The Institute of Metabolic Science - Metabolic Research Laboratories (IMS-MRL) is now offering a new taught MPhil in Obesity, Endocrinology and Metabolism which comprises a large research component. We advise potential MPhil applicants to apply for this taught MPhil https://www.mrl.ims.cam.ac.uk/study-us/taught-mphil.

Applications to this MPhil by research will only be considered in specific circumstances or for those wishing to study part-time. Please contact the department to discuss if you should apply for this research MPhil (Metabolism_MPhil@medschl.cam.ac.uk)

Students receive training in scientific laboratory skills and methods appropriate to the project. Postgraduate students also attend regular IMS-MRL lectures and weekly seminars given by local, national and international speakers. All students are encouraged to attend appropriate training courses provided by the University Postgraduate School of Life Sciences. Students have opportunities to present their work at group meetings and seminars within the IMS-MRL as well as at conferences and symposia.

There is an energetic student community at the IMS-MRL that organises regular events such as a student journal club and an annual student symposium.

The course introduces students to research skills and specialist knowledge. Its main aims are:

• to give students with relevant experience at a first-degree level the opportunity to carry out focused research in the discipline under close supervision; and
• to give students the opportunity to acquire or develop skills and expertise relevant to their research interests.

The Cambridge Institute for Medical Research (CIMR) is one of the leading research institutions in the UK. The Institute’s mission is to determine the molecular mechanisms of disease in order to advance human health, and the working environment emphasises collaboration between basic and clinician scientists, meaning the students can learn from multiple different approaches to biomedical problems. There are 26 research groups working across three research themes (protein folding and quality control, membrane trafficking and organelle biology) and three disease areas where these fundamental processes are disturbed (rare genetic disease, neurological disease, and intracellular infection).

Students at CIMR benefit from a wealth of seminars, core topic sessions and workshops held in CIMR by outstanding world-leading researchers, providing a broad scientific education. Our students receive expert training in state-of-the-art technologies through our core research facilities, and also have diverse opportunities to communicate their research findings and develop collaborative networks, e.g. at the annual CIMR research retreat. There are also opportunities for training and involvement in public engagement with research, which is a particular area of focus.

CIMR welcomes applications from postgraduates to undertake research towards a PhD in any of the labs based in CIMR. We admit those applicants who meet the academic admissions criteria and whose research interests match those of an available member of the academic staff who is willing to act as the student's supervisor. We believe that research is most effective when it reflects the widest possible diversity of ideas and inspiration, so we welcome applications from individuals from groups that are traditionally under-represented in scientific research.

Applicants must secure the support of a supervisor within a laboratory before their application will be considered. A list of CIMR PIs can be found on the CIMR website.

The Cambridge Institute for Medical Research (CIMR) is one of the leading research institutions in the UK. The Institute’s mission is to determine the molecular mechanisms of disease in order to advance human health, and the working environment emphasises collaboration between basic and clinician scientists, meaning the students can learn from multiple different approaches to biomedical problems. There are 26 research groups working across three research themes (protein folding and quality control, membrane trafficking and organelle biology) and three disease areas where these fundamental processes are disturbed (rare genetic disease, neurological disease, and intracellular infection).

Students at CIMR benefit from a wealth of seminars, core topic sessions and workshops held in CIMR by outstanding world-leading researchers, providing a broad scientific education. Our students receive expert training in state-of-the-art technologies through our core research facilities, and also have diverse opportunities to communicate their research findings and develop collaborative networks at, for example, the annual CIMR Research Retreat. There are also opportunities for training and involvement in public engagement with research, which is a particular area of focus.

CIMR welcomes applications from postgraduates to undertake research towards an MPhil in any of the labs based in CIMR. We admit those applicants who meet the academic admissions criteria and whose research interests match those of an available member of the academic staff who is willing to act as the student's supervisor. We believe that research is most effective when it reflects the widest possible diversity of ideas and inspiration, so we welcome applications from individuals from groups that are traditionally under-represented in scientific research.

Applicants must secure the support of a supervisor within a laboratory before their application will be considered. A list of CIMR PIs can be found on the CIMR website.

The course introduces students to research skills and specialist knowledge. Its main aims are:

• to give students with relevant experience at a first-degree level the opportunity to carry out focused research in the discipline under close supervision; and
• to give students the opportunity to acquire or develop skills and expertise relevant to their research interests.

The Postgraduate Certificate is aimed at doctors and other professionals allied to medicine who have a teaching role or a role in training and appraising healthcare professionals. This includes doctors working in primary care; secondary care at all levels from foundation year two to consultant grades; and other professionals allied to medicine that have a role in teaching both undergraduates and postgraduates.

