Teaching

Students will experience a set of core taught elements in addition to choosing three out of four specialized themes hosted in world-leading research centres at the Cambridge Biomedical Campus (listed below). Modes of teaching in the streams will include, but not be limited to, lectures, literature reviews, workshops, digital and peer learning sessions. Most of the taught material will be delivered in the Michaelmas term (Oct-Dec). A written dissertation will be due towards the end of the academic year.

The overall aim is to provide exceptional hands-on research experience underpinned by state-of-the-art theoretical training delivered by internationally recognized experts. Students will be supported to understand their skills, attributes, and aspirations, developing a portfolio for future career aspirations and will be personally mentored throughout the course.

Taught Elements
Core Topics in Translational Medical Research (to be taken by all students):

1. Introductory lectures will broadly cover - Introduction to Clinical Research and epidemiology; From bench to bedside; Introduction to clinical trials and clinical study design; Ethics, patient privacy, and patient data management, UK Biobank; Translating a lab discovery.

2. Biostatistics and Bioinformatics – Data analysis and scientific computing; Statistical analysis; Bioinformatics; Effective data visualization.

3. Patient and Public Involvement Engagement and Participation (PPIEP)

4. Practical skills workshops e.g. flow cytometry

5. A mock funding pitch workshop

6. Professional Research, academic and personal efficacy training

Themed content (students select any three of the following modules):

1. Translational Immunology and immunotherapy (hosted by the Cambridge Institute for Therapeutic Immunology and Infectious Disease, CITIID, sited within the Jeffrey Cheah Biomedical Centre)

2. Pandemic Preparedness (hosted by CITIID)

3. Cardiovascular and Respiratory Biomedical Research (hosted by The Victor Phillip Dahdaleh Heart & Lung Research Institute)

4. Acute and Emergency Care (hosted by Addenbrooke’s Hospital)

Research Project

Students will be supported to choose a host lab where they will conduct a 32-week research project supported by a principal investigator and integrated into the host lab. Support and mentorship will be provided by the lab, course team and peers.

One to one supervision	During the research project, students will be in regular (at least bi-weekly) meetings with the research project supervisor and in regular (daily) discussion with other lab members. They will also have a termly meeting with the Director to give feedback on their progress and the course.
Seminars & classes	Biostatistics and bioinformatics classes - approx. 18h (in Michaelmas term)
Lectures	Approx. 28 lectures over the academic year: Introductory lectures - Approx. 4h Plus approx. 24h of lectures chosen from any three of the modules below: Translational Immunology Pandemic Preparedness Cardiovascular and Respiratory Biomedical Research Acute and Emergency Care
Practicals	Flow cytometry practical - two approx. 4h sessions in Michaelmas term
Small group teaching	Patient and Public Involvement Engagement and Participation (PPIEP) workshop - approx. 8h (in Michaelmas term). Pandemic Preparedness mock funding pitch workshop - approx. 8h (in Michaelmas term). Professional Research and Transferrable Skills training - approx. 8h (in Michaelmas term).
Journal clubs	Approx. 6h of journal clubs, to take place in the Michaelmas and Lent terms
Literature Reviews	Approx. 6h of literature reviews, to take place in the Michaelmas and Lent terms.
Posters and Presentations	A poster presentation on the research project at a course-wide research day will be held in May.
Taught/Research Balance	Equal Taught/Research

Feedback

• A 2000-word research project plan outlining the rationale for the 32-week research project, including the proposed study design and methods will be formatively assessed by the assigned research supervisor, who will provide detailed feedback to the student.
• A named second supervisor advisor will provide additional scientific training, practical supervision, discussion and feedback on the research project.
• A poster presentation on the research project at a course-wide research day to be held in May. Advice and feedback will be given in preparation and after the presentation.
• Students will receive termly formal feedback reports via the online Postgraduate Feedback and Reporting System.

Assessment

Thesis / Dissertation

A two-part dissertation on the research project will be due, comprising a literature review of the relevant field (part 1) and an account of the methods and outcomes of the project (part 2) - see below for details.

Part 1 of the dissertation (a maximum of 5,000 words) will be a literature review article around the topic of the student’s research project . This may include a section structured like a research grant proposal, outlining a central unresolved question/hypothesis in the field, followed by an experimental plan to investigate this. This work will be considered to constitute the Introduction section of the dissertation.

Part 2 of the dissertation (a maximum of 5,000 words) will describe the outcomes of a 32-week research project. Together, dissertation parts 1 and 2 will constitute the dissertation approved or prescribed by the Degree Committee.

The examination may include, at the discretion of the Examiners, an oral examination on the work submitted by the candidate and on the general field of knowledge within which such work falls.

Other

Assessment will be through a range of formats which may include coursework, written and oral examinations, posters, presentations and projects.

An oral presentation in the form of a seminar-style presentation to other students on the cohort, course leads and other researchers, on a topic such as a laboratory/analytical method, a public engagement activity, a piece of (non-lab-based) research work distinct from the research project or a mini-project proposal. Topics for presentation will be discussed and agreed with the students in the Michaelmas term. Presentations will be assessed by the academic course leads, considering the scientific content, clarity of the slides, clarity of the presentation and responses to follow up questions from the audience.

Alternative modes of assessment for students with disability/accessibility requirements may be arranged on a student-by-student basis. Contact us if you have any questions after reading the Course Page.