The Masters in Cognitive Neuroscience programme is a research-intensive course hosted by the MRC Cognition and Brain Sciences Unit, one of the world's leading centres for cognitive neuroscience. The Masters consists of seminar-style teaching on advanced topics in cognitive neuroscience, cutting-edge methods and bioinformatics training, and independent, self-directed scientific research projects and essays. The programme combines rigorous theoretical instruction with hands-on practical experience, ensuring that you develop the essential skills to drive forward your own independent research, and make meaningful contributions to the study of cognitive neuroscience.

The educational aims of the course are to:

give students with relevant experience at first-degree level the opportunity to carry out focused research in the discipline under close supervision; and

give students the opportunity to acquire or develop skills and expertise relevant to their research interests.

The course will also:

provide a strong foundation in the core principles of cognitive neuroscience - delving into topics such as neuroimaging techniques, neural networks, cognitive neuropsychology, computational modelling, and neurobiology of mental health conditions;

enable hands-on training in cognitive neuroscience methods and advanced analyses;

allow flexibility for students to explore their specific research interests via independent projects and journal clubs;

train students in academic scientific writing and presentation.

As a student in our programme, you will benefit from the vibrant academic and scientific community across the University of Cambridge. You will have access to state-of-the-art research facilities, including cutting-edge imaging technologies and advanced computational resources.

The overall aims of the MSt degree are to:

• develop high levels of expertise as advanced practitioners of coaching through engagement with current theoretical and methodological approaches and by learning through practice and reflection on that practice;
• facilitate students’ advanced coaching practice and to encourage originality and experimentation with evidence based creative approaches suitable to a range of contexts;
• use contemporary theory and philosophy to develop and enhance students’ advanced coaching practice through engagement with psychologically informed approaches;
• identify, encourage and consolidate the individual, authentic strengths within students’ coaching knowledge and practice through an inter-disciplinary approach;
• facilitate the critical exploration and evaluation of different psychologically informed approaches to advanced coaching practice;
• encourage engagement with and analysis of current and future developments within the field of coaching;
• develop the students’ inherent curiosity and advanced critical thinking and research skills relevant to advanced practitioners in contemporary and future coaching scenarios in a range of contexts;
• create a learning environment that is both safe and challenging and within which students can feel safe to explore and experiment with new approaches, honestly reflect on their development and freely provide and receive feedback on their professional practice to enable the development of their authentic and unique coaching identity fit for the future of coaching.

The programme's aim is to:

• provide professionally relevant teaching and learning informed by research in an integrated clinical and teaching environment;
• create an international cohort of consultants, GPs, dentists and other healthcare professionals able to pursue and develop their roles in the rapidly changing and challenging environment of clinical medicine;
• develop the confidence within this cohort to lead service improvement for safe and high-quality patient care, with the required knowledge, skills and capability to have a positive personal impact on the work of others in the clinical team and wider service;
• develop clinicians with an understanding of teaching, professional development and assessment in the field of clinical medicine;
• develop clinicians with an understanding of research methodologies and ethical considerations relevant to clinical medicine;
• encourage participants to develop as reflective practitioners with the emotional intelligence, resilience and astuteness required to be effective clinical leaders;
• encourage a commitment to intellectual challenge and evidence-based clinical practice informed by the latest conceptual and theoretical knowledge of medical education, research methods, ethics and clinical leadership and governance.

Please ensure you check the Department of Clinical Neurosciences website for up-to-date information on projects and funding.

Postgraduate training is very different from undergraduate courses. It is based on individual needs and abilities, and is designed to help you to think clearly, originally and practically, and to prepare you for leadership in science. We teach our postgraduate students how to plan and carry out cutting-edge research. Cambridge is an amazing place to learn how to do research. Visiting speakers and collaborators come from all over the world, and there are simply too many seminars for one person to attend! We have a careful system of monitoring the individual progress of each student; everyone has both a principal supervisor and associated adviser, and there are weekly student-led seminars.

Research training within the Department has several essential components, the first and foremost being the research project itself, with which you will make a significant scientific contribution. This will give you experience and training in a variety of experimental and/or clinical research techniques, but will also teach you how to organise research, plan experiments, and read and digest the scientific literature relevant to your research work. Most research groups have weekly or fortnightly meetings in which all members discuss each other's work.

However, other skills are also important. You will be required to attend seminars and round-tables, and you will have the opportunity to go to scientific meetings both in the UK and abroad. These bring you into direct contact with prominent and active scientists in your field from around the world.

You will also give scientific talks yourself. Audiences for such talks are often quite large, and the discussion of your paper is often very lively. You will also be expected to attend courses, that either directly relate to your research (for example, they might teach you a specific skill or expand your theoretical knowledge) or teach you general skills that are important for a well-qualified scientist to know (for example, how to write a scientific paper, use databases, or interact with the media). There are a large number of these courses, many of them run by the Postgraduate School of Life Sciences. The Department also has its own series of seminars.

We expect our postgraduate students to publish in high-quality journals, and nearly all of them do so.

