• Inactive for Year: 2025/26

• Module Leader(s): Dr Alison Howard
• Co-Module Leader: Dr Michele Sweeney
• Lecturer: Dr Simon Cockell
• Other Staff: Mr Elliot Cruikshanks, Miss Kate Rothery

• Owning School: Biomedical, Nutritional and Sports Scien
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

The aims of this module are to introduce students to:

Effective teamwork and communication skills, learning how to work collaboratively, and be able to communicate scientific concepts and ideas effectively in written and oral formats.

Data collection and analysis through practical experience in gathering, organising, and interpreting scientific data using appropriate statistical and analytical tools.

Critical evaluation of scientific literature, and how to locate, evaluate, and synthesise information from reliable sources.

Foundational concepts and tools of bioinformatics, enabling them to understand how biological data are analysed and interpreted in research or applied setting.

How bioscience and cutting-edge research contribute to addressing critical global health issues.

Outline Of Syllabus

Topics covered in this module include:

Fundamentals of teamwork in scientific contexts

Principles of data collection and analysis

Scientific literature and information literacy and role of science communication

Bioinformatics and computational use and other research methods in biosciences

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Module Talks and Lectures: Module talks and lectures will establish the framework of the course, defining its scope and delivering essential foundational knowledge. Talks and lectures will provide baseline understanding for all students preparing them for deeper exploration in the project part of the module.

Workshops and Structured Independent Learning: Workshops will build on lecture content, providing hands-on opportunities for students to practice and apply the skills introduced in the lectures and in tailored online resources that form a structured independent learning component of the module. The online resources include staff-developed courses on key biosciences tools and techniques such as Excel, reference management, biostatistics, and information retrieval. These materials aim to ensure students gain proficiency with essential software and skills critical for their success.

Group Projects: Group projects are the cornerstone of this module, fostering the development of essential competencies such as teamwork, communication, time management, and organisational skills. Students will engage in collaborative planning and goal setting, while also developing abilities in information retrieval, critical appraisal of scientific literature, and data handling and management. These projects are designed to introduce students to current global health challenges, encouraging them to apply their bioscience knowledge to real-world issues.

Seminars and Drop-in Sessions: Seminars and drop-in sessions will provide students with opportunities for discussion, reflection, and peer learning. These sessions will support the consolidation of knowledge and skills gained through lectures, workshops, and independent study. Seminars will also serve as a platform for discussing project plans, sharing progress, and engaging in reflective practice. Formative feedback will be a key feature of these interactions, ensuring students can continuously improve their work and learning approaches.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

In order to pass this module, all portfolio components must be passed, alongside achieving an overall module mark of 40%.

Group tasks fosters collaboration and peer learning.

Portfolio: The portfolio assessment aligns with the module goals of fostering knowledge, skill development, and collaborative competencies. Using a variety of components, the portfolio assesses students on a wide range of skills and develops teamwork, collaboration and peer learning. It allows for iterative learning, as students will receive formative feedback at different stages and have opportunity to reflect and improve their work.

Project Proposal. The group project proposal assesses students' ability to define a research problem, set aims, and design a feasible plan of study. It encourages consideration of practical applications of their learning and degree materials early in their studies.

Annotated Bibliography. The group annotated bibliography evaluates students' information retrieval and critical appraisal skills. By requiring students to select, summarise, and critique relevant sources, this component aims to ensure that they develop a strong foundation in literature review practices.

Group Oral Presentation. The group oral presentation promotes key transferable skills, including teamwork, communication, and the ability to convey scientific concepts effectively to an audience. It will help develop reflective practice and confidence in public speaking, preparing students for later degree stages.

Project Report. The group project report is the culmination of the portfolio and will assess the group’s ability to research an idea, appraise data, and communicate findings in a structured and logical manner. It will test a wide range of skills, including written communication, data handling, and integration of knowledge. It also prepares students for future coursework requiring similar reporting and documentation.

Reading Lists

• BMD1002's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• BMD1002's Timetable