BMD3019 : Neurodegenerative and Neurological Disorders of the Nervous System (Inactive)
- Inactive for Year: 2025/26
- Module Leader(s): Dr Christopher Morris
- Co-Module Leader: Dr Christina Elliott
- Lecturer: Professor Andrew Blamire, Dr Meher Lad, Dr Sarah Pickett, Dr Lauren Walker, Professor Christopher Price, Dr Michael Keogh, Miss Hannah Lumley, Professor Andrew Trevelyan, Prof. Evelyne Sernagor
- 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.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aim of this module is to:
Provide an advanced understanding of typically encountered neurodegenerative and neurological disorders such as Alzheimer’s, Parkinson’s, stroke, epilepsy and retinal disease.
Outline Of Syllabus
Topics covered by this module may include:
1) Alzheimer’s disease and related neurocognitive disorders
2) Parkinson’s disease and related movement disorders
3) Stroke and CNS vascular disease
4) Epilepsy and related disorders
5) Eye disease and changes within the visual system with ageing
6) Major pathological mechanisms affecting the CNS and contributing or leading to disease
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 20 | 1:00 | 20:00 | Mixture of didactic and flip classroom sessions |
| Structured Guided Learning | Academic skills activities | 2 | 1:00 | 2:00 | Group data interpretation and generation. |
| Scheduled Learning And Teaching Activities | Small group teaching | 2 | 1:00 | 2:00 | Discussion based seminar sessions |
| Scheduled Learning And Teaching Activities | Workshops | 3 | 1:00 | 3:00 | Neuropathology session with slide viewer. |
| Guided Independent Study | Independent study | 173 | 1:00 | 173:00 | Includes: Assessment preparation and completion, directed research and reading, Skills practice, Reflective learning activity and Student-led group activity |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures a formal taught session to the whole cohort which consists largely of the exposition of theory, themes, methodologies and techniques. These will form the basis of a student’s understanding of a subject.
Seminars / Small group teaching will encourage contextualisation of taught material through discussion, Q&As, data interpretation and problem-solving. Small group teaching provides support for students in their preparation for the assessment format.
Independent study will allow students to extend their knowledge and prepare for assessments through consolidation of module content, reading of books, journal articles and other recommended references.
Workshops will provide skills training and potentially assessment guidance. Workshops foster active learning, collaboration, and critical thinking. It bridges theory and practice by engaging students in problem-solving, discussions, and hands-on activities, enhancing understanding and retention while developing teamwork and communication skills.
Computer-based practical demonstrations will provide hands-on experience of a range of practical techniques related to course. Practical classes will enable students to consolidate knowledge and develop laboratory skills including recording and analysing biological data and performing relevant scientific calculations.
In-course assessments (essay) will teach students time management and organisation and encourage independent working as well as supporting their understanding of the subject.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 120 | 2 | A | 60 | Closed book, two essays from four. |
| Digital Examination | 120 | 1 | M | 40 | Inspera - Open book data interpretation exercise: 2 slide sets, staging of disorder as relevant and precis of disorder based on observation and reading of clinical presentation. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 1 | M | In-course extended essay, maximum 2000 words with 200 word abstract and optional 3 figures/tables. |
Assessment Rationale And Relationship
Written examination: assesses knowledge and understanding of course material.
Digital examination: Data interpretation exercise assesses a students’ ability to analyse quantitative/qualitative information using appropriate methods and draw scientifically valid conclusions.
In-Course Extended essay: this will enable students to demonstrate critical thinking and reading in the subject area. The formative in-course assessment will familiarise students with the format of the end-of-module exam and help students assess their knowledge and understanding of course material. Feedback on the extended essay will help improve student’s writing skills for future assessments.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- BMD3019's Timetable