The programme is designed to provide practical solutions to teaching undergraduates or postgraduates as individuals, small groups and larger groups. It will look at the theory behind teaching in medical settings and how these apply in real life situations. It is also designed to provide help in developing skills in giving feedback, appraisal and assessment. Where possible the teaching will be adaptable so that it can help specific groups of teachers in their particular environment.

The programme is designed to meet recommendations of the General Medical Council (GMC) and Academy of Medical Educators (AoME), and aims to contribute to continuing professional development of doctors and allied professionals in an integrated clinical and teaching environment to stimulate more inter-professional education, and to develop a cohort of professionals who will pursue and develop their roles as teachers in the field of medical education.

Students successfully completing the programme will have gained skills and knowledge to ensure safe and effective patient care through training; establish and maintain an environment for learning; teach and assess learning and apply core theoretical principles to their own educational contexts; support and monitor educational progress; and guide personal and professional development. Upon successful completion of the programme students may apply for membership of the AoME; students may also apply for Fellowship status of the Higher Education Academy (HEA).

The programme aims to:

Contribute to the commitment of the School of Clinical Medicine and the Faculty of Biology to the continuing professional development of clinical and pre-clinical staff involved in undergraduate and postgraduate medical education within an integrated clinical and teaching environment;

Develop and create a cohort of doctors and other professionals allied to medicine who will pursue and develop their roles as teachers in the field of medical education;

Expand the number of staff within the faculties who have specialist skills in teaching within the University and can demonstrate the University’s commitment to meeting the standards of doctors and other allied professionals and to maintaining these at the highest level;

Develop a postgraduate programme that will be open to medical educators (both medical and professionals allied to medicine) of undergraduate students as well as postgraduate tutors and supervisors within the East of England and further afield. It will also aim to stimulate more inter-professional education.

The programme aims to stimulate more inter-professional education.

This programme is only open to those who have successfully completed the University of Cambridge Postgraduate Diploma in Medical Education.

The programme aims to develop individuals who are able to recognise and respond to opportunities to develop their own and others educational practice through the considered design and implementation of a small-scale educational research or development project.

This will include

• Exploration of project design principles, including methodological choices
• Familiarisation with a range of educational research, development and evaluation methods
• Purposeful and in-depth engagement with their chosen project design methodology and linked methods
• Purposeful engagement with approaches to data selection, data generation and data analysis methods (linked to their chosen design)
• Rehearsing different ways of communicating complex ideas in written/verbal/graphic form for different audiences (eg academic audience, professional audience, members of the public etc)

The programme's aims include:

• develop individuals ability to adopt an informed and critically reflective stance to their own and others practice as medical educators and leaders.
• invite consideration of strategies to create and sustain safe working and learning environments, including supporting and developing faculty to deliver high quality education and training.
• establish the features of high quality formative and summative assessment practices and how these are used to assess performance and support the development of students and trainees (including differentiation of performance and supporting trainees who are failing to progress).
• support a focus on curriculum and course design at two levels i.e. firstly, to enable an informed critique of adopted curriculum, their limits and potentials and secondly to familiarise participants with core curriculum design skills.

The MD degree – on a par academically with the PhD – is aimed at medically-qualified clinicians working in Cambridge who hold suitable research appointments within Cambridge University Health Partners (CUHP, i.e. the University of Cambridge, Cambridge University Hospitals NHS Foundation Trust, Cambridgeshire and Peterborough NHS Foundation Trust, and Royal Papworth Hospital NHS Foundation Trust).

Research projects, allied to the area in which the candidate is currently employed, can be undertaken across the whole spectrum of medical science from basic biology to clinical therapies and should relate to the science, art, or history of medicine. All applicants must be employed by a CUHP institution at the time of their application and have sufficient dedicated research time (at least two years part-time permitted by their employer) to enable the completion of their proposed research.

Applicants are asked to submit a detailed research proposal with their application. If accepted, a University supervisor will be appointed and the candidate will be expected to work on the project part-time (usually alongside their clinical commitments within CUHP), and to submit their thesis within a maximum of six years. Like the PhD, the MD is examined by thesis and viva. As registered part-time students of the University, MD candidates will have access to a wide range of library and computing facilities, as well as the social and pastoral resources in their Colleges.

This course is an application stream for the Master of Advanced Study (MASt) in Mathematics; students should apply to only one of the four application streams for the MASt (Applied Mathematics, Pure Mathematics, Mathematical Statistics, or Theoretical Physics).

