MD3B3-30 Advanced cases in health and medical sciences
In this module students will investigate three advanced contemporary cases, spending two weeks per case. The three cases will cover authentic and complex global and local health problems. The cases will integrate and expand on the areas covered in years 1 and 2. This module will further engage students in a transdisciplinary approach to problem solving, providing unique opportunities to practice their holistic approaches to investigating problems in health and go deeper in their analysis of the issues that arise from the cases to explore issues including health policy.
To enable an in-depth investigation of complex local and global health problems faced by individuals and society. Students will acquire skills in independent analytical thinking and reflective judgment by reading and discussing complex, real-life cases and the creation of their own case.
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.
Students will investigate three advanced contemporary cases, spending two weeks per case, the three cases will cover authentic complex global and local health problems, for example slum health and double burden of health conditions and diseases. The cases will integrate and expand on the areas covered in years 1 and 2. This module will further engage students in a transdisciplinary approach to problem solving, providing unique opportunities to practice their holistic approaches to investigating problems in health and go deeper in their analysis of the issues that arise from the cases to explore issues including health policy.
By the end of the module, students should be able to:
- To investigate complex interrelated real world challenges in health and medical sciences
- To evidence responsible and judicious strategic decision making through well-established reasoning and teamworking skills when considering cases
- To design and develop case-based learning materials which aim to advance knowledge of health problems faced by individuals and society
- To develop and use strategic planning and reasoning skills to engage with others and develop innovative teaching materials that explore the global burden of disease
- To reflect on case-based learning as a lens through which to review real world challenges in health and medical sciences
Indicative reading list
. Scambler G. (2008) Sociology as applied to medicine. 6th edition. Saunders Ltd.
2. Watts et al. (2018) The Lancet Countdown on health and climate change: from 25 years of inaction
to a global transformation for public health. Lancet. 391(10120): 581-630.
3. Paavola J. (2017) Health impacts of climate change and health and social inequalities in the UK.
Environ Health. 16(Suppl 1): 113.
4. Hope et al., (2008) Medical ethics and the law: the core curriculum. 2nd edition. Edinburgh:
5. Nicholl D.S.T. (2008) An introduction to genetic engineering. 3rd edition. Cambridge University
6. Caleyachetty et al. (2018) The double burden of malnutrition among adolescents: analysis of data
from the Global School-Based Student Health and Health Behaviour in School-Aged Children
surveys in 57 low- and middle-income countries. Am J Clin Nutr. doi: 10.1093/ajcn/nqy105.
The BSc Health and Medical Sciences is fundamentally about combining the multidisciplinary perspectives of the health sciences and medical sciences. At levels 4 & 5 students develop a progressively deeper understanding of multidisciplinary perspectives. For this level 6 module students will engage in a more overt application of these perspectives and broaden these to include health strategy and policy.
Subject specific skills
Enable to critically consider evidence pertaining to complex interrelated real-world challenges in health and medical sciences.
The transferable skills gained from the completion of this module include, discipline-specific knowledge, ability to gather and interpret information, ability to analyze data, oral communication skills, ability to make decisions and solve problems, written communication skills, ability to learn quickly, ability to manage a project, and creativity/innovative thinking.
|Lectures||6 sessions of 1 hour (3%)|
|Seminars||24 sessions of 1 hour (11%)|
|Other activity||24 hours (11%)|
|Private study||156 hours (74%)|
Private study description
Students would be expected to engage in 246 hours of self-directed learning (90 hours on assessment ) outside other learning and teaching activities outlined above.
Other activity description
Technology enhanced learning, including the use of online interactive presentations and videos, quizzes and case writing workshops (24 hours)
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Assessment group A1
|Creation of case-based learning materials||100%||90 hours|
Summative assessment: Creation of a CBL case including case material, briefing documents and expert summary in the VLE (equivalent to 5000 words)
Feedback on assessment
Creation of case-based learning materials will be marked using standardised rubrics, which will provide feedback to the students (including individualised feedback) in line with WMS assessment criteria (including submission to Plagiarism software). Further verbal feedback will be available to students on request. Every student who fails an element of assessment will be offered an appointment for face to face feedback.
This module is Core for:
UMDA-B990 Undergraduate Health and Medical Sciences
- Year 3 of B990 Health and Medical Sciences
- Year 3 of B990 Health and Medical Sciences
- Year 3 of UMDA-B992 Undergraduate Health and Medical Sciences (with Summer Term Study Abroad)