All parts of the course, the Postgraduate Certificate, the Postgraduate Diploma, and the Master of Studies are delivered with the following overarching educational aims to:

The MB/PhD Programme leads to the MB, BChir and PhD degrees and is designed for medical students who are interested in academic or research careers by enabling them to integrate a three-year period of research with their clinical education.

The clinical component of the curriculum is designed to equip students for a lifetime of medical practice in a changing world with an emphasis on the acquisition of clinical skills by direct patient contact. At the start of the programme, students follow the Standard Course Year 4 curriculum up to and including the Year 4 Student Selected Component (SSC). (More information on the new clinical teaching programme can be found on the Standard Course website.) In general this SSC will be conducted in the prospective PhD host laboratory. After Part 1 of the Final MB examinations, and subject to satisfactory progress, a three-year period of full-time research follows, combined with regular clinical education, including weekly clinical supervisions and monthly clinical seminars. It concludes with students re-joining the clinical course to complete their studies.

During the research component, students are based mainly in the laboratory or department of their choice at the Addenbrooke’s complex or at one of the University sites in central Cambridge, or at a University-affiliated research institute.

Detailed Educational Aims are also outlined on the Course website

**Please note that this process is only for students who have already applied and been accepted on to the MB/PhD Programme and are in year 4 of the Clinical Course. If you have not already been recommended for the MB/PhD programme, please go to https://www.medschl.cam.ac.uk/clinical-school-mbphd-course-information for more information on the application process**

This is a research-based course. Students receive training in scientific laboratory skills and methods appropriate to the PhD project.

Students undertake a specific research project of a three to four year duration (or part-time equivalent) and submit a thesis which is examined for the PhD. In principle, the research project can be in any area of interest to Principal Investigators based in the IMS-MRL. View the Principal Investigators page on the IMS-MRL website for details. Between them, groups encompass skills in genetics, cell biology, cell signalling, neuroendocrinology, bioenergetics, human and animal physiology, as well as experimental medicine and clinical trials.

Postgraduate students at the IMS-MRL are expected to attend IMS lectures, regular seminars by local, national and international speakers, and are encouraged to attend appropriate training courses provided by the University Postgraduate School of Life Sciences to widen their experience further.

Our students receive expert training in state-of-the-art technologies through our core research facilities. They also have diverse opportunities to communicate their research findings and develop collaborative networks at, for example, the IMS-MRL research retreat and the Cambridge Metabolic Network.

Students also arrange a student symposium each year, which gives valuable experience in all aspects of organising a scientific meeting, including managing budgets, arranging catering, scheduling the day and marketing the event.

Students wishing to apply for a PhD in Clinical Biochemistry at the Cambridge Institute for Medical Research (CIMR) should investigate opportunities via the Study at CIMR page on the CIMR website.

At the core of the Master is the concept of sustainability transformations, which is addressed from a multidisciplinary perspective. Participants will learn how to analyse sustainable transformations using tools from complementary areas of knowledge, mainly:

1. economics and public policy;
2. law and governance;
3. urban planning; and
4. complex systems.

These components lay the foundations for the analytical lenses offered by the course, and they are offered from an international (e.g. the changing geopolitics of energy or climate change negotiations), transnational (e.g. energy markets, carbon trading, contractual practices and innovation strategies) and domestic perspective (e.g. regulatory frameworks, the macroeconomic implications of certain energy options for a given State, and urban planning).

· This is a one-year postgraduate course in Classics (Advanced Diploma) focused on the intensive learning of ancient Greek and Latin.

· Students will acquire a sound understanding of these ancient languages: their syntax, vocabulary, and the styles of some major authors.

· The course will allow students to broaden their general knowledge of the ancient Greek and Roman worlds through teaching informed by current developments in scholarship and research.

· The course will introduce students to tools and resources for further study and research and equip them to use them effectively.

· The course will provide opportunities for successful students to apply for research degrees, including our own MPhil and PhD degrees for which there is a requirement to be able to work confidently with evidence in the original ancient languages.

· The course bridges a gap between undergraduate degrees in cognate disciplines (History, Philosophy, English, Classical Civilisation) and postgraduate research degrees in Classics.

The course will also lead to careers in secondary education, usually via a PGCE, that may involve teaching Greek and/or Latin.

The PhD is a three to four-year research degree, examined by a thesis of up to 80,000 words. Candidates work independently and closely with their Supervisor, a senior member of the Classics Faculty, and also have an academic advisor. Classes are provided in specialist research skills (e.g., epigraphy, palaeography, numismatics, Linear B and German). When appropriate, students are encouraged to work away from Cambridge, perhaps to undertake fieldwork or study manuscripts in libraries abroad.

Doctoral students spend most of their time working independently, researching their own specialist topic, but there is a wide variety of postgraduate seminars offered in the various subject areas (Greek and Latin Literature, Philosophy, History, Art and Archaeology, Philology and Linguistics, and Interdisciplinary Approaches to the Ancient World). Students will be encouraged to participate actively in one or more each term. If a student needs to acquire any further specialist skills, they will be entitled to attend any lectures they wish from the University's extensive undergraduate lecturing programme in Classics or any other discipline. The Faculty currently offers specialist research training (see above) and classes in a range of ancient and modern languages.