medicine"?
The concept of evidence-based medicine has developed over the last few years as a means of formalising decisions concerning health care. The most important tools are the randomised controlled trial, in which two alternative treatments are compared in an objective manner, and the systematic review, in which all the evidence (e.g. derived from trials) relating to a clinical issue is assessed in an objective manner to allow a definitive conclusion on the issue. Go to the Cochrane Library to read more on evidence-based medicine and to view systematic reviews.
What do we mean by "medical ethics"?
The fundamental concept here is the autonomy of the individual. Only I can make decisions about my well-being. It follows that in medicine the physician advises the patient on what is the best course of action, but it is the patient who decides. It follows that treatment can only be given if the patient consents

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.

The module will start with an introduction to drug discovery (and design), testing new drugs, treatments, using clinical trials (trial design), the different phases of drug introduction etc The module will then examine a small number of important disorders as example conditions.
These could include: Mental health, for example schizophrenia Medical aspects of the conditions, presenting symptoms, causes, treatment etc. Current research, animal models of the diseases, current theories of disease, causes and new treatments.
Reproduction Infertility, treatment, causes, genetics.
Metabolic diseases; diabetes, obesity Clinical situation, scientific background, current research etc Each of the 4 areas would have around 5 lectures associated with them.
It would be possible to have similar combinations with other medical areas such as transplantation, pain management and heart disease. The exact conditions covered would depend on who is available to teach and their research interests. We plan to have a clinician or clinical scientist associated with each section together with Biological Sciences staff.

Learning outcomes

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

• Advanced understanding of evidence based medicine and how it is used to improve clinical practice
• Advanced understanding of the methods used to evaluate medicines in humans
• Advanced understanding of current research in example medical conditions
• Advanced understanding of the physiology and pathophysiology of example medical conditions
• Advanced understanding of current therapeutic strategies and clinical management of example medical conditions
• Advanced understanding of the importance of animal models for example medical conditions
• Advanced understanding of clinical trials using examples from specific medical conditions

Indicative reading list

Students will be directed to current review articles in the literature as well as up-to-date research articles where appropriate. Their second year core Physiology texts will continue to be useful. Pocock and Richards Human Physiology: the Basis of Medicine (2006) Widmaier, Raff and Strang. Vander’s Human Physiology (2006)

Subject specific skills

a. Demonstrate clear understanding of the scientific topics
b. Contain evidence of extended reading and lateral integration of material not covered in the lectures
c. Demonstrate independent thought and deep understanding
d. Specifically answer the set question using information from multiple lectures and sources
e. Be structured and formatted in a way that demonstrates understanding and logical flow
f. Use multiple sources to construct complex scientific arguments and integrating these to build and develop the student's own scientific conclusions.

Transferable skills

1. Critical appraisal of source material
2. Self directed learning
3. Adult learning
4. Professionalism
5. Information literacy
6. Digital literacy
7. Problem solving