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MB ChB Phase 3 spans year 3 AND 4.
2017 Cohort are supported through year 4 via the MD30X-19/20 module Moodle space.
Welcome to the Becoming an Effective Teacher moodle space. The resources you need for your module are stored here and you are encouraged to access the pre-module activities from here to complete before you attend the module.
We look forward to welcoming you to the module on 23rd October 2017
MD913
This module will help you to gain a systematic understanding of the key issues in the design, statistical analysis and interpretation of the common types of epidemiological study.
- This module builds on the material covered by the module Epidemiology and Statistics (a prerequisite unless you can show evidence of equivalent knowledge/expertise), allowing you to further develop your research skills
- Learn about issues in the design, analysis and interpretation of: case-control studies; cohort studies; randomized controlled trials; and trial data meta-analyses
- Also, other practical issues in common epidemiological study designs (such as survey methods)
- This further module is of particular relevance to those studying a Masters in Public Health (MPH) and an MSc Research Methods in Health Sciences for whom Epidemiology and Statistics is a core module.
The two laboratory mini-projects conclude your MSc year and prepare you for your PhD projects. MD979 is the first one. Due to the highly inter-disciplinary nature of the IBR DTP, you have a great variety of choice for these projects. You will have an 11-week period for each of the two mini-project modules (MD979 and the subsequent MD980). Normally there would be one experimental biology project and one either theoretical biology project (e.g., bioinformatics, computational biology) or experimental project in chemistry, physics or engineering. The supervisor pool is accordingly expanded to include colleagues across the departments of the Faculty of Science in addition to WMS.
The projects will either be developed by the you together with an academic from the supervisor pool, or initially by the supervisors alone, who will submit projects directly to the mini-project call for presentation to the student cohort at a mini-project “fair”. You should be aware that all projects will first be vetted in the IBR DTP management team before inclusion in the course.
The modules Research Topics in Interdisciplinary Biomedical Research [MD978] and Laboratory Project 1 [MD979] are a pre-requisite for this module.
Students will undertake two laboratory projects in two different disciplines. In most cases, this will be a biology-focused project and one in either chemistry, physics, mathematics, engineering or computer science. If you are a student on the Quantitative Imaging programme, your projects should focus on imaging and image analysis. Projects can be undertaken in WMS or a department within the Faculty of Science at Warwick.
Students are encouraged to develop a project proposal together with a member of staff from the supervisor pool (www2.warwick.ac.uk/fac/med/study/mrcdtp/supervisorsandprojects/). In addition, the supervisor pool will be invited to submit potential projects for consideration by the IBR DTP management committee. Projects will be reviewed for fit to the scientific brief and will be then offered to the students. The final choice of project will be made by the student in consultation with the MSc Director.
Throughout this module, we hope to show you that many of the challenges health care systems face are fundamentally economic. With this in mind, this module aims to offer an informative introduction to economic concepts and tools, with a view to understanding how these concepts can be used to answer various questions in health care.
Over the 5 days of the module, we will be looking at various issues, topics and questions that modern health care systems (such as our NHS) are called to answer, including the extent of government intervention in health care provision, contemporary ways of financing health care, methods for estimating the inputs and outputs of health care programmes, and, importantly, optimal ways of allocating our limited resources to existing and new interventions and technologies.We look forward to welcoming you to our module in early March.
The national apprenticeship pathway requires all apprentices to complete an End-Point Assessment (EPA) module in Year 3 of the programme. The EPA provides an independent, synoptic assessment of the Knowledge, Skills and Behaviours (KSBs) required by the Advanced Clinical Practitioner Degree Apprenticeship Standard (ST0564).
This module provides the framework through which the End-Point Assessment is administered. The EPA forms the final stage of the integrated degree apprenticeship and contributes the final 20 Level 7 credits towards the master’s degree. Apprentices may only enter the formal EPA assessment period once gateway requirements have been confirmed by both the employer and the University.
The module comprises two phases. The first phase occurs prior to gateway and focuses on structured preparation for the EPA, during which apprentices participate in a launch session and a series of tutorials designed to consolidate learning across the apprenticeship, support case study preparation, and ensure readiness for the EPA assessment components. Gateway represents the formal confirmation by the employer and training provider that the apprentice has achieved occupational competence and met all requirements of the apprenticeship standard. The EPA assessment period then begins and is delivered independently of on-programme teaching and assessment.
Important update: As of January 2025, a temporary dispensation has been applied to the ST0564 Advanced Clinical Practitioner assessment plan. This dispensation removes the requirement for a 1,500-word clinical practice change report. All Knowledge, Skills and Behaviours previously assessed through the written report are now assessed through the Presentation of
Dear All,
Welcome to Qualitative Research Methods in Health.
This module aims to provide you with a) a critical perspective on the contribution of qualitative research methods to understanding and improving health and b) an introduction to qualitative research methods and their application in health related research.
Aims
Develop knowledge and understanding of qualitative methods as used in health related research and develop your skills in the use of these methods. Gain the capability to use these research methods appropriately for undertaking research and evaluation both as part of postgraduate study and in your working environment.
Learning Outcomes
By the end of the module you should be able to:
Demonstrate a critical understanding of the origins and usage of qualitative research methods in relation to health.
Demonstrate how to develop a research question and use appropriate qualitative and methods to answer it.
Demonstrate an understanding of the range of research methods and when and how they should be used.
Demonstrate a critical understanding of the use of qualitative methods in relation to other widely used research methods in health care.