This course, commonly referred to as Part III, is a nine-month taught masters course in mathematics. It is excellent preparation for mathematical research and it is also a valuable course in mathematics and its applications for those who want further training before taking posts in industry, teaching, or research establishments.

Students admitted from outside Cambridge to the Part III are admitted to the Master of Advanced Study (MASt). Cambridge students continuing from the Cambridge Mathematical Tripos for a fourth-year are admitted to the Master of Mathematics (MMath). The requirements and course structure for MASt and the MMath are the same. Cambridge students interested in the MMath should refer to this page for more information.

There are around 280 Part III (MASt and MMath) students each year; almost all are in their fourth or fifth year of university studies. Each year the Faculty offers up to 80 lecture courses in Part III, covering an extensive range of pure mathematics, probability, statistics, applied mathematics and theoretical physics. They are designed to cover those advanced parts of the subjects that are not normally covered in a first-degree course, but which are an indispensable preliminary to independent study and research. Students have a wide choice of the combination of courses they take, though naturally, they tend to select groups of cognate courses. Examples classes and associated marking of (unassessed) example sheets are provided as complementary support to lectures.

As a taught masters course, the main emphasis is on lecture courses, and assessment is almost entirely based on written exams, which are taken at the end of the academic year starting in the last week of May, alongside a mathematical essay, normally due in early May. The standard graduation dates for successful candidates are usually in June and July.

This course is an application stream for the Master of Advanced Study (MASt) in Mathematics; students should apply to only one of the four application streams for the MASt (Applied Mathematics, Pure Mathematics, Mathematical Statistics, or Theoretical Physics).

This course, commonly referred to as Part III, is a nine-month taught masters course in mathematics. It is excellent preparation for mathematical research and it is also a valuable course in mathematics and its applications for those who want further training before taking posts in industry, teaching, or research establishments.

Students admitted from outside Cambridge to the Part III are admitted to the Master of Advanced Study (MASt). Cambridge students continuing from the Cambridge Mathematical Tripos for a fourth-year are admitted to the Master of Mathematics (MMath). The requirements and course structure for MASt and the MMath are the same. Cambridge students interested in the MMath should refer to this page for more information.

There are around 280 Part III (MASt and MMath) students each year; almost all are in their fourth or fifth year of university studies. Each year the Faculty offers up to 80 lecture courses in Part III, covering an extensive range of pure mathematics, probability, statistics, applied mathematics and theoretical physics. They are designed to cover those advanced parts of the subjects that are not normally covered in a first-degree course, but which are an indispensable preliminary to independent study and research. Students have a wide choice of the combination of courses they take, though naturally, they tend to select groups of cognate courses. Examples classes and associated marking of (unassessed) example sheets are provided as complementary support to lectures.

As a taught masters course, the main emphasis is on lecture courses, and assessment is almost entirely based on written exams, which are taken at the end of the academic year starting in the last week of May, alongside a mathematical essay, normally due in early May. The standard graduation dates for successful candidates are usually in June and July.

This course is an application stream for the Master of Advanced Study (MASt) in Mathematics; students should apply to only one of the four application streams for the MASt (Applied Mathematics, Pure Mathematics, Mathematical Statistics, or Theoretical Physics).

This course, commonly referred to as Part III, is a nine-month taught masters course in mathematics. It is excellent preparation for mathematical research and it is also a valuable course in mathematics and its applications for those who want further training before taking posts in industry, teaching, or research establishments.

Students admitted from outside Cambridge to the Part III are admitted to the Master of Advanced Study (MASt). Cambridge students continuing from the Cambridge Mathematical Tripos for a fourth-year are admitted to the Master of Mathematics (MMath). The requirements and course structure for MASt and the MMath are the same. Cambridge students interested in the MMath should refer to this page for more information.

There are around 280 Part III (MASt and MMath) students each year; almost all are in their fourth or fifth year of university studies. Each year the Faculty offers up to 80 lecture courses in Part III, covering an extensive range of pure mathematics, probability, statistics, applied mathematics and theoretical physics. They are designed to cover those advanced parts of the subjects that are not normally covered in a first-degree course, but which are an indispensable preliminary to independent study and research. Students have a wide choice of the combination of courses they take, though naturally, they tend to select groups of cognate courses. Examples classes and associated marking of (unassessed) example sheets are provided as complementary support to lectures.

As a taught masters course, the main emphasis is on lecture courses, and assessment is almost entirely based on written exams, which are taken at the end of the academic year starting in the last week of May, alongside a mathematical essay, normally due in early May. The standard graduation dates for successful candidates are usually in June and July.