Teaching
The MSt in Genomic Medicine is a two-year part-time master’s degree (FHEQ level-7) of the University of Cambridge.
For the MSt in Genomic Medicine, students must complete a number of modules and a dissertation, which can be either a research project or a literature-based project (see details below). MSt students would normally conduct the majority of the dissertation work in the second year, alongside their chosen modules.
The MSt comprises either:
eight modules from the list below (note required modules), plus a 60 credit research project and associated dissertation of 10,000-12,000 words or the equivalent on an agreed topic in genomic medicine;
OR
ten modules from the list below (note required modules), plus a 30 credit literature-based research project and associated dissertation of 5,000-6,000 words or the equivalent on an agreed topic in genomic medicine.
Modules are chosen from a range of modules, some of which are core and some of which are optional. There is additional between-module reflection, study and assignment work. The list of core and optional modules is announced by the Degree Committee for the Faculties of Clinical Medicine and Veterinary Medicine by the end of the Easter term preceding the examination, stipulating which modules are core and which are optional.
The following is a list of likely modules, but as noted above, the list of core and optional modules is not announced by the Degree Committee until the Easter Term preceding the examination. Not all of the modules below will necessarily be offered in any one year:
-
Fundamentals of human genetics and genomics - mandatory for all students
-
Omics techniques and the application to genomic medicine
-
Genomics of common and rare inherited disease
-
Molecular pathology of cancer and application of genomics in cancer
-
Application of genomics in infectious disease
-
Pharmacogenetics and stratified healthcare
-
Bioinformatics, interpretation, and data quality assurance in genomic analysis
-
Variant interpretation
-
Introduction to counselling and communication skills in genomic medicine
-
Professional and research skills
-
Epigenetics and disorders of the epigenome
-
Genomics of obesity and metabolic disease
-
Genomics of neurodegenerative disorders
-
Genomics of cardiovascular disorders
-
Research and statistical skills for genomic medicine
-
Workplace-based module
Each module generally requires submission of an assignment of 2500-3500 words or equivalent, and modules are equally weighted, providing 15 FHEQ-7 credits if successfully completed.
At the discretion of the Course Director, the requirement to take the core module may be waived and another module may be selected.
| One to one supervision |
Supervisions will take place in the second year of the programme and will be arranged as necessary to support each student in the completion of their dissertation. Students will be allocated a named supervisor and can expect to receive around 12 hours of supervision. This includes meetings and feedback on drafts. Supervisions can take place on at least a termly basis with increased frequency in contact as the dissertation progresses. |
|---|---|
| Seminars & classes |
The programme is delivered through a combination of in-person teaching sessions and asynchronous approaches provided via the course virtual learning environment. Examples of the type of teaching methods used include, but are not limited to, live and pre-recorded lectures, seminars, group discussions, online readings, quizzes, data handling exercises, group activities and discussion forums. Peer-to-peer learning forms an important element of course teaching. |
| Lectures |
Each module involves approximately five days of face-to-face teaching via a mixture of lectures, classes, practicals and seminars. |
| Practicals |
Each module involves approximately five days of face-to-face teaching via a mixture of lectures, classes, practicals and seminars. |
| Small group teaching |
Each module involves approximately five days of face-to-face teaching via a mixture of lectures, classes, practicals and seminars. |
| Taught/Research Balance |
Predominantly Taught
|
Feedback
Students will receive formative (does not contribute to final mark) feedback throughout the course, along with tutor provided feedback on the submitted summative (will contribute to final mark) assignments.
For the dissertation, students will receive both formative feedback from their supervisor (does not contribute to final mark, but helps students develop) and summative feedback (will contribute to final mark).
Assessment
Thesis / Dissertation
Either:
a research project of 10,000 to 12,000 words for students that have taken 8 prior modules, or
a literature-based research project of 5,000 to 6,000 words for students that have taken 10 prior modules.
Essays
The programme will contain items of formative (not counting towards the final mark) and summative (counting towards the final mark) assessment. Formative assessment will receive tutor and/or peer feedback and is designed to facilitate completion of the summative assessments. Summative assessments will consist of tasks appropriate to the discipline of study and may include, but not be limited to, essays, reports, presentations, posters, critical reviews, data handling and analysis, and group activities.
Students are assessed formatively throughout the taught modules of the programme using a variety of techniques and interrelated strategies including evidence of regular reflection; demonstration of active participation in the programme will also be required. There may also be a requirement for the students to take part in peer review of other students.
For each of the 8 or 10 modules comprising the MSt, students must complete summative assignments of 2500-3500 words or equivalent.
Taught modules account for two thirds or five-sixths of the MSt, depending on the option selected for the dissertation.
Written examination
There are no written examinations.
Practical assessment
Practical assessment techniques may be used, where required, for certain modules of the programme, for example, the development of a visual aid for the Counselling Skills module.