- Offered for Year: 2016/17
- Module Leader(s): Dr Ashraf Azzabi
- Lecturer: Dr Charles Kelly
- Owning School: FMS Graduate School
- Teaching Location: Off Campus
|Semester 2 Credit Value:||20|
This module will provide students with a foundation in the basic aspects of management of major solid and haematological cancers and extend students understanding of the general principles of cancer and its management.
Outline Of Syllabus
This module will cover the following topics:
•Skin cancer and melanoma
•Head and neck cancer
•Lymphoma and leukaemia
•Connective Tissue malignancy
|Guided Independent Study||Assessment preparation and completion||2||20:00||40:00|
|Guided Independent Study||Directed research and reading||15||6:00||90:00||Online content|
|Guided Independent Study||Independent study||14||3:00||42:00||Supplemental reading|
|Guided Independent Study||Online Discussion||14||2:00||28:00||Via discussion board|
Teaching Rationale And Relationship
Through a series of online tutorials and weekly activities as well as private study (including directed reading) students will gain a detailed knowledge of the major modalities in treating cancer. Students are encouraged to participate in online collaborative discussions via the discussion boards to help consolidate their understanding of the curricular and learning outcomes and give them the opportunity to discuss the roles and limitations of a variety of cancer treatments using examples and relating the information to their own practice.
The format of resits will be determined by the Board of Examiners
|PC Examination||60||2||M||20||Online MCQ (best of 5 questions)|
|Essay||2||M||80||Max 2000 Words|
|Written exercise||2||M||Peer-Feedback Blog Activity|
Assessment Rationale And Relationship
The MCQs allow students to apply the knowledge of major modalities in treating cancer when answering specific questions which test their understanding. The essay uses real life scenarios which allow students the opportunity to recognise and devise management plans and critically analyse various treatments in different clinical situations and demonstrate their understanding of the limitations of specific treatments.
The peer-feedback activity requires students to engage with the assessment criteria and provide constructive feedback on each other's blog posts. These comments will then act as a feed-forward to the final written summative assessment.
- Reading List Website : rlo.ncl.ac.uk