MD3B2-30 Dissertation project
Introductory description
The module offers students the opportunity to work independently, under limited supervision, on an area of health and medical science of their choice. Students will learn to take responsibility for the direction and management of a research project through to completion and submission. There is no specific syllabus for this module. The topic of the dissertation will depend on the mutual interests of the student and the student's chosen supervisor.
During this module, students will gain hands-on experience of formulating appropriate research questions, planning and undertaking a project, analysing data, peer review and writing their project in form of a paper. The paper will be in a format suitable for publication in a peer-reviewed academic journal and will demonstrate knowledge and appraisal of a wide range of relevant literature and show that this has been applied to the design, execution and reporting of the project. There will be online material on key skills relevant to dissertation planning and oral presentation.
Module aims
This module aims to provide students with the opportunity to develop a deep understanding of a topic area of
interest and obtain practical experience of the process and skills required to undertake an extended supervised research project.
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 offers students the opportunity to work independently, under limited supervision, on an area
of health and medical science of their choice. They will learn to take responsibility for the direction and
management of a research project through to completion and submission. There is no specific syllabus for
this module. The topic of the dissertation will depend on the mutual interests of the student and the
student's chosen supervisor. During this module the students will gain hands on experience of formulating
appropriate research questions, planning and undertaking a project, analysing data, peer review and
writing their project in form of a paper. The paper will be in a format suitable for publication in a peer
reviewed academic journal and will demonstrate knowledge and appraisal of a wide range of relevant
literature and show that this has been applied to the design, execution and reporting of the project. There
will be online material on key skills relevant to dissertation planning and oral presentation
Learning outcomes
By the end of the module, students should be able to:
- To work independently to plan, manage and complete a cohesive project within agreed timelines
- To develop practical and cognitive skills of analysis and synthesis in the context of investigation within the field of health, biomedical and medical sciences
- To evaluate and communicate complex project information using written and oral formats to a diverse audience
- To critically appraise own findings and their relevance within the project scope
- To demonstrate responsible research behaviour including engagement with supervision, responsiveness to feedback, meeting deadlines and academic integrity
- To become immersed in complex disciplinary language, engage with interdisciplinary approaches and identify professional limit
Indicative reading list
Reading lists can be found in Talis
Research element
To develop practical and cognitive skills of analysis and synthesis in the context of investigation within the fields of health, biomedical and medical sciences
Subject specific skills
Developed practical and cognitive skills of analysis and synthesis in the context of investigation within the fields of health, biomedical and medical sciences.
To become immersed in complex disciplinary language, engage with interdisciplinary approaches and identify professional limits.
Transferable skills
The transferable skills gained from the completion of this module include, 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.
Study time
| Type | Required |
|---|---|
| Seminars | 5 sessions of 1 hour (2%) |
| Tutorials | 6 sessions of 30 minutes (1%) |
| Project supervision | 10 sessions of 1 hour (3%) |
| Private study | 182 hours (61%) |
| Assessment | 100 hours (33%) |
| Total | 300 hours |
Private study description
Students would be expected to engage in 182 hours of self-directed learning outside other learning and teaching activities outlined above.
Costs
No further costs have been identified for this module.
You do not need to pass all assessment components to pass the module.
Assessment group A4
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
Assessment component |
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| Dissertation thesis produced to journal article format | 50% | 63 hours | No |
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Reassessment component is the same |
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Assessment component |
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| Poster presentation and defence of poster with lay abstract | 30% | 27 hours | No |
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Reassessment component is the same |
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Assessment component |
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| Supervisor rated component | 20% | 10 hours | No |
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The supervisor-rated component evaluates the skills, behaviours and professional standards expected of a developing undergraduate researcher. It aims to encourage consistent engagement, professionalism and accountability throughout the full life cycle of the project, regardless of methodological approachach or project format. Assessment is based on a marking rubric across four domains: practical or methodological competence and working with appropriate independence; commitment to the project and professional behaviour; problem-solving and initiative; and communication skills, both verbal and written. These domains apply across the full range of project types, including laboratory-based, computational, systematic literature review, qualitative, quantitative, and other research approaches. In this context, “practical competence” refers to the student’s ability to apply appropriate research methods and tools relevant to their project type (for example, laboratory techniques, data analysis methods, qualitative data collection or analysis, systematic literature searching and synthesis, or other relevant methodological approaches). In making this judgement, supervisors should consider the student’s engagement across the full project lifecycle, from preparation and planning through development of the project protocol or approach, the conduct of the work, and completion of the final written submission. This includes how effectively the student prepares for and uses supervision meetings, responds to feedback, and takes responsibility for progressing their work within the expected level of supervision. The mark awarded will be supported by a clear written justification that reflects observed performance over the course of the project. A second marker will moderate this component to support consistency and fairness. Supervisors will not penalise a student for factors outside their control, including project constraints, access limitations, delays not caused by the student, or approved mitigating circumstances. Students and supervisors are expected to hold regular weekly meetings throughout the dissertation project. A brief written record of each meeting should be maintained to provide a formal account of discussions, agreed actions, and progress made. This record should clearly demonstrate the student’s engagement and progression during the project. Meetings should be documented using the recommended institutional system. These records will inform the supervisor-rated component and support the justification of the mark awarded, while also providing moderators with insight into how the project developed over time. For this component, preparation time includes all work undertaken to plan and carry out the project, including preparation undertaken before supervisor briefings. |
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Reassessment component |
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| Critical Reflection on performance | Yes (extension) | ||
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Students will be required to reflect on how they can improve their performance based on the feedback provided. The reflection should include a reflective analysis of the key skills (domains) required for successful completion of a research project. |
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Feedback on assessment
The poster and report will be marked using standardised rubrics. Feedback to the students (including individualised feedback) in line with WMS assessment criteria will be given to the students. Further verbal feedback will be available to students on request.
Courses
This module is Core for:
- Year 3 of UMDA-B990 Undergraduate Health and Medical Sciences
- Year 3 of UMDA-B991 Undergraduate Health and Medical Sciences (with Intercalated Year)
- Year 3 of UMDA-B992 Undergraduate Health and Medical Sciences (with Summer Term Study Abroad)