Here and in the module guide, you will find the pre-course preparation task. We strongly encourage you to undertake the preparatory work, especially if you are new to qualitative research methods.
We look forward to meeting you.
Frances Griffiths and Bronwyn Harris
Module Co-leads
Plato and Descartes (PH145-15)
What would you do if you had a magic ring that made you invisible, and which guaranteed that, whatever you did, you’d go unnoticed? Perhaps you’d spend your time like an invisible superhero, striking from nowhere to trip up bag-snatchers, using your power to expose criminal conspiracies by companies to use child slaves to make their products, or to dump toxic waste in rivers? If you did do things like this, would it bother you that no one ever gave you even the tiniest bit of credit, or even acknowledged that it was you that had done all of that? On the other hand, with the power of invisibility and a guarantee that you would never get caught, you could take what you wanted from anyone, at any time, anywhere. And you wouldn’t have to fear punishment, or shame, or retribution. What would you do?
In the Republic, Plato uses this question, and others like it, to help us think about what justice amounts to, and why we should be just. His profound answers to these questions, as well as his further claims about how to organize society in a way that promotes justice, are at the foundation of the discipline of philosophy. We will think and argue with Plato on the way to considering our own answers to these questions.
What do you now know most certainly of all? Perhaps you take yourself to know that there is a computer screen in front of you because you can see one? Or, perhaps you can take yourself to know that a car alarm is going off outside because you can hear one? Most of the things we know with certainty appear to come to us through the senses; through sight, smell and touch. But does all of our knowledge about the world come to us through the senses? Suppose that there was a powerful evil demon who has brought it about that the experiences that you are having now are all radically misleading about the real world. There is no computer, no cup of coffee on the desk, and no walls that surround you, even though it appears that there are. If all of the evidence of the senses cannot be trusted, is there anything at all that you are able to know in these circumstances? If so, how?
In the Meditations on First Philosophy, Descartes uses an exercise of this kind to argue that it is possible to arrive at truths about the world independent of the use of the senses, simply through reasoning and reflection. This is an idea that places Descartes squarely in the Platonic tradition. But Descartes also combines his Platonism with the worldview of the new physics. What reason reveals—according to Descartes—is that the world is very different from the way it appears, lacking colour, taste, smell and sound, and composed only of extended stuff. Is he right?
Photography is ubiquitous. Advertising, the internet and social media depend upon it. With this come worries about image-manipulation and so-called “fake news.” Prior to the worries provoked by digital imaging, photography was generally taken to be a reliable source of knowledge about the world: assuming that images have not been digitally manipulated or misleadingly staged, we have reason to believe what we see in forensic, scientific and medical photographs, if not advertising or propaganda—certainly by comparison to what we see in hand-made images. We rely on crime scene photographs for a reason. Call this photography’s (relative) “epistemic advantage:” It depends on the intuition that machine-generated images are free from certain kinds of unreliability (selective attention, false beliefs, etc) that human beings suffer from.
But photography is also taken to be aesthetically rewarding: it is widely collected and exhibited in museums, and we appreciate different photographer’s styles or oeuvres for different reasons—not least because different photographers and different schools of photography depict the world in very different ways, focusing on different subject matters, and stressing some features of the scene while suppressing others. We appreciate art in general for these kinds of reasons, and photography is no different in this regard. Call this photography’s “aesthetic capacity.” But note that such capacities are precisely what photography’s “epistemic advantage” depends on bypassing—by providing an ostensibly objective, or “belief-independent” recording of the world.
So it looks as if the reasoning, and underlying intuitions, behind attributing epistemic and aesthetic capacities to photography conflict. If so, both cannot be true and one will need to be surrendered. This has generated debate between “orthodox” and “new theorists” of photography over the past decade. Orthodox theorists foreground photography’s epistemic capacities; new theorists stress its aesthetic capacities. Spoiler: I’m a new theorist, of sorts. One reason for being a new theorist is that it enables us to take the intentions, beliefs and other mental states of photographers seriously, and this opens up the possibility of using photography for various artistic, ethical and political purposes—in addition to its well documented scientific, medical and forensic uses—some of which we will look at on this course. The challenge for new theorists will be how to account in turn for photography’s epistemic capacities in manner consistent their claims for its aesthetic capacities.
Welcome to the Gender and Development Moodle page!
The module is taught through one lecture and one seminar each week. The lectures provide an introduction and overview of the topic under discussion and the seminars explore the main issues in more detail.
Please be aware that there is NO seminars in both week 1 and week 2, but you will need to complete a group exercise before week 3 (detailed instructions regarding the exercise, please see announcement).
**Seminar classes begin in Week 3** of the autumn term and finish in Week 20, which is the last week of the spring term in the following year. The exceptions are Weeks 6 and 16, which are PAIS Reading Weeks.
The main teaching part of the course is scheduled to finish in Week 20 to allow you to complete essays over the Easter break. When we reconvene in the summer term, we will be holding revision classes.
in office room E1.15
Religion is one of the most powerful social forces in the world, shaping issues such as freedom of expression, sexual equality, public policies on education and reproductive rights, the role of medical technologies, and outbreaks of violence and conflict.
The purpose of this module is to explore the inter-relationship between religion and politics, covering a variety of conceptual, historical and contemporary themes and issues. These are addressed from an interdisciplinary perspective, drawing on history, economics, sociology, psychology, and cognitive science. The module aims to work towards a holistic understanding of the way in which religious processes and dynamics have shaped, and continue to shape, the political world.